Pharmacy Education最新文献_第9页

Stakeholder role in setting curriculum priorities for expanding pharmacy scope of practice 利益相关者在设置课程优先级以扩大药学实践范围方面的作用

Pharmacy Education Pub Date : 2023-10-09 DOI: 10.46542/pe.2023.231.640647

Emma Bertilsson, Susan Hall, Michelle Bowden, James Townshend, Fiona Kelly

{"title":"Stakeholder role in setting curriculum priorities for expanding pharmacy scope of practice","authors":"Emma Bertilsson, Susan Hall, Michelle Bowden, James Townshend, Fiona Kelly","doi":"10.46542/pe.2023.231.640647","DOIUrl":"https://doi.org/10.46542/pe.2023.231.640647","url":null,"abstract":"Globally, pharmacy education has evolved as scope of practice expands, from four-year bachelor’s programmes to extended, more clinically focused qualifications. Curriculum transformation is typically led by academics then presented to expert stakeholders for confirmation and comment. This study aimed to engage stakeholders in initial curriculum design to transform pharmacy education at one Australian university. The nominal group technique was used to identify priorities for curriculum and work integrated learning. Twenty-three diverse stakeholders proposed 153 ideas for curriculum and work integrated learning across four sessions, and these were consolidated into 10 to 11 over-arching statements per group and voted on. Group discussions were recorded, then transcribed verbatim followed by thematic analysis of transcripts. Priority areas included specific skills for extended scope and role specialisation, and innovative changes to work-integrated learning to ensure alignment with evolving complexity in practice. Early stakeholder participation enriched curriculum design using a sustainable approach to industry engagement.","PeriodicalId":19944,"journal":{"name":"Pharmacy Education","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135146333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Game-based learning in pharmacy education: A systematic review and narrative synthesis 药学教育中的游戏学习:系统回顾与叙事综合

Pharmacy Education Pub Date : 2023-10-06 DOI: 10.46542/pe.2023.231.629639

Seham Kanaan, Mariam Dabbous, Marwan Akel, Rebecca Lteif, Mohamad Rahal, Fouad Sakr

{"title":"Game-based learning in pharmacy education: A systematic review and narrative synthesis","authors":"Seham Kanaan, Mariam Dabbous, Marwan Akel, Rebecca Lteif, Mohamad Rahal, Fouad Sakr","doi":"10.46542/pe.2023.231.629639","DOIUrl":"https://doi.org/10.46542/pe.2023.231.629639","url":null,"abstract":"Background: Studies have shown improved learning outcomes using game-based learning (GBL) in health professions education. The aim of this systematic review was to explore and summarise the current evidence related to the design, assessment methods, and outcomes of implementing GBL in pharmacy education. It also aimed to determine and the impact of gamified learning activities on students’ perception and attainment of the desired learning outcomes. Methods: A comprehensive search was undertaken using the PubMed, Scopus, and Google Scholar databases. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guideline was used for reporting this systematic review. Results: A total of 22 studies involving pharmacy students were included. GBL was utilised for a variety of pharmacy-related topics or courses including major and elective didactic courses and pharmacy practice experiences. Evaluation of GBL activities was mostly based on post-game surveys or/and quizzes. All studies showed a positive impact of game-based learning on pharmacy education. Conclusion: GBL has an important role in pharmacy education in both didactic and practicum courses. Findings show that the benefits of GBL are prominent through different areas of the pharmacy curriculum and in all professional pharmacy years.","PeriodicalId":19944,"journal":{"name":"Pharmacy Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134943635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Knowledge and attitudes of Nigerian final-year pharmacy students towards genital warts and practice regarding human papillomavirus vaccine: A cross-sectional study 尼日利亚药学专业最后一年学生对生殖器疣的知识和态度以及关于人乳头瘤病毒疫苗的做法:一项横断面研究

Pharmacy Education Pub Date : 2023-10-03 DOI: 10.46542/pe.2023.231.603612

Kosisochi Amorha, Nichodemus Nnamani, Ruth Sabastine, Abdelmonem Siddiq

{"title":"Knowledge and attitudes of Nigerian final-year pharmacy students towards genital warts and practice regarding human papillomavirus vaccine: A cross-sectional study","authors":"Kosisochi Amorha, Nichodemus Nnamani, Ruth Sabastine, Abdelmonem Siddiq","doi":"10.46542/pe.2023.231.603612","DOIUrl":"https://doi.org/10.46542/pe.2023.231.603612","url":null,"abstract":"Background: Genital warts are clinical presentations of human papillomavirus (HPV) infection. The study evaluated the knowledge and attitudes of Nigerian final year pharmacy students towards genital warts and practice regarding the HPV vaccine. Methods: Data for this cross-sectional study were collected from February 2022 to April 2022 with a 31-item structured self-administered questionnaire and analysed using IBM SPSS Version 25.0. Pearson’s Chi-Square was used to test the association between variables. Statistical significance was set as p < 0.05. Results: The study enrolled 620 respondents from 15 universities in Nigeria. Overall, slightly above half of the respondents had good knowledge of genital warts (n=344, 55.5%). More than half of them had favourable attitudes towards genital warts (n=422, 68.1%). Few respondents reported that they had been vaccinated against genital warts (n=12, 1.9%). Conclusion: The study revealed that final year pharmacy students in Nigeria showed good knowledge and favourable attitudes towards genital warts and human HPV prevention, which did not translate into good practice. It highlights the need for interventions that would promote good practices towards genital warts prevention.","PeriodicalId":19944,"journal":{"name":"Pharmacy Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135738521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Are pharmacy graduates practice ready? A validation and assessment study of curricular effectiveness in a school of pharmacy in Lebanon 药学毕业生准备好实习了吗?黎巴嫩一所药学院课程有效性的验证与评估研究

Pharmacy Education Pub Date : 2023-10-03 DOI: 10.46542/pe.2023.231.613628

Fouad Sakr, Jihan Safwan, Iqbal Fahs, Marwan Akel, Mariam Dabbous, Mohamad Rahal

{"title":"Are pharmacy graduates practice ready? A validation and assessment study of curricular effectiveness in a school of pharmacy in Lebanon","authors":"Fouad Sakr, Jihan Safwan, Iqbal Fahs, Marwan Akel, Mariam Dabbous, Mohamad Rahal","doi":"10.46542/pe.2023.231.613628","DOIUrl":"https://doi.org/10.46542/pe.2023.231.613628","url":null,"abstract":"Background: This study aimed to validate the programme learning outcomes (PLOs) in a Lebanese pharmacy school. It also aimed to assess curricular effectiveness through self-reported assessments of recently graduated BPharm students and investigate if academic and sociodemographic characteristics impact learning outcomes’ achievement. Methods: A cross-sectional study was conducted through an online questionnaire. The initial section of the questionnaire gathered data concerning academic and sociodemographic characteristics, while the second section centred around a scale-based self-declared assessment of the PLOs. Results: The validated BPharm PLOs encompassed six distinct domains, comprising a total of 20 competencies and 110 learning outcomes. All competencies were successfully extracted with factor analysis and appropriately loaded on their respective domains. The internal consistency of the competencies and domains was confirmed by Cronbach’s alpha, with values ranging from 0.741 (good) to 0.957 (excellent). The graduates indicated their proficiency across all domains, with an average percentage grade ranging from 87.29% for professionalism to 87.55% for the approach to practice and care. Conclusion: The findings reveal a valid structure of the current PLOs with robust internal consistency. The high proficiency levels of graduates across all competency domains confirm the effectiveness and structural integrity of the curriculum.","PeriodicalId":19944,"journal":{"name":"Pharmacy Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135739385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The case of clinical training for International Pharmacists in Canada: A comparative educational and policy analysis 加拿大国际药师临床培训案例:比较教育与政策分析

Pharmacy Education Pub Date : 2023-10-01 DOI: 10.46542/pe.2023.231.594602

Amad Al-Azzawi

{"title":"The case of clinical training for International Pharmacists in Canada: A comparative educational and policy analysis","authors":"Amad Al-Azzawi","doi":"10.46542/pe.2023.231.594602","DOIUrl":"https://doi.org/10.46542/pe.2023.231.594602","url":null,"abstract":"Background: The passing rate for International Pharmacists is much lower than that of domestic pharmacy graduates in the licensing examination in Canada. This study aimed to examine differences in policies and educational infrastructure systems integrated that help shape advanced clinical training for International Pharmacists in the different provinces. Method: This study used a comparative policy analysis of regulations governing International Pharmacists in three provinces, including Ontario, Alberta, and British Columbia. Results: When examining current integration systems in these provinces, differences in clinical training period requirements become apparent. For example, Alberta and British Columbia have already started efforts towards better integration frameworks in clinical training for international pharmacists. However, there is a need for more unified and inclusive measures towards the integration of international experiences within the Canadian pharmacy practice system across all three provinces. Conclusion: The Canadian model lacks a clinical training period before the qualifying examination, unlike other models around the world.","PeriodicalId":19944,"journal":{"name":"Pharmacy Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135457134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Longer-term outcomes of medicine and pharmacy students at Cardiff University after undergraduate therapeutics and prescribing interprofessional education 卡迪夫大学医学和药学专业学生在接受本科治疗和处方跨专业教育后的长期结果

Pharmacy Education Pub Date : 2023-09-30 DOI: 10.46542/pe.2023.231.584593

David Muir, Catherine Richards, Dai Neale John

{"title":"Longer-term outcomes of medicine and pharmacy students at Cardiff University after undergraduate therapeutics and prescribing interprofessional education","authors":"David Muir, Catherine Richards, Dai Neale John","doi":"10.46542/pe.2023.231.584593","DOIUrl":"https://doi.org/10.46542/pe.2023.231.584593","url":null,"abstract":"Background: Studies have reported students’ satisfaction with and learning from undergraduate interprofessional education (IPE). However, there is insufficient research reporting on any longer-term effects of IPE. The objective is to assess the longer-term impact of learning by 3rd/4th year medical and pharmacy students 12-24 months after a therapeutics/prescribing IPE session. Methods: Semi-structured interview transcriptions were explored inductively using thematical analysis, and deductively by using the Modified Kirkpatrick’s evaluation model. Exactly 34 interviews were conducted. Results: Inductively, six themes were identified: preparedness; students as learners and teachers; knowledge/skills development; application of learning; session value; and suggestions for change. Deductively, participants found the session enjoyable and interesting (level 1), had modified attitudes of peers (level 2a), acquired knowledge and skills (level 2b), and, those in employment, provided examples of behavioural change (level 3). No organisational change (level 4) or improved patient outcomes (level 5) were reported. Conclusion: Both medical and pharmacy participants were able to recall a therapeutic/prescribing IPE session that took place 12-24 months earlier. Participants emphasised the usefulness of interacting with peers, increasing their understanding of each others’ roles, improving communication skills and applying learning within practice. Those developing IPE should consider early consistent delivery, utilise multidisciplinary faculty members and ensure an appropriate student knowledge gap.","PeriodicalId":19944,"journal":{"name":"Pharmacy Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136280695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

FIP Brisbane 2023: Hospital Pharmacy FIP布里斯班2023:医院药房

Pharmacy Education Pub Date : 2023-09-24 DOI: 10.46542/pe.2023.236.192294

引用次数: 0

FIP Brisbane 2023: Regulatory Sciences and Quality FIP布里斯班2023:法规科学和质量

Pharmacy Education Pub Date : 2023-09-24 DOI: 10.46542/pe.2023.236.424434

引用次数: 0

FIP Brisbane 2023: Pharmacy Practice Research FIP布里斯班2023:药学实践研究

Pharmacy Education Pub Date : 2023-09-24 DOI: 10.46542/pe.2023.236.350423

引用次数: 0

FIP Brisbane 2023: Clinical Biology FIP布里斯班2023:临床生物学

Pharmacy Education Pub Date : 2023-09-24 DOI: 10.46542/pe.2023.236.5260

引用次数: 0