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Fonseca FLD, Dosea AS, Araújo-Neto FDC, Gois Dos Santos L, Pimentel DMM, Lyra DPD. The academic formation challenges: what does retail expect from higher education institutions in pharmacy? BMC MEDICAL EDUCATION 2024; 24:456. [PMID: 38664828 PMCID: PMC11046822 DOI: 10.1186/s12909-024-05435-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2023] [Accepted: 04/16/2024] [Indexed: 04/28/2024]
Abstract
BACKGROUND The drug retail represents the main area of activity for pharmacists worldwide. In Brazil, this sector is responsible for employing around 80% of professionals. Before this reality, the academic training of pharmacists requires specialized skills and knowledge so they can fulfill their tasks. In this sector, considering the influence of managers and mentors on the model of pharmaceutical practice, their perceptions about the demands of the market can help discussions related to the training of pharmacists. AIM To analyze the academic training of pharmacists for the drug retail market from the perspective of managers and mentors. METHOD This is a qualitative study conducted with managers and mentors of the drug retail market. A semi-structured interview guide was prepared and applied to the intentionally selected participants. The study was approved by the Research Ethics Committee under the number 4,169,752. The interviews were conducted through videoconference by an experienced researcher. The data obtained were analyzed using Bardin's analysis technique, following the steps of categorical thematic content analysis using the ATLAS.ti software. RESULTS 19 interviews were carried out. Among the reports, the interviewees highlighted the importance of retail in the employability of pharmacists, as well as inconsistency in the academic training for this sector, originating the following categories: curriculum reform to include the market demands, follow-up and career plan, training for entrepreneurship and sales, practical application of knowledge, and encouragement of experience. CONCLUSION Pharmaceutical academic training is linked to several challenges, whether organizational, structural, or budgetary. To overcome these challenges, it is necessary to unite the interested parties in the formulation and implementation of a strategy for the professionalization of pharmacists, considering their social role in patient care, aligned with the company's sustainability, so that both coexist.
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Affiliation(s)
- Francielly Lima da Fonseca
- Graduate Program in Pharmaceutical Sciences, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil.
| | - Aline Santana Dosea
- Health Sciences Graduate Program. Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil
| | - Fernando de Castro Araújo-Neto
- Health Sciences Graduate Program. Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil
| | - Lívia Gois Dos Santos
- Undergraduate Pharmacy Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil
| | | | - Divaldo Pereira de Lyra
- Graduate Program in Pharmaceutical Sciences, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil.
- Health Sciences Graduate Program. Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil.
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Kattan L, Promi T, ElGeed H, Hussein FN, Awaisu A, Yusuff KB. Pharmacy Students' Perception of the Content and Delivery of Drug Information Training: A Mixed-Methods Study. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100690. [PMID: 38521389 DOI: 10.1016/j.ajpe.2024.100690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2023] [Revised: 03/14/2024] [Accepted: 03/18/2024] [Indexed: 03/25/2024]
Abstract
OBJECTIVE To explore the pharmacy students' perception of the content and pedagogical strategies used for the delivery of drug information (DI) training. METHODS An explanatory sequential mixed-methods study was conducted among BSc Pharmacy and PharmD students at the College of Pharmacy, Qatar University. The first phase consisted of a quantitative cross-sectional survey using a 34-item pretested questionnaire. The Donabedian framework guided the development of the questionnaire. This was followed by a phenomenological qualitative phase that was conducted based on the result of the first phase. Descriptive statistics and thematic content analysis were used for data analyses. RESULTS The completion and usable rates were 88.7% (102 of 115) and 91.2% (93 of 102) respectively. The online resources used for the delivery of DI and the progressive structuring from year 1 to 4 were reported to be adequate by a majority of the respondents (93.55%). Ninety percent of the students opined that the use of simulation-based assessments improved their integration of the theoretical and practical aspects, and their preparedness to apply the DI concepts in practice. However, 20% of the participants reported inconsistency of the DI curricular content with some practices encountered during their experiential learning exposures. The themes identified from the focus group discussion included the perceived value and skills acquired from the DI content, availability and currency of DI resources, students' preparedness, curricular structuring of DI content, and reflection on and recommendations to improve DI coverage and delivery. CONCLUSION The curricular structuring of the DI content across varieties of relevant undergraduate pharmacy courses from the lower to higher professional years and its focus on the progressive development of DI-related competencies appeared to have enhanced the students' perception of the relevance, appropriateness, and utility of the content, resources, and pedagogical strategies used for the delivery of DI education at the undergraduate level.
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Affiliation(s)
- Lana Kattan
- Qatar University, QU Health, College of Pharmacy, Department of Clinical Pharmacy and Practice, Doha, Qatar
| | - Tamanna Promi
- Qatar University, QU Health, College of Pharmacy, Department of Clinical Pharmacy and Practice, Doha, Qatar
| | - Hager ElGeed
- Qatar University, QU Health, College of Pharmacy, Department of Clinical Pharmacy and Practice, Doha, Qatar
| | - Farhat Naz Hussein
- Qatar University, QU Health, College of Pharmacy, Department of Clinical Pharmacy and Practice, Doha, Qatar
| | - Ahmed Awaisu
- Qatar University, QU Health, College of Pharmacy, Department of Clinical Pharmacy and Practice, Doha, Qatar
| | - Kazeem Babatunde Yusuff
- Qatar University, QU Health, College of Pharmacy, Department of Clinical Pharmacy and Practice, Doha, Qatar.
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Altawalbeh SM, Al-Khatib M, Almomani BA, Nuseir K, Al-Husein BA, Mukattash TL. Students' experiences and attitudes toward a newly developed simulation-based pharmaceutical care clinical rotation: A pre-post study design. Saudi Pharm J 2023; 31:808-814. [PMID: 37228318 PMCID: PMC10203740 DOI: 10.1016/j.jsps.2023.04.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Accepted: 04/10/2023] [Indexed: 05/27/2023] Open
Abstract
Purpose This study aims to evaluate Doctor of Pharmacy (PharmD) students' experience with the newly developed simulation-based pharmaceutical care (PC) rotation by evaluating their knowledge and attitudes towards PC before and after the rotation. Methods A self-administered questionnaire was distributed to sixth year PharmD students enrolled in the clinical training rotation "Comprehensive Pharmaceutical Care" during the 2020/2021 academic semesters at Jordan University of Science and Technology's (JUST) Faculty of Pharmacy. Questionnaires were distributed before and after completing four experiential training weeks and consisted of three sections. The first section collected students' demographic details while the second and third sections evaluated students' knowledge about, and attitudes toward PC, respectively. Descriptive statistics were used to describe and compare changes in students' knowledge and attitudes pre-and post-rotation. Results A total of 106 valid questionnaires were completed with a response rate of 99.07%. The rates of correct answers increased after the rotation with median total knowledge score increasing from 8 to 10 (out of 13, P value < 0.001). Significant improvements in students' understanding of aspects relating to the concept and process of PC, and the role of clinical pharmacist in PC provision, were shown post the simulation-based clinical rotation. Similarly, their attitudes toward performing PC were either improved or emphasized. In contrast results also revealed that specific aspects of the rotation require further refinement, such as the comprehensiveness of the PC process and responsibilities in providing PC. Conclusions PharmD students' understanding and attitudes toward PC were either improved or emphasized after the simulation-based PC rotation. This study highlights the value of simulation as a unique instructional technique that can assist educators to develop PC competencies for pharmacy students.
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Affiliation(s)
- Shoroq M. Altawalbeh
- Corresponding author at: Department of Clinical Pharmacy, Jordan University of Science and Technology; Faculty of Pharmacy, P.O.Box 3030, Irbid 22110, Jordan.
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Slater N, Mason T, Micallef R, Ramkhelawon M, May L. Enabling Access to Pharmacy Law Teaching during COVID-19: Student Perceptions of MyDispense and Assessment Outcomes. PHARMACY 2023; 11:pharmacy11020044. [PMID: 36961022 PMCID: PMC10037602 DOI: 10.3390/pharmacy11020044] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Revised: 02/20/2023] [Accepted: 02/22/2023] [Indexed: 03/03/2023] Open
Abstract
During the COVID-19 pandemic, it was not always possible to teach pharmacy practice and practical dispensing skills in person. Second-year pharmacy students (n = 147) were given access to a virtual simulation tool, MyDispense, to supplement their learning. This software enabled students to work remotely and access exercises in a 'safe' community pharmacy setting. This study evaluated second-year pharmacy students' perceptions of MyDispense, and the impact on assessment performance in the pharmacy law and ethics module. Students were able to access 22 MyDispense activities throughout the academic year (2020/2021). Exercise completion rates and assessment marks were analysed, along with findings from a cross-sectional survey about user experience. MyDispense data were available for all students (n = 147), and 76.1% (n = 115) completed the survey. The mean number of MyDispense exercises completed was nine. Higher levels of MyDispense exercise completion were associated with higher pass rates and mean scores (no exercises completed versus 1-10 activities completed: mean score 77.1 versus 83.1, respectively) and a statistically significant association between exercise usage and in-class assessed prescription scores. Overall, 46.1% (n = 53/115), 33.0% (n = 38/115) and 33.9% (n = 39/115) of students felt that MyDispense had helped them to prepare for their assessed prescriptions, mid-module test, and final exam, respectively. MyDispense has provided an accessible alternative to in-person teaching for students during the COVID-19 pandemic, and results showed a positive association with assessment performance in pharmacy law and ethics.
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Affiliation(s)
- Natasha Slater
- Department of Pharmacy, Kingston University London, Kingston upon Thames, London KT1 2EE, UK
| | - Thuy Mason
- Department of Pharmacy, Kingston University London, Kingston upon Thames, London KT1 2EE, UK
| | - Ricarda Micallef
- Department of Pharmacy, Kingston University London, Kingston upon Thames, London KT1 2EE, UK
| | - Madhvee Ramkhelawon
- Department of Pharmacy, Kingston University London, Kingston upon Thames, London KT1 2EE, UK
| | - Leanne May
- Department of Pharmacy, Kingston University London, Kingston upon Thames, London KT1 2EE, UK
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Comparison of Students' Self-Assessment and Simulated Patient Assessment in a Patient Counseling Evaluation and Perceived Importance of Communication Skills. PHARMACY 2022; 10:pharmacy10060177. [PMID: 36548333 PMCID: PMC9787712 DOI: 10.3390/pharmacy10060177] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2022] [Revised: 12/06/2022] [Accepted: 12/10/2022] [Indexed: 12/24/2022] Open
Abstract
The primary objective of this study was to compare students' self-assessment ratings with simulated patient (SP) assessment ratings of communication skills in a patient counseling Objective Structured Clinical Exam (OSCE). The secondary objective was to evaluate student perceptions of the importance of communication skills in the practice of pharmacy as well as the impact of a virtual OSCE format. First-year pharmacy students completed an OSCE focused on self-care product counseling. The evaluation was graded using a rubric covering both verbal and non-verbal communication. Students who completed the course were provided a 15-question, post-evaluation survey with questions related to self-assessment of communication skills and perceptions of the importance of communication skills. Of the 138 students in the course, 68 completed the optional post-assessment survey (49% response rate). There were no statistically significant differences between the ratings by students and SPs for the four communication elements included in the self-assessment. Most of the students recognized the importance of communication skills, including developing rapport and trust. Recognition of the importance of communication skills to future practice as a pharmacist positively correlated with performance on the evaluation (r2 = 0.5409, p-value = 0.0007). Student self-assessment is an effective and cost-effective mode of feedback for practice experiences as an alternative to the use of SPs.
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Melendez DR, Bradley CL, Lee S, Sherrill CH. Transition from in-person to telehealth standardized patient encounters: A retrospective analysis of 18 cases. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:1518-1524. [PMID: 36402693 PMCID: PMC9671526 DOI: 10.1016/j.cptl.2022.10.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Revised: 08/26/2022] [Accepted: 10/24/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Due to the COVID-19 pandemic, many pedagogical activities shifted from in-person to virtual modalities, including standardized patient (SP) encounters. While many academic institutions may not have previously been conducting SP encounters virtually, this change provided student pharmacists with new opportunities to learn and practice telehealth techniques, which are important with the continuously evolving healthcare landscape. METHODS This retrospective study analyzed pharmacy student performance on and perceptions of SP cases in fall 2019 (in-person) and fall 2020 (telehealth) semesters. The primary objective was to compare average total scores on SP cases from fall 2019 (in-person) and fall 2020 (telehealth) for first-, second-, and third-year pharmacy students (P1, P2, and P3, respectively). Secondary objectives were to compare average scores from case-specific and relationship and communication (R&C) checklists, as well as to describe student perceptions of the pedagogy. RESULTS Total scores on SP cases decreased from in-person to telehealth for the average of all P1 SP cases, but not for P2 or P3 cases. Case-specific scores did not change, but R&C scores decreased significantly across all three years. Student survey data revealed difficulty with communicating effectively and building rapport via telehealth. CONCLUSIONS Overall, student performance on in-person vs. telehealth SP encounters was similar, though P1 students performed more poorly on SP cases conducted via telehealth compared to P2 or P3 students. Thus, faculty could consider focusing on in-person encounters for early learners before introducing virtual encounters. This study also highlights the difficulty in establishing rapport when communicating with patients via telehealth.
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Affiliation(s)
- Diamond R Melendez
- High Point University Fred Wilson School of Pharmacy, One University Parkway, High Point, NC 27268, United States.
| | - Courtney L Bradley
- High Point University Fred Wilson School of Pharmacy, One University Parkway, High Point, NC 27268, United States.
| | - Sun Lee
- High Point University Fred Wilson School of Pharmacy, One University Parkway, High Point, NC 27268, United States.
| | - Christina H Sherrill
- High Point University Fred Wilson School of Pharmacy, One University Parkway, High Point, NC 27268, United States.
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Co M, John Yuen TH, Cheung HH. Using clinical history taking chatbot mobile app for clinical bedside teachings - A prospective case control study. Heliyon 2022; 8:e09751. [PMID: 35770149 PMCID: PMC9234591 DOI: 10.1016/j.heliyon.2022.e09751] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2021] [Revised: 05/12/2022] [Accepted: 06/15/2022] [Indexed: 10/28/2022] Open
Abstract
Introduction A novel chatbot mobile app for training of undergraduate medical students' clinical history taking skills was developed in 2021. Students were able to take clinical history from the virtual patient for bedside teaching. A case-control study was conducted to evaluate the effectiveness of learning with chatbot mobile app, versus conventional bedside teachings with real patients. Methods 132 final year medical students were randomized into two groups - Conventional bedside teaching with clinical history taken from a real patient, and Bedside teaching with clinical history taken from the Chatbot. Independent blinded assessment of students' history taking skills was conducted. Students' performance were assessed by standardized marking scheme. Results Median age was 23 years old (Range 21-30 years old). There were 62 female and 70 male students.64 students were randomized into conventional group while 68 students were randomized into the chatbot group. Baseline demographic data were comparable between the two groups.Blinded assessment of students' performance in clinical history taking were comparable between the conventional group and chatbot group (p > 0.05). Conclusion With the promising results we have demonstrated in this study, we believe training of history taking skills by chatbot will be a feasible alternative to conventional bedside teaching.
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Affiliation(s)
- Michael Co
- Centre for Education and Training, Department of Surgery, Queen Mary Hospital, University of Hong Kong, Hong Kong
| | | | - Ho Hung Cheung
- Centre for Education and Training, Department of Surgery, Queen Mary Hospital, University of Hong Kong, Hong Kong
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