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Davey BJ, Lindsay D, Cousins J, Glass BD. Pharmacy Students' Perspective on Business Management for the Community Pharmacist. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100563. [PMID: 37399898 DOI: 10.1016/j.ajpe.2023.100563] [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: 02/14/2023] [Revised: 06/16/2023] [Accepted: 06/28/2023] [Indexed: 07/05/2023]
Abstract
OBJECTIVE Pharmacy students are important future stakeholders in community pharmacy, with business management being an integral part of practice. Thus, this study aims to determine pharmacy students' perceptions of the business management skills required of the community pharmacist and how these skills should be taught within the pharmacy curriculum. METHODS An explanatory sequential mixed-methods design involved the administration of an online survey to pharmacy students in years 1 and 4 across 2 Australian universities, followed by focus groups to gather in-depth perceptions. Survey responses were analyzed using descriptive statistics, and associations between years 1 and 4 and outcomes were explored. A hybrid approach of inductive and deductive thematic analysis was used for focus group transcriptions. RESULTS A total of 51 pharmacy students responded to the online survey, with 85% agreeing that business management is an essential part of the community pharmacist's skill set. Students indicated a preference for learning management during their community pharmacy placement, university workshops, and via mentorship. Although thematic analysis of student focus groups revealed a preference for learning clinical skills during their university education, business management was also recognized as important. Enthusiasm for management, however, could be increased by exposure to mentors who display leadership and are passionate about business management. CONCLUSION Pharmacy students considered business management as intrinsic to the role of community pharmacists and recommended a multimethod teaching approach to learning these skills. These findings could be used by pharmacy educators and the profession to inform both the content and the delivery of business management in pharmacy curricula.
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Affiliation(s)
- Braedon J Davey
- James Cook University, College of Medicine and Dentistry, Townsville, Australia.
| | - Daniel Lindsay
- University of Queensland, School of Public Health, Brisbane, Australia
| | - Justin Cousins
- University of Tasmania, School of Pharmacy and Pharmacology, College of Health and Medicine, Hobart, Australia
| | - Beverley D Glass
- James Cook University, College of Medicine and Dentistry, Townsville, Australia
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Davey B, Lindsay D, Cousins J, Glass B. "Why Didn't They Teach Us This?" A Qualitative Investigation of Pharmacist Stakeholder Perspectives of Business Management for Community Pharmacists. PHARMACY 2023; 11:98. [PMID: 37368425 DOI: 10.3390/pharmacy11030098] [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: 05/13/2023] [Revised: 06/05/2023] [Accepted: 06/07/2023] [Indexed: 06/28/2023] Open
Abstract
Expanding the scope of practice has provided an opportunity to reflect on the business management role of the community pharmacist. This study aimed to determine stakeholder perspectives of what business management skills are required for the community pharmacist, potential barriers impeding changes to management in the pharmacy program or community pharmacy setting, and strategies to improve the business management role of the profession. Purposively selected community pharmacists across two states in Australia were invited to participate in semi-structured phone interviews. A hybrid approach of inductive and deductive coding was used to transcribe and thematically analyse interviews. Twelve stakeholders described 35 business management skills in a community pharmacy, with 13 skills consistently used by participants. Thematic analysis revealed two barriers and two strategies to improve business management skills in both the pharmacy curriculum and community pharmacy. Strategies to improve business management across the profession include pharmacy programs covering recommended managerial content, learning from experience-based education and creation of a standardised mentorship program. There is an opportunity for business management culture change within the profession, and this may require community pharmacists developing a dual thinking process to appropriately balance professionalism and business management.
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Affiliation(s)
- Braedon Davey
- College of Medicine and Dentistry, James Cook University, Townsville, QLD 4811, Australia
| | - Daniel Lindsay
- School of Public Health, The University of Queensland, Brisbane, QLD 4072, Australia
| | - Justin Cousins
- School of Pharmacy and Pharmacology, College of Health and Medicine, University of Tasmania, Hobart, TAS 7005, Australia
| | - Beverley Glass
- College of Medicine and Dentistry, James Cook University, Townsville, QLD 4811, Australia
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Frederick KD, Havrda DE, Scott D, Gatwood J, Hall EA, Desselle SP, Hohmeier KC. Assessing Student Perceptions of Blended and Online Learning Courses in Pharmacoeconomics, Management, and Leadership. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:ajpe9001. [PMID: 36375849 PMCID: PMC10159039 DOI: 10.5688/ajpe9001] [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: 12/16/2021] [Accepted: 07/28/2022] [Indexed: 05/03/2023]
Abstract
Objective. Blended learning combines traditional face-to-face education with online instruction. This learner-centered approach has been shown to improve student engagement, critical thinking, and performance outcomes. The objective of this study was to assess and trend student pharmacist perceptions of blended and online learning used to teach pharmacy management, leadership, and economics within a Doctor of Pharmacy (PharmD) curriculum.Methods. Qualitative methods were employed using in-depth, semistructured interviews. Second- and third-year student pharmacists were recruited by purposeful and snowball sampling and interviewed to a point of saturation. The interview guide was based on social cognitive theory. Themes identified through initial deductive thematic analysis were categorized by the three domains of social cognitive theory: cognitive, behavioral, and environmental factors. The coding team additionally analyzed the transcripts using inductive thematic analysis to ensure no themes outside of social cognitive theory were missed.Results. Twenty students were interviewed. Themes reveal perceptions that blended learning facilitated greater understanding of course material, increased motivation among learners, provided more flexibility in workload completion, and was a more enjoyable way to learn compared to traditional didactic instruction. Furthermore, blended learning offered additional distinct advantages over traditional and online-only pedagogies.Conclusion. Student pharmacists perceived blended and online learning positively and acceptable for the delivery of a pharmacy course on management, leadership, and economics over traditional didactic instruction. Blended learning may enhance innovation, leadership, management, and economics content delivery and the student learning experience.
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Affiliation(s)
- Kelsey D Frederick
- University of Tennessee Health Science Center College of Pharmacy, Nashville, Tennessee
| | - Dawn E Havrda
- University of Tennessee Health Science Center College of Pharmacy, Nashville, Tennessee
| | - Devin Scott
- University of Tennessee Health Science Center Teaching and Learning Center, Memphis, Tennessee
| | - Justin Gatwood
- University of Tennessee Health Science Center College of Pharmacy, Nashville, Tennessee
| | - Elizabeth A Hall
- University of Tennessee Health Science Center College of Pharmacy, Memphis, Tennessee
| | - Shane P Desselle
- Touro University California College of Pharmacy, Vallejo, California
| | - Kenneth C Hohmeier
- University of Tennessee Health Science Center College of Pharmacy, Nashville, Tennessee
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Khanfar NM, Harrington CA, Alsharif NZ, Warravat A, Hale G. Considerations of management and marketing courses within pharmacy curricula in the United States. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:1348-1352. [PMID: 36402517 DOI: 10.1016/j.cptl.2022.09.017] [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: 12/20/2021] [Revised: 08/03/2022] [Accepted: 09/06/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION To assess the extent pharmacy programs are offering courses in management and marketing. METHODS We sampled the extent of management and marketing coursework in the doctor of pharmacy (PharmD) curricula in the United States (US) by examining website descriptions of the best pharmacy schools in 2020 (N = 134) as ranked by the US News and World report. Links to curriculum descriptions and catalogs were reviewed for coursework having the words, marketing, management, entrepreneurship, or business plan in the title. RESULTS Of the 134 PharmD curricula reviewed, 36 (27%) had no required or elective management courses, and 101 (75%) had no required or elective marketing courses in their curriculum. Most schools did offer a core (n = 89) or elective (n = 9) management course. However, of those, about half (n = 46) provided only a single management course over the entire curriculum. Only 33 (25%) schools offered a marketing course, of which most (n = 27) were elective. CONCLUSIONS Many pharmacy schools in the US are not providing pharmacy graduates with the business management and marketing education required for the role of a pharmacist. Pharmacy education should consider curriculum changes that equip pharmacy students with sufficient business knowledge and skills to be innovative and entrepreneurial in all practice settings.
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Affiliation(s)
- Nile M Khanfar
- Nova Southeastern University, College of Pharmacy, Palm Beach Gardens, FL, United States.
| | - Catherine A Harrington
- Palm Beach Atlantic University, Lloyd L. Gregory School of Pharmacy, West Palm Beach, Fl, United States
| | - Naser Z Alsharif
- Lebanese American University, School of Pharmacy, Byblos, Lebanon.
| | - Adnan Warravat
- Nova Southeastern University, College of Pharmacy, Palm Beach Gardens, FL, United States
| | - Genevieve Hale
- Nova Southeastern University, College of Pharmacy, Palm Beach Gardens, FL, United States.
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Davey BJ, Lindsay D, Cousins J, Glass BD. Scoping the required business management skills for community pharmacy: Perspectives of pharmacy stakeholders and pharmacy students. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:909-928. [PMID: 35914854 DOI: 10.1016/j.cptl.2022.07.002] [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: 05/24/2021] [Revised: 05/09/2022] [Accepted: 07/06/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND The literature is dearth in identification and categorization of business management skills required by community pharmacists. While community pharmacy stakeholders (predominantly community pharmacy owners, managers, and pharmacists) and pharmacy students are valuable sources for identifying business management skills, no review is currently available that synthesizes their knowledge. By identifying currently known business skills and organizing these into a managerial skills framework, this review provides a foundation skillset for community pharmacist business management. METHODS Six electronic databases were searched for published articles, with titles and abstracts screened according to inclusion criteria. Full articles meeting the specified criteria were assessed and skills identified were mapped to the human, conceptual, and technical skills of a business management framework. RESULTS Pharmacy stakeholders and students identified 36 business management skills/aptitudes required for community pharmacists. Pharmacy stakeholders most frequently identified the skills of communication, professionalism, general business management, leadership, and teamwork. Although the pharmacy students concurred with many of these skills, they more frequently identified confidence, entrepreneurship, and having prior experience or opportunity in a management role. A substantial number of identified skills/aptitudes were categorized under the human domain of the business management framework. IMPLICATIONS Community pharmacists require training in effective business management, with particular emphasis on human domain skills. The tertiary education system should consider implementing the skills/aptitudes revealed in this review into the pharmacy curriculum. Recruiting business minded personalities into the profession, particularly targeting students with an attraction to business management, is one strategy to improve management skills within the field.
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Affiliation(s)
- Braedon J Davey
- College of Medicine and Dentistry, James Cook University, Townsville, Queensland 4811, Australia.
| | - Daniel Lindsay
- School of Public Health, The University of Queensland, Brisbane, Queensland 4072, Australia.
| | - Justin Cousins
- College of Health and Medicine, School of Pharmacy and Pharmacology, University of Tasmania, Hobart, Tasmania 7005, Australia.
| | - Beverley D Glass
- College of Medicine and Dentistry, James Cook University, Townsville, Queensland 4811, Australia.
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Holdford DA, Pontinha VM, Wagner TD. Using the Business Model Canvas to Guide Doctor of Pharmacy Students in Building Business Plans. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:8719. [PMID: 34385177 PMCID: PMC10159450 DOI: 10.5688/ajpe8719] [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: 05/06/2021] [Accepted: 07/26/2021] [Indexed: 05/06/2023]
Abstract
Objective. To review the use of the business model canvas, a one-page visual description of a business initiative, as a tool for teaching pharmacy students about entrepreneurship and business planning in pharmacy practice settings.Findings. Students often struggle to develop the mindset, skillset, and toolset to effectively apply business modeling and planning processes to pharmacy practice settings. Over years of experimentation and various iterations in a pharmacy practice management class, a new business model canvas was developed and refined. The canvas contains 13 sections which emphasize key terms, concepts, and ideas crucial for achieving entrepreneurial competencies. Using the zone of proximal development as a framework, the course structure offered a range of supportive activities that guided students to independent competence. The business model canvas formed a framework around which assigned course readings, exercises, and group assignments helped pharmacy students build confidence and competence in completing a capstone business plan assignment.Summary. This paper provides recommendations and examples of how to structure a course in the Doctor of Pharmacy curricula using an entrepreneurial tool, the business model canvas, to help students master business competencies. Recommendations and lessons-learned are provided.
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Affiliation(s)
- David A Holdford
- Virginia Commonwealth University, School of Pharmacy, Richmond, Virginia
| | - Vasco M Pontinha
- Virginia Commonwealth University, School of Pharmacy, Richmond, Virginia
| | - Tyler D Wagner
- Virginia Commonwealth University, School of Pharmacy, Richmond, Virginia
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Caldas LM, Pontinha V, Holdford D, Pullo J, Taylor JR. Implementing interactive hiring activity in pharmacy management education. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:208-214. [PMID: 35190163 DOI: 10.1016/j.cptl.2021.11.010] [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: 11/30/2020] [Revised: 10/19/2021] [Accepted: 11/28/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND AND PURPOSE A major element of management is the process of hiring employees. The purpose of this brief is to describe the implementation of a human resources learning activity asking students to choose an employee to hire, describe student responses, and explore student perspectives of the activity. EDUCATIONAL ACTIVITY AND SETTING An interactive hiring activity was presented to third-year students (n = 386) at two different institutions, with varied classroom settings. Students were provided with candidates' curricula vitae and then completed a student-led interview using scripted questions presented in a PowerPoint format. The activity asked students to hire one candidate from five qualified candidates of varying backgrounds and traits. A Qualtrics survey collected students' individual hiring choice, hiring rationale, participant demographic information, and activity perceptions. Demographics and candidate choice were assessed using descriptive analysis. Open-ended answers were analyzed for frequency of terms, followed by a latent class analysis. FINDINGS Over 90% of students (n = 386) completed the post-activity survey. Demographic data between student cohorts varied, with only student age similar. Hired candidates differed by institution with one college expressing preference for a specific candidate and the other demonstrating a greater diversity of candidate preferences. Influencing factors on student choice were numerous. Overall, students reported a favorable experience with the activity. SUMMARY This management hiring activity allowed students to engage in the practice-ready skills of hiring pharmacy technicians in an interactive classroom activity. This activity allowed the educators involved to develop hypotheses about student preferences in hiring for future study.
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Affiliation(s)
- Lauren M Caldas
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980533, Richmond, VA 23298-0533, United States.
| | - Vasco Pontinha
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980533, Richmond, VA 23298-0533, United States.
| | - David Holdford
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980533, Richmond, VA 23298-0533, United States.
| | - Joshua Pullo
- University of Florida College of Pharmacy, United States.
| | - James R Taylor
- University of Florida College of Pharmacy, United States.
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Devraj R, Colyott L, Cain J. Design and evaluation of a mobile serious game application to supplement instruction. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1228-1235. [PMID: 34330403 DOI: 10.1016/j.cptl.2021.06.032] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2020] [Revised: 01/20/2021] [Accepted: 06/10/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND AND PURPOSE Pharmacy students often exhibit minimal interest in pharmacy management courses. This pilot study reports on the design and testing of a mobile game application (app) prototype to improve student engagement and learning of financial management concepts. EDUCATIONAL ACTIVITY AND SETTING A mobile app (Planet Finance) was designed to supplement instruction for two key financial management topics. The app was introduced to students in two schools of pharmacy after content on financial management was taught. Students were requested to use the game app for a minimum of two weeks and complete a questionnaire assessing their knowledge of management content and perceptions of the app. FINDINGS The overall survey response rate was 41%. The majority of respondents played the game app two to four times (48.3%). Only 13.8% of respondents completed all 10 levels. Participants generally agreed that game instructions were clear, and that the game was easy to navigate, entertaining and made learning fun; allowed more engagement with content; and enhanced financial statements and ratios comfort. Those who played the game app more often had more favorable perceptions. User data from the game app showed that the majority of respondents accessed the game app on not more than two days (89.1%) and played up to four levels (69.6%). SUMMARY Overall, students enjoyed playing Planet Finance; however, uptake of the app was low. Future revisions may involve adding additional competitive features, content, levels, incentives, and focusing on strategies to incorporate the game into traditional classroom instruction.
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Affiliation(s)
- Radhika Devraj
- School of Pharmacy, Southern Illinois University Edwardsville, Edwardsville, IL 62026-2000, United States.
| | - Laban Colyott
- Department of Computer Science, SIUE School of Engineering, Campus Box 1656, Engineering building Room 2054, Southern Illinois University Edwardsville, Edwardsville, IL 62026-1656, United States.
| | - Jeff Cain
- College of Pharmacy, University of Kentucky, 789 South Limestone, Lexington, KY 40536-0596, United States.
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Ford JH, Rotzenberg K, Mott DA. Novel Integration of Administrative Pharmacy Residents in a Management Course. Innov Pharm 2021; 12. [PMID: 34345517 PMCID: PMC8326702 DOI: 10.24926/iip.v12i2.3622] [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] [Indexed: 11/18/2022] Open
Abstract
Background: Management skills are an essential component of a pharmacy graduate’s abilities for successful practice. Although pharmacy education standards require that students have a working knowledge of management principles, students often do not see the value in management and business courses. One innovative approach is restructuring course content using case examples and real-world experiences to improve student understanding of finance and management principles. Innovation: Two specific changes were implemented in a second year (P2) management and finance course to improve the relevance of business principles. Course content was organized around current pharmacy service cases from a variety of practice settings and supported by the value of problem-based learning. Post-graduate year 1 (PGY-1) administrative pharmacy residents were engaged as course teaching assistants (TAs) who brought real-world experiences into the class. An analysis of pre- and post-course voluntary surveys, course evaluations, and TA evaluations assessed the impact of the course redesign. Findings: The course redesign achieved its intended goal of improving student-perceived course relevance. This was shown through statistically significant improvements in course evaluations that were intended to measure student perception of pharmacy management and its relevance in their future career. Student completed TA evaluations showed that those who reported their TA shared real-world applications had higher confidence in applying course concepts and greater understanding of course materials. Conclusions: Administrative pharmacy residents were successfully integrated into a pharmacy management course redesign, resulting in improved student perceptions of course relevance.
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Affiliation(s)
- James H Ford
- University of Wisconsin - Madison, School of Pharmacy
| | | | - David A Mott
- University of Wisconsin - Madison, School of Pharmacy
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Hennig S, Staatz CE, Bond JA, Leung D, Singleton J. Quizzing for success: Evaluation of the impact of feedback quizzes on the experiences and academic performance of undergraduate students in two clinical pharmacokinetics courses. CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:742-749. [PMID: 31227099 DOI: 10.1016/j.cptl.2019.03.014] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2018] [Revised: 02/14/2019] [Accepted: 03/12/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND AND PURPOSE Students find clinical pharmacokinetics and pharmacodynamics courses challenging, partly due to their mathematical nature. This study aimed to retrospectively evaluate the impact of "feedback quizzes" on the experiences and academic performance of undergraduate pharmacy students at an Australian university. EDUCATIONAL ACTIVITY AND SETTING Formative paper-based quizzes were introduced into tutorials in an intermediate third-year pharmacokinetics course, and summative online quizzes were introduced into a subsequent advanced fourth-year course that included a pharmacokinetics component. Experience data were drawn from institutional student evaluation surveys, and academic performance was obtained from exam results. Student experiences and academic performance were compared pre- and post-intervention using the Test of Equal Proportions and Mann-Whitney-Wilcoxon, respectively. FINDINGS A greater proportion of students in both quiz cohorts were satisfied with the overall course experience compared to the pre-curricular change cohort (intermediate: 87% vs. 78%; advanced: 63% vs. 50%). Students who received quizzes in both years performed better in the clinical pharmacokinetics component of the advanced course compared to a prior cohort who had no quizzes (85.7% vs. 77.8%). SUMMARY Feedback quizzes, whether formative or summative, administered in-class or outside class, can enhance learning and performance and lead to improvements in student satisfaction with clinical pharmacokinetics courses. Scaffolding of feedback quizzes across year levels can provide students with added confidence when attempting assessment. Collaboration between research-focused and teaching-focused staff can lead to increased scholarship of teaching and learning activities.
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Affiliation(s)
- Stefanie Hennig
- School of Pharmacy, The University of Queensland, Pharmacy Australia Centre of Excellence, 20 Cornwall St, Woolloongabba, QLD 4102, Brisbane, Australia.
| | - Christine E Staatz
- School of Pharmacy, The University of Queensland, Pharmacy Australia Centre of Excellence, 20 Cornwall St, Woolloongabba, QLD 4102, Brisbane, Australia.
| | - Jacqueline A Bond
- School of Pharmacy, The University of Queensland, Pharmacy Australia Centre of Excellence, 20 Cornwall St, Woolloongabba, QLD 4102, Brisbane, Australia.
| | - Debbie Leung
- School of Pharmacy, The University of Queensland, Pharmacy Australia Centre of Excellence, 20 Cornwall St, Woolloongabba, QLD 4102, Brisbane, Australia.
| | - Judith Singleton
- School of Clinical Sciences, Queensland University of Technology, Brisbane 4000, Australia.
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Wilhoite J, Skelley JW, Baker A, Traxler K, Triboletti J. Students' Perceptions on a Business Plan Assignment for an Ambulatory Care Pharmacy Elective. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:6789. [PMID: 31333260 PMCID: PMC6630858 DOI: 10.5688/ajpe6789] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/12/2017] [Accepted: 06/14/2018] [Indexed: 05/22/2023]
Abstract
Objective. To evaluate a business-centered assignment implemented in a pharmacy elective course at two different institutions and analyze student perceptions of the delivery platforms used and the value and utility of the assignment. Methods. The ambulatory care electives at Butler University and Samford University introduce students to the expanding role of the ambulatory care pharmacist, emphasizing business plan development for new ambulatory care pharmacy services. As part of the elective, students are asked to work in groups to complete a business plan for a new ambulatory care service of their choosing. A survey was conducted to assess student perceptions on the assignment. Results. Of the 58 students who completed the business plan assignment, 49 completed the survey and were included in the data analysis. Overall, 100% of Samford students and 97% of Butler students either strongly agreed or agreed that the business plan was an innovative assignment unlike others completed in the curriculum. Samford students strongly agreed (100%) that if asked by a future employer to develop a new pharmacy service, concepts learned from this assignment would be useful, compared to 59% of Butler students who felt this way. While both the web and written delivery platforms had identical learning outcomes, the written business plan was the approach that the majority of students were more comfortable using. Conclusion. The business plan assignment was used as a method to familiarize students with the process of developing new ambulatory care pharmacy services. Based on survey results, the students perceived this to be an innovative assignment that allowed them to feel confident in developing and communicating ambulatory care business plans. As the practice of ambulatory care pharmacy expands, assignments such as this can be included in the pharmacy curriculum to meet the need for teaching effective business strategies to future pharmacists.
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Affiliation(s)
- Jessica Wilhoite
- Butler University College of Pharmacy and Health Sciences, Indianapolis, Indiana
- Community Health Network, Indianapolis, Indiana
| | - Jessica W. Skelley
- St. Vincent’s East Family Medicine Residency Program, Birmingham, Alabama
- McWhorter School of Pharmacy, Birmingham, Alabama
| | - Andrea Baker
- Butler University College of Pharmacy and Health Sciences, Indianapolis, Indiana
| | - Kristina Traxler
- Butler University College of Pharmacy and Health Sciences, Indianapolis, Indiana
| | - Jessica Triboletti
- Butler University College of Pharmacy and Health Sciences, Indianapolis, Indiana
- Eskenazi Health, Indianapolis, Indiana
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Cain J. Exploratory implementation of a blended format escape room in a large enrollment pharmacy management class. CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:44-50. [PMID: 30527875 DOI: 10.1016/j.cptl.2018.09.010] [Citation(s) in RCA: 50] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2018] [Revised: 08/06/2018] [Accepted: 09/21/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND AND PURPOSE Adapting the popular entertainment activity "Escape Rooms" for educational purposes is an innovative teaching method with the potential to improve the learning experience. This implementation of an educational escape room explored the feasibility of using a blended online/offline escape room activity in a large enrollment pharmacy management course. EDUCATIONAL ACTIVITY AND SETTING An educational escape room activity based on a mixture of online and paper-based clues was designed and implemented in the human resources module of a third professional year pharmacy management course with 141 students. The proof of concept was assessed via an instructor post-activity feasibility analysis and a log of estimated time for all design, development, and delivery components. The instructional objectives of creating a fun, engaging, and collaborative method of teaching were evaluated through an anonymous online student survey. FINDINGS The blended environment escape room was implemented successfully. Student perceptions of the activity were generally very positive. In comparison with a typical classroom experience, 91% (n = 126) of participants indicated they were more engaged in thinking about the problems and 89% (n = 123) enjoyed the escape room more. SUMMARY With an instructional design that addresses logistical requirements, educational escape rooms can be conducted in courses with large enrollments. Time requirements for this type of teaching method are substantial, but reasonable, if the activity is repeated in subsequent semesters. Educational escape rooms can be used to provide a more enjoyable student experience that immerses them as active participants in the learning environment.
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Affiliation(s)
- Jeff Cain
- University of Kentucky, College of Pharmacy, 789 South Limestone, Lexington, KY 40536-0596, United States.
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Augustine J, Slack M, Cooley J, Bhattacharjee S, Holmes E, Warholak TL. Identification of Key Business and Management Skills Needed for Pharmacy Graduates. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:6364. [PMID: 30425401 PMCID: PMC6221516 DOI: 10.5688/ajpe6364] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2017] [Accepted: 06/20/2017] [Indexed: 05/22/2023]
Abstract
Objective. To identify key business, management, and human resources skills needed by pharmacy graduates. Methods. Pharmacy preceptors were recruited for inclusion in one of four focus groups. At each focus group, participants were asked to complete a demographic questionnaire and to identify key skills that new graduates need but do not have. Each focus group was audio-recorded, transcribed, de-identified, and categorized using a data dictionary. Results. Twenty-seven preceptors participated in the focus groups. Fourteen participants had a Doctor of Pharmacy degree. Participants were involved in management positions for a median of 10.5 years (range 5-21 years) and 50% (median) of their time was devoted to management responsibilities (range 20%-80%). Seven themes were identified as being most critical: communication, business skills, decision-making and time management, conflict resolution, leadership and professionalism, personnel management, and computer software techniques. Conclusion. Communication was the most prominent skill identified, followed by decision-making and business knowledge. These skills should be addressed in pharmacy curricula. Future research should focus on how to best teach these skills.
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Affiliation(s)
| | | | | | | | - Erin Holmes
- University of Mississippi, Oxford, Mississippi
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Gatwood J, Hohmeier K, Farr G, Eckel S. A Comparison of Approaches to Student Pharmacist Business Planning in Pharmacy Practice Management. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:6279. [PMID: 30013240 PMCID: PMC6041490 DOI: 10.5688/ajpe6279] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/14/2017] [Accepted: 02/21/2017] [Indexed: 05/22/2023]
Abstract
Objective. To compare second-year student pharmacists' perspectives on two approaches for completing a pharmacy practice management business planning project. Methods. A mixed-methods approach was used to compare two options (traditional and experimental) for completing business plan projects that were offered to teams of second-year student pharmacists as part of a required pharmacy management course. Teams who chose the traditional project were required to develop a unique, pharmacy-related business plan while those who chose the experimental concept were paired with a pharmacy-focused firm within Tennessee and tasked with designing a potential service for the firm's consideration. At semester's end, all students were asked to complete a brief survey to provide insight on their experiences with either of the group projects. Students and firm stakeholders were also asked to participate in a group and individual interview, respectively. Results. Student group comparisons indicated that the experimental project provided a more real-world, business planning experience. Additionally, groups that did the experimental project were more likely to report seeing how business and pharmacy practice were connected, indicate a better understanding of the principles of pharmacy management, and be perceived as more marketable for a future pharmacy career. Firm representatives indicated that insight provided by the students was valuable and that they had plans to implement what was proposed. Conclusion. Connecting student pharmacists with a pharmacy-focused firm provided a real-world management experience that better complemented the course's principles, and created a mutually beneficial innovation-focused partnership.
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Affiliation(s)
- Justin Gatwood
- University of Tennessee College of Pharmacy, Nashville, Tennessee
| | - Kenneth Hohmeier
- University of Tennessee College of Pharmacy, Nashville, Tennessee
| | - Glen Farr
- University of Tennessee College of Pharmacy, Nashville, Tennessee
| | - Stephen Eckel
- University of North Carolina Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Shcherbakova N. Pharmaceutical industry in a global context elective course: implementation and preliminary outcomes. INTERNATIONAL JOURNAL OF PHARMACY PRACTICE 2018; 26:465-468. [PMID: 29687941 DOI: 10.1111/ijpp.12449] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2017] [Accepted: 03/12/2018] [Indexed: 11/29/2022]
Abstract
OBJECTIVE To describe the implementation of 'Pharmaceutical Industry in a Global Context' elective in a 4-year US pharmacy programme. METHODS An anonymous questionnaire regarding student experiences with the course content and intention to pursue pharmaceutical industry summer internships and/or postgraduation fellowships was distributed to students at the end of the course. KEY FINDINGS Fifty per cent of the students (n = 13) reported intention to apply for a pharmaceutical industry summer internships and/or industry fellowship postgraduation. CONCLUSION The described industry course may be adopted by other educators to encourage pharmacy students' exploration into industry careers.
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Affiliation(s)
- Natalia Shcherbakova
- College of Pharmacy and Health Sciences, Western New England University, Springfield, MA, USA
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George DL, Johnson EJ, O'Neal KS, Smith MJ. Student agreement regarding adequacy of didactic content and practical experiences of vaccination clinic business operations. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:493-498. [PMID: 29793712 DOI: 10.1016/j.cptl.2017.12.010] [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: 05/09/2017] [Revised: 08/17/2017] [Accepted: 12/24/2017] [Indexed: 06/08/2023]
Abstract
BACKGROUND AND PURPOSE To report student perceived adequacy regarding didactic content and practical experiences of vaccination clinic business operations. EDUCATIONAL ACTIVITY AND SETTING Didactic content, a case study, and practical experiences regarding vaccination clinic business operations were implemented in related lectures of a Pharmacy Business and Entrepreneurship (PBE) elective and the college of pharmacy sponsored vaccination clinics. An online survey was used to evaluate student perceived adequacy of didactic content and practical experiences of vaccination clinic business operations. FINDINGS Mean scaled agreement was compared between students in the PBE elective versus those not in the elective. Student confidence in performing business operations was also assessed. Students in the PBE had higher mean confidence than non-elective students regarding staff management (3.23 vs. 2.73, p = 0.04). SUMMARY Success of the interventions may be attributed to students in the PBE elective that reported a higher mean perceived adequacy of content and practical experiences and confidence in performing nearly all business operations. Still, further evaluation of interventions is being considered to assess effectiveness of learning.
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Affiliation(s)
- David L George
- Department of Pharmacy: Clinical and Administrative Sciences, Oklahoma City, OK, United States.
| | - Eric J Johnson
- Senior Associate Dean for Administration and Finance, Dean's Office, Oklahoma City, OK, United States.
| | - Katherine S O'Neal
- Department of Pharmacy: Clinical and Administrative Sciences, Oklahoma City, OK, United States.
| | - Michael J Smith
- Department of Pharmacy: Clinical and Administrative Sciences, Oklahoma City, OK, United States.
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Mospan CM, Casper KA, Coleman A, Porter K. Managerial skills of new practitioner pharmacists within community practice. J Am Pharm Assoc (2003) 2017; 57:S265-S269. [PMID: 28411011 DOI: 10.1016/j.japh.2017.03.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2016] [Revised: 02/23/2017] [Accepted: 03/06/2017] [Indexed: 10/19/2022]
Abstract
OBJECTIVES To identify managerial skills required in community pharmacy practice, explore new practitioners' previous exposure to these skills, and assess new practitioners' perceived preparedness to take on managerial responsibilities. METHODS A survey was developed with the use of Qualtrics and distributed by state pharmacy associations using a convenience sample of pharmacists from Iowa, Kentucky, Michigan, Ohio, and Pennsylvania. Pharmacists not practicing in a community pharmacy setting at the time of the study were excluded. New practitioners were defined as pharmacists practicing for no more than 10 years. RESULTS A total of 168 pharmacists completed the survey. More than one-half (56%) of respondents self-reported being in a managerial position, and 90% of respondents thought that managerial skills were always or very often necessary. At graduation, 15% of respondents rated their managerial skill proficiency to be high to very high, with this increasing to 57% at current point in their career. When comparing managers versus non-managers, 78% of skills assessed showed higher utilization in managers. Interestingly, only 44% of skills showed a higher proficiency in managers. Finally, 88% of respondents thought that their managerial skills could be improved. CONCLUSION New practitioners in community practice reported a high utilization of managerial skills, as well as improved proficiency throughout their careers. These skills are important in both community pharmacy training and practice. Managers reported higher utilization of managerial skills, but that utilization did not always correlate with proficiency. This highlights the need to further identify and improve managerial skills during pharmacy education and as part of ongoing continuing professional development.
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Porter AL, Barnett SG, Gallimore CE. Development of a Holistic Assessment Plan to Evaluate a Four-Semester Laboratory Course Series. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2017; 81:33. [PMID: 28381893 PMCID: PMC5374922 DOI: 10.5688/ajpe81233] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2016] [Accepted: 11/18/2016] [Indexed: 05/22/2023]
Abstract
Objective. To implement a holistic assessment plan to evaluate the impact of a four-semester laboratory course series entitled Integrated Pharmacotherapy Skills on students' readiness to begin advanced pharmacy practice experiences (APPEs) following separation of the laboratory component from the Pharmacotherapy lecture component. Design. Faculty prospectively selected and employed a variety of course assessment methods including student self- and preceptor evaluation during APPEs, course evaluations, and a student confidence survey to evaluate student readiness for APPEs and ensure a quality learning experience for students. Assessment. APPE students' self-perceived confidence to perform skills increased after completion of the redesigned curriculum and after experiencing two APPE rotations. APPE preceptors did not report a change in student performance. Results from course evaluations suggest that separating the laboratory course from the lecture course created a positive learning experience for students. Conclusion. Students completing the new laboratory curriculum were equally prepared to begin APPE rotations as students who had completed the old curriculum. A similar multidimensional, holistic assessment plan could be used at other institutions to evaluate skills-based courses as part of continuous quality improvement.
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Affiliation(s)
- Andrea L Porter
- University of Wisconsin-Madison School of Pharmacy, Madison, Wisconsin
| | - Susanne G Barnett
- University of Wisconsin-Madison School of Pharmacy, Madison, Wisconsin
| | - Casey E Gallimore
- University of Wisconsin-Madison School of Pharmacy, Madison, Wisconsin
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Mospan CM. Management education within pharmacy curricula: A need for innovation. CURRENTS IN PHARMACY TEACHING & LEARNING 2017; 9:171-174. [PMID: 29233399 DOI: 10.1016/j.cptl.2016.11.019] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2016] [Revised: 08/22/2016] [Accepted: 11/25/2016] [Indexed: 06/07/2023]
Abstract
OBJECTIVE To encourage the academy to pursue innovative management education strategies within pharmacy curricula and highlight these experiences in a scholarly dialogue. SUMMARY Management has often been a dreaded, dry, and often neglected aspect of pharmacy curricula. With the release of Center for Advancement of Pharmacy Education (CAPE) Educational Outcomes 2013 as well as Entry-Level Competencies Needed for Community Pharmacy Practice by National Association of Chain Drug Stores (NACDS) Foundation, National Community Pharmacists Association (NCPA), and Accreditation Council for Pharmacy Education (ACPE) in 2012, managerial skills have seen a new emphasis in pharmacy education. Further, management has greater emphasis within ACPE "Standards 2016" through adoption of CAPE Educational Outcomes 2013 into the standards. Previous literature has shown success of innovative learning strategies in management education such as active learning, use of popular television shows, and emotional intelligence. The academy must build a more extensive scholarly body of work highlighting successful educational strategies to engage pharmacy students in an often-dreaded subject through applying the Scholarship of Teaching and Learning.
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Whitworth DE. Recasting a traditional laboratory practical as a "Design-your-own protocol" to teach a universal research skill. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2016; 44:377-380. [PMID: 26864650 DOI: 10.1002/bmb.20948] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2015] [Accepted: 12/20/2015] [Indexed: 06/05/2023]
Abstract
Laboratory-based practical classes are a common feature of life science teaching, during which students learn how to perform experiments and generate/interpret data. Practical classes are typically instructional, concentrating on providing topic- and technique-specific skills, however to produce research-capable graduates it is also important to develop generic practical skills. To provide an opportunity for students to develop the skills needed to create bespoke protocols for experimental benchwork, a traditional practical was repurposed. Students were given a list of available resources and an experimental goal, and directed to create a bench protocol to achieve the aim (measuring the iron in hemoglobin). In a series of teaching events students received feedback from staff, and peers prototyped the protocols, before protocols were finally implemented. Graduates highlighted this exercise as one of the most important of their degrees, primarily because of the clear relevance of the skills acquired to professional practice. The exercise exemplifies a range of pedagogic principles, but arguably its most important innovation is that it repurposed a pre-existing practical. This had the benefits of automatically providing scaffolding to direct the students' thought processes, while retaining the advantages of a "discovery learning" exercise, and allowing facile adoption of the approach across the sector. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(4):377-380, 2016.
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Affiliation(s)
- David E Whitworth
- Institute of Biological Environmental and Rural Sciences, Aberystwyth University, Ceredigion, SY23 3DD, United Kingdom
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Laverty G, Hanna LA, Haughey S, Hughes C. Developing Entrepreneurial Skills in Pharmacy Students. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2015; 79:106. [PMID: 27168619 PMCID: PMC4861177 DOI: 10.5688/ajpe797106] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2014] [Accepted: 10/20/2014] [Indexed: 05/13/2023]
Abstract
Objective. To create, implement, and evaluate a workshop that teaches undergraduate pharmacy students about entrepreneurship. Design. Workshops with 3 hours of contact time and 2 hours of self-study time were developed for final-year students. Faculty members and students evaluated peer assessment, peer development, communication, critical evaluation, creative thinking, problem solving, and numeracy skills, as well as topic understanding. Student evaluation of the workshops was done primarily via a self-administered, 9-item questionnaire. Assessment. One hundred thirty-four students completed the workshops. The mean score was 50.9 out of 65. Scores ranged from 45.9 to 54.1. The questionnaire had a 100% response rate. Many students agreed that workshops about entrepreneurship were a useful teaching method and that key skills were fostered. Conclusion. Workshops effectively delivered course content about entrepreneurship and helped develop relevant skills. This work suggests students value instruction on entrepreneurship.
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Affiliation(s)
- Garry Laverty
- Queen's University Belfast School of Pharmacy, Belfast, Northern Ireland
| | - Lezley-Anne Hanna
- Queen's University Belfast School of Pharmacy, Belfast, Northern Ireland
| | - Sharon Haughey
- Queen's University Belfast School of Pharmacy, Belfast, Northern Ireland
| | - Carmel Hughes
- Queen's University Belfast School of Pharmacy, Belfast, Northern Ireland
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Salter NP, Conneely MR. Structured and unstructured discussion forums as tools for student engagement. COMPUTERS IN HUMAN BEHAVIOR 2015. [DOI: 10.1016/j.chb.2014.12.037] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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