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Park SK, Chen AMH, Daugherty KK, Frankart LM, Koenig RA. A Scoping Review of the Hidden Curriculum in Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:ajpe8999. [PMID: 36220178 PMCID: PMC10159550 DOI: 10.5688/ajpe8999] [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: 12/15/2021] [Accepted: 05/25/2022] [Indexed: 05/06/2023]
Abstract
Objective. The hidden curriculum has been defined as teaching and learning that occur outside the formal curriculum and includes the knowledge, skills, attitudes, behaviors, values, and beliefs that students consciously or subconsciously acquire and accept. It has been identified as an inherent part of learning in health professions education and may affect students' formation of professional identity. This scoping review investigated the definition and evidence of the hidden curriculum for pharmacy education.Findings. A comprehensive literature search was conducted for primary articles investigating the hidden curriculum in pharmacy education through August 2021. A total of five papers were included in the review: four papers from the United Kingdom and one from Sweden. The focus of each paper and the elements of the hidden curriculum, along with the study quality as assessed by the quality assessment tool, varied. Three papers focused on professionalism or professional socialization, and the other two focused on patient safety. All five studies used qualitative methods including focus groups and semistructured interviews of the students and faculty. Studies also identified approaches to addressing the hidden curriculum, such as integrating formal and informal learning activities, integrating work experiences, providing sustained exposure to pharmacy practice, and development of professionalism.Summary. The definition of the hidden curriculum varied across the five studies of varying quality. The evidence of the hidden curriculum was measured qualitatively in experiential and academic settings. Recognition of the impact of the hidden curriculum and strategies for addressing its negative effects are critical to the success of not only the students but also the pharmacy profession at large.
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Affiliation(s)
- Sharon K Park
- Notre Dame of Maryland University, Baltimore, Maryland
| | | | - Kimberly K Daugherty
- Sullivan University College of Pharmacy and Health Sciences, Louisville, Kentucky
| | | | - Rachel A Koenig
- Virginia Commonwealth University Health Sciences Library, Richmond, Virginia
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Jones EP, Nelson NR, Thorpe CT, Rodgers PT, Carlson RB. Use of journal clubs and book clubs in pharmacy education: A scoping review. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:110-119. [PMID: 35125189 DOI: 10.1016/j.cptl.2021.11.029] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Revised: 09/02/2021] [Accepted: 11/28/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Journal clubs and book clubs are educational activities used in health sciences education to teach evidence-based decision-making, critical thinking, and appraisal skills, and build trainee understanding about important professional issues. The main objective of this scoping review was to identify and synthesize all research studies on journal or book clubs for pharmacy learners. A secondary objective was to identify gaps in the literature where future research would be beneficial to pharmacy educators and learners. METHODS A comprehensive literature search was run across five databases. Studies were screened using a two stage, blinded, independent screening process. RESULTS Forty-two studies met all inclusion criteria; 86% reported on journal clubs and 14% on book clubs. Of the journal club studies, 50% were in didactic courses, 33% in experiential education, and 17% were co-curricular initiatives. Of the six book club studies, 67% were within didactic courses and 33% were co-curricular initiatives, including the only interprofessional education study. Most journal clubs were used to teach evidence-based practice, drug literature evaluation, or biostatistics. Book clubs were more focused on soft skills or topics students were less likely to encounter in the core curriculum. IMPLICATIONS Future research on journal clubs and book clubs in pharmacy education should continue to assess student learning outcomes and abilities. Specifically, future studies should move beyond evaluating student perceptions of journal clubs to investigate effectiveness for topics other than drug literature evaluation or evidence-based practice, and the impact of journal clubs and book clubs on interprofessional knowledge, communication, and team dynamics.
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Affiliation(s)
- Emily P Jones
- Health Sciences Librarian, University of North Carolina at Chapel Hill Health Sciences Library, 335 S. Columbia St. CB#7585, Chapel Hill, NC 27599-7585, United States.
| | - Nicholas R Nelson
- Postdoctoral Fellow of Education and Learning Innovation, University of North Carolina at Chapel Hill Eshelman School of Pharmacy, 301 Pharmacy Ln, CB#7574, Chapel Hill, NC 27599-7574, United States.
| | - Carolyn T Thorpe
- University of North Carolina at Chapel Hill Eshelman School of Pharmacy, 301 Pharmacy Ln, CB#7574, Chapel Hill, NC 27599-7574, United States; Research Health Scientist, Veteran Affairs Pittsburgh Healthcare System, Center for Health Equity Research and Promotion, University Drive (151C), Building 30, Pittsburgh, PA 15240-1001, United States.
| | - Philip T Rodgers
- Clinical Associate Professor and Director of Interprofessional Education and Practice, University of North Carolina at Chapel Hill Eshelman School of Pharmacy, 301 Pharmacy Ln, CB#7574, Chapel Hill, NC 27599-7574, United States.
| | - Rebecca B Carlson
- Health Sciences Librarian and Liaison to the School of Pharmacy, University of North Carolina at Chapel Hill Health Sciences Library, 335 S. Columbia St. CB#7585, Chapel Hill, NC 27599-7585, United States.
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Divine H, Jones M, Gokun Y, McIntosh T. Impact of Curricular Integration Between Patient Care Laboratory and Introductory Pharmacy Practice Experience on Documentation. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:7232. [PMID: 32226066 PMCID: PMC7092783 DOI: 10.5688/ajpe7232] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2018] [Accepted: 07/31/2019] [Indexed: 06/10/2023]
Abstract
Objective. To assess the impact of curricular changes made through vertical integration between Patient Care Laboratory and Introductory Pharmacy Practice Experience (IPPE) courses on documentation outcomes. Methods. Curricular changes to address student pharmacist documentation deficiencies were developed by laboratory and experiential faculty members. A documentation activity using subjective, objective, assessment, plan (SOAP) notes completed in one IPPE rotation block, pre-intervention, were graded and compared to SOAP notes from the same IPPE rotation block in the subsequent year, post-intervention, using a standard checklist. Chi square test (or Fisher exact test when appropriate) was used to evaluate the relationship between each question's score and different timepoints. Wilcoxon rank sum test was used to compare total scores between the two groups of students. Results. Significant improvement among student pharmacists' SOAP note scores were observed in the post-intervention cohort (n=52) compared to pre-intervention cohort (n=52) following curricular changes. Specific SOAP note components that revealed significant improvements between years were drug therapy problem identified, proposed drug therapy problem resolution, follow-up plan identified, overall impression, and addressing a pharmacist-specific intervention. Conclusion. Collaboration between laboratory and experiential education faculty members are integral to the identification of gaps in student pharmacists' application of simulated activities into actual experiences and in the achievement of educational outcomes. Curricular quality improvements can be implemented and assessed quickly through vertically integrated courses.
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Affiliation(s)
- Holly Divine
- University of Kentucky College of Pharmacy, Lexington, Kentucky
| | - Mikael Jones
- University of Kentucky College of Pharmacy, Lexington, Kentucky
| | - Yevgeniya Gokun
- University of Arkansas for Medical Sciences, Little Rock, Arkansas
| | - Tera McIntosh
- University of Kentucky College of Pharmacy, Lexington, Kentucky
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Doherty RF, Knab M, Cahn PS. Getting on the same page: an interprofessional common reading program as foundation for patient-centered care. J Interprof Care 2018; 32:444-451. [DOI: 10.1080/13561820.2018.1433135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Regina F. Doherty
- Department of Occupational Therapy, School of Health and Rehabilitation Sciences, MGH Institute of Health Professions, Boston, MA
| | - Mary Knab
- Center for Interprofessional Studies and Innovation, MGH Institute of Health Professions, Boston, MA
| | - Peter S. Cahn
- Center for Interprofessional Studies and Innovation, MGH Institute of Health Professions, Boston, MA
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Malcom DR. Teaching and assessing clinical ethics through group reading experience and student-led discussion. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:602-610. [PMID: 29986820 DOI: 10.1016/j.cptl.2018.01.009] [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: 07/07/2017] [Revised: 10/19/2017] [Accepted: 01/31/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND AND PURPOSE Ethical decision-making is one of the foundational elements of responsible patient care, yet traditional didactic coursework often misses the nuances of specific situational aspects of ethics as well as the impact of individual patient experiences on their perspective related to health care. The purpose of this study was to assess the impact of a clinical research ethics elective course involving a group reading experience and facilitated discussion on student decision-making and perspective on questions related to ethics. EDUCATIONAL ACTIVITY AND SETTING The elective was offered to second-year pharmacy students and was designed to teach ethical concepts within the framework of a group reading experience employing active learning through facilitated student-led group discussion. The book chosen was The Immortal Life of Henrietta Lacks by Rebecca Skloot. Students were assessed pre- and post-course using ethical scenarios (framed as "yes/no" questions) covering a wide range of topics, as well as over their familiarity with and confidence in making decisions related to ethical topics using a five-point Likert scale. FINDINGS Sixteen students were enrolled in the course, with 14 (87.5%) completing all pre- and post-course assessments. There were no statistically significant changes in the proportion of students answering "yes" or "no" to the scenarios from pre- to post-course, though there were several items in which responses "shifted," meaning students switched answers from pre- to post-course. Overall, students showed significantly more familiarity with the topics covered after the course versus before (p < 0.05), also reporting improved confidence (p < 0.05) in making decisions related to the topics. The per-student analysis also showed significant changes in overall confidence and familiarity (p < 0.05). SUMMARY Through the course, students showed increased familiarity with the history of clinical research and ethical topics discussed as well as improved confidence in making decisions related to clinical ethics. This type of course design provided a strong environment for discussion and group learning.
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Affiliation(s)
- Daniel R Malcom
- Sullivan University College of Pharmacy, Department of Clinical and Administrative Sciences, 2100 Gardiner Lane, Louisville, KY 40205, United States.
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Abstract
Common reading programs have become increasingly popular on college and university campuses as a means for increasing student engagement, retention, and success. This article describes the characteristics, goals, and benefits of common reading programs and provides examples from the literature of academic library involvement in them. Finally, an example is provided of how one academic health sciences library participated in its institution's First-Year Summer Reading program.
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Affiliation(s)
- Frances A Delwiche
- a Dana Medical Library , University of Vermont , Burlington , Vermont , USA
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Richardson A, Curtis AD, Moss GP, Pearson RJ, White S, Rutten FJ, Perumal D, Maddock K. Simulated drug discovery process to conduct a synoptic assessment of pharmacy students. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2014; 78:41. [PMID: 24672074 PMCID: PMC3965149 DOI: 10.5688/ajpe78241] [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: 01/27/2013] [Accepted: 08/12/2013] [Indexed: 05/14/2023]
Abstract
OBJECTIVE. To implement and assess a task-based learning exercise that prompts pharmacy students to integrate their understanding of different disciplines. DESIGN. Master of pharmacy (MPharm degree) students were provided with simulated information from several preclinical science and from clinical trials and asked to synthesize this into a marketing authorization application for a new drug. Students made a link to pharmacy practice by creating an advice leaflet for pharmacists. ASSESSMENT. Students' ability to integrate information from different disciplines was evaluated by oral examination. In 2 successive academic years, 96% and 82% of students demonstrated an integrated understanding of their proposed new drug. Students indicated in a survey that their understanding of the links between different subjects improved. CONCLUSION. Simulated drug discovery provides a learning environment that emphasizes the connectivity of the preclinical sciences with each other and the practice of pharmacy.
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Affiliation(s)
- Alan Richardson
- School of Pharmacy, Keele University, Keele, Staffordshire, United Kingdom
| | | | - Gary P. Moss
- School of Pharmacy, Keele University, Keele, Staffordshire, United Kingdom
| | - Russell J. Pearson
- School of Pharmacy, Keele University, Keele, Staffordshire, United Kingdom
- School of Pharmacy, Kingston University, Kingston-upon-Thames, Surrey, United Kingdom
| | - Simon White
- School of Pharmacy, Keele University, Keele, Staffordshire, United Kingdom
| | - Frank J.M. Rutten
- School of Pharmacy, Keele University, Keele, Staffordshire, United Kingdom
| | - Dhaya Perumal
- School of Pharmacy, Keele University, Keele, Staffordshire, United Kingdom
- School of Pharmacy, Kingston University, Kingston-upon-Thames, Surrey, United Kingdom
| | - Katie Maddock
- School of Pharmacy, Keele University, Keele, Staffordshire, United Kingdom
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Battaglia JN, Lis JE, Chui MA. Evaluation of a Patient Perspective Module in a Required Medication Safety and Quality Course at a College of Pharmacy. Innov Pharm 2013; 4. [PMID: 23638323 DOI: 10.24926/iip.v4i1.284] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
OBJECTIVES To develop and evaluate the impact of a module discussing the patient's perspective on medication errors in a required medication safety course at a college of pharmacy. METHODS Students were required to read Josie's Story, a true story written by a mother after her daughter died from a medical error, and attend an in-class discussion regarding the book. A questionnaire, which employed a pre-post retrospective method and extracted items from the Caring Ability Inventory, was then administered to measure the change in students' perceptions of patient care. Additional questions gathered students' perceptions of the assignment, their personal experiences with the topic, and the importance of medication safety. RESULTS 120 out of 138 students (response rate = 87%) completed the questionnaire. 56% of students indicated they would be more likely to speak with a patient directly about a medication error after reading the book, whereas only 3% were less likely, and 42% indicated they were just as likely. Most students (59%) reported that they felt more motivated to learn about medication safety after reading Josie's Story. IMPLICATIONS This course previously addressed strategies to prevent medication errors. Successfully adding a component that introduces how a medication error impacted a patient and her family may help motivate students to recognize the importance and need for a culture of safety, personalize how medication errors impact patients, and provide a venue for students to gain patient centeredness and caring skills.
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Affiliation(s)
- Jessica N Battaglia
- PharmD, BCACP, Clinical Pharmacist, Aurora Health Care, Milwaukee, Wisconsin
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Ratka A. Integration as a paramount educational strategy in academic pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2012; 76:19. [PMID: 22438591 PMCID: PMC3305928 DOI: 10.5688/ajpe76219] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Affiliation(s)
- Anna Ratka
- Irma Lerma Rangel College of Pharmacy, Texas A&M Health Science Center, Kingsville, TX, USA
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