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Mishra SD, Rojewski J, Rebitch CB. Peer feedback as a medium to facilitate reflective practice among pharmacy students in a case-based learning environment. Curr Pharm Teach Learn 2022; 14:1387-1396. [PMID: 36137887 DOI: 10.1016/j.cptl.2022.09.029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2021] [Revised: 07/22/2022] [Accepted: 09/07/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION The ability to reflect is a key element in preparing pharmacy professionals to meet the challenges of a dynamic health care environment. This mixed-methods study explored the pedagogical benefits of peer feedback by designing, developing, and implementing a peer feedback activity to facilitate reflective practice among pharmacy students. METHODS Twenty second-year doctor of pharmacy (PharmD) students in a required pharmacotherapy course participated in a systematic peer feedback activity and five of these students volunteered for semi-structured interviews. RESULTS No significant correlation was found between perceived effectiveness of peer feedback and students' reflective thinking skills. Qualitative interview data revealed three major themes regarding PharmD students' perception of peer feedback as an instructional strategy to promote reflective practice: (1) the cognitive process of providing feedback, (2) the cognitive process after receiving peer feedback, and (3) perceptions of peer feedback as a tool to exercise reflective practice. CONCLUSIONS Although limited in sample size, important lessons were learned on how to design, develop, and implement a peer feedback activity.
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Affiliation(s)
- Supriya D Mishra
- 221 River's Crossing, 850 College Station Road, University of Georgia, Athens, GA 30605, United States; Georgia Department of Education, 1562 Twin Towers, 205 Jesse Hill Jr. Dr. SE, Atlanta, GA 30334, United States.
| | - Jay Rojewski
- 221 River's Crossing, 850 College Station Road, University of Georgia, Athens, GA 30605, United States.
| | - Catherine B Rebitch
- University of Pittsburgh School of Pharmacy, Salk Hall Room 5429, 3501 Terrace Street, Pittsburgh, PA 15261, United States.
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Saenab S, Zubaidah S, Mahanal S, Lestari SR. ReCODE to Re-Code: An Instructional Model to Accelerate Students’ Critical Thinking Skills. Education Sciences 2021; 11:2. [DOI: 10.3390/educsci11010002] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The instructional models that have been implemented in the classroom could not support the development of students’ critical thinking skills. These instructional models can be well implemented if those models can facilitate students with meaningful learning experiences such as reading, connecting prior knowledge to new information being learned in the classroom as well as doing investigation-based activities, discussion activities, and evaluation activities. The authors conducted the research to develop a ReCODE (Reading, Connecting, Observing, Discussing, Evaluating) instructional model and valid, practical, and effective tools. The procedures for developing the model included the preliminary research phase, prototyping phase, and assessment phase. Data on the validity of the model were collected using expert validation instruments, while the practicality of the model was measured using the instruments for the model’s component practicality and the model’s implementation. The effectiveness of the model was examined using the critical thinking test and questionnaires. The model was implemented to first-year students from the Department of Biology Education, Universitas Negeri Makassar, in the even semester of 2018/2019. The results showed that ReCODE was (1) valid, in terms of the theory underlying the development of the model, the components of the model, and the instructional tools accompanying the model, (2) practical because it had feasible components, and the learning process could be carried out successfully, and (3) effective in improving student critical thinking skills; the model also received positive responses from the lecturer and the students. Thus, this study’s findings suggest that the ReCODE instructional model can be applied in the classroom to facilitate critical thinking.
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Jesus Â, Gomes MJ. Web 2.0 Tools in Biomedical and Pharmaceutical Education. Pharmaceutical Sciences 2017. [DOI: 10.4018/978-1-5225-1762-7.ch004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Web 2.0 technologies are being rapidly integrated in higher education, which dramatically influences the ways learners approach and use information. Knowledge transfer has evolved into a two-way process. Users no longer simply consume and download information from the web; they create and interact with it. Several theoretical works were developed in order to discuss the possibilities of integration of Web 2.0 tools in Pharmacy, Medicine, Allied Health, Nursing and many other Biomedical Areas. Other works have started gathering qualitative and quantitative evidence of the importance of Web 2.0 tools in the learning process. By performing this integrative review, this paper will provide an overview of what is being done in biomedical and pharmaceutical education, and elaborate some of the potential opportunities and challenges that these applications present. With this updated review we hope to give our contribution to consolidate research in this promising area.
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Affiliation(s)
- Ângelo Jesus
- Instituto Politécnico do Porto, Portugal & Universidade do Minho, Portugal
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Hashemi Z, Mirzaei T. Conversations of the Mind: The Impact of Journal Writing on Enhancing EFL Medical Students’ Reflections, Attitudes, and Sense of Self. ACTA ACUST UNITED AC 2015. [DOI: 10.1016/j.sbspro.2015.07.493] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Zhang Y, Kim J, Awad NI, Cocchio C. Analysis of Pharmacy Student Perceptions and Attitudes Toward Web 2.0 Tools for Educational Purposes. J Pharm Technol 2015; 31:127-134. [PMID: 34860906 PMCID: PMC5990182 DOI: 10.1177/8755122514565907] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/19/2024] Open
Abstract
Background: The use of Wikis, blogs, and podcasts can engage students in collaborative learning, allow peer feedback, and enhance reflective learning. However, no survey to date has been performed across all professional years of pharmacy students in order to obtain a comprehensive overview of student perceptions. Objectives: To identify the familiarity of pharmacy students with Web 2.0 resources available for medical education, and what barriers exist. Methods: This study surveyed students enrolled in the professional program of a US-accredited pharmacy school to assess their knowledge and current use of available online resources and attitudes toward the use of Web 2.0 technologies for educational purposes. Results: Of the 836 surveys distributed, 293 were collected and analyzed (35.0% response rate). Students reported using the following Web 2.0 technologies in the didactic and experiential settings, respectively: Wikipedia (88%, 70%), YouTube (87%, 41%), Khan Academy (40%, 5%), and medical or scientific blogs (25%, 38%). Although these technologies were more commonly used in the classroom, students agreed or strongly agreed such resources should be used more often in both the didactic (n = 187, 64%) and experiential settings (n = 172, 59%). The barriers associated with the use of Web 2.0 in both the didactic and experiential settings that were ranked highest among students included accuracy and quality of information and lack of familiarity among faculty members and preceptors. Conclusion: Pharmacy students across all professional years actively use Web 2.0 tools for educational purposes and believe that opportunities exist to expand use of such technologies within the didactic and experiential settings.
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Affiliation(s)
- Yingzhi Zhang
- Rutgers, The State University of New
Jersey, Piscataway, NJ, USA
| | - Jessica Kim
- Rutgers, The State University of New
Jersey, Piscataway, NJ, USA
| | - Nadia I. Awad
- Rutgers, The State University of New
Jersey, Piscataway, NJ, USA
| | - Craig Cocchio
- Rutgers, The State University of New
Jersey, Piscataway, NJ, USA
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Luiz Adrian JA, Zeszotarski P, Ma C. Developing pharmacy student communication skills through role-playing and active learning. Am J Pharm Educ 2015; 79:44. [PMID: 25995519 PMCID: PMC4428429 DOI: 10.5688/ajpe79344] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2014] [Accepted: 07/21/2014] [Indexed: 05/22/2023]
Abstract
OBJECTIVE To evaluate the impact on pharmacy students of a communication course, which used role-playing to develop active-learning skills. DESIGN Students role-playing pharmacists in patient care scenarios were critiqued by students and pharmacist faculty members. Grading was performed using the rubric inspired by Bruce Berger's Communication Skills for Pharmacists. Written skills were evaluated using student written critique questionnaires. Students completed precourse and postcourse self-assessment surveys. Preceptor evaluations were analyzed for course impact. ASSESSMENT Students demonstrated improvement in oral skills based on role-play scores (45.87/50) after practice sessions. The average score based on the student questionnaire was 9.31/10. Gain was demonstrated in all defined course objectives. Impact on introductory pharmacy practice experience (IPPE) communication objectives was insignificant. Student evaluations for course and teaching strategy reflected a high average. CONCLUSION Study results demonstrated improvement in oral and written communication skills that may help improve interprofessional teamwork between pharmacists and other health care providers.
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Affiliation(s)
| | - Paula Zeszotarski
- University of Hawaii at Hilo Daniel K. Inouye College of Pharmacy, Hilo, Hawaii
| | - Carolyn Ma
- University of Hawaii at Hilo Daniel K. Inouye College of Pharmacy, Hilo, Hawaii
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Grindrod K, Forgione A, Tsuyuki RT, Gavura S, Giustini D. Pharmacy 2.0: A scoping review of social media use in pharmacy. Res Social Adm Pharm 2014; 10:256-70. [DOI: 10.1016/j.sapharm.2013.05.004] [Citation(s) in RCA: 38] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2013] [Revised: 05/11/2013] [Accepted: 05/11/2013] [Indexed: 11/23/2022]
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Wallman A, Vaudan C, Sporrong SK. Communications training in pharmacy education, 1995-2010. Am J Pharm Educ 2013; 77:36. [PMID: 23519011 PMCID: PMC3602860 DOI: 10.5688/ajpe77236] [Citation(s) in RCA: 75] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/22/2012] [Accepted: 08/28/2012] [Indexed: 05/04/2023]
Abstract
The role of the pharmacist as a "communicator" of information and advice between patients, other healthcare practitioners, and the community is recognized as a vital component of the responsibilities of a practicing pharmacist. Pharmacy education is changing to reflect this, although the difficulty is in designing a curriculum that is capable of equipping students with the necessary knowledge and skills, using activities that are effective in promoting communication competency. The objective of this review was to identify published, peer-reviewed articles concerning communication training in pharmacy education programs, and describe which communication skills the structured learning activities aimed to improve and how these learning activities were assessed. A systematic literature search was conducted and the articles found were analyzed and divided into categories based on specific communication skills taught and type of learning activity used. Oral interpersonal communication skills targeted at patients were the most common skill-type described, followed by clinical writing skills. Common teaching methods included simulated and standardized patient interactions and pharmacy practice experience courses. Most educational interventions were assessed by subjective measures. Many interventions were described as fragments, in isolation of other learning activities that took place in a course, which impedes complete analysis of study results. To succeed in communication training, integration between different learning activities and progression within pharmacy educations are important.
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Affiliation(s)
- Andy Wallman
- Department of Chemistry, Umeå University, Umeå, Sweden.
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Hussainy SY, Styles K, Duncan G. A virtual practice environment to develop communication skills in pharmacy students. Am J Pharm Educ 2012; 76:202. [PMID: 23275667 PMCID: PMC3530064 DOI: 10.5688/ajpe7610202] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2012] [Accepted: 07/27/2012] [Indexed: 05/26/2023]
Abstract
OBJECTIVE To develop communication skills in second-year pharmacy students using a virtual practice environment (VPE) and to assess students' and tutors' (instructors') experiences. DESIGN A VPE capable of displaying life-sized photographic and video images and representing a pharmacy setting was constructed. Students viewed prescriptions and practiced role-playing with each other and explored the use of nonverbal communication in patient-pharmacist interactions. The VPE experiences were complemented with lectures, reflective journaling, language and learning support, and objective structured clinical examinations (OSCEs). ASSESSMENT Most students believed the VPE was a useful teaching resource (87%) and agreed that the video component enabled them to contextualize patient problems (73%). While 45% of students questioned the usefulness of watching the role plays between students after they were video recorded, most (90%) identified improvement in their own communication as a result of participating in the tutorials. Most tutors felt comfortable using the technology. Focus group participants found the modified tutorials more engaging and aesthetically positive than in their previous experience. CONCLUSION The VPE provided an effective context for communication skills development classes.
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Mason HL, Assemi M, Brown B, Cain JJ, Cox WC, Cutler SJ, Duba VK, Robinson ET, Plaza CM. Report of the 2010-2011 Academic Affairs Standing Committee. Am J Pharm Educ 2011; 75:S12. [PMID: 22345735 PMCID: PMC3279004 DOI: 10.5688/ajpe7510s12] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
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Oderda GM, Zavod RM, Carter JT, Early JL, Joyner PU, Kirschenbaum H, Mack EJ, Traynor AP, Plaza CM. An environmental scan on the status of critical thinking and problem solving skills in colleges/schools of pharmacy: report of the 2009-2010 academic affairs standing committee. Am J Pharm Educ 2010; 74:S6. [PMID: 21436915 PMCID: PMC3058464 DOI: 10.5688/aj7410s6] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
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Affiliation(s)
| | - Linda D. Boyd
- Massachusetts College of Pharmacy and Health Sciences; Forsyth School of Dental Hygiene
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Spallek H, O’Donnell J, Clayton M, Anderson P, Krueger A. Paradigm shift or annoying distraction: emerging implications of web 2.0 for clinical practice. Appl Clin Inform 2010; 1:96-115. [PMID: 23616830 PMCID: PMC3632272 DOI: 10.4338/aci-2010-01-cr-0003] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2010] [Accepted: 03/31/2010] [Indexed: 11/23/2022] Open
Abstract
Web 2.0 technologies, known as social media, social technologies or Web 2.0, have emerged into the mainstream. As they grow, these new technologies have the opportunity to influence the methods and procedures of many fields. This paper focuses on the clinical implications of the growing Web 2.0 technologies. Five developing trends are explored: information channels, augmented reality, location-based mobile social computing, virtual worlds and serious gaming, and collaborative research networks. Each trend is discussed based on their utilization and pattern of use by healthcare providers or healthcare organizations. In addition to explorative research for each trend, a vignette is presented which provides a future example of adoption. Lastly each trend lists several research challenge questions for applied clinical informatics.
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Affiliation(s)
- H. Spallek
- School of Dental Medicine, University of Pittsburgh, Pittsburgh, PA USA
| | - J. O’Donnell
- Department of Restorative Dentistry and Comprehensive Care School of Dental Medicine, University of Pittsburgh, Pittsburgh, PA USA
| | - M. Clayton
- Center for Dental Informatics School of Dental Medicine, University of Pittsburgh, Pittsburgh PA USA
| | - P. Anderson
- Emerging Technologies Librarian, Health Sciences Libraries University of Michigan, USA
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Flowers SK, Vanderbush RE, Hastings JK, West D. Web-based multimedia vignettes in advanced community pharmacy practice experiences. Am J Pharm Educ 2010; 74:39. [PMID: 20498732 PMCID: PMC2865405 DOI: 10.5688/aj740339] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2009] [Accepted: 09/07/2009] [Indexed: 05/12/2023]
Abstract
OBJECTIVES To evaluate the effectiveness of Web-based multimedia vignettes on complex drug administration techniques to augment the training of pharmacy students in advanced community pharmacy practice experiences. DESIGN During the orientation for a community APPE, students were randomly assigned to either a study group or control group After they began their APPE, students in the study group were given an Internet address to access multimedia vignettes which they were required to watch to augment their training and standardize their counseling of patients in the use of inhalers and ear and eye drops. ASSESSMENT A 12-item questionnaire was administered to students in both groups at the orientation and again on the last day of the APPE to evaluate their knowledge of counseling patients in the use of inhalers and ear and eye drops. The control group did not experience any improvement in their counseling knowledge of the research topics during their month-long experience. Students in the intervention group scored higher on their postintervention test than students in the control group (p < 0.001). CONCLUSIONS Student learning outcomes from experiential training can be improved through the use of Web-based multimedia instructional vignettes.
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Abstract
New types of social Internet applications (often referred to as Web 2.0) are becoming increasingly popular within higher education environments. Although developed primarily for entertainment and social communication within the general population, applications such as blogs, social video sites, and virtual worlds are being adopted by higher education institutions. These newer applications differ from standard Web sites in that they involve the users in creating and distributing information, hence effectively changing how the Web is used for knowledge generation and dispersion. Although Web 2.0 applications offer exciting new ways to teach, they should not be the core of instructional planning, but rather selected only after learning objectives and instructional strategies have been identified. This paper provides an overview of prominent Web 2.0 applications, explains how they are being used within education environments, and elaborates on some of the potential opportunities and challenges that these applications present.
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Affiliation(s)
- Jeff Cain
- University of Kentucky College of Pharmacy
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Epp S. The value of reflective journaling in undergraduate nursing education: A literature review. Int J Nurs Stud 2008; 45:1379-88. [PMID: 18325522 DOI: 10.1016/j.ijnurstu.2008.01.006] [Citation(s) in RCA: 83] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2007] [Revised: 01/13/2008] [Accepted: 01/18/2008] [Indexed: 11/17/2022]
Affiliation(s)
- Sheila Epp
- Faculty of Health and Social Development, School of Nursing, University of BC Okanagan, 3333 University Way, Kelowna BC, V1V 1V7, Canada.
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Affiliation(s)
- Maha M.A. El Tantawi
- Department of Pediatric and Community Dentistry, Faculty of Dentistry; Alexandria University
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Abstract
OBJECTIVES To implement a communication skills development (CSD) system and evaluate its effectiveness in a clinical communications course. DESIGN Students conducted baseline interviews and wrote SOAP notes, and based on faculty, patient, self- and peer assessments, set goals for improvement of their communication skills. Students participated in various activities to scaffold their learning, several of which took place in a web-based environment to enhance access and function for both students and faculty members. Quantitative and qualitative analyses were performed. ASSESSMENT Students' communication skills improved as evidenced by assessment scores. Student and faculty comments offered additional evidence of the effectiveness of standardized patient interviews, learning strategies, and assessment methods. CONCLUSION The CSD system effectively integrated various types of learning activities and feedback processes. The use of scaffolding strategies appeared to enhance the development of students' communication skills.
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Affiliation(s)
- Lourdes G Planas
- University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA.
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