Enhancing application and long-term retention of clinical knowledge using an extracurricular non-credit course

BACKGROUND AND PURPOSE

Curricular overload in doctor of pharmacy (PharmD) programs is necessitating innovative approaches to support student learning. The purpose of this study was to describe the design, delivery, and assessment of a non-credit extracurricular course that reinforced foundational concepts through the application of learning in case-based activities.

EDUCATIONAL ACTIVITY AND SETTING

A 14-week extracurricular course, designed using principles of spaced repetition and interleaving in the context of case-based exercises, was offered to third-year PharmD students. Content focused on Top 300 and over-the-counter medications, brown bag sessions/drug utilization review, and medication therapy management. Short-term course effectiveness was assessed through post-course focus groups. Longitudinal effectiveness was assessed nine months post-course using an online survey. Qualitative data were analyzed using a content analysis process with overarching themes identified. Clinical interventions identified in the post-course survey were analyzed descriptively.

FINDINGS

Twenty-four students completed the course and all assessments. Focus group themes were: (1) making connections to prior learning; (2) moving beyond memorizing facts; and (3) benefit from a low-stakes course. Students identified 162 course-linked clinical interventions during advanced pharmacy practice experiences (APPEs) in 16 different settings.

SUMMARY

Student learning can be enhanced through integration of evidence-based teaching strategies both within and across the curriculum. This can be accomplished not only through introduction of an extracurricular course but through modification of existing courses. Providing additional opportunities for reinforcing core clinical knowledge and applying clinical decision-making in a low-stakes environment was well-received by students and helped them make clinical interventions during APPEs.

How do country-specific R&D environments affect CCUS research performance and efficiency? From the perspective of knowledge diffusion and application

Countries around the world have set aggressive carbon emission reduction targets using various carbon reduction technologies to overcome the worsening global climate crisis. However, amid concerns among experts that such aggressive targets are difficult to achieve with existing carbon reduction technology, CCUS technology has gained recognition as an innovative technology, showing great promise in directly removing carbon dioxide and achieving carbon neutrality. This study employed a two-stage network DEA to analyze efficiency at knowledge diffusion and application stages of CCUS technology in relation to country-specific R&D environments. Based on the analysis, the following conclusions were derived. First, countries with higher standards of innovation in science and technology were more focused on quantitative R&D outcomes, making them less efficient in the diffusion and application stages. Second, countries with heavier dependence on manufacturing were less efficient in the diffusion of research outcomes due to difficulties in enforcing strong environmental-friendly policies. Lastly, countries with heavier dependence on fossil fuels were actively promoting CCUS development as a solution to carbon dioxide emissions, and such efforts were a driving factor in the diffusion and application of R&D outcomes. The significance of this study lies in analyzing the efficiency of CCUS technology in terms of knowledge diffusion and application, which are clearly distinct from a quantitative R&D efficiency analysis, thereby serving as a valuable reference in the establishment of country-specific R&D strategies for greenhouse gas reduction.

Occupational therapists' application of the Do-Live-Well framework: A Canadian health promotion approach

Background. The Do-Live-Well (DLW) framework is an occupation-focused health promotion approach. Online and in-person DLW educational workshops were offered to encourage occupational therapists to apply the DLW concepts. Purpose. The purpose of this study was to understand workshop participants' experiences of and perspectives on using the DLW framework to support its application in the future. Method. Interpretative description was used to understand workshop participants' perspectives on benefits, facilitators, and challenges of using DLW. Semi-structured interviews were conducted and analysed using a thematic analysis. Findings. Eight themes were identified as follows: (a) environmental factors of practice settings, (b) co-workers' support, (c) DLW enhanced occupational therapy practice, (d) confidence in using DLW, (e) nature of the DLW framework, (f) DLW promoted healthy occupational engagement, (g) DLW was not suitable for everyone, and (h) pandemic effects. Implications. The DLW framework supports occupationally focused practices, and continuous learning support will be needed.

A scenario for writing creative scenarios

This paper examines the elements of a pathway to writing the bold, innovative scenarios necessary to promote sustainable socio-ecological integration. Innovative scenarios incorporate three virtues essential to making knowledge systemically useful: creativity, collaboration, and communication. The main features of such a scenario-writing process include: (1) the effective integration of participants from a diverse array of disciplinary perspectives; (2) an integrated approach to defining problems as a system of interrelated structures, functions, and processes; (3) the collaborative learning required to synthesize a comprehensive understanding of the interrelated components and processes of the system containing the problem(s); (4) a process of co-writing that guides the alteration of socio-ecological systems to eliminate the problem(s); and (5) communication that clearly and persuasively conveys the message required to actualize resolution.

Exploring the oxygen supply and demand framework as a learning tool in undergraduate nursing education

In nursing education, physiological concepts are typically presented within a body 'systems' framework yet learners are often challenged to apply this knowledge in the holistic and functional manner needed for effective clinical decision-making and safe patient care. A nursing faculty addressed this learning challenge by developing an advanced organizer as a conceptual and integrative learning tool to support learners in diverse learning environments and practice settings. A mixed methods research study was conducted that explored the effectiveness of the Oxygen Supply and Demand Framework as a learning tool in undergraduate nursing education. A pretest/post-test assessment and reflective journal were used to gather data. Findings indicated the Oxygen Supply and Demand Framework guided the development of pattern recognition and thinking processes and supported knowledge development, knowledge application and clinical decision-making. The Oxygen Supply and Demand Framework supports undergraduate students learning to provide safe and effective nursing care.

Barriers to the use of toxicogenomics data in human health risk assessment: A survey of Canadian risk assessors

Regulatory agencies worldwide need to modernize human health risk assessment (HHRA) to meet challenges of the 21st century. Toxicogenomics is at the core of this improvement. Today, however, the use of toxicogenomics data in HHRA is very limited. The purpose of this survey was to identify barriers to the application of toxicogenomics data in HHRA by human health risk assessors. An online survey targeting Canadian risk assessors gathered information on their knowledge and perception of toxicogenomics, their current and future inclusion of toxicogenomics data in HHRA, and barriers to the use of such data. Twenty-nine (29) participants completed a questionnaire after 2 months of solicitation. The results show that the application of toxicogenomics data in Canada is marginal, with 85% of respondents reporting that they never or rarely used such data. Knowledge of toxicogenomics by Canadian risk assessors is also limited: about two-thirds of respondents (68%) were not at all or only slightly familiar with the concept. Lack of guidelines for toxicogenomics data interpretation, data quality assessment and on their use in HHRA, were found to be major barriers. In conclusion, there is a need for interventions aimed at facilitating the use of toxicogenomics data in HHRA, when available.