Years Of Curriculum Research Articles

Pre-service teachers’ negotiation of meaning in their Physical Education Teacher Education programme: a two-year follow-up ethnography

ABSTRACT Background: Research demonstrates the benefits of communities of practice (CoP) for teachers’ professional learning in Physical Education (PE). However, much less is known about how CoPs can be used to understand pre-service teachers’ (PSTs) professional learning in their Physical Education Teacher Education (PETE) programmes. Negotiation of meaning (NofM) is a crucial concept regarding learning inside of a CoP. Hence, understand how meaning is negotiated in initial teacher professional development might allow the enhancement of the social learning strategies in PETE programmes. Purpose: This article draws on the CoP theoretical framework, and specifically the concept of NofM to understand how PSTs negotiated meaning during a two-year PETE programme. In particular, the focus is on the challenges faced by PSTs throughout the PETE social interactive process. Participants and settings: The setting was a PETE programme in Portugal. In year one, the participants were three university teacher educators (TE) and 25 PSTs. In year two, the participants were three PSTs from year one who were in their school placement, a university supervisor (US) and one cooperating teacher (CT). Data collection and analysis: This study was an ethnography with a two-year longitudinal design. Data were collected through the ethnographer’s participant-observations (first author), meetings of the PSTs with the mentoring team (TEs, US, CT), and the ethnographer’s field diary, reflexive log, and audio-recordings. Data analysis involved the constant-comparative grounded theory method. Findings: Analysis resulted in the identification of three key challenges during the course units, for PSTs in the first year of their PETE programme: (a) the diversity and disconnections within the course units; (b) (the lack of) membership; and (c) the absence of democratic spaces in PETE class discussions. In the year two of PETE during the school placement, three challenges were identified for the negotiation of meaning (NofM): (a) the lack of dialogue with and focus on pedagogical practice by the cooperating teacher; (b) working together and the pressure to individualise PSTs’ education process; and (c) unreachable support and supervision from the university. Implications: We suggest that PETE programmes should emphasise pedagogical strategies that create spaces for the cultivation of CoPs. For instance, we suggest PST engagement in continuous and planned group work across curricular years (e.g. peer-teaching and micro-teaching experiences) to increase work group membership. We recommend the emphasis on discussion sessions mediated by a facilitator (e.g. TEs, CTs, or US) where the different working groups could share their repertoire of learning experiences as a CoP. Moreover, we suggest optimisation of a base of pedagogical knowledge regarding course units’ integration between the TEs of the PETE to systematise the process and also, an increased connection between the university and the host school. Additionally, we propose continuous professional development by the CTs to facilitate the requirements of the PETE programme.

Thoracic surgery in France.

Until recently, thoracic surgery in France was associated with vascular or cardiac surgery. It is now increasingly performed as a specific activity. Training of a thoracic surgeon has a common part with cardiovascular surgery during a 6-year curriculum including theory and practical practice acquired both by simulation and clinical fellowship. There are 343 board-certified surgeons performing thoracic surgery in 147 authorized centers. To be authorized to perform thoracic surgery, these centers must have at least 2 qualified surgeons and perform a minimum of 40 procedures per year for thoracic cancer. The discussion of the cases in a multidisciplinary tumor board (MDTB), validated by a written conclusion, is also mandatory and is a prerequisite for operating on patient for any cancer. All thoracic surgery procedures are recorded in a national database, Epithor. This database gives a precise idea not only of the activity but also of operative data, morbidity, mortality and follow-up. In 2023, participation to Epithor database will be a prerequisite for the certification of thoracic surgeons. Major changes in diagnostic and therapeutic options, development and innovations in video-assisted and robotically-assisted surgery, forthcoming transbronchial approaches will more likely lead to reorganize thoracic surgery with specialized and expert multidisciplinary boards as well as a concentration in high volume centers.

Compassion and extracurricular activities of Portuguese Health Sciences students in Portugal

BackgroundCompassion, one of the items of empathy, is crucial in health care professions. So, the evaluation of the levels of compassion of Medicine, Dentistry and Pharmaceutical Sciences Master Degrees’ (M.D.) students of the public Colleges in Portugal according to the type of Master Degree and the participation in extracurricular activities (E.A.) was a task to be performed.MethodsCross-sectional study in 2020, applying an on-line questionnaire including the “Compassion” items of the Jefferson Medical Empathy Scale – Students’ version and questions about the participation in E.A.ResultsA sample of 901 students was studied. Its distribution by participation in E.A. did not differ significantly between M.D. (p = 0,854), most of the students participating in E.A. Using quartile distribution of compassion, the distribution of compassion levels was different among the three I.M. (p < 0.001), between Colleges (p < 0.001), and between curricular years (p < 0.001), with not different between genders (p = 0.036). For 56.4%, 74,6% and 69,5% of the respondents there was “medium-low” and “low” compassion for I.M. in Medicine, Pharmaceutical Sciences and Dentistry. These levels were also more prevalent among students in the 1st and 5th years. Levels of compassion were not different with the participation (p = 0,865), type (p = 0,177) and frequency of E.A. (p = 0,109).ConclusionsFor their importance in future health care professionals, compassion and their differences found among the M.Ds. of this area deserve future studies. Levels of compassion showed differences between the M.D. studied and academic years of frequency. There was no relationship between the participation, type, and frequency of E.A. and the students’ levels of compassion.The distribution of the level of compassion did not vary significantly with participation in E.A. (p = 0.865), with the type of E.A. (p = 0.177), with the frequency of E.A. (p = 0.109) or with the answer to the question “The practice of E.A. can make a person more compassionate?” (p = 0.503).

Impact of mobile learning in engineering mathematics under 4-year undergraduate curriculum

ABSTRACT Mathematics is one of the core subjects in engineering education and forms the foundation of all disciplines in engineering. In Hong Kong, a significant number of students are admitted to engineering programmes without sufficient mathematical background. Engineering mathematics is essential for teaching and learning many fundamental and advanced engineering subjects. Due to this reason, a mobile application (app) is developed as one of the core components of engineering mathematics education by offering students flexible and self-initiated learning. In this study, a hypothesis model is proposed to investigate the effectiveness of student’s learning in engineering mathematics with the developed mobile app. The results showed that the ease and convenience of using the mobile app have a positive effect on students’ autonomous learning, and motivation and have a positive relationship with the learning effectiveness of the mobile learning (M-learning) app. It was found that the average marks of the assessment tests were significantly better than the screening test by using the app and notes. The current study has important implications in that the M-learning app should be used as a supportive role to supplement traditional teaching approaches.

Student Perspectives of Threshold Concepts in Undergraduate Medical Education for Understanding the Structure and Function of the Human Body

The purpose of a curriculum is to produce individuals with proficiency in content knowledge, ability to apply knowledge, and eventually become experts in a given field. One theory of how students transition into thinking like an expert is through the acquisition of threshold concepts. Threshold concepts are pieces of knowledge in a field that, once understood, produce a qualitative shift in a student’s thinking and increases their potential to become an expert in that field. There is sparse research in threshold concepts in medical education, and most of the current literature either focuses on aspects of clinical practice or serves as a discussion piece with no empirical evidence. There are even fewer studies that attempt to identify the threshold concepts for understanding the scientific principles that underlie medicine as a field, and these studies often rely only on expert opinions. This is a shortcoming since experts in undergraduate medical education, often Ph.D. researchers, have a very different perspective than the medical student currently grappling with the scientific concepts for the first time. This study aims to address this gap in the literature by conducting focus groups with medical students in all four years of undergraduate medical education (M1‐M4) at a large allopathic medical school to examine which concepts students identify as threshold concepts in medical education for understanding the human biology. All curricular years were included determine the student perspectives at each stage of undergraduate medical education and capture any potential shifts throughout the medical curriculum in the clinical and pre‐clinical years. Sessions were semi‐structured and asked questions that inquired about the threshold concepts for understanding the human biology for medical practice. Focus group sessions were recorded, transcribed and analyzed using thematic analysis. Three M4 students, ten M3 students, nine M2 students and four M1 students participated in focus groups. At the present time, data are still undergoing thematic analysis. Thus far, the major codes emerging pertain to cardiovascular, pulmonary, renal physiology and neurobiology as potential threshold concepts. Students also identified as pathology as a potential threshold concept since it integrates the knowledge they have previously learned and applies it to medical practice. A theme that appears to be emerging is the importance of hands‐on patient/clinical experience to push students through the threshold into understanding a particular scientific concept. As the analysis of the data is completed, the results of this study will offer insight for medical educators on how to adapt their curricula to better suit the needs of their students. This may include further integration of basic science and clinical education, providing students opportunities to work with patients earlier in their education and/or shifting the emphasis to the most clinically relevant systems.

The State of Point-of-Care Ultrasound Training in Undergraduate Medical Education: Findings From a National Survey.

The primary aim of this study was to evaluate the current state of point-of-care ultrasound (POCUS) integration in undergraduate medical education (UME) at MD-granting medical schools in the United States. In 2020, 154 clinical ultrasound directors and curricular deans at MD-granting medical schools were surveyed. The 25-question survey collected data about school characteristics, barriers to POCUS training implementation, and POCUS curriculum details. Descriptive analysis was conducted using frequency and percentage distributions. One hundred twenty-two (79%) of 154 schools responded to the survey, of which 36 were multicampus. Sixty-nine (57%) schools had an approved POCUS curriculum, with 10 (8%) offering a longitudinal 4-year curriculum. For a majority of schools, POCUS instruction was required during the first year (86%) and second year (68%). Forty-two (61%) schools were teaching fundamentals, diagnostic, and procedural ultrasound. One hundred fifteen (94%) schools identified barriers to implementing POCUS training in UME, which included lack of trained faculty (63%), lack of time in current curricula (54%), and lack of equipment (44%). Seven (6%) schools identified no barriers. Over half of the responding medical schools in the United States had integrated POCUS instruction into their UME curricula. Despite this, a very small portion had a longitudinal curriculum and multiple barriers existed for implementation, with the most common being lack of trained faculty. The data from this study can be used by schools planning to add or expand POCUS instruction within their current curricula.

Medical undergraduates\u2019 self-evaluation: before and after curriculum reform

BackgroundIn 2013, Taiwan launched a curriculum reform—the 7-year undergraduate medical education program was shortened to 6 years. This study explored the evaluation results from students regarding the curriculum reform and investigated graduates’ perceptions regarding the curriculum organization of the two academic training programs affected by this curricular reform.MethodsA cross-sectional survey was conducted from May 14 to June 12, 2019. The 315 graduates from both the 7-year and 6-year curriculum programs in the same medical school in Taipei were invited to participate in this study. In total, 197 completed questionnaires were received, representing a response rate of 62.5%. The results of the principal component analysis confirmed the validity of the constructs employed in this self-administered questionnaire.ResultsThe t-test results yielded two main findings. First, the graduates from the 6-year program had significantly lower scores for preparedness for the upcoming postgraduate-year residency training than did their 7-year program counterparts. Additionally, the male graduates had significantly higher scores in terms of perceptions regarding curriculum organization and preparedness for postgraduate-year residency training than the female graduates. The results of stepwise regression also indicated that the sex difference was significantly correlated with graduates’ readiness for their postgraduate-year residency training.ConclusionTo avoid sex disparities in career development, a further investigation of female medical students’ learning environment and conditions is necessary. In addition to the cross-sectional study of students’ perceptions, further repeated measurements of the objective academic or clinical performance of graduates in clinical settings are desirable.

Teaching and Assessment Methods for Effective Implementation of the 3-Year Upper Basic Science and Technology Curriculum in Nigeria

Teaching and Assessment Methods for Effective Implementation of the 3-Year Upper Basic Science and Technology Curriculum in Nigeria

Service learning and the medical student affective domain.

The Association of American Medical College (AAMC) requires all students to demonstrate four core attributes: knowledge, skills, altruism and dutifulness. A formal service-learning curriculum may serve to explicitly foster altruism and dutifulness in the affective domain of Bloom's taxonomy as well as proactively improve student well-being. All Harvard Medical School students enrolled in the Principal Clinical Experience (PCE) programme in the 2018-2019 academic year at Brigham and Women's Hospital were excused from clerkship responsibilities and given the opportunity to participate in a half-day team-based community-service intervention at a not-for-profit organisation in Boston, MA. Following the service-learning initiative, we examined student compassion, civic responsibility, well-being and team cooperativeness using validated survey questions, supplemented by free-text feedback. Forty-five of the 55 PCE students (82%) attended the outing. Overall, 68% of students found the outing to be valuable and 23% somewhat valuable. On a scale of 0-20, students reported very high self-perception of compassion (mean = 19.9), civic responsibility (mean = 19.7) and team development and composition (mean = 19.1), after the event. Students reported lower perceptions of personal well-being (mean = 17.5), but emotional wellness was the most frequently mentioned theme in open response. Incorporation of a team-based service-learning activity contributes to the students' community understanding, empathy and class team building. Utilisation of a published framework in the development of this initiative likely contributed to its success. Given our findings, we plan further expansion of this service learning longitudinally through the 4-year curriculum to potentially strengthen the affective domain for students further.

Constraints Militating against Effective Implementation of the 3-Year Upper Basic Science and Technology Curriculum in Nigeria

Constraints Militating against Effective Implementation of the 3-Year Upper Basic Science and Technology Curriculum in Nigeria

Integrating Authentic Research Into the Emory-Tibet Science Initiative

We are at a historic point in which scientists and Tibetan monastics are working together to investigate ancient questions of mind and matter, and to serve the best interests of humanity. To facilitate this collaboration, His Holiness the Dalai Lama supported the development of the Emory University-Tibet Science Initiative (ETSI), which reflects the first major change in the Tibetan monastic curriculum in six centuries. Over the course of a 6-year long curriculum, Tibetan monastics living in India have the opportunity to study science with experts in various disciplines. In 2019, ETSI graduated its first cohort of monastic students from a 6-year “implementation phase,” and now has entered the “sustainability phase.” A goal of the sustainability phase is to broaden the scope of ETSI and begin training monastics through research. The present paper provides an overview of a 3-year Research Training Program being developed for the sustainability phase. We first overview a pilot program that informed feasibility and potential structure for a broader Research Training Program at the monasteries and monastic universities in India. Next, we discuss the conceptual framework for the Research Training Program and four learning objectives that we hope to attain. We then discuss the specifics of the course design for the proposed 3-year research training curriculum, through which our goal is to transition from a more guided training experience to a less guided experience. Finally, we discuss challenges and opportunities that we expect to encounter in developing and implementing the program.

Toward a new predoctoral model: Education and training in clinical psychopharmacology.

A ubiquitous research finding in regional and national studies is that at least 40% of persons with mental disorders cannot access mental health services, and pharmacotherapy in particular. The American Psychological Association's (APA) designated programs for the provision of education and training in clinical psychopharmacology can be of great help in alleviating this national need. We address key developments relevant to the foundation of a predoctoral model of clinical psychopharmacology education and training. To this end, an overview of the Master of Science in Clinical Psychopharmacology (MSCP) program at The Chicago School of Professional Psychology (TCSPP) is presented. TCSPP is now enrolling its eleventh consecutive cohort of MSCP students, many of whom are doctoral students who are concurrently attending various APA accredited Health Service Psychology (HSP) programs. We provide two predoctoral routes for completing MSCP training: (a) a route allowing for the creation of concentrations in clinical psychopharmacology in Health Service Psychology (HSP) doctoral programs, providing up to half of MSCP coursework; and (b) a joint doctoral PsyD or PhD/MSCP program meeting APA accreditation and designation standards integrated into a 5-year curriculum to impart HSP graduates with the competencies to provide both psychotherapy and pharmacotherapy. We conclude with a discussion about the future direction of predoctoral clinical psychopharmacology education and training. Given its emphasis on neuroscience and interdisciplinary health care, such curricular models may help to address the nation's immediate mental health care needs, while serving to enhance the sustainability of HSP education and professional practice in the 21st Century. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

An Integrated Point-of-Care Ultrasound Curriculum: An Evidence-Based Approach.

Point-of-care ultrasound (POCUS) has been demonstrated to improve students' medical knowledge and clinical exam skills and advances patient care through numerous diagnostic and therapeutic applications. Despite the growing use of ultrasound in medical education and clinical practice, few physician assistant (PA) programs have successfully integrated POCUS education into their curricula. This manuscript describes an evidence-based approach for integrating POCUS education throughout a 2-year PA curriculum, with the goal of serving as a useful guidepost for other PA programs as they strive to incorporate this valuable skill into their curricula.

Desperately Seeking Feedback: a phenomenographic study of medical students’ experiences during a 4-year longitudinal feedback curriculum

Introduction: The focus of feedback in medical education recently shifted to a dialogic partnership between teachers and learners, co-creating effective feedback exchanges. We previously described a prototype, longitudinal 4-year curriculum for medical students to develop feedback-seeking behaviors. We explored the students’ experiences as participants in this novel program. Methods: Beginning in academic year 2017-2018, we assessed the 4-year experiences of 14 medical students with a phenomenographic, qualitative approach. Three waves of semi-structured, individual interviews were conducted during the first 3 years. Focus groups were conducted in the final year of the program. Meaning units were identified, and categories were determined by such units. An outcome space was created based on an ordered set of categories. Results: Based on students’ early experience with the curriculum, 4 categories formed the outcome space: prior or lack of experience, factors impacting experience, learning artifice and techniques, and improving feedback skills. A heavy emphasis was placed on the feedback experience related to the climate of the learning environment and the relationship with the feedback-giver. Learning different feedback techniques was important. As the students progressed through medical school while experiencing the feedback curriculum, the outcome space clearly evolved, with a greater emphasis on refining feedback-seeking skills. Students had a stronger growth mindset in tailoring the feedback they sought. Feedback-seeking became a natural and routine habit. Conclusions: Medical students experienced an evolving emphasis on feedback-seeking. They increasingly recognized the value of effective feedback and confidently embraced feedback-seeking, using a range of techniques and refined approaches.

A Four-Year Longitudinal Curriculum to Improve Feedback-Seeking Behaviors for Medical Students

Introduction: Feedback is essential for performance improvement and plays a pivotal role in competency-based medical education. Medical learners need training to acquire skills to effectively seek feedback for their unique situations. Methods: We developed a 4-year longitudinal curriculum designed to encourage feedback-seeking by medical students. The 4.5-hour curriculum consisted of interactive lectures, feedback-seeking surveys, trigger videotapes, and peer-group discussions in small- and large-group formats. A volunteer study cohort (n = 14/37, 38%) was interviewed in 4 separate waves in individual and focus-group formats to explore perceptions about feedback-seeking and effectiveness of the curriculum. Results: Themes and student quotes related to the learning objectives were summarized. The students expressed appreciation for the value of seeking feedback. They appreciated the techniques they learned and the frequent reminders. They particularly appreciated the opportunities to share successes and failures related to feedback-seeking with their peers. Discussion: Our novel feedback-seeking curriculum supported students’ understanding of the importance of feedback and their effective use of multiple feedback-seeking techniques. The longitudinal component supports greater opportunity for building space in the curriculum, incorporating reflection and reinforcement, and creating capacity for student application and technique refinement. Conclusions: Teaching students feedback-seeking through various techniques tailored for their unique situations, rather than waiting to potentially receive feedback, is important for their professional development and overall medical education.

Growing future clinicians: Can the seeds of admission data determine success?

Most students entering dental school have outstanding academic credentials. Despite this, some students face academic difficulties throughout their dental education. The study investigates outcomes at the end of the first-year and the end of the 4-year curriculum. This study reviewed data from 177 students in the entering classes of 2015 and 2016. The regression models included 156 students who completed the 4-year curriculum on the traditional timeline. Undergraduate cumulative GPA had a significant association with dental school outcomes in 4-year biomedical science GPA, translational science GPA, and clinical science GPA (increase of 0.31, 0.31, and 0.08 for a one-unit increase in undergraduate GPA). A one-unit increase in DAT was reflected in increased in first-year biomedical science GPA, preclinical science GPA, and cumulative GPA (0.04, 0.06, and 0.10, respectively). Conversely, a one-unit increase in failure or withdrawal from undergraduate courses was associated with decreases in first-year biomedical science GPA, preclinical science GPA, and cumulative GPA (0.08, 0.09, and 0.08, respectively). The only significant relationship for clinical science (patient care) GPA was cumulative undergraduate GPA (0.08 increase per unit). The results of this study suggest students who are extremely strong academically in college will be strong throughout dental school and suggest benefits of targeted services for academically at-risk students. Due to the limited association of admission records to clinical grades, the results support holistic admission processes.

Comparison of OSCE performance between 6- and 7-year\u2009medical school curricula in Taiwan

BackgroundThe year 2013 marks a watershed in the history of medical education in Taiwan. Following Taiwan’s Taskforce of Medical School Curriculum Reform recommendations, the medical school curriculum was reduced from 7 to 6 years. This study aimed to analyze the impact of medical school curriculum reform on medical students’ performance in objective structured clinical examinations (OSCEs).MethodsWe retrospectively analyzed the OSCE records at Taipei Veterans General Hospital (Taipei VGH), one of Taiwan’s largest tertiary medical centers, between November 2016 and July 2020. The eligibility criteria were medical students receiving a full one-year clinical sub-internship training at Taipei VGH and in their last year of medical school. All medical students received a mock OSCE-1 at the beginning of their sub-internship, a mock OSCE-2 after six months of training, and a national OSCE at the end of their sub-internship. The parameters for performance in OSCEs included “percentage of scores above the qualification standard” and “percentage of qualified stations.”ResultsBetween November 2016 and July 2020, 361 undergraduates underwent clinical sub-internship training at Taipei VGH. Among them, 218 were taught under the 7-year curriculum, and 143 were instructed under the 6-year curriculum. Based on baseline-adjusted ANCOVA results, medical students under the 7-year curriculum had a higher percentage of scores above the qualification standard than those under the 6-year curriculum at the mock OSCE-1 (7-year curriculum vs. 6-year curriculum: 33.8% [95% CI 32.0–35.7] vs. 28.2% [95% CI 25.9–30.4], p < 0.001), and mock OSCE-2 (7-year curriculum vs. 6-year curriculum: 89.4% [95% CI 87.4–91.4] vs. 84.0% [95% CI 81.5–86.4], p = 0.001). Moreover, medical students in the 7-year curriculum had a higher percentage of qualified stations in mock OSCE-1 (7-year curriculum vs. 6-year curriculum: 89.4% [95% CI 87.4–91.4] vs. 84.0% [95% CI 81.5–86.4], p = 0.001) and mock OSCE-2 (7-year curriculum vs. 6-year curriculum: 91.9% [95% CI 90.1–93.8] vs. 86.1% [95% CI 83.8–88.3], p = 0.001). After clinical sub-internship training, there were no differences in the percentage of scores above the qualification standard (7-year curriculum vs. 6-year curriculum: 33.5% [95% CI 32.2–34.9] vs. 34.6 [95% CI 32.9–36.3], p = 0.328) and percentage of qualified stations (7-year curriculum vs. 6-year curriculum: 89.4% [95% CI 88.1–90.7] vs. 90.2% [95% CI 88.6–91.8], p = 0.492).ConclusionsAt the beginning of the sub-internship, medical students under the 7-year curriculum had better OSCE performance than those under the 6-year curriculum. After the clinical sub-internship training in Taipei VGH, there was no difference in the national OSCE score between the 6- and 7-year curricula. Our study suggests that clinical sub-internship is crucial for the development of clinical skills and performance in the national OSCE.

Three-Year Nursing PhD Model Recommendations from the RWJF Future of Nursing Scholars.

In response to the 2011 Future of Nursing report, the Robert Wood Johnson Foundation created the Future of Nursing Scholars (FNS) Program in partnership with select schools of nursing to increase the number of PhD-prepared nurses using a 3-year curriculum. A group of scholars and FNS administrative leaders reflect on lessons learned for stakeholders planning to pursue a 3-year PhD model using personal experiences and extant literature. Several factors should be considered prior to engaging in a 3-year PhD timeline, including mentorship, data collection approaches, methodological choices, and the need to balance multiple personal and professional loyalties. Considerations, strategies, and recommendations are provided for schools of nursing, faculty, mentors, and students. The recommendations provided add to a growing body of knowledge that will create a foundation for understanding what factors constitute "success" for both PhD programs and students. [J Nurs Educ. 2022;61(1):19-28.].

Evaluation of Dental Student’s Knowledge among Diabetes: A Cross Sectional Study

Patients with uncontrolled diabetes are at greater risk for several oral health complications, particularly periodontal disease. Moreover, there is evidence to support a bidirectional relationship between diabetes and periodontal disease. As the prevalence of diabetes continues to rise, it is expected that dental practitioners will be seeing and treating greater numbers of diabetic patients. The aim of this study was to evaluate the knowledge, attitudes and practice of dental students towards diabetic patients. A cross-sectional study was conducted by means of a questionnaire among dental students in a private dental university in Morocco. Qualitative variables were described in terms of numbers and percentages and were compared using a Chi-square test. A p-value of less than 0.005 was considered significant. A total of 268 students participated in the assessment, corresponding to a response rate of 83.7%. The results showed that 80.6% of the students believed that knowing the type of diabetes was important. 14.2% knew the risks that the diabetic patient incurred in dental treatments. For analytical results, 3 groups corresponding to the final 3 years of their 6-year dental curriculum were compared. When asking about the knowledge of the risks incurred by the diabetic patient, there was a statistically significant difference (p < 0.001) between the 3 groups. On the other hand, a statistically significant difference (p < 0.001) was observed between students in 4th, 5th and 6th year concerning the prescription of antibiotics for endodontic procedures if HbA1c < 7. There was a statistically significant difference (p < 0.001) between the 3 groups concerning the knowledge of antibiotics and analgesics prescribed in odontology for diabetic patients. To overcome the lack of knowledge relevant to dental students, it is essential that clinical internship of students must consider the management of patients with diabetes. Finally, continuing educational programs should be followed by dentists to improve their knowledge of the management of diabetic patients.

Implementation and sequencing of a compounded sterile preparation validation testing protocol for second- and third-year pharmacy students

Background and purposeIncorporation of aseptic technique validation testing in a pharmacy curriculum consistent with United States Pharmacopeia Chapter 797 Standards is not well described. Validation testing is optimally placed prior to assignment to health-system introductory and advanced pharmacy practice experiences. Educational activity and settingEnvironmental and engineering controls consistent with a segregated compounding area were implemented. Medium risk media fill and gloved fingertip test (GFT) testing were incorporated to achieve initial and subsequent training in the second and third curricular years, respectively. FindingsFor the graduating classes of 2018 through 2020, 234 students completed validation testing and knowledge assessment. Failure of the media fill test was uncommon. Failure of the initial GFT testing occurred in 16.1% to 22.1% of second-year students and 3.2% to 5.8% of third-year students. No significant differences were seen between three consecutive student classes. SummaryIncorporation of validation testing was successful, with consistent results. Procedures and results provide guidance with respect to student class size, available facility/equipment needs, implementation of validation protocols, and associated resources. Each student is provided with documentation of annual training and validation testing consistent with existing standards for health-system pharmacy practice.