Education In Pharmacy Schools Research Articles

Nutrition education in pharmacy schools (neps): experience from Türkiye

Nutrition education in pharmacy schools (neps): experience from Türkiye

Pharmacy Students’ perceptions on distance learning: A case of COVID-19

Online distance learning systems gained importance during school closures all over the world after the COVID-19 outbreak. Pharmacy schools in Türkiye were also affected by these changes and educational activities which shifted to online distance education. In this study, we aimed to evaluate the attitudes of pharmacy students concerning distance education during the pandemic regarding their gender, infrastructural issues, having separate rooms, their classes, residency areas and the number of theoretical and applied courses. We conducted a cross-sectional survey. Thus, a total of 380 pharmacy students participated from pharmacy schools in Türkiye. The perceptions of pharmacy students were compared as per their demographical and educational status. Except gender variable, no significant difference was found among the students. Switching to online distance education formed as a response to the crisis in the pandemic. Although student perceptions from different disciplines have been examined in the existing literature, pharmacy students' perceptions remained limited. Hence, it is important to understand and point out the students' perceptions related to online distance education in pharmacy schools to be prepared for future emergencies.

Pharmacy faculty perspectives on Cultural Competence education in pharmacy schools

Background: Faculties that teach cultural competence are in a great position to identify training gaps and improve the depth of teaching for pharmacy students. Objective: To assess the perspective of faculty on their perceived confidence and extent of teaching cultural competence (CC) content in the pharmacy curricula. Methods: A cross-sectional study using an adapted version of the Self-assessment of Perceived Level of Cultural Competence (SAPLCC) questionnaire. Data analysis included factor-level and item-level analysis using descriptive and inferential statistics. Results: Out of the 70 study participants, 77.1% were female and the average age was 47.97 (±10.52). Faculty with prior training reported a higher level of confidence to teach CC content in three areas, “addressing population health needs” (p = 0.007), “ recognising disparity-related discrimination” (p = 0.017), and “recognising social determinants of health” (p = 0.03). The faculty’s years of experience had a positive impact on both the extent of teaching CC and confidence. Conclusion: Study findings indicate a gap to address training needs for faculty development on CC to prepare students for an increasingly diverse patient population.

A Survey of Obesity Education and Training in United States Pharmacy Schools

ObjectiveTo assess how obesity is addressed in Doctor of Pharmacy (PharmD) schools and colleges, identify the extent to which core obesity competencies are covered in the curricula, and identify opportunities for expanding obesity management training. MethodsAn online survey was conducted with PharmD program leaders in the United States. Respondents answered questions regarding obesity education in their pharmacy school curricula. Data were analyzed in aggregate, using descriptive statistics. ResultsWe collected responses from 75 of 150 (50%) PharmD programs. One-third (32%) of respondents thought their graduating students were very prepared to discuss obesity pharmacotherapy (anti-obesity medication) options with patients. A total of 45% reported obesity pharmacological treatment was covered to a great extent. Few respondents (19%) were very familiar with anti-obesity medications; 21% thought their students were similarly familiar. No programs covered weight stigma and discrimination to a great extent. Most respondents (88%) believed obesity education was fairly/very important to include in PharmD curricula, and 96% thought it was similarly appropriate to include. But 72% indicated that expanding obesity education was not a priority/low priority. Lack of room in the curricula was cited as the greatest barrier, with 60% of PharmD programs reporting this to be a large barrier. ConclusionPharmacists, as medication experts, are key members of the care team. However, obesity management/pharmacotherapy is not emphasized in most pharmacy schools. Therefore, pharmacists are not well-prepared to provide counseling on medications for obesity. Leveraging guidance on core obesity competencies and available resources could help expand obesity education in pharmacy schools.

Didactic education for the deaf or hard of hearing learner in a pharmacy curriculum: Commentary

IntroductionThere is a long-standing commitment in higher education to provide parallel experiences for students with disabilities, including those with hearing disabilities or impairments. The commitment remains the same in professional pharmacy school education, with the objective to train competent clinical pharmacy practitioners. CommentaryLimited literature exists to provide schools and colleges of pharmacy (S/COP) with best practices when accommodating students who are deaf or hard of hearing (DHOH) in the didactic pharmacy curriculum. The authors will examine practices implemented at the COP to accommodate students with either a DHOH disability. ImplicationsStudents who are DHOH in didactic pharmacy education require individualized assistance to help ensure success throughout the program. A collaborative approach between the student, disability resources, student affairs office, faculty, and staff help ensure accommodations are met and fosters a culture of inclusiveness.

Student Perspectives on Dismantling Racial Bias in Pharmacy School Education

Scientists have established that race is a social construct that has little to no biological relevance in the absence of the social, political, and environmental systems that have impacted health and health inequities. Despite this, pharmacy school curricula continue to misrepresent race as the basis of disease diagnosis and reinforce race-based clinical guidelines without contextualization. Pharmacy schools, through the partnership of students and faculty, should contextualize the mention of race and the differences in disease burden, and provide evidence for race-based guidelines and clinical decision-making in education materials. In this way, we can work to halt the perpetuation of teaching bias to future healthcare professionals.

The Geriatric Medication Game to Raise Community Pharmacists’ Awareness on Older Adults’ Day-to-Day Challenges

Introduction: In Saudi Arabia; it is estimated that the elderly (aged 60 and above) would reach up to (22.9%) by 2050, compared to (5.6%) in 2017. Simulation games have proven to be a useful and effective method of education in pharmacy schools, as it actively involves participants in the learning process. The objective of this study was to examine the impact of the modified geriatric medication game on community pharmacists’ awareness and attitudes toward older adults with common disabilities. Methods: A modified geriatric medication game was adopted to stimulate both physical and sensory disabilities in older adults. A total of 9 community pharmacists were gathered in 1 room and were asked to play 2 scenarios each. Self-reflection was assessed and ground theories were analyzed. Results: All pharmacists felt frustration and anger playing the game (100%), followed by becoming more aware of the extra time and guidance needed with older adults and realized how disabling chronic diseases could be, and felt they needed to improve common perceived attitude towards the elderly (88.89%). Pharmacists also felt empathy, sympathy, and compassion towards this population, needed improvement of common perceived attitude towards older adults, and felt the need to double check with older adults if they have any disabilities before counseling (77.78%). Finally, over half pharmacists (55.5%) wished they had more training on geriatrics during pharmacy school and the need for further review of Beer’s criteria. All pharmacists were satisfied with the game and recommended it to all community pharmacists. Conclusion: Simulation games are a great way to strengthen awareness and change practice accordingly. Pharmacists improved their awareness and attitude towards the elderly and reported a positive perceived value of this learning activity; with a 100% satisfaction rate. Adding a geriatric course with simulation component is recommended for better geriatric care.

Call to action: The need for enhanced nutrition support education and training in pharmacy schools and postgraduate programs

AbstractPharmacists play essential roles in the various aspects of nutrition support pharmacotherapy. According to the available literature, deficiencies in pharmacists' knowledge and skills in nutrition support exist. Furthermore, postgraduate year two (PGY2) nutrition support training positions no longer exist in the United States. American Society of Health‐System Pharmacists (ASHP)‐accredited postgraduate year one (PGY1) residencies do not require nutrition support rotations, and pharmacy schools may not provide the foundation to prepare students to meet the challenges in clinical practice. This article discusses the roles of the pharmacists in nutrition support, the current climate of nutrition support education in pharmacy schools and postgraduate programs, and solutions to address the challenges associated with the inadequacy of learning experiences in nutrition support.

The Role of a Simulation-Based Activity on Student Perceptions of Parenteral Nutrition Education.

Introduction: Parenteral nutrition (PN) education in pharmacy schools and postgraduate programs may not sufficiently prepare future pharmacists for clinical practice. Limited data exist regarding innovative teaching strategies in the area of PN. The purpose of this study was to identify students’ perceptions of a simulated PN activity in a pharmacotherapeutics course. Methods: Second-year Doctor of Pharmacy (PharmD) students from two cohorts (N = 84 for both cohorts) completed a PN assignment using simulated PN materials, which resembled those seen in clinical practice. Before and after the activity, students completed identical surveys about their perceived competence and interest in PN, which were analyzed using Wilcoxon signed-rank tests. Results: Following the simulation, the percentage of students affirming their perceived competence (selecting strongly agree or agree in the survey) in their ability to describe the process of combining ingredients to make a PN admixture (45.2% vs. 83.3%, p < 0.001) and calculate PN-related problems (58.3% vs. 83.3%, p < 0.001) improved. The proportion of students expressing interest in PN increased after the simulation (78.6% vs. 86.9%, p < 0.001). Conclusion: A simulated practicum experience in PN was viewed positively by PharmD students at this university, and may be a valuable active learning experience to incorporate in a PharmD curriculum.

Tobacco cessation training in 6-year pharmacy schools in Japan: a cross-sectional survey

ObjectivesThis study aimed to identify the extent of tobacco cessation training content, including the introduction of a comprehensive programme; and the presence of tobacco-related topics, including new tobacco products, school...

The actual conditions of traditional Japanese Kampo education in all the pharmacy schools in Japan: a questionnaire survey after the enforcement of the new national 2015 core curriculum

BackgroundTo investigate the present status of Kampo education, which has still not been elucidated, after the introduction of the new core national curriculum of 2015 into nationwide pharmacy education, in all 74 pharmacy schools in Japan.MethodsA postal questionnaire survey was conducted from August 2015 to January 2016. The completed questionnaires were returned by mail. Web-based syllabi were also investigated to ascertain the detailed lecture curricula in each school. Descriptive analyses were conducted without statistics.ResultsA total of 74 questionnaires were collected (response rate, 100%). In 2015, the numbers of clinical Kampo classes as required subjects during the 6 years of regular pharmacy school education ranged from 0 to 36 (median, 13; mean, 11.8 ± 7.6). Of the 74 schools, 49 schools (66%) provided Kampo education from a clinical standpoint. Pharmacists employed in pharmacies and physicians taught most of these classes. The major problems to be solved first are: selecting and retaining teachers to teach clinical Kampo medicine (43 of 74 schools, 58%), preparing standard textbooks (37 schools, 50%), and improving the environment for practical Kampo training (30 schools, 41%).ConclusionsCurricula for teaching Kampo medicine significantly differ at each of the 74 Japanese pharmacy schools. In addition to selecting teachers who can adequately teach clinical Kampo medicine, improving training environments, and nationwide standardization of the curricula and textbooks are critical.

Breaking Down Barriers to Pharmacy Graduate Education: The Report of the 2017-2018 Research and Graduate Affairs Committee

EXECUTIVE SUMMARY The 2017-2018 Research and Graduate Affairs Committee (RGAC) was given three charges aimed at helping academic pharmacy address barriers that must be overcome by both students and schools to attract, retain, and support the development of a diverse, well-rounded, and successful graduate student population. These charges were (1) identifying teaching methodologies, tools and opportunities that graduate programs can introduce into curriculum to overcome barriers to success of today's and tomorrow's learners; (2) developing a strategy for achieving member support of the 2016-2017 recommended graduate competencies by identifying gaps in and existing examples of courses or opportunities that achieve competency-based pharmacy graduate education; and (3) identifying potential strategies to address identified barriers to pursuing graduate education, especially among under-represented student populations. This report describes attitudes toward and opportunities related to competency-based education in graduation education in colleges and schools of pharmacy, identifies types of tools schools could use to enhance training towards the competency framework developed by the 2016-2017 RGAC, particularly with regards to the so-called power skills, and outlines a role for AACP in facilitating this training. This report also considers a number of barriers, both perceived and real, that potential students encounter when considering graduate training and suggests strategies to understand the impact of and mitigate these barriers. To strengthen competency-based graduate education, the RGAC puts forth two recommendations that AACP develop a toolkit supporting the training of power skills and that AACP should develop or curate programs or tools to support the use of individual development plans (IDPs). The RGAC also puts forth a suggestion to schools that IDPs be implemented for all students. In considering the barriers to pursuing graduate education, the Committee proposes one policy statement that AACP supports the training and development of an increasingly diverse population of researchers at pharmacy schools through active efforts to promote M.S. and Ph.D. education along with Pharm.D. education. Additionally, the Committee provides recommendations that AACP should expand its efforts in career tracking of graduate students to include collection and/or analysis of data that could inform the Academy's understanding of barriers to pursuing graduate education in pharmacy schools, the AACP Office of Institutional Research and Effectiveness should expand upon graduate program data described in the annual Profile of Pharmacy Students report, and finally that AACP should include graduate programs in efforts to increase diversity of students at pharmacy schools.

Geriatric education in schools of pharmacy: Students’ and educators’ perspectives in Qatar and Canada

IntroductionOlder adults constitute the largest population admitted to hospitals due to chronic diseases, which requires appropriate prescribing of medications and comprehensive pharmaceutical care. The views and perspectives of students and educators can inform curriculum review in geriatric education in pharmacy schools. MethodsA cross sectional online survey containing 34 questions covering the areas of curriculum content and perceived needs for geriatric education was administered to students, faculty members, and preceptors. Data analysis included descriptive and inferential statistics. ResultsThe majority of participants indicated that their pharmacy school offered geriatric education. Pharmacokinetic/Pharmacodynamic Considerations in the Elderly was the topic most frequently reported to be covered in the geriatric curricula. Significantly more use of small groups discussions for delivering the geriatric curriculum was reported by respondents in Qatar than in Canada. Experiential geriatric education was available in both countries, although duration of rotations were reported to be longer in Canada than in Qatar. The majority of respondents perceived that students were moderately prepared for providing geriatric care. DiscussionThis is the first study conducted to explore the current state of geriatric education in a pharmacy school in the Middle East in comparison with a well-established Canadian pharmacy curricula. ConclusionBoth pharmacy schools studied offer a compulsory course on special populations that includes a similar geriatric curriculum. Future surveys should investigate how geriatric content in the pharmacy curricula is being evaluated.

Tobacco-Related Education in Schools of Pharmacy in the Middle East: A Multinational Cross-Sectional Study.

Lack of adequate tobacco-related content in pharmacy curricula can interfere with pharmacist's ability to provide tobacco cessation interventions. This study aims to determine the extent of tobacco-related content in pharmacy schools' curricula across the Middle East region, instructional methods used, perceived adequacy and importance of tobacco education, and barriers for inclusion of tobacco-related content in pharmacy curricula. A web-based survey was sent to 120 schools of pharmacy in 13 Middle Eastern countries. Key faculty members were identified and sent an e-mail with an online link to the survey. Data were descriptively analyzed using Statistical Package for Social Sciences version 22. Of the 120 pharmacy schools contacted, 59 schools completed the survey (49.2% response rate). Of this, 44 (74.6%) reported including tobacco-related content in their undergraduate curricula. Nicotine pharmacology and principles of addiction (64.4%), pharmacologic aids for tobacco cessation (61%), and health effects of tobacco (61%) were the most commonly reported topics. The topics that were least perceived to be adequately covered were monitoring outcomes of tobacco cessation interventions (5.9%) and epidemiology of tobacco use (15.4%). The top barriers to inclusion of tobacco-related topics in the curriculum were lack of time (75.9%), lack of experiential training sites focusing on tobacco cessation interventions (72.2%), lack of faculty expertize (66%), and perceived lack of priority of tobacco related content in pharmacy schools (66%). The current findings suggest that more efforts should be geared towards increasing content for tobacco education in schools of pharmacy across the Middle East and towards overcoming the identified barriers. This study is the first to assess the extent of tobacco-related content in pharmacy schools curricula across the Middle East countries. If pharmacy students are expected to deliver effective tobacco cessation services when they graduate as pharmacists, then schools of pharmacy in the Middle East should consider providing adequate tobacco-related content and training in undergraduate curricula. Pharmacy schools have to work on circumventing the identified barriers including lack of time, lack of experiential training sites offering tobacco cessation interventions, shortage of faculty with relevant expertize and placing low priority on tobacco education in pharmacy schools.

Integration of Medicinal Chemistry in the US Pharmacy School Education

Integration of Medicinal Chemistry in the US Pharmacy School Education

Enterprise education in pharmacy schools

Purpose– The purpose of this paper is to investigate implementation of enterprise education (EE) through experiential learning, and its relevance to pharmacy education in the UK Higher Education Institutions.Design/methodology/approach– The paper characterises the state of pharmacy EE using Fayolle’s (2013) generic teaching model in EE and Kolb’s (1984) experiential learning theory as underlying conceptual and theoretical frameworks. The paper focuses on how EE takes place through approaches employed within experiential learning to develop graduates’ enterprise skills, and investigate the challenges faced within institutional contexts. The paper draws on qualitative empirical approach using the social constructionist paradigm to investigate experiences of pharmacy academics.Findings– The study identifies four Aspects of Experiential Learning in the context of EE (AELEE), which extend both Fayolle’s and Kolb’s frameworks.Research limitations/implications– The research focuses solely on views of academics in UK pharmacy schools, and is of qualitative nature. This could limit the generalisability of results, yet also offer deeper sector-specific insight into EE.Practical implications– Findings provide insights into the difficulty of positioning EE in non-business schools and the hurdles academics face. Findings are expected to encourage enterprise educators to design EE programmes that consider the institutional context.Originality/value– The research makes a significant contribution to existing EE literature with its non-business sector specificity and its focus on academics. Hence, the study responds to Fayolle’s (2013) call for more research into EE with focus on the educator, and deeper connections between EE and education literature.

The value of laboratory values: A community pharmacy perspective.

The value of laboratory values: A community pharmacy perspective.

Japanese Community Pharmacists’ Practice Research Literacy

Objectives: Lack of basic practice research literacy could be considered a barrier to conducting or participating in practice research. Therefore, we examined pharmacy practice research literacy in Japanese community pharmacists. Methods: Community pharmacists (n = 478) who delivered presentations at three major pharmacy-related conferences in 2012 and 2013 completed the survey. We selected 10 key terms related to practice research and asked participants whether they knew the meaning of. Questionnaires were sent to and returned by pharmacists via mail. Results: Of the 478 pharmacists who received questionnaires, 230 (47.9%) completed the survey. The response rates indicating that participants were familiar with the 10 key terms were approximately 50% or lower. The highest response rate was 67.0% for “bias”, and the lowest was 17.0% for “PICO/PECO: Patient-Intervention-Comparison-Outcome/Patient-Exposure-Comparison-Outcome”. Younger pharmacists tended to know several key terms, such as “p values”, “bias”, and “outcome”. Conclusion: Japanese community pharmacists were not knowledgeable with respect to conducting and participating in pharmacy practice research. Practice research knowledge was superior in younger pharmacists. Education in pharmacy schools and continuing professional development programs is important for community pharmacists’ practice research development.

Knowledge and attitudes of doctor of pharmacy students regarding the appropriate use of antimicrobials.

Pharmacists are key partners in antimicrobial stewardship efforts, yet their degree of education on and attitudes toward this topic during training are not well documented. An electronic survey measuring knowledge and attitudes regarding antimicrobial use and resistance was administered to graduating pharmacy students at 12 US schools of pharmacy. Of 1445 pharmacy students, 579 (40%) completed the survey. The vast majority (94%) believed that strong knowledge of antimicrobials was important for their pharmacy careers, and 89% desired more education on appropriate antimicrobial use. Most students (84%) considered their pharmacy education regarding antimicrobials useful or very useful, but there was significant variability on perceptions of preparation for most antimicrobial stewardship activities according to the students' school. The mean number of correct answers on a section of 11 knowledge questions was 5.8 (standard deviation 2.0; P value for score between schools <.001). On multivariable linear regression analysis, significant predictors of a higher knowledge score were pharmacy school attended, planned postgraduate training, completion of a clinical rotation in infectious diseases, perception of pharmacy school education as useful, use of resources to answer the knowledge questions, and use of Infectious Diseases Society of America guidelines and smartphone applications as frequent resources for learning about antimicrobials. Pharmacy students perceive antimicrobial stewardship to be an important healthcare issue and desire more education on the subject. Student perceptions of antimicrobial coursework and actual antimicrobial knowledge scores significantly varied by the school of pharmacy attended. Sharing of best practices among institutions may enhance the preparation of future pharmacists to contribute to effective antimicrobial stewardship.

113th Annual Meeting of the American Associaton of Colleges of Pharmacy, Kissimmee, FL, July 14-18, 2012

113th Annual Meeting of the American Associaton of Colleges of Pharmacy, Kissimmee, FL, July 14-18, 2012