Experience Program Research Articles

Colleague appraisal of Australian general practitioners in training: an analysis of multisource feedback data

BackgroundMultisource feedback is an evidence-based and validated tool used to provide clinicians, including those in training, feedback on their professional and interpersonal skills. Multisource feedback is mandatory for participants in the Royal Australian College of General Practitioners Practice Experience Program and for some Australian General Practice Training Registrars. Given the recency of the Practice Experience Program, there are currently no benchmarks available for comparison within the program and to other comparable cohorts including doctors in the Australian General Practice Training program. The aim of this study is to evaluate and compare colleague feedback within and across General Practice trainee cohorts.MethodsColleague feedback, from multisource feedback of Practice Experience Program participants and Australian General Practice Training Registrars, collected between January 2018 and April 2020, was compared to identify similarities and differences. Analyses entailed descriptive statistics, between and within groups rater consistency and agreement measures, principal component analysis, t-tests, analysis of variance, and psychometric network analysis.ResultsColleague ratings of Practice Experience Program participants (overall average 88.58%) were lower than for Registrars (89.08%), although this difference was not significant. ‘Communication with patients’ was rated significantly lower for Practice Experience Program participants (2.13%) while this group was rated significantly better for their ‘Ability to say no’ (1.78%). Psychometric network analyses showed stronger linkages between items making up the behavioural component (compared to the items of the performance and self-management components, as found by principal component analysis) for Practice Experience Program participants as compared to Registrars. Practice Experience Program participants were stronger in clinical knowledge and skills as well as confidentiality, while Registrars were stronger in communicating with patients, managing their own stress, and in their management and leadership skills.ConclusionsThe multisource feedback scores of doctors undertaking the Practice Experience Program suggests that, while all mean values are ‘very good’ to ‘excellent’, there are areas for improvement. The linkages between skills suggests that Practice Experience Program doctors’ skills are somewhat isolated and have yet to fully synthesise. We now have a better understanding of how different groups of General Practitioners in training compare with respect to professional and interpersonal skills. Based on the demonstrated differences, the Practice Experience Program might benefit from the addition of educational activities to target the less developed skills.

Abstract CT509: Cook and Move for Your Life: A pilot study of an online intervention to improve diet and physical activity among breast cancer survivors

Abstract Purpose: The Cook & Move for Your Life randomized pilot study assessed the feasibility and relative efficacy of two dose levels of a remotely-delivered diet and physical activity (PA) intervention for breast cancer (BC) survivors. Methods: Women with a history of stage 0-III BC who were >60 days post-treatment, ate <5 servings per day of fruits/vegetables or engaged in <150 minutes per week of moderate to vigorous physical activity (MVPA), and had smartphone or computer access were enrolled. Participants were randomized to receive one of two doses of an online diet and PA didactic and experiential program, with outcomes measured at 6 months. The low-dose arm received a single 2-hour Zoom session delivered by a dietitian, a chef, a culinary educator, and an exercise physiologist; the high-dose arm received 12 2-hour Zoom sessions over 6 months. All participants received weekly motivational text messages, a Fitbit to self-monitor PA, and study website access. The primary objective was to evaluate overall feasibility based on accrual, adherence, and retention. Prespecified feasibility endpoints were 75% retention at 6 months and 60% of high-dose arm participants attending at least 8 of the 12 sessions. Secondary objectives were to compare high vs. low dose intervention effects on 6-month changes in fruit/vegetable servings per day (24-hour dietary recall), MVPA minutes per week (accelerometry), and blood and stool biomarkers. Results: From December 2019 to January 2021, 74 women were accrued. On average, women were 57.9 years old, 4.8 years post-diagnosis, with body mass index of 29.1 kg/m2. Most were non-Hispanic white (89.2%), 51.4% were diagnosed at stage I, and 40.5% were on endocrine therapy. Questionnaire and biospecimen data collection at 6-months were completed for 93.2% and 83.8% of the sample, respectively. In the low-dose arm (n=36), 94.4% of participants attended the single class, while in the high-dose arm (n=38) 84.2% of participants attended at least 8 of the 12 sessions live or via video archived on the website (mean 9.4 sessions). On average over the 6-month intervention period, participants responded to 71.5% of the text messages, 73.0% wore their Fitbit device ≥50% of the time, and 77.0% accessed the study website. Mean vegetable intake increased by 1 serving per day among women in the high-dose arm and decreased slightly among women in the low-dose arm (P=0.03). Changes in fruit/vegetable intake and MVPA varied little by arm. Blood and stool biomarker analyses are ongoing. Conclusion: We successfully conducted a remotely-delivered diet and PA intervention for BC survivors with high accrual, adherence, and retention during the COVID-19 pandemic. Women in the high-dose arm increased vegetable intake relative to the low-dose arm. Future research will refine and test the intervention in a larger and more diverse study population. Citation Format: Heather Greenlee, Rachel Yung, Sofia Cobos, Eileen Rillamas-Sun, Hanjie Shen, Yuhan Huang, Sidney M. Donzella, Liza Schattenkerk, Kate Ueland, Matthew VanDoren, Samantha Myers, Theresa King, Margarita Santiago-Torres, Chongzhi Di, Neel Dey, Katherine A. Guthrie, Nancy E. Davidson. Cook and Move for Your Life: A pilot study of an online intervention to improve diet and physical activity among breast cancer survivors [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2022; 2022 Apr 8-13. Philadelphia (PA): AACR; Cancer Res 2022;82(12_Suppl):Abstract nr CT509.

The Effectiveness of Experiential Hygiene Education on the Attitudes Toward and Practice of Personal Hygiene Among the Lower Grade Elementary School Students

Objectives This study was an interventional study verifying the effects of experiential hygiene education on lower grade of elementary school student’s personal hygiene attitudes and practices
 Methods In July 2020, data collection and intervention were conducted among 16 lower grade lower grade elementary students who visited the regional children's center and participated in experiential hygiene education. The data was analyzed using SPSS/WIN 21.0.
 Results The analysis showed that the perception of personal hygiene after experiential hygiene education (t = 4.39, p = .001), attitude toward hand hygiene (t = 6.70, p < .001), and degree of practice of hand hygiene (t = 3.02, p = .009) and wearing a mask (t = 7.04, p < .001) were significantly improved.
 Conclusions The experiential hygiene education program developed in this study can be used to influence the attitudes toward and practice of personal hygiene, such as hand hygiene and wearing masks, in lower grade elementary students.

Contribution of School Experience Program: Building Attitude Towards Teaching Profession of D.EI.Ed. trainees of North-West District, Delhi

The current research focuses on the significance of school Experience Program for the development of attitude of D.EI.Ed. students towards teaching profession. This was an experimental study with a sample size of 100 prospective teachers of New Delhi's North-West, District Institute of Education and Training. Teaching. Attitude Inventory (TAI) created by S.P. Ahluwalia, was used for data collection. The findings of this study inferred to found a significant difference (at 0.01 levels of significance) in the change of attitude of all D.EI.Ed. trainees during S.E.P. i.e., after completion of D.EI.Ed. -1st year S.E.P. This indicated that various inputs provided by D.I.E.T. before and during S.E.P. contributes in building of attitude with reference to teaching profession. Further, there was found no significant difference in attitude of male and female D.EI.Ed. trainees during S.E.P. and after completion of SEP. This also clarifies that gender have no significant role in building of attitude among D.El.Ed. trainees.

Parent-infant interaction in the NICU: Challenges in measurement

BackgroundParent-infant interaction is poorly understood among high-risk dyads in NICU settings. No parent-infant interaction measures are specifically designed for preterm infants within the NICU nor account for the education NICU parents receive to tailor their interactions based on the infant's cues. AimTo improve our understanding of a measure of parent-infant interaction in the NICU, we investigated relationships between parent-infant interaction scores on the Nursing Child Assessment Feeding Scale (NCAFS) and 1) socio-demographic and medical factors, 2) parent mental health and confidence, and 3) enhanced parental education (delivered as part of the Supporting and Enhancing NICU Sensory Experiences program) on tailoring interactions based on the infant's cues. MethodTwenty-six preterm infants (born ≤32 weeks) had a video recorded oral feeding conducted by a parent in the NICU when the infant was 34–48 weeks postmenstrual age. A certified evaluator scored parent-infant interaction from the videos using the NCAFS. ResultsSeventeen (65 %) parent-infant dyads scored below the 10th percentile on the total NCAFS score. Despite it being well-understood that parent-infant interaction is related to sociodemographic factors and parental mental health, there were no relationships between these factors and NCAFS scores in this study. Dyads who received enhanced parent education (n = 15) had lower NCAFS scores than dyads receiving usual care (n = 11) (p = 0.01). ConclusionIt remains unclear if the standard measure of parent-infant interaction, NCAFS, captured positive and negative interactions in context of assessment of a high-risk dyad within the NICU setting. The utility of the NCAFS with preterm infants in the NICU was not supported by this study.

School Experience Program’s Role As the Field Experience Practice of Teacher Candidates

The aim of this research is to explore the role of School Experience Program (SEP) as the field experience program for FOE teacher candidates. The study uses a qualitative method of research. Data is collected through the documentations of SEP documents, teacher candidates’ e-portfolio, and interview as addition. The research is conducted during the SEP on FALL 2020/2021. The results showed that the designed SEP is able to transform the Teacher candidates beliefs toward the teacher profession. Interestingly, each stage of SEP took different roles in shaping the Teacher candidates beliefs about teaching profession. Year 1 SEP has roles for Teacher candidates to understand the teaching and learning process, the learners, and also learn to think as a teacher. Year 2 SEP has a role for teacher candidates to learn to teach the subject matter knowledge including the administrations, teaching materials. preparation and evaluation. Year 3 of SEP has a role for teacher candidates to implement the theory of teaching and learning so they are able to develop the relevant materials. Year 4 SEP has a role for Teacher candidates to understand the teaching profession, and develop tools and disposition to study teaching

Implementation of a pilot community-based experiential training program to address OUD and other SUDs

ABSTRACT By the end of 2019, there were 70,630 drug overdose deaths in the United States and 9.5 million adults had co-occurring disorders of mental health and substance use disorder. There is a great need to enhance community-based experiential training for students preparing to become behavioral professionals who will work with individuals experiencing mental health and substance use disorders (SUDs). The aim of this pilot study was to evaluate an opioid use disorder (OUD) and other SUDs training program designed to prepare MSW students for delivering prevention, treatment, and recovery services in high need and high demand areas. Two 3-hr trainings on OUD and other SUDs were implemented with 20 MSW students. Students demonstrated a statistically significant increase in their knowledge of opioid use and other substance use disorders from pre- to posttest for and a statistically significant increase in their confidence levels in knowledge about OUD and other SUDs.

Psychological Health and Behaviors in College Students During the COVID-19 Pandemic

ObjectivesThe aim of this study was to explore changes in quality of eating, physical activity habits and changes in mental health-related markers in undergraduate students during the COVID-19 pandemic. A secondary aim was to explore relationships between health habits and anxiety and depression. MethodsUndergraduate student participants (n = = 368, 68.8% females, 80.7% white, mean age of 23.9 ± 7.4 years) from one small private university, one large public university, and one large community college completed a 43-item retrospective online survey from June - December 2021. Frequencies were used to analyze demographics, eating and activity habits, perceived levels of stress, symptoms of anxiety and depression, isolation, and difficulty with sleep. Correlations were examined between health habits and levels of anxiety and depression. Jamovi software (2.2.5) was utilized to perform all data analyses. ResultsThe majority of students reported increased feelings of: mental exhaustion (80.4%), feelings of isolation (77.9%), difficulty with sleep (56.1%), anxiety symptoms (76.7%), and feelings of sadness (71.1%). A significant negative correlation was found between feelings of isolation and healthy eating habits (r = –0.12, p = 0.01). A significant negative correlation was also found between difficulty with sleep and vegetable intake (r = –0.10, p = 0.03). ConclusionsThis study found reported increases in mental exhaustion, feelings of isolation, difficulty with sleep, anxiety symptoms, and symptoms of depression and how changes in lifestyle habits were associated with feelings of anxiety and depression. Findings suggest the pandemic has negatively impacted the mental health and lifestyle habits of undergraduate students. These findings elucidate the need for comprehensive screening, assessment, and resources for mental health in undergraduate students, specifically tailored for anxiety and depression, especially during a time of a global pandemic. Funding SourcesStudent Undergraduate Research Experience (S.U.R.E) Program at Stonehill College funded this project.

Development and Evaluation of a Practiice-Based Assignment in Chronic Kidney Disease to Enhance Clinical Nutrition Coursework

ObjectivesThe objective of this work was to develop and evaluate a novel practice-based clinical nutrition assignment to support competency-based academic nutrition programs that integrate didactic and experiential program components. The target audience was graduate nutrition students enrolled in a clinical nutrition course sequence. MethodsAs an alternative to a traditional “paper and pencil” case study assignment, each student was assigned to conduct an in-person, out-of-class interview with a practicing renal nutritionist. In written assignment directions, students were provided with questions for a structured interview which followed the nutrition care process, i.e., nutrition assessment, diagnosis, intervention, monitoring/evaluation, with application to nutrition management of chronic kidney disease. Subsequently, students responded anonymously to Likert scale questions regarding clinical knowledge and confidence in clinical skills derived from the practice-based assignment compared to their expected gains from a traditional “paper and pencil” case assignment plus an open-ended question. ResultsThe assignment supported clinical nutrition students’ competency in nutrition management of chronic kidney disease and facilitated their networking within the professional nutrition practice community. In class, students shared details of their interview findings from an array of practicing renal nutritionists which generated rich discussions in contrast to a single case study. In evaluating the practice-based assignment, n = 31 students reported on 5 point scales a mean of 4.4 regarding knowledge of clinical nutrition management and a mean of 4.0 regarding confidence in clinical skill derived from the practice-based assignment compared to expectations from a traditional case study assignment (where 5 = better than what I expected and 4 = slightly better than what I expected I would have gained from “paper and pencil” case). ConclusionsThis practice-based assignment in chronic kidney disease provided a unique approach to enhancing clinical nutrition coursework and facilitated an interactive learning environment to support students’ professional growth. Funding SourcesNone.

한일 풍속화 이벤트 전시를 통한 문화관광 교류 활성화 고찰

Purpose - The purpose of this study is to discuss ways to expand cultural tourism exchanges as well as improve the rigid relationship between the two countries by using Korean genre painting and Japanese Ukiyoe. Design, data, and methodology - Unlike traditional art enjoyed by the elite, Korean-Japanese genre painting has in common that it is a culture led by the common people. Based on these common points, this study intends to explore ways to utilize the fun, play culture, and value that Korean and Japanese genre painting can provide to modern people through event exhibition experience. Result - Korean-Japanese genre painting can provide emotional stability to modern people suffering from mental stress through elements of humor and satire. The event exhibition experience can materialize the value as a tourism product while providing a variety of experience programs to visitors by utilizing the function of genre painting. Conclusions -The purpose of this study is to discuss ways to expand cultural tourism exchanges as well as improve the rigid relationship between the two countries by using Korean genre painting and Japanese Ukiyoe.

A Case Study on The Role of Sociocultural Factors In ESL Pre-Service Teachers’ Beliefs And Practice

Pre-service teachers are often involved in the continuous construction and reconstruction of their identities that are shaped by various internal and external factors. This study explores sociocultural factors that influence pre-service teachers' beliefs about teaching and learning namely 1) previous schooling experience, 2) teacher education, and 3) curriculum specifications. Participants of the study were three pre-service teachers studying at a local university in Malaysia. Data were collected through face-to-face interviews conducted after their teaching practicum at local government schools. Findings from this study indicate that the three sociocultural factors have a varying degree of influence towards the pre-service teachers’ pedagogical beliefs and practice. Previous schooling experience and teacher education programme have the most influence on all the pre-service teachers' beliefs and practice while curriculum specifications have the least impact. It is also evident from this study that the formation of teachers' beliefs is complex as sociocultural factors such as ethnicity, gender, school and home are always interactional. The findings provide implications for ESL teacher educators in considering pre-service teachers' beliefs in teacher education programmes as these may significantly impact their pedagogical practices.

A Case Study on The Role of Sociocultural Factors In ESL Pre-Service Teachers’ Beliefs And Practice

Pre-service teachers are often involved in the continuous construction and reconstruction of their identities that are shaped by various internal and external factors. This study explores sociocultural factors that influence pre-service teachers' beliefs about teaching and learning namely 1) previous schooling experience, 2) teacher education, and 3) curriculum specifications. Participants of the study were three pre-service teachers studying at a local university in Malaysia. Data were collected through face-to-face interviews conducted after their teaching practicum at local government schools. Findings from this study indicate that the three sociocultural factors have a varying degree of influence towards the pre-service teachers’ pedagogical beliefs and practice. Previous schooling experience and teacher education programme have the most influence on all the pre-service teachers' beliefs and practice while curriculum specifications have the least impact. It is also evident from this study that the formation of teachers' beliefs is complex as sociocultural factors such as ethnicity, gender, school and home are always interactional. The findings provide implications for ESL teacher educators in considering pre-service teachers' beliefs in teacher education programmes as these may significantly impact their pedagogical practices.

Estimating Measurement Error in University Students’ Work Experience Programme (SWEP) Assessment using Generalizability Theory: Implications for Transdisciplinarity in Engineering Training

Test experts and other stakeholders in education are interested in the quality of students’ assessments, while traditional reliability indices are giving way to Generalisability statistics encouraging transdisciplinarity in problem-solving. This study aimed at estimating measurement error in University Students’ Work Experience Programme (SWEP) assessment using generalizability theory. The design adopted for the study was a one-facet nested fixed design with assessors nested within persons. The study’s target population was all the 200 level undergraduate Engineering students registered for 2015/2016 academic sessions in the Faculty of Engineering in a Nigeria University and all the technicians who assessed them, with 591 students purposively selected. Their assessment scores were collated using a Proforma. Data obtained were analyzed using ANOVA statistics. Findings revealed that the assessor effect confounded the person by assessor interaction. The residual contributed more to measurement error in university engineering SWEP scores; the relative and absolute error variances were equal, with a value of 8.02. Therefore, relative and absolute interpretations cannot be distinguished. Based on these findings, educational researchers engaging in Genralizabilty theory analysis should employ the crossed facets G-study designs in assessment designs to fully harness G-theory’s strength to distinguish between the absolute and relative decisions. This conclusion is so as decision-makers may be interested in one or both decisions while interpreting measurement results in defining error and Generalisability coefficients to employ synergetic efforts to ensure quality engineering education through a transdisciplinary approach to their training.

Willingness to pay for attributes of Templestay and implications on marginal utility of different meditation forms

Templestays are a form of cultural tourism in which participants visit a Buddhist temple to experience their culture. Using a choice experiment, the marginal willingness to pay (MWTP) is estimated for various attributes of Templestay programs of location, accommodations, and type of meditation. Respondents are willing to pay a premium for private accommodations and to experience the natural mountain settings over an urban setting. The MWTP varies by type of meditation and by how often respondents have participated in a Templestay. For the most physically demanding form of meditation, 108 prostrations, there is weak evidence marginal utility decreases with increasing number of visits. Brewing tea and talking to a monk do not lead to a change in marginal utility. The most spiritually demanding meditation, Seon meditation, shows increasing marginal utility. Seon meditators could benefit from additional stays, as the benefits of this form of meditation can only be achieved through practice and learning from experienced meditators. It is expected that these results will provide information for the diversification of Templestay experience programs.

The first COVID-19 new graduate nurses generation: findings from an Italian cross-sectional study

BackgroundNursing education has been disrupted by the onset of the COronaVIrus Disease 19 (COVID-19) pandemic, potentially impacting learning experiences and perceived competencies at the time of graduation. However, the learning experiences of students since the onset of COVID-19, their perceived competences achieved and the employment status one month after graduation, have not been traced to date.MethodsA cross sectional online survey measured the individual profile, the learning experience in the last academic year and the perceived competences of the first COVID-19 new nursing graduates in two Italian universities. Details relating to employment status and place of employment (Covid-19 versus non-COVID-19 units) one month after graduation were also collected and the data compared with those reported by a similar cohort of new graduates pre-pandemic in 2018–2019. All those who graduated in November 2020 and attended their third year after the onset of the COVID-19 pandemic were eligible. The online survey included individual, nursing programme and first working experience variables alongside the Nurse Competence Scale (NCS). Descriptive and inferential statistical analyses were performed.ResultsA total of 323 new graduates participated. In their last academic year, they experienced a single, long clinical placement in non-COVID-19 units. One month after graduation, 54.5% (n = 176) were working in COVID-19 units, 22.9% (n = 74) in non-COVID-19 units and 22.6 (n = 73) were unemployed. There was no statistical difference among groups regarding individual variables and the competences perceived. Fewer new graduates working in COVID-19 units experienced a transition programme compared to those working in non-COVID-19 units (p = 0.053). At the NCS, the first COVID-19 new graduate generation perceived significantly lower competences than the pre-COVID-19 generation in the ‘Helping role’ factor and a significant higher in ‘Ensuring quality’ and ‘Therapeutic interventions’ factors.ConclusionsThe majority of the first COVID-19 new graduate generation had been employed in COVID-19 units without clinical experience and transition programmes, imposing an ethical debate regarding (a) the role of education in graduating nurses in challenging times with limited clinical placements; and (b) that of nurse managers and directors in ensuring safe transitions for new graduates. Despite the profound clinical placement revision, the first COVID-19 new graduate generation reported competences similar to those of the pre-COVID-19 generation, suggesting that the pandemic may have helped them to optimise the clinical learning process.

Development and application of career experience programs for fashion majors using LED devices

Development and application of career experience programs for fashion majors using LED devices

Artificial Intelligence for Higher Education Development and Teaching Skills

In the context of the information age, the development of artificial intelligence is flourishing, and it is becoming more and more closely integrated with economic life, which is an inevitable trend of future social development. Education is also inseparable from the support of science and technology. The penetration of artificial intelligence has changed traditional teaching models and methods. Under the influence of artificial intelligence technology, college education is developing more and more in the direction of informatization and intelligence. For college teachers, the study and application of artificial intelligence is an important and necessary means to achieve professional development. It is more important to train students to take independent self-study exams and focus on applying social skills, so that students can better adapt to the coming era of intelligence. Therefore, the purpose of this article is to explore the development of higher education and the improvement of teaching skills based on artificial intelligence and to analyze the problems and solutions in the process of higher education development. This article will use the research methods of specific problems and specific analysis to compare the data and draw conclusions. The research results show that in the information-based education innovation created by knowledge sharing, the teaching goals and methods are constantly changing. And about 85% of the students believe that the development prospect of intelligent teaching is good, which verifies the feasibility of artificial intelligence technology in the development of college education. Only by training students’ imagination, creativity, critical thinking, and autonomous learning can they adapt to today’s rapidly developing society. Therefore, active learning and research on artificial intelligence is the embodiment of cultivating lifelong learning ability, improving rich teaching skills, constantly summing up experience, actively improving and trimming relevant change programs, and jointly promoting the rapid development of higher education under artificial intelligence.

Study protocol paper for the multisite randomized controlled trial of comprehensive trauma informed reentry services for moderate to high-risk young males releasing from state prisons

IntroductionNearly half of the individuals who release from state prisons each year are under the age of 35; 89% are men. These young men are highly likely to be re-incarcerated. Research suggests untreated trauma symptoms contribute to high rates of incarceration and re-incarceration. As trauma symptomatology can increase during reentry, implementing trauma treatment during this time is critical. The current study fills an important gap by implementing an evidence-driven trauma intervention with young, incarcerated men and extending treatment post-release in the community. MethodsThis study evaluates the impact of the Resiliency in Stressful Experiences (RISE) program for 18–35-year-old incarcerated males releasing to participating counties. RISE is a multi-phased comprehensive trauma-based reentry program designed according to the transitional nature of reentry. The researchers will assess the influence of RISE on post-release housing and employment stability and recidivism and identify key mechanisms of change. Participants (n = 400) are randomly assigned 1:1 to RISE or a Treatment as Usual control group. DiscussionThis study will provide critical information about how trauma-informed reentry programming impacts traditional reentry outcomes (e.g., recidivism, housing, employment) and identify key mechanisms of action (e.g., reduced impulsivity and aggression). Coping with trauma symptomatology is a largely untapped area of scientific inquiry for criminal justice-involved populations, despite the significant role trauma plays in individuals' lives. Results advance identification of critical components of trauma-informed reentry interventions for moderate- to high-risk young men. This study provides critical data to support policymakers and corrections professionals eager for innovative approaches to improve post-release outcomes.

Student Performance in Field Experience Program and Educational Institution Satisfaction

The purpose of the study was to describe the level of satisfaction of partner schools with the performance of PPLK II IAI Yasni Bungo students. The study used a quantitative approach with a descriptive survey method. The form of the survey implementation in this study used a questionnaire. Questionnaires were given to the population, namely partner schools that were appointed and selected by the IAI Yasni Bungo campus in the implementation of the PPLK II program, which was chosen by random sampling, namely six schools that were accredited B and represented regional regions for Bungo and Tebo regencies and represented each level of education program. Data collection techniques using questionnaires, interviews, observation, and documentation. Data analysis was carried out through stages; 1) descriptive statistical analysis, 2) testing requirements analysis, and 3) hypothesis testing. The research findings show that the satisfaction of partner schools with the performance of IAI Yasni Bungo students in implementing the PPLK II program is in the "Satisfactory" category.

Is the post-registration foundation programme fit for purpose for community pharmacists? An exploration of pharmacist experiences

IntroductionThe two-year, NHS Education for Scotland (NES) post-registration foundation programme supports early career pharmacists in patient-facing sectors of practice. The experiential programme, based on an eight-element competency framework, also includes webinars, online resources, and tutor support. Learners complete an online evidence portfolio and undertake a summative OSCE.AimThe aim of this paper is to report the experiences of the community-pharmacist participants, with a focus on the ‘fitness-for-purpose’ of the programme.MethodsThis was a longitudinal mixed-methods study theoretically underpinned by Miller’s triangle and social cognitive theory. Eligible participants were all pharmacists registering for the programme in Scotland in September 2017 and February 2018, all participating Welsh community-pharmacists, and all tutors. Invitation packs were emailed by NES/HEIW staff with names forwarded to researchers following signed consent. Focus groups/interviews (face-to-face or virtual according to participant preference) were undertaken at start, mid-point and exit of programme, to explore expectations (benefits, social gains, professional identify), experiences (challenges, facilitators, meeting of learners’ needs) and barriers. Proceedings were digitally recorded, transcribed verbatim and managed using NVivo. Thematic analysis (1) was based on social cognitive theory (transferable behavioural skills and professional attitudes). An inductive analysis additionally identified emergent themes. Participants in Scotland were invited to complete an on-line base-line questionnaire to describe their self-assessed competence against the NES Foundation framework (personal and professional practice, membership of healthcare team, communication, patient centred approach to practice). Data was analysed in SPSS using descriptive statistics. Themes from qualitative and quantitative data were integrated. IRAS ethical approval was not required; NHS Research & Development approval was given.Results96 pharmacists registered for the programme: 18 community-pharmacists in Scotland (11 health boards); 14 community pharmacists in Wales. In Scotland 15 community-pharmacists completed questionnaires: 9 expected an ‘increase in confidence’ and 11 to provide ‘better patient care’. Self-assessed competence against the framework was generally high. Across Scotland and Wales, 12 focus-groups (involving 19 community-pharmacists), 12 community-pharmacist interviews, 10 tutor focus-groups (8 community-pharmacist tutors) and 3 community-pharmacist tutor interviews were conducted.At midpoint and exit pharmacists and tutors reported increased confidence, the ability to reflect and pride in their achievement. Barriers: included lack of protected time; workload; and lack of support (tutor and employer). There were also programme issues (practicalities of portfolio; workplace-based assessment, no access to medical records); and cultural issues in community-pharmacy (‘speed & safety’; lack of recognition). Reasons for dropping out of the programme included: moved geographical area; too experienced; workload pressures; no incentive; no employer support. Four community-pharmacists in Scotland and none in Wales completed the programme.ConclusionStudy limitations include the small numbers, programme delivery limited to Scotland and Wales, and limited response rate to focus-groups/interviews, exacerbated by COVID19. Overall community pharmacist expectations were met, and they perceived the programme was fit-for-purpose and worthwhile. However, barriers particularly related to the community pharmacy context, may have led to the high drop-out rate. These findings should be considered as the new UK-wide RPS curriculum for foundation pharmacists (2) is implemented in Scotland, to optimise its successful delivery.References(1) Braun, V. and Clarke, V. Using thematic analysis in psychology. Qualitative Research in Psychology. [Internet]. 2006; 3 (2): 77-101. ISSN 1478-0887 Available from: http://eprints.uwe.ac.uk/11735(2) Post- registration Foundation Programme for Newly Qualified Pharmacists in Scotland [Internet] https://nes.scot.nhs.uk/our-work/post-registration-foundation-programme-for-newly-qualified-pharmacists-in-scotland-autumn-2021-onwards Accessed October 12, 2021.