Pharmacy Course Research Articles

Implementing OSCE Exam for Undergraduate Pharmacy Students: A Two Institutional Mixed-Method Study

Introduction: This study evaluates undergraduate pharmacy students' and examiners’ perceptions of implementing OSCE exam.
 Methods: A sample of 185 undergraduate pharmacy students (138 from Zarqa University and 47 from Yarmouk University) and 20 examiners were invited to complete a quantitative survey and qualitative focus group discussion, respectively.
 Results: 103 out of 185 (56%, response rate) undergraduate pharmacy students completed the quantitative survey, with 11 examiners out of 20 (55%) agreeing to participate in the examiners' focus group discussion. Most pharmacy students agreed that OSCE exam was a practical and useful experience (74.8%) and should be part of the assessment in other pharmacy courses (61.2%). However, less than a quarter thought that OSCE exam was not fair (17.5%), very intimidating (20.4%), and needed more time (29.1%). Examiners were generally in favour of OSCE exam being well-organised and well-administered despite the need for a large place to conduct and a good number of pharmacy staff to implement.
 Conclusion: Pharmacy students and examiners agreed that OSCE exam is an excellent and preferable clinical assessment tool. This study provides a scheme to evaluate OSCE exam as a clinical assessment tool and would help policy-makers gain more insight into the impact of implementing OSCE exam on students' clinical knowledge and communicational skills development and learning process.

Assessment of the knowledge and practice of pediatric pharmacy among hospital pharmacists in Delta State, Nigeria

The importance of pediatric pharmacy practice cannot be overemphasized in a country with high morbidity in children. This study assessed the knowledge and practice of pediatric pharmacy among hospital pharmacists, Delta State, Nigeria. A cross-sectional study of hospital pharmacists from 10 randomly selected hospitals was done with the aid of a self-administered questionnaire. Fifty- two of the 90 (57.8%) questionnaires were analyzed, 41 (78.8%) respondents had pediatric units in their facilities and 6 (11.5%) had undertaken specialized courses in pediatric pharmacy. The overall knowledge score of pediatric pharmacy among the respondents was 48%. Forty-seven (90.4%) knew children handle medicines differently from adults, 45 (86.5%) knew young and older children respond to medicines differently. Forty-three (82.7%) respondents provided incorrect responses on oral absorption of rifampicin and phenobarbitone and 39(75.0%) for penicillins; 49(94.2%) lacked knowledge as to whether weight is the most accurate method of dosage calculation. Nineteen (36.5%) had dispensed unlicensed medicines, 47 (90.4%) had engaged in extemporaneous preparation, 41 (78.9%) had access to pediatric-tailored drug information sources and at least 38 (73.1%) could advice on measurement of small volumes of oral dosage formulation. Overall knowledge of the respondents was below average score but practice was nonetheless encouraging.

Consumo de medicamentos entre acadêmicos de farmácia durante a pandemia da Covid-19

The indiscriminate use of medicines is an important health problem and it is a habit that is not restricted only to a specific age group. This article aimed to investigate during the COVID-19 pandemic the consumption of medicines among pharmacy students and to investigate their search for guidance from a pharmaceutical professional. This is a descriptive, observational and cross-sectional epidemiological study applied to students of the pharmacy course in Barra do Garças, Mato Grosso. The sample corresponded to 47.2% (67) of the students of the private institution and with 52.5% (74) of the public network. It was observed that 46% of the interviewees came to use some medication during the pandemic in order to treat a possible manifestation of COVID-19, and 44% used it without having the diagnosis of the disease, corroborating with what was observed during the pandemic, the search for drug means to treat and/or to prevent COVID-19. The most commonly used medications were vitamin C, vitamin D, ivermectin and azithromycin. Regarding the use of other remedies, such as teas, 56.8% of the participants did not use such alternatives. Although 85% of the interviewees were aware of the functions performed by the pharmacist, only 32.6% sought pharmaceutical guidance in the pandemic. It was concluded that the consumption of medicines was frequent among the students of the pharmacy course, including the practice of self-medication. The demand for pharmaceutical guidance was low, allowing us to infer that there is a demand for efforts aimed at intensifying the importance of the pharmaceutical professional and the rational use of medicines among university students.

NEED OF INTEGRATION OF COURSE ON MEDICAL DEVICES IN UNDERGRADUATE PHARMACY CURRICULUM

Medical Devices are becoming indispensable part of Indian healthcare sector. Medical Devices are multi-product sector which includes various products such as implants, consumables, IVD reagents. The market of medical devices is growing tremendously but India mainly relies on imports of these devices. Indian Government has announced Promotion of Medical Devices Parks. This will encourage setting of Med Tech Industry in India. But, India has short fall of skilled manpower to work in Med Tech Industries. Pharmacists are the main authority involved in procurement and sale of these medical devices. The current curriculums of B. Pharmacy does not include Medical Devices. A course on Medical Devices should be included in curriculum. Faculty experts in pharmaceutical sciences and regulatory officers are of the view that study of medical devices should be made a mandatory discipline for all pharmacy courses approved by the Pharmacy Council of India (PCI) because, like medicines and other health technologies, these devices are also necessary for patient care. Equipping pharmacist with knowledge will benefit the pharmacist as well as improve patient care. Moreover, this will open a new avenue of jobs for the pharmacist.

Application of a peer learning and assessment model in an undergraduate pharmacy course

BackgroundTimely and accurate feedback is a crucial component for effective undergraduate learning. However, with the expansion of university enrolment in China, student numbers have increased rapidly and, in traditional university classrooms, it is often difficult for the teacher – as the only evaluator – to accommodate students’ diverse needs and learning styles, and provide timely learning feedback. In our teaching practice research, we combined mutual peer evaluation with cooperative learning, and proposed a peer learning and assessment model (PLAM) that encouraged students to cooperate and compete, leading to greater efficiency in giving feedback. The ultimate goal was to improve students’ learning ability. This study aimed to investigate the effect and influencing factors of PLAM in an undergraduate course entitled ‘Medicinal Chemistry of Natural Products’.MethodsWe surveyed the entire pharmacy student body (95 students). Each student was required to provide feedback to the other members within the same study group and students in other groups. We evaluated the effectiveness of PLAM in five aspects: basic information, learning attitude, participation, interpersonal relationship, and organizational approach. The questionnaire was administered online using the Star survey platform. Data were exported to Excel and meta-analysis was performed using SPSS.ResultsPLAM effectively increased feedback efficiency, enhancing students’ learning interest and ability. An ordered logistic regression analysis model was used to analyze the factors influencing the PLAM learning effect. Three factors – learning attitude, participation, and interpersonal relationship – explained up to 71.3% of the model.ConclusionsThe PLAM adopted in this research is an effective learning and evaluation model that can promote collaborative learning and increase learning enthusiasm. It is more suitable for knowledge expansion learning and comprehensive practical learning where teachers cannot be present for the entire process. Students should be encouraged to establish appropriate learning attitudes and a positive group atmosphere. PLAM can positively impact college curriculum learning and could be extended to other teaching domains.

A SWOT Analysis of Pharmacy Students' Perspectives on e-Learning Based on a Narrative Review.

Online education became the new normal during the COVID-19 pandemic. However, the number of studies exploring the potential advantages/disadvantages of e-learning in pharmacy courses is limited. to propose a strengths, weaknesses, opportunities, and threats (SWOT) analysis of e-learning according to pharmacy students' perspectives. A narrative review was conducted to examine student pharmacist perspectives on e-learning. Diverse strengths and weaknesses (internal environment) and opportunities and threats (external environment) were identified, which were grouped into categories, such as (1) students' well-being (e.g., access to classes anywhere vs. students' psychological or physical disorders); (2) teachers and materials (e.g., more diverse/interesting audiovisual materials vs. too challenging materials); (3) technologies (e.g., new education strategies, such as gamification vs. barriers in the access to the internet); (4) classes/training (e.g., more versatile/immediate classes vs. eventual presence of other persons during online classes); and (5) faculty/school of pharmacy (e.g., availability of technical support). Overall, online education seems to be suitable for pharmacy students, although diverse challenges should be addressed, such as the well-being of students or lack of standards. Pharmacy schools should regularly identify/define and implement measures to reinforce opportunities and strengths as well as to solve threats and weaknesses.

Incorporating Interprofessional Education into a Required Introductory Pharmacy and Nursing Didactic Course

ObjectiveThe primary objective was to describe the pedagogical approach of conducting 2 Interprofessional Education (IPE) sessions focused on IPE Collaborative (IPEC) Core Competencies in a required pharmacy and nursing didactic course. The secondary objective was to use quantitative and qualitative methods to assess students’ self-reported IPE knowledge, skills, and attitudes after the IPE sessions. MethodsSessions consisted of active learning exercises with supplemental lectures, emphasizing students work together to find optimal solutions to both clinical and nonclinical problems. Time was allotted for debriefing and discussion. Students completed a post-session reflection with 6 guided questions to collect qualitative themes. Participants also completed the W(e) Learn Interprofessional Program Assessment Scale, a survey designed to assess student perceptions of the interprofessional sessions. We used t tests for comparing scores among relevant subgroups. ResultsFrom 2017–2019, 263 students attended 2 annual IPE sessions in a required, introductory course. Small group didactic activities with faculty-led debriefing were included in each session. A total of 111 students fully completed the scale and average scores were high (Mean = 197.5, SD = 15.96). Thematic analysis of reflections revealed that students recognized teamwork, mutual respect, effective communication, and understanding the roles and responsibilities of the interprofessional team helped improve patient care. ConclusionIncluding joint IPE sessions in a foundational didactic course was a feasible and successful IPE component. Sessions provided students with experience practicing foundational skills for interprofessional communication and teamwork. Students reported high satisfaction and valued the sessions, as indicated by quantitative surveys and qualitative themes.

Drug Information Quizzes as Predictors of Student Success in Integrated Pharmacotherapy Courses

ObjectiveTo determine if drug quizzes (DQs) can serve as predictors of student success in pharmacy coursework. MethodsDe-identified student exam and DQ data from 2 courses of the pharmacy curriculum were evaluated over 3 years. One-way analysis of variance, Spearman’s rank correlation analysis, and Mann–Whitney U test were utilized to determine significant changes in student performance on exams and DQs over 3 years. ResultsOver 3 years, significant changes in exam performance were accompanied by significant changes in student performance on the respective DQ. A significant positive correlation was observed between student performance on DQ and their scores on respective major examinations in 22 of 24 datasets. Finally, students failing an exam had significantly lower DQ scores compared to students passing an exam in most analyzed datasets across 3 years. ConclusionDrug quizzes can serve as a predictor of student success or failure in pharmacy courses.

Introducing Debate as a pedagogical tool in pharmacy education

Communication skills are crucial for pharmacists’ role in counselling and providing information to patients, other healthcare practitioners, and the community. This study explores the implementation of debate as a pedagogical tool into pharmacy education to improve students’ communication skills.This study is part of the design-based research (DBR) project FREMFARM that aims to design, test, and evaluate the expansion of active learning modalities in pharmacy education at the University of Bergen. The project embeds an explicit focus upon the Scholarship of Teaching and Learning. The sample in the current study consisted of 4th year pharmacy students. Qualitative methods were used to explore students’ perception of implementing the debate activity in the Clinical Pharmacy course. Data were collected using a short pre and post questionnaire, observation using an adapted version of the Teaching Dimension Observation Protocol and post activity focus groups. Analysis was inspired by the systematic text condensation methodology. Our main finding was that students showed a high level of enthusiasm and interest in the new learning activity. Most students agreed that the debate helped them structure their thinking and simplify their language when communicating complex concepts. Students also expressed that preparing for the debate helped them organize thoughts, spurred them to gather information from prior taught courses, and draw connections to additional fields to prepare arguments. Some students reported transformation in their learning and change of their position and perspective after the debate. Still, some students found the effort used to prepare for the debate activity too large in relation to the gains. We conclude that the debate as a teaching tool increases students’ engagement and that the students experience that the activity had positive impact on their communication and argumentation skills. Despite students experiencing the debate as an unknown and demanding methodology, they considered it important for their academic and professional development. It generated opportunities for critical thinking, argumentative capacity, use of communication skills and teamworking skills. We consider the first trial successful and will continue to implement and upscale the use of debate as a pedagogical tool for future evaluation.

CONHEÇO, LOGO ORIENTO: A IMPORTÂNCIA DA FORMAÇÃO DO FARMACÊUTICO EM PRÁTICAS INTEGRATIVAS E COMPLEMENTARES EM SAÚDE

Integrative and Complementary Health Practices (ICP), also called by the World Health Organization (WHO) (WHO, 2002) as traditional medicines, were instituted by the Ministry of Health (MH) in 2006 through the National Policy for Integrative Practices in Health (PNPIC). Most of the care is provided at the Basic Health Units (BHU) in the Primary Care component. The data from the MS report that considering primary care and services of medium and high complexity, there are currently 25.197 health facilities in the country offering ICPs. The pharmacist can perform all 29 practices that are offered in the Unified Health System (SUS), provided that has the proper training. The Ministry of Education (MEC), through Resolution 6/2017, establishes Curriculum Guidelines for pharmaceutical training that include education in PICs. Therefore, it is clear the importance and necessity of the movement of educational entities to implement the new Guidelines required by the MEC for Pharmacy Courses in the country.

Development and Assessment of Integrated Virtual Escape Rooms to Reinforce Cardiology Content and Skills

Objective. To describe the development and assessment of an integrated virtual escape room in a cardiology course.Methods. A virtual escape room was developed to reinforce therapeutics, pharmacology, pharmacokinetics, medicinal chemistry, pharmacogenomics, and calculations related to cardiology in an integrated pharmacy course and was completed by two student cohorts. Groups of four to five students had 40 minutes to complete virtual escape room puzzles, and each puzzle had to be solved correctly prior to advancing. After completion of the activity, learners met with facilitators to debrief. Students completed pre- and postsurveys to assess knowledge changes and their perceptions of the experience.Results. One hundred twenty-six second-year Doctor of Pharmacy (PharmD) students completed the escape room, and 79% (n=55) and 93% (n=52) of students completed pre- and postsurveys for the 2020 and 2021 cohorts, respectively. Results showed a significant improvement in student knowledge on pre- to postsurvey knowledge questions (2020 presurvey mean [SD]=43.1 [22.6], postsurvey mean [SD]=74.1 [19.6]; 2021 presurvey mean [SD]=52.0 [15.8], postsurvey mean [SD]=67.1 [19.2]). Most students in both cohorts (88%) agreed that logistics of the escape rooms were amenable to learning and applying information, and 86% enjoyed working through puzzles.Conclusion. The virtual escape room was well received by students and served as an effective tool for reinforcing and integrating cardiology concepts. The virtual nature of the activity makes it practical and easily replicable to implement at other institutions, which can benefit from using the format, logistics, and materials described in this study to decrease faculty workload and costs associated with implementing this educational technique.

Assessing Student Perceptions of Blended and Online Learning Courses in Pharmacoeconomics, Management, and Leadership

Objective. Blended learning combines traditional face-to-face education with online instruction. This learner-centered approach has been shown to improve student engagement, critical thinking, and performance outcomes. The objective of this study was to assess and trend student pharmacist perceptions of blended and online learning used to teach pharmacy management, leadership, and economics within a Doctor of Pharmacy (PharmD) curriculum.Methods. Qualitative methods were employed using in-depth, semistructured interviews. Second- and third-year student pharmacists were recruited by purposeful and snowball sampling and interviewed to a point of saturation. The interview guide was based on social cognitive theory. Themes identified through initial deductive thematic analysis were categorized by the three domains of social cognitive theory: cognitive, behavioral, and environmental factors. The coding team additionally analyzed the transcripts using inductive thematic analysis to ensure no themes outside of social cognitive theory were missed.Results. Twenty students were interviewed. Themes reveal perceptions that blended learning facilitated greater understanding of course material, increased motivation among learners, provided more flexibility in workload completion, and was a more enjoyable way to learn compared to traditional didactic instruction. Furthermore, blended learning offered additional distinct advantages over traditional and online-only pedagogies.Conclusion. Student pharmacists perceived blended and online learning positively and acceptable for the delivery of a pharmacy course on management, leadership, and economics over traditional didactic instruction. Blended learning may enhance innovation, leadership, management, and economics content delivery and the student learning experience.

Transformation of Pharma Curriculum as Per the Anticipation of Pharma Industries-Need to Empower Fresh Breeds with Globally Accepted Pharma Syllabus, Soft Skills, AI and Hands-on Training

Abstract: In this domain of specialty and globalization the pharmacy teaching and learning in India is suffering from serious backdrops and flaws. In India, in present-day need of pharmacy is to physique and shape strategies for a renovated innovative future for affordable and effective healthcare system. There is a crucial necessity to begin an academic exercise aimed at renewing of prospectus, focusing recent and evolving learnings in the field of pharmacy. The current youth of pharmacy graduate sought to have technical expertise of sophisticated instrument functioning, trouble shooting, product and process development, IPR, innovative rational based thinking, quality by design, regulatory aspects of global level to match the anticipation of industrial revolution of pharma 4.0. Certainly, they are short age of expertise in new generation instruments, latest development in Pharma Industry, Intellectual Property Rights and Regulatory needs of Industries and profound exposure of Process Analytical Technology (PAT). The numerous factors which should be well-known are Environmental Health and Safety (EHS), Investigation like 6 sigma’s, Ishikawa Fish bone skills and CAPA, Parameters Efficiency including OEE, SMED, 5S, OPE, Lean production, Latest Development of Pharma Industries, Regulatory knowledge about Internal and External Audits, Self-Inspections, technology Transfer, Change Management emphasizing on Control on changes and Risk management: FMECA, Risk Evaluation and Mitigation. Artificial intelligence (AI) has the potential to bring about a paradigm shift in the way drug are researched, developed and marketed. AI is changing the pharmaceutical industry by looking at 5 key areas of AI in pharma: data science, drug discovery, clinical trials, marketing and R&D. The article emphasizes on raising the current standards of knowledge, skills and domain of scholars of Diploma, Bachelors, Masters and Doctorate of Pharmacy course. The necessity of an hour is to work on enhancing the concept of innovation and quality management. Solicitation of technical expertise to the educational system improves the present situation. The admission procedures should be brought underneath the scanner as these are the opening of the students for entrance in the profession. Gaining expertise at bachelor’s level will lead to proficiency and brilliance. Keywords: Pharmacy Education, Pharma Industries, Latest Development, Pharma 4.0, Artificial Intelligence.

A Four-day Pharmacy Course Schedule

ObjectiveTo discuss the results of implementing a 4-day student didactic course schedule. MethodsThe change from a 5-day to a 4-day course schedule was implemented in spring 2021. Students in the classes of 2023 and 2024 and faculty course coordinators were surveyed in fall 2021 regarding their experience with the new schedule format. Baseline data from fall 2020 were also collected for comparison. Quantitative data was described using frequencies, percentages, odds ratios, and 95% confidence intervals. Open-ended questions were evaluated using qualitative thematic analysis. ResultsAlmost all students (n = 193, 97%) who responded to the course planning survey in fall 2021 wanted to continue the 4-day course schedule. Students perceived the benefits of the 4-day schedule, to include more time for studying/preparing for classes (69%), and for self-care and wellness activities (20%). Student survey responses showed increased odds of engagement outside of the class. Qualitative analysis found that students reported increased engagement and liked the improved course structure. Students disliked the longer time spent in class. Academic performance was reported as somewhat or significantly improved by 85% of respondents. Faculty (n = 31; response rate 80%) reported that the 4-day course schedule positively impacted (48%) or had no impact (42%) on their job responsibilities. Work-life balance (87%) was noted as the most positive effect from faculty respondents. ConclusionA 4-day course schedule was well received by both students and faculty. Institutions may consider a similar approach to allow students the flexibility of this novel schedule so as to have more time to prepare for class and wellness activities.

Knowledge and practice of graduating students of pharmacy at the Cheikh Anta Diop University relating to antibiotic use and bacterial resistance in 2019 (Senegal)

pharmacy students are future providers of pharmaceutical care and should play a critical role in combating bacterial resistance (BR). The purpose of this study was to evaluate the knowledge and practice of students at the end of pharmacy course relating to BR and antibiotic use. we conducted a cross-sectional, descriptive and analytic study. The study population consisted of students enrolled in Master 2 and PhD in Pharmacy at the Cheikh Anta Diop University over the year 2019. Data were collected between July and October 2019 using an electronic questionnaire whose link was shared through the social network WhatsApp. Knowledge was assessed using a 5-point Likert scale while closed-ended questions were used to determine practice. Descriptive analyses were performed. Factors associated with practice were identified using logistic regression. Analyses were performed using the EPI InfoTM software 7.2.2.16. The significance threshold was set to 0.05. out of 559 eligible students, 278 responded to the questionnaire, reflecting a participation rate of 60.6%. Of these, 72.3% reported having used antibiotics in the 12 months preceding the survey. Regarding knowledge, 85.6% of students surveyed had an adequate level. In addition, 38.2% of students had inadequate practice. These were associated with having a relative or friend as a health worker (OR = 1.69; p-value = 0.04), being a PhD student (OR = 0.55; p-value = 0.02) and having an insufficient level of knowledge (OR = 2.21; p-value = 0.02). this study shows that antibiotic consumption is high among pharmacy students and that their practice is inadequate despite their satisfactory level of knowledge about antibiotics and BR. It is urgent to strengthen the awareness of students and their entourage about good practices concerning antibiotic use.

A STUDY OF KNOWLEDGE, ATTITUDE AND PRACTICES RELATED TO HAND HYGIENE AMONG FIRST YEAR STUDENTS OF NURSING AND PHARMACEUTICAL COLLEGE IN CENTRAL INDIA: COMPARATIVE CROSS SECTIONAL STUDY

Aim: To assess the knowledge, attitude and practices related to hand hygiene among first year undergraduates of Nursing and Pharmacy in Durg district. Design: Comparative cross sectional study. Methods: Study was conducted among two groups of undergraduate students belonging to the first year of their respective course. The first group included 118 students pursuing first year of Bachelors in Pharmacy course at a private institute of pharmaceutical science and research and the other group included 181 students pursuing first year of Bachelors of Science, Nursing course at a private nursing institute located in Durg District. All study subjects were surveyed with a questionnaire regarding their Knowledge, attitude and practices related to hand hygiene. Statistical Analysis: Shapiro Wilk test, Z- test, Mann Whitney U test. Results: A questionnaire based responses was obtained from 299 first year undergraduate students of nursing and pharmacy. Nursing students had better knowledge (P<0.000), attitude (P=0.013) and practice (P<0.000) than the pharmacy students. Conclusion: Our study emphasizes the need for educational and training programs about hand hygiene and its techniques, risks related to improper hand hygiene. There is also a need to augment the availability and accessibility of hand hygiene resources. Adequate knowledge and training regarding hand hygiene may help bring about a change in attitude towards hand hygiene, better compliance, reducing the transmission of infections and, ultimately, building a healthy society.

Reliability of Online Simulation-Based Assessment to Measure Cognitive Performance and Its Acceptance Among Pharmacy Students

The majority of conventional evaluations of cognitive skills (CSs) utilise paper-based or online multiple-choice questions or single best-answer questions. However, examination that uses online simulation of real scenarios has the potential to complement medium-to-high level CSs that make use of the intellectual capabilities of applying, analysing and evaluating complex information. Nevertheless, the reliability of online simulation as an alternative learning and assessment tool for Malaysian pharmacy courses has never been investigated. This paper illustrates online remote simulation-based assessment, its psychometric properties and students’ feedback towards this new learning and assessment tool opportunity. A virtual web-based simulation examination consisting of three infectious disease scenarios was administered in an undergraduate pharmacy course to assess physically distanced students for medium-level clinical pharmacy CSs. Students responded through written typed communication to online enquiries from health professionals, patients or caretakers’ avatars. Rasch analysis and a feedback survey were employed to measure the reliability of online simulation and to understand students’ experiences with the new web-based tool. This study found that the remote simulation examination had good reliability (ir = 0.95, pr = 0.73) for measuring medium-level clinical pharmacy CSs. The students’ survey indicates that the web-based simulation activities improved knowledge, engagement and cognitive reasoning. This article contributes to the pharmacy education literature by illustrating how a different type of assessment is feasible and reliable for evaluating students’ CSs for final examinations and potentially has equitable opportunities for distance-learning students to enhance their learning capabilities and show their performances. Future research to investigate the potential of remote online simulation examinations for inter-professional learning and assessment is highly recommended.

The anatomical model collection at the Universidade Federal de Ouro Preto's Museum of Pharmacy

The Ouro Preto School of Pharmacy was founded in 1839 and was the first pharmacy school in Latin America independent from a medical school. At the end of the nineteenth century, it had a collection of French anatomical models made by Deyrolle, Dr. Auzoux, and Vasseur-Tramod, many produced from wax or papier-mâché. This project involved recovering, identifying, cleaning, restoring, and exhibiting seventeen models found in various facilities from Universidade Federal de Ouro Preto. The models in good condition were exhibited in the Museum of Pharmacy (where this work was carried out) as part of the teaching collection for the Ouro Preto pharmacy course.

Students’ Acceptance of Technology Use in Learning English Pharmacy

This study aims at determining how Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions influenced Behavioral intentions to use technology in learning English Pharmacy. This study employed a sample of 100 pharmacy students who were enrolled in an English pharmacy course. The samples were chosen using the quota sampling technique. The Unified Theory of Acceptance and Use of Technology (UTAUT) model was performed to measure students' acceptance of the use of technology in this study. The findings of this study indicated that the four aspects mentioned above, such as Performance Expectations, Effort Expectations, Social Influences, and Facilitation Conditions, have a favorable impact on students' Behavioral intentions when using technology to learn English Pharmacy. However, only 40% of the four factors could explain the influence on Behavioral intention. The impact of this study is that it can lead the way and serve as a reference for future research on the UTAUT approach in a larger scope. In addition, the university should be able to increase the benefits and usability of technology as a learning resource by developing its own Learning Management System (LMS), which is easy to use.

Formative processes: student perception on active methodologies in the pharmacy course

In this article we present the results of a Scientific Initiation research, which starts from the hypothesis that formative processes based on active learning methodologies allow a better perception of students regarding their learning in the Pharmacy course. The objective was to investigate what is the perception of students of the Pharmacy course at a university in the interior of São Paulo/Brazil, regarding their learning and appropriation in the area. This is a qualitative, descriptive-analytical research. For data collection, an electronic questionnaire was developed and applied, validated by three judges and composed of 23 questions, 5 of which are general and specific on a Likert scale. The questionnaire was applied in April 2021 to students of the Pharmacy course at a university in Presidente Prudente/Brazil. Regarding the results, there were 40 participants, with an average age between 17 and 23 years old, all students of the night shift and who report that the university experience is challenging. As for the effectiveness of active methodologies, participants agree or fully agree. The methodologies that are applied in the course, according to them, are cases, PBL and TBL. Regarding their learning in classes based on active methodologies, the perception of the majority is that they learn the contents better in these classes. The study concluded that students know the active methodologies and realize that this contributes to the creation of the aforementioned professional skills that a health professional. The research contributed to innovation in the sense of allowing new knowledge about effective methodologies for student learning.