Pharmacy Course Research Articles

Implementation of Deep-Learning Strategies that Support Development of Adaptive Expertise in Two First-Year Pharmacy Courses

The objective of this study was to describe the implementation of two deep-learning strategies targeting the development of adaptive expertise skills in two first-year Doctor of Pharmacy courses. To stimulate the development of an environment conductive to building adaptive expertise skills, productive failure and concept mapping were integrated in two courses. The results showed the benefits of building an instructional structure that supports the development of adaptive expertise skills through high self efficacy and perceived value of the two tools on own learning.

Reação de Biginelli em Condições Quimicamente Amigáveis e em Paralelo: uma Aula Prática de Síntese Orgânica para os Cursos de Química Medicinal, Química e Farmácia

Reação de Biginelli em Condições Quimicamente Amigáveis e em Paralelo: uma Aula Prática de Síntese Orgânica para os Cursos de Química Medicinal, Química e Farmácia

Evaluation of the Knowledge, Attitude and Perception of Healthcare Students on Antibiotics and Antibiotic Resistance: A Study in Central University, Ghana

Students undergoing programmes in healthcare will play an important role in the management of antibiotic resistance which is still a global problem. Their knowledge and attitude should be adequately documented. This study is carried out to evaluate the knowledge, attitudes and perceptions of antibiotic use and antibiotic resistance among healthcare students in Central University, Ghana. In this study, 1027 students offering courses in pharmacy, nursing and physician assistantship participated in a survey to evaluate their knowledge, attitudes and perception on antibiotic use and antibiotic resistance. Data obtained was analyzed using STATA statistics DATA analysis software version 12.0. Descriptive statistics and chi-squared test was employed. Students displayed very good knowledge of antibiotic use and antibiotic resistance with students studying physician assistantship and nursing showing greater knowledge. The attitude of the respondents on the use of antibiotics was slightly above average. There was a significant difference (p = 0.029) between students’ programme of study and how they obtained their last course of antibiotics. Students displayed average knowledge on antibiotic use and antibiotic resistance but there is a need for more education to improve their perception and attitudes in order to contribute towards curbing the global problem of antibiotic resistance.

Proposal for the Implementation of Database Systems Teaching in Pharmacy Courses in Terms of e-Health Support

In our paper, we will discuss the design and implementation of relational databases using MS Access. Relational database is one of the most widely used databases in terms of practice and information systems. We often encounter their implementation in many solutions, for example as hybrid OLAP databases of enterprise systems or also as OLTP systems - currently most of the classical database applications as we understand them. Their importance is therefore great from a modern point of view. In our paper, through the concrete example of a local pharmacy, we will try to create a practical application that will be fully functional, but will not require deep expertise; on the contrary, it will follow the modern trend that is noticeable in many other information systems, where the emphasis is on usage and not on lengthy training and close long-term professionalization. Our aim is to provide pharmacy students with knowledge, the acquisition of which will not go beyond a maximum of three 90-minute classes and yet provide practical knowledge of relational databases at more than a minimal level.

Embedding Pharmacist Prescribing into Undergraduate Pharmacist Education: A Qualitative Analysis of Student and Stakeholder Perspectives

Abstract Introduction From 2026 onwards, upon passing the registration exam, all pharmacy students will become independent prescribers (IP), with the aim of maximising the diagnostic and therapeutic skillset of all pharmacist graduates. As a result of this, pharmacy undergraduate education requires a shift in curriculum design to align with the change in direction the profession demands. Research is required to ascertain the needs of the local workforce to identify how the Master of Pharmacy (MPharm) course needs to change to future proof the pharmacy workforce and prepare them to independently prescribe. The GPhC new standards for pharmacist prescribing act as a scaffold for the structure of the course, but individual institutions have a level of freedom in curriculum design. Aim To identify the skills, knowledge and best pedagogical approaches required by key stakeholders in the local workforce, to develop an undergraduate prescribing programme for pharmacy students in a North-East England University Pharmacy School. Methods Two focus groups were conducted, one with key educational stakeholders in the North-East of England (Hospital, Primary Care and Academic Leaders in Pharmacy) and one with current MPharm students attending Newcastle University. Participants were selected via convenience sampling. Each group had n=5 participants. Data were recorded and transcribed, then analysed using thematic analysis in NVivo 12 to draw out key themes to consider when redesigning the MPharm curriculum. The project was granted ethical approval by Newcastle University’s Ethics Committee on 27/09/22, Reference 25121/2022. Results Five key themes were derived, with several overlapping across both groups. Themes identified: course content, teaching methods, assessment methods, current level of practice, and barriers to implementation. Within these themes, the key areas where stakeholders and students felt more training was required were identified as; diagnostic skills, mental health, dealing with patients with comprehension difficulties and dealing with complex decisions. The ways in which best to deliver this content were found to be through placement and seminars, also with students notably enjoying problem-based learning (PBL). Issues with hospitals having the capacity to provide adequate placement time for all students was a key concern amongst the stakeholders and was recognised as a key barrier to implementation of enhanced education in the future. Regarding digitalisation of teaching, students expressed a dislike for online delivery of content, but could see the benefits in teaching of emerging technology. However, it was ultimately felt that technology could not replace real-life experience. OSCEs (Objective Structured Clinical Examinations) were recognised as the best way to assess prescribing ability, however further modifications could be made to make them more specific to independent prescribing. Discussion/Conclusion Stakeholders and students felt the current programme should place greater emphasis on diagnostic skills and complex patient scenarios, with specific focus on people with additional needs such as autism. Additional awareness of the diversity of patients and how this affects prescribing decisions also was raised as a pertinent consideration. Limitations of this research include the small sample size of participants, which limits generalisability of opinions contributed. This was due to lack of recruitment time as a result of project time constraints.

Assessing Cognitive Apprenticeship Impact on Clinical Reasoning in Third-Year Student Pharmacists

ObjectiveThe objective of this study was to evaluate the impact of implementing a cognitive apprenticeship theory (CAT) model into a Doctor of Pharmacy course in improving clinical reasoning skills of third-year student pharmacists over time and preparing them for Advanced Pharmacy Practice Experiences (APPEs). MethodsThis was a single center, nonrandomized, observational before-and-after study from January 2022 through May 2022. Third-year student pharmacists enrolled in the Critical Care Integrated Drugs and Disease pharmacotherapy course at the University of Kentucky College of Pharmacy were administered a well-established and nationally recognized clinical patient case assessment on weeks 1 and 15 of the course. Students were asked to prioritize patient problems and provide recommendations for therapy, goals, and monitoring. Responses were then scored using a predefined case key. In addition, student pharmacists were asked to self-evaluate their confidence in APPE readiness on a 5-point Likert scale. ResultsOf the 136 student pharmacists enrolled in the course, 92 (68%) student pharmacists completed both week 1 and week 15 clinical cases and self-assessment surveys, provided informed consent, and were included. Cumulative clinical case scores were significantly increased from week 1 to week 15 (34.8 vs 39.7). In addition, significant improvement was seen in overall problem prioritization, overall recommendations, and self-perceived preparedness for APPE rotations. ConclusionThe use of a CAT model into a 15-week pharmacotherapy course improved comprehensive scores of clinical reasoning assessment in third-year student pharmacists and was associated with increased self-perceived confidence and readiness for APPEs.

FACE-TO-FACE VS. ONLINE LEARNING in SCIENCE and ENGINEERING COURSES DURING COVID-19 EPOCH

ABSTRACT Background The new teaching scenario after COVID-19 results in the adoption of a complete online environment, providing a unique opportunity to compare in site (face-to-face) vs virtual (online) teaching. Due to the pandemic, practical activities have been replaced by written protocols supported with photos, video-recorded demos, linearsimulations, remote-controlled real laboratory instruments and so forth. Purpose This article describes the adaptation from in site to online teaching in science and engineering subjects in a Spanish University during COVID-19. Advantages and drawbacks, along with the process adopted (from education tools through virtualization tools) are comprehensively explained, including an inquiry-based learning (IBL) methodology for teaching laboratory courses. Sample Courses in Chemistry (cohort size of 100 students), Pharmacy (50 students), Industrial Electronics and Automation Engineering (110 and 30 students) at the University of Alcalá. Methods The outcomes of the teaching-learning process were evaluated via online tests and rubrics. The impact of online adaptation was assessed by comparing the marks of the different test and the dropout rate in the subjects with those obtained from groups of previous years in the face-to-face mode and feedback from the students. Anonymous survey was conducted to attain a comprehensive understanding of the students’ experiences with virtual learning. Results The developed approaches are beneficial for the teaching-learning process and lead to a higher number of students passing the subjects compared to the face-to-face modality. Some challenges students encountered were internet connection, managing workload andovercoming distractions. Nonetheless, most students benefited from the flexibility and better accessibility to the course material, timesaving and relax environment. Conclusion Our findings provided evidence in favor of remote learning. Both students and instructors regard the strategy as very positive. The new methodologies reported herein can be extended to online teaching courses beyond the COVID-19 scenario.

Development and validation of competency framework for pharmacy undergraduate programs in Brazil

Pharmaceutical education in Brazil undergoes structuring in the requirement to train professionals working in health care, providing pharmaceutical services, in contact with the patient and the community. To meet this new demand for education, an expansion of higher education arises that increasingly requires the presence of qualified teachers and in a constant process of updating. Competency-based teaching is the strategy applied to meet this demand, based on a document that gathers information on the main guiding competencies in pharmaceutical training. In view of this, the aim of this study was to develop and validate a competency matrix for pharmacy courses. For that a qualitative study was carried out with interviews seeking the opinion and experiences of teachers who work in pharmacy courses in the most different areas that generated a preliminary skills matrix, sent for evaluation by teachers in the pharmacy course in several regions of Brazil, using the Delphi method in two rounds, with a five-point Likert scale. 86 competences were obtained grouped in seven thematic domains, observing the teachers' consensus in face of the needs of the knowledge, skills and attitudes that are essential for the training of the pharmacist.

Comparative analysis of comprehensive care approach in health education curriculum

The theme of comprehensive care in the training of health professionals is linked to one of the main pillars that underlie the creation of the Unified Health System (SUS). The expansion of the dimension of care in professional practice implies, in addition to3q the rearrangement of health care, the need for effective professional training with a view to transforming health practices, depending, then, on principles, conditions and procedures for training courses. of the Higher Education System. This work can be classified as exploratory-analytical, of a quantitative nature and, in terms of procedures, a documentary study. The graduation in Biotechnology did not present DCN. The analysis of the documents revealed speeches that broaden the concept and universe of health. The terms involved with comprehensive care were: “health promotion”; “health protection”; “attention levels”; “broad concept of health”; “Being biopsychosocial”. Medicine and pharmacy courses are the courses with the most recent DCNs. Even so, the contextualization of teaching focused on the principles and guidelines of the SUS, such as comprehensiveness, is more evidently noted in medicine. Nursing, Dentistry and Nutrition structure the care axes in a similar way: Health care; Decision-making; Communication; Leadership; Administration and management; Permanent Education. The “Health Care” axis was what ensured the principle of integrality in the three graduations. Finally, there was an association between integrality in health and the generalist profile, teamwork, and the integration of specialties within each course.

Assessing the utility of pre-course assessment and voluntary pre-work in two required integrated pharmacotherapy courses

Background and purposeSelf-assessment and self-learning are essential skills for student pharmacists. Data demonstrating the association between these skills in pharmacy courses are limited. The aim of this study was to evaluate the impact of providing pre-course review and administering a pre-course assessment on performance in two required integrated pharmacotherapy (IP) courses - IP: Pulmonology and IP: Cardiology. Educational activity and settingThis study included second-year student pharmacists enrolled in fall semester IP: Pulmonology and IP: Cardiology from 2019 to 2021. Voluntary pre-course review materials and pre-course assessments were added in fall 2021. Overall course grades and examination scores between each year were analyzed. Student perceptions of the pre-course assessment were also captured. FindingsOf the 454 students analyzed, there was no difference in median overall IP: Pulmonology grades (85.93%, 86.67%, 86.29%; P = .63) or IP: Cardiology grades (80.25%, 78.3%, 79.96%; P = .41) for 2019, 2020, and 2021, respectively. IP: Pulmonology Exam 1 scores were statistically higher in 2021. For IP: Cardiology, Exam 1 and Final Exam scores were statistically higher in 2020 compared to 2019 and Exam 3 scores were significantly higher in 2021 than 2019. Pre-course assessment scores had a statistically significant, positive association with overall course grade. Half of the students surveyed agreed that completing the course prep work was an effective approach to learning. SummaryAlthough overall course grades did not differ between years, pre-course assessment scores correlated with overall course grade. Thus, voluntary pre-course assessments could provide early identification of poor performance.

Exploring the awareness, attitude, and inclination of healthcare students towards interprofessional education: A cross-sectional study in Saudi Arabia

BackgroundInterprofessional education (IPE) is acknowledged to enhance understanding between professionals and to facilitate learning. Healthcare professionals may be better equipped to accept and esteem other healthcare professionals, if interprofessional education is incorporated into undergraduate curricula. The management of challenging patient issues may also significantly benefit from this. As a result, the current study examined interprofessional education in their institutions and students' knowledge of and attitudes toward it. MethodologyWe conducted a cross-sectional questionnaire-based study among students from a university in the southwest of Saudi Arabia, who were enrolled in courses in medical, pharmacy, nursing, dentistry, allied health, and public health. Following validation, the questionnaire included six questions to probe their knowledge, ten questions to gauge their attitude, and eleven questions to inquire about the growth and use of IPE in their institutions. Multiple regression and the Kruskal-Wallis test were used to examine the data. ResultsThe survey involved 600 students, and 66.8% of the respondents were male. Less than one-third of students studying medicine replied to the survey, while students in the public health department had the lowest response rate. Compared to students in other programs, pharmacy students achieved a higher mean attitude score toward IPE (P < 0.001). Additionally, nursing and pharmacy students' mean IPE awareness scores were higher than those of medical students (P < 0.001). However, all program participants firmly agreed that integrating IPE into the curriculum was a good idea. ConclusionsThe study found that students of a few programs had awareness and a positive attitude toward interprofessional education. Nonetheless, all of them favored its inclusion in their curriculum. They also stressed the need to educate teaching faculty on interprofessional education, to develop skilled facilitators within their institutions.

Evaluation of an individual examination remediation policy in a professional pharmacy course

IntroductionMaintaining institutional remediation policies is required for pharmacy education accreditation, but specific policies and students' perceptions of remediation are not well described in the literature. The purpose of this research was to determine whether the individual examination remediation policy utilized in a biomedical literature evaluation course was a viable approach to ensuring positive student experiences and success. MethodsThis study utilized a pre−/post-quantitative survey design. An 11-item pre-remediation questionnaire was offered to all students enrolled in the course in 2022. A matched post-survey was administered to students eligible to remediate individual examinations. Survey items were assessed using a five-point Likert rating. Remediation examination grades were analyzed in aggregate. Descriptive statistics were utilized as appropriate. ResultsOne hundred of the 108 (92.5%) enrolled students completed the pre-remediation survey. Students strongly agreed they would prefer to remediate individual examinations instead of taking one cumulative course remediation examination (median 5) and that remediating would improve their understanding of course material (median 5). Nineteen (44%) of 43 students eligible for individual examination remediation chose to remediate, and 16 (37%) responded to the post-remediation survey. Among those eligible, the most common reason for remediating was desire to receive a better score. Significantly more students improved their examination scores through remediation. ConclusionsStudents in the course preferred to remediate individual examinations, but only 44% of students eligible to remediate chose to do so. Future studies with larger sample sizes and course outcome data are warranted to further explore examination remediation in professional pharmacy courses.

Comparisons of analogical learning and team discussion as interactive in-class activities in flipped classroom of a pharmacy compounding course

ABSTRACT Flipped classroom in pharmacy education has been widely explored with a major focus on its effectiveness but little emphasis is given to assess the different in-class activities. Therefore, this work compares two in-class activities in an overall flipped classroom: analogical learning and team-based learning (TBL) for a pharmacy course. The students underwent flipped classrooms with recorded lectures for different topics and followed by different assigned in-class activities. The final exam performance and a survey gauging their opinions on the experience were obtained and analysed. Analysis of covariance results showed no difference in the exam grade between the activities but normalised-gain score demonstrated moderately to highly effective for both activities. Despite this, the students rated lower for TBL experience due to the poor participation. Nevertheless, the current comparisons exhibited the benefits of different interactive in-class activities and the need for a careful design based on the students’ interest and engagement levels.

Student performance and perspective on repeated top drug information assessments in a pharmacy skills laboratory course

Background: A weekly drug quiz policy was implemented in a pharmacy skills laboratory course. Objective: To examine student performance and perspective on weekly top drug information assessments. Methods: Students in the second- and third-professional year of the pharmacy programme were assessed on top drug information through weekly drug quizzes and a final top drug exam in their respective pharmacy skills lab courses. Correlation between student performance in drug quizzes and major assessments in their pharmacy coursework was measured using the Spearman rank correlation analysis. Statistically significant change in student opinion through the term was determined using the Wilcoxon signed rank test. Results: Student scores on weekly quizzes and the final drug exam ranged between 85-99%. A strong positive (ρ ≥ 0.7), significant (p &lt; 0.001) correlation was observed between student performance on their drug information assessments and their scores in all pharmacy courses. Within the second-professional year, a significant improvement (17.7%) in students’ perceived ability for the weekly quizzes to positively impact their course grades in the modules (p = 0.03). Student confidence in matching brand/generic drugs and identifying drugs’ therapeutic classes improved over the term (p &lt; 0.01). Conclusion: Students were overall accepting and had a predominantly positive perspective regarding the repeated top drug information assessment policy.

History of Pharmacy Education in Nepal

Background: Tribhuvan University, institute of Medicine started a two and half years’ proficiency certificate level (PCL) course in the year of 1972. This was the initiation of pharmacy education in Nepal where student could enroll after completing the school level education. Four federal Government Universities, two state Government Universities and two health science academics are conducting Bachelor of Pharmacy (B. Pharm) program in 27 pharmacy colleges with the enrollment of 815 students in academic year 2023/24. More than 55 institutions are conducting the 3 years Diploma of Pharmacy course under the affiliation of Council of Technical and Vocational Education (CTEVT) enrolling 2200 students yearly. Objective: The objective of this paper is to document the history of pharmacy education in Nepal. Method: We searched using the following terms: Pharmacy education in Nepal or Pharmacy education. Journal Article English (language) in NepJOL (Nepal Journal Online), PubMed. We also searched Google Scholar, HINARI. Reports were obtained from the references of the articles used for analysis. Inclusion criteria for published studies were those subjects who were assessed for the pharmacy education. Articles were reviewed if they were original research and the review articles. The review was limited to English language articles published in scientific literature from any part of the world. We used articles published up to May 2023. Exclusion criteria were studies that reported the pharmacy education only, the articles identified were reviewed. Data obtained were described in text and table. Results: The first pharmacy course was PCL pharmacy in TU, Institute of medicine started 51 years ago. The first B Pharm course was started in 1994 in Kathmandu University. Now, there are 27 colleges conducting B Pharm course and 55 colleges are conducting Diploma Pharmacy. Conclusion: The history of pharmacy education in Nepal is just 50 years old. Yet its achievements are remarkable.

Effect of Undergraduate Exploring Pharmacy Courses on PharmD Program Recruitment

Effect of Undergraduate Exploring Pharmacy Courses on PharmD Program Recruitment

Implementation of longitudinal thematic course design across four institutions

IntroductionThe objective of this study was to describe thematic course design utilized in pharmacy courses at four different institutions. Best practices and lessons learned are shared. MethodsFour institutions independently incorporated a longitudinal Harry Potter (HP) theme into their courses. Faculty collaborated to share course experiences and determine similar concepts present at all four institutions. A mixed-methods approach was used to analyze available data. Thematic analysis was used for qualitative course evaluation comments. Quantitative course evaluation data from two institutions was also analyzed. ResultsSimilar concepts identified as important elements of longitudinal thematic course design included creation of new groups, incorporation of thematic activities (e.g., adding HP characters to patient cases), and gamification. Qualitative analysis of student course evaluation comments found three emerging themes: increased student engagement, enjoyment of thematic course design, and appreciation for the gaming aspect. Quantitative course evaluation data demonstrated that students liked the HP theme to facilitate learning and it increased student engagement in the course. ConclusionsA thematic course design at four institutions was well received by students and potentially increased student engagement with the course material longitudinally.

Economic Considerations and Cost-Saving Strategies for Nonsterile Compounding Education

ObjectiveTo determine the economic considerations, including cost-saving strategies, associated with nonsterile compounding education for students in schools and colleges of pharmacy across the United States. MethodsAn electronic survey was sent to the American Association of Colleges of Pharmacy Pharmaceutics Section and Laboratory Instructor's Special Interest Group members. Quantitative and qualitative data were collected about the institution, student cohorts, compounding courses, equipment, budgets, personnel, and cost-saving measures. Descriptive statistics were calculated using SPSS. Open-ended responses were used by respondents if the primary question could not adequately capture their institution-specific information. These answers were added to the study findings. ResultsOf 555 surveys sent, 46 were completed. Reported annual compounding budgets ranged from $3000 to $96,000. Reported annual equipment maintenance costs ranged from $400 to $18,000. Fifty percent of respondents reported students shared equipment, and 29.6% collected a lab fee from students to offset costs. Approximately half of respondents reported the use of cost-saving measures, including contract pricing, purchasing supplies in bulk, price comparisons, use of simulated drugs, re-use of personal protective equipment, and procurement of donations. Fifty percent of respondents employed laboratory assistants to support nonsterile compounding sessions, with paid positions ranging from $200 to $1000 per semester. ConclusionFindings from this study may assist pharmacy administrators and course directors in evaluating the costs associated with nonsterile compounding education across the Academy and, more importantly, determining ways to reduce such costs while maintaining the intent and quality of these courses.

Using Instagram Stories to supplement a required self-care pharmacy course

Background and purposeSocial media is widely used among Americans, with Instagram being especially popular in adults under age 30. There are few examples of the use of Instagram in pharmacy education and no reports of student perspectives on using Instagram to supplement self-care pharmacy coursework. This article describes the design, implementation, and evaluation of a teaching innovation using Instagram Stories to supplement a required self-care course. Educational activity and settingThe instructors of Self-Care Therapeutics created an Instagram account to share content as an optional supplement to course topics. The account shares stories featuring real-time questions from friends and family of the instructors, product and device demonstrations, and discussion of current events or news related to over-the-counter products. An anonymous survey was sent to all students at the semester conclusion to gain student perceptions of the posted content. A focus group was conducted to further interpret the survey data. FindingsOf the 89 students enrolled, 51 completed the survey and 30 students followed the course account. Students agreed that the account was helpful for reinforcing information from class and provided information beyond what was discussed in class, but they had mixed perceptions of its utility for exam preparation and application to real life. SummaryUse of Instagram Stories as an alternative method to supplement content in a required self-care course is feasible and received well by students. Use of social media could improve perceived relevance of course topics to students.

Biotechnology content in pharmacy curricula: Focus on Arab Countries

IntroductionPharmaceutical biotechnology involves using the principles of biotechnology to develop drugs. With the rapid increase in biopharmaceutical products being developed and approved for use, educating pharmacy students about biotechnological products becomes paramount. However, there is a scarcity in the literature exploring biotechnology content in pharmacy education. This paper aims to explore and discuss previously published studies on biotechnology education in pharmacy curricula and will provide a brief overview of biotechnology content offered in pharmacy schools in Arab countries. PerspectiveThe majority of pharmacy schools in the United States and Europe offer biotechnology-related content within the curriculum as part of other courses. It has also been reported that biotechnology content is taught in 22 pharmacy schools in Arab countries. In general, biotechnology content is mostly taught as part of other pharmacy courses and is often provided as compulsory content. Including pharmaceutical biotechnology concepts in pharmacy curriculum has positive impact on pharmacy students as it increases their knowledge of biotechnology and their interest in the topic. ImplicationPharmaceutical biotechnology is an important field in which pharmacy graduates should be knowledgeable. However, there is a need to explore biotechnology content offered in pharmacy schools in other parts of the world in order to have an understanding of how different pharmacy programs prepare their students for practice. The information currently available in the literature is not enough to determine the usefulness of pharmaceutical biotechnology content currently offered to prepare pharmacists for practice. This highlights the need for further research in the area.