Performance Of Pharmacy Students Research Articles

Team-based learning versus traditional teaching effect on pharmacy Students’ Performance: A systematic review and Meta-Analysis

BackgroundSeveral pharmacy schools have implemented team-based learning (TBL) in their curriculum worldwide. Yet, TBL's effectiveness compared to traditional teaching in improving students’ outcomes in pharmacy education is yet to be assessed collectively. Thus, the aim of this meta-analysis is to compare the performance of pharmacy students following the implementation of team-based learning (TBL) in the pharmacy curriculum as opposed to traditional learning methods. MethodsThis systematic review and meta-analysis included studies that assessed students’ performance after TBL was implemented in a pharmacy curriculum. Adhering to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, the review conducted searches in Embase, MEDLINE, and Google Scholar until July 26, 2023. ResultsA total of 11 studies comparing TBL against traditional teaching methods and assessing students’ performance were included. The pooled analysis, involving 2,400 students from 10 studies, demonstrated a mean difference (MD) in favor of TBL (MD = 2.27, 95 % CI [–0.85, 5.40]). However, notable heterogeneity was observed with an I2 value of 82 %, and the observed difference did not reach statistical significance. ConclusionTBL exhibited enhanced student performance in pharmacy education compared to traditional teaching, although the difference was not statistically significant. The meta-analysis findings support the use of TBL in pharmacy education for various pharmacy courses (pharmaceutical and clinical sciences courses) and students at different levels. However, there is a need for more robust studies to comprehensively evaluate TBL, considering aspects such as students’ performance and engagement, skills development, and satisfaction.

Comparison of pharmacy student performance in a self-care therapeutics course conducted as a flipped classroom on-campus and remotely

BackgroundThe COVID-19 pandemic required the University of Arizona R. Ken Coit College of Pharmacy’s Self-Care Therapeutics course to be taught as a synchronous, live online course. The course has traditionally utilized a flipped-classroom to increase student engagement and improve learning performance. The goal of this study is to compare student performance in a flipped-classroom self-care therapeutics course taught to students attending class on-campus versus online via web-conferencing.MethodsThis study assessed examination performance of 118 students that took the class on-campus in 2019 and 125 students that took the class online in 2020. Course design was similar between the two cohorts, with each completing assigned pre-reading, an associated short multiple-choice quiz, in-class small group discussions and in-class large group faculty-led debrief. Both cohorts took pre-class quizzes and three examinations to assess their knowledge. Exam, quiz, overall class performance, and student experience was compared for the 2019 on-campus attending cohort and the 2020 online attending cohort.ResultsNo statistical differences were seen in the overall exam performance, the final course score, and the student experience between cohorts. Statistical differences (p = 0.02) were found between cohorts for the overall quiz performance, with the on-campus attending cohort performing slightly better than the online attending cohort (mean score of 88% compared to 84.4%).ConclusionExamination performance was similar for students taking a flipped-classroom course online and on-campus. Further research using data from multiple courses or from the same cohort, randomized, is needed to improve the internal and external validity of these findings.

Impact of a P-zero Pharmacy Preparation Program on First Year Pharmacy Student Performance

Impact of a P-zero Pharmacy Preparation Program on First Year Pharmacy Student Performance

Automated Analysis of Preceptor Comments: A Pilot Study Using Sentiment Analysis to Identify Potential Student Issues in Experiential Education

ObjectiveThe purpose of this paper is to describe a sentiment analysis program that aids in identifying pharmacy students at risk for progression issues by automatically scoring preceptor comments as positive or negative. MethodsAn R-based program to analyze advanced pharmacy practice experiences and introductory pharmacy practice experiences midpoint evaluation of preceptor comments was piloted in phase 1 by comparing the sentiment analysis algorithm results to human coding. The algorithm was refined in phase 2. In phase 3, the validation phase, the final sentiment analysis algorithm analyzed all midpoint student evaluations (n = 1560). Sentiment scores were generated for each preceptor comment, and correlations were performed between sentiment scores and the quantitative scoring provided on the assessment. ResultsIn phase 1, agreement between faculty coders and sentiment analysis was 96%, and in phase 2, agreement between the final codes and sentiment analysis was 92.4% once keywords were added to the sentiment dictionary. In phase 3, a total of 3919 comments from 1560 evaluations were analyzed, and overall, the sentiment analysis results aligned with the quantitative data. ConclusionThis sentiment analysis algorithm was accurate in capturing positive and negative comments corresponding to pharmacy student performance. Given the accuracy of this preliminary validation for flagging preceptor comments, there are numerous implications when considering the use of sentiment analysis in pharmacy education. Using a sentiment analysis program minimizes the number of qualitative preceptor comments needing review by experiential faculty, as this program can aid in identifying students at risk of progression issues.

Preceptor Perceptions of Pharmacy Student Performance Before and After a Curriculum Transformation

Objective. To explore preceptors' perceptions about the performance of undergraduate pharmacy students during experiential placements in Australia, before and after curricular transformation.Methods. Using a semi-structured approach, we interviewed 26 preceptors who had recently supervised students who took part in the transformed curriculum and students from the previous curriculum. A directed content analysis approach was used to analyze the transcripts.Results. Preceptors described students from the transformed curriculum as having improved professional skills, behaviors, and attitudes and as having an increased ability to perform clinical activities compared to students of the previous curriculum. Preceptors also perceived that students in the transformed curriculum had improved clinical knowledge and knowledge application. They less frequently expressed that students in the transformed curriculum had lower-than-expected knowledge levels.Conclusion. The results of this study suggest that curricular transformation with a focus on skill-based and active learning can improve the performance of pharmacy students in terms of their professional behaviors and attitudes, skills, knowledge, and clinical abilities, as perceived by preceptors.

Impact of COVID-19 on the academic performance and mental health of HBCU pharmacy students

IntroductionThe COVID-19 pandemic has increased the use of distance learning, which may hinder academic success. Moreover, students at Historically Black Colleges and Universities (HBCUs) have been adversely affected by COVID-19. The purpose of this study was to assess the impact of online/hybrid learning on the academic performance and mental health of HBCU pharmacy students during COVID-19. MethodsA survey was developed to assess how COVID-19 affected the mental health and academic performance of pharmacy students who attend a HBCU. The survey collected demographic information and student responses using a Likert-type, multiple-choice, and select all that apply questions. ResultsMost participants were women, African American, unemployed, and between the ages of 18 to 25. Most students did not experience a confirmed case of COVID-19 while enrolled. The majority of participants self-identified as visual learners, and most students somewhat or strongly agreed that online learning created a feeling of isolation from teachers and classmates. Furthermore, most students somewhat or strongly agreed that online learning during COVID-19 negatively affected their stress levels and mental health. Many students also disagreed that the faculty displayed empathy towards students during the COVID-19 pandemic. ConclusionsThough most students felt isolated and changed their study habits during COVID-19, they were allowed to freely manage their time and did not find it more challenging to learn and retain information. Unfortunately, mental health and stress levels were negatively impacte,d and there was a significant number of students that felt there was a lack of empathy from faculty members.

Impact of Sleep Pattern of Pharmacy College Students on Academic Performance.

Disrupted sleep pattern has shown to impact the mental health of medical sciences students. However, few studies assessed its association with academic performance, and the impact of other factors among pharmacy students. This study aimed to evaluate the relationship between different sleep pattern variables and academic performance among pharmacy students. A cross-sectional study using self-administered survey was distributed to all students at a large pharmacy college in Saudi Arabia between November 2020 and February 2021. The students were asked to answer based on their sleep pattern and academic performance in the previous year of 2019-2020 (before COVID-19 lockdown). 237 students completed the survey. Shorter sleeps before exams and taking medicines for insomnia were significantly associated with failing at least one course (adjOR = 0.78 and 3.68; 95% CI 0.63-0.97 and 1.18-11.49; P = 0.028 and 0.025, respectively). As such, for each extra hour of sleep/night on exam nights, there is a 0.22 lower odd of failing at least one course, and taking insomnia medications increases the odds of failing by 3.68 times. Fewer sleep hours were significantly correlated with tiredness upon wake up, daytime sleepiness, and in-class sleepiness (r s = - 0.24, - 0.38, and - 0.24, respectively; P ≤ 0.001 for all correlations). Disrupted sleep pattern negatively impacted the academic performance of pharmacy students. Getting sufficient quality sleep, especially before exams, maybe associated with better performance and lower odds of course failures. College administrators should encourage good sleep hygiene to their students and pair the recommendations with evidence on the impact of sleep on academic performance.

Interprofessional Medication Error Disclosure Training Using a Telehealth Consultation Simulation

Objective. Health professions students must develop collaborative skills to disclose errors effectively and improve patient safety. We proposed that an interprofessional simulation using telehealth technology would provide medical and pharmacy students the opportunity to practice, develop, and grow in their confidence and skills of working collaboratively and disclosing medication errors.Methods. A three-phase interprofessional student simulation was developed. Phase 1 included individual student preparation. An interprofessional telehealth consultation encounter occurred in phase 2 for the error disclosure between the pharmacy and medical students. Phase 3 included faculty-led interprofessional debrief sessions. A pre- and postsimulation survey assessed students' experiences regarding their confidence in error disclosure, use of telehealth technology, and the role of the community pharmacist. Faculty evaluated pharmacy student performance using a 12-point rubric.Results. Presimulation survey responses (n=173) were compared to postsimulation survey responses (n=140). Significant changes were seen for all students' confidence in error disclosure and use of telehealth technology. No significant change was noted in the students' understanding of the community pharmacists' role on the interprofessional team. Pharmacy student performance-based rubric data (n=148) revealed a median score of seven out of 12 for error disclosure and interprofessional communication items.Conclusion. Medical and pharmacy students perceived their confidence improved in interprofessional error disclosure and use of telehealth consultation technology through this interprofessional simulation. Pharmacy students' error disclosure and interprofessional communication skill development were assessed through this simulation.

Transition from in-person to telehealth standardized patient encounters: A retrospective analysis of 18 cases

IntroductionDue to the COVID-19 pandemic, many pedagogical activities shifted from in-person to virtual modalities, including standardized patient (SP) encounters. While many academic institutions may not have previously been conducting SP encounters virtually, this change provided student pharmacists with new opportunities to learn and practice telehealth techniques, which are important with the continuously evolving healthcare landscape. MethodsThis retrospective study analyzed pharmacy student performance on and perceptions of SP cases in fall 2019 (in-person) and fall 2020 (telehealth) semesters. The primary objective was to compare average total scores on SP cases from fall 2019 (in-person) and fall 2020 (telehealth) for first-, second-, and third-year pharmacy students (P1, P2, and P3, respectively). Secondary objectives were to compare average scores from case-specific and relationship and communication (R&C) checklists, as well as to describe student perceptions of the pedagogy. ResultsTotal scores on SP cases decreased from in-person to telehealth for the average of all P1 SP cases, but not for P2 or P3 cases. Case-specific scores did not change, but R&C scores decreased significantly across all three years. Student survey data revealed difficulty with communicating effectively and building rapport via telehealth. ConclusionsOverall, student performance on in-person vs. telehealth SP encounters was similar, though P1 students performed more poorly on SP cases conducted via telehealth compared to P2 or P3 students. Thus, faculty could consider focusing on in-person encounters for early learners before introducing virtual encounters. This study also highlights the difficulty in establishing rapport when communicating with patients via telehealth.

Evaluation of a Rubric to Assess Pharmacy Student Performance in a Telehealth Simulation Exercise

Objective. To evaluate a telehealth simulation rubric for a pharmacy skills lab course using interrater reliability (IRR) to compare different evaluator types.Methods. A rubric was developed and used to score student pharmacists' competency in a telehealth simulation for a pharmacy skills lab course. Intraclass correlation coefficients (ICCs) were calculated to determine the IRR.Results. Fifty-five recorded telehealth simulation sessions were scored three times by a pool of evaluators using the rubric. The overall ICC for the rubric was 0.631 across different types of evaluators, indicating good IRR. Differences in ICCs were observed when they were calculated for type of evaluator and rubric subcomponents.Conclusion. The rubric demonstrated good IRR across multiple types of evaluators when used in a skills lab course. Additional evaluation of the rubric and continuous quality improvement is warranted to ensure that assessment becomes more consistent with continued use, regardless of the evaluator type.

Assessing Pharmacy Student Performance and Perceptions on Counseling Skills Through a Simulated Telehealth Encounter

Objective. To describe the implementation of a teleconferencing-based patient counseling role play assessment in a newly developed pharmacy communications course, assess student performance on the role play and compare it with other assessments, and measure student perceptions of and satisfaction with the experience.Methods. Eighteen cases were developed, each belonging to one of three interactions in community pharmacy: filling a new prescription, completing a refill, or handling a request for a nonprescription (ie, over-the-counter [OTC]) medication. A rubric was designed to evaluate each type of interaction. Student scores in various course assessments were tested and scores on the three cases were compared. Students also evaluated their experience and satisfaction of the assessment and effectiveness of the course.Results. Seventy-nine students completed the assessment, achieving a mean score of 17.4/20 (87%). Student scores in the counseling role play were similar among case types and positively correlated with other traditional assessments in the course. Despite internet connectivity issues and heightened student anxiety, 71% of students agreed that the assessment did not affect the quality of their counseling, and 74% agreed that the experience was comparable to traditional assessments. The telehealth activity led to enhanced perceived student knowledge and confidence in interviewing and counseling patients.Conclusion. Students attained high scores that were consistent with other assessments in the course. Students reported that the assessment did not affect the quality of their counseling and felt the setting and context were still authentic. The experience required dedicated preparation and organization but was successful in demonstrating overall student satisfaction and positive perceptions.

Effect of national crisis on mental health and academic performance of pharmacy students at Attahadi University

Effect of national crisis on mental health and academic performance of pharmacy students at Attahadi University

Implementation of the Individual Teamwork Observation and Feedback Tool to Evaluate Pharmacy Student Performance

Objective. To determine the appropriateness and feasibility of implementing the Individual Teamwork Observation and Feedback Tool (iTOFT) in advanced pharmacy practice experiences (APPEs) to allow direct observation and rating of students' interprofessional teamwork skills.Methods. In the academic year 2018-2019, preceptors administered iTOFT at least once during required acute care and ambulatory care APPEs. After administration, which involved direct observation of students' behavior on an interprofessional team, preceptors evaluated iTOFT results and offered feedback to students. To determine implementation success of the iTOFT activity, an implementation satisfaction survey was administered to preceptors and students, which included questions on appropriateness and feasibility.Results. The iTOFT activity was completed 149 times each during required acute care and ambulatory care APPEs. Results demonstrated positive teamwork behaviors, eg, no students received an "inappropriate" rating on any iTOFT item. The implementation survey response rate was 33% (34/102) for preceptors and 40% (50/125) for students. Both groups reported that the iTOFT activity was feasible. Respondents also reported that completing the iTOFT activity did not interfere with workflow and that it was not difficult to find opportunities to complete it. Per preceptor report, mean time to complete the iTOFT activity was 37.7 minutes, but there were concerns identified regarding fidelity with all iTOFT steps.Conclusion. Incorporation of the iTOFT activity into the required acute and ambulatory care APPEs at a school of pharmacy was feasible. Future directions include determining ways to increase iTOFT fidelity.

First-year Academic Performance of Pharmacy Students Based on High School Status and Major

The purpose of the research is provides a descriptive first-year academic performance of pharmacy students based on high school status and major. This research is a descriptive research with cross-sectional method using all pharmacy students as sample. The results of this research are percentage of pharmacy students from public high schools is 33% and 67% from private high schools. The percentage of specialization majors in high school is 6% pharmacy, 85% science and 9% non-science. The academic performance of students from private high schools is better than that of public high schools. Pharmacy majors in high school produce the highest academic performance, meanwhile, non-science majors show the lowest academic performance, the principal results. Conclusions in this research is first-year academic performance for pharmacy students from private high schools is better than public high schools, as well as pharmacy major in high school showing the highest GPA and non-science major showing the lowest GPA

Performance of Pharmacy Students in a Communications Course Delivered Online During the COVID-19 Pandemic

Objective. To examine pharmacy student readiness, reception, and performance in a communications course amid the COVID-19 pandemic. Methods. First-year pharmacy students (2020 cohort) enrolled in a professional communications course completed a pre- and post-course questionnaire indicating their readiness and changes in reception toward online learning during the pandemic. Student learning performance (midterm and final examination grades) at the end of the course was compared with that of a class which took the same course face-to-face on campus the previous year (2019 cohort). Results. Student preference for face-to-face instruction decreased (difference in means = -1.59; p <.05), while their comfort level for online learning increased (difference in means = +0.38, p <.05) by the end of the course. No appreciable changes in rapport development with the instructor were perceived by the end of the study compared to the beginning. Student learning performance for the online cohort did not differ significantly (p >.05) compared to that of the 2019 cohort. Conclusion. The study demonstrates that students were partly prepared for online learning with the remainder of their maturation to it occurring while the quarter progressed. Remote online learning did not seem to impact student learning (grades) in this communications course during the COVID-19 crisis. Looking past the pandemic, educators and leadership at pharmacy schools and colleges may reassuringly continue to sustain online instruction, where deemed necessary, in their didactic curricula.

Hands-on training on inhaled devices to boost pharmacy students’ performance during inhaler counselling

Objective: The effective use of inhalers depends on completeness of information from healthcare providers. As pharmacists acquire foundational skills on inhalers from their undergraduate curriculum, the experience and performance of pharmacy students regarding inhaler counselling should be explored. Methods: Pharmacy students who completed their final year of study answered an online questionnaire on their experience with teaching-learning activities on inhalers. Students also underwent an objective structured clinical exam that included Turbuhaler device counselling. Results: 84 students who completed the online questionnaire strongly agreed that the curriculum increased their awareness of different types of inhalers (65.5%) and specific techniques for use (64.3%). Students reported being able to counsel on metered-dose inhaler (98.8%) and dry-powder inhaler (92.8%) techniques. Students performed well (M=9.4, SD=2.7) at Turbuhaler counselling from a full score of 14. Conclusions: The current training on inhaler devices was useful for the pharmacy students. Future training should emphasise supplementary advice on inhaler taste and gargling.

Performance of Pharmacy students in a comprehensive medication management service in a Primary Health Care Setting

This study aims to assess the performance of pharmacy students in the provision of a comprehensive medication management (CMM) service in a primary health care setting. Methods: A retrospective, descriptive, observational study spanning one academic semester of the provision of the CMM service by pharmacy students was conducted. The data on the profile of patients attended, drug therapy-related problems (DRPs) identified, and the interventions proposed to resolve the DRPs were collected from electronic medical records held by the service. Key findings: A total of 20 patients were attended, predominantly women (65%), with a mean age of 69.2 years. The mean number of health problems per patient was 4.8 and mean medications per patient was 6.8. Of the total 35 DRPs identified, the most common were those related to indication (40%) and effectiveness (22.9%) of the drug therapy. The two most frequent interventions to resolve the DRPs involved starting new therapy and changing dosage, respectively. Conclusions: The results allowed inferences to be made about the effectiveness of pharmacy practice experience for developing clinical competencies of pharmacy students, given that the performance of students proved comparable to that of pharmacists in established CMM services reported in the literature.

The Effects of Social Media on Pharmacy Students’ Academic Performances

Background: The use of social media by students helps to have access to basic information as quick as possible but numerous universities and schools around the world restrict the access to social networks within its buildings to help students to concentrate on their studies.&#x0D; Aim: The aim of this article is to assess the impact of social media on academic performance of pharmacy students.&#x0D; Methodology: The present study includes gathering data from students through a survey research design to determine the effect of social media usage on their academic performance. The survey was adapted from a previous study and after that it is converted to online Google Form.&#x0D; Results: Most of the participants in the present study said that their academic achievement is excellent (41.67%) or very good (41.67%). The majority of the students agree that the use of social media is useful in educational institutions, social media can be used to arrange group discussions with the experts and that it can be used to fix an appointment with other subject experts. The majority of the students also agree that they can receive announcements from lecturers and faculty using social media.&#x0D; Conclusion: The majority of the students feel that social media affect their academic performance positively and about half of them feel that social media affect their performance negatively. It is important to increase their awareness about the importance of regulating social media usage.

The “first-generation effect” on perceptions and academic performance of pharmacy students

IntroductionThe “first-generation effect” refers to familial educational attainment's role in first-generation student academic success. It often implies low academic achievements at associate and bachelor degree levels. Would this be true at the doctor of pharmacy (PharmD) level? This study assessed perceptions and first-professional (P1) year student academic performance of first-generation vs. non-first-generation PharmD cohorts at the Feik School of Pharmacy. MethodsPerceptions (academic and personal support) were assessed via a 49-question survey at the start of the second- and third-professional years. Academic performance was assessed via measures of academic success (course grades, grade point average, supplemental instruction enrollments, and academic infractions) in P1 year. Statistical t-tests and F-tests were used to analyze differences in perceptions and academic performance for the two cohorts. ResultsFrom 132 eligible students, 128 completed the survey (97% response rate) and 58 (45%) were first-generation students. First-generation students had a lower perception of their academic success, and they perceived finances as one of their greatest barriers (86% vs. 64%). Fifteen P1 courses were reviewed for academic performance, and first generations had lower final course grades in only two courses (Anatomy and Physiology 1; Medical Microbiology and Immunology). For measures of academic success, no significant differences were noted. ConclusionsOverall, this study suggested that first-generation status may not be a hindrance to academic performance at the PharmD level, but that financial perceptions and a lower self-perception of academic success seem to be major barriers for first-generation PharmD students.

The Effect of Sleep Duration And Habits on Academic Performance of Pharmacy Students

It is necessary to promote optimal health and well-being by having more than 7 hours of sleep a day for adults. In modern society, sleep deprivation is a big concern. Students at colleges experience at least twice as many sleep disorders as the general public due to their engagement in many social-, work-, and academic-related activities. The study aims to assess sleep behaviors and the degree of daytime sleepiness and examine the connection between pharmacy students' sleep period and academic success. This cross-sectional research was carried out at the Duhok University pharmacy college on 169 students from first-year to fifth-year. For a given course, students filled out a questionnaire involving demographic variables, sleep habits, sleep length during the regular school week and at night before the test, daytime sleep frequency, and the final score. The results revealed that most pharmacy students had under-optimal sleep durations, described as less than 7 hours. Early sleep and sufficient sleep the night before the test were favorably correlated with student grades and academic success.