Specifications grading was implemented by two pharmacy colleges in their first-year skills-based laboratory course. The instructors articulated the fundamental skills needed for each course, along with the minimum performance expectations for each grade (A, B, C, etc.). The learning objectives of each course dictated the skills evaluated by the respective college.
Specifications grading methodology proved instrumental in improving the correspondence between assignments and assessments with course learning objectives. Instructors believed that the specifications-based grading method brought a stronger sense of rigor to the course. Instructors encountered four hurdles when adopting specifications grading: (1) system integration limitations, (2) initial student misunderstandings, (3) adaptations required for unexpected developments, and (4) practical difficulties in setting up token-based exchange. The key to overcoming many of these challenges lies in the instructor's proactive tracking of submitted assignments and earned/redeemed tokens, periodic reviews of the grading system with students, and the implementation of flexible course structures, especially during the initial rollout.
Successfully, specifications grading was integrated into the curriculum of two skill-based courses. Continuous efforts to address the challenges encountered during the implementation of specifications grading are in place. The incorporation of specifications grading into alternative course models, including electives and didactic settings, may require refinements and further study.
Successful implementation of specifications grading occurred within the context of two skill-based courses. Ongoing efforts will be dedicated to resolving the challenges arising from the implementation of specifications grading. Specifications grading's application in alternative forms of instruction, for example, elective and didactic courses, might necessitate modifications and further evaluation.
The research sought to determine the effect of a total shift to virtual in-hospital clinical training on student performance metrics and to gauge the students' overall impressions of this experience.
In-hospital clinical training for a cohort of 350 final-year pharmacy students was presented via daily synchronous videoconferences for two weeks, completed remotely. Through the Virtual Faculty of Pharmacy Cairo University (VFOPCU) platform, trainees could virtually and interactively explore patient files, simulating the typical workflow of clinical rounds with their instructors. Prior to and following the training, students' academic performance was gauged using identical 20-question examinations. An online survey instrument was used to assess perceptions.
A 79% pretest response rate was recorded, which decreased to 64% post-test. A significant elevation in the median score was observed after the virtual training session, progressing from 7 out of 20 (range 6-9) on the pretest to 18 out of 20 (range 11-20) on the posttest, achieving statistical significance (P<.001). Training evaluations indicated a significant degree of satisfaction, with an average rating exceeding 3.5 out of 5. A noteworthy 27% of respondents voiced complete satisfaction with the overall experience, presenting no recommendations for adjustments. Nonetheless, the timing of the training, which was deemed inappropriate (274%), and the characterization of the training as condensed and tiresome (162%), were the primary reported drawbacks.
The COVID-19 pandemic highlighted the viability and value of the VFOPCU platform for delivering clinical experiences remotely via distance learning, in lieu of in-hospital training. Future virtual clinical skill delivery, even after the pandemic, will be enhanced by incorporating student suggestions and effective resource utilization, leading to novel and improved approaches.
The COVID-19 crisis demonstrated the viability of employing the VFOPCU platform for remote clinical experience delivery, supplanting in-person hospital rotations. A new paradigm for delivering virtual clinical skills, sustainable even after the pandemic, will emerge through careful consideration of student feedback and optimized resource management.
The objective of this study was to implement and evaluate a specialty pharmacy workshop, concurrently integrating it into existing pharmacy management and practical skills lab courses.
Following meticulous design, a specialty pharmacy workshop was executed. The fall 2019 lecture cohort involved a 90-minute presentation focusing on pharmacy management. The structure of the fall 2020 lecture/lab cohort was made up of a lecture, a 30-minute pre-lab video assignment, and a two-hour laboratory component. Students, having completed the laboratory, presented their research outcomes to pharmacy specialists online. Knowledge (10 items), self-assuredness (9 items), and viewpoints (11 items) were evaluated using pre- and post-survey assessments.
Out of the 123 students who registered for the course, a substantial 88 students completed both the pre- and post-surveys, yielding an exceptional 715% rate of completion. A ten-point scale measurement of knowledge revealed an improvement from 56 (SD=15) to 65 (SD=20) in the lecture cohort and from 60 (SD=16) to 73 (SD=20) in the lecture/lab cohort. Statistically significant improvement was observed in the lecture/lab group. A notable increase in perceived confidence was observed in five of the nine components of the lecture cohort; this contrasted with the lecture/lab cohort, where all nine facets demonstrated a marked enhancement. The general disposition towards learning about specialty pharmacy was positive for both groups.
The specialty pharmacy workshop provided students with a comprehensive understanding of workflow management and the methods of medication access. Students perceived the workshop to be profoundly relevant and meaningful, consequently building their confidence in acquiring knowledge and understanding of specialty pharmacy subjects. Larger-scale replication of the workshop is possible within pharmacy schools, through the combination of didactic and lab-based education.
The students' exposure to workflow management and medication access procedures was facilitated by the specialty pharmacy workshop. Caerulein Students recognized the workshop's relevance and significance, empowering them to confidently develop their knowledge and comprehension of specialty pharmacy areas. Pharmacy schools can amplify the workshop's impact by adopting a larger-scale replication, merging didactic instruction and laboratory practicals.
To gain hands-on experience prior to direct patient care, healthcare simulation has been extensively used. Caerulein Though academic simulations are valuable tools for enhancing learning, these same simulations can sometimes inadvertently draw attention to or exacerbate existing cultural stereotypes. Caerulein The purpose of this study was to ascertain the degree to which gender stereotypes manifest in simulated counseling scenarios enacted by pharmacy students.
Pharmacy student cohorts participated in simulated counseling sessions, which were subsequently reviewed. Retrospective manual review of a video database of these counseling sessions was employed to identify if students or trained actors playing the roles of the pharmacist and patient, respectively, attributed gender to the providers without explicit instruction. Secondary analysis encompassed the duration of provider gender assignment and acknowledgment.
A review of 73 distinct counseling sessions was conducted. Gender was assigned preferentially across 65 sessions. Each of the 65 cases involved a male provider assignment. Gender assignments were made by the actors in approximately 45 cases out of a total of 65.
Simulated counseling commonly reflects existing gender stereotypes. To prevent the transmission of cultural stereotypes, simulations demand consistent attention and evaluation. Counseling simulations, enriched with cultural competency elements, equip healthcare professionals for effective practice in diverse settings.
The act of simulating counseling can lead to the projection of predefined gender stereotypes. Continuous monitoring of simulations is essential to prevent the reinforcement of cultural stereotypes. By embedding cultural competency within counseling simulation scenarios, healthcare practitioners are better equipped to function successfully within diverse work settings.
This study investigated the prevalence of generalized anxiety (GA) among Doctor of Pharmacy (PharmD) students in an academic setting during the COVID-19 pandemic, using Alderfer's ERG theory to determine which unsatisfied needs correlate with greater GA symptom manifestation.
The cross-sectional survey, conducted at a single site, encompassed PharmD students in years one through four from October 2020 to January 2021. Demographic information, the validated Counseling Center Assessment of Psychological Symptoms-62, and nine additional questions designed to evaluate Alderfer's ERG theory of needs, were all components of the survey instrument. The factors predicting GA symptoms were investigated using descriptive statistics, multiple linear regression, correlation analysis, and multivariable analysis.
The survey garnered responses from 214 of the 513 students, which translates to a completion rate of 42%. In a survey of students, 4901% had no clinical GA symptoms, 3131% had moderately clinical GA symptoms, and 1963% had significantly clinical GA symptoms. The need for relatedness, manifested as feelings of dislike, social estrangement, and misunderstanding, showed the strongest correlation (65%) with generalized anxiety symptoms. This association held significant statistical weight (r=0.56, p<.001). Among students who did not participate in exercise regimens, a higher frequency of GA symptoms was observed, demonstrating a statistically significant association (P = .008).
In a study of PharmD students, over 50% demonstrated clinical levels of generalized anxiety symptoms, with the perceived need for relatedness proving to be the strongest predictor. The future of student-centered interventions lies in generating opportunities that strengthen social ties, cultivate resilience, and provide robust psychosocial support.