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Abstract
Objectives: To assess student learning and perceived task value of physical pharmacy wet laboratory sessions conducted at two separate campuses within a school of pharmacy.
Methods: Anonymous archival course evaluation and assessment data from 130 students enrolled in a pharmaceutics course were used. The evaluation surveyed students about the task value of five wet laboratory sessions, and assessment data were of pre- and post lab knowledge. Campuses differed in lecture delivery (in-person vs. video-conferencing), but labs were the same.
Results: Most students felt that the quality and organization of the lab sessions were good, that the lab sessions allowed them to better understand pharmaceutics concepts, and that the time spent in lab was worthwhile. Most students also indicated that they preferred wet labs over virtual labs or no labs. The proportion of students achieving mastery on knowledge assessments increased significantly from prelab to postlab. No meaningful differences were found between locations.
Conclusions: Wet laboratory exercises are a useful supplement for learning physical pharmacy concepts.
Keywords: physical pharmacy; distance education; wet laboratory; learning achievement; task value
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Objectives:To evaluate the efficacy of using an analogy of a pub setting to improve students' understanding of the well-stirred model.
Methods:The well-stirred model was the subject of a pharmacokinetics class consisting of 55 pharmacy students. A 5-point Likert scale questionnaire consisting of seven questions to ascertain students' understanding was administered three times: before class, after a lecture, and after the analogy presentation. Students were also asked if the analogy helped their understanding more than explanation alone.
Results: There was a significant improvement in students' understanding of the well-stirred model, according to responses to all seven questions between the questionnaires (p<0.05) with one exception. Ninety-eight percent of students agreed that the analogy helped their understanding beyond explanation alone.
Conclusions: An analogy relating the well-stirred model to a pub setting led to improved student understanding.
Key words: well-stirred model, hepatic drug clearance, pharmacy students, analogy
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Objective: The purpose of this study was to characterize the extent to which accredited colleges of pharmacy in the United States and its territories have incorporated public health education into the didactic and experiential curriculum of Doctor of Pharmacy (PharmD) programs.
Methods: A web-based survey was e-mailed to one faculty representative of each accredited college of pharmacy. The survey collected data regarding the content and scope of curricular elements related to public health included in the 2007 Accreditation Council for Pharmacy Education Standards and Guidelines.
Results: Forty-three faculty members (41.7%) completed the survey. About 21% of respondents indicated that their university offered a joint master of public health degree (PharmD/MPH), and approximately 14% indicated that a minor in public health was available. When questions regarding the didactic curriculum were aligned with the 3 core functions of public health, the results demonstrated that PharmD programs include more curricular elements related to assessment and assurance than policy development. Public health topics were most often reported to be part of a broader course, not a stand-alone course. When asked about the experiential curriculum, faculty reported more public health content in advanced pharmacy practice experiences than in introductory pharmacy practice experiences.
Conclusion: While public health subject matter has been incorporated into didactic and experiential curricula of PharmD programs, deficiencies remain in the depth and breadth of the curricular content.
Key words: public health, pharmacy education, curriculum, survey
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Wikis have been used effectively for educational purposes including knowledge building, teamwork and increasing participation. This pilot evaluated the use of a Wiki as a collaborative tool for case-based problem solving for medication management workshops in a pharmacy course. Data was collected using three methods: 1) through an online questionnaire for students and tutors and from simple user statistics provided by the 2) Wiki and 3) Google Analytics. Results indicated that a majority of respondents found the Wikis to be useful for knowledge consolidation and improving interaction with their peers. The majority of students that used the Wiki appreciated its ease of use and flexibility. The authors conclude that while Wikis can be useful learning tools, it is important to structure the Wikis according to learning styles of the students, clarify expectations prior to its use, and develop strategies to increase online participation.
Keywords: Wikis, student-engagement, online learning, pharmacy
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Assessment of Students' Learning and Perceptions of Task Value of a Physical Pharmacy Laboratory Course
Jacob M. Marszalek, PhD, Assistant Professor, Division of Counseling and Educational Psychology, University of Missouri-Kansas City, School of Education, Kansas City, MO
Jennifer Santee, PharmD, Clinical Associate Professor, Division of Pharmacy Practice, University of Missouri-Kansas City, School of Pharmacy, Kansas City, MO
Leia Charnin, BS, Counseling Psychology Doctoral Student, Division of Counseling and Educational Psychology, University of Missouri-Kansas City, School of Education, Kansas City, MO
Tao Zhang, BS, Pharmaceutical Sciences Graduate Student, Division of Pharmaceutical Sciences, University of Missouri-Kansas City, School of Pharmacy, Kansas City, MO
Bi-Botti C. Youan, PharmD, PhD, Associate Professor, Division of Pharmaceutical Sciences, University of Missouri-Kansas City, School of Pharmacy, Kansas City, MO
A New Analogy for Teaching the Well-Stirred Model to Pharmacy Students
Arden R. Barry,* BSc, BSc(Pharm), ACPR, PharmD
Abstract
Mary H. H. Ensom, BS(Pharm), PharmD, FASHP, FCCP, FCSHP, FCAHS, Professor, Faculty of Pharmaceutical Sciences, The University of British Columbia, Vancouver, British Columbia, Canada
*At the time this work was completed: Doctor of Pharmacy Student, Faculty of Pharmaceutical Sciences, the University of British Columbia, Vancouver, British Columbia, Canada
Public Health Content in Didactic and Experiential Curricula of U.S. Doctor of Pharmacy Programs
Natalie A. DiPietro, PharmD, MPH, Assistant Professor of Pharmacy Practice
Abstract
Meghan V. Davlin,* PharmD, Division Director, Ambulatory and Care Transitions
Karen L. Kier, MSc, PhD, BCPS, Professor of Clinical Pharmacy, Raabe College of Pharmacy, Department of Pharmacy Practice, Ohio Northern University, Ada, OH
* Meghan V. Davlin is currently Division Director, Ambulatory and Care Transitions, Department of Pharmacy, Johns Hopkins Hospital; at the time of the research project, she was a PharmD candidate at the Raabe College of Pharmacy at Ohio Northern University.
Wikis to Support Collaboration of Pharmacy Students in Medication Management Workshops - A Pilot Project
Jean-Pierre Calabretto, PhD, MCS, BPharm, Adjunct Senior Research Fellow, School of Pharmacy and Medical Sciences, University of South Australia
Abstract
Deepa Rao, PhD, Grad Cert Ed, Lecturer, School of Pharmacy and Medical Sciences
Sansom Institute, University of South Australia
November 2011