Pharmacy

Editorial

Jump to: Research, Other

4 pages, 158 KiB

Open AccessEditorial

Pharmacy Education Development

by Claire Anderson and Naoko Arakawa

Pharmacy 2021, 9(4), 168; https://doi.org/10.3390/pharmacy9040168 - 13 Oct 2021

Cited by 2 | Viewed by 2666

Abstract

Pharmacy education and training is fundamental in supplying the pharmacy workforce with adequate numbers and correct competencies to provide relevant pharmaceutical care [...] Full article

(This article belongs to the Special Issue Pharmacy Education Development)

Research

Jump to: Editorial, Other

17 pages, 952 KiB

Open AccessArticle

The International Pharmacy Game: A Comparison of Implementation in Seven Universities World-Wide

by Tanja Fens, Denise L. Hope, Sarah Crawshaw, Eline Tommelein, Claudia Dantuma-Wering, Bertha Maria Verdel, Indrė Trečiokienė, Vibhu Solanki, Eugène P. van Puijenbroek and Katja Taxis

Pharmacy 2021, 9(3), 125; https://doi.org/10.3390/pharmacy9030125 - 13 Jul 2021

Cited by 10 | Viewed by 5464

Abstract

The utilization of serious games and simulations in health professional education has increased. The Pharmacy Game is one such concept that intersects gamification and simulation, in which pharmacy student teams competitively manage simulated pharmacies; a concept included in the pharmacy curricula of seven [...] Read more.

The utilization of serious games and simulations in health professional education has increased. The Pharmacy Game is one such concept that intersects gamification and simulation, in which pharmacy student teams competitively manage simulated pharmacies; a concept included in the pharmacy curricula of seven international universities. This study aimed to compare the implementation and conduct of the Pharmacy Game of participant universities and their students’ performance in the same educational task. Data were collected via a questionnaire completed by academic staff in April 2020, and the collation of results of the same patient case was conducted at each university (April 2020 to March 2021). The main results reflected differences in the game frequencies and the curricular approach (standalone or integrated course) and in the learning outcomes for the Pharmacy Game. Other differences were identified in the extent to which students of other professions were part of the game such as medical students or pharmacy assistants. Student case outcomes revealed similar strengths across the universities in patient communication and focus on safety, with variations identified as areas for improvement. Collation of the international utilization of the Pharmacy Game identified a broad spectrum of similar learning outcomes, inspiring a model of international core and aspirational learning outcomes. While the Pharmacy Game has been implemented with flexibility regarding the numbers of teams (4–10) and the duration of activity (12–36 days), all universities reported positive experiences and student outcomes, suggesting that the intervention represents a potential tool to deliver capstone learning experiences, promote interprofessional education, reinforce patient safety, and prepare pharmacy graduates for future practice. Full article

(This article belongs to the Special Issue Pharmacy Education Development)

► Show Figures

Figure 1

11 pages, 933 KiB

Open AccessArticle

Revisiting the Food- and Nutrition-Related Curriculum in Healthcare Education: An Example for Pharmacy Education

by Eline Tommelein, Marthe De Boevre, Lize Vanhie, Inge Van Tongelen, Koen Boussery and Sarah De Saeger

Pharmacy 2021, 9(2), 104; https://doi.org/10.3390/pharmacy9020104 - 22 May 2021

Cited by 1 | Viewed by 4953

Abstract

Objective: This study aimed to obtain an objective overview of nutritional topics discussed in community pharmacies to adapt the nutrition-related course content in pharmacy education. Methods: We performed an observational study between July 2014 and April 2015 in 136 community pharmacies [...] Read more.

Objective: This study aimed to obtain an objective overview of nutritional topics discussed in community pharmacies to adapt the nutrition-related course content in pharmacy education. Methods: We performed an observational study between July 2014 and April 2015 in 136 community pharmacies in Belgium. During four months, each pharmacy intern recorded the first two food- and nutrition-related cases with which they were confronted. Each case was classified into one of 18 categories. Results: 1004 cases were included by 135 pharmacy interns. The most often discussed subjects include “food supplements” (38%), “baby food” (19%), and “healthy food and nutritional recommendations” (11%). In 45% (447/1004) of all cases, pharmacy interns were able to immediately discuss the cases without searching for additional information. Eventually, after looking up extra information, 95% (958/1004) of cases could be answered. Conclusions: Food- and nutrition-related cases are discussed in primary healthcare. We recommend food- and nutrition-related courses in the curriculum of every healthcare profession. Full article

(This article belongs to the Special Issue Pharmacy Education Development)

► Show Figures

Figure 1

7 pages, 2004 KiB

Open AccessArticle

Enhancing Student Knowledge of Diabetes through Virtual Choose Your Own Adventure Patient Case Format

by Tyler Marie Kiles, Elizabeth A. Hall, Devin Scott and Alina Cernasev

Pharmacy 2021, 9(2), 87; https://doi.org/10.3390/pharmacy9020087 - 20 Apr 2021

Cited by 6 | Viewed by 4281

Abstract

Educational strategies to teach pharmacy students about diabetes are necessary to prepare future pharmacists to manage complex patients. The Choose Your Own Adventure (CYOA) patient case format is an innovative activity that presents a patient case in an engaging way. The objectives of [...] Read more.

Educational strategies to teach pharmacy students about diabetes are necessary to prepare future pharmacists to manage complex patients. The Choose Your Own Adventure (CYOA) patient case format is an innovative activity that presents a patient case in an engaging way. The objectives of this study were (1) to describe the development of the innovative teaching activity and (2) to assess its effect on student knowledge and confidence in outpatient management of diabetes. The CYOA patient case activity was designed by transforming a traditional paper patient case involving outpatient diabetes management into an interactive format utilizing an online platform. The activity was conducted with 186 second-year pharmacy students in a skills-based course. This activity was administered virtually through a combination of small group work and large group discussion. After completion of the activity, students completed an online self-assessment questionnaire. Of 178 completed questionnaires, there was a statistically significant difference in students’ self-ratings after versus before the activity for all survey items (p < 0.001). The CYOA activity improved self-reported knowledge of outpatient diabetes management and increased self-reported confidence in clinical decision-making skills. This format shows promise as an educational tool that may be adapted for other disease states to enhance clinical decision-making skills. Full article

(This article belongs to the Special Issue Pharmacy Education Development)

► Show Figures

Figure 1

12 pages, 568 KiB

Open AccessArticle

Experiential Learning in a Gamified Pharmacy Simulation: A Qualitative Exploration Guided by Semantic Analysis

by Denise L. Hope, Gary D. Rogers, Gary D. Grant and Michelle A. King

Pharmacy 2021, 9(2), 81; https://doi.org/10.3390/pharmacy9020081 - 15 Apr 2021

Cited by 9 | Viewed by 5184

Abstract

Experiential learning is an important component of pharmacist education and is primarily achieved through supervised placement or simulation. This study explored senior pharmacy students’ experiential learning in an extended, immersive, gamified simulation, conducted as a capstone learning activity toward the end of their [...] Read more.

Experiential learning is an important component of pharmacist education and is primarily achieved through supervised placement or simulation. This study explored senior pharmacy students’ experiential learning in an extended, immersive, gamified simulation, conducted as a capstone learning activity toward the end of their final year of study, consolidating all prior learning and preparing students for intern practice. The simulation aimed to enhance student confidence, competence and collaboration. The three-week activity involved student teams competitively managing simulated pharmacies, assuming the role of pharmacists to complete all scaffolded assessments, including dispensing prescriptions, clinical cases, verbal counselling, simulated patient cases, interprofessional collaboration, and assignments. Assessments were marked continuously, with consequences of practice acknowledged through gain or loss of ‘patients’ for the pharmacy. From 2016 to 2018, 123 students completed multiple individual reflective journals (n = 733). Reflective journals were analyzed to explore the student experience, using a mixed methods approach. Initial Leximancer® 4.51 semantic analysis guided thematic analysis, conducted in NVivo® 12. The major themes that emerged were teamwork, patient-centeredness, medicines provision, future practice, and the learning experience. Student participants reported an intense and emotional experience in the gamified simulation, with many students revealing transformation in their skills, behaviors and attitudes over its duration. Full article

(This article belongs to the Special Issue Pharmacy Education Development)

► Show Figures

Figure 1

11 pages, 247 KiB

Open AccessArticle

An Assessment of Pharmacy School Curricula in Florida and Inactivated Influenza Vaccine (IIV) Administration to Pregnant Women

by Oluyemisi Falope, Cheryl Vamos, Ricardo Izurieta, Ellen Daley and Russell S. Kirby

Pharmacy 2021, 9(1), 63; https://doi.org/10.3390/pharmacy9010063 - 18 Mar 2021

Cited by 1 | Viewed by 3165

Abstract

Background: There is a high risk for morbidity and mortality in pregnant women associated with influenza virus illness. Vaccine uptake rates in pregnant women remain lower than the targeted Healthy People 2020 goals despite recommendations from the Centers for Disease Control (CDC). Few [...] Read more.

Background: There is a high risk for morbidity and mortality in pregnant women associated with influenza virus illness. Vaccine uptake rates in pregnant women remain lower than the targeted Healthy People 2020 goals despite recommendations from the Centers for Disease Control (CDC). Few studies have examined the role of the pharmacist in providing immunization services to pregnant women, fewer still have directly examined the PharmD curricula and the perspectives of pharmacy students on how they perceive their role in providing influenza inactivated vaccine (IIV) to pregnant women. Objective: This study examined the PharmD curricula instruction with regard to immunizing pregnant women and how pharmacy students perceive it. Methods: Semi-structured, in-depth, in-person qualitative interviews were conducted with the six Academic Deans of the accredited schools of pharmacy in Florida, and three focus group sessions were held with third- and fourth-year pharmacy students (n = 18) in Florida. A thematic analysis was conducted. Results: Most academic deans reported providing instruction on immunization in schools with respect to vaccine administration in pregnant women and called for a need for all schools to make it compulsory to include pregnant-women-specific content. Pharmacy students reported a gap in knowledge of content related to administering the IIV in pregnant women, but feel that when presented with the opportunity, they will be willing to provide IIV to pregnant women. Conclusions: Pharmacists are in a good position to play a role in increasing IIV rates among pregnant women. Implications for practice include the need for incorporation of pregnancy-specific content to immunization curricula. Full article

(This article belongs to the Special Issue Pharmacy Education Development)

17 pages, 283 KiB

Open AccessArticle

Attending a Blended In-Service Management Training in a Public Health System: Constraints and Opportunities for Pharmacists and Health Services

by Andrigo Antonio Lorenzoni, Fernanda Manzini, Monica Cristina Nunes da Trindade, Bernd Heinrich Storb, Norberto Rech, Mareni Rocha Farias and Silvana Nair Leite

Pharmacy 2021, 9(1), 12; https://doi.org/10.3390/pharmacy9010012 - 5 Jan 2021

Cited by 3 | Viewed by 2851

Abstract

Management and public health are important domains of competency for pharmacists. In about 90% of Brazilian health departments, pharmacists manage the selection and purchase of medicines. The Pharmaceutical Services and Access to Medicines Management Course (PSAMM) was offered to pharmacists working in the [...] Read more.

Management and public health are important domains of competency for pharmacists. In about 90% of Brazilian health departments, pharmacists manage the selection and purchase of medicines. The Pharmaceutical Services and Access to Medicines Management Course (PSAMM) was offered to pharmacists working in the public health system. The aim of this study is to analyze the impacts of the course as perceived by the students (pharmacists). Two thousand five hundred pharmacists completed the course. It is a mixed-methods study, including subscribing forms (n = 2500), evaluation questionnaire (n = 1500), focus groups (n = 10), and semi-structured interviews (n = 31). Participants reported a high level of satisfaction with the course; they considered to have developed competencies related to leadership and management, competencies needed to enhance and sustain their practices in health services. Data analyses showed important barriers to complete the course: high course workload, poor quality of Internet access, lack of support from the health services. Participants highlighted crucial features of the course that helped them develop key competencies: practical in-service activities, useful and realistic contents, tutoring. These features helped participants overcome some important constraints described by them. The educational model described in this study was perceived as having a long-term impact on their behaviors and management practices in health services. Full article

(This article belongs to the Special Issue Pharmacy Education Development)

9 pages, 451 KiB

Open AccessArticle

Development of a Global Health Learning Progression (GHELP) Model

by Ellen M. Schellhase, Monica L. Miller, Jodie V. Malhotra, Sarah A. Dascanio, Jacqueline E. McLaughlin and David R. Steeb

Pharmacy 2021, 9(1), 2; https://doi.org/10.3390/pharmacy9010002 - 24 Dec 2020

Cited by 3 | Viewed by 2714

Abstract

There has been a steady increase in global health experiential opportunities offered within healthcare professional training programs and with this, a need to describe the process for learning. This article describes a model to contextualize global health learning for students who complete international [...] Read more.

There has been a steady increase in global health experiential opportunities offered within healthcare professional training programs and with this, a need to describe the process for learning. This article describes a model to contextualize global health learning for students who complete international advanced pharmacy practice experiences (APPEs). Students from University of North Carolina at Chapel Hill, Purdue University, and the University of Colorado completed a post-APPE survey which included open-ended questions about knowledge, skills, and attitudes one week after completing an international APPE. Students were also invited to participate in a focus group. All 81 students who participated in an international APPE completed the open-ended survey questions and 22 students participated in a focus group discussion. Qualitative data from both the survey and focus groups were coded in a two-cycle open coding process. Code mapping and analytic memo writing were analyzed to derive to a conceptual learning model. The Global Health Experience Learning Progression (GHELP) model was derived to describe the process of student learning while on global health experiences. This progression model has three constructs and incorporates learning from external and internal influences. The model describes how students can advance from cultural awareness to cultural sensitivity and describes how student pharmacists who participate in international experiential education develop global health knowledge, skills, and attitudes. Full article

(This article belongs to the Special Issue Pharmacy Education Development)

► Show Figures

Figure 1

7 pages, 195 KiB

Open AccessFeature PaperArticle

Perspectives on Continuing Education Programs for Foundation-Level Drugstore Pharmacists in Japan

by Tomoko Terajima, Kumiko Matsushita, Seiichiro Yamada, Hiroaki Suzuki, Shingo Yano, Mizue Makimura and Shigeo Yamamura

Pharmacy 2020, 8(4), 223; https://doi.org/10.3390/pharmacy8040223 - 19 Nov 2020

Cited by 6 | Viewed by 2262

Abstract

Background: Continuing education (CE) is important for developing and updating pharmacists’ knowledge, skills, and attitudes. CE programs should be developed according to social requirements but also based on personal requirements depending on the sectors the pharmacists work in. This research aims to explore [...] Read more.

Background: Continuing education (CE) is important for developing and updating pharmacists’ knowledge, skills, and attitudes. CE programs should be developed according to social requirements but also based on personal requirements depending on the sectors the pharmacists work in. This research aims to explore perspectives on CE programs for foundation-level drugstore pharmacists in Japan. Method: Foundation-level drugstore pharmacists were asked what CE programs or training they needed to develop patient care or customer satisfaction. Results: We obtained 417 opinions (multiple answers were allowed) in 280 responses from 460 pharmacists (male: 245 and female: 215). The products and goods about which drugstore pharmacists wanted to learn covered a wide range. They wanted to learn about taping skills, tests, and products and devices related to care of the elderly. Taping skill would be quite unique for drugstore pharmacists. For special populations, they wanted knowledge and skills related to pregnancy tests and the safe use of medication by pregnant or lactating women. Conclusion: Drugstore pharmacists in Japan have different CE and continuing professional development (CPD) requirements from community pharmacists. The benefits of CE programs meeting pharmacists’ requirements should be evaluated in future research. Full article

(This article belongs to the Special Issue Pharmacy Education Development)

16 pages, 733 KiB

Open AccessArticle

The Development and Evaluation of a Structured Continuing Professional Development Programme for Pharmacists in Kuwait: A Feasibility Study

by Asmaa Al-Haqan, Shahad Al-Baghli, Al-Bandari Al-Enizi, Hailah Al-Dosari and Salah Waheedi

Pharmacy 2020, 8(4), 207; https://doi.org/10.3390/pharmacy8040207 - 5 Nov 2020

Cited by 8 | Viewed by 2724

Abstract

Continuous education and training play a critical role in preparing a competent pharmacy workforce to meet the healthcare needs of the public. This study aimed to evaluate the effectiveness and feasibility of implementing a structured Continuing Professional Development (CPD) training programme for pharmacists [...] Read more.

Continuous education and training play a critical role in preparing a competent pharmacy workforce to meet the healthcare needs of the public. This study aimed to evaluate the effectiveness and feasibility of implementing a structured Continuing Professional Development (CPD) training programme for pharmacists in Kuwait. Twenty-one practicing pharmacists participated in the programme. This study evaluated the programme’s effectiveness and feasibility by analysing data from three sources: (1) two focus group interviews, (2) CPD records collected in May and November 2019, and (3) online survey responses collected at the middle and end of the programme. Findings from this study showed that implementing a structured CPD programme is feasible and could positively impact pharmacists’ practice. A guiding competency framework and continuous feedback from programme instructors added valuable support for pharmacists during the programme, and facilitated an impactful translation of education into practice. This study provides the first data on pharmacists’ CPD in Kuwait and serves as a starting point for future education plans, studies, and transformational actions pertaining to pharmacy workforce education and training. Full article

(This article belongs to the Special Issue Pharmacy Education Development)

► Show Figures

Figure 1

17 pages, 1221 KiB

Open AccessArticle

Classroom Response System in a Super-Blended Learning and Teaching Model: Individual or Team-Based Learning?

by Maryam Malekigorji and Taher Hatahet

Pharmacy 2020, 8(4), 197; https://doi.org/10.3390/pharmacy8040197 - 24 Oct 2020

Cited by 15 | Viewed by 4517

Abstract

Building an interactive environment during learning experience is sometimes hindered by student numbers in class, their sociocultural differences and limited teaching time, which may reduce student engagement. In this study we provided a super blended teaching and learning model by hybridising Classroom Response [...] Read more.

Building an interactive environment during learning experience is sometimes hindered by student numbers in class, their sociocultural differences and limited teaching time, which may reduce student engagement. In this study we provided a super blended teaching and learning model by hybridising Classroom Response System (CRS) with Flipped Classroom (FC) and Team-Based Learning (TBL). CRS allowed learners to use their smart devices (e.g., phones, tablets and laptops) to respond to a variety of numerical, multiple-choice, short-answer and open ended questions posed during live classes and encouraged them to engage with classroom activities. Our Flipped-CRS (F-CRS) approach required the students to preview the e-learning material and watch the recorded lectures before the sessions and apply their knowledge within the session, either individually or as teams, by answering questions using TurningPoint CRS software. Learners provided positive feedback regarding F-CRS and the application of super blended teaching and learning model demonstrated a substantial increase in student collaboration and enhanced their motivation, engagement, attendance and academic performance, especially while using F-CRS approach in teams. Our super blended approach enabled educators to monitor student engagement throughout the year, facilitated formative assessment and assisted teachers to create crude class performance prediction in summative assessments. Full article

(This article belongs to the Special Issue Pharmacy Education Development)

► Show Figures

Figure 1

10 pages, 221 KiB

Open AccessCommunication

Using Simulation to Teach Methods for Improving Patient Literacy about Medicines

by Vivienne Mak, Anisha Kaur Sandhu and Sunanthiny Krishnan

Pharmacy 2020, 8(4), 192; https://doi.org/10.3390/pharmacy8040192 - 18 Oct 2020

Cited by 5 | Viewed by 3261

Abstract

Pharmacists have a role in educating patients on the self-management of their medications, using accurate medicines lists. Thus, pharmacy students need to be adequately trained and assessed in health-literacy skills to be competent for future patient-education consultations using medicines lists. Performance-based assessments using [...] Read more.

Pharmacists have a role in educating patients on the self-management of their medications, using accurate medicines lists. Thus, pharmacy students need to be adequately trained and assessed in health-literacy skills to be competent for future patient-education consultations using medicines lists. Performance-based assessments using patient simulation are often utilized to examine students’ competence in clinical knowledge and communication skills. Due to COVID-19, education systems changed to remote online delivery utilizing video conferencing platforms (i.e., Zoom^TM), which proved challenging for performance-based assessments. These challenges include difficulty in observing non-verbal cues over Zoom^TM and not having adequate internet access. Adaptations to reduce reliance on internet access were made where students submitted a video-recording task wherein they educated a simulated patient on a medicines list, under lockdown restrictions during the pandemic. A total of 304 submissions were received where students performed the role-play with a simulated patient, such as their family members, housemates or peers either at home in person or via Zoom^TM. Although it was not an original goal of the task, the collaborative effort between pharmacy instructors, students and the public helped increase awareness of medicines lists through this task. Full article

(This article belongs to the Special Issue Pharmacy Education Development)

10 pages, 227 KiB

Open AccessArticle

Are We Meeting the Demand for Pharmacist-Led Antimicrobial Stewardship Programs during Postgraduate Training-Year 1 (PGY1)?

by Edoabasi U. McGee, Arrington D. Mason-Callaway and Brent L. Rollins

Pharmacy 2020, 8(2), 91; https://doi.org/10.3390/pharmacy8020091 - 27 May 2020

Cited by 4 | Viewed by 2709

Abstract

In the United States of America, pharmacists play a pivotal role in antimicrobial stewardship; training from postgraduate residency may hone knowledge and skills gained from didactic pharmacy education. Specifically, the first year of postgraduate training, the learner may become an “everyday steward in [...] Read more.

In the United States of America, pharmacists play a pivotal role in antimicrobial stewardship; training from postgraduate residency may hone knowledge and skills gained from didactic pharmacy education. Specifically, the first year of postgraduate training, the learner may become an “everyday steward in training” and may go on to complete a second year in infectious diseases. However, there are a limited number of second year infectious diseases programs. The current demand for pharmacist to participate in and or lead stewardship is disproportionate to available specialized training. The first year of post-graduate training has to be setup to ensure appropriate preparation, so newly trained pharmacist may help meet the demand. Currently, no clear standards exist for training in the first year. The purpose of this study is to survey the nature of stewardship training performed by first year residents from the perspective of residency program directors and preceptors. A 13-question online survey was distributed to examine resident exposure to antimicrobial stewardship activities. Survey data from targeted residency directors and preceptors were analyzed. A third of the programs required it as a mandatory rotation. Resident’s stewardship activities ranged from program to program; there was not consensus of the training activities. Full article

(This article belongs to the Special Issue Pharmacy Education Development)

Other

Jump to: Editorial, Research

10 pages, 841 KiB

Open AccessCase Report

Integration of Intercultural Learning into an International Advanced Pharmacy Practice Experience in London, England

by Ellen Schellhase, Ishmum Hasan, Stephanie Hendricks and Monica L. Miller

Pharmacy 2021, 9(1), 37; https://doi.org/10.3390/pharmacy9010037 - 11 Feb 2021

Cited by 4 | Viewed by 2936

Abstract

As the number of international advanced pharmacy practice experiences (APPEs) continues to grow, this is an opportunity to incorporate intercultural learning (ICL) to further advance student pharmacist training. Purdue University student pharmacists participated in a clinical research focused APPE in London, England. To [...] Read more.

As the number of international advanced pharmacy practice experiences (APPEs) continues to grow, this is an opportunity to incorporate intercultural learning (ICL) to further advance student pharmacist training. Purdue University student pharmacists participated in a clinical research focused APPE in London, England. To prepare for this APPE, students completed a one-credit course focused on intercultural learning and travel preparation. The purpose of this report is to describe the implementation and assessment of ICL during this course and international APPE. The course includes interactive ICL activities, reflective assignments, and personalized assessments. During the eight-week APPE, student pharmacists worked on an individualized Intercultural Development Plan^®, which includes ICL activities, focused reflection, and check-ins. ICL was assessed using the Intercultural Development Inventory^® (IDI^®) at the beginning of the course and at least four weeks after APPE completion. Student APPE feedback was also reviewed for evidence of ICL. Twenty-seven students completed the course and APPE from 2018 to 2020. The average IDI developmental orientation (DO) before the course was 91.7, placing students in minimization. The average perceived orientation was 120.9, placing students in acceptance. There were 18 students who completed the post-APPE IDI: 12 students demonstrated growth in the DO (range: 1.5–23.72), and six students experienced a decrease in their DO. Intercultural learning can be implemented and assessed as part of an international APPE. Full article

(This article belongs to the Special Issue Pharmacy Education Development)

► Show Figures

Figure 1

9 pages, 564 KiB

Open AccessConcept Paper

Leading a Digital Transformation in Pharmacy Education with a Pandemic as the Accelerant

by Edith Mirzaian and Kari L. Franson

Pharmacy 2021, 9(1), 19; https://doi.org/10.3390/pharmacy9010019 - 12 Jan 2021

Cited by 10 | Viewed by 5005

Abstract

The global COVID-19 pandemic has not only posed a challenge to education but created an opportunity to spearhead a digital transformation and the novel delivery of a Pharm.D. curriculum. The process to transform the curriculum in a sustainable and iterative manner involved multiple [...] Read more.

The global COVID-19 pandemic has not only posed a challenge to education but created an opportunity to spearhead a digital transformation and the novel delivery of a Pharm.D. curriculum. The process to transform the curriculum in a sustainable and iterative manner involved multiple steps including: (1) Communication, (2) Maintaining faculty engagement, (3) Allowing outside the box thinking, (4) Providing resources and tools and (5) Creating accountability and timelines. At our institution, we have been interested in digital transformation since completing our interview of global leaders. We began our journey using the current COVID-19 pandemic as an accelerant for change. Digital transformation in any industry is not a simple undertaking. However, with planning, aligned organizational interests, consistent and regular communication, provision of resources and tools, engaging faculty and creating accountability and timelines with deliverables the implementation can be successful. When the global pandemic wanes and educational institutions commence in-person classes, having undergone the stages of digital transformation, we will be able to embrace these changes and transform education, not having to reproduce pre-pandemic educational systems. Full article

(This article belongs to the Special Issue Pharmacy Education Development)

► Show Figures

Figure 1

9 pages, 199 KiB

Open AccessCase Report

A Comparative Exploration of Quality Assurance Results by the Third-Party Pharmaceutical Education Evaluation in Japan

by Kayoko Takeda and Naoko Arakawa

Pharmacy 2021, 9(1), 6; https://doi.org/10.3390/pharmacy9010006 - 31 Dec 2020

Cited by 2 | Viewed by 2117

Abstract

Background: The Standards for the Establishment of Universities in Japan were revised; subsequently, the number of schools or universities of pharmacy/pharmaceutical sciences increased from 46 in 2002 to 74 in 2016.The pharmacy education programme was also changed from four to six years, which [...] Read more.

Background: The Standards for the Establishment of Universities in Japan were revised; subsequently, the number of schools or universities of pharmacy/pharmaceutical sciences increased from 46 in 2002 to 74 in 2016.The pharmacy education programme was also changed from four to six years, which was implemented in 2006. In this study, we provide the comparative results of the first cycle of the third-party accrediting organization, the Japan Accreditation Board for Pharmaceutical Education (JABPE); Methods: The results of the first cycle of all universities or schools of pharmacy assessed by the JABPE from JABPE website were retrieved, and we collated and compared the results based on the 13 areas of the assessment standards; Results: In “improvements”, the number of public universities or schools was less than that of private universities or schools, and the number of old private universities or schools was also less than the number of new private universities or schools in all assessment areas. Conclusions: These results suggest that new universities or schools established since 2003 have not yet established their own quality assurance mechanism within the institutions. We need to review the Japanese pharmacy education system or the assessment criteria for it to bring about essential change. Full article

(This article belongs to the Special Issue Pharmacy Education Development)

11 pages, 794 KiB

Open AccessConcept Paper

Experiential Education in Pharmacy Curriculum: The Lebanese International University Model

by Marwan El Akel, Mohamad Rahal, Mariam Dabbous, Nisreen Mourad, Ahmad Dimassi and Fouad Sakr

Pharmacy 2021, 9(1), 5; https://doi.org/10.3390/pharmacy9010005 - 29 Dec 2020

Cited by 13 | Viewed by 3109

Abstract

Experiential education is an essential component of pharmacy education in order to allow intern students to experience real conditions and training opportunities in different inpatient and outpatient settings. This paper provides a description of the pharmacy practice experiences (PPEs) in the Lebanese International [...] Read more.

Experiential education is an essential component of pharmacy education in order to allow intern students to experience real conditions and training opportunities in different inpatient and outpatient settings. This paper provides a description of the pharmacy practice experiences (PPEs) in the Lebanese International University (LIU) 5-year bachelor of pharmacy (BPharm) and postgraduate doctor of pharmacy (PharmD) programs; focuses on the opportunities and challenges encountered; and presents a model for experiential education in Lebanon. Learning outcomes and thus students’ acquisition of predefined competencies are evaluated in actual practice settings through assessment tools. Our experiential education program aligns with the accreditation/certification criteria set by the Accreditation Council for Pharmacy Education (ACPE) and equips future pharmacists with the knowledge and skills to become major components in the healthcare team. Full article

(This article belongs to the Special Issue Pharmacy Education Development)

► Show Figures

Figure 1

14 pages, 2663 KiB

Open AccessCase Report

Development of Professional Attributes through Integration of Science and Practice at First-Year Pharmacy Level

by Theo J. Ryan, Sheila A. Ryder, Deirdre M. D’Arcy, John M. Quigley, Nyin N. Ng, Wuey Q. Ong, Zhong H. Tey, Máire O’Dwyer and John J. Walsh

Pharmacy 2021, 9(1), 4; https://doi.org/10.3390/pharmacy9010004 - 28 Dec 2020

Cited by 2 | Viewed by 2826

Abstract

The design, implementation and evaluation of a year 1 pharmacy-integrated learning component, using the World Health Organisation’s (WHO) analgesic ladder as a scaffold for case-based learning, is described. A novel aspect of the integrated component is the mapping of the cases to the [...] Read more.

The design, implementation and evaluation of a year 1 pharmacy-integrated learning component, using the World Health Organisation’s (WHO) analgesic ladder as a scaffold for case-based learning, is described. A novel aspect of the integrated component is the mapping of the cases to the national Core Competency Framework (CCF) for Pharmacists in Ireland and to the school’s own cross-cutting curricular integration themes. The integrated cases were student led and delivered through peer-to-peer teaching for 68 first-year pharmacy students. The integrated cases mapped strongly to three of the CCF’s domains, namely, personal skills, organisation and management skills and supply of medicines. With regard to the school’s curricular integrative themes, the cases mapped strongly to the curricular integration themes of professionalism and communications; medicines sourcing, production and use; and safe and rational use of medicines. Highlights from an anonymous online student survey were the recognition by students of the importance of core science knowledge for practice, the enabling of integrated learning and the suitability of the integrated component for entry-level. While a majority of students were found to favour individual work over group work, future iterations will need to consider a greater degree of group work with a view to reducing the volume of content and time required to complete the cases. Full article

(This article belongs to the Special Issue Pharmacy Education Development)

► Show Figures

Figure 1

Journal Menu

Journal Browser

Pharmacy Education Development

Share This Special Issue

Special Issue Editors

Special Issue Information

Keywords

Benefits of Publishing in a Special Issue

Published Papers (18 papers)

Editorial

Research

Other

Further Information

Guidelines

MDPI Initiatives

Follow MDPI