Pharmacy Students’ Ability to Identify Plagiarism After an Educational Intervention

Objective. To determine if an educational intervention in a doctor of pharmacy (PharmD) degree program increases pharmacy students’ ability to identify plagiarism.Methods. First-year (P1), second-year (P2), and third-year (P3) pharmacy students attended an education session during which types of plagiarism and methods for avoiding plagiarism were reviewed. Students completed a preintervention assessment immediately prior to the session and a postintervention assessment the following semester to measure their ability.Results. Two hundred fifty-two students completed both preintervention and postintervention assessments. There was a 4% increase from preintervention to postintervention in assessment scores for the overall student sample (p<0.05). The mean change was greatest for P1 and P2 students (5% and 4.8%, respectively).Conclusion. An educational intervention about plagiarism can significantly improve students’ ability to identify plagiarism.     

A Physical Assessment Skills Module on Vital Signs

Objectives. To implement and evaluate a physical assessment module for pharmacy students.Design. A physical assessment module focusing on vital signs was incorporated into the curriculum for third-year pharmacy students. This module consisted of an online component, a practical skills workshop, and a clinical practice site.Assessment. The mean score on the in-class quiz, which evaluated students’ knowledge of physical assessment after completion of the online module, was 94%. During the practical skills laboratory, 48% of student-measured systolic blood pressure (BP) readings and 60% of student-measured diastolic BP readings were within 5 mmHg of the machine reading. In the assessment of blood pressure technique, areas of difficulty included detection of Korotkoff sounds; steady deflation of cuff; and hand-eye coordination.Conclusion. Students more frequently underestimated systolic BP than the diastolic BP when compared to the automated machine readings. Findings from this study will be used to improve existing modules and evaluation methods on the physical assessment of vital signs.     

Evaluation of an Injection Training and Certification Program for Pharmacy Students

Objective. To evaluate an injection training and certification program for third-year (P3) pharmacy students, and to measure the impact of students’ administration of immunizations at an influenza clinic on their knowledge, skills, and competence in immunization.Design. A repeated measures design was used to assess students’ injection skills across the injection training and certification program and the influenza clinic. A repeated measures design was also used to evaluate students’ self-reported knowledge, experience, and confidence.Assessment. Postcertification and during influenza clinic comparisons showed significant improvement in students’ knowledge, experience, and confidence after taking part in the influenza clinic. University staff members and students indicated in a survey that they were satisfied with the clinic services provided by pharmacy students.Conclusion. The injection training and certification program and the university influenza clinic were effective in enhancing and fostering student skills development.     

药学本科生实习中科研创新能力培养的初探

药学本科实习对提高药学本科生的专业水平和科研能力具有重要意义,药学本科实习不仅可以实践和巩固学生前期学习的药学基础和专业知识,学习、训练药学专业基本实验操作技能,更主要的是要引导其树立正确的科研态度,培养其积极自主的科研创新能力,提高其整体素质。本文根据作者在实习生指导工作中的一些经验,从加强实验操作技能训练;锻炼独立完成课题能力;倡导科研创新能力培养等方面,对本科生实习期间的培养方式进行了探讨。     

Student Pharmacists as Tuberculosis Screeners

Objective. To develop, implement, and evaluate a targeted educational module on tuberculosis screening with second-year professional pharmacy students that improves their knowledge, skills, and attitudes regarding tuberculosis screening.Design. A tuberculosis-screening educational module was developed in collaboration with the Washington State Pharmacy Association and Department of Health and incorporated in a core student pharmacist class. Students completed online didactic training and a live practicum, each lasting 90 minutes.Assessment. Students were assessed using a pre/postdidactic assessment, live practicum tuberculin skin testing (TST) administration and evaluation assessment, and postprogram written reflection. Student pre/postknowledge assessment scores improved in all areas except in documentation.Conclusion. The tuberculosis screening educational module significantly improved student knowledge, skills, and attitudes regarding tuberculosis screening.     

Development and implementation of a smoking cessation clinic in community pharmacy practice

OBJECTIVE: To describe a pharmacist-operated program to help people stop smoking. SETTING: Community chain (mass-merchandise) pharmacy practice sites in Virginia. PARTICIPANTS: Faculty at the Virginia Commonwealth University School of Pharmacy (VCU) and 15 practicing pharmacists. PRACTICE DESCRIPTION: Smoking cessation clinics within the pharmacy departments of seven Target stores. PRACTICE INNOVATION: With input from the practicing pharmacists and using the most current strategies reported in the literature, faculty at VCU developed a training manual for smoking cessation counseling. This manual was used to facilitate a 4-hour training session and also served as a resource for pharmacists in the smoking cessation clinics. Pharmacists were taught about behavioral modifications, the Transtheoretical Model of Change as applied to smoking cessation, documentation, the Fagerstr?m Test for Nicotine Dependence, smoking cessation therapies, patient counseling techniques, physical assessment skills, and how to develop an individualized action plan for smoking cessation. As pharmacists established smoking cessation clinics, issues such as workflow, continuous quality improvement, and marketing were addressed by the faculty members and practitioners. RESULTS: Using the process and tools described in this article, pharmacists successfully established and operated smoking cessation clinics. CONCLUSION: The process and materials developed for this demonstration project can serve as templates for other pharmacy faculty members and community pharmacists who wish to offer smoking cessation clinics.     

Shared-Learning Experience During a Clinical Pharmacy Practice Experience

Objective

To implement a shared learning approach through fourth-year students’ mentorship of third-year students and to assess the perceptions of the mentored students on the value of their shared learning experience.

Design

We introduced the shared learning experience in clinical pharmacy and pharmacotherapeutic practice experiences involving 87 third-year and 51 fourth-year students. Both student groups undertook the practice experiences together, with third-year students working in smaller groups mentored by fourth-year students.

Assessment

A majority of the students (> 75%) believed that they learned to work as a team during their practice experiences and that the shared learning approach provided an opportunity to practice their communication skills. Similarly, most respondents (> 70%) agreed that the new approach would help them become effective members of the healthcare team and would facilitate their professional relationships in future practice. Almost two-thirds of the students believed that the shared learning enhanced their ability to understand clinical problems. However, about 31% of the pharmacy students felt that they could have learned clinical problem-solving skills equally well working only with peers from their own student group.

Conclusions

The pharmacy students in the current study generally believed that the shared-learning approach enhanced their ability to understand clinical problems and improved their communication and teamwork skills. Both groups of students were positive that they had acquired some skills through the shared-learning approach.     

Active-Learning Instruction on Emergency Contraception Counseling

Objective. To increase pharmacy students’ knowledge of and confidence in counseling patients regarding emergency contraception and to identify any barriers to counseling patients about emergency contraception.Design. Approximately 200 third-year pharmacy students participated in the Women’s Health Therapeutics workshop at Midwestern University Chicago College of Pharmacy. Students observed a 5-minute skit of a counseling session on emergency contraception and then were asked to pair up with a classmate and practice counseling each other regarding the use of emergency contraception following a checklist of key points.Assessment. One hundred eighty-nine students completed pre- and post-workshop survey instruments. Students’ knowledge scores increased from 86% to 93% (p<0.001). Approximately 25% of the students stated they were confident in counseling patients on emergency contraception before completing the active-learning exercise compared to 58.5% after (p<0.001). The most common barrier to counseling that students identified on the pre- and post-workshop survey was lack of knowledge.Conclusion. Participation in an active-learning exercise significantly increased pharmacy students’ knowledge of and confidence in counseling patients regarding emergency contraception and significantly reduced several barriers to counseling identified prior to participation.     

A Drug Information Center Module to Train Pharmacy Students in Evidence-based Practice

Objective. To use a drug information center training module to teach evidence-based medicine to pharmacy students and to assess their satisfaction with the experience.Design. During the 5-week module, students were taught how to develop information search strategies and to conduct critical analysis of scientific papers. The instructors developed activities based on past requests received by the university’s Drug Information Center. The complexity of the assignments increased throughout the module.Assessment. One hundred twenty-one students were trained between August 2009 and July 2010. Sixty-seven (55.4%) completed a voluntary assessment form at the completion of the 5-week module. Students’ feedback was positive, with 11 students suggesting that the module be integrated into the undergraduate curriculum. The most frequently (52.2%) mentioned area of dissatisfaction was with the performance of computers in the computer laboratory.Conclusions. The drug information center training module was an effective tool for teaching evidence-based medicine to pharmacy students. Additional research is needed to determine whether graduates are able to apply the knowledge and skills learned in the module to the pharmacy practice setting.     

Comparison of active-learning strategies for motivational interviewing skills, knowledge, and confidence in first-year pharmacy students

Objective. To compare 3 strategies for pharmacy student learning of motivational interviewing skills, knowledge of motivational interviewing principles, and confidence in and attitudes toward their application.Design. Following a motivational interviewing lecture, first-year students were randomized to perform practice activities (written dialogue, peer role-play, or mock-patient counseling activities). Motivational interviewing skills, knowledge, confidence, and attitudes were measured.Assessment. All students demonstrated improvement in skills, knowledge, and confidence. Students in the mock-patient counseling group demonstrated significantly better motivational interviewing skills during practice and trended toward higher scores on the summative evaluation. They also demonstrated a significant improvement in knowledge compared with that of the written dialogue group during practice. Feedback at the end was generally positive, with students expressing recognition for the value of motivational interviewing.Conclusions. Students demonstrated their best performance of motivational interviewing during assessments using interactions with mock or standardized patients.     

An elective course to promote academic pharmacy as a career

Objective. To implement and assess an elective course that engages pharmacy students’ interest in and directs them toward a career in academia.Design. A blended-design elective that included online and face-to-face components was offered to first through third-year pharmacy studentsAssessment. Students’ knowledge, skills, and attitudes toward academic pharmacy were measured by pre- and post-course assessments, online quizzes, personal journal entries, course assignments, and exit interviews. The elective course promoting academic pharmacy as a profession was successful and provided students with an awareness about another career avenue to consider upon graduation. The students demonstrated mastery of the course content.Conclusions. Students agreed that the elective course on pharmacy teaching and learning was valuable and that they would recommend it to their peers. Forty percent responded that after completing the course, they were considering academic pharmacy as a career.     

The Role of Academic Pharmacy in Tobacco Cessation and Control

Despite decades of public health initiatives, tobacco use remains the leading known preventable cause of death in the United States. Clinicians have a proven, positive effect on patients’ ability to quit, and pharmacists are strategically positioned to assist patients with quitting. The American Association of Colleges of Pharmacy recognizes health promotion and disease prevention as a key educational outcome; as such, tobacco cessation education should be a required component of pharmacy curricula to ensure that all pharmacy graduates possess the requisite evidence-based knowledge and skills to intervene with patients who use tobacco. Faculty members teaching tobacco cessation-related content must be knowledgeable and proficient in providing comprehensive cessation counseling, and all preceptors and practicing pharmacists providing direct patient care should screen for tobacco use and provide at least minimal counseling as a routine component of care. Pharmacy organizations should establish policies and resolutions addressing the profession’s role in tobacco cessation and control, and the profession should work together to eliminate tobacco sales in all practice settings where pharmacy services are rendered.     

A Comparative Analysis of Perceptions of Pharmacy Students’ Stress and Stressors across Two Multicampus Universities

Objective. To compare perceived levels of stress, stressors, and academic self-efficacy among students at two multicampus colleges of pharmacy.Methods. A survey instrument using previously validated items was developed and administered to first-year, second-year, and third-year pharmacy students at two universities with multiple campuses in spring 2013.Results. Eight hundred twenty students out of 1115 responded (73.5% response rate). Institutional differences were found in perceived student stress levels, self-efficacy, and stress-related causes. An interaction effect was demonstrated between institution and campus type (main or branch) for perceived stress and self-efficacy although campus type alone did not demonstrate a direct effect. Institutional and campus differences existed in awareness of campus counseling services, as did a few differences in coping methods.Conclusion. Stress measures were similar for pharmacy students at main or branch campuses. Institutional differences in student stress might be explained by instructional methods, campus support services, institutional climate, and nonuniversity factors.     

The Effect of Using Simulation for Training Pharmacy Students on Correct Device Technique

Objective. To assess the effect of using simulation in pharmacy student training on correct device technique.Methods. A single-blinded, repeated measures, parallel group design study was conducted in 2011, involving all final-year pharmacy students in year 5 (final year) enrolled in the Clinical Pharmacy and Therapeutics course. Students were assessed on device technique at baseline based on previously published checklists for Diskus (DIS), Turbuhaler (TH), and pressurized Metered Dose Inhaler (pMDI). Students were randomly assigned to 2 groups: Intervention A, which included supervised hands-on education in groups and peer assessment/education; and Intervention B, which included supervised hands-on education in groups, peer assessment/education, and a simulated scenario counseling real asthma patients. The simulation involved groups of 6 students counseling 3 asthma patients on inhaler device technique. The counseling involved verbal information and physical demonstration until the patient performed all steps correctly. Student assessments on device technique were repeated 1 week postintervention.Results. At baseline, none of the students in Intervention A (n=54) or Intervention B (n=55) performed correct technique for any of the 3 devices. One week following the intervention, a significantly higher proportion of students in Intervention B demonstrated correct technique for the Diskus, Turbuhaler, and pMDI (60.0%, 70.9%, and 69.1%, respectively) than did students in Intervention A (27.8%, 40.7%, and 42.6%, respectively, p<0.005).Conclusion. Engaging pharmacy students with real asthma patients in a simulated scenario involving correct device technique education resulted in better device technique demonstration skills among students.     

Pharmacy Students’ Perceptions and Performance on the Use of an Online Virtual Experience Tool for Practicing Objective Structured Clinical Examinations

Objective. To examine pharmacy students’ performance on and perceptions regarding the use of an interactive online tool for practicing to take objective structured clinical examinations (OSCEs).Methods. The Monash OSCE Virtual Experience (MOVE), an online module consisting of 20 pharmacy case scenarios with virtual patients, was piloted with final-year pharmacy students at Monash University campuses in Australia and Malaysia. A mixed methods approach that included reviewing user attempts and comparing grades, collecting student-administered questionnaires, and holding focus groups was used to examine students’ perception and performance.Results. More than 99% of all students attempted at least one online case scenario in preparation for their final in-person OSCE, and 81% attempted all 20 scenarios two or more times. Ninety percent of students at the Malaysia campus and 70% of students at the Australia campus reported that MOVE was a helpful study tool for their OSCE preparation. However, a raw comparison of user attempts and OSCE grades did not find a direct correlation between online module attempts and assessment grades. Self-administered questionnaire and focus group results indicated that MOVE prepared students for targeted and time-restricted history-taking and problem-solving skills. Overall, students perceived MOVE to be a useful learning tool and a less overwhelming learning experience than were face-to-face sessions. Nevertheless, students still preferred face-to-face OSCE practice with simulated patients over online practice with virtual patients.Conclusion. The Monash OSCE Virtual Experience was perceived by our students as a flexible and useful online learning aid in preparing for their final-year OSCE However, there was no direct correlation between online practice attempts and students’ exam grades.     

An Introductory Pharmacy Practice Experience to Improve Pertussis Immunization Rates in Mothers of Newborns

Objective. To implement an introductory pharmacy practice experience (IPPE) involving discharge counseling on postpartum pertussis immunization recommendations and evaluate its impact on student learning and patient immunization rates.Design. Seventeen pharmacy students provided verbal and written information based on Centers for Disease Control and Prevention (CDC) recommendations regarding pertussis immunization for mothers and caregivers of newborns.Assessment. Educational and clinical outcomes were evaluated using student documentation and pharmacy records. Students completed 615 IPPE hours and provided 1,263 consultations. Students reported that 52% of mothers requested immunization, 27% were undecided, 11% had previously been immunized, and 10% declined. Following counseling, immunization rates, as a percentage of total births, significantly increased by 18.5%. Learning objectives of enhanced counseling and documentation skills were achieved.Conclusions. IPPE students provided patient counseling in an institutional setting that contributed to healthcare team efforts to increase pertussis immunization rates in mothers of newborns. This IPPE may serve as a potential model for additional student involvement in discharge counseling.     

A diabetes self-management education class taught by pharmacy students

Objective. To assess the impact of pharmacy students teaching a diabetes self-management education (DSME) class on their competence and confidence in providing diabetes education.Design. Pharmacy students enrolled in a service-learning elective first observed pharmacy faculty members teaching a DSME class and then 4 weeks later organized and taught a DSME class to a different group of patients at a student-run free medical clinic.Assessment. Student performance as assessed by faculty members using a rubric was above average, with a mean score of 3.3 on a 4.0 scale. Overall, student confidence after teaching the group DSME class was significantly higher than before teaching the class.Conclusion. Organizing and teaching a DSME class improved third-year pharmacy students’ confidence and diabetes knowledge and skills, as well as provided a valuable service to patients at a free medical clinic.     

Effectiveness of Providing Video Podcasts to Pharmacy Students in a Self-Study Pharmaceutical Calculations Module

Objective. To evaluate the effect of providing educational video podcasts to first-year pharmacy students enrolled in a self-taught pharmaceutical calculations module.Methods. Six video podcasts were designed and posted online for pharmacy students to review prior to taking pharmaceutical calculations quizzes over the course of one year. The video podcasts demonstrated how to solve the most difficult problems on each of the six quizzes. Quiz performance was compared for the 2017-2018 year (no videos available) and the 2018-2019 year (videos available). Students provided feedback about the videos in a year-end survey.Results. Overall quiz scores and passing rates improved during the 2018-2019 academic year. Enhanced student performance on three of the six quizzes was demonstrated. A majority of students strongly agreed that the videos were helpful.Conclusion. Watching video podcasts was effective in improving pharmacy students’ performance on calculations quizzes. The students indicated that the podcasts were helpful in improving their math skills and facilitated their learning of the material.