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Eldeeb K. Analysis of self-reported confidence in independent prescribing among osteopathic medical graduating seniors. J Osteopath Med 2024:jom-2022-0187. [PMID: 39190781 DOI: 10.1515/jom-2022-0187] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2022] [Accepted: 05/17/2024] [Indexed: 08/29/2024]
Abstract
CONTEXT Prescribing medications is one of the physicians' most important professional activities throughout their careers. Lack of confidence and competency to prescribe may lead to preventable medical errors. The prevalence of prescription errors among new graduate physicians has been widely studied. Studies have linked this to inadequate foundational pharmacology education and work environment, among other factors. Suggestions were made for different educational interventions to increase the physicians' confidence and competency in prescribing to reduce the risk of medical errors. However, many of these studies were about students or graduates of medical schools other than osteopathic medical schools. OBJECTIVES This study analyzed the self-reported confidence of graduating seniors in the United States osteopathic medical schools in their current ability to prescribe safely and independently and the possible associated factors. METHODS This study analyzed secondary data on the graduating seniors' surveys published by the American Association of Colleges of Osteopathic Medicine (AACOM) from the 2012/2013 to 2020/2021 academic years. Data were analyzed utilizing SPSS version 26.0 and MedCalc version 22.009, and statistical inferences were considered significant whenever p≤0.05. RESULTS The aggregated data show that 38,712 Doctor of Osteopathic Medicine (DO) seniors responded to the AACOM survey, representing 72.1 % of expected graduates during the study period. Most of the DO graduating seniors (70.8 %) reported feeling confident in their current abilities to independently write safe and indicated orders and to prescribe therapies or interventions in various settings. The percentage of respondents who perceived the time devoted to clinical pharmacology instruction as appropriate increased systematically over these reported years. A positive correlation was found between the percentage of students who reported the time dedicated to clinical pharmacology as excessive and the percentage of students who reported being confident in prescribing. A statistically significant positive correlation was found between the percentage of students who agreed that the first two years of medical school were well organized and the percentage of students who reported being confident in prescribing. A statistically significant correlation was found between the percentage of students who agreed with statements about frequent interactions with the attendee, testing at the end of each rotation, and being prepared for Comprehensive Osteopathic Medical Licensing Examination Level 2-Cognitive Evaluation (COMLEX Level 2-CE) during the required clerkships and the percentage of students who reported being confident in independent prescribing. CONCLUSIONS During this study period, most osteopathic medical graduating seniors (70.8 %) felt confident about their current prescribing abilities; the rest did not, which can increase the risk of preventable medical errors. The prescription confidence may be boosted by more organization for the first 2 years, increasing the time devoted to clinical pharmacology education, and developing more interactive courses during the required clerkships in clinical education.
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Affiliation(s)
- Khalil Eldeeb
- Jerry M. Wallace School of Osteopathic Medicine, 2078 Campbell University , Lillington, NC, USA
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Phillipi M, Caughey AB. Interactive and constructive childbirth education is more effective than traditional methods in improving knowledge, attitudes and self-efficacy towards the upright position and mobility in labour. Evid Based Nurs 2024:ebnurs-2024-103980. [PMID: 38866430 DOI: 10.1136/ebnurs-2024-103980] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/29/2024] [Indexed: 06/14/2024]
Affiliation(s)
- Michael Phillipi
- California University of Science and Medicine, Colton, California, USA
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3
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Guilding C, White PJ, Cunningham M, Kelly-Laubscher R, Koenig J, Babey AM, Tucker S, Kelly JP, Gorman L, Aronsson P, Hawes M, Ngo SNT, Mifsud J, Werners AH, Hinton T, Khan F, Aljofan M, Angelo T. Defining and unpacking the core concepts of pharmacology: A global initiative. Br J Pharmacol 2024; 181:375-392. [PMID: 37605852 DOI: 10.1111/bph.16222] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Revised: 07/11/2023] [Accepted: 08/08/2023] [Indexed: 08/23/2023] Open
Abstract
BACKGROUND AND PURPOSE Development of core concepts in disciplines such as biochemistry, microbiology and physiology have transformed teaching. They provide the foundation for the development of teaching resources for global educators, as well as valid and reliable approaches to assessment. An international research consensus recently identified 25 core concepts of pharmacology. The current study aimed to define and unpack these concepts. EXPERIMENTAL APPROACH A two-phase, iterative approach, involving 60 international pharmacology education experts, was used. The first phase involved drafting definitions for core concepts and identifying key sub-concepts via a series of online meetings and asynchronous work. These were refined in the second phase, through a 2-day hybrid workshop followed by a further series of online meetings and asynchronous work. KEY RESULTS The project produced consensus definitions for a final list of 24 core concepts and 103 sub-concepts of pharmacology. The iterative, discursive methodology resulted in modification of concepts from the original study, including change of 'drug-receptor interaction' to 'drug-target interaction' and the change of the core concept 'agonists and antagonists' to sub-concepts of drug-target interaction. CONCLUSIONS AND IMPLICATIONS Definitions and sub-concepts of 24 core concepts provide an evidence-based foundation for pharmacology curricula development and evaluation. The next steps for this project include the development of a concept inventory to assess acquisition of concepts, as well as the development of case studies and educational resources to support teaching by the global pharmacology community, and student learning of the most critical and fundamental concepts of the discipline.
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Affiliation(s)
- Clare Guilding
- School of Medicine, Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Paul J White
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Parkville, Victoria, Australia
| | - Margaret Cunningham
- Strathclyde Institute for Pharmacy and Biomedical Sciences (SIPBS), University of Strathclyde, Glasgow, UK
| | - Roisin Kelly-Laubscher
- Department of Pharmacology and Therapeutics, College of Medicine and Health, University College Cork, Cork, Ireland
| | - Jennifer Koenig
- School of Medicine, University of Nottingham, Nottingham, UK
| | - Anna-Marie Babey
- Faculty of Medicine and Health, University of New England, Armidale, New South Wales, Australia
| | - Steve Tucker
- School of Medicine, Medical Science and Nutrition, University of Aberdeen, Aberdeen, UK
| | - John P Kelly
- Department of Pharmacology and Therapeutics, School of Medicine, University of Galway, Galway, Ireland
| | - Laurel Gorman
- Department of Medical Education, University of Central Florida College of Medicine, Orlando, Florida, USA
- Department of Biomedical Education, Temple University, Lewis Katz School of Medicine, Philadelphia, Pennsylvania, USA
| | - Patrik Aronsson
- Department of Pharmacology, Institute of Neuroscience and Physiology, The Sahlgrenska Academy at the University of Gothenburg, Gothenburg, Sweden
| | - Martin Hawes
- Department of Comparative Biomedical Sciences, School of Veterinary Medicine, University of Surrey, Guildford, UK
| | - Suong N T Ngo
- School of Animal and Veterinary Science, Faculty of Sciences, Engineering and Technology, The University of Adelaide, Adelaide, South Australia, Australia
| | - Janet Mifsud
- Department of Clinical Pharmacology and Therapeutics, Faculty of Medicine and Surgery, University of Malta, Msida, Malta
| | - Arend H Werners
- School of Veterinary Medicine, St. George's University, True Blue, Grenada
| | - Tina Hinton
- Sydney Pharmacy School, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia
| | - Fouzia Khan
- National Heart and Lung Institute, Faculty of Medicine, Imperial College London, London, UK
| | - Mohamad Aljofan
- Department of Biomedical Science, School of Medicine Nazarbayev University, Astana, Kazakhstan
| | - Tom Angelo
- University of North Carolina, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina, USA
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4
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Borer H, Dubovi I. Fostering childbirth education on upright positions and mobility during labor in nulliparous women. BMC Pregnancy Childbirth 2023; 23:870. [PMID: 38104069 PMCID: PMC10724979 DOI: 10.1186/s12884-023-06166-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2023] [Accepted: 12/01/2023] [Indexed: 12/19/2023] Open
Abstract
BACKGROUND Upright labor positions and movement during labor have a positive effect on childbirth, yet the predominant labor positions are still horizontal. Therefore, it is important to explore how it is possible to improve childbirth education, particularly its instructional design, to strengthen women's self-efficacy toward the use of upright positions and mobility during labor. The aim of the study was to evaluate the impact of an instructional approach based on a cognitive engagement ICAP (Interactive, Constructive, Active, Passive) framework on the development of knowledge, attitudes, and self-efficacy expectations toward upright positions and mobility during labor. METHODS A prospective quasi-experimental study was conducted among nulliparous women from the ultra-orthodox Jewish community (n = 74). While the control group (n = 34) participated in routine childbirth education, the intervention group (n = 36) learned with childbirth education that included interactive and constructive cognitive engagement activities. Participants in both groups completed a set of questionnaires regarding knowledge, attitudes, and self-efficacy. RESULTS The post-test analysis revealed that women in the intervention group compared to the control group gained significantly higher knowledge scores (p < 0.05), more positive attitudes (p < 0.001), and stronger self-efficacy expectations toward upright positions and mobility during labor (p < 0.01). CONCLUSIONS The findings suggest that by fostering women's cognitive engagement levels during childbirth education toward the interactive and constructive modes of the ICAP framework, women's self-efficacy to move during labor and to use upright positions can be induced. These results can serve as a foundation to improve the overall effectiveness of childbirth instruction. TRIAL REGISTRATION The study was registered retrospectively.
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Affiliation(s)
- Hanna Borer
- Nursing Department, Faculty of Medicine, The Stanley Steyer School of Health Professions, Tel Aviv University, Tel Aviv, 69978, Israel
| | - Ilana Dubovi
- Nursing Department, Faculty of Medicine, The Stanley Steyer School of Health Professions, Tel Aviv University, Tel Aviv, 69978, Israel.
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Kim K, Xie N, Hammersmith L, Berrocal Y, Roni MA. Impact of Virtual Reality on Pharmacology Education: A Pilot Study. Cureus 2023; 15:e43411. [PMID: 37706136 PMCID: PMC10496858 DOI: 10.7759/cureus.43411] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/13/2023] [Indexed: 09/15/2023] Open
Abstract
Introduction Virtual reality (VR) is a powerful tool in health professional education. It has been successfully implemented in various domains of education with positive learning outcomes. The three-dimensional (3D) visualization offered by VR can potentially be applied to learn complex pharmacology topics. This study aims to investigate whether VR technology can improve the learning of complex pharmacological concepts. Methods A VR learning module on cardiovascular drugs was developed using Kern's six-step framework. 32 medical students participated in the pilot study. Their pharmacology knowledge was assessed using pre- and post-intervention tests. Additionally, feedback from the participants were collected through a post-intervention survey that assessed learner satisfaction, ease of use, perceived usefulness, quality of visual elements, intention to use, and comfort level during the VR experience. Results Participants scored significantly higher in the post-intervention test than in the pre-intervention test (p <0.05). A majority of the participants (90%) were satisfied with the VR module, finding it easy to use, and time efficient. A minority of participants (15%) preferred a traditional learning format while some participants (20%) experienced discomfort in VR. Conclusion Our findings suggest that VR enhances pharmacology knowledge in medical students and is well-received as an innovative educational tool. By providing immersive 3D visualization of complex drug actions, VR has the potential to transform pharmacology education into an engaging and effective learning experience.
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Affiliation(s)
- Kevin Kim
- Health Sciences Education and Pathology, University of Illinois Chicago, Peoria, USA
| | - Nicholas Xie
- Health Sciences Education and Pathology, University of Illinois Chicago, Peoria, USA
| | - Leslie Hammersmith
- Health Sciences Education and Pathology, University of Illinois Chicago, Peoria, USA
| | - Yerko Berrocal
- Foundational Sciences, Alice L. Walton School of Medicine, Bentonville, USA
| | - Monzurul A Roni
- Health Sciences Education and Pathology, University of Illinois Chicago, Peoria, USA
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Güldenpfennig J, Bartel A, Arlt S. Listening, reading, writing - which method leads to the best learning outcome? TIERARZTLICHE PRAXIS. AUSGABE K, KLEINTIERE/HEIMTIERE 2023; 51:242-251. [PMID: 37820615 DOI: 10.1055/a-2136-7599] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/13/2023]
Abstract
OBJECTIVE Innovative teaching strategies such as case-based learning and hands-on training are more and more integrated into undergraduate veterinary teaching. Nevertheless, it can be assumed that lectures still play an important role in many vet schools. Nowadays, however, lectures are questioned to be motivating and engaging enough for a long-lasting learning retention. In this context, we compared acceptance and learning outcome of the teaching methods reading, writing, and listening to a presentation. MATERIAL AND METHODS In structured settings based on a cross-over design, 151 students in their fifth year attending a 2-weeks clinical rotation at the Clinic for Animal Reproduction were asked to read papers, listen to a presentation by a lecturer, and to write a summary in group work. Each task dealt with 1 of 3 topics from the field of animal reproduction. A week later, the students were asked to complete a multiple-choice test and an evaluation form. The test contained questions about each of the covered topics as well as a fourth topic, which was not taught in context of this project to assess the students' prior knowledge. RESULTS The results revealed that writing a summary in group work led to the best learning outcome, but it cannot be ruled out that learning success may have depended to a large extent on group work. Furthermore, the results did not differ significantly from the second-best teaching method listening to a presentation. The teaching method students preferred most was the lecture, followed by reading papers and writing a summary. CONCLUSIONS We conclude that presentations by lecturers are still an important teaching method but can be complemented by writing tasks, which may be used in specific settings as a possible way to improve learning outcome in veterinary education. CONCLUSION FOR PRACTICE Our project supports the assumption that more active, student-centered learning approaches such as writing summaries can lead to more engagement and a better learning retention. In addition, training writing skills is important because clinical reports and other written communication are relevant parts of daily veterinary routine.
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Affiliation(s)
| | - Alexander Bartel
- Department of Veterinary Medicine, Free University of Berlin, Germany
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Kruidering-Hall M, Tuan RL. Information overdose: Student performance and perceptions of pharmacology resources on exams. Pharmacol Res Perspect 2023; 11:e01087. [PMID: 37081736 PMCID: PMC10119486 DOI: 10.1002/prp2.1087] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2022] [Revised: 04/02/2023] [Accepted: 04/03/2023] [Indexed: 04/22/2023] Open
Abstract
Physicians of the future will be expected to synthesize new knowledge and appropriately apply it in patient care. Here, we report on the effects of and student attitudes towards resource-enhanced exams by comparing student performance on closed-book exams with or without access to pharmacology flashcards. Setting: the University of California, San Francisco (UCSF) School of Medicine (SOM), class of 2021 (N = 149), followed over 4 years. We provided pharmacology flashcards for studying purposes in all blocks; flashcards were only accessible during closed-book exams in 2 of 5 blocks. We collected pharmacology open-ended question (OEQ) scores and analyzed results using repeated measures ANOVA (SPSS). We collected MS4 survey data using Qualtrics and conducted a thematic content analysis. Performance on pharmacology questions on exams was not higher with access to pharmacology flashcards during exams. The number of students who passed pharmacology questions without flashcards on exams was as follows: 137 ± 3.7, 132 ± 5.0, and 134 ± 7.9 (average ± SEM). The number of students who passed pharmacology questions with flashcards on exams was as follows: 132 ± 6.6 and 120 ± 7.5. Survey comments revealed several themes. Access to pharmacology flashcards during exams allowed learners to focus on understanding the bigger picture and reduced stress. A subset of students reported having access to flashcards on pre-clerkship exams hurt their preparation for clerkships. Flashcards as exam resources were received well by approximately half the class, who reported benefits including more time to focus on understanding bigger picture concepts and reduced stress.
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Affiliation(s)
- Marieke Kruidering-Hall
- Department of Cellular and Molecular Pharmacology, University of California San Francisco, San Francisco, California, USA
| | - Rupa Lalchandani Tuan
- Department of Cellular and Molecular Pharmacology, University of California San Francisco, San Francisco, California, USA
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Fateye B, Rossman N, King A, Otieno S. Are preprofessional undergraduate students ready for authentic clinical case studies? An empirical study of students' perceived relevance and motivation. ADVANCES IN PHYSIOLOGY EDUCATION 2023; 47:43-51. [PMID: 36454689 DOI: 10.1152/advan.00062.2022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2022] [Revised: 11/21/2022] [Accepted: 11/28/2022] [Indexed: 06/17/2023]
Abstract
Increasingly, the curricula of many clinical programs have been restructured to an integrated model in which foundational sciences such as physiology, pathophysiology, and pharmacology are taught side by side with clinical reasoning. Case studies are an excellent pedagogical strategy for enhancing such integration, especially if such cases are authentic, that is, they include a broad range of information that could influence the individualization and optimization of patient care. However, authentic cases may be too advanced and thereby dissuade preclinical students. We offered an optional semester-long authentic pharmacotherapy case study to undergraduate students in an introductory pharmacology class in a liberal arts college in the United States Midwest and sought to know what might motivate students to complete this challenging task. Connection with and relevance of the case study were assessed with an anonymous survey. Open-ended questions were analyzed qualitatively. Exploratory factor analysis and nonmetric multidimensional scaling were employed to investigate underlying commonalities and patterns in the motivations for participating in and relating to the case study. Students were motivated more by the perceived relevance and transferability of knowledge acquired to their future career than by their current clinical technician jobs or their personal lives. Rather than causing an information overload and dissuading students, this complex pharmacotherapy case assignment harnessed preclinical students' experiences from cognate cocurricular activities, created numerous points of relevant engagement with instructional content, and therefore motivated students to deeper learning.NEW & NOTEWORTHY Early introduction to clinical reasoning is widely advocated. Case studies are frequently used to enhance integration of foundational sciences with clinical reasoning. Preclinical students may be overwhelmed by complex cases because of the higher-order cognitive tasks involved. We find that complex cases permit connection with students' own experiences and aspirations. These preclinical students were motivated to engage in such challenging academic work because of the perceived transferability of knowledge to their future careers.
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Affiliation(s)
- Babasola Fateye
- Department of Biomedical Sciences, Grand Valley State University, Allendale, Michigan
| | - Nolan Rossman
- Department of Statistics, Grand Valley State University, Allendale, Michigan
| | - Adedipupo King
- Department of Biomedical Sciences, Grand Valley State University, Allendale, Michigan
| | - Sango Otieno
- Department of Statistics, Grand Valley State University, Allendale, Michigan
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Steinel NC, Corliss S, Lee MW. Voluntary participation in flipped classroom application sessions has a negligible effect on assessment outcomes in an accelerated pass-fail course. ADVANCES IN PHYSIOLOGY EDUCATION 2022; 46:517-525. [PMID: 35834234 DOI: 10.1152/advan.00059.2022] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Revised: 07/07/2022] [Accepted: 07/12/2022] [Indexed: 06/15/2023]
Abstract
Increasingly, basic science educators at medical and health science programs are faced with the challenge of delivering fundamental science content using evidence-based pedagogical approaches that build students' fund of knowledge while also supporting their development as self-regulated learners. This has led to an increased use of active learning-based pedagogies such as flipped classroom teaching. However, there are many open questions about the conditions necessary for successful flipped classroom sessions. In particular, the role of student compliance (i.e., participation, engagement, attendance) in mediating performance needs to be evaluated. This is especially important in accelerated curricula where multiple basic science disciplines are integrated together in pass-fail courses, presenting challenges to both students' time and cognitive load. Data on prematriculation performance, in-class participation, weekly quiz performance, and summative assessment performance from three cohorts of medical students (n = 146) at a new medical school were collected and analyzed. We found that historically high-performing students more readily participated in flipped classroom application sessions compared with historically lower-performing students. Correlational analysis of performance on weekly formative quizzes and the summative course exam was not related to in-class participation. However, performance on weekly formative quizzes played the most significant role in students' performance on summative exams. Efforts to understand the benefits of in-class participation beyond short-term assessment performance, such as long-term knowledge retention or development of noncognitive skills, should be undertaken to justify using such time- and human resource-intensive pedagogies.NEW & NOTEWORTHY This study explores the use of flipped classroom teaching in a voluntary and accelerated medical school course. We found that historically high-performing students attend class, whereas historically low-performing students do not attend class as readily. Formative assessment performance appears to be more important than participation in determining the final grade. Correlation of high performance (>90%) with participation may differentiate students who excel in our curriculum from those who simply pass with superficial knowledge.
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Affiliation(s)
- Natalie C Steinel
- Department of Biological Sciences, University of Massachusetts Lowell, Lowell, Massachusetts
| | - Stephanie Corliss
- Department of Medical Education, Dell Medical School, University of Texas at Austin, Austin, Texas
| | - Michael W Lee
- Department of Medical Education, Dell Medical School, University of Texas at Austin, Austin, Texas
- Department of Oncology, Dell Medical School, University of Texas at Austin, Austin, Texas
- LiveStrong Cancer Institutes, Dell Medical School, University of Texas at Austin, Austin, Texas
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Blumer JB, Kruidering M, Brandl K, McPhail B, Simmons MA. American Society for Pharmacology and Experimental Therapeutics Division for Pharmacology Education at EB2022-Meeting report. Pharmacol Res Perspect 2022; 10:e01014. [PMID: 36210650 PMCID: PMC9549069 DOI: 10.1002/prp2.1014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Revised: 09/09/2022] [Accepted: 09/12/2022] [Indexed: 11/06/2022] Open
Abstract
The American Society for Pharmacology and Experimental Therapeutics (ASPET) held its annual meeting at the Experimental Biology 2022 conference in Philadelphia, PA on April 2-5, 2022. The authors provide a synopsis and discussion of each of the four sessions presented at the meeting under the ASPET Division for Pharmacology Education (DPE).
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Affiliation(s)
- Joe B. Blumer
- Department of Cell and Molecular Pharmacology and Experimental TherapeuticsMedical University of South CarolinaCharlestonSouth CarolinaUSA
| | - Marieke Kruidering
- Department of Pharmacology, College of MedicineUniversity of CaliforniaSan FranciscoCaliforniaUSA
| | - Katharina Brandl
- Skaggs School of Pharmacy and Pharmaceutical SciencesUniversity of California San DiegoLa JollaCaliforniaUSA
| | - Brooks McPhail
- Department of Biomedical SciencesUniversity of South Carolina School of Medicine Greenville CampusGreenvilleSouth CarolinaUSA
| | - Mark A. Simmons
- Department of Pharmaceutical SciencesUniversity of Maryland Eastern ShorePrincess AnneMarylandUSA
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11
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A Systematic Review of Integrated Learning Definitions, Frameworks, and Practices in Recent Health Professions Education Literature. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12030165] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
International curricular redevelopment and quality improvement efforts include integration within and across disciplines as a focal point. Definitions and applications of the term ‘integration’ vary routinely in health professions education literature, weakening opportunities to enhance our educational practice through collaborative, interprofessional knowledge-sharing. This systematic review examined recent health professions education literature for reported definitions, theories or frameworks, and educational activities around integrated learning, education, curricula, or teaching. A total of 35 articles representing learners from 12 different health professions, between 2017 and 2021, were analyzed through a literature search of seven databases: PubMed, Scopus, CINAHL, JSTOR, the Cochrane Library, LGBTQ + Life, and ERIC. Full-text retrieval and data extraction of the included studies were conducted. Of the 35 articles reviewed, 13 included explicit definitions of integration (an additional six alluded to a definition), 19 referred to an educational theory or framework used to guide integration design efforts, and 27 mentioned teaching methods by which integration was implemented. Misunderstanding what is meant by integrated, how others have planned for it, or how others have sought to bring it about practically, all threaten attempts to improve the cultivation of health professionals as integrated thinkers and holistic care providers.
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12
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Martin J, Jarvis M. Pharmacology Research & Perspectives calls for pharmacology education papers. Pharmacol Res Perspect 2021; 9:e00772. [PMID: 33974345 PMCID: PMC8112303 DOI: 10.1002/prp2.772] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022] Open
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13
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Quesnelle KM, Zaveri NT, Schneid SD, Blumer JB, Szarek JL, Kruidering M, Lee MW. The importance of collaboratively designing pharmacology education programs. Pharmacol Res Perspect 2021; 9:e00773. [PMID: 33974347 PMCID: PMC8112302 DOI: 10.1002/prp2.773] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022] Open
Abstract
A grounded knowledge of pharmacology is essential for healthcare providers to improve the quality of patients' lives, avoid medical errors, and circumvent potentially dangerous drug-drug interactions. One of the greatest tools to achieve this foundational knowledge of pharmacology is the dedicated pharmacology educators who teach in health sciences programs. Too often, the pharmacology educators responsible for teaching this material are left siloed at their own institutions with little room for dialog and collaboration. As scientists, we know that it is through dialog and collaboration that ideas grow, are refined, and improve. More collaborative work is needed to identify and describe best practices for pharmacology education in health sciences programs. While evidence-based, outcomes-focused studies are the optimum standard for this work, there is also a place for descriptive studies and innovative reports.
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Affiliation(s)
- Kelly M. Quesnelle
- Department of Biomedical SciencesWestern Michigan University Homer Stryker M.D. School of MedicineKalamazooMIUSA
| | - Naunihal T. Zaveri
- Department of Microbiology and PharmacologyArkansas College of Osteopathic MedicineFort SmithARUSA
| | - Stephen D. Schneid
- Skaggs School of Pharmacy and Pharmaceutical SciencesUniversity of California San DiegoLa JollaCAUSA
| | - Joe B. Blumer
- Department of Cell and Molecular Pharmacology and Experimental TherapeuticsMedical University of South CarolinaCharlestonSCUSA
| | - John L. Szarek
- Department of Medical EducationGeisinger Commonwealth School of MedicineScrantonPAUSA
| | - Marieke Kruidering
- Department of PharmacologyCollege of MedicineUniversity of CaliforniaSan FranciscoCAUSA
| | - Michael W. Lee
- Department of Medical EducationDepartment of Oncology, and Associate Member Live Strong Cancer InstitutesUniversity of Texas at AustinAustinTXUSA
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