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French VA, Hou MY. Abortion Education for Medical Students in an Era of Increased Abortion Restrictions. Clin Obstet Gynecol 2024; 67:539-554. [PMID: 38813914 DOI: 10.1097/grf.0000000000000874] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/31/2024]
Abstract
Following the Supreme Court's decision in Dobbs v Jackson Women's Health in June 2022, many states restricted or banned abortion. Medical educators have focused on how this change impacts abortion training for residents, but schools must also adapt undergraduate medical education. Medical schools provide the foundation for future physicians' knowledge and attitudes on abortion. Comprehensive, high-quality abortion education for all medical students is essential for the future of abortion care. Here, we present how education champions can lead curricular improvements in abortion education in the preclinical, clerkship, and postclerkship phases of undergraduate medical education.
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Affiliation(s)
- Valerie A French
- Department of Obstetrics and Gynecology, University of Kansas Medical Center, Kansas City, Kansas
| | - Melody Y Hou
- Division of Family Planning, Department of Obstetrics and Gynecology, University of California Davis Medical Center, Sacramento, California
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Williams VL, Haddad M, Kelley KA, Li J, Rodis JL. Evaluation of Cocurricular Learning and the Influence of Student Choice. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:101257. [PMID: 39127428 DOI: 10.1016/j.ajpe.2024.101257] [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: 01/19/2024] [Revised: 07/18/2024] [Accepted: 07/29/2024] [Indexed: 08/12/2024]
Abstract
OBJECTIVE The primary objective of this study was to evaluate the students' choice of activities and perception of a cocurricular program (CCP). Attitude and skill development and areas for program improvement were also assessed. METHODS Data were evaluated from 2 sources: a student survey administered to all Doctor of Pharmacy students to determine student perceptions of the CCP and barriers to success and student activity reporting data from postexperience submissions to evaluate the CCP. Data were stratified by student demographics to identify trends. A comparison of data was conducted from both sources on the students' perception of learning value. RESULTS Data for 405 students were available for analysis. The highest preference overall from students for hosts of activities were professional student organizations; the highest preference of location was online, asynchronous. The most meaningful benefits were learning information about a new subject (n = 258, 63.7%), ability to extend learning from the classroom to real life (n = 247, 61%), and networking opportunities (n = 218, 53.8%). The top barriers for completion of the program included scheduling challenges (n = 296, 73.1%), lack of time (n = 249, 61.5%), and lack of interest (n = 187, 46.2%). Subpopulations identified different benefits and barriers to completion. CONCLUSION Students have overall positive perceptions of the CCP and its value for skill development. Findings were applied to adjust the CCP at the institution, including a reduction in total hours required. The continuous evaluation of CCPs is important to optimize student learning and address curricular overload.
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Affiliation(s)
- Victoria L Williams
- Ohio State University College of Pharmacy, Division of Pharmacy Practice and Science, Columbus, OH, USA
| | - Mira Haddad
- Ohio State University College of Pharmacy, Division of Pharmacy Practice and Science, Columbus, OH, USA
| | - Katherine A Kelley
- Ohio State University College of Pharmacy, Division of Pharmacy Education & Innovation, Columbus, OH, USA
| | - Junan Li
- Ohio State University College of Pharmacy, Division of Outcomes and Translational Science, Columbus, OH, USA
| | - Jennifer L Rodis
- Ohio State University College of Pharmacy, Division of Pharmacy Practice and Science, Columbus, OH, USA.
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Sobieraj DM, Chen AMH, Luciano JL, Bechtol RA, Kelsch MP. Exploring Tools to Manage Curricular Content and Overload Within the Professional PharmD Program. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:101276. [PMID: 39214314 DOI: 10.1016/j.ajpe.2024.101276] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2024] [Revised: 08/13/2024] [Accepted: 08/22/2024] [Indexed: 09/04/2024]
Abstract
OBJECTIVE Given recent discussions in the literature and across the Academy about curricular overload and calls for tools that aid in reducing content, it is important to determine what tools and resources programs are using to evaluate curricular content and how these resources are used to inform curricular change. Thus, the objective of this research project is to describe tools and resources pharmacy programs use for curricular content and change. METHODS A 17-item instrument was created, pilot-tested, and then distributed electronically to assessment leads at accredited pharmacy programs with multiple reminders to improve response rates. The instrument covered various tools for pharmacotherapy, foundational sciences, social and administrative sciences (SAS), and top 200/300 medications. Respondents provided information related to the study objectives, and data were analyzed descriptively. RESULTS With a 51% response rate, programs commonly used, and rated most helpful, the American College of Clinical Pharmacy (ACCP) Pharmacotherapy Didactic Curriculum Toolkit to inform curricular prioritization. Programs indicated they did not have comparable resources commonly used for determining curricular content related to foundational sciences, SAS, and top 200/300 medications. CONCLUSIONS Established tools, such as the ACCP Pharmacotherapy Didactic Curriculum Toolkit, are helpful in selecting curricular topics, but additional guidance is needed to optimize its usefulness in managing curricular overload. Developing toolkits for foundational sciences, SAS, and top 200/300 medications is necessary to provide similar guidance for the Academy.
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Affiliation(s)
| | - Aleda M H Chen
- Cedarville University School of Pharmacy, Cedarville, OH, USA
| | | | | | - Michael P Kelsch
- North Dakota State University School of Pharmacy, Fargo, ND, USA
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Trujillo JM, Wettergreen SA, Bain DL. A doctor of pharmacy curriculum revision process focused on curricular overload. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100758. [PMID: 39025464 DOI: 10.1016/j.ajpe.2024.100758] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2024] [Revised: 06/27/2024] [Accepted: 07/11/2024] [Indexed: 07/20/2024]
Abstract
OBJECTIVE The objective is to describe the impact of a curricular revision process using the 8-step Kotter change model to decrease curricular overload in a Doctor of Pharmacy program at a public, research-intensive school of pharmacy. METHODS In alignment with the 8-step Kotter change model, the first step was to create urgency for change, which was supported by calls to action to address curricular overload. Next, a coalition of change leaders was formed, who developed 7 curriculum renewal targets to collectively address curricular overload. This vision was communicated at faculty meetings throughout the change process, with requests for feedback. Five curricular working groups were formed to empower action based on their charges. Quick wins were created by early adopters, which built momentum and led to a more streamlined course change process. Lastly, making changes stick requires ongoing evaluation. RESULTS In total, required didactic credits were reduced from 92.6 to 79 and didactic courses were reduced from 31 to 23 while ensuring that all required content remained. For many courses, contact hours were also reduced to align with allotted credit hours. Obstacles and challenges were encountered along the way, and a collaborative approach to finding solutions proved beneficial. CONCLUSION The key recommendations for implementing curricular changes to address overload include having a change model in place and identifying change leaders to support change and address faculty concerns efficiently. Effective communication through repetition of messaging is critical. Although change is complex, leaning into it with patience and perseverance can lead to success.
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Affiliation(s)
- Jennifer M Trujillo
- University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, Department of Clinical Pharmacy, Aurora, Colorado.
| | - Sara A Wettergreen
- University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, Department of Clinical Pharmacy, Aurora, Colorado
| | - David L Bain
- University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, Department of Pharmaceutical Sciences, Aurora, Colorado
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Steuber TD, Trujillo D, McCoy EK, Pinner NA, Hornsby L, Andrus MR, Kleppinger EL, Eiland LS. Evaluation of Student Academic Performance After Curricular Content Reduction. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100721. [PMID: 38810952 DOI: 10.1016/j.ajpe.2024.100721] [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: 11/30/2023] [Revised: 04/19/2024] [Accepted: 05/21/2024] [Indexed: 05/31/2024]
Abstract
OBJECTIVE To evaluate the effect of curricular content reduction in an integrated course sequence spanning 3 years of a Doctor of Pharmacy curriculum on student examination scores and course grades. METHODS This 2-year, prepost study compared student overall average and final examination scores and overall course grades after the transition from a 5-day to a 4-day week of an integrated learning experience (ILE) course sequence. In addition, an anonymous, optional 23-item survey was distributed to first to third year pharmacy students asking about the 4-day week change, how they utilized the non-ILE day, and additional demographic and social characteristics to identify factors influencing success on examination and course performance during the 4-day week. RESULTS There were 533 students included in the overall analysis, with no significant differences in overall course grades in the 5-day vs 4-day week. Examination scores were not significantly different after the transition, except in 2 of 12 courses where scores were higher and final examination scores were not significantly different, except for higher final examination scores in 1 course during the 5-day week. Significant positive influencers of top quartile of examination performance included prepharmacy grade point average ≥ 3.5, age 25 to 29 years, and prepharmacy coursework at the parent institution, whereas using the non-ILE day primarily to sleep negatively influenced outcomes. CONCLUSION Curricular density is a prevalent problem and addressing it at a program level is essential. Reducing curricular content and hours at our institution did not adversely impact student examination and course performance and slight improvement was noted in some areas.
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Affiliation(s)
- Taylor D Steuber
- University of Missouri-Kansas City School of Pharmacy at MU, Columbia, MO, USA.
| | - Daniel Trujillo
- Auburn University Harrison College of Pharmacy, Auburn, AL, USA
| | - Emily K McCoy
- Auburn University Harrison College of Pharmacy, Mobile, AL, USA
| | - Nathan A Pinner
- Auburn University Harrison College of Pharmacy, Auburn, AL, USA
| | - Lori Hornsby
- Auburn University Harrison College of Pharmacy, Auburn, AL, USA
| | | | | | - Lea S Eiland
- Auburn University Harrison College of Pharmacy, Auburn, AL, USA
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Khan MOF, Rashrash M, Drouin A, Huynh T. Evaluating Curriculum Differences in US PharmD Programs: A Peer Evaluation. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100712. [PMID: 38782241 DOI: 10.1016/j.ajpe.2024.100712] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/24/2023] [Revised: 04/29/2024] [Accepted: 05/02/2024] [Indexed: 05/25/2024]
Abstract
OBJECTIVE To evaluate the differences in curriculum structure and content and observe commonalities across various Doctor of Pharmacy (PharmD) programs in the United States. METHODS This research involves the collection of course content and credit hour data from the curricula and course descriptions, course catalogs, and student handbooks of all the PharmD programs available on their websites and categorization based on the content areas outlined in the Accreditation Council of Pharmacy Education. The core courses, elective offerings, and experiential education (eg, Introductory and Advanced Pharmacy Practice Experience) were evaluated using Excel® for credit hours, integration, non-integration, program duration (3-year vs 4-year), and online offerings. RESULTS Of 142 accredited schools/colleges, 135 were included in the study, which met the inclusion criteria. In total, 85 of these schools have an integrated curriculum, 19 have a 3-year curriculum, and 15 offer a distance learning pathway for a PharmD degree. Fourteen of the 37 required content areas from the Accreditation Council of Pharmacy Education Appendix 1 were identified, with more than 50% of schools listing no credit hours allocated. Only 9 areas had 90% or more of pharmacy schools allocating credit hours. On average, biomedical, pharmaceutical, social/administrative/behavioral, clinical sciences, experiential education, and electives allocate 10.6, 25.3, 17.1, 40.5, 45.5, and 7.0 credit hours, respectively. CONCLUSION Each school's curriculum has a significant variation in credit hours, and there is an opportunity to simplify the curricular structure and content by reducing redundancy and increasing flexibility based on health care needs.
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Affiliation(s)
- M O Faruk Khan
- University of Charleston School of Pharmacy, Charleston, WV, USA.
| | - Mohamed Rashrash
- University of Charleston School of Pharmacy, Charleston, WV, USA
| | - AlexiAnn Drouin
- University of Charleston School of Pharmacy, Charleston, WV, USA
| | - Thanh Huynh
- University of Charleston School of Pharmacy, Charleston, WV, USA
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Pourhejazy P, Isaksen KR. Exploring the curricular and pedagogical decision criteria for research-based learning design in undergraduate studies. EVALUATION AND PROGRAM PLANNING 2024; 103:102409. [PMID: 38367351 DOI: 10.1016/j.evalprogplan.2024.102409] [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: 09/11/2023] [Revised: 01/17/2024] [Accepted: 02/11/2024] [Indexed: 02/19/2024]
Abstract
Learning design has a multifaceted nature requiring a range of course- and institutional considerations. Analyzing the decision criteria's influence on research-based learning design helps understand the causes of the success/failure of the approach in achieving the teaching goals to improve the study programs. This study explores the interrelationship between the curricular and pedagogical criteria for research-based learning design decisions at the undergraduate level. For this purpose, the DEcision-MAking Trial and Evaluation Laboratory (DEMATEL) method is used to systematically analyze the decisive criteria and their causal relationships. Feedback from education professionals and university professors from Scandinavian universities is used to validate the pedagogy decision framework and provides input into the DEMATEL method. The student's role in the course is identified as the central criterion, featuring the highest level of interactions in the network of curricular and pedagogical decision criteria. Results are supportive of the identified institutional and course-specific criteria as prerequisites for the study outcomes.
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Affiliation(s)
- Pourya Pourhejazy
- Department of Industrial Engineering, UiT, The Arctic University of Norway, Lodve Langesgate 2, Narvik 8514, Norway.
| | - K Robert Isaksen
- Center for Teaching Learning and Technology, UiT, The Arctic University of Norway, Tromso 9019, Norway
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Sobieraj DM, Chen AMH, Kelsch MP, Lebovitz L, Spinler SA. A Description of Required NAPLEX Preparation Courses Among US Pharmacy Programs. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100655. [PMID: 38237686 DOI: 10.1016/j.ajpe.2024.100655] [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: 08/01/2023] [Revised: 12/19/2023] [Accepted: 01/10/2024] [Indexed: 02/09/2024]
Abstract
OBJECTIVE One of the final tasks for pharmacy graduates to enter practice is passing the North American Pharmacist Licensure Examination (NAPLEX). Given the recent national declines in pass rates, programs are making significant investments of time and money in NAPLEX preparation. The objective is to characterize the structure and content of required NAPLEX preparation courses. METHODS A survey on NAPLEX preparation practices was developed and distributed to all Accreditation Council for Pharmacy Education-accredited pharmacy schools. NAPLEX preparation course syllabi were also collected as part of this survey. Syllabus information was summarized into 4 elements: course structure, content, resources, and assessment strategies. RESULTS Of 144 colleges/schools of pharmacy, 100 responded to the survey, 87 reported having a NAPLEX preparation program, and 47 reported having a NAPLEX preparation course. Twenty syllabi were collected. Most courses (14) were longitudinal through the Advanced Pharmacy Practice Experiences year, 16 were credit-bearing, and 19 included a vendor NAPLEX preparatory product. Fourteen courses were hybrid delivery, and 12 focused on licensure preparation and included test-taking strategies, calculations practice, case-based discussions, etc. All 20 courses reported using unproctored timed quizzes and practice examinations, half conducted proctored timed assessments, and 11 included written reflections and/or continuous professional development activities. Most courses were pass/fail (15), and high stakes (16) were defined by delayed or withheld graduation as a consequence for failure. Only 3 of 20 NAPLEX preparation courses were mapped to NAPLEX competencies. CONCLUSION Although required NAPLEX preparation courses focus on assessments, the content is infrequently mapped to NAPLEX competencies. This project provides some information on how schools might create their own NAPLEX preparatory courses.
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Affiliation(s)
- Diana M Sobieraj
- Department of Pharmacy Practice, University of Connecticut School of Pharmacy, Storrs, CT, USA
| | - Aleda M H Chen
- Department of Pharmacy Practice, Cedarville University School of Pharmacy, Cedarville, OH, USA
| | - Michael P Kelsch
- Department of Pharmacy Practice, North Dakota State University School of Pharmacy, Fargo, ND, USA
| | - Lisa Lebovitz
- Office of the Dean, University of Maryland School of Pharmacy, Baltimore, MD, USA
| | - Sarah A Spinler
- Department of Pharmacy Practice, Binghamton University School of Pharmacy and Pharmaceutical Sciences, Binghamton, NY, USA.
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Thomas H, Koch GGV. Clinical preparedness programme as perceived by first-year diagnostic radiography students in South Africa. J Med Radiat Sci 2024; 71:63-71. [PMID: 37942815 PMCID: PMC10920947 DOI: 10.1002/jmrs.740] [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: 08/15/2023] [Accepted: 10/24/2023] [Indexed: 11/10/2023] Open
Abstract
INTRODUCTION There is an increasing emphasis on exploring ways to improve students' transition from the classroom into the clinical environment. Diagnostic radiography (DR) students undergo rigorous theoretical and practical training before they are exposed to the clinical environment. It has been found that when DR students commence clinical learning in the workplace for the very first time, they experience difficulties in this transition. At the site of investigation, a newly integrated and dedicated clinical preparedness (CP) programme was offered; however, little is known about the DR students' perceptions of this programme. METHODS A qualitative approach coupled with a self-developed, cross-sectional research tool was employed. First-year DR students were purposefully sampled against the inclusion and exclusion criteria. The principle of voluntary participation was upheld throughout the data collection process. The data were analysed using Braun and Clarke's six steps of thematic analysis. RESULTS Forty-two responses were collected. Following a thematic analysis, two overarching themes were developed, namely: (1) reflections on the CP programme and (2) suggestions for future CP programmes. CONCLUSION This study demonstrated the need for effective CP programmes as an approach to ease the transition of first-year DR students from the classroom into the clinical environment. Several suggestions, for example, an extended CP programme and a clinical information pack were made for the offering of similar programmes in the future.
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Affiliation(s)
- Heidi Thomas
- Department of Medical Imaging and Therapeutic SciencesCape Peninsula University of TechnologyCape TownSouth Africa
| | - Gerhardus George Visser Koch
- Department of Medical Imaging and Therapeutic SciencesCape Peninsula University of TechnologyCape TownSouth Africa
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Green XA, Flores Tindall KJ, Flores Tindall AL, Anderson H, Hou MY. Assisted Reproduction for a Same-Sex Couple: Interdisciplinary Preclinical Active Learning Module Combining Case-Based Small Group Discussion and Patient Panel. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2024; 11:23821205241257325. [PMID: 38799176 PMCID: PMC11119406 DOI: 10.1177/23821205241257325] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/04/2023] [Accepted: 05/09/2024] [Indexed: 05/29/2024]
Abstract
OBJECTIVE Physicians often feel they are not equipped to serve the lesbian, gay, bisexual, and queer (LGBTQ) community, but integrating education that incorporates LGBTQ content and perspective into an already-condensed medical school curriculum is challenging. We developed a preclinical active learning module on assisted reproductive technologies (ART) in LGBTQ care, integrating clinical and basic science content with patient perspective. METHODS We created a module that combined a case-based small group discussion with a patient panel. We developed a case for discussion in collaboration with a female cis-gender same-sex couple who conceived through ART. A patient panel with the same couple followed the discussion. All first-year medical students attended both parts of the module. Prior to participation, students learned reproductive endocrinology and genetics concepts through lectures. After the module, students voluntarily completed an anonymous survey to evaluate self-perceived changes in familiarity and confidence with LGBTQ patients and satisfaction with the module. RESULTS Of the 126 students who attended, 72 (57%) completed the survey. Of these, 69 (95.8%) felt the module gave them better perspectives on LGBTQ patient experiences, and 66 to 69 (92-96%) agreed the small group discussion achieved its learning objectives on LGBTQ health barriers and the application of ART. Students valued the patient panel (84.7%) and cited a better understanding of reproductive barriers for LGBTQ patients as its most valuable point. CONCLUSION A preclerkship module combining a case-based small group discussion and patient panel on ART delivered in the context of a real-life LGBTQ patient experience provided an opportunity for the students to integrate basic science and clinical science knowledge to reflect on the healthcare needs of this patient population. Creating the case in collaboration with the same-sex couple and having them present their own experience provided an authentic perspective to students on reproductive healthcare issues and how they impact members of the LGBTQ community.
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Affiliation(s)
- Xochitl A. Green
- University of California, Davis School of Medicine, Sacramento, CA, USA
| | - Kayla J. Flores Tindall
- Department of Adult and Family Medicine, Kaiser Permanente Santa Rosa, Santa Rosa, CA, USA
- North Bay LGBTQI Families, Santa Rosa, CA, USA
| | | | - Hana Anderson
- Department of Internal Medicine, Department of Cell Biology and Human Anatomy, University of California, Davis, Sacramento, CA, USA
| | - Melody Y. Hou
- Department of Obstetrics and Gynecology, University of California, Davis, Sacramento, CA, USA
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