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Zimmermann AE, King EE, Bose DD. Effectiveness and Utility of Flowcharts on Learning in a Classroom Setting: A Mixed-Methods Study. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100591. [PMID: 37717694 DOI: 10.1016/j.ajpe.2023.100591] [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: 01/11/2023] [Revised: 09/08/2023] [Accepted: 09/11/2023] [Indexed: 09/19/2023]
Abstract
OBJECTIVE Graphical representation of information organizes and promotes meaningful learning. As an example of graphical organizers, flowcharts can simplify and summarize complex information. The evidence of classroom use of flowcharts as an instructional tool is unclear. We investigated the effectiveness of flowcharts on student learning as an in-class instructional tool in a cardiovascular therapeutic course. Student experiences with the use and application of flowcharts were explored. METHODS An explanatory sequential mixed-methods study was conducted with pharmacy students enrolled in an acute-care cardiovascular course from 2019-2021. The quantitative phase comprised a survey to determine flowchart effectiveness and a comparison of student performance in three content areas. The qualitative phase of the study used focused group interviews to understand student perceptions of flowchart use. RESULTS Survey results indicated that using flowcharts improved understanding (110/128, 86%), integration of material (114/128, 89%), and overall knowledge (111/128, 87%). Student performance in the 3 content areas, shock, arrhythmia, and acute coronary syndrome were statistically significant with flowcharts implementation. Emerging themes from student interviews were (1) used as a medium for retention and recall, (2) used as a study tool, and (3) used as a decision-making framework. CONCLUSION Flowcharts provide an alternative approach to teaching complex content, which allows students to organize and summarize information that promotes meaningful learning. The ease of implementation combined with the generalized nature of flowcharts makes it an effective graphical organizer that can be used across various disciplines.
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Affiliation(s)
- Anthony E Zimmermann
- Department of Pharmacy Practice, College of Pharmacy and Health Sciences, Western New England University, Springfield, MA, USA.
| | - Ethan E King
- Department of Pharmaceutical and Administrative Sciences, College of Pharmacy and Health Sciences, Western New England University, Springfield, MA, USA
| | - Diptiman D Bose
- Department of Pharmaceutical and Administrative Sciences, College of Pharmacy and Health Sciences, Western New England University, Springfield, MA, USA.
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Klausner EA, Persky AM. An Integrative Review of Approaches Used to Assess Course Interventions. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:ajpe8896. [PMID: 35086841 PMCID: PMC10159610 DOI: 10.5688/ajpe8896] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Accepted: 01/21/2022] [Indexed: 05/06/2023]
Abstract
Objective. The objectives of this review are to describe the utility of approaches used for the assessment of course interventions in pharmacy education and to provide recommendations that may guide faculty members in their scholarship of teaching and learning (SoTL) efforts that encompass assessment of course interventions.Findings. Thirty-four articles that included educational interventions published between 2016 and 2020 in the American Journal of Pharmaceutical Education and Currents in Pharmacy Teaching and Learning were selected for analysis. Those articles used various approaches for the assessment of course interventions. In the order of decreasing frequency of use, those methods were surveys, student academic performance, student evaluations, mixed quantitative and qualitative methods, pre- and posttest, and learning analytics.Summary. The use of more than one assessment approach, ie, triangulation, and multiple student cohorts are advantageous. When multiple cohorts are used, it is beneficial to present the students' demographic information. Student academic performance should be part of an assessment of course interventions whenever relevant. Surveys about student perceptions and confidence may contribute to the assessment of course interventions. However, since the information collected is subjective and is usually unrelated to student learning, such an approach should be coupled with other assessment approaches that reflect student learning, such as academic performance and/or a pre- and a posttest. Depending on the research question, qualitative methods and learning analytics may also be a part of the assessment of course interventions.
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Affiliation(s)
| | - Adam M Persky
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Malhotra A, Oh S, Jin Z, Feng X. Closing the Integration Gap: A Pilot for Incorporating Foundational Sciences, DEI-Decision Making, Empathy, and Communication for Congestive Heart Failure and Arrhythmia Management by Pharmacy Students. PHARMACY 2022; 10:pharmacy10040077. [PMID: 35893714 PMCID: PMC9326578 DOI: 10.3390/pharmacy10040077] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2022] [Revised: 06/16/2022] [Accepted: 06/28/2022] [Indexed: 11/16/2022] Open
Abstract
Pharmacists must integrate foundational sciences with pharmacy practice for providing optimal patient care. Pharmacy students need to be trained to provide culturally competent, linguistically accessible, and empathetic care while integrating foundational science principles. However, such holistic integration is challenging to achieve and assess. To bridge this gap, we implemented and assessed an “integrated cardiovascular simulation” (ICS) module for P2 students, employing case-based and team-based learning. ICS focused on congestive heart failure with preexisting arrhythmia and incorporated patient counseling relating to diversity factors such as cultural competency, linguistic challenges, and the impact of population diversity on cardiac diseases. Students learned the SBAR communication technique (situation, background, assessment, and recommendation) and recommended therapy while elaborating on drug MOA and adverse effects. ICS was assessed through pre-and post-session quizzes and perception data immediately after the activity, and after two years, when students progressed to the cardiovascular APPE block. Student performance improved on a post-test (80.2%) compared to the pre-test (66.9%), p < 0.01 paired student t-test, with an increase in symptom and arrhythmia pattern recognition (41.2% and 36.7%, respectively). ICS was effective for teaching (1) arrhythmia pathophysiology (85%), (2) EKG interpretation (89%), (3) drug adverse effects (93%), (4) DEI-clinical decision making (92%), and (5) communication skills (85%).
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Affiliation(s)
- Ashim Malhotra
- Department of Pharmaceutical and Biomedical Sciences, California Northstate University College of Pharmacy, Elk Grove, CA 95757, USA;
- Correspondence: ; Tel.: +1-916-686-8885
| | - Song Oh
- Department of Clinical and Administrative Sciences, California Northstate University College of Pharmacy, Elk Grove, CA 95757, USA; (S.O.); (X.F.)
| | - Zhuqiu Jin
- Department of Pharmaceutical and Biomedical Sciences, California Northstate University College of Pharmacy, Elk Grove, CA 95757, USA;
| | - Xiaodong Feng
- Department of Clinical and Administrative Sciences, California Northstate University College of Pharmacy, Elk Grove, CA 95757, USA; (S.O.); (X.F.)
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Yin C, He X, Shen K, Mu X, Tang F. Knowledge and Behavior in Rational Drug Use Among College Students in Zunyi City. Risk Manag Healthc Policy 2022; 15:121-131. [PMID: 35125897 PMCID: PMC8809676 DOI: 10.2147/rmhp.s347822] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2021] [Accepted: 01/18/2022] [Indexed: 12/21/2022] Open
Abstract
Objective To investigate the current status of knowledge and behavior about rational drug use in college students in different colleges and universities in a city in southwest China, providing reference for students’ education of rational drug use in colleges and universities. Methods A questionnaire survey on knowledge and behavior in rational drug use was carried out on the students recruited by occasional sampling method in 6 colleges and universities in Zunyi, China. Statistical analyses on demographic information and answers to questionnaire questions were carried out with SPSS 18.0. Results A total of 865 valid questionnaires were recovered from 923 questionnaires sent out. Some knowledge and behaviors of the students on drug use were irrational. There was statistically significant difference in some specific questions of the knowledge in rational drug use between medical and non-medical students (P<0.05); the average score of rational drug use behavior of medical students was lower than that of non-medical students (P<0.05); the average score of the rational drug use behavior of female students was lower than that of male (P<0.05); the students’ major types had significantly different influence on their behavior in rational drug use (P<0.05). The school-carried pharmacy education can effectively improve students’ rational medication; the majority of college students believed that it is necessary to popularize the knowledge of rational drug use on campus; and students’ favorite way to acquire knowledge about rational drug use was to attend related lectures or elective courses. Conclusion The knowledge and behavior of rational drug use among college students need to be improved. Professional medical education may exert a positive impact on rational drug use among college students. Thus, it is necessary to popularize the knowledge of rational drug use among college students, especially in non-medical colleges and universities.
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Affiliation(s)
- Chengchen Yin
- Department of Clinical Pharmacy, Key Laboratory of Basic Pharmacology of Guizhou Province and School of Pharmacy, Zunyi Medical University, Zunyi, 563006, People’s Republic of China
- Key Laboratory of Basic Pharmacology of Ministry of Education and Joint International Research Laboratory of Ethnomedicine of Ministry of Education, Zunyi Medical University, Zunyi, 563006, People’s Republic of China
- Key Laboratory of Clinical Pharmacy in Zunyi City, Zunyi Medical University, Zunyi, 563006, People’s Republic of China
| | - Xing He
- Department of Clinical Pharmacy, Key Laboratory of Basic Pharmacology of Guizhou Province and School of Pharmacy, Zunyi Medical University, Zunyi, 563006, People’s Republic of China
- Key Laboratory of Basic Pharmacology of Ministry of Education and Joint International Research Laboratory of Ethnomedicine of Ministry of Education, Zunyi Medical University, Zunyi, 563006, People’s Republic of China
- Key Laboratory of Clinical Pharmacy in Zunyi City, Zunyi Medical University, Zunyi, 563006, People’s Republic of China
| | - Kaili Shen
- Department of Clinical Pharmacy, Key Laboratory of Basic Pharmacology of Guizhou Province and School of Pharmacy, Zunyi Medical University, Zunyi, 563006, People’s Republic of China
- Key Laboratory of Basic Pharmacology of Ministry of Education and Joint International Research Laboratory of Ethnomedicine of Ministry of Education, Zunyi Medical University, Zunyi, 563006, People’s Republic of China
- Key Laboratory of Clinical Pharmacy in Zunyi City, Zunyi Medical University, Zunyi, 563006, People’s Republic of China
| | - Xingrui Mu
- Department of Clinical Pharmacy, Key Laboratory of Basic Pharmacology of Guizhou Province and School of Pharmacy, Zunyi Medical University, Zunyi, 563006, People’s Republic of China
- Key Laboratory of Basic Pharmacology of Ministry of Education and Joint International Research Laboratory of Ethnomedicine of Ministry of Education, Zunyi Medical University, Zunyi, 563006, People’s Republic of China
- Key Laboratory of Clinical Pharmacy in Zunyi City, Zunyi Medical University, Zunyi, 563006, People’s Republic of China
| | - Fushan Tang
- Department of Clinical Pharmacy, Key Laboratory of Basic Pharmacology of Guizhou Province and School of Pharmacy, Zunyi Medical University, Zunyi, 563006, People’s Republic of China
- Key Laboratory of Basic Pharmacology of Ministry of Education and Joint International Research Laboratory of Ethnomedicine of Ministry of Education, Zunyi Medical University, Zunyi, 563006, People’s Republic of China
- Key Laboratory of Clinical Pharmacy in Zunyi City, Zunyi Medical University, Zunyi, 563006, People’s Republic of China
- Correspondence: Fushan Tang, Department of Clinical Pharmacy, Key Laboratory of Basic Pharmacology of Guizhou Province and School of Pharmacy, Zunyi Medical University, Zunyi, 563006, People’s Republic of China, Tel +86 851 2864 2337, Fax +86 851 2864 2334, Email
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Kennedy DR, Beckett RD, O’Donnell LA. Strategies, Ideas, and Lessons Learned While Engaging in SoTL Without Formal Training. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:7702. [PMID: 32292199 PMCID: PMC7055414 DOI: 10.5688/ajpe7702] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2019] [Accepted: 07/08/2019] [Indexed: 05/22/2023]
Abstract
Most pharmacy faculty members are more confident in their foundation as research scientists or clinical pharmacists than with the scholarship of teaching and learning (SoTL). However, many wish to enter this rewarding field of scholarship in order to test pedagogical innovations, measure teaching effectiveness, and share success with the Academy. This commentary provides general advice for those who wish to explore SoTL but lack formal education and training in this area. Four opportunities are highlighted: educational research, small activities and projects, course redesign, and longitudinal assessment and evaluation.
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Affiliation(s)
- Daniel R. Kennedy
- Western New England University, College of Pharmacy and Health Sciences, Springfield, Massachusetts
- Editorial Board Member, American Journal Pharmaceutical Education, Arlington, Virginia
| | - Robert D. Beckett
- Manchester University, College of Pharmacy, Natural and Health Sciences, Fort Wayne, Indiana
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Seybert AL, Smithburger PL, Benedict NJ, Kobulinsky LR, Kane‐Gill SL, Coons JC. Evidence for simulation in pharmacy education. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2019. [DOI: 10.1002/jac5.1167] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Amy L. Seybert
- Department of Pharmacy and Therapeutics University of Pittsburgh School of Pharmacy Pittsburgh Pennsylvania
| | - Pamela L. Smithburger
- Department of Pharmacy and Therapeutics University of Pittsburgh School of Pharmacy Pittsburgh Pennsylvania
| | - Neal J. Benedict
- Department of Pharmacy and Therapeutics University of Pittsburgh School of Pharmacy Pittsburgh Pennsylvania
| | - Lawrence R. Kobulinsky
- Department of Pharmacy and Therapeutics University of Pittsburgh School of Pharmacy Pittsburgh Pennsylvania
| | - Sandra L. Kane‐Gill
- Department of Pharmacy and Therapeutics University of Pittsburgh School of Pharmacy Pittsburgh Pennsylvania
| | - James C. Coons
- Department of Pharmacy and Therapeutics University of Pittsburgh School of Pharmacy Pittsburgh Pennsylvania
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7
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Harris N, Bacon CEW. Developing Cognitive Skills Through Active Learning: A Systematic Review of Health Care Professions. ACTA ACUST UNITED AC 2019. [DOI: 10.4085/1402135] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
ObjectiveTo systematically review current literature to determine whether active learning is more successful than passive learning at producing cognitive skills in health care professions students.Data SourcesAn electronic search was conducted in 4 databases: EBSCO-CINAHL, EBSCO-Sport Discus, Educational Resources Information Center, and PubMed. Search terms included: millennial AND health education, active learning AND knowledge retention, flipped classroom AND learning outcomes, problem based learning AND learning outcomes, problem based learning AND student confidence, active learning AND critical thinking, higher order thinking AND active learning.Study SelectionWe included studies if they were published in English between 2007 and 2017 and evaluated outcomes of an active learning intervention. Studies of nonhealth care disciplines, practicing health care practitioners, or studies that did not address the primary research questions were excluded.Data ExtractionStudy design, health care discipline, intervention used, assessment measures, outcome(s) measures, main results, and conclusions were extracted from each article, as appropriate.Data SynthesisArticles were categorized based on capacity to answer 1 or both of the research questions. Conclusions were summarized according to the learning technique used and its effectiveness in regard to studied learning outcome. Out of 85 studies on lower-order cognition, 61 (72%) indicated active learning techniques were effective at achieving improved recall, understanding, and/or application of course material. Of 69 studies on higher-order cognition, 58 (84%) supported active learning over passive instruction for improving students' confidence in or performance of analytical, evaluative, and creative skills.ConclusionsActive learning produces gains to both lower- and higher-order cognition at levels equal to, and more often, greater than the use of passive learning methods. Despite this evidence, we believe more high-quality, well-designed prospective studies using validated assessment measures are needed to endorse the value of these methods in producing cognitive skills.
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Affiliation(s)
- Nicolette Harris
- Department of Athletic Training, Florida International University, Miami
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Noel ZR, Beavers CJ, Dunn SP, Schullo-Feulner AM, Caldas L, Dixon DL. Identifying Core Content for Electrocardiogram Instruction in Doctor of Pharmacy Curricula. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:7009. [PMID: 30643314 PMCID: PMC6325467 DOI: 10.5688/ajpe7009] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/19/2018] [Accepted: 03/31/2018] [Indexed: 06/09/2023]
Abstract
Minimum competencies for diagnostic tools, such as the electrocardiogram, are not well-defined in current standards or publications. The electrocardiogram has significant pharmacotherapeutic implications that pharmacists should have an adequate understanding of. This commentary highlights the importance of pharmacists' understanding of key elements of the electrocardiogram and drafts a set of recommended minimum competencies for graduating pharmacy students.
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Affiliation(s)
- Zachary R. Noel
- University of Maryland School of Pharmacy, Baltimore, Maryland
| | | | - Steven P. Dunn
- University of Virginia Health System, Charlottesville, Virginia
| | | | - Lauren Caldas
- Virginia Commonwealth University School of Pharmacy, Richmond, Virginia
| | - Dave L. Dixon
- Virginia Commonwealth University School of Pharmacy, Richmond, Virginia
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