While not complete, here is a list of some of the technology-related posters that will be presented at the AACP Annual Meeting in July, 2012.
If you have a poster that is not listed here and would like it added to the blog, please send it to Gary Theilman.
Evaluating Student Preference for Learning
Using a New Asynchronous Online Tool: VoiceThread®. Marcos Oliveira, University of the Incarnate Word, Jeffrey
T. Copeland, University of the
Incarnate Word, Jason Cota, University
of the Incarnate Word. Objectives: In
the fall of 2008, 4.6 million students took at least one online higher
education course (Allen E, Seaman, J: Online education in the United states,
2009: Sloan consortium; 2010). This proposal seeks to assess how the
introduction of an asynchronous multimedia tool (VoiceThread®) changes students
perceptions regarding their preferred learning strategies. Method: A multimedia discussion tool
recording video using Camtasia was created and posted for discussion on
VoiceThread®. Pre- and post-course surveys were used to assess students’ preconceived
views regarding preferred learning strategies. Results: VoiceThread® was new to 75% of the students.
Comparison of pre- and post-course surveys indicate the implementation for
VoiceThread® changed the student ranking of reading, lecture, and simple video
recordings. In pre-course surveys 76% ranked reading in the top two choices
while in post-course surveys this number reduced to 59%. The only increase in
preference was observed in VoiceThread® (26% to 35%). A notable finding in
pre-course surveys was that 37% of students younger than 25yo preferred lecture
while only 14% of students older than 25 had the same preference. Implications: Introduction of
VoiceThread® in a class was well received by students. Further studies across
different subjects and instructors in different years will be necessary to
identify general patterns of student preference including strategies to use
when
A Quality Comparison Between Virtual Site
Visits and On-site Visits of Required APPEs. Lisa M. Meny, Ferris State University, Cambria M.
DeHoag, Ferris State University,
Rosalie Baran, Ferris State University,
Susan DeVuyst-Miller, Ferris State
University, Jaqueline Morse, Ferris
State University. Objectives: To
compare the usefulness and preceptor satisfaction between a virtual site visit
and a traditional in-person site visits. Method: The
College of Pharmacy experiential team identified adjunct faculty practice sites
which accept students on a regular basis for required APPEs. Sites where then
randomized to undergo either a virtual site visit utilizing an online
conferencing software or a traditional on-site visit. Both were conducted by
experiential faculty members using a predefined visit template. Prior to the
visit, sites were asked to complete a self-assessment checklist provided
electronically. Following a completed site visit, preceptors were asked to
complete and electronic post-visit survey to gauge satisfaction with the site
visit process. Results: Thirty-three
practice sites were identified as eligible for participation with thirty-one of
these completing the intervention. Seventeen APPE sites received an on-site
visit, and fourteen sites receiving a virtual site visit. Faculty conducting
the visits were able to complete the visit assessment worksheet regardless of
type of visits. Faculty spent, on average, more time with preceptors
participating in an on-site visit (47 minutes) as compared with virtual site
visits (36 minutes). Preceptor satisfaction was comparable between the two
types of visits with preceptors feeling very positive overall about their site
visit experience. Implications: Virtual
site visits are an effective option for obtaining complete information on a
quality assurance expectation checklist from adjunct faculty providing required
APPEs.
Electronic Student Portfolios in the APPE
Curriculum-Compliance Rates and Interventions to Improve. C. Lea Bonner, Mercer University, Annesha W.
Lovett, Mercer University,
Susan W. Miller, Mercer University. Objectives: The purpose of this study
is to (1) document the compliance rates of students in meeting portfolio
submission deadlines and to (2) identify the number and types of interventions
required by the Office of Experiential Education (OEE) in order for students to
complete their P4 student e-portfolio assignments. Method: Student portfolios were
examined during Weeks 1, 3 and 5 of each APPE for completed assignments.
Non-compliant students were notified by the OEE by email of deficiencies,
advised of the consequences of non-compliance and allowed 48 hours to bring their
portfolio into compliance without penalty. Results: The first 6 months of 2011-12 academic year
yielded 686 APPEs and 4,607 portfolio assignments; 11.6% were not completed by
the due date; 534 electronic interventions and 10 grade reductions. Average student
compliance rates were highest among mid-point self-assessments (94.8%) and
evidence of learning artifacts (95%). All other portfolio artifacts had an
average compliance rate of 85.6%-88.7%. Ninety-three students (71%) required
minimal intervention (0-5); 29 (22.1%) required moderate intervention (6-10); 9
(6.9%) required excessive interventions (≥11). Implications: Compliance rates varied among assignments
with automated notifications and those without. Providing automated student
reminders doesn't appear to be an important factor in compliance, rather the
focus should be on promoting student awareness of portfolio requirements by the
College and accrediting bodies. An increase in student buy-in should decrease
the number of students requiring intervention by the OEE. Grades should also be
linked to portfolios to decrease the number of students unwilling to comply.
Challenges and efficiencies of iPad 2© use
to Optimize Ambulatory Care Pharmacy Faculty Practice. Jessica Dana, Belmont University, Kristina Wood, Belmont University, Elisa Greene, Belmont University, Rachel Franks, Belmont University, Traci Poole, Belmont University, Philip E.
Johnston, Belmont University,
Cathy H. Ficzere, Belmont University. Objectives: To identify efficiencies
and challenges with iPad© use to optimize ambulatory care pharmacy faculty
practice. Method: Ambulatory
care pharmacy faculty received an iPad 2© for use at their respective practice
sites to increase access to electronic resources required for completion of
routine clinical activities. A multi-departmental faculty group was formed to
identify the efficiencies and challenges associated with iPad 2© to use. The
group included all iPad 2© ambulatory care pharmacy faculty end-users, the drug
information faculty member, the pharmacy informatics faculty member, and an
administrative faculty member. The group met weekly to share experiences and
identify and trouble-shoot problems as they occurred. Results: The multi-departmental group
of faculty members identified the following efficiencies associated with iPad
2© use: ability to document standard clinical pharmacy interventions, access
practice site electronic health record (EHR) wirelessly, and improved access to
drug information resources. The group identified the following challenges:
unreliable site internet connectivity for iPad 2©, site specific policies
restricting access/use of EHR on the iPad 2©, and compatibility/access issues
with Microsoft© Office Products. Implications: New
technology, such as the iPad 2©, offers multiple potential benefits to
optimizing ambulatory care pharmacy practice by faculty; however, it is not
free from challenges. As academic organizations implement new technology to
optimize clinical faculty pharmacy practice, consideration must be given to
potential challenges in order to maximize use of the technology.
Enhancing Preceptor Knowledge and
Confidence in Evaluating Internet Resources by Applying Health-on-the-Net (HON)
Principles. Gregory W. Smith, The University of Louisiana at Monroe, Scott A.
Baggarly, The University of Louisiana
at Monroe. Objectives: The
purpose of this study was to determine baseline knowledge and confidence of
evaluating internet health-related resources and to determine the impact of an
exercise designed to enhance pharmacy preceptors’ abilities with regard to
evaluating these resources. Method: During
a preceptor training conference, a continuing education program introduced the
HON principles and provided an interactive exercise to apply the principles in
evaluating the quality of internet health-related resources. Participants
completed pre- and post-surveys to determine changes in their knowledge of the
HON principles and their confidence in applying them. Confidence was measured
with a Likert-type scale (1 = not confident at all; 10 = very confident).
Before the exercise, the preceptors listed four characteristics of a high
quality health-related internet resource that they considered most important
based upon their experience and opinion. Following the exercise, they listed
the four most important characteristics based upon their new knowledge.
Differences in knowledge scores were compared using a paired t-test. Confidence
levels were compared using a Wilcoxon Signed-Rank test. Characteristics listed
before and after the exercise were compared descriptively. Results: The most important quality
characteristic changed from “accurate information” at baseline to the HON
principle “authoritative” following the exercise. Knowledge scores improved
from a mean of 71 to 90.3 (p = 0.0063). All confidence items significantly
increased and the participants’ composite confidence scores improved from a
median of 6.0 to 8.3 (p < 0.0001). Implications: Knowledge
of and confidence in applying HON principles will enhance preceptors’ ability
to obtain trustworthy information from internet resources.
Faculty and Student Development Preparing
for the Converged Classroom Connecting Two Campuses. Martha H. Carle, University of Arkansas for Medical Sciences,
Karen D. Irons, University of Arkansas
for Medical Sciences. Objectives: Faculty
and students will practice with the learning management (LMS) and IVN systems
in order to prepare for the delivery of content in the converged classroom
based on Constructivist Learning and Chickering and Gamson's Good
Practices. Method: With
the beginning of a second campus and a new LMS, the eLearning team offered
faculty and student development over the summer to support the converged
classroom. Faculty (51) and students (265) were immersed in the LMS as students
to experience content delivery and practice the fundamentals of course
navigation. Faculty (47) and selected students (17) attended hands-on training
for the LMS and IVN system throughout the summer. Students (361) also received
classroom instruction highlighting various features of the LMS and IVN
systems. Results: Faculty
requested: 32 LMS course shells (23 Gradebook/Content; 7 Hybrid; and 2 Online).
Faculty administered 26 exams and 110 quizzes; 39 Assignments; 36 Blogs; 5
Discussions; 12 Group Assignments; 23 Softchalks and 6 Studymate games through
the new LMS. In addition 30 faculty members used clicker technology in the
classroom. Over 185 class sessions were archived and placed in the LMS for
student review. Implications: With
practice through the summer, faculty adopted a more student-centered learning
approach to engage learners with the course content. Students were able to
experience the learning tools and instructional strategies expected from the
converged classroom. Faculty and students reported high satisfaction with the
summer development sessions.
An Exercise to Demonstrate Medical Website
Selections of First Year Pharmacy Students. Teresa V. Lewis, The University of Oklahoma, TramAnh
Nguyen, The University of Oklahoma,
Tracy M. Hagemann, The University of
Oklahoma, Alice E. Kirkpatrick, The University of Oklahoma. Objectives: 1. Identify the types of online resources
which students refer when answering drug information questions. 2. Evaluate
credibility of online resources which students use to answer a given drug
information question. Method: Students
were assigned two drug information questions to answer using internet
resources. Responses and search strategies were summarized and evaluated. The
instructor reviewed the advantages and disadvantages of various sites with the
students. Results: Most
students were able to answer their drug information questions by searching the
web with their present skill. Websites most often used by students included:
Wikipedia, Drugs.com,
Medscape, and Mayo Clinic. When primary literature or practice guidelines were
referenced, they were often outdated. In general, students cited credible
webpages. However, critical analyses of these sources showed that some were
authored by patient groups rather than medical professionals. Implications: Novice pharmacy students
question the value of learning about good internet search skills. However,
webpages that students refer for drug information may be outdated or lack
sufficient details. Pharmacy students are good at searching the Internet, but
they are not using the best resources. By understanding the types of resources
which students refer for medical information, drug information course
instructors are better able to teach and empower students to independently use
the best internet resources available. Students’ improved search skills will
ultimately provide more accurate and reliable internet drug information
retrieval thus positively impacting their quality of patient care in future
professional careers.
Are Pharmacy Students Embracing Tablet
Technology? Prevalence of Use and Student Perceptions. Margarita V. DiVall, Northeastern University, Christina
Guerra, Northeastern University. Objectives: Evaluate the prevalence of
tablet computer ownership, use scenarios, and perceptions of value of tablet
technology among P3 and P4 students. Method: Surveys
were administered to 137 P3 and 123 P4 students to identify prevalence of
tablet ownership, common uses, and perceived benefits. Results: Among P3 students (80%
responded to survey), 12.8% own a tablet computer (71% iPads) and another 18.5%
plan to purchase one before graduation. P3 students use tablets most frequently
for connectivity (86%), drug information (71%), and class readings (50%). 50%
and 57% felt that tablet increased their studying time and learning,
respectively. Top barriers for purchase were cost (83%) and uncertainty that
benefits are worth the cost (80%). All P4 students responded to survey with
8.9% self-identifying as tablet owners (91% own iPads). 72.7% reported daily
use of tablets during rounds to access of drug information resources and
decision support tools. 81.8% reported using their tablet for patient education
and 72.7% for discharge counseling. All but 1 student (90.9%) agreed or
strongly agreed that tablet use enabled them to provide better patient care,
stay organized, and learn more during APPEs. While many rotation sites are
wireless Internet enabled, only one site allowed students to access electronic
medical records on their tablets. Implications: Despite
the wide variety of use in didactic and experiential settings and perceived
benefits, the prevalence of tablet ownership among our students was relatively
low. Survey data can inform other students in their decision to purchase a
tablet.
Assessing Pharmacy Students’ Ability to
Evaluate High Blood Pressure Measurements Through Evaluation by a Training Arm. Michelle M. Bottenberg, Drake University, Ginelle A.
Schmidt, Drake University,
Sally L. Haack, Drake University,
Chasity Mease, Walgreens Patient Care
Center / Drake University, Andrew M. North, Drake University. Objectives: To compare student
accuracy of normal and high blood pressure measurements. Method: This was a prospective,
crossover study comparing accuracy of normal and high blood pressure
measurements using a simulator arm. Simulator arms were programmed with
pre-specified normal and high readings. Third-year PharmD Candidates enrolled
in a required pharmacy skills and applications course participated in the
study. Results: One
hundred and sixteen students completed both blood pressure measurements. There
was a significant difference between the accuracy of high systolic blood
pressure (HSBP) compared to normal systolic blood pressure (NSBP) [mean HSBP
difference 8.4 + 10.9 mmHg, mean NSBP difference 3.6 + 6.4 mmHg; p value <
0.001]. However, there was not a significant difference between the accuracy of
high diastolic blood pressure (HDBP) compared to normal diastolic blood
pressure (NDBP) [mean HDBP difference 6.8 + 9.6 mmHg, mean NDBP difference 4.6
+ 4.5 mmHg; p value = 0.089]. The number of high attempts and normal attempts
were significantly correlated. Implications: Accuracy
of student measurement of high systolic blood pressure was different than
measurement of normal systolic blood pressure using the simulator arm. The data
is suggestive that high blood pressure readings may cause more student
inaccuracies. Additional instruction and experience with evaluating high blood
pressure measurements may be needed. Future studies could focus on abnormal
blood pressures (both high and low) to confirm these findings.
Development and Use of a Mobile Application
to Access Drug Information (DI) Resources. Jeffrey C. Reist, The University of Iowa, Alejandro V.
DeAnda, The University of Iowa,
Jeanine Abrons. Objectives: •
To determine University of Iowa Pharmacy students, faculty and staff use of
mobile applications to access DI resources. • To determine which of the drug
information resources within the mobile application have been accessed by users
of the mobile application Method: A
mobile application was created using Google® Android App Inventor to contain
links to websites frequently used by University of Iowa College of Pharmacy
students, faculty, and staff. The Android application was entitled the “Iowa
COP app” and submitted to the Android Market to allow for downloading of the
application to Android devices. An email sent to University of Iowa College of
Pharmacy students, faculty and staff members via list serves announced
availability of the app for download. An online survey gathered information
from app users to assess current utilization in 2010-2011. Results: At survey administration, 152
individuals had installed the Iowa COP app on an Android device. A survey
response rate of 31.6% was achieved (n=48). Respondents were comprised of 27.1
% P1s (n=13); 25% P2s (n=12); 22.9% P3s (n=11); 8.3% P4s (n=4); and 16.7%
faculty or staff (n=8). A majority of respondents used the app more than once
87.5%. Ninety-three percent of respondents agreed or strongly agreed the Iowa
COP app allowed for easier access of linked resources. Sixty-seven percent of
respondents accessed DI resources; and 47% used the application to answer a DI
question. During a one-month period, Lexi-Comp most commonly accessed DI
resources (56.5% use), followed by Clinical Pharmacology, PubMed, MICROMEDEX,
AHFS, and IDIS (at 45.7%; 19.6%, 15.2%; 6.5%, and 4.3%, respectively). The
application was not used by 28.3% within a one-month period. Implications: A majority of users
surveyed found the Iowa COP Android application made access of DI resources easier.
A majority of respondents had accessed DI resources (2/3). A frequent use of
the app was to answer DI questions. Lexi-Comp and Clinical Pharmacology were
the most frequently used DI resources.
Evaluation of Interprofessional Learning
Through a Patient Case Simulation. Susanne G. Barnett, University of Wisconsin-Madison, Paula A.
Jarzemsky, University of
Wisconsin-Madison. Objectives: To
evaluate pharmacy and nursing students’ perception, attitudes, and readiness
towards interprofessional learning before and after completion of an
interdisciplinary simulation exercise. Method: Pharmacy
(n = 16) and nursing (n = 21) students completed a survey before and/or after
participating in a patient case simulation, using SimMan® technology, where
they formed five interdisciplinary groups of 7-8 students. Survey questions
were adapted from a previously validated interprofessional survey and queried
team-work and collaboration, professional identity, and roles and
responsibilities to assess perceptions, attitudes, and readiness towards
interprofessional learning. Questions used a Likert scale ranging from strongly
disagree or not important to strongly agree or extremely important. Between
group assessments were performed using paired and unpaired t-tests. Results: In general, combined
discipline baseline survey scores were high (means ranged from 4.0-4.9 on a
5-point scale). No statistical differences in baseline compared to post-simulation
were found in the professional identity and roles and responsibilities
subgroups. Student agreement that respect and trust be present in order for
small-group learning to take place decreased following the simulation (mean
[95% CI]) (4.8 [95% CI 4.5-5.0] (n=23) versus 4.3 [95% CI 3.9-4.7] (n=25),
p=0.04). When students compared importance of interprofessional learning before
and after the simulation, pharmacy students reported a numerically increased
importance (n=13, p=0.053) while nursing students did not (n=12,
p=0.166). Implications: In
this pilot study, implementation of an interprofessional simulation did not
appear to significantly alter students’ perception and attitudes towards
interdisciplinary learning. However, numerical trends were found between
pharmacy and nursing student groups.
Perceived Utility of a Distance Learning
System in a Professional University by Students and Faculty. Benjamin Chavez, University of Hawaii at Hilo, Paula
Zeszotarski, University of Hawaii at
Hilo. Objectives: Many
colleges of pharmacy are using distance learning technologies to reach students
in different cities within a state. At the University of Hawaii at Hilo, we
have a unique situation in that we are not only teaching in different cities,
but on different islands. We conducted a survey to identify the perceived
strengths and weaknesses of our current distance learning technology (Polycom
with audio and video). Method: Two
surveys were distributed online. One was sent to faculty who teach using
Polycom (n=6), while the other was sent to second, third, and fourth year
professional pharmacy students who have been taught using Polycom
(n=259). Results: A
total of 167/259 students (64%) responded. Fifty-seven percent of students felt
Polycom lectures were less effective, while 43% felt they were just as
effective, as lectures given in person. Forty-seven percent felt they learned
more from in-person lectures. All faculty who responded (4/6), felt Polycom was
less effective. Thirty-nine percent of students said they were more likely to
attend lecture if it was in person, while 59% said it had no influence on their
attendance. Both faculty and students listed technical difficulties, lack of
participation by students, and inability to ask questions as the biggest
challenges to delivering lectures via Polycom. Implications: Based on the results of the survey,
teaching by faculty can be modified to suit the strengths and weaknesses of the
Polycom. In particular, faculty can improve the distance-learning courses by
incorporating new technologies that facilitate different methods of
faculty-student interaction.
Student Pharmacist Experience with Online
Learning and Academic Performance. Jana Sterling, The University of Tennessee, Alexander
B. Guirguis, The University of
Tennessee, Katie J. Suda, The
University of Tennessee. Objectives: While
technology has emerged into higher education, graduate education has been
slower to adapt. The objective of this study was to evaluate student pharmacist
experience and academic performance in the first offering of a literature
evaluation course with online lectures in the pharmacy curriculum. Method: An anonymous online survey was
administered to third-year student pharmacists near semester completion. Exam
scores from the new course approach were compared with the traditional offering
the previous year. Chi-Squared and t-test were used for statistical analysis; p
< 0.05 was considered significant. Results: There
was a 98% survey response rate (40% Knoxville, 60% Memphis). Student
demographics did not differ by campus (p = NS). 53% completed an online course
as undergraduates; of these 22% were science courses. In the pharmacy
curriculum, students preferred viewing lectures online using Mediasite software
(44.8%) or had no preference (16.8%), but 38.5% preferred traditional lectures.
With online lectures, most students viewed lectures on time (course statistics
= 77.9%; self-reported = 71.3%). Compared to the previous year, there was no
difference in midterm exam scores, but students enrolled in the new course
scored significantly higher on the final (p < 0.0001). Students reported
that nothing was missed with online lectures (37.8%), but 28.7% stated that
live lectures force them to keep up with course material and 18.9% felt that
online lectures were less engaging. Implications: A
course with online lectures was well accepted by students with no adverse
impact on exam grades. However, student timeliness viewing online lectures
prior to deadlines could be improved.
this
intervention.
The Impact of Portable Tablet Technology in
a Pharmacy Practice Laboratory. William Maidhof, St. John's University, Marc
Gillespie, St. John's University,
Chung Lee, North Shore University
Hospital. Objectives: To
determine if portable, web-ready technology such as a tablet enhances patient
counseling methods during mock counseling sessions. Method: Second professional year
students (n = 27) enrolled in the respiratory section of a pharmacy practice
laboratory were randomly assigned either to a tablet or control group. Both
groups were given access to identical drug information resources and a
therapeutics textbook; the control group used a desktop computer, as is
standard laboratory practice. During patient counseling, students were allowed
to bring the tablet into the counseling room in addition to written notes; the
control group was allowed only written notations. IRB-approved surveys were
developed and administered following each counseling session: one student and
one evaluator. In addition, evaluators completed counseling rubrics assessing
product-specific information at the conclusion of the counseling session. A
statistical analysis of the results included calculations of the mean, standard
deviation, and a student's t-test. A Pearson analysis was used to determine the
type of correlation within the data sets. Results: Students using a tablet were assessed to perform
better in information delivery and engagement, as judged by eye contact. Implications: Considering ease of use
and portability, a tablet proved to be useful in regards to more accurate
information delivered as part of the counseling session, though connection
(empathy) to patient and self-assessment of preparedness may have been
impacted.
Use of Technology to Facilitate Learning
Top 200 Drug Information. Krista Dominguez-Salazar, The University of New Mexico, Donald A.
Godwin, The University of New Mexico,
Lucas McGrath, The University of New
Mexico. Objectives: To
facilitate acquiring Top 200 drug knowledge through self-directed formative
assessments, repetition and immediate performance feedback. Method: An interactive web site was developed
through collaboration between a pharmacy student, faculty and staff. The
website offers fill-in-the-blank, multiple-choice and flashcard formative
learning activities. Drug information includes brand/generic name(s),
therapeutic and pharmacologic classification, and controlled substance status.
The website has a test bank that contains over 1500 interactive questions and
provides immediate feedback. Student-Top 200 drug-knowledge is summatively
assessed through 10 weekly quizzes and 4 exams in the first semester of
pharmacy school. Quiz and exam content is randomly assigned via computer
generation using the Top 200 website. Results: A
number of variables from the formative assessments were correlated with overall
average score on the summative quizzes and exams and the best correlations were
seen with average formative score (r = 0.498) and number of formative questions
answered correctly (r = 0.489). Less well correlated variables included number
of tests taken and number of questions answered. Implications: The data showed that
success on formative assessments was positively correlated with success on
summative assessments. These summative assessments were focused on knowledge
based questions and student performance was very high (94.5 ± 4.7%). Subsequent
assessment will be more application based and it is anticipated that the
foundation set by continued use of the Top 200 database will result in better
correlation with performance on these summative assessments.
Use of a Digital Backchannel as an Interactive
Classroom Discussion Tool. Stacy Taylor, University
of Kentucky, Melody H. Ryan, University
of Kentucky, Mary M. Piascik, University
of Kentucky, Jeff J. Cain, University
of Kentucky. Objectives: Characterize
the usefulness of a digital backchannel as a classroom discussion tool. Method: Backchanneling is a form of
classroom communication, not between the instructor and students, that includes
traditional (whispering and note-passing) and contemporary (texting, email, or
other digital) forms that may or may not pertain to the learning activity.
Instructors used an internet-based backchannel to garner questions, answers,
and comments about lecture and patient case material during separate classes
for second (PY2) and third (PY3) year students. Students completed an
electronic survey before the backchannel activity. Results: 124 of 131 (94.7%) PY2s and
123 of 126 (97.6%) PY3s completed the survey. 74% of PY2s and 85.8% of PY3s
report not asking questions they have one or more times per week. The most frequent
reason for not asking was “will ask a friend later”. 45.2% of PY2s and 25.4% of
PY3s report previous use of digital communication with classmates during class
to ask a class-related question. 70% of PY2s and 75.6% of PY3s anticipated that
an official digital backchannel would be helpful. 74 (56.4%) PY2s and 61
(48.4%) PY3s posted a total of 146 and 161 comments, respectively. 46.2% of PY2
comments and 48.6% of PY3 comments pertained to the topic and consisted of
responses to questions and requests for clarification. Faculty felt the
backchannel increased class participation and yielded a greater number of
questions/clarifications. Implications: A
digital backchannel can be useful in generating classroom discussion. Further
research is needed in this area.
Technological Advances in Pharmacy
Curriculum: Assessment Processes. Kelly L. Matson, The University
of Rhode Island, Jayne E. Pawasauskas, The University
of Rhode Island. Objectives: Technology
has been shown to have beneficial effects in certain classroom settings.
Objectives of this study are to: (1) introduce a technological approach to
student assessment while limiting potential for e-cheating or academic
dishonesty during examinations, (2) implement a cost-effective alternative to
paper-based examinations and determine sustainability and feasibility of
implementing this method University-wide, and (3) improve remediation and
assessment of competencies of pharmacy program. Method: Numerous products offering online examinations
were screened, and the best fit was selected. Software has begun trial
implementation in pharmacy elective courses. Pre-and post- implementation
surveys assessing perceptions and software utility will be administered to
students and faculty. Economic analyses will determine cost-effectiveness of
online examination methods compared to existing methods. Results: Initial data analysis
indicated that the Pharmacy Practice Department alone spends approximately
$30,000 annually on the current paper-based examination methods. Follow-up
analysis is expected to demonstrate cost-savings of ≥ 50% with utilization of
online examinations. Pre-implementation survey data indicated 67.7% of students
feel strategies to reduce cheating are needed, 88% feel using online
examinations would help prepare them for licensing examinations, and all
students surveyed would like assessment of their progress throughout the
pharmacy curriculum. Implications: Demonstration
of outcomes will allow incorporation into required coursework within the
College, and ultimately, the entire University. A major advantage to this
software is its ability to provide longitudinal outcomes across skill sets.
This feature will allow better understanding of students’ strengths and
weaknesses, assist with remediation processes, and ultimately assist with the
College's accreditation measures.
Using
Rural Hospital Staff Peer Review Teleconferences for Case-based Learning for
Physicians and Pharmacy Students. Bree C. Watzak, Texas A&M Health Science Center,
Robert H. Stanberry, Texas A&M
Health Science Center, Lisa Killam-Worrall, Texas A&M Health Science Center. Texas
A&M Health Science Center (TAMHSC) College of Pharmacy faculty members
partnered with the TAMHSC Rural and Community Health Institute (RCHI) to offer
a unique program to address a special need of rural hospitals – physician peer
review. The Rural Physician Peer Review Program (RPPR)© is an “internal”
program facilitated by RCHI which uses e-technology and teleconferencing to bring
physicians together to discuss patient care. Information is provided through a
HIPAA-compliant, secure web portal. The actual meeting is conducted via a
secure conference call. Pharmacy faculty began by assisting physicians in
evaluation of prescribed therapy and medication “systems” issues. RPPR©
promotes shared learning which incorporated into the peer review process,
removing bias and the traditional punitive focus. When “systems” issues are
recognized, feedback is provided to the hospital as opportunities for
improvement. This information can then be used to enhance the hospital's
quality and safety programs. RPPR© has grown from an initial two hospitals in
2003, to the current 57 participating hospitals. The College of Pharmacy has
strengthened its position by offering student participation by making it a
pharmacy elective as well as an APPE rotation experience. Pharmacy students
gained a unique perspective as they were able to listen to the physicians
analyze through their thought processes. Additionally, the process of
retrospectively reviewing a medical record is a different approach to patient
care than typically being provided in the didactic portion of the curriculum.
The availability of the entire patient story is new and yet necessary for future
professional duties.
Using the iPad Tablet for Didactic and
Experiential Teaching: Faculty Experiences and Perceptions. Margarita V. DiVall, Northeastern University, Michael
Gonyeau, Northeastern University,
Jennifer Kirwin, Northeastern
University, David P. Zgarrick, Northeastern
University. Objectives: To
describe faculty experience with and perceptions about using iPads for teaching
and practice activities. Method: A
web-based survey was administered to pharmacy practice faculty to determine
experience with the iPad device. Faculty rated the benefits of iPad use on a
4-rating Likert scale and described ways to use the device in professional
activities. Results: Of
29 respondents (94%), 7 (24%) were current users. Four reported using iPads for
teaching in the classroom and for paper/project annotation. Five users (71%)
reported using it for student assessment. Current users also reported accessing
electronic medical record (EMR) and drug information resources, documenting
interventions, performing medication reconciliation and patient education
resources on the device. Of the 22 non-users, 81% were interested in using an
iPad for teaching and practice. The following were identified as “very likely”
use scenarios: connectivity (81%), student assessment (76%), experiential
teaching (70%), paper annotation (62%), and seminar/lab teaching (62%).
Non-users with clinical sites stated they could use it to access drug
information resources (91%), for documentation (73%), patient education (73%),
EMR access (55%), and medication reconciliation (55%). Overall, faculty agreed
iPads could: foster innovation in experiential (3.61) and classroom settings
(3.52); decrease paper waste (3.54); positively impact patient care (3.41) and
ability to create course materials (3.36); make student assessment more efficient
(3.36); and increase productivity (3.31). Implications: Faculty identified many potential uses for
iPad tablets in the classroom and practice settings. As a result, the
department plans to provide devices for each faculty member.
Point of Care Documentation of Clinical
Interventions by Pharmacy Students on Advanced Pharmacy Practice Experiences. John A. Kappes, South Dakota State University, Joe D.
Strain, South Dakota State University,
Jodi R. Heins, South Dakota State
University, Debra K. Farver, South
Dakota State University. Objectives: Evaluate
a point of care documentation system designed for internet mobile devices for
student utilization on Advanced Pharmacy Practice Experiences (APPEs) to promote
development of documentation skills, allow for assessment of interventions, and
provide institutions quantitative data on student impact. Method: A documentation tool was
developed utilizing QuestionPro. Students on Faculty APPEs were requested to
answer ten questions for each intervention via mobile or desktop/laptop device.
Follow-up surveys were completed by students and faculty. Results: Sixty-four students on 85
APPEs completed 2,370 interventions, which averages 27.9 (Median=21)
interventions per student per rotation at a rate of 1.1 (Median=0.84)
interventions per student per day. The average time to document each
intervention was approximately 1 minute. Most often interventions were made for
patients with a primary admitting diagnosis of infectious disease (25.01%). The
most common interventions were dose adjustments (13.77%), addition of a
medication (11.53%), and monitoring laboratory order (10.73%). Nearly all
interventions were accepted by providers (96.58%). The majority of students
utilized a desktop/laptop computer (71.1%) for documentation. Overall 60% of
students (Desktop/laptop=59.2%, mobile device=63.6%) rated the documentation
tool as “very easy to use.” On a scale of one to ten, 85.7% of Faculty rated a
seven or greater on their overall opinion of the documentation tool. Implications: The option to use either
a mobile or desktop/laptop device was effective and may impact the extent of
student documentation. While most students used a desktop/laptop computer,
students using a mobile device found the tool just as easy to use.
Point of Care Testing by Pharmacists:
Serving, Learning and Advancing the Profession. Laura C. Palombi, University of Minnesota, Karen M.S.
Bastianelli, University of Minnesota,
Timothy P. Stratton, University of
Minnesota. Objectives: The
Wellness Initiative of the Northland (WIN) program enables student pharmacists,
Pharmacy Practice faculty and local pharmacists to provide free screenings for
dyslipidemias, hypertension, diabetes and osteoporosis to medically underserved
patients in northeast Minnesota and northwest Wisconsin. Method: Since 2009, a total of 160
student pharmacists, 15 pharmacy practice faculty and 30 community pharmacists
have participated in disease screenings and education for adult health fair
attendees in rural and urban communities every year. Results: The WIN program has provided
4,152 point-of-care tests for over 2000 individuals. Of 999 patients who had
dyslipidemia screening performed, out-of-range results were obtained for 40.3%
of total cholesterol readings, 6.9 % of LDL cholesterol readings, 22.5% of HDL
cholesterol readings and 12.8% of triglyceride levels. Among 1,292 patients
screened for hyperglycemia, 24.8% had glucose levels considered out of range.
Of the 831 patients screened for hypertension, 24.3% had levels considered out
of range. Of 1,030 patients who underwent bone density testing, 38.7% were
considered at risk for osteopenia or osteoporosis. Health fair attendees who
had at least one disease screening result out-of-range were referred to their
primary health care provider for follow-up care. Implications: Community point-of-care
disease screenings planned, coordinated and conducted by a School/College of
Pharmacy provide not only a public health service to the community, but serve
as a vehicle for professional engagement and development for student
pharmacists and pharmacists. Point-of-care screenings at community health fairs
are an excellent way for pharmacists to advance the profession while providing
care for medically underserved members of the community.
RxQuest: An iPad Adventure Game Teaching
ASHP Entry-level Competencies. Gary D. Theilman, The University of Mississippi, Matthew W.
Strum, The University of Mississippi. Objectives: To create and assess a
tool to teach second-year pharmacy students competencies based on ASHP's
“Entry-level Competencies Needed for Pharmacy Practice in Hospitals and
Health-Systems”. Method: We
created a simulation which used graphics, text and sound to allow students to
play a pharmacist moving about the lobby, pharmacy and patient floors of a
virtual hospital. During the simulation, students encountered traditional
“computer adventure game”-type puzzles (e.g., “Zork”, “King's Quest”) requiring
them to learn and apply ASHP competencies. The puzzles included correctly
garbing to access a USP 797 clean room, using bar codes (scanned with their own
cell phones), reconciling medication records, responding to drug information
requests, solving IV compatibility problems and filing a medication error
report. Journal articles strategically placed on corkboards, shelves and
received from non-player characters in the virtual world helped the students
research the competencies. While designed for iPad, the program also runs on
other web browsers. Students were later assessed with a written exam that
included questions testing their retention of the skills learned during the
game. Results: Most
completed the simulation in under two hours. The USP 797 puzzle took the
longest as some students repeatedly tried garbing in random order before
finally reading the guidelines. Discrimination indices of exam questions
related to the exercise were positive. Anonymous evaluations showed many
enjoyed the game. The game has been provided to faculty at other schools on
request. Implications: The
program provided an engaging process in which students could simulate being a
pharmacist while practicing competencies in a low-risk environment.
“Open-book” Internet Access During a
High-stakes Exam. Gary D. Theilman, The University of Mississippi, Daniel Riche, The University of Mississippi. Objectives: Our students take a series
of high-stakes “open-book” problem-solving exams. Despite repeated requests
from students, allowing open-book access to Internet resources (drug databases,
guidelines, manufacturer websites, etc.) during the exam seemed unfeasible due
to potential for collaboration and use of unauthorized software. Our goal was
to create a process which controlled and monitored laptop use during the
exam. Method: Each
student was issued a numbered USB flash drive containing a “portable” web
browser modified to stay in full screen mode, preventing use of other software
on the laptop. Exam webpages rejected connections from all other browsers. Page
requests were routed through a proxy server which blocked mail, chat and social
networking sites. Modifying the browser history was disabled. Intermittent
snapshots of the student's laptop screen and a log of all keystrokes typed
during the exam were automatically stored on the USB drive. Afterwards, the
contents of the USB drive were archived for potential review. The software made
no changes to the student's computer and was assembled from no-cost
components. Results: 82%
of students agreed that they felt confident the process prevented other
students from using their laptops to gain an unfair advantage during the exam.
81% felt the software was easy to use and 77% agreed that they were able to
access the online resources they needed. Students felt faculty having archived
browser histories to be the most effective deterrent to cheating. Implications: This process allows
students access to online resources while maintaining confidence in the exam's
integrity.
Assessment of Internet and Social Media Use
for Educational Purposes by Third-Year Pharmacy Students. Natalia G. Shcherbakova, The University of Texas at Austin, J. Nile
Barnes, The University of Texas at
Austin, Rochelle M. Roberts, The
University of Texas at Austin, James P. Wilson, The University of Texas at Austin. Objectives: 1)Determine the extent
third-year pharmacy students (P3s) use Facebook, Twitter and other social
networks for educational purposes; 2) Identify perceptions of P3s towards using
social media for educational purposes; 3) Identify courses within pharmacy
curriculum that P3s consider most appropriate for incorporating social
media. Method: We
created a 10-item instrument with questions addressing the objectives of the
study and basic demographics (gender, age). The survey was set up online using
Qualtrics® and pilot tested by five P4s. An invitation email with the web-link
was sent to all P3s (123). Results: The
response rate was 40% (49 of 123). Average respondent age was 25.4 (±2.8), and
the majority was female (68%). Facebook was used by 67%, Twitter by 4% and
YouTube by 33% of P3s for educational purposes, respectively. The mean score on
a question asking if social media can be effectively used to improve pharmacy
education was 3.72 (±1.03) (scale 1 (disagree) to 5 (agree)). The mean score on
a question asking if social media may improve students’ learning experiences
was 3.68 (±1.12). Pharmacy courses that were most frequently selected as
appropriate for incorporating social media were professional development
convocation (56%), introduction to pharmacy practice (54%), drug information
and evidence-based practice (53%), and nonprescription pharmacotherapeutics
(53%). Implications: Overall,
social media use for educational purposes by P3s was moderate to low. Due to
the overall positive perceptions towards use of social media within the
pharmacy curriculum, its use may be embraced by several mandatory and elective
pharmacy courses.
Creating an Open-Source Electronic Journal. Eli G. Phillips, University of the Incarnate Word, Tina C.
Lopez, University of the Incarnate Word,
William D. Linn, University of the
Incarnate Word. Objectives: Identify
and implement a system to start a peer-reviewed publication online. Method: The pharmacy faculty consulted
with a convergent media faculty member to investigate options for submitting,
reviewing, editing, publishing, and viewing articles online. The group
discussed limitations and benefits of all options concerning work to create the
website, ease of use, and maintenance. Two primary options were investigated:
1) create a website to post articles and 2) use Open Journal Systems (OJS), an
open source content management system. The first option would require the
journal's editorial team to manage the author submissions, review process, and
editorial process on their own. In addition, the team would need a web-master
to post articles and maintain the website. OJS offered built-in policies,
author submission process, reviewing/editing process, editor/author
communication capabilities, subscription process, and simple navigation of the
website. Because of the straightforward documentation, there were few
limitations in terms of educating the journal staff on the reviewing, editing,
and publishing process of OJS. Results: The
group selected OJS due to the robust and professional processes available. The
first issue of the journal was published using Open Journal Systems. Due to the
time needed for training of editors to use the software, the author submission
and review/editorial process was used for the second issue of the
journal. Implications: OJS
is a robust product that can be used for peer-reviewed serial publications.
Initiatives like OJS are key to academic pursuit of knowledge sharing.
Impact of Electronic Device Use by Pharmacy
Students on Academic Performance. William A. Prescott, University at Buffalo, The State University of New
York, Heather L. Johnson, University
at Buffalo, The State
University of New York, Mark J. Wrobel, University at Buffalo, The State University of New York, Kelly
Sustakoski, University at Buffalo, The
State University of New York, Gina M. Prescott, University at Buffalo, The State University of New
York. Objectives: To
evaluate electronic device use (course-related/non-course-related) by pharmacy
students during a pharmacotherapeutics sequence and assess its impact on
academic performance. Method: A
validated online survey assessing the type, nature, and extent of electronic
device use during class was distributed to 238 second and third-year pharmacy
students enrolled in two separate 4-credit hour pharmacotherapeutics courses.
Following completion of the course, a retrospective analysis of student grades
was performed. Electronic device use and its impact on academic performance
were assessed using Chi-square / Fisher's Exact Tests and the Kruskal-Wallis
test, respectively. Results: A
total of 140/238 students were included (survey response rate 58.8%). Use of
electronic devices during class was reported by 106/140 (75.7%) students. Among
students using electronic devices, 97 (91.5%) and 86 (81.1%) reported using
them for course-related and non-course-related reasons, respectively. The mean
course grade among students using and not using electronic devices during class
was 89.5% and 90.6% (p=0.703), respectively. Although electronic device use did
not impact academic performance among third-year students (p=0.858),
second-year students performed better academically if they did not use an
electronic device during class (88.5% vs. 83.3%, p=0.019). Implications: The use of electronic
devices during class, for both course-related and non-course-related reasons,
is common among pharmacy students. Although electronic device use is associated
with a negligible impact on academic performance overall, their use by students
early in the curriculum may negatively impact academics. These findings should
be considered when schools develop policies pertaining to electronic device use
by pharmacy students during class.
Evaluation of a Simulated Hospital Pharmacy
Module Using an EMR in a Pharmacy Skills Laboratory. Jennifer Kirwin, Northeastern University, Margarita V.
DiVall, Northeastern University,
Christina Guerra, Northeastern
University, Todd A. Brown, Northeastern
University. Objectives: To
evaluate the effects of a simulated hospital pharmacy module using an
electronic medical record (EMR) [Meditech, Westwood, MA] in a skills laboratory
course on student confidence and abilities to perform tasks typical of a
pharmacist. Method: The
course contained a module that simulated typical tasks of a hospital
pharmacist. All students were asked to complete web-based pre- and post-surveys
about their work experience and confidence using EMRs; reviewing prepared
sterile products; performing medication reconciliation, discharge counseling
and patient presentations. Twenty three attitudinal questions were asked using
a 4-point Likert scale. Anonymous unique identifiers linked pre- to post-survey
results. The Related-Samples Wilcoxon Signed Rank test was used to compare pre-
and post- responses. Course assessments evaluated covered competencies. Results: Ninety seven percent and
81.5% of students completed pre- and post-surveys, respectively. 97% of
respondents reported full-time hospital internship experience. 73% had EMR
experience. On the pre-survey, mean ranks ranged from 1.48 to 2.92, indicating
low comfort/confidence with typical hospital pharmacist tasks. Mean ranks
increased on the post-survey for all questions, ranging from 1.97 to 3.39
(p<0.001 for all comparisons) indicating moderate comfort. Course
assessments confirmed student achievement of covered competencies. Implications: Despite substantial
hospital internship experience, students reported low comfort/confidence with
typical hospital pharmacist activities. Students’ comfort significantly
improved after completion of the module. This demonstrates that laboratory
simulation can improve the comfort and skills required in practice.
Keeping Leadership Students Learning
Outside the Classroom: Designing an Elective Utilizing Blended Pedagogy and
Twitter. Lauren S. Schlesselman, University of Connecticut. Objectives: *To develop leadership
course focused on servant leadership (SL) and advocacy/outreach development *To
evaluate Twitter as a means to increase student engagement Method: Course designed to cover 3
modules, identified by student leaders as needs: basic skills, SL, and
developing advocacy/outreach activities. Out-of-class activities included
online lectures, discussions, readings, homework, tweeting, and developing
outreach proposal based on ADDIE model. In-class activities involved team
building and active learning activities. After reading “The Fred Factor” and
“29 gifts,” overcame challenge of applying SL by requiring students to post
tweets 5days/week stating how they had been servant leader that day. Results: Students appreciated active
learning approach; course evaluation showed mean 9.7 (1-10) on achieving
objectives and 10 for stimulating interest. Students requested expansion of
interviewing skils and “egg drop from sixth floor” team building activity. None
of the students used Twitter before course but viewed as positive aspect of
course, effective application of SL by thinking about what they do each day for
others. All but one student posted the minimum required tweets. Twitter
expanded beyond anticipated use with students reporting peers/friends following
them on Twitter, posting own SL activities. Students expanded tweets to include
background information/videos for classmates on upcoming advocacy presentation.
All students elected to complete an independent study the following semester in
which, as a group, they would implement one of the advocacy proposals. Implications: Active learning
activities provided effective application of leadership skills, while Twitter
allowed students to also model skills for other students/friends.
Social Media Use in a Pediatric
Pharmacotherapy Elective Course. Gary Milavetz, The University of Iowa, Marwa M.
Ithman, The University of Iowa,
Andrew Spurgin, The University of Iowa,
Susan S. Vos, The University of Iowa. Objectives: Social media allows users
to keep abreast of current events and discoveries, quickly disseminate useful
findings and allow for the creation of user-generated commentary. However,
there is little data available describing the use of social media in a pharmacy
course. The objective of our project is to describe and assess the utilization
of social media in a pediatric pharmacotherapy course. Method: Students were given a
pre-course survey to assess their interest level and use of various social
media websites. A closed Facebook© group was created for all members of the
class and guidelines were established for posting to the group. Participation
in the Facebook© group was optional. All members had the ability to post new
information, ask questions and comment on prior posts. A post-course survey was
given to assess student use and overall impressions. Results: All 14 students enrolled in
the class completed the pre-course survey and indicated an overwhelming
interest in participation. Thirteen completed the post-course survey.
Forty-seven news items and 60 comments were posted during the 15-week class.
Students made the majority of posts. All students agreed the Facebook© group
should continue to be part of the class and 77% agreed it enhanced their
educational experience. Implications: The
utilization of a social media site in the pediatrics pharmacotherapy elective
course enhanced the educational experience of students. The type of social
media employed, posting requirements, and the ability to choose to opt out
without negative consequences are important for the successful implementation
of social media in pharmacy education.
Evaluating the Online Networking
Relationships Between Preceptors and Pharmacy Students. Timothy R. Ulbrich, Northeast Ohio Medical University, Anne H.
Metzger, University of Cincinnati,
Kristen F. Sobota, Ohio Northern
University, James W. McAuley, The
Ohio State University. Objectives: To
describe pharmacy preceptor use of Facebook and compare the perspectives of
those with and without Facebook profiles regarding student-preceptor
relationships Method: A
survey was sent electronically to pharmacy practice preceptors (n = 2523) at
four colleges of pharmacy asking them to provide their opinions on the
student/preceptor Facebook relationship. If respondents answered “yes” to
having a Facebook profile, they were asked 12 questions. If respondents answered
“no”, they were asked 2 questions. Demographic data were collected on all
respondents. Two reminder emails were sent before the survey closed after 24
days. Results: Of the
612 total respondents (response rate = 24.3%), 413 preceptors (67%) currently
maintain a Facebook page, while 199 (33%) do not. The majority of responders
(93%) use Facebook for social networking, 27% use it for professional
networking or campaigning, and 6% use it to collaborate with colleagues.
Fifty-four percent of the preceptors are not friends with students on Facebook,
while 46% are, although 10% of responders do limit what the student can view on
their profile. Responses were highly varied when asked how they would handle a
‘friend request,’ including accept it right away, after some thought, or simply
decline it. Implications: As
the use of these social media sites increase, the need arises for preceptors to
discuss and/or clearly define the appropriateness of social networking
relationships without compromising the line between the personal and
professional relationships with pharmacy students.
Evaluating the Use of Virtual Patients
(VpSim) versus Traditional Problem-Based Learning in Advanced Professional
Experience Rotations. Sara A. Al-Dahir, Xavier University of Louisiana, Kendrea A. Bryant, Xavier University of Louisiana, Kathleen
B. Kennedy, Xavier University of
Louisiana, Donna Robinson, Xavier
University of Louisiana. Objectives: To
evaluate the efficacy of faculty-led problem based learning versus virtual
simulated patient case in fourth- year pharmacy students. Method: IRB approval was received. The
study was designed as a supplemental patient-based learning case to the APPE
experience (N=80 students). Students were randomly assigned to participate in
branched case learning using virtual cases (VpSim platform) or faculty led
problem based learning. A pre-and post-test assessment and a 12- question
opinion survey were used (1=Strongly Disagree to 5 = Strongly Agree). The
on-line virtual case was composed of several learning nodes that simulated a
real hospital patient case. In the seven-member small group problem-based
learning, students worked through the exact same case with faculty mentoring.
The test scores and opinion survey were analyzed using ANOVA analysis and logistic
regression. Results: There
was no significant difference found (VpSim versus PBL) in the post-test scores
(45% versus 49%) or the mean percent increase from base pre-test score (0%
versus 18%). A significant difference was observed on the Likert score results
(VpSim versus PBL) with regard to student satisfaction with the learning
platform introducing new information (4.2 vs 4.5) (p=.000) and reinforcing
previous learning (4.2 vs 4.4) (p=.014). Implications: The
authors wanted to assess student's acquisition and application of branching
case methods to prepare for the national licensure examination. Problem-based
learning is known to have success in preparing students to focus learning on
core information relevant to real clinical scenarios and adaptive feedback and
is a slightly preferred method to individual virtual patient scenarios.
Incorporating Social Media Into A Required
Drug Literature Evaluation Course. Maria D. Kostka-Rokosz, Massachusetts College of Pharmacy and Health
Sciences-Boston, Lana Dvorkin-Camiel, Massachusetts College of Pharmacy and Health
Sciences-Boston, William W. McCloskey, Massachusetts College of Pharmacy and Health
Sciences-Boston. Objectives: To
survey and evaluate professional use of social media, level of comfort and
engagement of PY2 pharmacy students following the Center for Drug Information
and Natural Products Facebook page. Method: A
Facebook page (http://www.facebook.com/MedicationHealthNews)
was developed to provide daily news updates in pharmacy to the College
community and others. In Fall 2011, students in the required Drug Literature
Evaluation course were asked to “like or follow” the page and its activities.
At course completion, students were asked about the value of this assignment to
their professional development and ways to publicize the page making it more
useful to them and their colleagues. Results: Two
hundred fifty-one students completed the survey. The majority was comfortable
using Facebook before the project, with three quarters using it often for
personal interactions and only 10% using it often professionally. The main
reasons for professional use were participation in professional groups (65%),
keeping up with pharmacy news (44%), and medical news (42%). One–third never
contributed to previous professional discussions. Ninety-eight percent felt
this project helped them stay current with health-related topics. Sixty-nine
percent would definitely recommend the service to friends while 84% would
definitely recommend it to colleagues. Eighty percent are definitely planning
to continue following the page after course completion and half definitely planned
to contribute to future discussions. Implications: This
project further exposed students to professional use of social media and
engaged them in a less conventional learning environment encouraging them to
develop the characteristics of life-long learners.
Development And
Integration Of Virtual Reality (SecondLife®) Simulation Into Pharmacy
Curriculum. Glenn J. Whelan, University of South Florida, Erini S.
Serag, University of South Florida,
Joshua Z. Jackson, University of South
Florida, Srinivas M. Tipparaju, University of South Florida, Umesh K. Jinwal, University of South Florida, Heather M.W.
Petrelli, University of South Florida,
Amy H. Schwartz, University of South
Florida. Objectives: The
primary objective was to integrate a patient case simulation for students in a
virtual reality (SecondLife® (SL)) setting, which incorporated concepts from
multiple courses into one applied format. This activity introduced students to
a simulated practice environment, underscoring one of the program's pillars of
bioinformatics. Method: A
working group of faculty and an instructional designer/3-D virtual simulation
developer developed objectives, script, rubrics, and outcome measures for the
simulation assignment. The simulation was a scenario in a retail pharmacy
setting, where students assumed the role of a pharmacist reviewing, preparing,
verifying, and dispensing a prescription for an antibiotic suspension with
patient counseling. All students created their own avatars for use in SL.
Artificial intelligent patient avatars were constructed in SL, and refined with
a beta group (ten students). Copies of the pharmacies and avatars were
generated, and students were assigned to a pharmacy to complete the simulation
assignment. Students evaluated the assignment through survey and course
evaluations. Results: Fifty-three
PY1 students successfully completed the simulation assignment. Feedback
evaluation suggested the students learned from the simulation and became
proficient in SL use. Additional feedback suggested the necessity for
enhancement of the patient avatars for a more robust patient-student
interaction. Implications: Virtual
Reality simulation in SL is a valuable approach to integrate multiple
dimensions of Bloom's Taxonomy in the curriculum while providing students with
multiple opportunities to demonstrate competency. Future endeavors will include
the expansion into new pharmacy environments and different standardized
patients to encompass a variety of increasingly complex patient-centered
pharmacy cases
Utilizing Skype to Deliver Pharmacology
Instruction to a Caribbean Based Veterinary School. W. Elaine Blythe, University of Florida. Objectives: To describe the
utilization of Skype to deliver 7 credit hours of pharmacology instruction to
veterinary students at St. Matthew's University, School of Veterinary Medicine
in Grand Cayman from the instructor's office in the United States. Method: Skype software was downloaded
on the computer located in the classroom and onto the instructors computer.
During scheduled class periods the instructor calls into the classroom.
External speakers, a microphone and a headset allow for two-way communication.
The Skype lectures guided students through the required veterinary pharmacology
textbook and allowed for real-time question/answer sessions, integration of
case examples, clinical pearls and reiteration of important topics. Qualitative
data was collected on the student opinions on the use of Skype at the end of
semester. Results: Students
were overwhelmingly positive on the use of Skype in the teaching environment.
Specifically; the weekly sessions augmented their knowledge of veterinary
pharmacology and made them more responsible for their learning. Examples given
during Skype lectures were clinically relevant and practical. The instant
messaging function on Skype allowed students significant access to the
instructor, more so than for faculty “on island”. Students reported being
initially apprehensive of the distance format in the curriculum but quickly
came to appreciate the utility of Skype. Implications: The
use of Skype to deliver pharmacology lectures was seen as a positive and
enjoyable learning experience by veterinary students. The instructors’ previous
training and experience in pharmacy distance education provided a solid
framework for the first distance education course in the veterinary school.
Utilizing ‘Turn It In': Assessing Academic
Integrity in the Admissions Process. Heather M.W. Petrelli, University of South Florida, Jacqueline A.
Grosser, University of South Florida. Objectives: In the 2010-2011 academic
year, PharmCAS made available for the first time the Turn It In plagiarism
identification service. This poster will explain and discuss how one school
utilized the newly offered service in the admissions screening process.
Guidelines are also shared by which determinations were made regarding what was
considered significant enough to justify a report to AACP. Method: All applications received by
PharmCAS were reviewed individually to identify Turn It In Reports All positive
reports were investigated individually by identifying the source, which helps
to make a distinction regarding the egregious nature of the potential
plagiarism (e.g. a website with sole purpose of helping applicants write and
admissions essay). Results of investigation were shared with admissions
committee and a review was conducted incorporating all pertinent information.
The Admissions committee voted on which cases deem report to AACP. Once AACP
notified applicants and identified the reporting school a blanket email was
sent to the applicants notifying them of the process from this point AACP
convened a panel to review cases and determined sanctions Based on the
sanction, the Admissions Committee re-reviewed the applicant on a case-by-case
basis. Results: Initially
7% of the applicant pool yielded necessary review by the Admissions Committee
Of those that were reviewed 61% was reported to AACP. In response to the
overwhelming reaction from applicants contacting the school, a specific plan
for communication was developed. This required a significant investment of
staff and administration effort during an already busy admissions season and
ACPE accreditation self-study. Implications: Applicants
have the opportunity to learn from this experience about the importance of
academic integrity in professional school Did not review Turn It In reports
until late in the season, which resulted in many reports at a given time
increasing workload in response to applicant panic. Also resulted in
interviewing candidates that otherwise may not have been granted an interview
Guidelines across schools may not be standardized Concerns regarding legal
action in response to being identified as the reporting school Increased
training for schools for what would constitute a report to AACP and examples of
actions would be beneficial Lack of standardized action and participation from
all schools.
Interdisciplinary Approach by Film and Pharmacy
Students to Educate Students University-wide on Public Health. Kelly L. Matson, The University
of Rhode Island. Objectives: The
objective of this activity is to enhance pharmacy students’ knowledge and
communication of public health topics through education of university peers.
Student perspectives of an interdisciplinary approach of peer education
delivered by campus-based conventional and web television productions were
assessed. Method: Students
enrolled in a pediatric elective course were randomly assigned to prepare and
present educational programs based upon public health topics for young adults,
newly defined by Healthy People 2020. Each program was scripted in a talk-show
format, and then filmed and edited by concurrent students enrolled in a film
production course. Educational segments aired University-wide on conventional
and web television. Project outcomes were assessed by 10 baseline and follow-up
questions using a five-point Likert scale in communication skills development,
knowledge of public health as well as students’ perceptions of educating peers
through an interdisciplinary approach. Results: Twenty-seven
pharmacy students at baseline and 21 pharmacy students at semester's end were
surveyed. A 25.4% percent change was observed in students’ perception of
enhanced importance of pharmacists’ role in public health. Improved
understanding of public health and communication skills was also observed with
percent changes of 16% and 23.8%, respectively. Students’ level of comfort
using film technologies was improved by a 14.6% percent change. Implications: An interdisciplinary
approach provides pharmacy students a way to learn public health knowledge more
readily, and to appreciate student differences and adopt a range of methods to
promote better understanding for themselves and their peers. Additionally,
pharmacy students will gain skills in community outreach and film production
technologies.
