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Full-Text Articles in Medicine and Health Sciences
Teaching Residents To Teach: Preparing Faculty And Clinical Educators, Sarah Nisly, Tracy Sprunger, Alison Walton, Tracy Costello, Jane Gervasio, Mary Andritz
Teaching Residents To Teach: Preparing Faculty And Clinical Educators, Sarah Nisly, Tracy Sprunger, Alison Walton, Tracy Costello, Jane Gervasio, Mary Andritz
Sarah A. Nisly
Poster abstract published in American Journal of Pharmacy Education.
Inter-Rater Reliability Of A Care Plan Grading Rubric In A Team-Taught Pharmacy Therapeutics Case Course, Tracy Sprunger, Alex Issacs, Alison Walton, Tracy Costello
Inter-Rater Reliability Of A Care Plan Grading Rubric In A Team-Taught Pharmacy Therapeutics Case Course, Tracy Sprunger, Alex Issacs, Alison Walton, Tracy Costello
Alison M. Walton
Poster Abstract published in American Journal of Pharmacy Education.
Teaching Residents To Teach: Preparing Faculty And Clinical Educators, Sarah Nisly, Tracy Sprunger, Alison Walton, Tracy Costello, Jane Gervasio, Mary Andritz
Teaching Residents To Teach: Preparing Faculty And Clinical Educators, Sarah Nisly, Tracy Sprunger, Alison Walton, Tracy Costello, Jane Gervasio, Mary Andritz
Alison M. Walton
Poster abstract published in American Journal of Pharmacy Education.
Redesign Of A Statewide Teaching Certificate Program For Pharmacy Residents, Jasmine Gonsalvo, Darin Ramsey, Amy Sheehan, Tracy Sprunger
Redesign Of A Statewide Teaching Certificate Program For Pharmacy Residents, Jasmine Gonsalvo, Darin Ramsey, Amy Sheehan, Tracy Sprunger
Tracy L. Sprunger
Objectives. To identify and assess changes made to the Indiana Pharmacy Resident Teaching Certificate program over 10 years to adapt to the growing number and changing needs of pharmacy educators in the next generation. Design. In 2011, all resident program participants and directors were sent an electronic survey instrument designed to assess the perceived value of each program component. Assessment. Since 2003, the number of program participants has tripled, and the program has expanded to include additional core requirements and continuing education. Participants generally agreed that the speakers, seminar topics, seminar video recordings, and seminar offerings during the fall semester …
Teaching Residents To Teach: Preparing Faculty And Clinical Educators, Sarah Nisly, Tracy Sprunger, Alison Walton, Tracy Costello, Jane Gervasio, Mary Andritz
Teaching Residents To Teach: Preparing Faculty And Clinical Educators, Sarah Nisly, Tracy Sprunger, Alison Walton, Tracy Costello, Jane Gervasio, Mary Andritz
Tracy L. Sprunger
Poster abstract published in American Journal of Pharmacy Education.
Inter-Rater Reliability Of A Care Plan Grading Rubric In A Team-Taught Pharmacy Therapeutics Case Course, Tracy Sprunger, Alex Issacs, Alison Walton, Tracy Costello
Inter-Rater Reliability Of A Care Plan Grading Rubric In A Team-Taught Pharmacy Therapeutics Case Course, Tracy Sprunger, Alex Issacs, Alison Walton, Tracy Costello
Tracy L. Sprunger
Poster Abstract published in American Journal of Pharmacy Education.
Development Of A Peer Teaching-Assessment Program And A Peer Observation And Evaluation Tool, Jennifer M. Trujillo, Margarita V. Divall, Judith T. Barr, Michael J. Gonyeau, Jenny A. Van Amburgh, S. James Matthews, Donna M. Qualters
Development Of A Peer Teaching-Assessment Program And A Peer Observation And Evaluation Tool, Jennifer M. Trujillo, Margarita V. Divall, Judith T. Barr, Michael J. Gonyeau, Jenny A. Van Amburgh, S. James Matthews, Donna M. Qualters
Samuel James Matthews
Objectives. To develop a formalized, comprehensive, peer-driven teaching assessment program and a valid and reliable assessment tool. Methods. A volunteer taskforce was formed and a peer-assessment program was developed using a multistep, sequential approach and the Peer Observation and Evaluation Tool (POET). A pilot study was conducted to evaluate the efficiency and practicality of the process and to establish interrater reliability of the tool. Intra-class correlation coefficients (ICC) were calculated. Results. ICCs for 8 separate lectures evaluated by 2-3 observers ranged from 0.66 to 0.97, indicating good interrater reliability of the tool. Conclusion. Our peer assessment program for large classroom …
Pharmacy Student Knowledge And Communication Of Medication Errors, Nathaniel M. Rickles, Carey M. Noland, Anthony Tramontozzi, Michele A. Vinci
Pharmacy Student Knowledge And Communication Of Medication Errors, Nathaniel M. Rickles, Carey M. Noland, Anthony Tramontozzi, Michele A. Vinci
Carey M. Noland
Objectives. To describe and evaluate pharmacy students' knowledge of and comfort in communicating, managing, and preventing medication errors. Methods. Using a cross-sectional design, a survey instrument was administered to fifth-year pharmacy students. The survey instrument included both open-and close-ended questions to describe and examine factors associated with knowledge and comfort in communication of medication errors.Results. Survey instruments were completed by 93 students (90% response rate). Nearly 80% reported not having received training in communicating medication errors. The perception of having more adequate training was related to greater knowledge in the communication of medication errors (p
A Tool For Measuring Active Learning In The Classroom, Jenny A. Van Amburgh, John W. Devlin, Jennifer L. Kirwin, Donna M. Qualters
A Tool For Measuring Active Learning In The Classroom, Jenny A. Van Amburgh, John W. Devlin, Jennifer L. Kirwin, Donna M. Qualters
John W. Devlin
Objectives. To develop a valid and reliable active-learning inventory tool for use in large classrooms and compare faculty perceptions of active-learning using the Active-Learning Inventory Tool.Methods. The Active-Learning Inventory Tool was developed using published literature and validated by national experts in educational research. Reliability was established by trained faculty members who used the Active-Learning Inventory Tool to observe 9 pharmacy lectures. Instructors were then interviewed to elicit perceptions regarding active learning and asked to share their perceptions.Results. Per lecture, 13 ( range: 4-34) episodes of active learning encompassing 3 ( range: 2-5) different types of active learning occurred over 2.2 …
A Tool For Measuring Active Learning In The Classroom, Jenny Van Amburgh, John Devlin, Jennifer Kirwin, Donna Qualters
A Tool For Measuring Active Learning In The Classroom, Jenny Van Amburgh, John Devlin, Jennifer Kirwin, Donna Qualters
Jennifer L. Kirwin
Objectives. To develop a valid and reliable active-learning inventory tool for use in large classrooms and compare faculty perceptions of active-learning using the Active-Learning Inventory Tool.Methods. The Active-Learning Inventory Tool was developed using published literature and validated by national experts in educational research. Reliability was established by trained faculty members who used the Active-Learning Inventory Tool to observe 9 pharmacy lectures. Instructors were then interviewed to elicit perceptions regarding active learning and asked to share their perceptions.Results. Per lecture, 13 ( range: 4-34) episodes of active learning encompassing 3 ( range: 2-5) different types of active learning occurred over 2.2 …
Using Facebook To Facilitate Course-Related Discussion Between Students And Faculty Members, Margarita V. Divall, Jennifer L. Kirwin
Using Facebook To Facilitate Course-Related Discussion Between Students And Faculty Members, Margarita V. Divall, Jennifer L. Kirwin
Jennifer L. Kirwin
Objectives. To use Facebook to facilitate online discussion of the content of a Comprehensive Disease Management course and to evaluate student use and perceptions of this exercise. Design. A Facebook page was created and coordinators encouraged students to "like" the page and to post and view study tips, links, or questions. At the end of the course, students' use and perceptions were evaluated using an anonymous survey tool. Assessment. At the end of week 1, there were 81 followers, 5 wall posts, and 474 visits to the course Facebook page. At peak use, the page had 117 followers, 18 wall …
Service-Learning At A Camp For Children With Asthma As Part Of An Advanced Pharmacy Practice Experience, Jennifer L. Kirwin, Jenny A. Van Amburgh, Kristyn M. Napoli
Service-Learning At A Camp For Children With Asthma As Part Of An Advanced Pharmacy Practice Experience, Jennifer L. Kirwin, Jenny A. Van Amburgh, Kristyn M. Napoli
Jennifer L. Kirwin
Objectives. To describe a service-learning opportunity within an advanced pharmacy practice experience and report satisfaction survey results from 2001 through present. Design. Pharmacy students volunteered to attend asthma camp during an ambulatory care rotation. Students administered and monitored medications and coordinated educational activities for campers. Students set goals for the week and completed reflective journals about the experience. A survey was administered 1 week and 6 months after the experience to assess satisfaction, changes in attitudes toward children with chronic asthma, and empathy towards patients.Assessment. Most students accomplished their goals and were satisfied with the experience. Approximately 40% of students …
Development Of Progressive Oral Presentations In A Therapeutics Course Series, Michael Gonyeau, Jennifer Trujillo, Margarita Divall
Development Of Progressive Oral Presentations In A Therapeutics Course Series, Michael Gonyeau, Jennifer Trujillo, Margarita Divall
Margarita V. DiVall
Objectives. To develop and implement a series of progressive evidence-based, oral presentation activities within the therapeutics series to strengthen interprofessional oral communication and literature evaluation skills.Design. A step-wise progression of oral presentations was created to establish interprofessional communication skills and reinforce such skills in successive modules. Students progressed from a basic oral presentation to a brief clinical trial presentation, followed by a full journal club, culminating with a therapeutic debate. Guidelines and assessment tools were developed for each presentation focusing on style, content and organization, and analytic approach. Feedback was obtained from students and faculty members through the administration of …
Using Facebook To Facilitate Course-Related Discussion Between Students And Faculty Members, Margarita V. Divall, Jennifer L. Kirwin
Using Facebook To Facilitate Course-Related Discussion Between Students And Faculty Members, Margarita V. Divall, Jennifer L. Kirwin
Margarita V. DiVall
Objectives. To use Facebook to facilitate online discussion of the content of a Comprehensive Disease Management course and to evaluate student use and perceptions of this exercise. Design. A Facebook page was created and coordinators encouraged students to "like" the page and to post and view study tips, links, or questions. At the end of the course, students' use and perceptions were evaluated using an anonymous survey tool. Assessment. At the end of week 1, there were 81 followers, 5 wall posts, and 474 visits to the course Facebook page. At peak use, the page had 117 followers, 18 wall …
Development Of A Peer Teaching-Assessment Program And A Peer Observation And Evaluation Tool, Jennifer M. Trujillo, Margarita V. Divall, Judith T. Barr, Michael J. Gonyeau, Jenny A. Van Amburgh, S. James Matthews, Donna M. Qualters
Development Of A Peer Teaching-Assessment Program And A Peer Observation And Evaluation Tool, Jennifer M. Trujillo, Margarita V. Divall, Judith T. Barr, Michael J. Gonyeau, Jenny A. Van Amburgh, S. James Matthews, Donna M. Qualters
Margarita V. DiVall
Objectives. To develop a formalized, comprehensive, peer-driven teaching assessment program and a valid and reliable assessment tool. Methods. A volunteer taskforce was formed and a peer-assessment program was developed using a multistep, sequential approach and the Peer Observation and Evaluation Tool (POET). A pilot study was conducted to evaluate the efficiency and practicality of the process and to establish interrater reliability of the tool. Intra-class correlation coefficients (ICC) were calculated. Results. ICCs for 8 separate lectures evaluated by 2-3 observers ranged from 0.66 to 0.97, indicating good interrater reliability of the tool. Conclusion. Our peer assessment program for large classroom …
School-Wide Clinical Intervention System To Document Pharmacy Students' Impact On Patient Care, Margarita V. Divall, Brian Zikaras, Debra Copeland, Michael J. Gonyeau
School-Wide Clinical Intervention System To Document Pharmacy Students' Impact On Patient Care, Margarita V. Divall, Brian Zikaras, Debra Copeland, Michael J. Gonyeau
Margarita V. DiVall
Objectives. To implement and evaluate a school wide, Web-based clinical intervention system to document types and impact of pharmacy students' clinical activities during advanced pharmacy practice experiences (APPEs). Methods. A clinical intervention form was developed by pharmacy practice faculty consensus and uploaded to a secure Web site. Prior to APPEs, all pharmacy students were trained on the purpose and use of the system as well as strategies to document interventions appropriately. Results. Over the 3-year period of data collection, 15,393 interventions were documented. Most common intervention types included dosage adjustments, education of patients and providers, and optimization of therapeutic regimens. …
Status And Recommendations For Self-Care Instruction In Us Colleges And Schools Of Pharmacy, 2006, Seena L. Zierler-Brown, Jenny A. Van Amburgh, Kristin A. Casper, Linda L. Krypel, Amista Lone Salcido, Victor A. Padron, W. Steven Pray, Andrea L. Wall, Jenelle L. Sobotka, Janet P. Engle
Status And Recommendations For Self-Care Instruction In Us Colleges And Schools Of Pharmacy, 2006, Seena L. Zierler-Brown, Jenny A. Van Amburgh, Kristin A. Casper, Linda L. Krypel, Amista Lone Salcido, Victor A. Padron, W. Steven Pray, Andrea L. Wall, Jenelle L. Sobotka, Janet P. Engle
Jenny A. Van Amburgh
Teachers of pharmacy self-care courses have met annually since 1998 at the Nonprescription Medicines Academy (NMA) held in Cincinnati, Ohio. During these meetings, self-care faculty members discuss methods of enhancing the teaching of self-care in US colleges and schools of pharmacy. Self-care courses are taught using a variety of methods and content is woven into pharmacy curricula in many different ways. This manuscript sets forth the current state of self-care instruction in pharmacy curricula including the recommended core curriculum, instructional methodologies, course mechanics, existing standards, and assessment and curricular placement, and makes recommendations for the future.
A Tool For Measuring Active Learning In The Classroom, Jenny A. Van Amburgh, John W. Devlin, Jennifer L. Kirwin, Donna M. Qualters
A Tool For Measuring Active Learning In The Classroom, Jenny A. Van Amburgh, John W. Devlin, Jennifer L. Kirwin, Donna M. Qualters
Jenny A. Van Amburgh
Objectives. To develop a valid and reliable active-learning inventory tool for use in large classrooms and compare faculty perceptions of active-learning using the Active-Learning Inventory Tool.Methods. The Active-Learning Inventory Tool was developed using published literature and validated by national experts in educational research. Reliability was established by trained faculty members who used the Active-Learning Inventory Tool to observe 9 pharmacy lectures. Instructors were then interviewed to elicit perceptions regarding active learning and asked to share their perceptions.Results. Per lecture, 13 ( range: 4-34) episodes of active learning encompassing 3 ( range: 2-5) different types of active learning occurred over 2.2 …
Development Of A Peer Teaching-Assessment Program And A Peer Observation And Evaluation Tool, Jennifer M. Trujillo, Margarita V. Divall, Judith T. Barr, Michael J. Gonyeau, Jenny A. Van Amburgh, S. James Matthews, Donna M. Qualters
Development Of A Peer Teaching-Assessment Program And A Peer Observation And Evaluation Tool, Jennifer M. Trujillo, Margarita V. Divall, Judith T. Barr, Michael J. Gonyeau, Jenny A. Van Amburgh, S. James Matthews, Donna M. Qualters
Jenny A. Van Amburgh
Objectives. To develop a formalized, comprehensive, peer-driven teaching assessment program and a valid and reliable assessment tool. Methods. A volunteer taskforce was formed and a peer-assessment program was developed using a multistep, sequential approach and the Peer Observation and Evaluation Tool (POET). A pilot study was conducted to evaluate the efficiency and practicality of the process and to establish interrater reliability of the tool. Intra-class correlation coefficients (ICC) were calculated. Results. ICCs for 8 separate lectures evaluated by 2-3 observers ranged from 0.66 to 0.97, indicating good interrater reliability of the tool. Conclusion. Our peer assessment program for large classroom …
Service-Learning At A Camp For Children With Asthma As Part Of An Advanced Pharmacy Practice Experience, Jennifer Kirwin, Jenny Van Amburgh, Kristyn Napoli
Service-Learning At A Camp For Children With Asthma As Part Of An Advanced Pharmacy Practice Experience, Jennifer Kirwin, Jenny Van Amburgh, Kristyn Napoli
Jenny A. Van Amburgh
Objectives. To describe a service-learning opportunity within an advanced pharmacy practice experience and report satisfaction survey results from 2001 through present. Design. Pharmacy students volunteered to attend asthma camp during an ambulatory care rotation. Students administered and monitored medications and coordinated educational activities for campers. Students set goals for the week and completed reflective journals about the experience. A survey was administered 1 week and 6 months after the experience to assess satisfaction, changes in attitudes toward children with chronic asthma, and empathy towards patients.Assessment. Most students accomplished their goals and were satisfied with the experience. Approximately 40% of students …
Succession Planning In Us Pharmacy Schools, Jenny A. Van Amburgh, Christopher K. Surratt, James S. Green, Randle M. Gallucci, James Colbert, Shara L. Zatopek, Robert A. Blouin
Succession Planning In Us Pharmacy Schools, Jenny A. Van Amburgh, Christopher K. Surratt, James S. Green, Randle M. Gallucci, James Colbert, Shara L. Zatopek, Robert A. Blouin
Jenny A. Van Amburgh
The deans, associate and assistant deans, and department chairs of a college or school of pharmacy retain historic memories of the institution and share the responsibility for day-to-day operation, sustainability, and future planning. Between the anticipated retirement of baby boomers who are senior administrative faculty members and the steady increase in number of colleges and schools of pharmacy, the academy is facing a shortage of qualified successors. Succession planning involves planning for the effective transition of personnel in leadership positions within an organization. This paper describes the subject of succession planning at a sample population of AACP institutions by obtaining …
Student Participants In Faculty Educational Research, Nathaniel M. Rickles
Student Participants In Faculty Educational Research, Nathaniel M. Rickles
Nathaniel Rickles
No abstract provided.
Pharmacy Student Knowledge And Communication Of Medication Errors, Nathaniel M. Rickles, Carey M. Noland, Anthony Tramontozzi, Michele A. Vinci
Pharmacy Student Knowledge And Communication Of Medication Errors, Nathaniel M. Rickles, Carey M. Noland, Anthony Tramontozzi, Michele A. Vinci
Nathaniel Rickles
Objectives. To describe and evaluate pharmacy students' knowledge of and comfort in communicating, managing, and preventing medication errors. Methods. Using a cross-sectional design, a survey instrument was administered to fifth-year pharmacy students. The survey instrument included both open-and close-ended questions to describe and examine factors associated with knowledge and comfort in communication of medication errors.Results. Survey instruments were completed by 93 students (90% response rate). Nearly 80% reported not having received training in communicating medication errors. The perception of having more adequate training was related to greater knowledge in the communication of medication errors (p
The Impact Of A Standardized Patient Program On Student Learning Of Communication Skills, Nathaniel M. Rickles, Phuong Tieu, Lindsay Myers, Suzanne Galal, Valerie Chung
The Impact Of A Standardized Patient Program On Student Learning Of Communication Skills, Nathaniel M. Rickles, Phuong Tieu, Lindsay Myers, Suzanne Galal, Valerie Chung
Nathaniel Rickles
Objective. Determine the quantitative and qualitative value of a lecture-laboratory course with standardized patients on student communication skills. Methods. A blinded retrospective analysis was conducted on the counseling tapes of 127 students who took a lecture-laboratory course with standardized patients. A Communication Skills Assessment Form (CSAF) was used to evaluate baseline, midpoint and final tapes. Descriptive statistics and repeated measures analysis of variance were used to compare tapes. Students and standardized patients completed written survey instruments evaluating the laboratory at the end of the semester.Results. Students had significant and progressively higher scores on the assessment across baseline, midpoint and final …