Background: Self-care instruction in pharmacy curricula is essential given the impact pharmacists have in caring for patients in the community and their evolving role in this area. The primary objective of this study was to strengthen our current understanding of self-care education across undergraduate Canadian pharmacy programs. Methods: A national curriculum survey and follow-up phone interview was conducted in 2019 to assess the quantity and quality of self-care instruction across Canadian pharmacy schools. Representatives were selected based on theirparticipation in the Association of Faculties of Pharmacy of Canada Self-Care Therapeutics and Minor Ailments special interest group. Results: Responses were received from all 10 pharmacy schools in Canada. Self-care education varies across Canadian pharmacy curricula, reflecting differences in scopes of practice across provinces, topics of interest and availability of space within curricula by the various faculties. Specifically, there was considerable variability in the number of hours devoted to self-care education, course content and methods for integration and teaching. Conclusions: Results of this study may help inform and evolve self-care curricula across the country. We argue that strategies for enhancing current programs may include establishing a minimum number of core hours and topics, expanding natural health product content and curricular content oversight by a lead faculty member. Can Pharm J (Ott) 2021;154:xx-xx.
“An ounce of prevention is worth a pound of cure.” —Benjamin Franklin. In this article, we interview Dr. Kevin Pottie, MD. Dr. Pottie is well known for his clinical and research work on preventative medicine, health equity and evidence-based guidelines, particularly as they relate to disadvantaged populations. We discuss with Dr. Pottie his career as a clinician investigator. He guides us through his journey and shares with us important advice on caring for newly arriving Syrian refugees based on recent published guidelines. « Mieux vaut prévenir que guérir. » —Benjamin Franklin. Dans cet article, nous interviewons Dr Kevin Pottie, MD. Dr Pottie est reconnu pour sa recherche clinique en médecine préventive et en santé équitable particulièrement dans le domaine des populations désavantagées. Dans cette entrevue, Dr Pottie discutera de sa carrière en tant que chercheur clinique et nous partagera des conseils importants sur les soins à donner aux réfugiés syriens nouvellement arrivés au Canada. Ses conseils sont fondés sur des lignes directrices nouvellement publiées.
Résumé :(traduction) Durant l'année scolaire 2011-2012, le projet pilote du programme de parrainage en sciences de la santé a été mis en oeuvre au sein de l'École interdisciplinaire des sciences de la santé de l'Université d'Ottawa. Destiné à répondre à la hausse du niveau d'anxiété des étudiants, le programme a associé étudiants de première année et groupes d'étudiants plus âgés afin de promouvoir leurs occasions d'échange. La perception des participants de ce programme se traduit par des termes universellement positifs quant au plaisir qu'il procure, à son utilité et à sa pertinence pour les besoins des étudiants. Au nombre des améliorations proposées figurent le recrutement de plus de participants masculins, la liaison avec les administrateurs scolaires pour éviter les conflits d'horaire, faire débuter le programme plus tôt dans l'année scolaire, et la formation de groupes sociaux avec moins d'étudiants. Dans l'ensemble, l'approche adoptée par le programme de parrainage est fort bien acceptée et on souhaite la continuation de son dévelop-pement. Mots-clés :Mentorat, étudiant universitaire, projet pilote, dépression, soutien par les pairs, stress scolaire, milieu académique, éducation Abstract:In the 2011-2012 academic year, the HSS Buddy Program pilot project was implemented in the Interdisciplinary School of Health Sciences at the University of Ottawa. Intended to address rising student anxiety levels, the program teamed freshmen (first year) students with groups of older students to promote more instances of casual social interaction. Participants' perceptions of the program were universally positive in terms of how enjoyable it was, its usefulness, and its relevance to student needs. Suggested improvements include recruiting of more male participants, liaising with school administrators to help avoid scheduling conflicts, starting the program earlier in the academic year, and forming social groups with fewer students. Overall, the approach undertaken by the Buddy Program was seen to be a valuable one worthy of continuation and growth.
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