Objective. To design a comprehensive learning and assessment environment for the practical application of compounded sterile preparations using a constructivist approach. Design. Compounded Sterile Preparations Laboratory is a required 1-credit course that builds upon the themes of training aseptic technique typically used in health system settings and threads application of concepts from other courses in the curriculum. Students used critical-thinking skills to devise appropriate strategies to compound sterile preparations. Assessment. Aseptic technique skills were assessed with objective, structured, checklist-based rubrics. Most students successfully completed practical assessments using appropriate technique (mean assessment grade583.2%). Almost all students passed the practical media fill (98%) and gloved fingertip sampling (86%) tests on the first attempt; all passed on the second attempt. Conclusion. Employing a constructivist scaffold approach to teaching proper hygiene and aseptic technique prepared students to pass media fill and gloved fingertip tests and to perform well on practical compounding assessments.
Objective. To provide an interactive, non-supplement based complementary and alternative medicine (CAM) session in a self-care therapeutics class and to evaluate the effect of the session on pharmacy students' perceptions and knowledge of CAM. Design. Second professional year pharmacy students enrolled in a required 3-credit course titled Self-Care Therapeutics participated in an active learning session on CAM. Students physically engaged in 5 separate active learning CAM sessions including massage therapy, Tai Chi, yoga, progressive muscle relaxation, and Reiki. Assessment. Students were assessed on both knowledge and perception of CAM. Concept mastery was assessed using a written examination and individual readiness assurance tests (iRAT) and team readiness assurance tests (tRAT). Perception of CAM was measured using both a presession and a postsession survey. Conclusion. Participating in an intensive, active learning CAM session provided an opportunity to increase students' knowledge of CAM and an effective strategy for providing the learner with the experience to better envision incorporation into patient therapies.
Objective. To use a fitness tracking device to track student wellness habits, specifically number of steps, activity, and sleep duration, in an attempt to identify relationships between these variables and academic performance outcomes such as examination scores and course grades. Methods. A fitness tracker was issued to second professional year Doctor of Pharmacy (PharmD) students to track their daily number of steps, activity levels, and minutes of sleep. Individual data from these devices were collected using a cloud-based data aggregation platform. The outcome variables of interest were student grade point average (GPA) in core courses, as well as examination grades for 17 examinations administered across eight required courses during the study period. After exploratory analyses, the primary research questions relating steps and sleep to academic performance were addressed with a series of linear regression models. Results. No significant, identifiable relationships were found between examination grades or course GPA and the variables of interest. There was a significant negative relationship between the number of steps students took 72-hours before an examination and performance on the examination where students in the low activity group significantly outperformed those in the high activity group by an average of two points. Participants took an average of 1,466 fewer steps prior to an examination. Conclusion. Sleep and physical activity were not robust predictors of examination scores and course grades in this cohort of PharmD students. While the fitness tracker served as an impetus for the students to be more cognizant of their activity, the capital expenditure for the devices did not result in improved academic performance.
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