Objective. To examine pharmacy students' self-assessment and evaluator assessment of the global performance of skills required for effective interprofessional collaborative practice during an objective structured clinical examination (OSCE). Methods. Third-year pharmacy students completed three cases designed to evaluate the skills they would need to engage in effective interprofessional collaborative practice as part of a capstone objective structured clinical examination (OSCE). Students then also completed a brief survey regarding the quality of the cases and the Interprofessional Collaborative Competency Attainment Survey (ICCAS). Student performance on each of the three cases was assessed using the Global Rating Scale (GRS). Paired sample t tests were conducted to compare differences in mean change in ICCAS scores. Correlations between the GRS ratings and ICCAS pre-and post-assessment scores and changes in scores were examined. Results. One hundred twenty-four students participated in the study. The majority of students reported that the OSCE cases were realistic and of high quality. The average total ICCAS score (out of 7) was 5.1 (SD50.8) at pre-assessment and 5.9 (SD50.6) at post-assessment; the difference in scores was significant. The mean GRS scores (out of 5 points) for the three cases were 4.2 (SD50.5), 4.5 (SD50.6), and 4.6 (SD50.5); and the mean score for the three cases combined was 4.4 (SD50.3). A weak relationship was found between the total GRS and ICCAS post-assessment scores. Conclusion. Presenting pharmacy students with OSCE cases that focused on skills important to effective interprofessional collaborative practice was an effective means of assessing their skills and improving their self-assessment of interprofessional collaborative behaviors.
Objective. To identify and describe validated assessment tools measuring cultural competence relevant to pharmacy education. Methods. A systematic approach was used to identify quantitative cultural competence assessment tools relevant to pharmacy education. A systematic search of the literature was conducted using the OVID and EBSCO databases and a manual search of journals deemed likely to include tools relevant to pharmacy education. To be eligible for the review, the tools had to be developed using a study sample from the US, have at least one peer-reviewed validated publication, be applicable to the pharmacy profession, and be published since 2010. Results. The search identified a total of 27 tools from the systematic literature and manual search. A total of 12 assessment tools met the criteria to be included in the summary and their relevancy to pharmacy education is discussed.
Conclusion.A review of literature demonstrates that assessment tools vary widely and there is no universal tool to assess cultural competence in pharmacy education. As cultural competence is a priority within the accreditation standards for Doctor of Pharmacy education, pharmacy programs are encouraged to develop additional tools that measure observed performance.
Beaches are regarded as a core resource in coastal tourism. However, they are being eroded by environmental pollution, which has negative impacts on visitors' tourism experiences. This study proposed a framework to elaborate the effects of visitors' environmental perceptions on satisfaction and willingness to pay for environmental protection. The findings revealed that visitors' perceptions of a beach's quality had significant positive effects on their satisfaction. Furthermore, satisfaction significantly increased visitors' willingness to pay for environmental protection. In addition, visitors' perceptions of the beach environment had a direct and positive impact on their willingness to pay for environmental protection.
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