A Team Public Health Research Project for First-Year Pharmacy Students to Apply Content From Didactic Courses

Objective. To develop and integrate an active-learning diabetes simulation into an advanced pharmacy practice experience to improve pharmacy students' empathy toward patients with diabetes mellitus. Design. Students simulated the experience of having diabetes mellitus by conducting activities commonly prescribed to those with this disease state for 7 days, after which they submitted a standardized diabetes log and narrative reflection. Interpretive phenomenology design with thematic analysis was used to determine the impact of this experience on the students. Assessment. As shown in student reflections, 95% developed empathy, 97% found the experience beneficial, and 67% improved their ability to relate to and counsel patients. Most (95%) found difficulty adhering to the regimen. On average, students consumed 179 grams of carbohydrates per day and exercised 5 days or 215 minutes per week. Additionally, 69% decided to modify their personal habits to become healthier. Conclusions. Inclusion of the 7-day active-learning exercise greatly impacted student pharmacists' self-reported empathy toward and ability to relate to patients with diabetes mellitus. Completion of this experience may result in long-lasting personal behavior modifications.

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confidence: 99%

Active-Learning Diabetes Simulation in an Advanced Pharmacy Practice Experience to Develop Patient Empathy

Whitley

2012

“…24,25 The characteristics of student research programs included in the systematic review are shown in Table 1. There were three reports [26][27][28] (25%) of elective student research programs, one report of a student research track 29 (8%), and eight reports 24,[30][31][32][33][34][35][36] (67%) of required student research programs. The elective student research programs involved relatively few students (the number ranged from 7 to 25) and the types of research projects were limited to primarily bench science and clinical studies.…”

Section: Resultsmentioning

confidence: 99%

“…The one research track offered was more similar to the elective student research programs than to the required programs; only two types of research were offered, bench science and practice issues, and only 20 students participated at a time. 29 In the eight required research programs, 24,[30][31][32][33][34][35][36] reported class sizes ranged from 50 to 210. Only two programs 33,34 required students to work individually; other programs allowed students to work in groups of one to seven students.…”

Section: Resultsmentioning

confidence: 99%

“…One report involved research in public health as part of a course in public health that represented a unique approach for including research in the professional pharmacy curriculum. 31 Seven of the programs (58%) 24,[32][33][34][35][36] indicated that the duration of the research experience was at least a year; one of these 30 was described as a 2-year experience.…”

Section: Resultsmentioning

confidence: 99%

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A Systematic Review of Extramural Presentations and Publications from Pharmacy Student Research Programs

Slack

Martin

Worede

et al. 2016

Objective. To conduct a systematic review of reports of pharmacy student research programs that describes the programs and resulting publications or presentations. Methods. To be eligible for the review, reports had to be in English and indicate that students were required to collect, analyze data, and report or present findings. The outcome variables were extramural posters/presentations and publications. Results. Database searches resulted in identification of 13 reports for 12 programs. Two-thirds were reports of projects required for a course or for graduation, and the remaining third were elective (participation was optional). Extramural posters resulted from 75% of the programs and publications from 67%. Conclusion. Although reporting on the outcomes of student research programs is limited, three-quarters of the programs indicated that extramural presentations, publications, or both resulted from student research. Additional research is needed to identify relevant outcomes of student research programs in pharmacy.

“…However, pharmacy student training to work collaboratively with other health professionals is minimal in most colleges and schools. Public health and health promotion concepts are incorporated in some novel pharmacy curricula, 21,22 but the use of interprofessional learning concepts to emphasize that health promotion and health education is a role shared by all health professionals is minimal.…”

Section: Introductionmentioning

confidence: 99%

An Interprofessional Learning Module on Asthma Health Promotion

Saini

Shah

Kearey

et al. 2011

Objective. To develop, implement, and evaluate a new interprofessional learning module that focused on asthma health promotion called Taking Action Together for Asthma. Design. Faculty members in medicine, nursing, and pharmacy courses recruited 10 students each to participate in a 3-day interprofessional learning module. Students received extensive materials including a workbook to document their expectations and experience; completed a 1-day interprofessional workshop; received training in the Triple A (Adolescent Asthma Action) program; and went into high schools and taught the Triple A program to students in interprofessional teams. Assessment. Before and after participating in the module, students completed a questionnaire consisting of 3 previously validated instruments: the Asthma Knowledge for Health Professionals Scale, Attitudes Toward Health Care Teams Scale, and Readiness for Interprofessional Learning Scale (RIPLS). Seventeen students completed both the pre-and post-module scales and significant changes were seen only in means scores for the Attitude Toward Healthcare Teams (81.0 6 4.7 to 85.2 6 5.9) and the Teamwork and Collaboration subscale of the RIPLS (41.4 6 2.7 to 43.2 6 2.7). Conclusion. Health promotion activities offer a viable mechanism for fostering interprofessional learning among health professions students.