Decision-Making and Problem-Solving Approaches in Pharmacy Education

Martin, Lindsay; Donohoe, Krista L.; Holdford, David A.

doi:10.5688/ajpe80352

Cited by 16 publications

(17 citation statements)

References 7 publications

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“…Based on the pharmacy literature, five decision-making approaches are identified, including clinical, managerial, ethical, economical, and legal problem-solving approaches 27,28. In an ethical decision-making approach, the main focus is achieving a morally defensible solution to the problem 8,28.…”

Section: Discussionmentioning

confidence: 99%

Community pharmacy ethical practice in Jordan: assessing attitude, needs and barriers

Alqudah¹,

Tuza²,

Tawfiek³

et al. 2019

Pharm Pract /Granada)

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Background: Having a local code of ethics, based on moral obligations and virtues, known to all practicing pharmacists is important in order to guide them in relationships with patients, health professionals, and society. Objective: To investigate pharmacists’ attitude and barriers towards applying the ethical principles published by the Jordanian Pharmacists Association in the Jordanian code of ethics. Methods: The study objectives were addressed in a cross-sectional study completed by a convenience sample of community pharmacists, in both cities; Amman and Irbid A questionnaire was used to achieve the study objective. The questionnaire was developed and validated, investigating pharmacists’ socio-demographic and practice characteristics, perceived attitude toward certain practice scenarios, and perceived barriers towards applying the locally published ethical principles while dealing with their patients. The questionnaire was self-completed by pharmacists between January and August 2017. Collected data was analyzed using SPSS version 21. Descriptive statistics and parametric tests were used with p<0.05 set a priori as significant. Results: Seven hundred and four pharmacists (Amman n=486; Irbid n=218) responded to the questionnaire, providing completely answered questionnaires with a response rates of 69.4% in Amman and 99.6% in Irbid. Pharmacists from both cities revealed that they use the Internet as their main resource to obtain ethical information when they need it, to help them deal with their patients (34.0% from Amman and 31.5% from Irbid). More pharmacists in Amman (57.0%) had access to resources regarding ethical information at their practice sites compared to pharmacists in Irbid (24.0%). Significant differences in attitude was found between pharmacists practicing in both cities, as significantly less pharmacists from Amman (37.8%) declared that they would sell a medication for an unreported indication according to national and international guidelines, if recommended by the consultant, compared to pharmacists from Irbid (77.7%, p<0.001). Conclusions: Despite having ethical guidance from the Jordanian Pharmacists Association, the majority of pharmacists in Jordan do not use this resource; instead, most choose to access ethical guidance on-line. Pharmacists from the capital, Amman, reported to adhere more with the guidelines when selling a medication for an unreported indication compared to pharmacists from the smaller city, Irbid. Results of this study call for more actions from the authorities in the country responsible for setting and enforcing the pharmaceutical Code of Ethics.

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Section: Discussionmentioning

confidence: 99%

Community pharmacy ethical practice in Jordan: assessing attitude, needs and barriers

Alqudah¹,

Tuza²,

Tawfiek³

et al. 2019

Pharm Pract /Granada)

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“…13 Students learn and improve their critical thinking skills with courses that include explicit and focused education targeting these skills. 14,15 Five basic approaches to decision-making and problem-solving approaches in pharmacy education have been identified: clinical, ethical, managerial, economic, and legal. 15 The clinical approach was one focus of the pharmacotherapy capstone course, but ethical and economic approaches were also included.…”

Section: Discussionmentioning

confidence: 99%

“…14,15 Five basic approaches to decision-making and problem-solving approaches in pharmacy education have been identified: clinical, ethical, managerial, economic, and legal. 15 The clinical approach was one focus of the pharmacotherapy capstone course, but ethical and economic approaches were also included. Our course structure was challenging for some students, appropriate with a 9-credit hour course.…”

Section: Discussionmentioning

confidence: 99%

A Pharmacotherapy Capstone Course to Target Student Learning and Programmatic Curricular Assessment

Saseen

Linnebur

Borgelt

et al. 2017

American Journal of Pharmaceutical Education

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Objective. To describe how a pharmacotherapy capstone course was used for student learning and programmatic curricular assessment. Design. A pharmacotherapy capstone course was included in the University of Colorado curriculum for 13 years from 2002 through 2014. This 9-credit hour course was the last course prior to Advanced Pharmacy Practice Experiences (APPEs). Students were held accountable for prior learning using complex patient cases and other activities that are seen in APPEs. Application of knowledge, skills, and critical thinking were integrated in this course using exclusively active learning methodologies. Students were expected to actively participate and learn independently, from peers and through selfassessment. Assessment. Evidence of student learning was demonstrated based on student performance on written and verbal evaluations analyzed from 2012 to 2014. Survey and self-evaluation data indicated that students learned within the course. Increases in student confidence in critical thinking, problem-solving, decision making, and lifelong learning were also seen during APPEs. Student performance in this course prompted changes to prerequisite courses and guided development of a renewed curriculum. Conclusion. The University of Colorado pharmacotherapy capstone course prepared students for the rigor of APPEs, provided insight that facilitated improvements in prerequisite courses, and was a nexus for the development of a renewed curriculum, which includes a new clinical capstone course.

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“…Pharmacy schools have implemented multiple mechanisms to promote the personal and professional growth of all students, including specialized courses and co-curricular activities to develop leadership, problem solving, and professionalism. 12,13,14,19 In addition, many programs have introduced pharmacy students to the use of selfassessment tools such as Myers Brigg, Strength Finders, emotional intelligence, grit, and the Birkman Method. 20,21,22,23,24 Addition of the IDP facilitates tracking of each individual student and aids in ensuring that the available programmatic offerings to promote personal and professional development are being synthesized and applied as intended.…”

Section: Discussionmentioning

confidence: 99%

An Individual Development Plan for Pharmacy Students for Career Planning and Tracking Accreditation Standards

Gee

Schulte

Matsumoto

2019

American Journal of Pharmaceutical Education

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Objective. To create and implement Individual Development Plans (IDPs) to assist pharmacy students in career planning and tracking ACPE 2016 Standard 4 for Personal and Professional Development.Methods. IDPs were completed by first-year Doctor of Pharmacy students and rated for addressing components of the four ACPE Standard 4 key elements (Self-Awareness, Leadership, Innovation and Entrepreneurship, and Professionalism). Faculty advisors were surveyed regarding the utility of IDPs.Descriptive statistics were used to evaluate the results.

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Decision-Making and Problem-Solving Approaches in Pharmacy Education

Cited by 16 publications

References 7 publications

Community pharmacy ethical practice in Jordan: assessing attitude, needs and barriers

Community pharmacy ethical practice in Jordan: assessing attitude, needs and barriers

A Pharmacotherapy Capstone Course to Target Student Learning and Programmatic Curricular Assessment

An Individual Development Plan for Pharmacy Students for Career Planning and Tracking Accreditation Standards

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