Global Experiential and Didactic Education Opportunities at US Colleges and Schools of Pharmacy

Objective. To improve students' learning and develop learning skills in pharmacy education. Methods.A novel teaching method STQD, composed of Self-study, Test, Question and Discussion sessions, uses self-, peer-, co-learning, active learning, inductive teaching, and formative assessment to promote student-centered teaching in pharmacy education. The intervention has been carried out within courses focusing on instrumental analysis and analytical chemistry. In a four-year study, qualitative and quantitative approaches were employed to evaluate the effectiveness of the novel teaching method in facilitating students' learning. Conclusion. The use of STQD in an integrated basic science curriculum has the potential to develop students' learning skills and improve students' learning in pharmacy education.

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“…[1][2][3] In pharmaceutical courses, the traditional teaching methods consist of lectures and direct instructions conducted by teachers.…”

Section: Introductionmentioning

confidence: 99%

Using a Novel Student-centered Teaching Method to Improve Pharmacy Student Learning

Meng

Yang

Sun

et al. 2019

American Journal of Pharmaceutical Education

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“…28 These may range from those related to public health or global health, or may be related to the observation or practice of pharmacist-provided patient-centered care. 29 Thus, the goal may be as simple as observation, to gaining specific skills or receiving certifications.…”

Section: Discussionmentioning

confidence: 99%

Current Practices in Hosting Non-US Pharmacy Students at US Pharmacy Schools in Experiential Clerkships

Al-Dahir

Alsharif

Gleason

et al. 2017

American Journal of Pharmaceutical Education

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Objective: To provide specific considerations for hosting non-U.S. pharmacy students at U.S.-based colleges/schools of pharmacy (C/SOP) for experiential clerkships and training. Findings: A literature review (2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016) in PubMed, Google Scholar and IPA databases was conducted using specific keywords. Recommendations and future directions for development of experiential rotations for non-U.S. students in U.S. experiential rotations are presented for both the home and host country. Summary articles and best practices across the disciplines, as well as expert opinion, were found across U.S. models for hosting non-U.S. students in advanced practice rotations in the medical disciplines. Consistent themes regarding legal agreements, acculturation, standardized calendars and social and safety considerations were considered for inclusion in the final document. Conclusion: Development of a successful experiential rotation/training for non-U.S. students requires consideration for well-developed objectives, qualified preceptors, multitude of legal and cultural considerations and recommendations for longevity and sustainability.

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“…contextual challenges that exist in different global settings may require pharmacists to collaborate in implementation science research to have an informed response to address these challenges.Many opportunities for pharmacists from HIC settings to engage in HSS, specifically through efforts to improve HRH through training and the transfer of skills, as well as working to improve patient care delivery through innovation and improved access to medicine. Engaging with academic institutions from different countries is another common and long-standing approach for partnerships in global health 54,55. 4.2 | Engaging with academic institutions…”

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confidence: 99%

American College of Clinical Pharmacy Global Health Practice and Research Network's opinion paper: Pillars for global health engagement and key engagement strategies for pharmacists

Crowe

Karwa

Schellhase

et al. 2020

J Am Coll Clin Pharm

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The scope of pharmacy practice in global health has expanded over the past decade creating additional education and training opportunities for students, residents and pharmacists. There has also been a shift from short‐term educational and clinical experiences to more sustainable bidirectional partnerships between high‐income countries (HICs) and low‐ to middle‐income countries (LMICs). As more institutional and individual partnerships between HICs and LMICs begin to form, it is clear that there is a lack of guidance for pharmacists on how to build meaningful, sustainable, and mutually beneficial programs. The aim of this paper is to provide guidance for pharmacists in HICs to make informed decisions on global health partnerships and identify opportunities for engagement in LMICs that yield mutually beneficial collaborations. This paper uses the foundations of global health principles to identify five pillars of global health engagement when developing partnerships: (a) sustainability, (b) shared leadership, (c) mutually beneficial partnerships, (d) local needs‐based care and (e) host‐driven experiential and didactic education. Finally, this paper highlights ways pharmacists can use the pillars as a framework to engage and support health care systems, collaborate with academic institutions, conduct research, and interface with governments to improve health policy.

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Global Experiential and Didactic Education Opportunities at US Colleges and Schools of Pharmacy

Cited by 51 publications

References 25 publications

Using a Novel Student-centered Teaching Method to Improve Pharmacy Student Learning

Using a Novel Student-centered Teaching Method to Improve Pharmacy Student Learning

Current Practices in Hosting Non-US Pharmacy Students at US Pharmacy Schools in Experiential Clerkships

American College of Clinical Pharmacy Global Health Practice and Research Network's opinion paper: Pillars for global health engagement and key engagement strategies for pharmacists

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