Personal and Professional Growth Through an International Sabbatical Experience

Soltis, Denise A.

doi:10.5688/ajpe7712

Cited by 7 publications

(6 citation statements)

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“…Well-being and overall personal "resources" (e.g., skills, expertise, resilience) may increase for sabbatees compared with others [16]. Sabbatees may be more likely to reflect on their careers, develop new research interests, and provide enhanced benefit to their home institution [17].…”

Section: Benefits and Limitations Of Traditional Sabbaticalsmentioning

confidence: 99%

Come from away: Best practices in mini-sabbaticals for the development of young investigators: a White Paper by the SEQUIN (mini-Sabbatical Evaluation and QUality ImprovemeNt) Group

Pillinger

Lemon

Zand

et al. 2019

J. Clin. Trans. Sci.

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Mini-sabbaticals are formal short-term training and educational experiences away from an investigator’s home research unit. These may include rotations with other research units and externships at government research or regulatory agencies, industry and non-profit programs, and training and/or intensive educational programs. The National Institutes of Health have been encouraging training institutions to consider offering mini-sabbaticals, but given the newness of the concept, limited data are available to guide the implementation of mini-sabbatical programs. In this paper, we review the history of sabbaticals and mini-sabbaticals, report the results of surveys we performed to ascertain the use of mini-sabbaticals at Clinical and Translational Science Award hubs, and consider best practice recommendations for institutions seeking to establish formal mini-sabbatical programs.

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Section: Benefits and Limitations Of Traditional Sabbaticalsmentioning

confidence: 99%

Come from away: Best practices in mini-sabbaticals for the development of young investigators: a White Paper by the SEQUIN (mini-Sabbatical Evaluation and QUality ImprovemeNt) Group

Pillinger

Lemon

Zand

et al. 2019

J. Clin. Trans. Sci.

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“…Pharmacy competency frameworks and the World Health Organisation emphasise communication as a core competency for pharmacists [ 2 – 4 ]. The role of pharmacists has expanded over recent years to a more clinical, patient-centred one, making communication an essential aspect of daily practice [ 5 ], and pharmacists need to be able to adapt their communication style to a wide variety of patient needs [ 6 ]. Pharmacy education standards highlight the importance of communication training and communication in practice [ 5 , 7 – 9 ].…”

Section: Introductionmentioning

confidence: 99%

“…The role of pharmacists has expanded over recent years to a more clinical, patient-centred one, making communication an essential aspect of daily practice [ 5 ], and pharmacists need to be able to adapt their communication style to a wide variety of patient needs [ 6 ]. Pharmacy education standards highlight the importance of communication training and communication in practice [ 5 , 7 – 9 ]. Communication skills develop through complex interactions during undergraduate pharmacy education, including via experiential learning and communication skills training [ 5 , 10 ].…”

Section: Introductionmentioning

confidence: 99%

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A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

Kerr

Strawbridge

Kelleher³

et al. 2021

BMC Med Educ

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Background Effective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training. Methods A mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories. Results Forty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated. Conclusions SP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

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“…[3][4][5][6][7][8] Further, such experiences can be enriching, advance students' professional development, and instill an appreciation and respect for other cultures, health care systems, and common problems. 9,10 At the country or institution level, establishing such endeavors can result in strong and sustainable relationships among people and further address mechanisms to meet the needs of the parties involved. In response to the expansion of international education, the American Association of Colleges of Pharmacy's (AACP) Strategic Plan includes goal 1.4.1: "coordinate the development of a best practices model for Advanced Pharmacy Practice Experience (APPE) international experiential rotations."…”

Section: Introductionmentioning

confidence: 99%

Current Practices in Global/International Advanced Pharmacy Practice Experiences: Home/Host Country or Site/Institution Considerations

Alsharif

Dakkuri

Abrons

et al. 2016

American Journal of Pharmaceutical Education

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International outreach by schools and colleges of pharmacy is increasing. In this paper, we provide current practice guidelines to establish and maintain successful global/international advanced pharmacy practice experiences (G/I APPEs) with specific recommendations for home/host country and host site/institution. The paper is based on a literature review (2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014) in databases and Internet searches with specific keywords or terms. Educational documents such as syllabi and memoranda of understanding (MoUs) from pharmacy programs were also examined. In addition, a preliminary draft was developed and the findings and recommendations were reviewed in a 90-minute roundtable discussion at the 2014 American Association of Colleges of Pharmacy Annual Meeting. Recommendations for the host country include travel considerations (eg, passport, visa, air travel), safety, housing, transportation, travel alerts and warnings, health issues, and financial considerations. For the home country, considerations for establishment of G/I APPE site (eg, vetting process, MoU, site expectations) are described. The paper is a resource for development of new G/I APPEs and provides guidance for continuous quality improvement of partnerships focusing on G/I pharmacy education.

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Personal and Professional Growth Through an International Sabbatical Experience

Cited by 7 publications

References 0 publications

Come from away: Best practices in mini-sabbaticals for the development of young investigators: a White Paper by the SEQUIN (mini-Sabbatical Evaluation and QUality ImprovemeNt) Group

Come from away: Best practices in mini-sabbaticals for the development of young investigators: a White Paper by the SEQUIN (mini-Sabbatical Evaluation and QUality ImprovemeNt) Group

A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

Current Practices in Global/International Advanced Pharmacy Practice Experiences: Home/Host Country or Site/Institution Considerations

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