Second-year pharmacy students' perceptions of adhering to a complex simulated medication regimen.
Humans; Students; Education; *Perception; adherence; Curriculum/standards; Data Collection/methods/standards; Medication Adherence/*psychology; medications; pharmacy students; Pharmacy/*psychology; Pharmacy/*methods/standards
OBJECTIVE: To conduct a simulated medication regimen with second-year pharmacy students to determine their anticipated versus actual difficulty in adhering to it. METHODS: Second-year pharmacy students were given 6 fictitious medications (jellybeans) and a drug regimen to adhere to for 6 days. Pre- and post-intervention surveys were conducted to compare participants anticipated vs. actual difficulty with adherence and changes in empathy toward patients. RESULTS: The 69 (96%) students who participated in the study missed on average 16% of all simulated medication doses and noted that adhering to the complex medication regimen was more difficult than they had anticipated. Eighty-nine percent of students agreed or strongly agreed the project was valuable in developing empathy towards patients taking complex medication regimens. CONCLUSIONS: Pharmacy students participating in a simulated medication regimen missed a notable number of doses and reported a greater level of empathy for patients taking complex medication regiments. Finding meaningful ways to integrate adherence into the curriculum is essential.
Ulbrich Timothy; Hamer David; Lehotsky Kristin
American journal of pharmaceutical education
2012
2012-02
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.5688/ajpe76111" target="_blank" rel="noreferrer noopener">10.5688/ajpe76111</a>
Medical Students for Choice: origins, current orientations, and potential impact.
*Physician's Role; Abortion; Attitudes; Curriculum/standards; Dissent and Disputes; Education; Empirical Approach; Female; Genetics and Reproduction; Health Knowledge; Health Services Accessibility/ethics; Humans; Induced/*education/*ethics; Life Change Events; Medical; Medical/*psychology; Motivation; Practice; Pregnancy; Students; Undergraduate/standards; United States; Voluntary Health Agencies/*organization & administration
BACKGROUND: Medical Students for Choice is a U.S.-based organization concerned with the shortage of abortion providers, the lack of abortion education in medical schools, and violence against abortion providers. Created in 1993, MSFC has 110 chapters in North America with 7,000 student affiliates. DESCRIPTION: The rapid spread of MSFC chapters since its creation prompted the Northeastern Ohio Universities College of Medicine's chapter to undertake group interviews of 40 medical students affiliated with 7 MSFC chapters in 4 midwestern states in the United States. EVALUATION: Interview questions were developed to identify students' motivations for affiliation with MSFC, how abortion was currently addressed in the medical curriculum and where it should be, how students think abortion providers are perceived by the medical community, and how they plan to integrate their commitment to reproductive choice in their future practice. CONCLUSIONS: Not all students affiliated with MSFC will become abortion providers, but they are politically enthusiastic and committed to the inclusion of abortion in medical training and to legitimizing and normalizing its provision. More research tracking this group across time and geography will add much to understanding abortion services in the United States and what part the medical curriculum plays in educating students to provide comprehensive reproductive health services for women.
Wear Delese; Keck-McNulty Cynthia
Teaching and learning in medicine
2003
2003
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1207/S15328015TLM1501_10" target="_blank" rel="noreferrer noopener">10.1207/S15328015TLM1501_10</a>
The educational experience of pediatric emergency medicine fellows in the use and application of procedural sedation/analgesia.
*Fellowships and Scholarships; Analgesia/*methods; Analgesics/administration & dosage/*therapeutic use; Anesthesiology/*education; Clinical Competence/standards; Conscious Sedation/*methods; Curriculum/standards; Data Collection; Emergency Medicine/*education; Emergency Service; Hospital; Humans; Hypnotics and Sedatives/administration & dosage/*therapeutic use; Pediatrics/*education; Teaching/statistics & numerical data
OBJECTIVES: The purpose of this study is to describe the clinical and educational experience provided to the pediatric emergency medicine (PEM) fellows in procedural sedation/analgesia during their course of training. METHODS: A nonanonymous survey was completed by the program director of each Accreditation Council for Graduate Medical Education (ACGME)-accredited PEM fellowship program listed in the 2001 to 2002 Graduate Medical Education Directory. Information relating to program demographics, agents available for use in the emergency department (ED), and the educational opportunities offered to trainees was sought. RESULTS: Each of the 32 ACGME-accredited programs completed the survey. Thirty programs report using procedural sedation and analgesia (PSA) to facilitate the completion of nonpainful and 32 programs to facilitate the completion of painful procedures in the ED. Twenty-nine programs (92%) permit their fellows to provide PSA independently after meeting credentialing criteria at their institution. Formal didactic sessions, direct supervision of procedures, and dedicated journal clubs were the 3 most frequently cited educational methods reported. The educational method chosen was not predicted by the ED type, the size of the training program, or by the volume of patients evaluated in the ED. Twelve program directors report their belief that a minimum number of procedures should be completed prior to completion of the training program. CONCLUSION: There is wide variation in the educational methods used by PEM fellowship training programs in procedural sedation/analgesia.
Pollauf Laura A; Lutes R Esther; Ramundo Maria L; Christopher Norman C
Pediatric emergency care
2004
2004-01
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1097/01.pec.0000106237.72265.bb" target="_blank" rel="noreferrer noopener">10.1097/01.pec.0000106237.72265.bb</a>
The development of professionalism: curriculum matters.
*Clinical Competence; Curriculum/standards; Delivery of Health Care/economics; Education; Humans; Medical/standards; Professional Practice/*standards; Research; Schools; Science
The authors propose that professionalism, rather than being left to the chance that students will model themselves on ideal physicians or somehow be permeable to other elements of professionalism, is fostered by students' engagement with significant, integrated experiences with certain kinds of content. Like clinical reasoning, which cannot occur in a vacuum but must be built on particular knowledge, methods, and the development of skills, professionalism cannot flourish without its necessary basis of knowledge, methods, and skills. The authors present the need for an intellectual widening of the medical curriculum, so that students acquire not only the necessary tools of scientific and clinical knowledge, methods, and skills but also other relevant tools for professional development that can be provided only by particular knowledge, methods, and skills outside bioscience domains. Medical students have little opportunity to engage any body of knowledge not gained through bioscientific/empirical methods. Yet other bodies of knowledge-philosophy, sociology, literature, spirituality, and aesthetics are often the ones where compassion, communication, and social responsibility are addressed, illuminated, practiced, and learned. To educate broadly educated physicians who develop professionalism throughout their education and their careers requires a full-spectrum curriculum and the processes to support it. The authors sketch the ways in which admission, the curriculum (particularly promoting a sociologic consciousness, interdisciplinary thinking, and understanding of the economic/ political dimensions of health care), and assessment and licensure would function.
Wear D; Castellani B
Academic medicine : journal of the Association of American Medical Colleges
2000
2000-06
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1097/00001888-200006000-00009" target="_blank" rel="noreferrer noopener">10.1097/00001888-200006000-00009</a>