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>
Identifying motivators and barriers to student completion of instructor evaluations: A multi-faceted, collaborative approach from four colleges of pharmacy.
*Attitude of Health Personnel; *Barriers; *Faculty; *Focus group; *Instructor evaluation; *Motivators; *Student; Adult; Education; Educational Measurement/methods/*standards; Faculty/standards; Female; Humans; Male; Middle Aged; Motivation; Ohio; Pharmacy/*methods; Pharmacy/*psychology; Students; Surveys and Questionnaires; Universities/organization & administration
OBJECTIVE: To identify motivators and barriers to pharmacy student completion of instructor evaluations, and to develop potential strategies to improve the evaluation process. METHODS: Completed at four Ohio Colleges of Pharmacy, Phase I consisted of a student/faculty survey and Phase II consisted of joint student/faculty focus groups to discuss Phase I data and to problem solve. RESULTS: In Phase I, the top three student-identified and faculty-perceived motivators to completion of evaluations were to (1) make the course better, (2) earn bonus points, and (3) improve the instructor's teaching. The top three student-identified barriers to completion of evaluations were having to (1) evaluate multiple instructors, (2) complete several evaluations around the same time, and (3) complete lengthy evaluations. Phase II focus groups identified a number of potential ways to enhance the motivators and reduce barriers, including but not limited to making sure faculty convey to students that the feedback they provide is useful and to provide examples of how student feedback has been used to improve their teaching/the course. CONCLUSIONS: Students and faculty identified motivators and barriers to completing instructor evaluations and were willing to work together to improve the process.
McAuley James W; Backo Jennifer Lynn; Sobota Kristen Finley; Metzger Anne H; Ulbrich Timothy
Currents in pharmacy teaching & learning
2017
2017-02
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/10.1016/j.cptl.2016.08.029" target="_blank" rel="noreferrer noopener">10.1016/j.cptl.2016.08.029</a>