Prioritizing financial knowledge and skills within the doctor of pharmacy curriculum
Personal finance elective; Pharmacy education; PharmD curriculum
Introduction Over the past decade, pharmacy school tuition and the subsequent amount of student debt has risen significantly. Additionally, the debt-to-income ratio for pharmacy school graduates increases, making it extremely important to manage personal finance during pharmacy school and beyond. To assess a personal finance elective's effect on students' financial literacy and confidence, a course evaluation study was pursued at Northeast Ohio Medical University (NEOMED).
Amin KA; Hoffmaster BS; Misko BL
Currents in Pharmacy Teaching and Learning
2021
2021-08-01
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
journalArticle
<a href="http://doi.org/10.1016/j.cptl.2021.06.021" target="_blank" rel="noreferrer noopener">10.1016/j.cptl.2021.06.021</a>
Prioritizing financial knowledge and skills within the doctor of pharmacy curriculum
NEOMED's College of Pharmacy graduating Classes of 2018 through 2021 completed a voluntary, anonymous survey to determine the need and interest for a finance elective in the curriculum. Survey results were grouped by enrollment in the personal finance elective course (i.e. students enrolled and students not enrolled). Students self-identified the category describing their knowledge and confidence in financial decision-making using Likert-style scales.
Over the past decade, pharmacy school tuition and the subsequent amount of student debt has risen significantly. Additionally, the debt-to-income ratio for pharmacy school graduates increases, making it extremely important to manage personal finance during pharmacy school and beyond. To assess a personal finance elective's effect on students' financial literacy and confidence, a course evaluation study was pursued at Northeast Ohio Medical University (NEOMED).
Amin KA; Hoffmaster BS; Misko BL
Currents in Pharmacy Teaching and Learning
2021
2021-07-19
© 2021 Elsevier Inc. All rights reserved.
Journal Article
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Debating the Effectiveness and Necessity of Tenure in Pharmacy Education.
Humans; *Career Mobility; *Faculty; debate; pharmacy education; promotion; tenure; Texas; Education; Pharmacy/*methods/trends; Pharmacy
Academic tenure is a controversial and highly debated topic. Is tenure truly outdated or does it simply need to be reformed? On one hand, the tenure system has shortcomings including deincentivizing productive faculty members, inconsistent application of tenure policies and procedures, and the potential for discrimination during tenure decisions. On the other hand, the tenure system is a long held tradition in the academy, essential in higher education to ensure academic standards and values are upheld in the best interest of students. It provides faculty members with the academic freedom to try innovative teaching strategies and conduct research and assists with faculty retention and recruitment. Regardless of one's opinion, the tenure debate is not going away and warrants further discussion. This paper represents the work of a group of academic leaders participating in the 2014-2015 AACP Academic Leadership Fellowship Program. This work was presented as a debate at the 2015 AACP Interim Meeting in Austin, TX in February 2015.
Asbill Scott; Moultry Aisha Morris; Policastri Anne; Sincak Carrie A; Smith Lisa S; Ulbrich Timothy R
American journal of pharmaceutical education
2016
2016-08
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/ajpe80694" target="_blank" rel="noreferrer noopener">10.5688/ajpe80694</a>
A description of inter-professional ethics education in a United States college of pharmacy
Education & Educational Research; Ethics Education; Ethics Training; Inter-Professional Education
Introduction: An inter-professional ethics curriculum should address core ethics concepts and principles, and challenge students to work in inter-professional teams to resolve dilemmas modelled after those encountered in the health professions. Description: An inter-professional ethics curriculum at a United States (U.S.) college of pharmacy has been developed and refined since 2005 and provides comprehensive ethics education to pharmacy students, while exposing medical and pharmacy students to the ethical issues and dilemmas that are both shared and unique to each health profession. Evaluation: Students have exceeded basic competencies in ethics education without failing performance measures at this U.S. college of pharmacy. The inter-professional ethics curriculum receives positive student evaluations; however, students see ethics education as secondary, rather than complementary, to basic science and clinical curricula. Future plans: A commitment to a longitudinal, inter-professional ethics curriculum is needed to enforce ethics content and values during students' practicum experiences in pharmacy and industry settings.
Aultman J M
Pharmacy Education
2018
2018
Journal Article or Conference Abstract Publication
n/a
Educational Testing Validity And Reliability In Pharmacy And Medical Education Literature
academic-performance; education; Education & Educational Research; educational testing; medical; Pharmacology & Pharmacy; pharmacy education; validity evidence
Objectives. To evaluate and compare the reliability and validity of educational testing reported in pharmacy education journals to medical education literature. Methods. Descriptions of validity evidence sources (content, construct, criterion, and reliability) were extracted from articles that reported educational testing of learners' knowledge, skills, and/or abilities. Using educational testing, the findings of 108 pharmacy education articles were compared to the findings of 198 medical education articles. Results. For pharmacy educational testing, 14 articles (13%) reported more than 1 validity evidence source while 83 articles (77%) reported 1 validity evidence source and 11 articles (10%) did not have evidence. Among validity evidence sources, content validity was reported most frequently. Compared with pharmacy education literature, more medical education articles reported both validity and reliability (59%; p<0.001). Conclusion. While there were more scholarship of teaching and learning (SoTL) articles in pharmacy education compared to medical education, validity, and reliability reporting were limited in the pharmacy education literature.
Hoover M J; Jung R; Jacobs D M; Peeters M J
American Journal of Pharmaceutical Education
2013
2013
Journal Article or Conference Abstract Publication
<a href="http://doi.org/10.5688/ajpe7710213" target="_blank" rel="noreferrer noopener">10.5688/ajpe7710213</a>