A substantial proportion, exceeding 50%, of PharmD students reached the required clinical levels for gastrointestinal (GI) symptoms, and the perceived connection's significance was the most predictive factor regarding gastrointestinal (GI) symptoms amongst the students. For improved student outcomes in the future, interventions should focus on creating social opportunities, building resilience, and providing comprehensive psychosocial support.
Fundamental basic science knowledge is crucial for pharmacy students to rapidly learn and retain throughout their Doctor of Pharmacy curriculum. Knowledge retention, conceptual understanding, and engagement are all outcomes of effective active learning strategies. To ascertain if the incorporation of game-based active recall and critical thinking microlearning activities improved student understanding of intricate biochemistry concepts, test scores, and successful course completion, this study was undertaken.
By means of Articulate Storyline software, the microlearning activities were designed. In order to bolster critical thinking and reinforce difficult biochemistry concepts, gamification-type activities were structured around questions and problems. Student performance was meticulously logged, alongside the activities posted on Blackboard. Students were categorized into performance groups according to their results on the first exam. Microlearning outcomes were demonstrably associated with the corresponding scores achieved by students on their exams. plant immunity To determine a connection between microlearning activity outcomes and exam results, statistical analysis was applied to the data.
A positive correlation was observed between student performance on examinations and final grades, and successful completion of microlearning activities. Students who made more progress through microlearning activities obtained demonstrably better grades on all assessments than those who did not. Microlearning modules, completed by students who initially encountered difficulties with the subject matter, resulted in enhanced exam scores and successful course completion. Students who encountered difficulties in their studies and completed fewer assignments, in contrast, were unable to enhance their performance in exams and overall course work.
Microlearning activities, integrating elements of active recall and critical thinking, proved effective in boosting both comprehension and retention of challenging biochemical concepts. Microlearning's impact on student performance in the biochemistry course was demonstrably positive, especially for students experiencing difficulty with the subject matter.
Through microlearning activities focusing on active recall and critical thinking, the retention and comprehension of intricate biochemical concepts were significantly elevated. Microlearning strategies positively impacted biochemistry exam results, more so among students who struggled with the course content.
We examined the structure and execution of a pharmacy degree program's comprehensive pharmaceutical compounding curriculum, spanning five modules over four years, employing the scaffold learning approach.
To cultivate compounding expertise, a programmatic approach was employed, mandating a change from a divided curriculum to a multi-course design that spanned all four years of the pharmacy program.
The intervention, introduced in 2014, has led to a notable decrease in course failure rates. Previously standing at approximately 34% between 2012 and 2014, these rates have reduced considerably to 15% during the 2015-2019 period. This is mirrored by a four-fold jump in the percentage of students achieving distinction and above, growing from 20% between 2012 and 2014 to 80% between 2015 and 2019.
Developing compounding proficiency across the pharmacy curriculum was significantly enhanced by a unified, scaffolded learning strategy, rather than compartmentalizing compounding techniques into disparate modules without clear vertical progression.
A unified, program-wide scaffolding strategy for learning proved superior in the development of compounding skills throughout the pharmacy curriculum, compared to a modular method lacking clear integration between modules.
To quantify the relative frequency of fixed and growth mindsets and imposter phenomenon (IP) scores among pharmacy students at a particular institution, find variables that correlate with variations in fixed mindsets and IP scores, and determine if a meaningful association exists.
The University of Kentucky College of Pharmacy's first- to fourth-year students participated in a survey, which involved a newly developed questionnaire. Selleckchem Tunicamycin The survey instrument encompassed demographic inquiries, the Clance Imposter Phenomenon Scale (CIPS), and measurements derived from the Implicit Theories of Intelligence Scale (ITIS). The study utilized descriptive and inferential statistical analyses to establish the prevalence of IP and fixed versus growth mindsets, to identify the variables explaining variance in CIPS and ITIS scores, and to investigate the existence of a correlation.
Concerning IP experiences, pharmacy students exhibited a high rate, as indicated by the mean (standard deviation) CIPS score of 672 (14). According to student reports, a proportion of 30% experienced IP at a minimum moderate level, and an exceptionally high 682% reported frequent or intense IP experiences. The student population, overwhelmingly (596%), possessed a growth mindset. Gender emerged as the sole explanatory variable for variance in CIPS and ITIS scores, with male respondents exhibiting lower CIPS scores than female respondents (6327 vs 6887, p = .006). Analysis revealed a negative correlation (r = -0.221, p < 0.001) between lower scores on the ITIS assessment and higher scores on the CIPS assessment.
The survey results highlighted a high occurrence of intrinsic intellectual passion and a growth-oriented mindset among pharmacy students. The link between fixed mindsets and high IP rates offers educators insights for creating targeted interventions that prioritize the improvement of overall student well-being.
The pharmacy student survey participants consistently showed a high percentage of internal proficiency and a growth mindset. Awareness of the relationship between fixed mindsets and elevated intellectual property levels informs educators' choices of targeted interventions, ultimately enhancing student well-being on a broader scale.
Distance learning, fostered by the COVID-19 pandemic, might have an adverse effect on academic outcomes. Students attending Historically Black Colleges and Universities (HBCUs) have also been significantly impacted by the adverse consequences of COVID-19. intensive care medicine During the COVID-19 pandemic, this research investigated the effects of online/hybrid learning methods on the academic success and mental health status of HBCU pharmacy students.
A study was conducted using a survey to analyze the influence of COVID-19 on the mental well-being and academic success of pharmacy students attending a Historically Black College or University. Student responses and demographic data were gathered by the survey, employing Likert-scale, multiple-choice, and 'select all that apply' question types.
The participant group was largely composed of unemployed African American women, specifically those aged 18 to 25. A confirmed case of COVID-19 was not experienced by the majority of students throughout their time enrolled. Among the participants, a majority self-identified as visual learners; concurrently, the majority of students indicated a feeling of isolation from teachers and classmates stemming from online learning. Beyond that, most students expressed that online learning methods during the COVID-19 pandemic had an unfavorable influence on their stress levels and mental health, demonstrating varying degrees of agreement from 'somewhat' to 'strongly' negative. Students during the COVID-19 pandemic felt that the faculty demonstrated a lack of empathy, a sentiment shared by many.
Amidst the isolation and shifts in study routines brought about by the COVID-19 pandemic, students were granted freedom in time management and encountered no heightened difficulty in learning and retaining information. Unfortunately, a concerning decline in mental health and stress levels was noted among students, who perceived a shortage of empathy from faculty.
During the COVID-19 pandemic, most students encountered feelings of isolation and were compelled to modify their study routines, yet they were permitted to control their time, and the learning process and knowledge retention proved no more taxing. The unfortunate reality was a detrimental impact on students' mental health and stress levels, with many experiencing a significant deficit in empathy from faculty.
The significance of continuing professional development (CPD) in pharmacy education is highlighted by the Accreditation Council for Pharmacy Education's 2016 standards and the Entrustable Professional Activities. In order to maintain their professional knowledge, skills, and practice, pharmacy graduates must actively engage in self-directed learning. To successfully meet the standards of pharmacy education, and prepare students for a career of lifelong learning, advanced pharmacy practice experiences (APPEs) should incorporate continuing professional development (CPD).
Three pharmacy colleges developed and implemented an innovative CPD APPE program, centered on the CPD framework and student-directed learning. Through the CPD APPE program, enrolled students became acquainted with the CPD framework, fostering reflection, crafting personalized learning goals, and engaging in self-directed learning activities to address identified educational necessities.
The evaluation of student performance outcomes incorporated written reflections, portfolio documentation, and attendance records. The CPD rotation, a novel experience, generated positive feedback regarding student satisfaction, the attainment of learning outcomes, and the cultivation of foundational lifelong learning habits. Final-year pharmacy students, soon-to-be graduates and practicing pharmacists, are ideally positioned to acquire and implement the CPD framework, honing the skills necessary for sustained learning throughout their professional lives.