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. To improve the future of student well-being, interventions should cultivate social connections, promote resilience, and provide psychosocial support.
To succeed in a Doctor of Pharmacy program, students must acquire and retain fundamental basic science knowledge at a rapid pace. Knowledge retention, conceptual understanding, and engagement are all outcomes of effective active learning strategies. This study investigated whether integrating game-based active recall and critical thinking microlearning activities enhanced student comprehension of complex biochemistry concepts, exam scores, and course completion rates.
Microlearning activities were produced by employing the Articulate Storyline software program. 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. Performance groups were formed for students, based on their first exam scores. The performance of students in their exams was reflective of their participation in corresponding microlearning experiences. selleck inhibitor Exam results and the efficacy of microlearning interventions were evaluated using statistical analysis to establish comparisons.
Microlearning activity success was a positive predictor of student success in exams and final scores. Students who engaged in more microlearning activities showed a significantly higher level of success on all exams, in contrast to students who completed fewer microlearning activities. Students who initially found the material challenging, yet successfully completed supplementary microlearning modules, demonstrated improved exam performance and course completion with higher grades. Conversely, students who encountered difficulties and finished fewer assignments saw no enhancement in their exam scores or course grades.
The implementation of microlearning activities, emphasizing active recall and critical thinking, fostered enhanced knowledge retention and comprehension regarding challenging biochemical concepts. A positive link was found between microlearning implementation and biochemistry exam scores, especially among students who encountered difficulties understanding the course material.
Knowledge retention and comprehension of challenging biochemical concepts were markedly improved through the implementation of active recall and critical thinking microlearning activities. Microlearning initiatives and success rates in a biochemistry course demonstrated a positive link to student exam scores, particularly among students facing challenges grasping the concepts.
In a pharmacy degree program, a program-wide pharmaceutical compounding curriculum, encompassing five modules spread over four years, was investigated using the scaffold learning approach regarding design and implementation.
In developing compounding expertise, a programmatic method was implemented, which demanded a departure from a compartmentalized course structure towards a multi-course approach that covered the four-year pharmacy program.
Beginning in 2014, the intervention has yielded substantial improvements in student performance metrics. Course failure rates, previously around 34% from 2012-2014, have been significantly lowered to 15% during the 2015-2019 timeframe. A corresponding, considerable increase in the proportion of students achieving distinction or higher grades has also occurred, increasing from 20% in the earlier period to 80% in the subsequent one.
A program-wide, scaffolded learning approach to pharmacy compounding proved more beneficial in cultivating comprehensive compounding skills than a modular, disjointed instruction approach lacking clear vertical integration.
A program-wide, scaffolding approach to learning proved more effective in cultivating compounding proficiency across the pharmacy curriculum than a modular approach lacking clear vertical integration.
To establish the frequency of fixed and growth mindsets and imposter phenomenon (IP) scores among students in one pharmacy program, explore variables contributing to differences in fixed mindsets and IP, and determine if a correlation can be observed.
A questionnaire, specifically designed for first- to fourth-year students at the University of Kentucky College of Pharmacy, was employed in a survey. selleck inhibitor The demographic questions, the Clance Imposter Phenomenon Scale (CIPS), and the Implicit Theories of Intelligence Scale (ITIS) were all components of the survey. 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). Of the student population surveyed, 30% indicated experiencing IP at a level of at least moderate intensity, and an astonishing 682% reported instances of frequent or intense IP. A considerable portion of the student body (596%) expressed a growth mindset. Of the variables considered, gender was the sole factor predictive of variations in CIPS and ITIS scores. Male respondents exhibited lower CIPS scores than female respondents (6327 vs 6887, p = .006). Scores on the ITIS were negatively correlated with CIPS scores, with a statistically significant correlation (r = -0.221, p < 0.001).
A significant number of pharmacy students, as revealed by the survey, demonstrated a robust presence of an intrinsic love for learning and a growth mindset. By understanding the link between fixed mindsets and high rates of intellectual property, educators can develop effective targeted interventions that will positively affect overall student well-being.
The survey revealed a substantial number of pharmacy students possessing a high level of internal proficiency and growth mindsets. Educators can utilize the correlation between fixed mindsets and high rates of IP to craft targeted interventions that are designed to improve overall student wellbeing.
The COVID-19 pandemic's influence has been a catalyst for increased distance learning, potentially impeding academic achievement. Furthermore, the COVID-19 pandemic has negatively impacted students attending Historically Black Colleges and Universities (HBCUs). selleck inhibitor This study during the COVID-19 pandemic investigated how online/hybrid learning approaches affected the academic progress and mental well-being of HBCU pharmacy students.
A survey was crafted to determine how the COVID-19 pandemic affected the mental wellness and academic results of pharmacy students attending an HBCU. The survey's methodology involved the use of Likert-type, multiple-choice, and select-all-that-apply questions to obtain demographic information and student responses.
The participants predominantly comprised women of African American descent, unemployed and within the age range of 18 to 25 years old. During their enrollment, most students were not diagnosed with a confirmed case of COVID-19. Visual learning preferences were prevalent among the participants, and a substantial number of students reported a moderate to strong sense of isolation in online learning environments, separated from their teachers and classmates. Furthermore, the majority of student responses indicated that online learning during the COVID-19 pandemic was associated with a negative impact on stress levels and mental health, encompassing various levels of agreement. During the COVID-19 pandemic, numerous students found the faculty's empathetic response lacking.
In the wake of the COVID-19 pandemic, students, despite experiencing isolation and adjustments to their study schedules, were allowed substantial control over their time management and found no greater obstacles in the processes of learning and retaining information. Sadly, a considerable number of students experienced negative impacts on their mental health and stress levels, feeling a shortage of empathy from their faculty.
Though students experienced feelings of isolation and adapted their study methods during the COVID-19 pandemic, they were empowered to independently control their schedules, and learning and remembering information were not seen as more demanding. Unfortunately, student mental health and stress levels demonstrated a decline, and a noteworthy number of students expressed a lack of empathy from faculty.
Pharmacy education's importance of continuous professional development (CPD) is underlined by both the 2016 Accreditation Council for Pharmacy Education Standards and the Entrustable Professional Activities. Subsequently, pharmacy graduates should cultivate their self-directed learning to maintain their professional expertise, skills, and practical application. By integrating continuing professional development (CPD) into an advanced pharmacy practice experience (APPE), students can effectively meet the standards of pharmacy education and develop a lifelong learning mindset for their careers.
Three pharmacy colleges' innovation in CPD APPE programs focused on the CPD framework and student-directed learning, creating a new model for implementation. 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.
Student performance outcomes were evaluated using a combination of written reflections, portfolio documentation, and attendance records. The CPD rotation's impact on student satisfaction, learning outcome achievement, and the development of foundational lifelong learning habits was deemed positive. Final-year pharmacy students, soon becoming pharmacists and practitioners, are highly adept at learning and applying the CPD framework, thereby developing the lifelong learning skills requisite for success.