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A hierarchy of the cognitive domain, as applicable to the Pharm.D.outcome expectations
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An approach to curriculum modification in the field of pharmaceutics is presented in this paper. Pharmaceutical education is gradually heading toward a new direction. With the emergence of the pharmaceutical care concept, modern day pharmacists are responsible for serving a multifarious role in patient-care management, often in a collaborative sett...
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Context 1
... grams such as those found in most basic science or humanities degrees and the difference lies in student abilities and educational outcomes. In the present day, we need to reconsider the established views on the taxonomy of edu- objectives, and adapt the individual components according to the modified require- ments of the professional curriculum (Fig. 1). In our opinion, the hierarchy of educational out- comes in the Pharm.D. program deviates considerably from the standard linear cognitive domain (knowledge ! comprehension ! application ! analysis ! synthesis ! evalu- ation) as described by ...
Context 2
... shown in Fig. 1, all professional students, including Pharm.D.s, must posses the aptitudes of knowledge, comprehension, and application abilities as their foundation, and require the additional skills of analysis, synthesis, and evaluation. Analysis is the ability to break down material content into its component parts so that its organizational ...
Context 3
... skills, reflected best by problem-solving abilities, are the highest learning outcomes in the cognitive domain, and develop gradually from the combined abilities to apply, analyze, and synthesize information. They contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria. As indicated by Fig. 1, the authors' opinion regarding the skills of application, analysis, synthesis, and evaluation differ from the linearly modeled cognitive domain described by Bloom et al. We believe that these skills are inter-related and cannot be described as discrete attributes where one skill can only directly lead to another. Skills such as those ...
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Background:
In recent years, pharmacists have been involved in expanded patient care responsibilities, for example patient counseling in self-medication, medication review and pharmaceutical care, which require graduates to develop the necessary competences. Consequently, reorientation of pharmacy education has become necessary. As such, active le...
Citations
... Additionally, the data of the study analyzed the correlation between the internship training prepared the students for their job market and the gender (F(df) = 11.40841 (1,199), P-value 0.000879) as presented in Table 3). The impact of summer training on graduates' job market was evaluated as shown in Table 2 and 3). ...
... The data revealed that 147 (73.13) of the graduates found the summer training was useful and prepared them for the job market, while only 54 (26.87) were not. This study found the correlation between the summer training prepared the students for the job market and the gender (F(df) = 0.175 (1,199), P-value 0.68 as shown in Table 2). Additionally, it was found that (F(df) = 2.14 (1,199), Pvalue 0.15. ...
As the growing number of pharmacy students increases in Saudi Arabia, here in the western region Umm Al-Qura University, we found the need of investigating the views and preferences of pharmacy graduates towards their future careers and communication with their college. The main aim and objective of our research is to examine the perspectives of intern students, employers, and alumni regarding communication with their college. This is a cross-sectional study with a total of 201 graduates between 2009 and 2020 from the college of Pharmacy, Umm Al-Qura University, who completed the questionnaire from January 2019 to January 2021. The study showed that most of the applicants agreed with the convenience and meaningful effect of the internship and summer training on the occupied jobs. This agreement was in both Pharm-D and B-pharm programs and in both male and female.
... 1,2 Although they are important, pharmaceutics concepts can be ''dry'', especially since many pharmacy schools teach pharmaceutics using the traditional lecture-only format. [3][4][5][6] Therefore, activities through which students perceive the relevance of the subject to clinical applications and that keep learners engaged in classes are very much in demand. Studies have showed that using visual aids improves students' understanding and retention, even for complex and cumbersome topics. ...
Objectives: Pharmaceutics is the core component of pharmacy education; the course helps pharmacy students to understand the influence of drugs' physicochemical characteristics and manufacturing parameters on therapeutic performance. Although they are important, pharmaceutics concepts can be "dry," especially since many pharmacy schools teach pharmaceutics using the traditional lecture-only format. Therefore, activities through which students can perceive the relevance of the subject to clinical applications and that keep learners engaged in their classes are very much in demand. Methods: In this study, the incorporation of model-based instruction (MBI) in teaching a pharmaceutics course was explored, and the reasons for integrating this type of model were discussed. We presented a case study involving students transferring scientific knowledge to tactile models. The students' perception of the usefulness of this activity was evaluated. Results: The open-ended questions in the survey showed that the models helped learners to understand the content and enjoy the class. Conclusion: The study provided examples of interactive, simple, easy, and inexpensive MBI, where students could demonstrate their content understanding and their skills. The process of creating and evaluating models transforms the student class experience from static to dynamic and may help students achieve profound and long-lasting learning. © 2021, Association of Pharmaceutical Teachers of India. All rights reserved.
... The poor opinion of generic medicines among medicine students may lead to reduced use of generic medicines by them, and hence there is an urgent requirement of an educational intervention to change their perception and influence their prescribing behavior. [21] About 86% of students of the present study agreed that generic medicines are cheaper than innovator drug which is in agreement with a previous study reporting more than 90% of students believing the same. [17] Hassali et al. reported that all students are of opinion that generic equivalents (all generic products of a particular medicine) have the same efficacy as that of brand name medicine. ...
Background: Prescribing generic medicine is still a debatable issue among prescribers and the issues of bioequivalence, quality, and safety remain problem areas. The perception that generic medicines are inferior to brand medicine can be eradicated by educating medical students who are the future prescribers. Aim and Objective: The correct knowledge of generic medicine among students will enhance the prescribing of low cost and effective medicines. Therefore, this study was conducted to analyze the knowledge and perception of generic medicines among undergraduates (UG), interns, and postgraduate (PG) students in a medical teaching institute. Materials and Methods: A questionnaire-based cross-sectional study was conducted among 230 medical students (145 UG, 50 interns, and 35 PG) in Uttar Pradesh University of Medical Sciences, Saifai, to assess knowledge and attitude of students for generic medicines. Chi-square test was used to analyze results. Results: About 98% of UG and interns and 100% of PG students were aware of generic medicines. Awareness of Jan Aushadhi Scheme is substantially poor in UG students as compared to interns and PG (P < 0.001). About 86% of student considered generic medicine of low cost, less effective (30%), poor quality (34%), and having more side effects (38%) as compared to branded medicine. Students believe product bonuses (28%) and advertisement (38%) by pharmaceuticals will alter their prescribing patterns in the future. About 71% of students (P < 0.001) consider that it is easier to remember a generic name and 89% of students (P < 0.001) wish to have further information regarding generic medicine in their medical curriculum. Conclusion: Medical students lack comprehensive knowledge and carry erroneous impressions for generic medicine. There is a need for more emphasis regarding generic medicine in UG medical curriculum. This will augment rational prescribing and cost-effective use of generic medicine in the future.
... [13] High proportion of medical students pointed that they do not need more information on conducting bioequivalence tests. This was in contrast with the reports by Das and Das and Hassali et al. [14,11] but it may reflect misunderstanding of medical students about the importance of such courses. On the other hand, pharmacy students were eager to accept more information when it was offered to them; especially, when a topic was more related to pharmacy curriculum. ...
Abstract
Objective: The study is to evaluate Yemeni medical and pharmacy students’ knowledge and attitude
regarding generic medicines. Method: A cross-sectional survey was used to collect data from final-year
medical and pharmacy students at six public and private universities in Yemen. The questionnaire was
distributed among the students through their course coordinators. Students were clearly informed about
the objective of the study and their written consents were taken before the survey. The responses were
entered in SPSS, and descriptive and inferential analyses were carried out. Results: The response rate was
60.1%. Overall the half of participants’ perception regarding generic medicine was positive. Perceptions
of pharmacy students’ regarding generic medicines were better than those of the medical students.
Conclusion: The present study concluded that both studied groups had insufficient knowledge about
quality, safety and bioequivalence of generic medicines. The medical students showed poorer knowledge
than pharmacy students which need to give more attention from educators regarding the use of generic
medicines.
Key words: Generic drugs, Medical students, Perception, Pharmacy students, Yemen.
... [13] High proportion of medical students pointed that they do not need more information on conducting bioequivalence tests. This was in contrast with the reports by Das and Das and Hassali et al. [14,11] but it may reflect misunderstanding of medical students about the importance of such courses. On the other hand, pharmacy students were eager to accept more information when it was offered to them; especially, when a topic was more related to pharmacy curriculum. ...
Objective: The study is to evaluate Yemeni medical and pharmacy students’ knowledge and attitude
regarding generic medicines. Method: A cross-sectional survey was used to collect data from final-year
medical and pharmacy students at six public and private universities in Yemen. The questionnaire was
distributed among the students through their course coordinators. Students were clearly informed about
the objective of the study and their written consents were taken before the survey. The responses were
entered in SPSS, and descriptive and inferential analyses were carried out. Results: The response rate was
60.1%. Overall the half of participants’ perception regarding generic medicine was positive. Perceptions
of pharmacy students’ regarding generic medicines were better than those of the medical students.
Conclusion: The present study concluded that both studied groups had insufficient knowledge about
quality, safety and bioequivalence of generic medicines. The medical students showed poorer knowledge
than pharmacy students which need to give more attention from educators regarding the use of generic
medicines.
Key words: Generic drugs, Medical students, Perception, Pharmacy students, Yemen
... En Costa Rica y en otras partes del mundo, el papel del/la profesional en Farmacia ha cambiado en los últimos años, pasando únicamente de la preparación y dispensación de medicamentos a una actividad con más ingerencia clínica (Das & Das, 2002), donde la interacción con otros/as profesionales del área de la salud y directamente con los/las pacientes adquiere cada día mayor importancia (Cipolle, Strand & Morley, 2000;Federación Internacional Farmacéutica, 2003;Fumero, 1998;Kenreigh & Tim, 2006;Planas, Kimberlin, Segal, Brushwood, Hepler & Schelenker, 2005). Es por esto que el/la profesional en Farmacia es una pieza clave en la obtención de resultados efectivos en tratamientos medicamentosos, así como en su uso racional y seguro; donde el seguimiento farmacoterapéutico contribuye con la sistematización de la práctica centrada alrededor del/la paciente y en el que confluyen e interactúan un conjunto de factores propios o externos de las personas (Foppe, Schulz & Dick, 2004;OMS, 2006;Rollason & Vogt, 2003;Tafur & García, 2006). ...
... Asimismo, la formación recibida durante su tránsito temporal, hasta lograr el título universitario que lo/la certifica como doctor/a profesional, afectará el perfil ocupacional y profesional ejercido por estas personas en su quehacer diario en las diferentes áreas del campo laboral (CEA, 1983;Rollason & Vogt, 2003). De ahí que las universidades y los planes curriculares de las diversas carreras adquieran una responsabilidad social, por cuanto deben complementar la formación profesional, de modo que sea lo suficientemente integral (Das & Das, 2002) como para que responda a las necesidades del contexto en el que tendrán que desarrollarse los/las estudiantes al finalizar su ciclo universitario (Díaz, Lule, Pacheco, Rojas & Saád, 1997;López, 2001;Madrid, Velásquez y Fefer, 1998). ...
... el fortalecimiento de valores, un ambiente laboral y académico libre de desigualdades, la reacreditación, el fomento de la investigación, garantizar la permanencia del estudiantado y la mejora del proceso de enseñanza-aprendizaje (Das & Das, 2002) y la gestión de los currículos (Comisión de Política Académica, 2007). ...
Esta investigación permitió explorar campos no incursionados hasta la fecha sobre la opinión de los/las estudiantes de la Facultad de Farmacia de la Universidad de Costa Rica (UCR), con respecto al comportamiento interno de la unidad académica, identificando los factores presentes y evidenciando tendencias. Con esta aproximación se pueden visualizar nuevas estrategias para la formación integral de profesionales en Farmacia, dispuestos a adquirir una posición de liderazgo en el campo de la salud, que fortalezca la promoción de la misma y prevenga la enfermedad. Se utilizó un diseño metodológico cualitativo basado en la Teoría Fundamentada, luego de que los/las participantes habían expresado sus opiniones en torno cuatro preguntas generadoras accesibles en el campus virtual UCR Interactiva. Las principales categorías de análisis fueron la caracterización de la facultad, el estudiantado, el personal docente y el/la profesional en Farmacia; además de las percepciones positivas y negativas con respecto a los cuatro grupos anteriores. Los principales resultados fueron expuestos mediante esquemas y cuadros-resumen. De ellos, destacan el imaginario que se tiene actualmente del/la profesional en Farmacia, algunos elementos dentro del proceso de enseñanza aprendizaje que no han sido atendidos a pesar su persistencia, la auto percepción estudiantil crítica y las manifestaciones (depresión, estrés y ansiedad) producto de su vivencia.
... And of course, there are those papers which do not reference anyone in particular. One of the more interesting of these citations, taken verbatim, is "There are numerous references (outside the scope of this article) in educational journals and books that give mathematical definition to the efficacy of tutorial methods, and averaging those numbers gives us the following general statistics: 'we remember about 20% of what we hear, 50% of what we see, but 80% of what we do.' " [59]. ...
The STATEMENT that "students retain 10% of what they read, 20% of what they hear, 30% of what they see, …" enjoys widespread appearance in engineering education papers. The first archived occurrence of the STATEMENT emerges in a trade magazine article by Treichler (1967). A continuous improvement plan compels the re-evaluation of the status quo, and as such this paper provides a critical review of this unsupported STATEMENT and its proliferation. Those recent ASEE conference papers which provide a reference mostly cite Stice (1987), either directly or indirectly through Felder and Silverman (1988). Some authors do not provide a reference, but perhaps worse yet are those authors who erroneously cite Dale or Glasser as the source. In 2003, Subramony refuted the connection between Edgar Dale's cone of experience and the STATEMENT. Perhaps most disturbing are those papers that not only provide an erroneous reference, but which also augment the STATEMENT with non-existent phrases such as "after two weeks, people generally remember…" Furthermore, like the party game "telegraph", the percentage values deviate the further away a given paper is from the initial source.
Objective. To compare United States and European Higher Education Area (EHEA) undergraduate pharmacy curricula in terms of patient-centered care courses.
Methods. Websites from all pharmacy colleges or schools in the United States and the 41 countries in the EHEA were retrieved from the FIP Official World List of Pharmacy Schools and investigated. A random sample of schools was selected and, based on analyses of course descriptions from syllabi, each course was classified into the following categories: social/behavioral/administrative pharmacy sciences, clinical sciences, experiential, or other/basic sciences.
Results. Of 147 schools of pharmacy, 59 were included (23 in US and 36 in the EHEA). Differences existed in the percentages of credits/hours in all of the four subject area categories.
Conclusion. Institutions in EHEA countries maintain a greater focus on basic sciences and a lower load of clinical sciences in pharmacy curricula compared to the United States. These differences may not be in accordance with international recommendations to educate future pharmacists focused on patient care.
This study originates from experiences which led me to question the way pharmacists are equipped to advise and support the medicine-taking practice of patients using chronic medication. The study offers a critical theoretical consideration of underlying perspectives informing pharmacy education. I propose following a critical realist ontological perspective, a social realist understanding of social structure and human agency, and a sociocultural epistemology. Based on these perspectives, I consider a sociological critique of ‘health’, ‘disease’, ‘illness’ and ‘sickness’ perspectives on medicine-taking, and of pharmacy as a profession. I then propose an experiential learning approach, with an emphasis on developing reflexivity through affective learning. I follow this with an illustrative case study. Following a critical discourse analysis of student texts from the case study, I conclude that there is evidence that experiential learning may prove useful in developing pharmacy students’ reflexive competency to support the provision of pharmaceutical care to patients using chronic medications.
