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[PMID]:29233283
[Au] Autor:Schellhase E; Caligiuri F; Miller ML
[Ad] Endereço:Purdue University College of Pharmacy, 575 Stadium Mall Drive, West Lafayette, IN 47906, United States.
[Ti] Título:Criteria for evaluating global health partnerships in colleges of pharmacy and health sciences.
[So] Source:Curr Pharm Teach Learn;9(3):441-451, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND AND PURPOSE: The demand for international experiences as part of education and training for healthcare providers continues to increase. As schools/colleges of pharmacy increase training opportunities in global health, there is a demand for a strategic way to evaluate opportunities. Evaluation tools can be utilized to facilitate this type of assessment. EDUCATIONAL ACTIVITY AND SETTING: The purpose of this article is to highlight two different international experiential education site evaluation tools, discuss lessons learned when applying these tools in the field, and outline steps for a college of pharmacy to create their own tool to meet institution specific needs. FINDINGS: The involvement of key stakeholders is important to developing an evaluation tool. Identification and prioritization of key criteria for assessing partnerships is essential. There are many criteria and each institution may consider a unique set of criteria, the most appropriate way to evaluate these, and who should be completing this evaluation. DISCUSSION AND SUMMARY: An evaluation tool may serve as a framework of discussion for new and existing international partnerships. The use of a global partnership evaluation tool allows for a more consistent discussion when deciding if the partnership is appropriate for both parties, helps the involved faculty know what criteria are required to be evaluated and outlines what resources should be considered.
[Mh] Termos MeSH primário: Educação em Farmácia/normas
Intercâmbio Educacional Internacional
Avaliação de Programas e Projetos de Saúde/métodos
Faculdades de Farmácia
[Mh] Termos MeSH secundário: Acreditação
Educação em Farmácia/economia
Educação em Farmácia/legislação & jurisprudência
Saúde Global
Habitação
Seres Humanos
Intercâmbio Educacional Internacional/economia
Preceptoria
Participação dos Interessados
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180214
[Lr] Data última revisão:
180214
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE


  2 / 1144 MEDLINE  
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[PMID]:29233282
[Au] Autor:Peasah SK; Marshall LL
[Ad] Endereço:Mercer University College of Pharmacy, 3001 Mercer University Drive, Atlanta, GA 30341, United States. Electronic address: Peasah_sk@mercer.edu.
[Ti] Título:The use of debates as an active learning tool in a college of pharmacy healthcare delivery course.
[So] Source:Curr Pharm Teach Learn;9(3):433-440, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND AND PURPOSE: To describe the use of debates, and to evaluate student performance and perceptions, when student debates are incorporated as an active learning tool in a required pharmacy healthcare delivery course. EDUCATIONAL ACTIVITY AND SETTING: Student live debates replaced 15% of a traditional lecture-based course. Twelve healthcare controversies were debated by student teams each year. Student perception of debate utility and opinion on topics, pre- and post-debate, were measured via a voluntary survey. Both peer and instructor's assessments of team performances, as well as individual student performance on the debate-based questions on course exams, contributed to course grade. FINDINGS: The average survey response rates were 76% (2014) and 86% (2015). Fifteen-54% of student respondents changed their opinion on individual debate topics due to the debates. Although exam performance on debate-based questions was no better than on lecture-based questions, respondents who found the debates useful or very useful in mastering course material increased by 19% post versus pre-debate surveys. SUMMARY: Debates are an effective active learning tool for engaging students in controversial subjects. Assessment of student performance should include student and instructor evaluations, and can be incorporated into the course grade.
[Mh] Termos MeSH primário: Educação em Farmácia/métodos
Aprendizagem Baseada em Problemas
Estudantes de Farmácia
[Mh] Termos MeSH secundário: Desempenho Acadêmico
Adulto
Atitude
Assistência à Saúde
Feminino
Seres Humanos
Masculino
Percepção
Faculdades de Farmácia
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180214
[Lr] Data última revisão:
180214
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE


  3 / 1144 MEDLINE  
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[PMID]:29233277
[Au] Autor:Hoffman J; Chung E; Hess K; Law AV; Samson B; Scott JD
[Ad] Endereço:Western University of Health Sciences, College of Pharmacy, Pomona, CA, United States. Electronic address: jhoffman@westernu.edu.
[Ti] Título:Overview of a co-curricular professional development program in a college of pharmacy.
[So] Source:Curr Pharm Teach Learn;9(3):398-404, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The goal of a professional program at a school or college of pharmacy is to produce competent and professional pharmacy practitioners. In 2009, The American College of Clinical Pharmacy published a white paper to assist in the teaching of professionalism in schools/colleges of pharmacy to include traits such as responsibility, commitment to excellence, respect for others, honesty and integrity, and care with compassion. In February 2015, the Accreditation Council for Pharmacy Education released their updated accreditation standards (Standards 2016) which introduced the concept of co-curricular activities (Standard 12.3): experiences that complement, augment, and/or advance what is learned in the formal didactic and experiential curriculum. This article details the Professional Development Curriculum at Western University of Health Sciences (WesternU) College of Pharmacy as a potential educational model that promotes professionalism through mandating co-curricular activities for student pharmacists.
[Mh] Termos MeSH primário: Educação em Farmácia
Competência Profissional
Profissionalismo/educação
Faculdades de Farmácia
[Mh] Termos MeSH secundário: Acreditação/normas
Participação da Comunidade
Currículo
Empatia
Exposições Educativas
Seres Humanos
Relações Interpessoais
Liderança
Conduta do Tratamento Medicamentoso
Responsabilidade Social
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180214
[Lr] Data última revisão:
180214
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE


  4 / 1144 MEDLINE  
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[PMID]:29233274
[Au] Autor:Mansell K; Mansell H; Neubeker W; Drake H
[Ad] Endereço:College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, Saskatchewan, S7N 5E5 Canada. Electronic address: kerry.mansell@usask.ca.
[Ti] Título:Students' perceptions of and amount of diabetes education in Canadian schools of pharmacy.
[So] Source:Curr Pharm Teach Learn;9(3):376-382, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:OBJECTIVE: To determine the amount of diabetes content taught at Canadian schools of pharmacy, and students' perceptions of diabetes education. METHODS: Between September 23 and October 23, 2015, faculty members at each pharmacy school were asked to provide the amount of didactic, interactive, and elective hours devoted to diabetes education. These faculty members subsequently emailed an electronic web-survey to all fourth year pharmacy students to ascertain their perceptions of the amount of diabetes-related material they received and comfort level pertaining to diabetes education. RESULTS: Representatives from each pharmacy school (10/10; 100%) reported the amount of diabetes education provided at their schools (range of 18-43.5hours; mean 25.3hours). Student responses were obtained from 90% (9/10) of pharmacy schools; a total of 313/1216 (25.7%) students completed the questionnaire. The majority of pharmacy students (53.2%; 166/313) reported feeling the overall amount of diabetes content in their curriculum was just right while 46.2% (144/313) felt there was too little. 95.6% (299/313) disagreed diabetes received too much attention in the curriculum. A post-hoc analysis revealed that students who attended schools with more contact hours or a diabetes-specific elective felt more comfortable with dealing with certain diabetes patients and situations. CONCLUSIONS: Pharmacy schools vary in the amount of diabetes content taught in their curriculum. Students were split between feeling they received enough diabetes education or too little; students who received more content reported greater comfort in dealing with most diabetes patients and situations. This information is useful for pharmacy schools looking to evaluate their curricular diabetes content.
[Mh] Termos MeSH primário: Diabetes Mellitus
Educação em Farmácia
Faculdades de Farmácia
Estudantes de Farmácia
[Mh] Termos MeSH secundário: Canadá
Currículo
Seres Humanos
Percepção
Autoeficácia
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180214
[Lr] Data última revisão:
180214
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE


  5 / 1144 MEDLINE  
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[PMID]:29233269
[Au] Autor:Wargo KA
[Ad] Endereço:Wingate University School of Pharmacy, Hendersonville Regional Campus, Hendersonville, NC. Electronic address: k.wargo@wingate.edu.
[Ti] Título:Transitioning from pharmacy practice into administration.
[So] Source:Curr Pharm Teach Learn;9(3):344-348, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Transitioning from a pharmacy practice faculty member into an administrator will offer new challenges you have never faced in your career. Whether you are currently considering a transition in your career or have recently made such a transition, many questions will come up along the way. Through this commentary, I offer some advice from my own personal trials and errors as I continue on my administrative journey, and I hope this will help you in yours.
[Mh] Termos MeSH primário: Pessoal Administrativo
Mobilidade Ocupacional
Docentes de Farmácia
Faculdades de Farmácia/organização & administração
[Mh] Termos MeSH secundário: Escolha da Profissão
Comunicação
Metas
Seres Humanos
Liderança
Confiança
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180214
[Lr] Data última revisão:
180214
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE


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[PMID]:28970606
[Au] Autor:Pate AN; Payakachat N; Harrell TK; Pate KA; Caldwell DJ; Franks AM
[Ad] Endereço:University of Mississippi School of Pharmacy, Oxford, Mississippi.
[Ti] Título:Measurement of Grit and Correlation to Student Pharmacist Academic Performance.
[So] Source:Am J Pharm Educ;81(6):105, 2017 Aug.
[Is] ISSN:1553-6467
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:To describe grittiness of students from three pharmacy schools and determine if grit is associated with academic performance measures. Pharmacy students completed an electronic questionnaire that included the Short Grit Scale (Grit-S). Associations were determined using logistic regression. Grit-S total score was a significant and independent predictor for participants who reported a GPA ≥3.5, and Consistency of Interest (COI) and Perseverance of Effort (POE) domain scores were significantly higher compared to participants with a GPA of 3.0-3.49. Participants reporting a D or F had slightly lower average total Grit-S scores and COI domain scores compared to participants who did not. In addition, the group who reported a GPA <3.0 had lower scores in the POE domain compared to those with a GPA of 3.0-3.4. Grittiness may be associated with student pharmacist academic performance and the Grit-S Scale may have substantive implications for use in pharmacy programs.
[Mh] Termos MeSH primário: Logro
Educação em Farmácia
Avaliação Educacional
Estudantes de Farmácia
[Mh] Termos MeSH secundário: Seres Humanos
Faculdades de Farmácia
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171101
[Lr] Data última revisão:
171101
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171004
[St] Status:MEDLINE
[do] DOI:10.5688/ajpe816105


  7 / 1144 MEDLINE  
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[PMID]:28720927
[Au] Autor:Pittenger AL; Copeland DA; Lacroix MM; Masuda QN; Mbi P; Medina MS; Miller SM; Stolte SK; Plaza CM
[Ad] Endereço:University of Minnesota College of Pharmacy, Minneapolis, Minnesota, chair.
[Ti] Título:Report of the 2016-17 Academic Affairs Standing Committee: Entrustable Professional Activities Implementation Roadmap.
[So] Source:Am J Pharm Educ;81(5):S4, 2017 Jun.
[Is] ISSN:1553-6467
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The purpose of this report is to: 1) Identify linkages across the EPA statements, Center for the Advancement of Pharmacy Education 2013 Educational Outcomes (CAPE 2013) and the Joint Commission of Pharmacy Practitioners' Pharmacist Patient Care Process (PPCP); 2) Provide ways EPA statements can be used to communicate core skills that are part of the entry-level pharmacist identity; 3) Suggest a potential roadmap for AACP members on how to implement EPA statements.
[Mh] Termos MeSH primário: Constituição e Estatutos
Educação em Farmácia/legislação & jurisprudência
Farmacêuticos/legislação & jurisprudência
Faculdades de Farmácia/legislação & jurisprudência
[Mh] Termos MeSH secundário: Seres Humanos
Assistência Farmacêutica
Farmacêuticos/normas
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171030
[Lr] Data última revisão:
171030
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170720
[St] Status:MEDLINE
[do] DOI:10.5688/ajpe815S4


  8 / 1144 MEDLINE  
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[PMID]:28720918
[Au] Autor:Hammond DA; Oyler DR; Devlin JW; Painter JT; Bolesta S; Swanson JM; Bailey BJ; Branan T; Barletta JF; Dunn B; Haney JS; Juang P; Kane-Gill SL; Kiser TH; Shafeeq H; Skaar D; Smithburger P; Taylor J
[Ad] Endereço:University of Arkansas for Medical Sciences College of Pharmacy, Little Rock, Arkansas.
[Ti] Título:Perceived Motivating Factors and Barriers for the Completion of Postgraduate Training Among American Pharmacy Students Prior to Beginning Advanced Pharmacy Practice Experiences.
[So] Source:Am J Pharm Educ;81(5):90, 2017 Jun.
[Is] ISSN:1553-6467
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:To examine perceived motivating factors and barriers (MFB) to postgraduate training (PGT) pursuit among pharmacy students. Third-year pharmacy students at 13 schools of pharmacy provided demographics and their plan and perceived MFBs for pursuing PGT. Responses were characterized using descriptive statistics. Kruskal-Wallis equality-of-proportions rank tests determined if differences in perceived MFBs existed between students based on plan to pursue PGT. Among 1218 (69.5%) respondents, 37.1% planned to pursue PGT (32.9% did not, 30% were undecided). Students introduced to PGT prior to beginning pharmacy school more frequently planned to pursue PGT. More students who planned to pursue PGT had hospital work experience. The primary PGT rationale was, "I desire to gain more knowledge and experience." Student debt was the most commonly cited barrier. Introducing pharmacy students early to PGT options and establishing work experiences in the hospital setting may increase students' desire to pursue PGT.
[Mh] Termos MeSH primário: Mobilidade Ocupacional
Educação de Pós-Graduação em Farmácia/estatística & dados numéricos
Motivação
Estudantes de Farmácia/psicologia
Estudantes de Farmácia/estatística & dados numéricos
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Faculdades de Farmácia/estatística & dados numéricos
Estatísticas não Paramétricas
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE; MULTICENTER STUDY
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171030
[Lr] Data última revisão:
171030
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170720
[St] Status:MEDLINE
[do] DOI:10.5688/ajpe81590


  9 / 1144 MEDLINE  
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[PMID]:28720917
[Au] Autor:Al-Jumaili AA; Al-Rekabi MD; Alsawad OS; Allela OQB; Carnahan R; Saaed H; Naqishbandi A; Kadhim DJ; Sorofman B
[Ad] Endereço:University of Iowa College of Pharmacy, Iowa City, Iowa.
[Ti] Título:Exploring Electronic Communication Modes Between Iraqi Faculty and Students of Pharmacy Schools Using the Technology Acceptance Model.
[So] Source:Am J Pharm Educ;81(5):89, 2017 Jun.
[Is] ISSN:1553-6467
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:To explore for the first time the extent to which Iraqi pharmacy students and faculty use Facebook and university email for academic communications, and to examine factors influencing utilization within the framework of the Technology Acceptance Model (TAM). An electronic survey was administered to convenience samples of students and faculty of six Iraqi public schools and colleges of pharmacy in 2015. Responses included 489 student and 128 faculty usable surveys. Both students and faculty use Facebook more than university email for academic communications. Less than a third of the faculty used university email. Students used Facebook for academic purposes twice as much as faculty. Absence of university email in Iraqi schools and colleges of pharmacy makes Facebook essential for faculty-student communications. The majority (71.1% to 82%) of respondents perceived that Facebook was easy to use. Three TAM variables (intention to use, attitude toward use and perceived usefulness) had significant positive associations with actual use of both Facebook messaging and university email.
[Mh] Termos MeSH primário: Correio Eletrônico/utilização
Docentes de Farmácia/estatística & dados numéricos
Mídias Sociais/utilização
Estudantes de Farmácia/estatística & dados numéricos
[Mh] Termos MeSH secundário: Adulto
Atitude Frente aos Computadores
Estudos Transversais
Educação em Farmácia
Feminino
Seres Humanos
Iraque
Masculino
Meia-Idade
Faculdades de Farmácia/estatística & dados numéricos
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171030
[Lr] Data última revisão:
171030
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170720
[St] Status:MEDLINE
[do] DOI:10.5688/ajpe81589


  10 / 1144 MEDLINE  
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[PMID]:28720916
[Au] Autor:Karpen SC; Hagemeier NE
[Ad] Endereço:Gatton College of Pharmacy, East Tennessee State University, Johnson City, Tennessee.
[Ti] Título:Assessing Faculty and Student Interpretations of AACP Survey Items with Cognitive Interviewing.
[So] Source:Am J Pharm Educ;81(5):88, 2017 Jun.
[Is] ISSN:1553-6467
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:To use cognitive interviewing techniques to determine faculty and student interpretation of a subset of items from the AACP faculty and graduating student surveys. Students and faculty were interviewed individually in a private room. The interviewer asked each respondent for his/her interpretation of 15 randomly selected items from the graduating student survey or 20 items from the faculty survey. While many items were interpreted consistently by respondents, the researchers identified several items that were either difficult to interpret or produced differing interpretations. Several interpretational inconsistencies and ambiguities were discovered that could compromise the usefulness of certain survey items.
[Mh] Termos MeSH primário: Docentes de Farmácia
Entrevista Motivacional/métodos
Faculdades de Farmácia
Estudantes de Farmácia
Inquéritos e Questionários
[Mh] Termos MeSH secundário: Cognição
Educação em Farmácia
Seres Humanos
Projetos Piloto
[Pt] Tipo de publicação:EVALUATION STUDIES; JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171030
[Lr] Data última revisão:
171030
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170720
[St] Status:MEDLINE
[do] DOI:10.5688/ajpe81588



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