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Pesquisa : M01.526.702.250.736 [Categoria DeCS]
Referências encontradas : 64 [refinar]
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[PMID]:29233289
[Au] Autor:Fleming LW; Malinowski SS; Fleming JW; Brown MA; Davis CS; Hogan S
[Ad] Endereço:University of Mississippi School of Pharmacy, 2500 North State Street, Jackson, MS 39216, United States. Electronic address: lwfleming@umc.edu.
[Ti] Título:The impact of participation in a Research/Writing Group on scholarly pursuits by non-tenure track clinical faculty.
[So] Source:Curr Pharm Teach Learn;9(3):486-490, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND AND PURPOSE: The purpose of this study was to evaluate the success of a faculty Research/Writing Group (RWG) by quantifying the amount of scholarly productivity from participants in the group compared with that of a matched cohort. EDUCATIONAL ACTIVITY AND SETTING: The RWG meets monthly to discuss current projects, providing an assessment of their scholarly activity. Participants offer ideas on improvement, resources and possible platforms for presentations and/or publications. FINDINGS: To evaluate the success of this model, scholarly production from the participants in the RWG was compared to a matched group of clinical non-tenure track faculty not participating in the group over a three year period. Faculty perception of RWG participation was evaluated by data collected through a survey using Qualtrics. SUMMARY: Participation in the RWG provided these junior faculty the support system to feel confident in their pursuit of scholarly activities; and therefore, they outpaced their counterparts in dissemination of their research.
[Mh] Termos MeSH primário: Pesquisa Biomédica
Docentes de Farmácia/estatística & dados numéricos
Escrita Médica
Comunicação Acadêmica/estatística & dados numéricos
[Mh] Termos MeSH secundário: Emprego/classificação
Processos Grupais
Seres Humanos
Mentores
Comunicação Acadêmica/tendências
[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 / 64 MEDLINE  
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[PMID]:29233270
[Au] Autor:Huggins CE
[Ad] Endereço:Bronx Lebanon Hospital Center, 1650 Grand Concourse, Bronx, NY 10457, United States. Electronic address: chuggins@bronxleb.org.
[Ti] Título:On being a successful clinician educator: Lessons learned to share with new practitioners.
[So] Source:Curr Pharm Teach Learn;9(3):349-352, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:This article discusses lessons learned by a pharmacy clinician-educator during the early stage of her career in academia. In particular, the importance of establishing good mentoring relationships is highlighted as is the need for flexibility, board certification, publications, and loyalty to one's institution. The purpose of this article is to provide new clinician-educators with specific action steps - i.e. principles for success, to combine with self-motivation in order to promote longevity in academia and a sense of personal fulfillment and accomplishment.
[Mh] Termos MeSH primário: Docentes de Farmácia
[Mh] Termos MeSH secundário: Mobilidade Ocupacional
Certificação
Seres Humanos
Mentores
Lealdade ao Trabalho
Editoração
Equilíbrio Trabalho-Vida
[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]: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]:29233268
[Au] Autor:Cain J
[Ad] Endereço:University of Kentucky, College of Pharmacy, Limestone, Lexington, KY 40536-0596, USA. Electronic address: Jeff.cain@uky.edu.
[Ti] Título:School is a game: Faculty set the rules.
[So] Source:Curr Pharm Teach Learn;9(3):341-343, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Some students often exhibit less-than-ideal learning behaviors such as cramming for exams, focusing on memorization versus comprehension, multi-tasking during class, etc. One approach to understanding and addressing these issues is through a "school as game" mental model. Success in the "game of school", especially in rigorous professional and graduate programs, requires not only knowledge and skill, but also strategy. Because of time demands, students must often make strategic decisions regarding class attendance, attention, study time, and study methods. This commentary describes a mental model in which faculty can examine student learning behaviors within the context of their teaching and assessment criteria. Instructors should consider how both the written and unwritten rules of their courses may actually incentivize undesirable student learning behaviors.
[Mh] Termos MeSH primário: Comportamento
Aprendizagem
Modelos Educacionais
Estudantes de Farmácia/psicologia
[Mh] Termos MeSH secundário: Docentes de Farmácia
Teoria do Jogo
Seres Humanos
[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]:28970608
[Au] Autor:Widder-Prewett R; Draime JA; Cameron G; Anderson D; Pinkerton M; Chen AMH
[Ad] Endereço:Cedarville University School of Pharmacy, Cedarville, Ohio.
[Ti] Título:Impact of Student vs Faculty Facilitators on Motivational Interviewing Student Outcomes.
[So] Source:Am J Pharm Educ;81(6):107, 2017 Aug.
[Is] ISSN:1553-6467
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:To determine the impact of student or faculty facilitation on student self-assessed attitudes, confidence, and competence in motivational interviewing (MI) skills; actual competence; and evaluation of facilitator performance. Second-year pharmacy (P2) students were randomly assigned to a student or faculty facilitator for a four-hour, small-group practice of MI skills. MI skills were assessed in a simulated patient encounter with the mMITI (modified Motivational Interviewing Treatment Integrity) tool. Students completed a pre-post, 6-point, Likert-type assessment addressing the research objectives. Differences were assessed using a Mann-Whitney U test. Student (N=44) post-test attitudes, confidence, perceived or actual competence, and evaluations of facilitator performance were not different for faculty- and student-facilitated groups. Using pharmacy students as small-group facilitators did not affect student performance and were viewed as equally favorable. Using pharmacy students as facilitators can lessen faculty workload and provide an outlet for students to develop communication and facilitation skills that will be needed in future practice.
[Mh] Termos MeSH primário: Comunicação
Educação em Farmácia
Docentes de Farmácia
Tutoria/métodos
Entrevista Motivacional
Estudantes de Farmácia/psicologia
[Mh] Termos MeSH secundário: Seres Humanos
Distribuição Aleatória
[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/ajpe816107


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[PMID]:28970603
[Au] Autor:Azad N; Anderson HG; Brooks A; Garza O; O'Neil C; Stutz MM; Sobotka JL
[Ad] Endereço:Hampton University School of Pharmacy, Hampton, Virginia.
[Ti] Título:Leadership and Management Are One and the Same.
[So] Source:Am J Pharm Educ;81(6):102, 2017 Aug.
[Is] ISSN:1553-6467
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Defining the attributes of change catalysts within high functioning organizations, including the academic enterprise, is desirable. An understanding of these attributes within our academy may foster faculty interest and engagement in seeking administrative roles and serve to bolster succession planning within our schools. On one hand, there have been numerous publications teasing out the purported differences between leadership and management. On the other hand, does segregating these important characteristics based upon arbitrary distinctions do more harm than good? This commentary represents the work of a group of academic leaders participating in the 2015-2016 AACP Academic Leadership Fellowship Program. This work was presented as a debate at the 2016 AACP Interim Meeting in Tampa, Florida, in February 2016.
[Mh] Termos MeSH primário: Pessoal Administrativo
Docentes de Farmácia
Liderança
Terminologia como Assunto
[Mh] Termos MeSH secundário: Educação em Farmácia
Bolsas de Estudo
Florida
Seres Humanos
[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/ajpe816102


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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


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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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[PMID]:28630516
[Au] Autor:El-Ibiary SY; Yam L; Lee KC
[Ad] Endereço:Glendale Midwestern University College of Pharmacy, Glendale, Arizona.
[Ti] Título:Assessment of Burnout and Associated Risk Factors Among Pharmacy Practice Faculty in the United States.
[So] Source:Am J Pharm Educ;81(4):75, 2017 May.
[Is] ISSN:1553-6467
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:To measure the level of burnout among pharmacy practice faculty members at US colleges and schools of pharmacy and to identify factors associated with burnout. Using a cross-sectional, electronic, anonymous survey-design, we measured faculty burnout (n=2318) at US colleges and schools of pharmacy using the Maslach Burnout Inventory-Educators Survey (MBI-ES), which measures burnout dimensions: emotional exhaustion, depersonalization, and personal accomplishment. We assessed MBI-ES scores, demographics and possible predictors of burnout. The response rate was 32.7% (n=758). Emotional exhaustion was identified in 41.3% and was higher in women, assistant professors, and those without a hobby. Participants without a mentor had higher scores of depersonalization. Those with children ages 1-12 years had higher emotional exhaustion and depersonalization compared to those with older children. Pharmacy practice faculty members at US colleges and schools of pharmacy are suffering from burnout, exhibited mainly through emotional exhaustion.
[Mh] Termos MeSH primário: Esgotamento Profissional/epidemiologia
Docentes de Farmácia/psicologia
Faculdades de Farmácia
[Mh] Termos MeSH secundário: Esgotamento Profissional/etiologia
Estudos Transversais
Docentes de Farmácia/estatística & dados numéricos
Seres Humanos
Fatores de Risco
Estados Unidos/epidemiologia
[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:170621
[St] Status:MEDLINE
[do] DOI:10.5688/ajpe81475


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[PMID]:28630514
[Au] Autor:Janke KK; Bzowyckyj AS; Traynor AP
[Ad] Endereço:University of Minnesota College of Pharmacy, Minneapolis, Minnesota.
[Ti] Título:Editors' Perspectives on Enhancing Manuscript Quality and Editorial Decisions Through Peer Review and Reviewer Development.
[So] Source:Am J Pharm Educ;81(4):73, 2017 May.
[Is] ISSN:1553-6467
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:To identify peer reviewer and peer review characteristics that enhance manuscript quality and editorial decisions, and to identify valuable elements of peer reviewer training programs. A three-school, 15-year review of pharmacy practice and pharmacy administration faculty's publications was conducted to identify high-publication volume journals for inclusion. Editors-in-chief identified all editors managing manuscripts for participation. A three-round modified Delphi process was used. Rounds advanced from open-ended questions regarding actions and attributes of good reviewers to consensus-seeking and clarifying questions related to quality, importance, value, and priority. Nineteen editors representing eight pharmacy journals participated. Three characteristics of reviews were rated required or helpful in enhancing manuscript quality by all respondents: includes a critical analysis of the manuscript (88% required, 12% helpful), includes feedback that contains both strengths and areas of improvement (53% required, 47% helpful), and speaks to the manuscript's utility in the literature (41% required, 59% helpful). Hands-on experience with review activities (88%) and exposure to good and bad reviews (88%) were identified as very valuable to peer reviewer development. Reviewers, individuals involved in faculty development, and journals should work to assist new reviewers in defining focused areas of expertise, building knowledge in these areas, and developing critical analysis skills.
[Mh] Termos MeSH primário: Políticas Editoriais
Docentes de Farmácia
Revisão por Pares/normas
Publicações Periódicas como Assunto/normas
Administração Farmacêutica/normas
Editoração/normas
[Mh] Termos MeSH secundário: Técnica Delfos
Seres Humanos
[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:170621
[St] Status:MEDLINE
[do] DOI:10.5688/ajpe81473



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