Base de dados : MEDLINE
Pesquisa : M01.848.769.768 [Categoria DeCS]
Referências encontradas : 2306 [refinar]
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[PMID]:29441932
[Au] Autor:Okuyan B; Sancar M; Ay P; Demirkan K; Apikoglu-Rabus S; Vehbi Izzettin F
[Ti] Título:Translation and psychometric evaluation of the Turkish version of the pharmacy students' perceptions of preparedness to provide pharmaceutical care scale.
[So] Source:Pharmazie;71(10):613-616, 2016 Oct 01.
[Is] ISSN:0031-7144
[Cp] País de publicação:Germany
[La] Idioma:eng
[Ab] Resumo:The aim of the study is to conduct the psychometric evaluation of the Turkish version of the Pharmacy Students' Perceptions of Preparedness to Provide Pharmaceutical Care (PREP) scale. The present study was conducted at three faculties of pharmacy among fifth-year students during a three-month period in 2015. After the translation process, the Turkish version was developed. Psychometric evaluation consisted of the calculation of inter-rater and test-retest reliability and factor analysis. The mean age of 184 students (71.2% of female) was 23.74±1.07. The mean score of the Pharmacy Students' PREP scale was 4.54±1.00 and the Cronbach's alpha was 0.971. Inter-rater and test-retest reliability and factor analysis were also in concordance with the literature. In the present study, the Turkish version of Pharmacy Students' Perceptions of Preparedness to Provide Pharmaceutical Care Scale has been determined to be a reliable and validated tool to assess students' perceptions of preparedness to provide pharmaceutical care.
[Mh] Termos MeSH primário: Educação em Farmácia
Assistência Farmacêutica/normas
Estudantes de Farmácia
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Psicometria
Reprodutibilidade dos Testes
Traduções
Turquia
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE; VALIDATION STUDIES
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180227
[Lr] Data última revisão:
180227
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:180215
[St] Status:MEDLINE
[do] DOI:10.1691/ph.2016.6716


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[PMID]:29233291
[Au] Autor:Collins KL; Zweber A; Irwin AN
[Ad] Endereço:Oregon State University College of Pharmacy, 203 Pharmacy Building, Corvallis, OR 97331, United States. Electronic address: karincollins1@gmail.com.
[Ti] Título:Impact of a fictional reading intervention on empathy development in student pharmacists.
[So] Source:Curr Pharm Teach Learn;9(3):498-503, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:OBJECTIVE: Determine the impact of a short longitudinal literary fiction intervention on empathy development in student pharmacists as measured by the Jefferson Scale of Empathy - Health Profession Students (JSE-HPS) version. METHODS: Twenty-one student pharmacists were randomized to an intervention consisting of reading short excerpts of literary fiction over eight weeks (n=11) or a control group not participating in the intervention (n=10). Both groups completed the JSE-HPS at baseline and completion of the literary intervention. Categorical data were compared using a chi-square or Fisher's exact test, and continuous data were compared using paired or independent t-tests for within and across group comparisons respectively. RESULTS: JSE-HPS scores increased in the intervention group (112.1±10.7 to 116.1±7.4; p=0.201) while they decreased in the control group (118.7±12.6 to 113.0±15.9; p=0.188). Changes across groups were not statistically significant (p=0.061). CONCLUSIONS: Students randomized to an eight-week literature intervention demonstrated a non-statistically significant increase in empathy as measured by the JSE-HPS questionnaire. Similar increases were not observed in students randomized to a control group. As a result, this intervention may represent a novel way to foster empathy in student pharmacists using an intervention requiring few resources. Further research is needed with larger sample sizes, ideally across multiple institutions, in order to validate the effectiveness of this intervention.
[Mh] Termos MeSH primário: Educação em Farmácia/métodos
Empatia
Leitura
Estudantes de Farmácia/psicologia
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Literatura Moderna
Estudos Longitudinais
Masculino
Estudos Prospectivos
Distribuição Aleatória
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 / 2306 MEDLINE  
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[PMID]:29233290
[Au] Autor:Umland EM; Valenzano J; Brown C; Giordano C
[Ad] Endereço:Associate Dean for Academic Affairs and Professor of Pharmacy, Jefferson College of Pharmacy, Thomas Jefferson University, Philadelphia, PA 19107, United States. Electronic address: elena.umland@jefferson.edu.
[Ti] Título:An evaluation of the opportunities for collaborative practice occurring in and the impact of interprofessional education on advanced pharmacy practice experiences.
[So] Source:Curr Pharm Teach Learn;9(3):491-497, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: To evaluate the impact of interprofessional (IP) education (IPE) programs during the first three years of a four-year doctor of pharmacy program on student preparedness and ability to function as a collaborative team member and to garner student feedback on collaboration experienced during the Advanced Pharmacy Practice Experiences (APPEs). INTERPROFESSIONAL EDUCATION ACTIVITY: Likert scale based statements and open-ended questions were added to the student course evaluations for the APPEs for two graduating classes of students. Quantitative data were analyzed using SPSS (repeated measures ANOVA and MANOVA). Thematic analysis by three reviewers reaching consensus was used to evaluate the qualitative data. Students reported being well prepared for IP collaboration (average ratings ranged from a mean of 3.37-3.46 on a scale of 1-4; 1=not at all prepared and 4=very well prepared). On average, students spent 26-50% of their time working with colleagues from other healthcare professions. In describing their preparedness for IP collaboration, the IP core competency of teams/teamwork was addressed in 50% of the submitted responses. The competencies of values/ethics, roles/responsibilities and IP communication were addressed by 2%, 20% and 28% of the written responses, respectively. DISCUSSION: Required longitudinal IP programs in the first three years of the pharmacy curriculum contribute to the students' perceived preparedness for collaborative practice during their APPEs. Developing practice sites to increase the opportunities for students to practice collaboratively is key. Further education of and emphasis by preceptors relative to the IPE competencies is desired.
[Mh] Termos MeSH primário: Comportamento Cooperativo
Educação em Farmácia/métodos
Comunicação Interdisciplinar
Estudantes de Farmácia
[Mh] Termos MeSH secundário: Processos Grupais
Seres Humanos
Papel Profissional
Avaliação de Programas e Projetos de Saúde
Autoeficácia
Inquéritos e Questionários
Fatores de Tempo
[Pt] Tipo de publicação:EVALUATION STUDIES; 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]:29233288
[Au] Autor:Kubli K; McBane S; Hirsch JD; Lorentz S
[Ad] Endereço:University of California, San Diego, Skaggs School of Pharmacy and Pharmaceutical Sciences, La Jolla, CA. Electronic address: kak267@cornell.edu.
[Ti] Título:Student pharmacists' perceptions of immunizations.
[So] Source:Curr Pharm Teach Learn;9(3):479-485, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:PURPOSE: The primary aim of this study was to explore changes in knowledge level, perceived importance and apprehension of immunizations by first year pharmacy students pre- vs. post-immunization education and training. EDUCATIONAL ACTIVITY: First year pharmacy students at the University of California San Diego Skaggs School of Pharmacy and Pharmaceutical Sciences (UC San Diego SSPPS) completed a pre- and post-immunization training course questionnaire. Knowledge base and perceived importance level of immunizations including hepatitis B, influenza, measles, mumps, rubella (MMR), varicella, tetanus, diphtheria, pertussis (Tdap), meningococcal and human papilloma virus (HPV) were assessed. In addition, apprehension of needle administration and fears regarding safety and efficacy were evaluated. FINDINGS: Of 120 students, 85 (71%) completed pre- and post-course questionnaires for this study. Mean knowledge test scores increased from 56% pre-course to 83% post-course. Pre-course, 73% of participants considered immunizations as very important in preventing future disease outbreaks. Post-course, this percentage climbed to 94%. Prior to taking the course, 52% of students were apprehensive about administering injections; however, after completing the course this percentage declined to 33%. The majority of students who had been fearful prior to the course retained their fears of receiving needle injections. The proportion of students believing immunizations should be a personal choice, not mandatory, did not significantly change from pre-course (49%) to post-course (44%). SUMMARY: The UC San Diego SSPPS immunization course increased student knowledge of immunization facts and the perceived importance of immunizations. However, a substantial portion of students retained apprehension about administering and receiving needle injections and the proportion believing immunizations should be a personal choice, almost half, did not change appreciably.
[Mh] Termos MeSH primário: Educação em Farmácia
Conhecimentos, Atitudes e Prática em Saúde
Estudantes de Farmácia/psicologia
Vacinação
[Mh] Termos MeSH secundário: Estudos de Avaliação como Assunto
Medo
Feminino
Seres Humanos
Injeções
Masculino
Percepção
Autoeficácia
Inquéritos e Questionários
Vacinas/administração & dosagem
Vacinas/efeitos adversos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Nm] Nome de substância:
0 (Vaccines)
[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 / 2306 MEDLINE  
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[PMID]:29233287
[Au] Autor:Hohmeier KC; Spivey CA; Chisholm-Burns M
[Ad] Endereço:Residency Program Director of PGY1 Community Pharmacy Residency Program, 193 Polk Ave., Suite 2D, Nashville, TN 37210, United States.
[Ti] Título:A community-based partnership collaborative practice agreement project to teach innovation in care delivery.
[So] Source:Curr Pharm Teach Learn;9(3):473-478, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND AND PURPOSE: To explore students' perceptions (self-assessment) of their preparedness to develop collaborative practice agreements (CPAs) before and after delivery of one CPA-focused classroom lectures and 2) a CPA development student project in partnership with a local community-based pharmacy. EDUCATIONAL ACTIVITY AND SETTING: A CPA-focused didactic lecture and subsequent project were given to second-year (P2) pharmacy students enrolled in a community pharmacy elective course at the University of Tennessee College of Pharmacy. Pre- and post-surveys were administered using an online survey platform to assess student perceptions. Responses for each survey question were summarized using frequencies, and chi-square analysis was conducted to assess the association between pre- and post-scores on each question. FINDINGS: Students were significantly more likely to rate themselves as prepared or completely prepared to develop a CPA in a community pharmacy setting (χ =61.21, p<0.01) after the course and project. Students also noted that they felt they were prepared or very prepared to work within a team to develop and implement a CPA in a community pharmacy setting (χ =37.60, p<0.01). SUMMARY: This study demonstrated that a didactic classroom lecture series followed by a student project partnered with a local community pharmacy improved perceived knowledge, preparedness, and ability to implement CPAs in a community pharmacy. Through intentional exposure of students to scope-of-practice expanding opportunities like CPAs, pharmacy educators can potentially accelerate the evolution of community pharmacy practice.
[Mh] Termos MeSH primário: Serviços Comunitários de Farmácia/legislação & jurisprudência
Educação em Farmácia/métodos
Farmacêuticos/legislação & jurisprudência
Médicos/legislação & jurisprudência
Estudantes de Farmácia
[Mh] Termos MeSH secundário: Contratos
Comportamento Cooperativo
Assistência à Saúde
Seres Humanos
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


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[PMID]:29233286
[Au] Autor:Momary KM; Lundquist LM
[Ad] Endereço:Mercer University College of Pharmacy, Department of Pharmacy Practice, Atlanta, GA 30341. Electronic address: Momary_km@mercer.edu.
[Ti] Título:Student pharmacists' preparedness to evaluate primary literature pre- and post-Advanced Pharmacy Practice Experiences.
[So] Source:Curr Pharm Teach Learn;9(3):468-472, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND AND PURPOSE: The primary objective of this study was to assess the effect of formal primary literature evaluation (PLE) during advanced pharmacy practice experiences (APPEs) on student pharmacists' preparedness and knowledge related to literature evaluation. EDUCATIONAL ACTIVITY AND SETTING: A perception of preparedness survey and knowledge assessment was given to student pharmacists pre- and post-APPEs. Student pharmacists were also asked to characterize their opportunities for formal PLE during APPEs. Literature evaluation experiences, knowledge base and preparedness data were compared between student pharmacists who completed two or more PLE on APPE and those who did not. FINDINGS: A total of 211 student pharmacists completed 529 formal PLE during their APPE experiences. Quiz grades and average perception of preparedness increased significantly from pre- to post-APPE regardless of whether student pharmacists had the opportunity for formal PLE on APPE. Student pharmacists who completed two or more PLE on APPE stated they felt more confident in evaluating primary literature after APPE, had greater post-APPE preparedness scores and a trend towards higher post-APPE quiz scores. DISCUSSION AND CONCLUSION: APPEs provide an important opportunity for student pharmacists to improve their PLE knowledge.
[Mh] Termos MeSH primário: Estágio Clínico
Medicina Baseada em Evidências/normas
Publicações Periódicas como Assunto/normas
Projetos de Pesquisa/normas
Estudantes de Farmácia
[Mh] Termos MeSH secundário: Medicina Baseada em Evidências/educação
Conhecimentos, Atitudes e Prática em Saúde
Seres Humanos
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


  7 / 2306 MEDLINE  
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[PMID]:29233285
[Au] Autor:Mead T; Pilla D
[Ad] Endereço:Research Family Medicine Residency Program, 450, Kansas City, MO 64131, USA; University of Missouri-Kansas City School of Pharmacy, St., Kansas City, MO 64108, USA. Electronic address: meadt@umkc.edu.
[Ti] Título:Assessment of clinical and educational interventions that Advanced Pharmacy Practice Experience (APPE) students contributed to a family medicine residency program.
[So] Source:Curr Pharm Teach Learn;9(3):460-467, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND AND PURPOSE: The literature firmly establishes that clinical interventions made by pharmacy students on Advanced Pharmacy Practice Experience (APPE) rotations contribute significantly to cost-savings realized by the hosting practice sites. The Accreditation Council for Pharmacy Education (ACPE) specifies the experiential curricula include opportunities for students to learn about, from, and with other members of the healthcare team through interprofessional education activities. EDUCATIONAL ACTIVITY: This study assesses clinical and educational interventions contributed by APPE students at a family medicine residency program to determine the extent students were engaged in the interprofessional team and physicians' receptiveness to the recommendations. FINDINGS: Student interventions made from January 2009 to September 2012 were recorded in a Microsoft Excel Spreadsheet. Data was evaluated to determine 1) the most common types of clinical and educational interventions, 2) potential associated cost-savings/avoidance, and 3) provider receptiveness to recommendations based upon acceptance rates. A standardized scheme was utilized to assign a cost savings value according to Midwest America Division of Hospital Corporation of America (HCA) clinical savings standards. Pharmacy students contributed 2868 interventions in 3.5 years. A total of 59.2% of interventions were clinical and accounted for an estimated cost savings of $55,892. The remaining 40.8% of interventions were pharmacy care activities, none were associated with a cost savings and three-fourths were considered educational. Intervention acceptance rate was over 80%, showing providers were very receptive to pharmacy students. SUMMARY: This study lends support that APPE students provide substantial clinical and educational contributions to healthcare providers and patients affiliated with family medicine residency programs. Additionally, healthcare providers and patients are very receptive to pharmacy students as members of the interprofessional team.
[Mh] Termos MeSH primário: Atitude do Pessoal de Saúde
Estágio Clínico
Redução de Custos
Medicina de Família e Comunidade/educação
Custos de Cuidados de Saúde
Estudantes de Farmácia
[Mh] Termos MeSH secundário: Tratamento Farmacológico/economia
Educação em Farmácia
Seres Humanos
Comunicação Interdisciplinar
Internato e Residência
Equipe de Assistência ao Paciente
Preparações Farmacêuticas/administração & dosagem
Preparações Farmacêuticas/economia
Administração Farmacêutica
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Nm] Nome de substância:
0 (Pharmaceutical Preparations)
[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


  8 / 2306 MEDLINE  
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[PMID]:29233284
[Au] Autor:Ohtani H; Mitsui R; Akiyoshi T; Imaoka A; Abe Y; Kanke M; Nakamura T; Foster P; Mochizuki M
[Ad] Endereço:Keio University Faculty of Pharmacy, 1-5-30, Shibakouen, Minato-ku, Tokyo, Japan. Electronic address: ohtani-tky@umin.net.
[Ti] Título:Development and evaluation of an overseas clinical rotation program for undergraduate pharmacy students in Japan.
[So] Source:Curr Pharm Teach Learn;9(3):452-459, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND AND PURPOSE: Internationalization of pharmacists, as well as pharmacy students, in terms of both the knowledge to care for international patients and to have medical information literacy, is a current concern in Japan. EDUCATIONAL ACTIVITY AND SETTING: Keio University Faculty of Pharmacy has developed an elective course for pharmacy students, based on written agreements with the United States and Thailand that establish a student clinical rotation exchange program. The exchange program lasts for four to six weeks and involves clinical rotations in hospitals abroad during the students' sixth year. Rotations follow a four-week didactic preparatory course. The course objectives are to acquire the knowledge, skills, and attitude needed to function as leading pharmacists with an international perspective. METHODS: We asked students to complete a feedback survey inquiring about the usefulness of preparatory courses, self-evaluation pre- and post-rotation satisfaction with the program, and overall self-assessment. FINDINGS: Twenty-four out of 41, i.e., 58.5% of the students replied with feedback. All respondents replied that the preparatory course was useful. They also replied that, based on their self-evaluation, they were satisfied with their level of English language skill improvement after the rotation. Pharmaceutical knowledge satisfaction, however, was slightly decreased. All respondents replied that this program was of a satisfactory nature, with 71%, 63%, and 92% of the respondents replying that they could acquire the knowledge, skills, and attitude program objectives respectively. SUMMARY: It is possible to successfully develop an overseas clinical rotation program. Students were quite satisfied upon completion and achieved the expected objectives.
[Mh] Termos MeSH primário: Estágio Clínico
Educação em Farmácia
Intercâmbio Educacional Internacional
Desenvolvimento de Programas
Avaliação de Programas e Projetos de Saúde
[Mh] Termos MeSH secundário: Atitude do Pessoal de Saúde
Barreiras de Comunicação
Comportamento do Consumidor
Japão
Linguagem
Estudantes de Farmácia
Inquéritos e Questionários
Tailândia
Estados Unidos
[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]: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


  10 / 2306 MEDLINE  
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[PMID]:29233281
[Au] Autor:Toor R; Samai K; Wargo R
[Ad] Endereço:Orlando Regional Medical Center, Orlando, FL. Electronic address: Rebecca.Toor@rx.lecom.edu.
[Ti] Título:Debate as an alternative method for medical literature evaluation.
[So] Source:Curr Pharm Teach Learn;9(3):427-432, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND AND PURPOSE: To determine the student impression of utilizing a debate style journal club as an alternative approach for preceptors to teach medical literature evaluation skills to pharmacy students undergoing Advance Pharmacy Practice Experiences (APPE) in both acute care and ambulatory care. EDUCATIONAL ACTIVITY AND SETTING: Students were asked to debate on a controversial topic or two drugs with similar indications. Each side had to research supporting evidence based medicine and use literature appraisal skills to incorporate the information logically into an oral debate style format. Approximately fifteen minutes were allotted for each debate, allowing five minutes for each opening argument, three minutes for each rebuttal, and two minutes for each closing argument. Students were then asked to complete a post-debate survey using a Likert Scale to evaluate their perception of the debate style journal club. FINDINGS: Following implementation of the debate style journal club, students reported being more confident with their ability to find, compare, and retain information from primary literature with a mean of 4.1, 4.2, and 4.4 respectively on a Likert Scale. Students also reported overall enjoyment and satisfaction with a mean of 4.0. SUMMARY: Debate style journal clubs have the capability to teach pharmacy students vital literature appraisal skills, and are a well-liked alternative to the traditional style journal club. Incorporating this method improved student interest as well as increased their ability to find, compare, and retain the information gathered from primary literature.
[Mh] Termos MeSH primário: Educação em Farmácia/métodos
Medicina Baseada em Evidências/normas
Preceptoria
Projetos de Pesquisa/normas
Estudantes de Farmácia
[Mh] Termos MeSH secundário: Atitude do Pessoal de Saúde
Medicina Baseada em Evidências/educação
Seres Humanos
Publicações Periódicas como Assunto
Aprendizagem Baseada em Problemas
[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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