Displaying publications 1 - 20 of 27 in total

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  1. Lee JK, Collins B, Pepper E, Alvarez NA, Warholak T
    Am J Pharm Educ, 2023 Jun;87(6):100063.
    PMID: 37316138 DOI: 10.1016/j.ajpe.2023.100063
    OBJECTIVE: Leadership development is necessary for student pharmacists to become pharmacist leaders, but no readily usable standard measurement of student attitudes toward and beliefs about leadership exists. To assess the reliability and validity evidence for using the Leadership Attitudes and Beliefs Scale (LABS-III), originally developed and validated in Malaysia, for use with student pharmacists in the United States.

    METHODS: The 2-unit leadership course was piloted among second- and third-year students in a public college of pharmacy with a 4-year doctor of pharmacy curriculum. The participating students completed the LABS-III during the first and last classes as part of a quality improvement measure for course enhancement. Rasch analysis was then used to assess the reliability and validity evidence for the LABS-III.

    RESULTS: A total of 24 students participated in the pilot course. The pre and postcourse surveys had 100% and 92% response rates, respectively. After Rasch analysis model fit was achieved, the item separation for the 14 nonextreme items was 2.19 with an item reliability of 0.83. The person separation index was 2.16 with a person reliability of 0.82.

    CONCLUSION: The Rasch analysis revealed that the number of LABS-III items should be decreased and that the 3-point response scale should be used to improve functionality and use in classroom settings for PharmD students in the United States. Further research is needed to augment the reliability and validity evidence of the modified instrument for use at other United States colleges of pharmacy.

  2. Lee SWH, Saw PS
    Am J Pharm Educ, 2021 Sep;85(8):8464.
    PMID: 34615624 DOI: 10.5688/ajpe8464
    Objective. To conduct an innovative workshop activity using plastic building blocks to create a student-centric environment that encouraged development of creative thinking skills and self-reflection in undergraduate pharmacy students.Methods. Students were randomly allocated into small groups of four and assigned the role of either architect or team builder and tasked with creating a LEGO robot. Students were not allowed to speak during the activity. The architect was tasked with providing instructions to team builders on how to build the robot using nonverbal communication. After completion of the task, each group was asked to reflect on the exercise and share what they learned with the entire class. These discussions were video recorded and thematically analyzed.Results. The metaphorical models that students built served as a basis for discussion, problem-solving, and decision-making. Students described how this activity enabled them to mentally and visually link abstract concepts, such as decision-making and problem-solving, to actual practice. Three themes were identified from the qualitative study: thinking with hands, listening with eyes; linking theory to practice; and learning through reflection.Conclusion. This activity offered a non-confrontational way to support communication and the learning process. The use of an interactive game can be a useful teaching strategy to create an active-learning environment, helping pharmacy students improve their social and cognitive skills, such as decision-making, problem-solving, and communication.
  3. Lim AS, Lee SWH, Karunaratne N, Caliph S
    Am J Pharm Educ, 2020 Nov;84(11):7920.
    PMID: 34283749 DOI: 10.5688/ajpe7920
    Objective. To examine pharmacy students' performance on and perceptions regarding the use of an interactive online tool for practicing to take objective structured clinical examinations (OSCEs).Methods. The Monash OSCE Virtual Experience (MOVE), an online module consisting of 20 pharmacy case scenarios with virtual patients, was piloted with final-year pharmacy students at Monash University campuses in Australia and Malaysia. A mixed methods approach that included reviewing user attempts and comparing grades, collecting student-administered questionnaires, and holding focus groups was used to examine students' perception and performance.Results. More than 99% of all students attempted at least one online case scenario in preparation for their final in-person OSCE, and 81% attempted all 20 scenarios two or more times. Ninety percent of students at the Malaysia campus and 70% of students at the Australia campus reported that MOVE was a helpful study tool for their OSCE preparation. However, a raw comparison of user attempts and OSCE grades did not find a direct correlation between online module attempts and assessment grades. Self-administered questionnaire and focus group results indicated that MOVE prepared students for targeted and time-restricted history-taking and problem-solving skills. Overall, students perceived MOVE to be a useful learning tool and a less overwhelming learning experience than were face-to-face sessions. Nevertheless, students still preferred face-to-face OSCE practice with simulated patients over online practice with virtual patients.Conclusion. The Monash OSCE Virtual Experience was perceived by our students as a flexible and useful online learning aid in preparing for their final-year OSCE However, there was no direct correlation between online practice attempts and students' exam grades.
  4. Er HM, Jia Ming MK, Keng PS, Nadarajah VD
    Am J Pharm Educ, 2019 Aug;83(6):6851.
    PMID: 31507283 DOI: 10.5688/ajpe6851
    Objective. To evaluate pharmacy students' perceptions of the educational value of reflective portfolio and to gain an understanding of the factors that might influence these perceptions. Methods. Bachelor of Pharmacy (BPharm) students' perceptions of using reflective portfolios were evaluated by administering the same questionnaire at the beginning of years 2, 3 and 4 of the curriculum. Statistical analysis was carried out to determine the differences among the perception scores of different academic years. Semi-structured interviews were completed with fourth-year students to further explore their experiences with the reflective portfolio. Students' deep information processing (DIP) skills were compared with those of students from another pharmacy cohort whose curriculum did not include a reflective portfolio. Results. The students' perceptions of the reflective portfolio improved significantly as they progressed from year 2 to year 4 of the curriculum. The factors that contributed to a positive experience were a clear understanding of objectives and guidelines for the reflective portfolio, useful mentor feedback, a positive learning attitude and motivation, and having a user-friendly technology platform for submission of the portfolio. The students' DIP skills after completing the reflective portfolio were higher than those of students who did not have a reflective portfolio assignment in their curriculum. Conclusion. Pharmacy students' appreciation of the educational value of a reflective portfolio increased as they progressed to their final year, and their DIP skills improved. These findings support the use of a reflective portfolio as a learning tool for BPharm students' personal and professional development.
  5. Kawaguchi-Suzuki M, Hogue MD, Khanfar NM, Lahoz MR, Law MG, Parekh J, et al.
    Am J Pharm Educ, 2019 May;83(4):7215.
    PMID: 31223162 DOI: 10.5688/ajpe7215
    Schools and colleges of pharmacy in the United States increasingly interact with those in Asian countries for various purposes such as education and research. For both those visiting and those hosting, it is important to understand and respect the culture of the other's country to enrich these interactions. This paper, the second of two manuscripts on Asian countries, focuses on India, Indonesia, Malaysia, Philippines, and Vietnam. For each country, the following information is provided: general introduction, health care system, pharmacy practice, and pharmacy education, stereotypes and misconceptions, recommendations for US-based health care professionals, faculty members, and students who visit these Asian countries, and recommendations for them to host visitors from these Asian countries. The aim of this paper is to assist US health care professionals, faculty members, and students in initiating and promoting a culturally sensitive engagement.
  6. Jacob SA, Dhing OH, Malone D
    Am J Pharm Educ, 2019 Apr;83(3):6597.
    PMID: 31065163 DOI: 10.5688/ajpe6597
    Objective. To determine the perceptions of lecturers toward case-based learning (CBL) and to elicit their feedback and opinions regarding the design of CBL sessions within the pharmacy curricula. Methods. One-on-one interviews were conducted with 10 academic staff members involved in teaching an undergraduate Bachelor of Pharmacy (BPharm) program. All sessions were audio-recorded and field notes were compiled. The recordings were transcribed, and thematic analysis of responses was performed. Results. Four key themes were identified: perceived benefits of CBL, challenges in implementing CBL within the curricula, characteristics of effective and engaging CBL, and relevance and implementation of CBL within the curriculum. Some of the specific benefits of CBL identified by participants included the applicability of knowledge learned to students' future role as pharmacists. Participants also identified challenges such as the design of CBL cases and course time constraints. Respondents also emphasized the need for more training for facilitators in how to design cases and facilitate sessions. Conclusion. While participants identified numerous benefits of CBL, they also identified challenges to implementing this learning method within the pharmacy school curriculum. Paying careful attention to selecting facilitators and providing appropriate facilitator training, in terms of facilitation and case design, is paramount in effectively implementing CBL sessions.
  7. De Matteis CI, Randall MD, Harvey EJ, Morris A, Winkler GS, Boardman HF
    Am J Pharm Educ, 2019 Feb;83(1):6508.
    PMID: 30894766 DOI: 10.5688/ajpe6508
    Objective. To design an integrated dyspepsia module for first year pharmacy students that combines clinical and professional practice with fundamental sciences in five different science subject areas. Methods. The approaches used in designing this module are described with emphasis on strategies adopted to integrate science and practice, and the new ways of working adopted by the design team. Students' views and experiences of the module and its integration were explored using questionnaires. Results. A high proportion of students reported positive views and experiences of the module, the integration and its impact (as self-reported) on their learning and practice. The assessment of student performance indicated learning and attainment was at an appropriate level for a first-year module. Both the student grades and research results indicate a positive student learning experience. Conclusion. The dyspepsia module provides a flexible and effective template for the integration of science and practice in theme-based modules, with students reporting positively about the integration, including their perception of its contribution to improving their learning and understanding. New and more collaborative ways of working are required when designing integrated modules.
  8. Simansalam S, Brewster JM, Nik Mohamed MH
    Am J Pharm Educ, 2015 Jun 25;79(5):71.
    PMID: 26246620 DOI: 10.5688/ajpe79571
    To evaluate the feasibility of an online training module, Certified Smoking Cessation Service Provider (CSCSP), developed for practicing pharmacists to equip pharmacy students with knowledge necessary for smoking cessation counseling and to assess the changes in student knowledge and skills regarding smoking cessation following training.
  9. Rajiah K, Saravanan C
    Am J Pharm Educ, 2014 Nov 15;78(9):163.
    PMID: 25525278 DOI: 10.5688/ajpe789163
    To analyze the effect of psychological intervention on reducing performance anxiety and the consequences of the intervention on first-year pharmacy students.
  10. Chanakit T, Low BY, Wongpoowarak P, Moolasarn S, Anderson C
    Am J Pharm Educ, 2014 Nov 15;78(9):161.
    PMID: 26056400 DOI: 10.5688/ajpe789161
    To explore the current status of pharmacy education in Thailand.
  11. Lee Chin K, Ling Yap Y, Leng Lee W, Chang Soh Y
    Am J Pharm Educ, 2014 Oct 15;78(8):153.
    PMID: 25386018 DOI: 10.5688/ajpe788153
    To determine whether human patient simulation (HPS) is superior to case-based learning (CBL) in teaching diabetic ketoacidosis (DKA) and thyroid storm (TS) to pharmacy students.
  12. Davey AK, Grant GD, Anoopkumar-Dukie S
    Am J Pharm Educ, 2013 Sep 12;77(7):148.
    PMID: 24052651 DOI: 10.5688/ajpe777148
    To assess the academic performance and experiences of local, international, and collaborative exchange students enrolled in a 4-year Australian bachelor of pharmacy degree program.
  13. Elkalmi RM, Hassali MA, Ibrahim MI, Widodo RT, Efan QM, Hadi MA
    Am J Pharm Educ, 2011 Jun 10;75(5):96.
    PMID: 21829270 DOI: 10.5688/ajpe75596
    To assess senior pharmacy students' knowledge of and perceptions about pharmacovigilance and reporting of adverse drug reactions (ADRs) at 5 public universities in Malaysia.
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