Displaying publications 21 - 40 of 290 in total

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  1. Jairoun AA, Al-Hemyari SS, Shahwan M, Humaid Alnuaimi GR, Zyoud SH, Jairoun M
    Res Social Adm Pharm, 2023 Jul;19(7):975-976.
    PMID: 37061346 DOI: 10.1016/j.sapharm.2023.03.012
    Matched MeSH terms: Pharmaceutical Services*; Pharmacies*; Pharmacy*
  2. Dujaili J, Ong WK, Kc B, Vordenberg SE, Mattingly AN, Lee RFS
    Curr Pharm Teach Learn, 2023 Jun;15(6):624-632.
    PMID: 37357124 DOI: 10.1016/j.cptl.2023.06.012
    BACKGROUND AND PURPOSE: Due to COVID-19 movement restrictions, institutes of higher learning had to deliver pharmacy curricula remotely. One major challenge was teaching practical lab skills, such as extemporaneous compounding, remotely due to the need for hands-on learning and its associated logistical requirements.

    EDUCATIONAL ACTIVITY AND SETTING: We present the approach to remote extemporaneous compounding teaching taken by three pharmacy schools: Monash University Malaysia, University of Michigan, and University of Maryland. Prior to delivery, students were either supplied with or asked to procure a set of easily accessible ingredients and equipment to conduct the extemporaneous practicals from home. We conducted lessons remotely using both synchronous and asynchronous delivery, and demonstrated, taught, and assessed practical lab skills using video conferencing modalities.

    FINDINGS: We successfully conducted remote teaching of extemporaneous compounding, where similar learning outcomes to the face-to-face implementation were achieved. At Monash University Malaysia, > 90% of students responding to the post-activity surveys found the remote extemporaneous sessions useful for their learning, and qualitative comments supported these views. Mean scores from the remote extemporaneous labs in 2021 were similar to those when conducted physically in 2019, supporting the effectiveness of the approach. The different approaches attempted by the three institutions highlighted the flexibility in implementation that can be considered to achieve similar outcomes.

    SUMMARY: Combining technology-based approaches with synchronous and asynchronous teaching and learning methods can successfully deliver extemporaneous compounding skills remotely.

    Matched MeSH terms: Students, Pharmacy*
  3. Lim AS, Lee SWH
    Simul Healthc, 2022 Apr 01;17(2):131-135.
    PMID: 33273417 DOI: 10.1097/SIH.0000000000000526
    INTRODUCTION: Objective Structured Clinical Examinations (OSCEs) are an accepted technique for evaluation of clinical competence in healthcare. However, the economic imperative requires faculty to control cost, using innovative educational strategies such as virtual simulation. The objective of this study was to evaluate the cost implications of implementing an online interactive learning module [Monash OSCE Virtual Experience (MOVE)].

    METHODS: All fourth-year pharmacy students enrolled in Monash University in 2017 were provided access to MOVE. Cost-minimization analyses were performed to evaluate the cost of introducing MOVE in the pharmacy course using the smallest cohort size (Malaysia campus) of 40 students as the base case. We also determined under what circumstances MOVE would be more cost-effective, considering the different operational situations such as when student numbers increased or when the number of simulation modules created were increased.

    RESULTS: The overall cost of setup and implementation of MOVE in the first year of implementation among 40 students was US $94.38 per student. In comparison, the face-to-face workshop cost was US $64.14 per student. On the second year of implementation, the ongoing cost of operation of MOVE was US $32.86 per student compared with US $58.97 per student using face-to-face workshop. A net benefit using MOVE was observed after the third year of implementation. Larger savings were noted when the cohort size extends larger than 100 students.

    CONCLUSIONS: Monash OSCE Virtual Experience was a flexible and cost-effective approach to aid students in preparation for an OSCE and enhanced students' learning experience. The wider applicability of these findings will need to be explored in other settings.

    Matched MeSH terms: Students, Pharmacy*
  4. 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.
    Matched MeSH terms: Education, Pharmacy*; Schools, Pharmacy; Students, Pharmacy*
  5. Ab Rahman AF, Bahari MB
    Am J Health Syst Pharm, 2004 Dec 15;61(24):2687-9.
    PMID: 15646704
    Matched MeSH terms: Education, Pharmacy, Graduate/methods; Education, Pharmacy, Graduate/organization & administration; Education, Pharmacy, Graduate/standards*; Schools, Pharmacy/classification; Schools, Pharmacy/standards*
  6. Zakaria SF, Awaisu A
    Am J Pharm Educ, 2011 May 10;75(4):75.
    PMID: 21769151
    OBJECTIVE: To implement a shared learning approach through fourth-year students' mentorship of third-year students and to assess the perceptions of the mentored students on the value of their shared learning experience.

    DESIGN: We introduced the shared learning experience in clinical pharmacy and pharmacotherapeutic practice experiences involving 87 third-year and 51 fourth-year students. Both student groups undertook the practice experiences together, with third-year students working in smaller groups mentored by fourth-year students.

    ASSESSMENT: A majority of the students (> 75%) believed that they learned to work as a team during their practice experiences and that the shared learning approach provided an opportunity to practice their communication skills. Similarly, most respondents (> 70%) agreed that the new approach would help them become effective members of the healthcare team and would facilitate their professional relationships in future practice. Almost two-thirds of the students believed that the shared learning enhanced their ability to understand clinical problems. However, about 31% of the pharmacy students felt that they could have learned clinical problem-solving skills equally well working only with peers from their own student group.

    CONCLUSIONS: The pharmacy students in the current study generally believed that the shared-learning approach enhanced their ability to understand clinical problems and improved their communication and teamwork skills. Both groups of students were positive that they had acquired some skills through the shared-learning approach.

    Matched MeSH terms: Pharmacy Service, Hospital*; Students, Pharmacy
  7. Tiekink ER
    Chem Commun (Camb), 2014 Oct 4;50(76):11079-82.
    PMID: 25130670 DOI: 10.1039/c4cc04972a
    In this Viewpoint, the impact of the paper published by Gautam R. Desiraju and Angelo Gavezzotti (J. Chem. Soc., Chem. Commun., 1989, 621) upon the development of Crystal Engineering, now recognised a key discipline in contemporary chemical/pharmaceutical/materials science, is discussed.
    Matched MeSH terms: Pharmacy
  8. Elnaem MH, Akkawi ME, Nazar NIM, Ab Rahman NS, Mohamed MHN
    PMID: 33910270 DOI: 10.3352/jeehp.2021.18.6
    PURPOSE: This study investigated pharmacy students' perceptions of various aspects of virtual objective structured clinical examinations (vOSCEs) conducted during the coronavirus disease 2019 pandemic in Malaysia.

    METHODS: This cross-sectional study involved third- and fourth-year pharmacy students at the International Islamic University Malaysia. A validated self-administered questionnaire was distributed to students who had taken a vOSCE a week before.

    RESULTS: Out of the 253 students who were approached, 231 (91.3%) completed the questionnaire. More than 75% of the participants agreed that the instructions and preparations were clear and helpful in familiarizing them with the vOSCE flow. It was found that 53.2% of the respondents were satisfied with the flow and conduct of the vOSCE. However, only approximately one-third of the respondents believed that the tasks provided in the vOSCE were more convenient, less stressful, and easier to perform than those in the conventional OSCE. Furthermore, 49.7% of the students favored not having a vOSCE in the future when conducting a conventional OSCE becomes feasible again. Internet connection was reported as a problem hindering the performance of the vOSCE by 51.9% of the participants. Students who were interested in clinical pharmacy courses were more satisfied than other students with the preparation and operation of the vOSCE, the faculty support, and the allocated time.

    CONCLUSION: Students were satisfied with the organization and operation of the vOSCE. However, they still preferred the conventional OSCE over the vOSCE. These findings might indicate a further need to expose students to telehealthcare models.

    Matched MeSH terms: Education, Pharmacy*; Students, Pharmacy/psychology*
  9. Alrasheedy AA, Hassali MA, Aljadhey H, Al-Tamimi SK
    Am J Pharm Educ, 2014 Jun 17;78(5):108.
    PMID: 24954948 DOI: 10.5688/ajpe785108
    Matched MeSH terms: Education, Pharmacy/methods*; Schools, Pharmacy*
  10. Olson C
    Am J Hosp Pharm, 1986 May;43(5):1277-83.
    PMID: 3717183
    Matched MeSH terms: Pharmacy/trends*
  11. Lee KS, Lim YW, Ming LC
    PMID: 27688885 DOI: 10.1186/s40545-016-0081-7
    The proposed Pharmacy Bill of Malaysia which served to consolidate and harmonise the existing pharmacy legislation which has been used for more than 60 years. This new Pharmacy Bill contains 17 parts and a total of 170 legislative sections covering laws governing pharmacy practice, medicinal products classification, registration, sale, supply, licensing etc. Our article could serve as a case study on pharmacy jurisprudence and drug regulation as well as the governance for medicines.
    Matched MeSH terms: Legislation, Pharmacy; Pharmacy
  12. HORNE DE
    Pharm J, 1946 Oct 26;103(4330):265 passim.
    PMID: 21002932
    Matched MeSH terms: Pharmaceutical Services*; Pharmacies*; Pharmacy*
  13. Verma RK, Chong WW, Taha NA, Paraidathathu T
    Front Public Health, 2021;9:720928.
    PMID: 34540789 DOI: 10.3389/fpubh.2021.720928
    Objective: To qualitatively explore the perspectives of community pharmacists in Malaysia on their roles in weight management, and the barriers and facilitators in the expansion of these roles. Methods: A purposive sampling method was used to recruit community pharmacists in Klang Valley, Malaysia. Semi-structured individual interviews were conducted with community pharmacists, with an interview guide, from May 2018 to January 2019. The interviews were conducted in person (face-to-face). All interviews were audio-recorded with consent and transcribed verbatim. The interview transcripts were analyzed thematically, whereby emerging themes were coded and grouped into categories. Results: Twenty-four community pharmacists were recruited, with years of experience in pharmacy practice ranging from 2 to 40 years. Participants described their perceptions on the different weight management interventions where they emphasized the importance of a comprehensive lifestyle intervention and viewed that it should be the first-line intervention. Participants regarded their weight management service as easily accessible or approachable since community pharmacies are often the first point of call for patients seeking advice for their conditions before consulting doctors. Barriers identified by community pharmacists were mainly organizational in nature, which included lack of private consultation rooms, lack of time, and lack of qualified staff. Participants also described the need for training in weight management. Conclusion: Community pharmacists in Malaysia believed that they can positively contribute to the area of weight management. They cited multiple roles that they could play in weight management interventions and services. The roles cited include provision of education and advice, including on lifestyle modifications, drug therapy, weight loss products and supplements, and monitoring and providing referrals to other healthcare professionals. However, barriers would need to be addressed, including through pharmacist training, to strengthen and improve community pharmacists' roles and contributions in weight management service.
    Matched MeSH terms: Community Pharmacy Services*
  14. Ng SF, Anak Dawie DDS, Chong WW, Jamal JA, Abd Rahman SNA, Jamal JI
    Curr Pharm Teach Learn, 2021 05;13(5):479-491.
    PMID: 33795099 DOI: 10.1016/j.cptl.2021.01.019
    INTRODUCTION: The incorporation of serious games in higher education has shown improvement in student engagement and motivation to learn. Research that explores local pharmacy student preferences of gamification aspects of serious games is scarce. Therefore, this study was conducted to investigate local pharmacy student experience, preference, and perceptions of gaming and game-based learning.

    METHODS: A cross-sectional study was conducted by distributing self-administered questionnaires among pharmacy students in Malaysia. Descriptive statistics, the Mann-Whitney test, the Kruskal-Wallis test, and the Spearman's correlation test were used for analysis.

    RESULTS: A total of 328 pharmacy students enrolled in this study, and 84.1% (n = 276) had video game experience. Students usually played video games using mobile phones (n = 231, 70%). Pharmacy students showed positive perceptions regarding serious games with a mean score of 3.69. However, limited awareness and knowledge of serious games was observed among pharmacy students. The most preferred game genres were role-playing and strategy (n = 174, 53%). Pharmacy students also preferred playing a cooperative game style (n = 113, 34.5%) with scores as a reward system (n = 204, 62.6%). Over three quarters (n = 292, 89.3%) wanted to see the results of the assessment after the game.

    CONCLUSIONS: This research provided information on serious games preferences of local pharmacy students. Further study should evaluate the acceptance and effectiveness of the implementation of serious games among pharmacy students in Malaysia.

    Matched MeSH terms: Students, Pharmacy*
  15. Olson PS, Srimongkon P, Tan BK, Nacabu-An SMJ, Sibounheuang P, Setiawan CH, et al.
    Curr Pharm Teach Learn, 2022 Nov;14(11):1353-1364.
    PMID: 36127275 DOI: 10.1016/j.cptl.2022.09.027
    INTRODUCTION: Pharmacy education programs prepare graduates to promote health for patients with noncommunicable disease (NCDs), but there is limited information concerning Association of South East Asia Nations (ASEAN) countries. The study aim was to synthesize academic staff's, alumni's, and alumni supervisors' perspectives on preparation for students to provide pharmaceutical care in NCDs.

    METHODS: A qualitative research design was used. In-depth interviews with structured questions following the Context, Input, Process, and Product/Outcomes model framework were conducted with four academic staff, three alumni, and three alumni supervisors from six study sites in six countries. Interview questions were constructed in Thai and translated to English by using forward and backward translation. Verbatim transcriptions were used to perform thematic analysis with investigator triangulation.

    RESULTS: Sixty participants were included. The context showed three main themes related to Burden of NCDs, Pharmacist Roles in NCDs, and Goals. The input showed three main themes of Teaching Methods, Development Plans for Academic Staff, and Budgets and Infrastructure. The process showed one main theme of Struggles in Teaching Methods. The outcomes/outputs showed three main themes of Individual, Organizational, and Professional Levels. Schools need curricula that focus on NCDs, pharmacist competency and skills, and academic preparation of students for practice. Gaps limiting achievement of goals included lack of well-trained academic staff, limited learning facilities, self-learning opportunities, acceptance from other health professionals, and career ladders.

    CONCLUSIONS: The preparation of pharmacy students varied in six ASEAN countries. Pharmacy education programs must address existing gaps that limit achievement of goals related to NCDs.

    Matched MeSH terms: Students, Pharmacy*
  16. Muhaimin M, Habibi A, Riady Y, Alqahtani TM, Chaerunisaa AY, Wijaya TT, et al.
    BMC Med Educ, 2023 May 23;23(1):367.
    PMID: 37221539 DOI: 10.1186/s12909-023-04346-6
    The Covid-19 outbreak necessitated the implementation of social distancing mechanisms, such as the enforcement of lockdowns in numerous nations. The lockdown has disrupted many parts of everyday life, but this unusual event has particularly affected education. The temporary closure of educational institutions ushered in dozens of new reforms, including a shift into the distance and online learning. This study investigates the transition from traditional education in physical classrooms to online and distance and online learning in pharmacy education during Covid-19, especially about the challenges and benefits of distance and online learning. We did Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) for literature sources between 2020 and 2022 (n.14). The study elaborates on how the transition has influenced teachers and students of pharmacy education. The research also summarizes several recommendations, which may assist in minimizing the adverse impacts of lockdown and encourage streamlined processes to distance and online learning, particularly in pharmacy education.
    Matched MeSH terms: Education, Pharmacy*
  17. 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.

    Matched MeSH terms: Education, Pharmacy*
  18. Chang CE, Khan RA, Tay CY, Thangaiyah B, Ong VST, Pakeer Oothuman S, et al.
    PLoS One, 2023;18(3):e0282342.
    PMID: 36867615 DOI: 10.1371/journal.pone.0282342
    BACKGROUND: Clinical pharmacy plays an integral role in optimizing inpatient care. Nevertheless, prioritising patient care remains a critical challenge for pharmacists in a hectic medical ward. In Malaysia, clinical pharmacy practice has a paucity of standardized tools to prioritise patient care.

    AIM: Our aim is to develop and validate a pharmaceutical assessment screening tool (PAST) to guide medical ward pharmacists in our local hospitals to effectively prioritise patient care.

    METHOD: This study involved 2 major phases; (1) development of PAST through literature review and group discussion, (2) validation of PAST using a three-round Delphi survey. Twenty-four experts were invited by email to participate in the Delphi survey. In each round, experts were required to rate the relevance and completeness of PAST criteria and were given chance for open feedback. The 75% consensus benchmark was set and criteria with achieved consensus were retained in PAST. Experts' suggestions were considered and added into PAST for rating. After each round, experts were provided with anonymised feedback and results from the previous round.

    RESULTS: Three Delphi rounds resulted in the final tool (rearranged as mnemonic 'STORIMAP'). STORIMAP consists of 8 main criteria with 29 subcomponents. Marks are allocated for each criteria in STORIMAP which can be combined to a total of 15 marks. Patient acuity level is determined based on the final score and clerking priority is assigned accordingly.

    CONCLUSION: STORIMAP potentially serves as a useful tool to guide medical ward pharmacists to prioritise patients effectively, hence establishing acuity-based pharmaceutical care.

    Matched MeSH terms: Pharmaceutical Preparations; Pharmacists; Pharmacy*
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