RSS 1.0Faculty Works School of Pharmacy
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Examining Impact of Educational Program for Interprofessional Students Partnering to Achieve Respect & Collaboration in Teams(2018-04)Presented at the annual meeting of the Pediatric Pharmacy Advocacy Group held April 25-29, 2018, in Salt Lake City, Utah
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Filling the Pipeline of Science Faculty Through Situated Learning(2017-07)Objectives: To meet the demand for well-qualified science by training of chemistry graduate students and postdoctoral fellows with no prior exposure pharmacy education using situated learning theory. Method: Reviewing the “situated” learning opportunities prior chemistry students at the University of Maryland School of Pharmacy (UMSOP) were provided during their transition to faculty positions at schools of pharmacy was used to create a matrix of activities, and contextual knowledge regarding academic pharmacy that supported this transition. The matrix was then evaluated for thematic areas that would systematically encourage and develop students and fellows for academic pharmacy positions. Results: Three thematic areas of development were identified as critical components to a successful transition into academic pharmacy. They include: (1) Exposure to Academic Pharmacy - interviews with pharmacists and faculty from other institutions, attendance and presentations at national meetings, pharmacy curriculum expectations through participation in academic and admissions events, and participation in AACP. (2) Developing Teaching Excellence – teaching observation of faculty in various settings, and mentoring by educational technology staff. The creation of educational materials with mentor review. (3) Academic Service - mentoring students, supporting course administration, and observing committees. This evaluation has resulted in a pilot program at UMSOP. Implications: By developing an awareness and understanding of academic pharmacy through active and peripheral participation, trainees can develop a passion for pharmacy education and in turn expand the pipeline of future pharmacy faculty. The situated context requires little-to-no implementation cost, but requires close stewardship by a senior mentor(s) and institutional commitment to programmatic success.
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Assessing Student Viewing Behaviors for Online Lectures and its Impact on Student Examination Performance(2017-07)Objectives: Using a flipped-classroom model, students in Infectious Diseases Therapeutics (IDT) 1 and 2 view online lectures prior to attending workshops where they answer questions about patient cases to synthesize knowledge. The objectives of this study were to assess 1) the association between pre-workshop lecture viewing (pre-viewing) and examination scores and 2) change in student viewing behavior between IDT1 and IDT2. Method: This retrospective study included students who completed IDT1/2 in 2015-2016. For the primary objective, lecture viewing analytics was evaluated to compare each student’s percent lectures viewed before respective workshops to their examination scores on the workshop topic(s). A Pearson correlation coefficient was used to assess this objective. For the secondary objective, the overall percent of lectures viewed in IDT1 and 2 was compared using the Wilcoxon signed-rank test. Results: In IDT1, 154 students were enrolled and 151 completed IDT2. Of the 7 workshops in IDT1 there was a moderate correlation between pre-viewing and examination scores in the endocarditis/osteomyelitis workshop (r=.33;p<.000). Four other workshops in IDT1 also showed a small positive correlation (r=0.192-0.286;p<0.01). In IDT2, 2 out of 7 workshops showed a small positive correlation between pre-viewing and examination scores (r=0.254-0.28;p<0.05). A significant decrease in pre-viewing over time was seen with the average pre-viewing before workshops in IDT1 and 2 being 44.6% and 37.2% respectively. Implications: A flipped-classroom model has been implemented throughout pharmacy curriculums. This study suggests that many students may not be presenting prepared for this type of teaching which may not consistently impact their performance on examinations.
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Ensuring Quality in Online Graduate Education Using the Quality Matters Rubric(2017-07)Objectives: To ensure quality online graduate education at the University of Maryland Baltimore(UMB). Method: The Masters of Science(MS) in Regulatory Science at the University of Maryland School of Pharmacy adopted the Quality Matters(QM) self-review and official QM Course Design Review process to ensure consistent course quality throughout the program’s curriculum. The Regulatory Science program worked with the UMSOP Office of Academic Affairs and QM Coordinator(s) at the University of Maryland School of Nursing to complete QM training and course design/redesign consultations to meet the rubric’s quality standards and achieve certification. The subsequent creation of the UMB Office of Academic Innovation and Distance Education provided an opportunity to adopt QM as a common quality metric. Results: Incorporating QM into the program’s course design process and committing to certify all graduate courses (60% certified by 2016), the Regulatory Science has ensured consistent course quality. Coupled with the UMB adoption of QM as a consistent quality measure for all new online graduate courses a common language and expectation for online education and faculty development. This has ensured UMB is positioned to meet emerging University System of Maryland(USM) guidelines on online accessibility based in part on QM standards. Implications: Programmatic use of the QM rubric provides a method to align courses with current practices in educational theory, assessment, instructional materials/ technology, student-centered learning, and accessibility/usability. As national emphasis focuses on online education’s ability to meet the needs of diverse populations, the QM standards provide a mechanism to situate educational statutes in a practical framework.
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Creating an Arms Race? Examining School Costs and Motivations for Providing NAPLEX and PCOA Preparation(American Association Colleges of Pharmacy Annual Meeting 2016, 2016-07)Creating an Arms Race? Examining School Costs and Motivations for Providing NAPLEX and PCOA Preparation. Lisa Lebovitz, University of Maryland, Veronica P. Shuford, Virginia Commonwealth University, Margarita V. DiVall, Northeastern University, Kimberly K. Daugherty, Sullivan University, Michael Rudolph, Marshall University. Objectives: To examine the resources that Colleges/Schools of Pharmacy (C/SOPs) invest in for NAPLEX and PCOA preparation. Method: A web-based survey was conducted to determine types of resources and associated costs for NAPLEX and PCOA preparation. Data was analyzed using descriptive statistics. Results: 85 responses were received from 82 of 132 C/SOPs (62%); three respondents represented branch campuses. Three quarters (76%) of C/SOPs offer NAPLEX review including access to an external vendor’s question bank (63%), live review by an external vendor (49%), live review by faculty (38%), and a mock NAPLEX test (38%); many employed multiple resources. While 19% reported spending nothing for NAPLEX review, 26% spend less than $10K, 20% spend $10K-$25K, and 20% spend $25K-60K. Reasons for not offering NAPLEX review include excellent historical performance on NAPLEX and belief that the curriculum provides sufficient preparation. The primary motivating factor for NAPLEX review is service to the students (62%), followed by recent drop in NAPLEX performance (20%), or historically poor NAPLEX performance (13%). Only 20% of C/SOPs provide PCOA preparation, including live review by faculty (27%) and question banks developed internally (18%) or by an external vendor (18%). Schools that do not provide PCOA preparation cited a desire to obtain unbiased estimates of student content knowledge, use of the exam as a low-stakes assessment, and lack of experience with the exam. Implications: Most C/SOPs provide NAPLEX review but resource type and expenditure vary considerably. Investment in PCOA preparation may increase depending how the data are used by C/SOPs and ACPE. Read More: http://www.ajpe.org/doi/full/10.5688/ajpe805S2
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Student perceptions and confidence pre and post EHR implementation in an institution based pharmacy skills lab(2017-07)Objectives: To measure student confidence regarding inpatient medication order processing after implementation of EHR technology. To measure student perception of EHR technology to facilitate data collection for SOAP note writing. Method: Pre and post implementation surveys were administered during regular class time to second year (P2) doctor of pharmacy students enrolled in the institution-based skills laboratory course, and responses were paired. Survey items were grouped into four sections including: background information, confidence in order processing skills, confidence in data collection for the purpose of writing a SOAP note and opinions regarding EHR technology. Confidence and opinion questions were evaluated on a 5 point Likert scale. Open ended questions were used for course improvements. Statistical significance was measured by the Wilcoxan signed-rank test. Results: Pre and post-survey paired data was available for 108 students. The majority of students had retail experience (75.8%) and 55.6% of students had no prior exposure to EHR technology. There was a statistically significant difference in student confidence regarding inpatient medication ordering skills (p<0.0001). There was also a statistically significant difference in student confidence regarding the ability to collect information to write a SOAP note (p<0.0001). Approximately one-third of students either somewhat agree or strongly agreed that the EHR technology should continue in future years (28.7%, 29.6% respectively). Implications: Exposure to EHR technology improved student confidence in their ability to process inpatient medication orders and collect relevant information for writing a SOAP note. These findings support the continued use of an EHR platform in skills-based activities.
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Students’ Level of Confidence With Oncology Curricular Competencies(2017-07)Objectives: The purpose of this study is to assess 1st year doctor of pharmacy students’ level of confidence in performing various oncology-related competencies prior to and following the administration of oncology content in the doctor of pharmacy curriculum. Method: All P1 students enrolled in the Applied Science and Therapeutics (AST) oncology module were asked to complete a voluntary survey, prior to and immediately following the completion of the module. The survey evaluated prior oncology work, research, and patient care experience, prior course work, level of interest in oncology pharmacy, and students’ perceived confidence to perform thirteen oncology-related competencies. Students were asked to rate level of confidence via a Likert Scale (unclear, low, general, moderate, knowledgeable, independent). Descriptive statistics were used to describe the data. Results: 49 and 19 of 148 students completed the pre-assessment and post-assessment surveys respectively. Compared to the pre-assessment survey, post assessment survey responses trended towards a higher level of confidence. There was an increase in the number of students who responded moderate-knowledgeable confidence for all competencies. Additionally, the number of students who reported ‘unclear’ confidence dramatically decreased. Implications: The results of this survey will be used to assess potential changes to the current oncology content in the doctor of pharmacy curriculum. Future studies will be conducted to better link pre and post survey responses based on individual students. Additionally, studies will focus on evaluating students’ level of confidence after completing didactic and experiential oncology related learning and will evaluate how perceived competencies change.
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Why Are Specialty Pharmaceuticals So Special?(2016-12-06)
