Pharmacist from day 1
introducing university of belize pharmacy students to early pharmacy practice
Journal name: World Journal of Pharmaceutical Research
Original article title: Pharmacist from day 1
The WJPR includes peer-reviewed publications such as scientific research papers, reports, review articles, company news, thesis reports and case studies in areas of Biology, Pharmaceutical industries and Chemical technology while incorporating ancient fields of knowledge such combining Ayurveda with scientific data.
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Subtitle: introducing university of belize pharmacy students to early pharmacy practice
Original source:
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Danladi Chiroma Husaini, Lydia Harris-Thurton and Yusuf Abubakar
World Journal of Pharmaceutical Research:
(An ISO 9001:2015 Certified International Journal)
Full text available for: Pharmacist from day 1
Source type: An International Peer Reviewed Journal for Pharmaceutical and Medical and Scientific Research
Doi: 10.20959/wjpr201717-10486
Copyright (license): WJPR: All rights reserved
Download the PDF file of the original publication
Summary of article contents:
Introduction
The study conducted by Husaini et al. at the University of Belize aimed to enhance the educational experience of pharmacy students by introducing them to early practical exposure in a pharmacy environment. The traditional model placed students in their first practicum at the end of their second year, which had proven to be challenging for both students and preceptors due to skill mismatches. To address this, a structured experiential learning intervention was implemented, allowing students to gain valuable skills and confidence earlier in their training. The findings suggest significant improvements in students' practical pharmacy skills and professional development.
Importance of Experiential Learning
One of the key concepts highlighted in the study is the value of experiential learning, which bridges the gap between theoretical knowledge and real-world application. The authors reference Kolb's (1984) theory of experiential learning, emphasizing that hands-on experiences significantly contribute to knowledge acquisition and the development of professional competences. By participating in practical pharmacy activities early in their education, students were able to apply classroom learning in real-world settings, ultimately leading to increased familiarity with pharmacy processes, improved skill sets, and enhanced confidence in their abilities. This approach emphasizes the importance of learning by doing, which is crucial for effective professional training.
Student Engagement and Reflection
Another noteworthy aspect discussed is the critical role of student engagement and reflective practices in experiential learning. Students were not only required to observe pharmacy operations but also to actively participate in various tasks, such as filling prescriptions and patient interactions. Feedback from students indicated that they found these experiences valuable and that they significantly contributed to their overall learning outcomes. Reflective assignments allowed students to process their experiences, enabling deeper insights into their professional development. This engagement is critical for fostering a sense of ownership over their learning and for encouraging future application of skills in their careers.
Assessment and Results Analysis
The results of the intervention demonstrated a marked improvement in student performance. The evaluation employed a combination of quantitative and qualitative methodologies, including reports from preceptors and student reflection papers. Independent t-tests revealed significant differences between students' volunteer grades and their official practicum results, indicating that the early exposure had a positive impact on their overall competency. Arrays of positive experiences were reported by students, such as increased confidence in pharmacy environments and enhanced practical skills. The structured assessment of grades and experiential learning outcomes underscores the effectiveness of incorporating such programs in pharmacy education.
Conclusion
The intervention undertaken at the University of Belize serves as a model for improving pharmacy education through early experiential learning opportunities. By allowing students to engage with the pharmacy environment earlier in their training, the program successfully addressed gaps in practical skills and fostered a greater sense of confidence among students. Despite some limitations, such as small sample sizes and potential biases in assessments, the findings support the initiative's effectiveness and the need for similar interventions in pharmacy training. As the program transitions to a longer duration, there is potential for further research to enhance these educational strategies, ultimately benefiting future pharmacy students and their career readiness.
FAQ section (important questions/answers):
What is the main purpose of the pharmacy program at the University of Belize?
The main purpose is to provide pharmacy students with experiential learning opportunities to develop their professional skills, knowledge, and confidence through early exposure to pharmacy practice before their official practicum.
How does the experiential learning program benefit pharmacy students?
The program enables students to gain hands-on experience, build confidence, and improve essential pharmacy-related skills. They engage in activities like filling prescriptions and patient counseling, which enhances their learning and prepares them for future challenges.
What types of activities do students engage in during their practicum?
Students participate in various activities such as filling prescriptions, conducting patient counseling, managing shelves, and performing pharmaceutical calculations, which align with their classroom education and reflect real pharmacy environments.
What challenges do students face during their experiential learning?
Students reported challenges such as time constraints, the overwhelming number of medications to learn, and difficulty with drug names. However, they also recognized the valuable learning experiences these practical exposures offered.
What were the results of the study conducted on experiential learning?
The study found significant improvements in students' confidence, knowledge, and practical skills after their two exposures, with grades reflecting the enhanced application of their classroom learning to real-world pharmacy practice.
What limitations were noted in the study of the experiential learning intervention?
Limitations included a small sample size due to low annual admissions, potential preceptor bias in assessments, and difficulties students faced in balancing academic and volunteer commitments.
Glossary definitions and references:
Scientific and Ayurvedic Glossary list for “Pharmacist from day 1�. This list explains important keywords that occur in this article and links it to the glossary for a better understanding of that concept in the context of Ayurveda and other topics.
1) Learning:
Learning is the process through which individuals acquire new skills, knowledge, or attitudes through experience or study. In pharmacy education, it emphasizes active engagement and reflection, allowing students to apply theoretical knowledge in real-world contexts, enhancing their practical skills necessary for the pharmacy profession.
2) Knowledge:
Knowledge refers to the understanding and information acquired through experience or education. In the context of pharmacy training, it encompasses both theoretical concepts related to pharmacology and practical experiences in pharmacy practice, enabling students to make informed decisions in their future roles as healthcare professionals.
3) Training:
Training involves structured activities designed to develop specific skills and competencies. In pharmacy education, training ensures that students gain the necessary clinical and professional skills through experiential learning opportunities, preparing them for the expectations and responsibilities they will face in their professional practice.
4) Study (Studying):
Study refers to the dedicated effort to learn and understand material or concepts. In pharmacy education, effective study practices are crucial for mastering complex pharmacological knowledge and for successfully synthesizing information from various sources to inform clinical practice and decision-making.
5) Table:
Table, in this context, is a method of data presentation that organizes information systematically for analysis. Tables are used to display grades, experiences, and reflections of students, allowing for easy comparison and interpretation of results in studies assessing educational interventions.
6) Drug:
A drug is a substance used to diagnose, treat, or prevent illness. In pharmacy education, understanding different drugs, their mechanisms, and therapeutic uses is essential for students, enabling them to provide effective healthcare solutions and patient counseling within their professional roles.
7) Performance:
Performance refers to how well students execute tasks in practical settings. Assessing performance during experiential learning in pharmacy helps evaluate student competency, confidence, and skill application, ultimately informing educators about the effectiveness of the training methods employed.
8) Observing:
Observing is the act of watching and noting phenomena to gain insight. In pharmacy practice, observing pharmacists allows students to learn essential skills and practices, fostering their understanding of real-world applications and professional behaviors through experiential learning opportunities.
9) Observation:
Observation is a fundamental learning tool where students actively engage in watching processes and interactions in real settings. In pharmacy training, it promotes reflective practice, encouraging students to connect classroom theories to practical applications, thus enhancing their educational experience.
10) Activity:
Activity refers to the engagement in tasks or responsibilities in a learning environment. Pharmacy students partake in various activities during their training, which help reinforce theoretical knowledge through hands-on experiences, contributing to their overall skill set and readiness for practice.
11) Teaching:
Teaching involves imparting knowledge and skills through structured methods and interactions. In pharmacy education, effective teaching combines theoretical instruction with practical experiences, fostering a holistic learning environment that prepares students for patient care responsibilities and professional challenges.
12) Nature:
Nature encompasses the inherent characteristics or qualities of a subject. In pharmacy education, understanding the nature of pharmaceutical practices, including their ethical, legal, and practical dimensions, is essential for developing knowledgeable and competent healthcare professionals.
13) Life:
Life, in this context, represents the real-world application of learned skills and knowledge. Pharmacy education emphasizes the importance of applying what students learn in academic settings to their future careers, thereby enhancing their competency in addressing actual patient care challenges.
14) Discussion:
Discussion facilitates the exchange of ideas and reflections among students and educators. In pharmacy training, it provides opportunities for critical thinking and collaborative learning, allowing students to deepen their understanding of complex concepts through dialogue and shared experiences.
15) Education:
Education is the overarching process of acquiring knowledge, skills, and values. In pharmacy, a comprehensive education equips students with the clinical knowledge and practical skills necessary to function effectively in healthcare settings, ultimately benefiting patient outcomes.
16) Filling (Filled):
Filled refers to the completion of a prescription or medication order. For pharmacy students, the ability to accurately fill prescriptions is a critical skill that reflects their understanding of medication dispensing processes, enhancing their practical training in a real-world pharmacy setting.
17) Calculation:
Calculation involves performing mathematical operations often used in pharmacy practice to determine dosages or pharmaceutical formulations. Proficiency in calculation is vital for pharmacy students, as it ensures precision in medication management and contributes to patient safety.
18) Perception:
Perception relates to how individuals interpret their experiences and the environment. In pharmacy education, student perception of their training and experiences influences their confidence and readiness for professional responsibilities, impacting their overall development and growth as pharmacists.
19) Practising (Practicing):
Practicing refers to the application of learned skills in real-world scenarios. In pharmacy, practicing encompasses engaging directly with patients or conducting pharmacy tasks, which solidifies students' learning and enables them to develop essential competencies through experiential learning.
20) Varman (Varma, Varmam):
Varma is likely a reference to the authors of studies or literature in the field of pharmacy education. Citing credible sources such as Varma supports evidence-based practices in training and contributes to the development of effective educational strategies within pharmacy programs.
21) Line:
Line often refers to the connection or sequence in thought or process. In pharmacy education, line touches on the continuity of learning from theoretical understanding to practical application, highlighting the importance of linking classroom knowledge to real-world pharmacy practices.
Other Science Concepts:
Discover the significance of concepts within the article: �Pharmacist from day 1�. Further sources in the context of Science might help you critically compare this page with similair documents:
Experiential learning, Academic learning, Pharmacy education, Hospital pharmacy, Patient counseling, Student motivation, Community pharmacy, Learning outcome, Interpersonal communication skill.