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Noam Meiri, Amichi Ankri, Faten Ziadan, Itay Nahmias, Muriel Konopnicki, Zeev Schnapp, Omer Itzhak Sagi, Mohamad Hamad Saied, Giora Pillar
BACKGROUND: A good physical exam is necessary to help pediatricians make the correct diagnosis and can save unnecessary imaging or invasive procedures. Distraction by medical clowns may create the optimal conditions for a proper physical examination. METHODS: Children aged 2-6 years who required physical examination in the pediatric emergency department were recruited and randomly assigned to one of two groups: physical exam by a pediatrician in the presence of caregivers vs...
December 2017: Israel Medical Association Journal: IMAJ
Sebastian Kuhn, Susanne Frankenhauser, Daniel Tolks
The current choice of digital teaching and learning formats in medicine is very heterogeneous. In addition to the widely used classical static formats, social communication tools, audio/video-based media, interactive formats, and electronic testing systems enrich the learning environment.For medical students, the private use of digital media is not necessarily linked to their meaningful use in the study. Many gain their experience of digital learning in the sense of "assessment drives learning", especially by taking online exams in a passive, consuming role...
December 12, 2017: Bundesgesundheitsblatt, Gesundheitsforschung, Gesundheitsschutz
Sara B Huff, Lorie D Gottwald
Vitiligo is a common pigment disorder characterized by acquired loss of function or absence of melanocytes, leading to distinct areas of depigmentation. Physical exam reveals sharply demarcated, depigmented macules or patches on otherwise normal skin. Vitiligo can present at any age, in any skin color. There is no specific serologic marker for diagnosis, but patients often have other autoimmune problems. Treatment options are limited and are difficult given the fact that the pathogenesis of the disease is not well elucidated...
2017: Case Reports in Dermatological Medicine
Alian Désiré Afagnigni, Maximilienne Ascension Nyegue, Chantal Florentine Ndoye Foe, Youchahou Njankouo Ndam, Frédéric Nico Njayou, Marie Christine Fonkoua, François-Xavier Etoa
The present work was undertaken to evaluate antidiarrheal activity of ethanolic leaf extract of Dissotis multiflora (Sm) Triana (D. multiflora) on Shigella flexneri-induced diarrhea in Wistar rats and its subacute toxicity. Diarrhea was induced by oral administration of 1.2 × 109 cells/mL S. flexneri to rats. Antidiarrheal activity was investigated in rats with the doses of 111.42 mg/kg, 222.84 mg/kg, and 445.68 mg/kg. The level of biochemical parameters was assessed and organs histology examined by 14 days' subacute toxicity...
2017: Evidence-based Complementary and Alternative Medicine: ECAM
Amulya Tatachar, Carol Kominski
BACKGROUND AND PURPOSE: To compare the impact of a traditional case-based application exercise with a student question creation exercise on a) student exam performance, b) student perceptions of enjoyment, competence, understanding, effort, interest in continuing participation, and interest in the subject. EDUCATIONAL ACTIVITY AND SETTING: Subjects were 84 second-year pharmacy students in a pharmacotherapy course. The research focus was active learning involving the topic of chronic kidney disease-mineral bone disorder...
July 2017: Currents in Pharmacy Teaching & Learning
Brendan D Stamper, Amber V Buhler, John P Harrelson, Sigrid C Roberts, Ashim Malhotra, Fawzy A Elbarbry, Deepa Rao, Reza Karimi, R Brigg Turner, Catherine Marlow, Leslie L Devaud
OBJECTIVE: Online prerequisite review (OPR) tutorials were designed and implemented to reinforce foundational scientific material in order to protect in-class time, foster self-directed learning, and ensure all students have similar baseline knowledge. METHODS: Twenty-one tutorials covering undergraduate prerequisite material were developed by faculty and organized into six core modules, comprising basic biology, chemistry, and physiology topics. A quiz on this material was given on the first day of each course...
March 2017: Currents in Pharmacy Teaching & Learning
Shaun E Gleason, Bryan McNair, Tyree H Kiser, Kari L Franson
Non-traditional learning (NTL), including aspects of self-directed learning (SDL), may address self-awareness development needs. Many factors can impact successful implementation of NTL. OBJECTIVES: To share our multi-year experience with modifications that aim to improve NTL sessions in a traditional curriculum. To improve understanding of applied implementation variables (some of which were based on successful SDL implementation components) that impact NTL. METHODS: We delivered a single lesson in a traditional-delivery curriculum once annually for five years, varying delivery annually in response to student learning and reaction-to-learning results...
March 2017: Currents in Pharmacy Teaching & Learning
Srikanth Kolluru, James T Varughese
OBJECTIVE: To facilitate active academic discussions using an online, education-centered platform and reinforce concepts, in order to improve overall course outcomes. MATERIALS AND METHODS: A third year integrated pharmacotherapy course was enrolled on an online searchable platform, Piazza®, to facilitate academic discussions. Students could ask, answer, and explore content, and build on submitted answers in wiki style in collaboration. Instructor posted learning objectives, endorsed student responses with correct answers and led follow-up discussions...
March 2017: Currents in Pharmacy Teaching & Learning
Chris Gillette, Robert B Stanton, H Glenn Anderson
BACKGROUND: The purpose of this article is to describe the extent that student performance on in-class exams in a drug information course is associated with student performance on medication counseling in a high-stakes assessment using standardized patients (SP). METHODS: Students completed two traditional knowledge-based exams during a drug information and communication course. The objective structured clinical examination (OSCE) was the final exam for the course...
March 2017: Currents in Pharmacy Teaching & Learning
Daniel Brown
INTRODUCTION: Learning is a process of constructing neural connections between what is being learned and what has already been learned. Superficial thought processes associated with memorization produce shallow, short-term learning. Higher-order thought processing (critical thinking) produces deep, long-term learning. Pharmacy students should study in ways that enable them to retain and apply what they learn. PREDOMINANT LEARNING PRACTICES: Investigators who surveyed the learning practices of pharmacy students have reported that most students resort to cramming in preparation for an upcoming exam...
March 2017: Currents in Pharmacy Teaching & Learning
Jennifer A Wilson, Angela H Pegram, Dawn M Battise, April M Robinson
BACKGROUND AND PURPOSE: To determine if traditional didactic lecture or the jigsaw learning method is more effective to teach the medication therapy management (MTM) core elements in a first year pharmacy course. EDUCATIONAL ACTIVITY AND SETTING: Traditional didactic lecture and a pre-class reading assignment were used in the fall semester cohort, and the jigsaw method was used in the spring semester cohort. Jigsaw is a cooperative learning strategy requiring students to assume responsibility for learning, and subsequently teaching peers...
November 2017: Currents in Pharmacy Teaching & Learning
Yolanda M Hardy, Janene L Marshall
BACKGROUND AND PURPOSE: The purpose of this article is to discuss the course development and results of a survey assessing students' perceived confidence in performing various skills after completion of this course. EDUCATIONAL ACTIVITY AND SETTING: The course was taught using a model in which all activities performed by students took place in a fictitious health system. The course was created to give students the opportunity to learn in an environment that closely mimicked advanced pharmacy practice experiences (APPEs) while in the didactic setting...
November 2017: Currents in Pharmacy Teaching & Learning
Sally Haack, Anisa Fornoff, Frank Caligiuri, Eliza Dy-Boarman, Michelle Bottenberg, Wendy Mobley-Bukstein, Ginelle Bryant, Andrew Bryant
BACKGROUND AND PURPOSE: To evaluate an electronic counseling rubric to facilitate timely student feedback and explore differences in student performance, student anxiety, and self-perceived preparedness in a high stakes practical exam when using a paper rubric versus an electronic rubric. EDUCATIONAL ACTIVITY AND SETTING: Two cohorts of students in the third professional year were evaluated using the same rubric criteria: cohort 1 (n = 97) used traditional paper rubrics and cohort 2 (n = 104) used electronic rubrics...
November 2017: Currents in Pharmacy Teaching & Learning
Ashlee McMillan, Ashleigh Barrickman
BACKGROUND AND PURPOSE: Objective structured clinical examinations (OSCEs) are being implemented in pharmacy schools across the country. As part of a new curriculum, a practical with an OSCE component was implemented for the first time at the West Virginia University School of Pharmacy. EDUCATIONAL ACTIVITY AND SETTING: A practical with an OSCE component was developed for first-year professional pharmacy students in a foundational pharmacy skills course. The OSCE component assessed insulin and inhaler counseling and blood pressure skills...
November 2017: Currents in Pharmacy Teaching & Learning
Yen H Dang
BACKGROUND AND PURPOSE: The purpose of this study was to evaluate the effect of a simplistic simulation exercise in a nephrology module on pharmacy students' learning in a three-year concentrated curriculum. EDUCATIONAL ACTIVITY AND SETTING: Second year pharmacy students participated in a two-part simulation on electrolyte imbalances and dialysis in a nephrology pharmacotherapeutics module. Students completed a seven-item anonymous survey at the end of the simulation on a five-point Likert scale to examine the effect of the simulation and their attitudes to the exercise...
September 2017: Currents in Pharmacy Teaching & Learning
Michael A Smith, Laura H Waite
BACKGROUND AND PURPOSE: To assess student performance and achievement of course objectives following the integration of a virtual patient case designed to promote active, patient-centered learning in a required pharmacy course. EDUCATIONAL ACTIVITY AND SETTING: DecisionSim™ (Kynectiv, Inc., Chadsford, PA), a dynamic virtual patient platform, was used to implement an interactive patient case to augment pain management material presented during a didactic session in a pharmacotherapy course...
September 2017: Currents in Pharmacy Teaching & Learning
Erin K Hennessey, Andrew J Crannage, Erica F Crannage, Theresa R Prosser
BACKGROUND AND PURPOSE: To develop and implement a system for junior clinical faculty to become successful course coordinators with the use of a mentoring program and ensure that student performance and satisfaction are maintained at a high level. EDUCATIONAL ACTIVITY AND SETTING: For five years, first-time faculty discussion group leaders in a required large (>225 students) multi-instructor pathophysiology course opted into a structured mentoring program for course coordination in the subsequent year...
September 2017: Currents in Pharmacy Teaching & Learning
Amber M Hutchison, Lea S Eiland
BACKGROUND AND PURPOSE: The purpose was this study was to evaluate the incorporation of geriatric and pediatric therapeutic concepts into a pharmacy skills laboratory (PSL) course sequence. Secondary outcomes were to describe the incorporation and evaluate the assessment effectiveness of these topics. Educational activity and setting Teaching materials and assessment data from the PSL course were evaluated for inclusion of content regarding age-related special populations. FINDINGS: Materials reviewed from 205 PSL sessions held over four years demonstrated 89 (41...
September 2017: Currents in Pharmacy Teaching & Learning
Susanne Barnett, Michael W Nagy, Robert C Hakim
BACKGROUND AND PURPOSE: The situation-background-assessment-recommendation (SBAR) framework is a commonly used method to structure verbal communication in the nursing and medicine disciplines and increases the effectiveness of interprofessional communication. The purpose of this manuscript is to describe how the SBAR framework is integrated into a pharmacotherapy skills laboratory for interprofessional communication and to report on student agreement of perceived realism, preparedness, and fairness of assessment relating to simulated SBAR activities...
September 2017: Currents in Pharmacy Teaching & Learning
Samuel K Peasah, Leisa L Marshall
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...
May 2017: Currents in Pharmacy Teaching & Learning
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