The Myth of Multitasking and What It Means for Future Pharmacists.

The primary purposes of this study were to determine the extent to which multitasking affects the speed and accuracy with which Doctor of Pharmacy students identify prescription errors and whether there is a relationship between students' self-perception of their multitasking ability and their actual ability. One hundred twenty-one second-year pharmacy students enrolled in the required course Introduction to Dosage Forms spent one week in an experimental (multitasking) condition and one week in a control (undistracted) condition. Subjects were given 10 minutes to check 10 prescriptions and record any identified filling errors.

Effect of Collaborative vs. Noncollaborative Quizzes on Examination Scores in a Pharmaceutical Calculations Course.

Objective: To determine if midterm and final examination scores in a pharmaceutical calculations course differ among students who take weekly quizzes collaboratively, noncollaboratively, or half-collaboratively/half-noncollaboratively ("mixed").

Methods: One hundred twenty-three students enrolled in one of 4 laboratory sections: collaborative, noncollaborative, or mixed sections. Students working noncollaboratively completed a 15-minute quiz at the end of weekly laboratories.

Individual and social network predictors of the short-term stability of bullying victimization in the United Kingdom and Germany.

Background: There is still relatively little research on the social context within which bullying develops and remains stable.

Aim: This study examined the short-term stability of bullying victimization among primary school students in the United Kingdom and Germany (mean age, 8.9 years) and the individual and social network factors that contributed to remaining a victim of bullying.

Virtual learning intervention to reduce bullying victimization in primary school: a controlled trial.

Background: Anti-bullying interventions to date have shown limited success in reducing victimization and have rarely been evaluated using a controlled trial design. This study examined the effects of the FearNot! anti-bullying virtual learning intervention on escaping victimization, and reducing overall victimization rates among primary school students using a nonrandomized controlled trial design. The program was designed to enhance the coping skills of children who are known to be, or are likely to be, victimized.

Sites of interaction between the FecA and FecR signal transduction proteins of ferric citrate transport in Escherichia coli K-12.

Transcription of the fecABCDE ferric citrate transport genes of Escherichia coli K-12 is initiated by a signaling cascade from the cell surface into the cytoplasm. FecR receives the signal in the periplasm from the outer membrane protein FecA loaded with ferric citrate, transmits the signal across the cytoplasmic membrane, and converts FecI in the cytoplasm to an active sigma factor. In this study, it was shown through the use of a bacterial two-hybrid system that, in the periplasm, the C-terminal FecR(237-317) fragment interacts with the N-terminal FecA(1-79) fragment.