The current COVID-19 pandemic with the associated social distancing measures has imposed unprecedented challenges on educational institutions around the globe. Schools and colleges of pharmacy across the United States have responded by offering distance learning options and are designing contingency plans to maintain operations. The pandemic has impacted all aspects of pharmacy education including didactic instruction, experiential education, interprofessional education, cocurricular activities, community service, scholarship, professional service, well-being, resilience, recruitment, admissions, and celebrating student success. Pharmacy faculty, staff, and students are subsequently trying to navigate a rapidly changing environment by taking advantage of opportunities as they arise while mitigating many threats that are affecting their professional and personal lives. Pharmacy faculty will need to remain flexible, embrace change, and create innovative solutions to help students progress through the curriculum while maintaining their contributions to society. Students will need to find creative ways to remain engaged with their courses and cocurricular activities.
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http://dx.doi.org/10.4140/TCP.n.2020.493 | DOI Listing |
PLOS Glob Public Health
January 2025
Department of Psychiatry, Faculty of Health Sciences, Busitema University, Mbale, Uganda.
In recent years, Ugandan universities have faced a rising incidence of mental health issues among students, with prevalence rates of mental disorders reaching up to 60% among undergraduates. These challenges significantly impact both academic performance and social interactions. This study aimed to investigate the coping mechanisms among students with mental disorders at Busitema University.
View Article and Find Full Text PDFAm J Pharm Educ
January 2025
Western University of Health Sciences, College of Pharmacy, Pomona, CA, USA.
Objectives: The objective of this integrative review is to analyze conceptual topics, applied content, teaching and learning strategies, and assessment methods within social, administrative, and behavioral sciences (SAS) syllabi and literature. The goal is to evaluate opportunities for enhancing the adoption and implementation of Curricular Outcomes and Entrustable Professional Activities 2022. Recommendations to better inform curriculum and assessment planning efforts are presented for programs and faculty seeking to optimize the integration of SAS content.
View Article and Find Full Text PDFAm J Pharm Educ
December 2024
Northeastern University, Bouvé College of Health Sciences, School of Pharmacy and Pharmaceutical Sciences, Boston, MA, USA.
Objectives: The Curricular Outcomes and Entrustable Professional Activities learning outcome of Cultural and Structural Humility was updated, prompting programs to evaluate how this content is included. The authors reviewed relevant literature published within the past 10 years (2014-2024) and provided a summary and relevant recommendations, as well as resources.
Findings: Calls to action were made within the Academy for programs to develop a holistic programmatic approach to developing students' cultural and structural humility.
Pharmacy (Basel)
July 2024
Department of Pharmacy Practice, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA.
Co-curricular participation is a required component of the pharmacy program. Assessment of co-curricular activities has proven challenging due to lack of manpower to address the workload of reviewing multiple critical reflections. This project documented the professionalization impact of co-curricular involvement and secondarily explored the utility of our assessment tool, the Co-curricular Impact Scale (CIS), developed to streamline the assessment process.
View Article and Find Full Text PDFAm J Pharm Educ
September 2024
Ohio State University College of Pharmacy, Division of Pharmacy Practice and Science, Columbus, OH, USA. Electronic address:
Objective: The primary objective of this study was to evaluate the students' choice of activities and perception of a cocurricular program (CCP). Attitude and skill development and areas for program improvement were also assessed.
Methods: Data were evaluated from 2 sources: a student survey administered to all Doctor of Pharmacy students to determine student perceptions of the CCP and barriers to success and student activity reporting data from postexperience submissions to evaluate the CCP.
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