Abstracts and Index of Authors

Hiteshew, Kelly J.; Franz, Thaddeus T.; Lamberjack, Kristen; Chen, Aleda M.H.

doi:10.1002/j.1875-9114.2012.01219

Cited by 4 publications

(1 citation statement)

References 21 publications

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“…Five studies provided only written feedback [69,73,[75][76][77] while three studies provided multimodal feedback [70,71,74], and one study provided only verbal feedback [72]. The focus of most publications was related to preparing final year students in obtaining a residency or employment through mock interview practice, curriculum vitae development, and related activities [69,[71][72][73][74]78] while two focused on student reflections [75,76], and one incorporated feedback into a student portfolio activities [77]. No study evaluated the quality or impact of feedback provided, only reporting student perceptions on the feedback they received.…”

Section: Co-curriculum Studiesmentioning

confidence: 99%

Feedback for Learning in Pharmacy Education: A Scoping Review

Nelson

McCall

Corbett³

et al. 2021

Pharmacy

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Feedback is an effective pedagogy aimed to create cognitive dissonance and reinforce learning as a key component of clinical training programs. Pharmacy learners receive constant feedback. However, there is limited understanding of how feedback is utilized in pharmacy education. This scoping review sought to summarize the breadth and depth of the use of feedback within pharmacy education and identify areas for future research. PubMed, Embase, Scopus, and Web of Science were searched for English articles since January 2000 to identify studies related to feedback in pharmacy education. Sixty-four articles were included for analysis, stratified by moderate and major theory talk, where moderate theory talk explicitly included feedback into study design and major theory talk included feedback into both study design and analysis. Feedback was provided in Bachelor (14%), Master (15.6%), Doctor of Pharmacy (67.2%) and post-graduate programs (4.7%) on a variety of curricular objectives including communication and patient work up in didactic, objective structured clinical examination (OSCE), and experiential settings, and career/interview preparation in the co-curriculum. Feedback comments were mostly written in didactic courses, and both written and verbal in OSCE, experiential, and co-curricular settings. The pharmacy education feedback literature lacks depth beyond student perceptions, especially with respect to assessing the effectiveness and quality of feedback for learning. While feedback has been utilized throughout pharmacy education across myriad outcomes, several areas for inquiry exist which can inform the design of faculty and preceptor development programs, ensuring provision of effective, quality feedback to pharmacy learners.

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Section: Co-curriculum Studiesmentioning

confidence: 99%

Feedback for Learning in Pharmacy Education: A Scoping Review

Nelson

McCall

Corbett³

et al. 2021

Pharmacy

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Patient Safety Incidents Related to the Use of Parenteral Nutrition in All Patient Groups: A Systematic Scoping Review

2021

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Non-emergency department (ED) interventions to reduce ED utilization: a scoping review

Nummedal,

King,

Uleberg

et al. 2024

BMC Emerg Med

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Background Emergency department (ED) crowding is a global burden. Interventions to reduce ED utilization have been widely discussed in the literature, but previous reviews have mainly focused on specific interventions or patient groups within the EDs. The purpose of this scoping review was to identify, summarize, and categorize the various types of non-ED-based interventions designed to reduce unnecessary visits to EDs. Methods This scoping review followed the JBI Manual for Evidence Synthesis and the PRISMA-SCR checklist. A comprehensive structured literature search was performed in the databases MEDLINE and Embase from 2008 to March 2024. The inclusion criteria covered studies reporting on interventions outside the ED that aimed to reduce ED visits. Two reviewers independently screened the records and categorized the included articles by intervention type, location, and population. Results Among the 15,324 screened records, we included 210 studies, comprising 183 intervention studies and 27 systematic reviews. In the primary studies, care coordination/case management or other care programs were the most commonly examined out of 15 different intervention categories. The majority of interventions took place in clinics or medical centers, in patients’ homes, followed by hospitals and primary care settings - and targeted patients with specific medical conditions. Conclusion A large number of studies have been published investigating interventions to mitigate the influx of patients to EDs. Many of these targeted patients with specific medical conditions, frequent users and high-risk patients. Further research is needed to address other high prevalent groups in the ED - including older adults and mental health patients (who are ill but may not need the ED). There is also room for further research on new interventions to reduce ED utilization in low-acuity patients and in the general patient population.

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Abstracts and Index of Authors

Cited by 4 publications

References 21 publications

Feedback for Learning in Pharmacy Education: A Scoping Review

Feedback for Learning in Pharmacy Education: A Scoping Review

Patient Safety Incidents Related to the Use of Parenteral Nutrition in All Patient Groups: A Systematic Scoping Review

Non-emergency department (ED) interventions to reduce ED utilization: a scoping review

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