Creating a pharmacy elective course in Indigenous health

Min, Jason; Albon, Simon P.; Leung, Larry; Clarke, Allison

doi:10.1016/j.cptl.2020.04.010

Cited by 9 publications

(27 citation statements)

References 9 publications

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“…8,9 Academic performance was used most commonly. Examples of metrics that were used to study the academic performance were average final course scores, 20,[25][26][27] a range of final course scores, 28,29 , average student scores on various course assessments such as examinations, 20-22, 24-26, 30, 31 quizzes, 20,23,32,33 or other assignments. 20,26,27,33,34 In a few cases where the course intervention was limited to a certain part of the course the metric used to assess academic performance was not the entire assessment but the score on a group of questions that were related to the intervention.…”

Section: Resultsmentioning

confidence: 99%

“…Examples of other, less common metrics that were used are overall first attempt passing rate on quizzes, 23 and quality of reflection activities. 29 The use of academic performance is convenient as it is collected as part of the course that is under study. 4 Compared to the other approaches, academic performance is a better proxy of student learning.…”

Section: Resultsmentioning

confidence: 99%

“…The three major approaches in the description of student evaluations were to generally describe the evaluations as a whole or in part; 15,22,24,30,36 to present evaluation scores; and/or to delineate the students' written comments. In the presentation of evaluation scores, various studies provided different metrics, such as one score that averaged all items regarding the instructor 20,21 or the course; 20,26,32 average scores for different items regarding the course 24,28,29,32 or both the course and the instructor; 25,36,49 or average scores for one item regarding the course. 15,30 In the presentation of student comments the main approaches were to provide a summary of the comments, 20-22, 24, 26, 30 excerpts from the comments, 25,26,28,29,44 or both.…”

Section: Resultsmentioning

confidence: 99%

“…In the presentation of evaluation scores, various studies provided different metrics, such as one score that averaged all items regarding the instructor 20,21 or the course; 20,26,32 average scores for different items regarding the course 24,28,29,32 or both the course and the instructor; 25,36,49 or average scores for one item regarding the course. 15,30 In the presentation of student comments the main approaches were to provide a summary of the comments, 20-22, 24, 26, 30 excerpts from the comments, 25,26,28,29,44 or both. 49 One study, which collected student evaluations from seven years, conducted a qualitative thematic analysis to excerpts from student evaluations 29 as mentioned above for responses to free-text items in surveys.…”

Section: Resultsmentioning

confidence: 99%

“…15,30 In the presentation of student comments the main approaches were to provide a summary of the comments, 20-22, 24, 26, 30 excerpts from the comments, 25,26,28,29,44 or both. 49 One study, which collected student evaluations from seven years, conducted a qualitative thematic analysis to excerpts from student evaluations 29 as mentioned above for responses to free-text items in surveys. Several studies mentioned not only the positive student comments but also the negative or opportunities for course improvement.…”

Section: Resultsmentioning

confidence: 99%

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An Integrative Review of Approaches Used to Assess Course Interventions

Klausner

Persky

2023

American Journal of Pharmaceutical Education

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The objectives of the review are to (1) describe the utility of approaches used for the assessment of course interventions in pharmacy education; and (2) provide recommendations that may guide faculty members in their future scholarship of teaching and learning (SoTL) efforts that encompass assessment of course interventions. Findings. Thirty-four articles that included educational interventions published between 2016 and 2020 in the American Journal of Pharmaceutical Education and Current in Pharmacy Teaching and Learning were selected for analysis. Those articles used various approaches for the assessment of course interventions. In the order of decreasing frequency of use, those methods were surveys, student academic performance, student evaluations, mixed quantitative-and qualitative methods, pre-and post-test, and learning analytics. Summary. The use of more than one assessment approach, ie, triangulation, and multiple student cohorts, are advantageous. When multiple cohorts are used, it is beneficial to present the students' demographic information. Student academic performance should be part of an assessment of course interventions whenever relevant. Surveys about student perceptions and confidence may contribute to the assessment of course interventions. However, since the information collected is subjective and is usually unrelated to student learning, such an approach should be coupled with other assessment approaches that reflect student learning, such as academic performance and/or a pre-and a post-test. Depending on the research question, qualitative methods and learning analytics may also be a part of the assessment of a course intervention.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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An Integrative Review of Approaches Used to Assess Course Interventions

Klausner

Persky

2023

American Journal of Pharmaceutical Education

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How cultural competence is conceptualised, developed and delivered in pharmacy education: a systematic review

Jarrar,

Lim,

Richardson

et al. 2023

Int J Clin Pharm

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Background It is important to have a pharmacy workforce that is culturally competent to recognise a patient’s health beliefs to improve medication adherence and reduce poor treatment outcomes. Aim This systematic review aimed to identify, critically appraise and summarise how cultural competency is conceptualised, developed and embedded in pre-qualification pharmacy education. Method Medline, Scopus, PsychInfo, Web of Knowledge, CINAHL, and Embase databases were searched for relevant papers published in English between January 2012 and December 2021, following PRISMA guidelines. Data from included papers were thematically analysed. Educational quality of papers was appraised using the GREET criteria. This systematic review was registered on PROSPERO, CRD42021295875. Results The review included 47 papers (46 studies) with 18 papers meeting ≥ 9 points on the GREET criteria thus considered of good educational quality. Forty papers focused on educational interventions implemented to pharmacy students only, the remaining included students from different health disciplines. Half of the educational interventions focused on cultural competence in general. Most educational interventions lasted over a week and 21 were compulsory. Cultural competence conceptualisation varied; a focus on knowledge about different cultures or on culturally competent behaviours or a continuum with knowledge at one end and behaviour at the other. Conclusion There is variation in how cultural competence is embedded in pharmacy programmes, which could be a reflection of the differences in how educators conceptualised cultural competence. Further research is needed to develop a unified understanding of the meaning of cultural competence and how it can be embedded in pharmacy education.

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