The Impact of COVID-19 Through the Eyes of a Fourth-Year Pharmacy Student

Stone, Jamie K.; Pate, Adam N.

doi:10.5688/ajpe8146

Cited by 24 publications

(20 citation statements)

References 4 publications

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“…In addition, workers in other fields have seen their professional careers interrupted and anxiety over their professional future is increasing as a result of the associated economic crisis [ 16 ]. Finally, a change in the most sought-after university careers has even been observed [ 17 ], in so far as students appear to be leaning towards courses of a social nature [ 18 ].…”

Section: Introductionmentioning

confidence: 99%

The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?

Revilla‐Cuesta

Skaf

Varona

et al. 2021

IJERPH

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The major impacts of the COVID-19 pandemic are still affecting all social dimensions. Its specific impact on education is extensive and quite evident in the adaptation from Face-to-Face (F2F) teaching to online methodologies throughout the first wave of the pandemic and the strict rules on lockdown. As lesson formats changed radically, the relevance of evaluating student on-line learning processes in university degrees throughout this period became clear. For this purpose, the perceptions of engineering students towards five specific course units forming part of engineering degree courses at the University of Burgos, Spain, were evaluated to assess the quality of the online teaching they received. Comparisons were also drawn with their perceptions of the F2F teaching of the course units prior to the outbreak of the pandemic. According to the students’ perceptions, the teachers possessed the technical knowledge, the social skills, and the personal capabilities (empathy and understanding of the at times troubled situation of each student) for a very abrupt adaptation of their courses to an online methodology. The shortcomings of the online teaching were related to its particularities and each teacher’s personality traits. Overall, engineering teachers appeared well prepared for a situation of these characteristics and, if similar online teaching scenarios were ever repeated, the quality of engineering teaching appears to be guaranteed.

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Section: Introductionmentioning

confidence: 99%

The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?

Revilla‐Cuesta

Skaf

Varona

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…[4][5][6][7][8][9][10][11][12] Zheng SQ et al provides useful general recommendations for providing pharmaceutical care services during pandemic. 13 A few papers have been published mainly focused on the effect of pandemic on pharmacy students 14,15 while none has addressed the role of pharmacists in training with their need for proper training, guidance, and access to and use of personal protective equipment.…”

Section: Discussionmentioning

confidence: 99%

Coping with the residency program during COVID-19: Hematology oncology pharmacy residents’ perspective

AlAzmi

Alnajjar

AlShomrani

2020

J Oncol Pharm Pract

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Introduction The COVID-19 pandemic has led to significant changes in all governmental activities in Saudi Arabia including training and teaching, with the majority of such activities suspended in response to the COVID-19 pandemic. We aim to share the challenges that Hematology Oncology Pharmacy (HOP) residents faced during the quarantine period and provide recommendations on how to cope with the residency journey. Method We followed a qualitative methodological approach in March 2020 using a structured virtual group discussion for data generation. Results All six PGY2 hematology oncology pharmacy (HOP) residents were included in the group discussion. The group agreed that the need for HOP services during this pandemic is beyond the scope of oncology pharmacists’ normal daily practice. The group recognized two fundamental points. First, the goal of the current training should be customized to the most pressing need and recognized at the national level. Second, the current training system should be improved to ensure efficient use of current resources. On this basis, the group developed six main recommendations for action. Conclusion The current situation is a challenge for all healthcare providers, and the majority of the nation’s current generation never dealt with such a situation in days gone by. This paper presents the challenges that should be addressed at the national level and provide a fundamental consensus recommendation for practical approaches to maximize learning and minimize disruption to trainees’ progression while maintaining patient-pharmacy quality of care.

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“…Ten of the articles were about pharmacy practice and were not reviewed ( Figure 1 ). Of the remaining 28 [ 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 ], most were solely focused on addressing the challenges presented by current events, with only a few describing seizing opportunities that represent the needs of the future. In “Pharmacy Education Crosses the Rubicon”, the authors stated that “the pre-COVID-19 global response of the Academy to [technological] changes around us might have been described as incremental” and “the pandemic has forced us into a state of out-of-the-box thinking and creative problem-solving” [ 24 ].…”

Section: Introductionmentioning

confidence: 99%

Leading a Digital Transformation in Pharmacy Education with a Pandemic as the Accelerant

Mirzaian

Franson

2021

Pharmacy

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The global COVID-19 pandemic has not only posed a challenge to education but created an opportunity to spearhead a digital transformation and the novel delivery of a Pharm.D. curriculum. The process to transform the curriculum in a sustainable and iterative manner involved multiple steps including: (1) Communication, (2) Maintaining faculty engagement, (3) Allowing outside the box thinking, (4) Providing resources and tools and (5) Creating accountability and timelines. At our institution, we have been interested in digital transformation since completing our interview of global leaders. We began our journey using the current COVID-19 pandemic as an accelerant for change. Digital transformation in any industry is not a simple undertaking. However, with planning, aligned organizational interests, consistent and regular communication, provision of resources and tools, engaging faculty and creating accountability and timelines with deliverables the implementation can be successful. When the global pandemic wanes and educational institutions commence in-person classes, having undergone the stages of digital transformation, we will be able to embrace these changes and transform education, not having to reproduce pre-pandemic educational systems.

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The Impact of COVID-19 Through the Eyes of a Fourth-Year Pharmacy Student

Cited by 24 publications

References 4 publications

The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?

The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?

Coping with the residency program during COVID-19: Hematology oncology pharmacy residents’ perspective

Leading a Digital Transformation in Pharmacy Education with a Pandemic as the Accelerant

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