Your browser doesn't support javascript.
Show: 20 | 50 | 100
Results 1 - 8 de 8
Filter
Add filters

Language
Document Type
Year range
1.
Pharmacy Education ; 20(3):12.0, 2020.
Article in English | EMBASE | ID: covidwho-2231245

ABSTRACT

Background: A number of challenges are faced by health systems and academia as the SARS-CoV-2 viral infection spreads to pandemic levels. Purpose(s): To develop webinars presenting scientific evidence and reflecting on the challenges in navigating the science, myths and realities of COVID-19 pandemic. The webinars were intended to develop an inter-professional dimension to the discussion by analysing current research, practices and applications proposed by institutions within the international scenario. Method(s): A series of webinars was prepared and presented every week, each of a duration of 45 minutes with 15 minutes discussion. For each webinar, a panel of experts including virologists, immunologists, specialists in infectious disease, internal medicine and intensive care, pharmaceutical and public health regulators. Result(s): Eight webinar topics were presented covering the presentation of the infection, the rationale for re-positioning of medicines, on-going clinical trials, medical devices and use of personal protective equipment, scientific-evidence related to containment measures, laboratory investigations and interpretation, development of vaccines and the consequences of lockdown such as affordability, social health and well-being. Each webinar was followed by an average of 250 participants. Participants consisted mainly of health professionals including students and academics from the University of Malta and other international academic institutions. Conclusion(s): The webinars served to present an analysis of scientific evidence within an inter-professional discussion and sharing of experiences and data.

2.
Pharmacy Education ; 22(3):23, 2022.
Article in English | EMBASE | ID: covidwho-2226792

ABSTRACT

Introduction: For the academic year 2020-21, during the COVID-19 pandemic, the point-of-care testing devices and clinical skills practical sessions for first year undergraduate pharmacy students, were converted to a blended learning approach, combining traditional in person laboratory practical training with pre-laboratory synchronous remote sessions. The practical sessions consisted of 1) three two-hour synchronous pre-laboratory sessions for all the class held using Zoom, and 2) three two-hour in person laboratory sessions for each student held in groups of three students. The in-person laboratory sessions covered: Urinalysis and blood glucose monitoring, Blood pressure, lipid profile and obesity measurements, and Injection techniques. The aim was to evaluate student perception of practical sessions delivered using a blended learning approach. Method(s): A self-administered questionnaire was developed and validated by an eight-member expert panel consisting of pharmacy academics and pharmacy students in other course years. The questionnaire consists of Likert-type questions (1-Strongly Disagree to 5-Strongly Agree). The questionnaire was disseminated electronically to all (N = 24) first year undergraduate pharmacy students at the completion of the sessions. Result(s): Nineteen students (13 female, age range 18 - 21 years) completed the questionnaire. The majority of students gave positive feedback (score of 4 or 5) about the blended learning approach adopted: 'Allowed me to review material covered in the remote sessions on the virtual learning environment as often as necessary and at my own pace to help me prepare for the in-person laboratory sessions' (n = 18), 'helped me to participate more in the in-person sessions' (n = 18), 'provided me with opportunities to pursue my own learning' (n = 16), and 'stimulated critical-thinking' (n = 14). Sixteen students recommended continuation of the blended learning approach for such practical sessions. Conclusion(s): Students had a positive perception of practical sessions delivered using a blended learning approach and reported that the remote sessions supported the in-person sessions.

3.
Pharmacy Education ; 22(3):18, 2022.
Article in English | EMBASE | ID: covidwho-2226791

ABSTRACT

Introduction: The Annual Pharmacy Symposium organised by the Department of Pharmacy, University of Malta, Malta, brings together academic staff, undergraduate and postgraduate students, collaborators and stakeholders to discuss outcomes of student research projects as oral and poster presentations. The 2021 Pharmacy Symposium was held online for the first time via the Zoom platform due to restrictions brought about by the COVID-19 pandemic. The aim was to evaluate student perception of the remote modality used. Method(s): A self-administered questionnaire was distributed to students who attended the symposium at the end of the four-day symposium. Students were asked to rate on a five-point Likert scale from 'strongly agree' to 'strongly disagree' with regards to remote environment used and appreciation of the transmission of scientific information in the presentations. Result(s): Out of 370 students who attended the symposium, 19% (n = 72) completed the questionnaire. Forty-four students were female, and the ages of the students ranged from 18 to 51 years. The majority of students (n = 46) were undergraduate students. The majority of students gave positive feedback (scores of 4 or 5) about the symposium: 71 students felt the virtual symposium was well organised, 69 students agreed that the platform used was appropriate, 66 students agreed that the quality of research presented was of a high standard and 57 students agreed that presentations were understandable and stimulating. Fifty-five students felt that the duration of the oral sessions was appropriate, 40 students enjoyed visiting the virtual poster gallery and 38 students found it easy to access the virtual poster gallery. Conclusion(s): The virtual pharmacy research symposium was positively evaluated by students indicating that it is a suitable forum to support students in developing competencies in research dissemination and to appreciate ongoing research by other students.

4.
Pharmacy Education ; 22(3):22, 2022.
Article in English | EMBASE | ID: covidwho-2226779

ABSTRACT

Introduction: During the COVID-19 pandemic, FIP Education (FIPEd) continued to produce reports, guidance documents, toolkits and virtual programmes to advance pharmacy education and early career development. Method(s): FIPEd, consisting of academic pharmacy section (AcPS), academic institutional membership (AIM), workforce development hub (WDH), university twinning and networking scheme (UNITWIN) - collaborating with Board Pharmaceutical Sciences (BPS), Board Pharmaceutical Practice (BPP), Young Pharmacists Group (YPG), and International Pharmaceutical Students' Federation (IPSF), developed resources, through consultation and validation, to advance pharmacy education and training programmes. Result(s): FIPEd resources 2020 - 2022 span a wide perspective of areas: 1) Global Competency Framework v2 (2020) - competencies for early career development;2) Digital Health in Pharmacy Education report (2020) and Train the Trainer Course (2022) - current status and development of digital health education programmes;3) UNITWIN Pharmacy Education in Sub-Saharan Africa report (2020) and 4) UNITWIN Pathfinder Toolkit (2021) - led to UNITWIN Regional Workshops and Global Summit 2021, subject of the FIP Workshop at EAFP 2022 with a regional specific roadmap for the European region;5) FIP WiSE - Women in Science and Education toolkit (2021) - promote positive practice environments for women in science and education;6) FIP AIM Enhancing academic leadership horizons in trying times virtual course (2021) - academic leadership skills development;7) Global Humanitarian Competency Framework (2021) - competencies for pharmacists working in humanitarian arenas;8) Curriculum for pharmacy students on substandard and falsified medicines (2021) - collaboration with WHO;9) FIP handbooks for accreditors and providers of programmes supporting the FIP platform for provision through partnerships (2022) - a new FIP programme whereby the FIP Seal assures programme providers align with the FIP mission and meet quality criteria. Upcoming resources for 2022 include: Competency Framework for Pharmaceutical Educators;Competency Based Education Handbook;Quality Assurance education tool;Impact of pharmaceutical workforce on health improvement and outcomes tool;Interprofessional Education Readiness tool. Conclusion(s): FIP resources have been used effectively by educators globally as guides to advancing pharmacy education. These new resources provide further guidance to assure pharmacy education programmes prepare graduates for contemporary and future-oriented careers to meet societal needs.

5.
Pharmacy Education ; 22(1):515-522, 2022.
Article in English | Web of Science | ID: covidwho-1897358

ABSTRACT

Background: The fast tracking of the production of COVID-19 vaccines gave rise to aspects of general concern regarding their safety. The vigilance aspect of adverse drug reaction (ADR) reporting is a means to build up the science behind the safety aspects. The aim was to develop, validate and apply learning activities for healthcare professionals (HCPs) to educate and support them on ADR reporting. Methods: Two educational webinars were developed, validated, applied and evaluated by pharmacists, medical doctors, dentists and nurses. Results: Evaluation forms about the webinars were completed by 103 out of 132 HCPs (first webinar), and 73 out of 90 HCPs (second webinar). Conclusion: HCPs agreed that the educational webinars made them more aware of the importance of ADR reporting and the webinars helped them overcome barriers to ADR reporting.

6.
Malta Medical Journal ; 34(1):58-68, 2022.
Article in English | GIM | ID: covidwho-1716808

ABSTRACT

Background: In the COVID-19 pandemic, vaccination was identified as being of significant importance to prevent virus spread and to move towards re-introducing normality in everyday life. As the influenza season approached in autumn 2020, the importance of the influenza vaccine was highlighted as a mitigation strategy to limit the consequences and risk of co-infection with the influenza virus and COVID-19. The aim of the study was to evaluate the degree of hesitancy of pharmacists and pharmacy students towards influenza and COVID-19 vaccines in autumn 2020.

7.
Pharmacy Education ; 20(2):290-296, 2020.
Article in English | Web of Science | ID: covidwho-1100571

ABSTRACT

The COVID-19 pandemic, which was globally declared during the first quarter of the year 2020, led to the transition of teaching activities from the traditional classroom setting to online platforms. This study evaluated preparedness and perception towards online learning and its impact among pharmacy academics and students by using two self-administered questionnaires. Fifteen academics and 60 students answered the questionnaire. Participants had the required technology for online learning (academics n = 14, 93%;students n=56, 93%) and believed that the transition to online learning was easy (academics n=12, 80%;students n=41, 68%). Most participants (academics n=12, 80%;students n=46, 77%) stated that online learning allowed more flexibility even though they preferred classroom-based approach. A minority of students stated that the shift to online learning during the pandemic made them feel alone (n=11, 18%), anxious (n=7, 12%) and depressed (n=9, 15%). Given the option, participants would prefer a hybrid learning approach, whereby some teaching activities are switched to online platforms.

8.
Pharmacy Education ; 20(2):33-34, 2020.
Article in English | Web of Science | ID: covidwho-1100539

ABSTRACT

As it spread to pandemic levels, COVID-19 viral infection presented a number of challenges for education, health systems and the wellbeing of society. Evidence-based information on COVID-19 was essential for designing the response to the pandemic. A series of weekly webinars were developed and presented over a 15-week period. An inter-professional panel of experts contributed to the discussions during the webinars. The webinars were planned through a multidimensional approach involving students and practitioners from different healthcare professions encompassing a range of scientific aspects from basic sciences to socio-economic aspects. The evaluations showed the value of the webinars as an e-learning method for inter-professional communication in the discussion and analysis of the scientific evidence and sharing of experiences and data.

SELECTION OF CITATIONS
SEARCH DETAIL