Evaluation of student-pharmacists' experiences in COVID-19 vaccination clinics

Objective: To examine the impact that participation in 2019 coronavirus disease (COVID19) vaccination clinics had on students' self-assessed ability to vaccinate and secondarily, to examine the impact these experiences had on student perspectives of pharmacist engagement in public health. Methods: Student pharmacists who volunteered in COVID-19 vaccination clinics were invited to complete an anonymous, electronic survey consisting of items pertaining to their self-assessed ability to vaccinate and attitudes towards pharmacist engagement in public health in a retrospective pre/post-experience. Results: Students indicated that the experiences were valuable, participation increased their comfort level with vaccination, and they were better prepared to engage in vaccination following engagement. Additionally, student attitudes toward pharmacist engagement in public health improved after engagement. Conclusion: Participation in COVID-19 vaccination clinics had a positive effect on students' self-efficacy toward vaccination and their attitudes toward pharmacist engagement in public health. Similar opportunities should be promoted to student-pharmacists to facilitate their professional development.

Perception of pharmacy students towards blended pedagogy in 21st century pharmacy education

Background: In industrialized and developing economic countries like India, the technology transfer has significantly enhanced the quality of higher education, where the tentacles of digitalization have deeply entered education system, which opened the gateway of blended pedagogy, enabling a greater access to course content, learning preparation in peers and interactions. Across the globe, blended learning is applied in pharmaceutical education but it gained momentum in Indian pharmacy education during the global threat, COVID-19 pandemic. Aim and Objectives: The current experimental study of six months duration was performed to investigate the perception of pharmacy students towards blended pedagogy in pharmacy education at undergraduate level. Methodology: In the current experiment survey, a validated standard self-administered questionnaire with 28 inventories under 7 categories was administered to students pursuing undergraduate pharmacy programs in a pharmacy institute located at rural Andhra Pradesh for a period of six months, through online mode;data collection was performed in students showing willingness and further collected data was assessed through excel spreadsheet. Result(s): The study observed a two-third satisfaction on an average in terms of all the indicators which influence the blended pedagogy (teacher 71.8%, course content 74.8%, technology transfer 58.7%, interactions 78.8%, and constructive knowledge 73.7%). Conclusion(s): In conclusion, our study envisaged effective student engagement, with more facilitator-student interactions and adaptability;through blended learning which enabled, enhanced and transformed students to active learners.Copyright © 2023, Indian Pharmaceutical Association. All rights reserved.

Covid-19 distance and online learning: a systematic literature review in pharmacy education.

The Covid-19 outbreak necessitated the implementation of social distancing mechanisms, such as the enforcement of lockdowns in numerous nations. The lockdown has disrupted many parts of everyday life, but this unusual event has particularly affected education. The temporary closure of educational institutions ushered in dozens of new reforms, including a shift into the distance and online learning. This study investigates the transition from traditional education in physical classrooms to online and distance and online learning in pharmacy education during Covid-19, especially about the challenges and benefits of distance and online learning. We did Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) for literature sources between 2020 and 2022 (n.14). The study elaborates on how the transition has influenced teachers and students of pharmacy education. The research also summarizes several recommendations, which may assist in minimizing the adverse impacts of lockdown and encourage streamlined processes to distance and online learning, particularly in pharmacy education.

Challenges in pharmacy education with limited resources during COVID-19: ASEAN perspective

The rapidly emerging COVID-19 pandemic resulted in the need for rapid and extensive changes in the education programs of universities. This chapter reviews the changes in teaching and learning made by pharmaceutical faculties in six universities located in the Association of Southeast Asian Nations (ASEAN): Mahasarakham University (Thailand), Taylor's University (Malaysia), University of the Philippines-Manilla (Philippines), Hai Phong University of Medicine and Pharmacy (Vietnam), University of Health Sciences (Lao PDR), and Sanata Dharma University (Indonesia). The authors discuss adjustments that were made based on educational contexts, planning and infrastructure, educational processes, and products and outcomes. Each university provides a specific story concerning lessons learned in responding to the pandemic. The chapter concludes with changes that will be employed in future emergency situations, as well as those that will continue to be incorporated with the resumption of normal operations. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Migration to online pharmacy education in Namibia: Successes, challenges and competence implications

Background: COVID-19, a global pandemic, has disrupted pharmacy education in Africa, due to unpreparedness to migrate to online Learning. Aim(s): To assess outcomes and challenges facing migration to online pharmacy education. Method(s): An evaluation of implementation of online learning in the Bachelor of Pharmacy programme in Namibia using key informant feedback. The outcomes were outputs and challenges facing migration to online learning, and its impact on pass rates and scores. Result(s): The pooled mean score was higher in 2020 (66.2%), compared to 2019 (63.4%) and 2018 (62.1%), (p=0.076). A variety of platforms were used as alternatives or supplements to Moodle. The main challenges included inequalities in internet connectivity, monitoring and quality assurance, implementation of experiential learning, and reliability of online assessment. Conclusion(s): Whilst migration to online learning did not impact on pass rates, there is need for policies and systems to address programmatic challenges to eliminate inequalities in online pharmacy education.Copyright © 2020 FIP.

Resilient Coping is More Important Than Previous Virtual Learning Experience: Predicting Pharmacy Student Stress During the COVID-19 Pandemic.

Purpose: The COVID-19 pandemic precipitated a swift transition to online learning in medical and health sciences. This study investigated the associations of previous experience with online learning, current confidence with online learning, and resilient coping skills with perceived stress reported by pharmacy students during the emergency transition to online learning. Methods: Undergraduate pharmacy students (N=113, response rate = 41%) completed an online, self-report, cross-sectional survey during April-June 2020. Measures included Likert items measuring prior experience and current comfort levels with online learning, the Brief Resilient Coping Scale (BRCS), and the Perceived Stress Scale 10-Item Version (PSS-10). Experience, comfort with online learning, reported scores, and internal consistency for the BRCS and PSS-10 were summarized. A linear regression model examined the associations of prior experience with online education, gender, and resilient coping with perceived stress. Results: Of the 113 respondents (78% female, mean age 22.3 years), > 50% had only occasional prior experience with online learning, coursework, and examinations, but 63% expressed confidence with online learning. Mean PSS-10 and BRCS scores were 23.8 and 13.3, respectively, and both scales demonstrated good internal consistency (α > 0.80). BRCS score was the single predictor of the PSS-10 score (r2 = 0.18, p < 0.001). Female gender was not a significant predictor (p = 0.11). A multiple regression model explained moderate variation in perceived stress (adjusted R2 = 0.19). Conclusion: PSS-10 and BRCS scores indicated moderate levels of stress and coping skills among students during online teaching. Most students had some prior exposure to online learning, coursework, and examinations. Higher resiliency scores, but not prior online learning experience, predicted lower perceived stress.

Implementation of a Shared Pediatric Pharmacy Elective During the COVID-19 Pandemic.

During the COVID-19 pandemic, educators were forced to identify innovative teaching strategies to deliver high-quality learning experiences to students. In spring 2021, faculty at Butler College of Pharmacy and Health Sciences and Purdue University College of Pharmacy collaborated to successfully implement a shared pediatric pharmacy elective at both institutions.

Pharmacy Education and Conducting OSCE Exam During COVID-19: An Overview

Advances in pharmacy practice have transformed the role of a pharmacist from traditional dispensing to more patient-centered care practices. Apart from the traditional dispensing practices, pharmacists are currently assigned to provide pharmaceutical care services focusing on identifying medication-related problems, taking a medication history, patient interviewing, and designing an evidence-based care plan. The advancement of the pharmacist's role to be part of the health care team to maximise the health care provided to the patient should be met with restructuring the pharmacy education and assessment from being focused only on medicine compounding, selling, and dispensing to include pharmaceutical care provision. Undergraduate pharmacy education has changed tremendously over the years, evidenced by the shift from a customer-based approach to a patient-centered approach using different clinical learning and examinations models such as Objective Structured Clinical Examination (OSCE). OSCE exam is considered a powerful and valuable tool for evaluating pharmacy students' clinical performance. During the COVID-19 pandemic, pharmacy education and examination are globally affected. Many pharmacy schools are confronting surpassing challenges to sustain education during the COVID-19 pandemic. The global experiences of academics and healthcare instructors in delivering emergency remote teaching, ensuring purposeful experiential pharmacy student placements, communicating and supporting the displaced or isolated pharmacy students are considered an accelerating opportunity for new models of pharmacy education. Therefore, this chapter aims to have an overview of pharmacy education during the COVID-19 pandemic, the challenges to online pharmacy education, and the impact of the COVID-19 pandemic on pharmacy learning and education. Also, to have an overview about conducting OSCE clinical examination during COVID-19;the online OSCE exam preparation, set up, implementation, and assessment during COVID-19. Finally, to describe what can happen in the future to the online pharmacy student clinical education, OSCE assessment, and examination. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Developing Authentic Mentorship Through Professional Organizations

Harsh realities in pandemic fatigue, burnout, inequities, and isolation are impacting academic pharmacy. Mentoring programs, especially inter-institutional programs such as those provided within the Sections and Special Interest Groups (SIGs) of the American Association of Colleges of Pharmacy (AACP), may combat some of these issues. Unfortunately, year after year, Academy members continue to request information from these groups on mentoring, whether it be the opportunity to pair up, for advice on how to be better mentors, or for guidance on how to develop a program on mentoring for the Sections and SIGs without an existing program. The need for authentic mentoring is vital to the success and retention of faculty and staff within the Academy. Therefore, it may be appropriate to take a closer look at why, despite ongoing mentoring programs scattered within AACP Sections and SIGs, these programs are unable to fulfill the needs of participants. [ FROM AUTHOR] Copyright of American Journal of Pharmaceutical Education is the property of American Association of Colleges of Pharmacy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Impact of asynchronous virtual learning on student well-being and success.

INTRODUCTION: As the world has rapidly changed during the COVID-19 pandemic, doctor of pharmacy (PharmD) students' overall well-being has been prioritized. This study aimed to evaluate PharmD students' well-being and perceived academic engagement when moved involuntarily to a majority asynchronous and virtual curriculum during the 2020-2021 academic year in response to the COVID-19 pandemic. Additionally, this study aimed to assess demographic predictors relating student well-being and academic engagement. METHODS: A survey administered via Qualtrics (SAP) was sent to three cohorts of professional students (Classes of 2022 to 2024) enrolled in the PharmD program at The Ohio State University College of Pharmacy. These cohorts were engaged in a primarily asynchronous and virtual curriculum due to COVID-19. RESULTS: Although students displayed mixed results on how asynchronous learning affected their well-being, students replied that they would want to continue learning via a hybrid model (53.3%) or completely asynchronous (24%), while 17.3% wanted primarily synchronous and 5.3% did not reply. CONCLUSIONS: Our results indicated that aspects of the majority asynchronous and virtual learning environment were favored by students. Through student responses, our faculty and staff can take into consideration students' opinions when making future changes to the curriculum. We provided this data for others to consider when evaluating well-being and engagement with a virtual and asynchronous curriculum.

Teaching and Assessing Pharmacy Students on Sterile Compounding Accuracy Checks.

Objective: Accuracy checks are required by United States Pharmacopeia Chapter <797> to ensure patient safety when dispensing compounded sterile products (CSP). Despite the importance of this task, reports of training pharmacy students to perform CSP accuracy checks are lacking. This study aimed to (1) report a method for teaching CSP accuracy checks to students and (2) determine if increased content time and intentional focus on this skill would improve student performance in a simulated hospital environment.Methods: The laboratory teaching team identified the six most common types of errors in CSP accuracy checks. Student performance regarding these six errors and competency grades of final accuracy checks were compared between the Fall 2019 and Fall 2020 semesters.Results: Students had better overall performance on the accuracy checks competency in Fall 2019 versus Fall 2020, but students performed substantially better on the remediation in Fall 2020 versus Fall 2019. In each semester, students had different errors commonly missed during the first and second attempts.Conclusion: Despite enhanced teaching content and the incorporation of practice testing, students performed worse in Fall 2020 than Fall 2019. This effect could have been explained, in part, by the virtual environment required during the COVID-19 pandemic. To improve student performance, continued improvement in teaching methods and a restructured remediation process is needed.

Pharmacy Students' and Pharmacist Preceptors' Perceptions of the Hospital Rotation Experience during the COVID-19 Pandemic.

Background: The COVID-19 pandemic brought significant disruptions to pharmacy experiential education. To ensure the safety of students and staff, university and rotation site educators needed to make changes rapidly to adapt to the dynamic environment. Objectives: To explore the impact of the COVID-19 pandemic on pharmacy students and their preceptors during experiential rotations and to identify any barriers to learning that arose and opportunities for improvement. Methods: Two online questionnaires were developed to explore the perceptions of pharmacy students and preceptors during experiential rotations. The following topics were examined: support for rotations by the hospital and the university, perceived safety, accessibility of resources, interpersonal interactions, professional development, assessment and evaluation, and overall impressions. All Advanced Pharmacy Practice Experience students from the University of Toronto who completed 1 or more rotations at North York General Hospital during the 2020/21 academic year and their preceptors were invited to participate. Results: Sixteen and 25 questionnaires were completed by students and preceptors, respectively. Both groups agreed that they were adequately prepared for the rotations and felt safe. There was a decrease in interpersonal interactions, while the use of virtual communication tools increased. Lessons learned included the need for timely communications and access to resources for learners and preceptors, contingency plans for staff shortages and outbreaks, and workspace assessments. Conclusions: During the COVID-19 pandemic, implementation of experiential rotations was associated with many challenges, but pharmacy learners and preceptors believed the overall experience was not significantly affected.

Contexte: La pandémie de COVID-19 s'est accompagnée de perturbations importantes dans le domaine de la formation pratique en pharmacie. Les éducateurs de l'université et du lieu de stage ont dû rapidement apporter des changements pour s'adapter à l'environnement dynamique et assurer la sécurité des étudiants et du personnel. Objectifs: Étudier les effets de la pandémie de COVID-19 sur les étudiants en pharmacie et leurs précepteurs pendant les stages pratiques et identifier les obstacles qui se sont présentés ainsi que les améliorations possibles. Méthodes: Deux questionnaires en ligne ont été préparés pour étudier les perceptions des étudiants en pharmacie et des précepteurs pendant les stages pratiques. Les sujets suivants ont été examinés: le soutien de l'hôpital et de l'université pour les stages, la perception de la sécurité, l'accessibilité des ressources, les interactions interpersonnelles, le perfectionnement professionnel, l'évaluation et les impressions générales. Tous les étudiants du programme Advanced Pharmacy Practice Experience de l'Université de Toronto qui ont effectué un ou plusieurs stages à l'Hôpital général de North York au cours de l'année universitaire 2020­2021 et leurs précepteurs ont été invités à participer. Résultats: Les étudiants et les précepteurs ont répondu à 16 et 25 questionnaires, respectivement. Les deux groupes ont convenu qu'ils étaient bien préparés aux stages et qu'ils se sentaient en sécurité. On a observé une diminution des interactions interpersonnelles, tandis que l'utilisation d'outils de communication virtuels a augmenté. Les leçons tirées comprennent: la nécessité de communiquer en temps opportun et l'accès aux ressources pour les apprenants et les précepteurs; les plans d'urgence en cas de pénurie de personnel et d'épidémies; et les évaluations de l'espace de travail. Conclusions: Pendant la pandémie de COVID-19, la mise en œuvre des stages pratiques a été associée à de nombreux défis, mais les apprenants en pharmacie et les précepteurs ont estimé que l'expérience globale n'a pas été touchée de manière significative.

In-Person or Online? Exploring Student Pharmacists' Perceived Change in Interprofessional Skills between Two Delivery Formats.

The COVID-19 pandemic drastically changed how education is delivered. Many academic programs quickly transformed their curriculum to online distance learning. This rapid transition may have compromised the rigor and fidelity of these activities. The Interprofessional Standardized Patient Experience (ISPE) is an interprofessional education activity (IPE) involving a team of students from six different healthcare professions that switched to an online delivery format. This manuscript compares pharmacy students' perceived change in interprofessional skills between the two formats. Following the ISPE, second-year pharmacy students completed the revised Interprofessional Collaborative Competencies Attainment Survey (ICCAS-R). The ICCAS-R assesses the change in interprofessional collaboration-related competencies in healthcare students before and after IPE training using a retrospective pre-post approach. For each ICCAS-R item and each delivery format (44 in-person and 51 online), paired Student's t-test on pre- and post-ISPE scores, and Cohen's d were calculated. Every item of the ICCAS-R was significant (p < 0.001), regardless of delivery format. Nearly all ICCAS-R items had a large effect size, and the remaining items had a medium effect size. The amount of change pre- and post-ISPE for each ICCAS-R item was calculated. Student's t-test was used to compare the magnitude of change in interprofessional skills between the two delivery formats. Only one difference was noted between the two delivery formats-ICCAS-R item 16, which measured actively listening to interprofessional team members (p = 0.0321). When switching to an online format, the high-fidelity dimension of the ISPE was retained. The ISPE is an effective IPE activity at increasing pharmacy students' self-perceived interprofessional collaboration skills regardless of delivery format. Even though students reported the ISPE increased their ability to actively listen to the perspectives of interprofessional team members in both formats, the magnitude of the benefit was more profound in the in-person group.

Barriers and facilitators to implementing simulation into pharmacy programs globally.

BACKGROUND: MyDispense is a simulation software developed by Monash University that has been utilized by over 200 institutions worldwide to educate pharmacy students. However, little is known about the processes by which it is used to teach dispensing skills to students and how they use it to facilitate critical thinking in an authentic environment. This study aimed to understand and investigate how simulations are used to teach dispensing skills in pharmacy programs globally, and to determine the opinions, attitudes and experiences of pharmacy educators towards MyDispense and other simulation software within their pharmacy program. METHODS: Purposive sampling was used to identify pharmacy institutions for the study. A total of 57 educators were contacted, 18 responded to the study invitation, 12 were MyDispense users and 6 were non-users. Two investigators conducted an inductive thematic analysis to generate key themes and subthemes to provide insight into the opinions, attitudes and experiences towards MyDispense and other simulation software used specifically for dispensing within pharmacy programs. RESULTS: 26 pharmacy educators were interviewed, of which 14 were individual interviews and four were group interviews. Intercoder reliability was investigated and a Kappa coefficient of 0.72 indicated substantial agreement between both coders. Five main themes were identified: "dispensing and counseling", which encompassed discussions about how dispensing techniques were taught, the time allocated for students to practice their skills and the use of software other than MyDispense; "description of MyDispense use" includes discussions about the setup of the software, how dispensing skills were taught prior to using MyDispense as well as its use in student assessments; "barriers to MyDispense use", covers discussions about the obstacles users have faced; "facilitators to use MyDispense", includes discussion about the various motivators to using MyDispense and lastly "future use and suggested improvements" of MyDispense are covered by the interviewees. CONCLUSION: The initial outcomes of this project evaluated the awareness and utilization of MyDispense and other dispensing simulations by pharmacy programs globally. By addressing the barriers of use, promotion of the sharing of MyDispense cases can assist in creating more authentic assessments, as well as improving staff workload management. The outcomes of this research will also facilitate the development of a framework for MyDispense implementation, thus streamlining and improving the uptake of MyDispense by pharmacy institutions globally.

Effects of Resilience and Wellness Behaviors on Burnout and Academic Performance Among First-Year Students During the COVID-19 Pandemic.

Objective. To determine if students' levels of resilience and self-reported wellness behaviors predict burnout and grade point average (GPA) at the end of the first fall semester of the COVID-19 pandemic.Methods. We measured first-year students' resilience, burnout (exhaustion and disengagement), and self-reported wellness behaviors (sleep, nutrition, social time, and self-care activities) at the beginning and end of the fall 2020 semester of pharmacy school. We also collected students' demographic information and obtained end-of-semester GPA from their academic records. Using multivariable regression, we assessed whether students' resilience and wellness behaviors predicted burnout and GPA at the end of the semester. We also assessed for changes in burnout and wellness behaviors over time.Results. Resilience was positively associated with older age and was lower among students of color. Exhaustion and disengagement were high at baseline and continued to worsen over time. Students' self-reported wellness behaviors also decreased over time, except for ratings of sleep adequacy. Resilience predicted lower levels of disengagement at the end of the semester, but its relationship with exhaustion was inconsistent. The only wellness behaviors associated with lower burnout were nutrition and sleep adequacy. Students' end-of-semester GPA was also related to nutrition and sleep adequacy but not resilience or burnout.Conclusion. Resilience offered some protection from burnout, but its relationship to immutable factors suggests that individual-focused interventions to improve student well-being (eg, wellness behaviors such as mindfulness meditation) should be complemented by organizational support, especially for younger students and students of color.

Pharmacy students' experience of technology-enhanced learning during the COVID-19 pandemic.

Background: With the advent of the COVID-19 pandemic, pharmacy students and educators experienced an abrupt shift as programmes that were previously taught exclusively in-person were then predominantly taught online. This sudden change provided little time for students to prepare for the new learning environment. Objectives: The study objective was to explore pharmacy students' experiences of technology-enhanced learning during the COVID-19 pandemic. Methods: A cross-sectional survey was developed and distributed by email to all 3rd year (N = 76) and 4th year (N = 68) pharmacy students undertaking an MPharm programme in an Irish university. Results: A total of 32 responses were collected, including 20 third year and 12 fourth year pharmacy students (response rates of 26.3% and 17.6%, respectively). The majority of respondents reported good or very good internet speed (71%) and stability (59%). Almost all were confident or very confident using Canvas (97%) prior to the onset of online learning. Respondents preferred engaging with other students in-person rather than online for coursework (68.8%) and learning new material (56.3%). Students favoured face-to-face delivery, with a recording of the session available online afterwards, for lectures (68.8%), workshops (50%) and tutorials (56.3%). Analysis of free-text comments indicates that respondents used recorded content to support exam revision and that a key drawback of online learning was social isolation. Implications: Pharmacy students favoured a blended learning approach, with in-person learning being recorded to support study and revision. Students' experience of TEL during the pandemic should be considered in the development and ongoing review of pharmacy programmes.

Multimedia resources in pharmacy education: A lab experience

Introduction: During the COVID-19 pandemic crisis, teachers were forced to suddenly adjust their teaching methods. The phenomenon was particularly challenging for teaching laboratory classes at a time of full lockdown. Visual memory shows the personal ability to process images and this type of memory is very important for enhancing learning and processing of information. This experience aimed to develop pedagogical strategies to help the students' learning process in a particular moment, as well as to use the methods developed to enhance future learning of pharmaceutical techniques within pharmacy education. Method(s): Multimedia resources were used to produce short videos of the preparation of laboratory assignments for pharmaceutical technology classes. In synchronous online classes, the videos were watched, commented on, the compounding preparation record was performed and at the end of the class the video was shown once again to consolidate the compounding process. In a first approach, in 2019/2020, students did not repeat the assignments in person and carried out their assessment remotely. In a blended-learning approach, with different students in 2020/2021, they had the opportunity to return to the lab to repeat the experiment protocols viewed online and perform the assessment in person. Result(s): There was no relevant difference between the grades obtained with classical face-to-face teaching (before the pandemic) and with the use of e-learning/blended-learning methodologies. However, students with online exclusive learning reported that they would have liked to repeat the assignments face-to-face in the laboratory. The blended-learning students reported that seeing the videos before the experimental work helped their memory and execution, leading to the perception that the video resources are useful. Conclusion(s): A combination method of multimedia resources to stimulate visual memory and practical execution of the activity may have a synergistic effect on learning and acquisition of practical skills.

Development and Assessment of Innovative High-Fidelity Simulation Vaccination Course Integrating Emergency Cases for Pharmacy Undergraduates-A Randomized Controlled Study.

Recently, pharmacists in Germany were allowed to administer influenza and COVID-19 vaccines for people aged 12 years and older in order to increase vaccination coverage rates. In order to adapt the pharmacy curriculum for clinical practice, an innovative, vaccination training course using a high-fidelity simulator (HFS) was developed, implementing clinical scenarios to manage adverse events. In a randomized controlled trial using a pre and post design with pharmacy undergraduates, the intervention group interacted with an HFS, while the control group was trained with low-fidelity injection pads. Before and after the respective training, each participant went through an objective structured clinical examination (OSCE) and completed a self-assessment questionnaire and knowledge quiz. Both training methods showed a significant increase in skills, but there was also a significant greater increase in the intervention group when compared to the control group, particularly with respect to the vaccination process. Furthermore, every individual in the intervention group improved from the pre- to post-training OSCEs. Therefore, HFS has been proven to be an appropriate tool to train pharmacy students for the purposes of vaccine administration and to prepare for future challenges. Particularly, recognizing and managing adverse reactions can be addressed in a very effective way.

The impact of COVID-19 on pharmacy students in Sudan: A cross-sectional survey

Background: The new coronavirus disease (COVID-19) has impacted many aspects of life. Several studies have investigated the effect of this pandemic on academic activities. Yet, no studies addressed the impact of COVID-19 on students in Sudan. This study examines the impact of COVID-19 on Sudanese undergraduate pharmacy students. Method(s): A cross-sectional study was conducted using an online questionnaire delivered to undergraduate pharmacy students. Result(s): A total of 137 students responded to the survey. The majority were female (74.5%) and were students in private colleges (60.6%). Majority of the students (95.0%) were affected by COVID-19 crisis and about half of the respondents (54.0%) were depressed and 85.4% reported a decreased level of concentration. In spite of these challenges, majority of our respondents were still motivated (85.3%) to continue their education on campus. Conclusion(s): Despite unprecedented challenges posed by the COVID-19 pandemic, pharmacy students in Sudan are motivated to continue their studies, and they want the traditional teaching model to resume. It is time to invest more in education and rethink delivery of pharmacy education in Sudan during public health emergencies. There is no better time than now. Copyright © 2020, International Pharmaceutical Federation. All rights reserved.

The impact of COVID-19 on pharmacy education: Perspectives of Nigerian undergraduate pharmacy students

Context: Globally, every school and college of pharmacy is challenged to respond to the impact of COVID-19 on pharmacy education and must find ways to continue to communicate with colleagues and educate their students. Aim(s): To describe the impact of COVID-19 on undergraduate pharmacy students' education and learning in Nigeria. Method(s): This was a cross-sectional study with an online questionnaire. A validated questionnaire was used to collect data from the students. Associations between learning and respondents' characteristics were determined with either chi-square test or fisher's exact test at p<0.05. Result(s): Most of the students (91.0%, n=343/377) were not taught during COVID-19 school closures in Nigeria. The school closures had a significant effect on the academic lives of most students (99.2%, p<0.05). Extension of graduation year was the highest (24.2%) academic impact. High cost of internet data (28.6%) was the most common challenge with online learning among the students. A marked proportion (70.9%, (p<0.05) of the students preferred a combination of online and face-to-face learning methods after the pandemic. Conclusion(s): COVID-19 has impacted pharmacy education in Nigeria due to the discontinuity of learning, a lack of effective online learning, and an extension of students' expected year of graduation. A combination of online and face-to-face learning methods was perceived to be better after the pandemic. This finding highlights the need for Nigerian pharmacy educators to tap into the opportunities presented by the pandemic to improve pharmacy education and ultimately pharmacy practice in the country. Copyright © 2020 FIP.