Bridging the gap: An evaluation of self-paced online transition modules for advanced pharmacy practice experience students.

BACKGROUND AND PURPOSE: A three module online self-paced educational resource was developed for entry to practice students transitioning from the classroom to their inpatient practicums. The objective of this study was to determine the benefits of the transition modules on students' self-perceived competency as related to onsite performance and reduction in anxiety during their inpatient practicum. EDUCATIONAL ACTIVITY AND SETTING: Evaluations of the three transition modules were conducted in two phases via electronic surveys distributed to final year advanced pharmacy practice students and focus group members including faculty, pharmacy practice educators, and pharmacy residents. FINDINGS: Based on our findings, the modules addressed common learning needs. While 69.7% of student respondents from Phase II of the evaluation found the modules to have positively impacted their onsite performance, only 24.7% believed the modules reduced their anxiety. DISCUSSION: The study indicates that students found the modules to be relevant to inpatient practice and of appropriate difficulty. Although most students perceived the modules to enhance performance on practicum, student anxiety levels appeared to remain unchanged. SUMMARY: Based on feedback and results, it may be beneficial to expose students to transition modules earlier in the curriculum in tandem with other inpatient preparatory activities. The results from this study may be of interest or benefit other universities and healthcare educators pursuing work on transition activities.

Student and faculty member perspectives on lecture capture in pharmacy education.

OBJECTIVES: To examine faculty members' and students' use and perceptions of lecture recordings in a previously implemented lecture-capture initiative. METHODS: Patterns of using lecture recordings were determined from software analytics, and surveys were conducted to determine awareness and usage, effect on attendance and other behaviors, and learning impact. RESULTS: Most students and faculty members were aware of and appreciated the recordings. Students' patterns of use changed as the novelty wore off. Students felt that the recordings enhanced their learning, improved their in-class engagement, and had little effect on their attendance. Faculty members saw little difference in students' grades or in-class engagement but noted increased absenteeism. CONCLUSION: Students made appropriate use of recordings to support their learning, but faculty members generally did not make active educational use of the recordings. Further investigation is needed to understand the effects of lecture recordings on attendance. Professional development activities for both students and faculty members would help maximize the learning benefits of the recordings.

Curricular integration in pharmacy education.

This article reviews the concepts of curricular integration and integrative learning. These concepts have reemerged in contemporary higher education reforms and are crucial in pharmacy programs where students are expected to acquire the knowledge, skills, and abilities needed for competent practice in a complex environment. Enhancing integration requires negotiating obstacles, including institutional traditions of disciplinary structures and disciplinary differences in understandings of knowledge and approaches to teaching and learning; investing the time and effort to design and implement integrated curricula; and using learning-centered pedagogical strategies. Evidence supporting the value of such efforts is not compelling, as much because of insufficient research as lackluster findings. Future avenues of scholarly inquiry are suggested to evaluate curricular integration, distinguishing between the curriculum espoused by planners, the curriculum enacted by instructors, and the curriculum experienced by students.

Job location decisions of pharmacy graduates in British Columbia.

OBJECTIVES: To determine the factors influencing pharmacy graduates' selection of their first professional job location. METHODS: A survey was conducted of the 2007 graduating class of the University of British Columbia, examining hometown location, community and workplace factors, personal relationships, financial factors, and leisure activities. Responses were analyzed to determine whether community size or demographic characteristics affected the degree to which each factor influenced the job location decision. RESULTS: The majority of graduates moved from their hometowns to larger communities, mainly to the largest city in British Columbia. Most of those taking jobs in rural and remote communities grew up in or near those communities, and were more influenced by community size and anticipated working conditions, and less influenced by access to cultural and social activities, than their urban counterparts. CONCLUSIONS: The admission of students from rural and remote communities is modestly effective in ensuring a supply of pharmacists for these areas.