Avaliação das atitudes de colaboração entre estudantes de graduação dos cursos de Farmácia e Medicina na Universidade de São Paulo / Evaluation of collaboration attitudes among undergraduate students of Pharmacy and Medicine courses at the University of São Paulo

A prática farmacêutica vem, ao longo dos anos, mudando o seu foco, uma vez que as mudanças de perfil epidemiológico, como a elevação da expectativa de vida, a diversidade de enfermidades crônicas, bem como a morbimortalidade associada ao uso de medicamentos e o aumento dos gastos com saúde, requerem acompanhamento prolongado de pacientes e abordagem integral que contemple as múltiplas dimensões da assistência à saúde dos usuários e da população em geral, com ênfase em prevenção e educação em saúde. Atributos importantes dos profissionais de saúde incluem, mas não estão limitados, à empatia cognitiva, a colaboração interprofissional e as orientações centradas no paciente. Instrumentos de pesquisa para medir cada um desses atributos foram projetados e validados em diferentes graus. O objetivo deste trabalho foi avaliar o grau de cooperação entre estudantes de graduação dos cursos de Farmácia e de Medicina da Universidade de São Paulo, Campus da Capital. Trata-se de um estudo do tipo transversal, quantitativo, com aplicação de questionário online construído e validado especificamente para avaliar o grau de cooperação entre estudantes de todos os anos de graduação dos cursos de Farmácia e de Medicina. Os dados foram coletados por meio do envio do questionário aos estudantes dos dois cursos, o qual contempla dados sócio-demográficos, contato prévio com a prática interprofissional e a versão validada para o português do instrumento "Scale of Attitudes Toward Pharmacist-Physician Collaboration". Foi realizada análise estatística empregandose métodos descritivos (média, mediana e desvio padrão) e inferenciais (Software R - teste t de Student e ANOVA). Com o presente estudo, observou-se que, de maneira geral, os estudantes dos dois cursos são favoráveis às práticas interprofissionais, porém, os dados apontam que os estudantes de Farmácia se mostram mais favoráveis a estas práticas quando comparados aos de Medicina. São necessários mais estudos para aprofundar as causas das diferenças encontradas entre os dois grupos e no que diz respeito à relação das atividades de educação interprofissional e a percepção dos estudantes quanto à colaboração médicofarmacêutico

The pharmaceutical practice has, over the years, changing its focus, since the epidemiological profile changes, such as increased life expectancy, the diversity of chronic diseases, as well as the morbidity and mortality associated with the use of drugs and the increase in health spending, require prolonged follow-up of patients and require comprehensive approach that addresses the multiple dimensions of health care users and the general population, with emphasis on prevention and health education. Important health professionals attributes include, but are not limited to cognitive empathy, interprofessional collaboration, and guidance centered on the patient. Research tools to measure each of these attributes have been designed and validated to varying degrees. The objective of this study is to measure and evaluate the level of cooperation among undergraduate students of Pharmacy and Medicine courses at the University of São Paulo, Campus Capital. It is a transversal, quantitative study with online application of online questionnaire developed and validated specifically to evaluate the level of cooperation between students from all undergraduate years of Pharmacy and Medicine courses. Data will be collected by sending the questionnaire to students from both courses. The questionnaire will be prepared on the basis of the Federal University of Sergipe tool and every student can respond to even just once. It will be performed the statistical analysis employing descriptive methods (mean, median and standard deviation) and inferential (Software R - Student's t-test and ANOVA). With the present study, it was observed that, in general, the students of the two courses are favorable to interprofessional practices, however the data indicate that the students of pharmacy are more favorable when compared to those of medicine. Further studies are necessary to look into the causes of the differences found between the two groups and also regarding the relation of the activities of interprofessional education and the students' perception regarding the physician-pharmacist collaboration

In Practical Training, a Questionnaire Survey and Analysis to Pharmacy Students of the Utilization Situation of the Course Contents of Pharmacy School.

Pharmacy education comprises basic pharmacy (organic chemistry, biochemistry, and physical chemistry) and applied pharmacy (clinical pharmacy, pharm aceutics, and chemical hygiene). Students are expected to apply these subjects studied in pharmacy school during their practical pharmacy training. However, knowledge gained in university does not appear to be fully utilized in practice. We hypothesized that this is due to a lack of connection between pre-practical training education and actual practical training. Thus, we conducted a questionnaire study among pharmacy students to verify this hypothesis. We sent a questionnaire to 601 students in their sixth year of the pharmacy course at Chiba University, Teikyo University, or Kobe Pharmaceutical University who had undergone long-term practical training. The questionnaire asked about the utility of each subject of study and the reason for the judgement regarding the utility. Four hundred and forty-two students replied (response rate, 73.5%). A small proportion of students found the basic pharmacy subjects useful: physical chemistry, 5%; organic chemistry, 10%; and biochemistry, 24%. In contrast, more than half of the students found the clinical pharmacy subjects useful: pharmacology, 85%; pharmaceutics, 55%; pathophysiology, 75%; pharmacotherapeutics, 84%; and pharmaceutical regulations, 58%. Analysis of the comments left in the free-description section on the questionnaire revealed that most students did not have any opportunity to use their knowledge of the basic subjects during practical training, and furthermore, did not learn the processes involving the use of such subjects to solve clinical problems. Universities and pharmacists need to collaborate so that students can learn such processes.

Aplicación de la metodología de aprendizaje cooperativo a la materia de Biofarmacia y Farmacocinética / Implementation of the cooperative learning methodology to the Biopharmaceutics and Pharmacokinetics subject

La convergencia dentro del marco Europeo de Educación Superior plantea la necesidad de introducir cambios en el sistema educativo universitario. En este sentido, la formación en la universidad debe asegurar el desarrollo integral y continuo de los nuevos profesionales. El modelo tradicional de enseñanza ligado a conocimientos disciplinares ha de sustituirse por una formación en competencias ligadas al desempeño profesional y a un saber hacer cualificado para cada situación concreta. Metodologías activas como el aprendizaje cooperativo (AC) son reconocidas como estrategias idóneas para alcanzar estas competencias.En este entorno se plantea el objetivo de este trabajo como una experiencia de aprendizaje cooperativo que se está llevando a cabo con un grupo de alumnos de la asignatura de Biofarmacia y Farmacocinética en la Licenciatura de Farmacia. Este estudio forma parte del desarrollo de un proyecto de Innovación y Mejora de la Calidad Docente de la Universidad Complutense de Madrid (UCM 2009-276). Dentro del programa de la asignatura se han elegido aquellos temas que resultan más adecuados para los objetivos de esta modalidad de aprendizaje. El grupo en el que se ha llevado a cabo esta experiencia, es un grupo piloto (adscripción voluntaria para los alumnos) que cuenta con 63 alumnos. Se han formado 9 grupos de trabajo con la participación de 7 especialistas por grupo. Para la comunicación con los alumnos y la entrega de documentación de trabajo se ha utilizado el Campus Virtual de la UCM que utiliza la plataforma WebCT(AU)

The convergence in the European Higher Education Framework presents the need to make changes in the University Educational System. In this sense, the education in the University must ensure the all-round and continuous development of new professionals. The traditional model of education related to the knowledge of subjects must be substituted by the education in competences related to professional performance and qualification know-how for each particular situation. Active methodologies such as cooperative learning are recognized as suitable strategies to get those competences. In this environment, the objective of this work is presented as a cooperative learning experience that is carrying out with a group of students of Biopharmacy and Pharmacokinetic subject of the Pharmacy Grade. This study is part of the development of a Project of Innovation and Improvement of the Educational Quality in the Complutense University of Madrid. The topics that have been chosen from the whole program of the subject are the most suitable to reach the objectives of this learning method. This experience has been tested in a pilot group integrated by 63 voluntary students. Nine work groups have been formed with the participation of seven specialists in each group. The UCM Virtual Campus website (based on WebCT platform) has been used for communication with the students and documentation purposes(AU)

Iniciativa interdisciplinar y de enfoque transversal en la enseñanza de la química analítica / Interdisciplinary initiative and transversal approach in the teaching of analytical chemistry

El proceso de aprendizaje puede favorecerse mediante el uso de metodologías docentes que fomentenel tratamiento transversal de los temas, resultando más adecuado para el estudiante si es abordadodesde diferentes vertientes. Este tratamiento implica el trabajo conjunto de profesores con distintasformaciones que muestren la solución del problema de forma interdisciplinar. La disciplina AnálisisQuímico está en relación continua con otras áreas de conocimiento lo que la hace idónea para laimplementación de experiencias docentes mediante las cuales los alumnos experimenten la parteaplicada de la asignatura con el fin de favorecer la comprensión desde un punto de vista global.Este trabajo se ha desarrollado en un contexto real, poniendo en contacto a los alumnos con unproyecto de investigación con el fin de conseguir su implicación en la comprensión de la asignaturapermitiendo una visión real del planteamiento y resolución de problemas analíticos y favoreciendo laadquisición de competencias específicas y trasversales. Se ha contado con la participación dediferentes profesores y se ha desarrollado en varias etapas: Impartición de charlas, establecimiento delproblema analítico, colocación de material en plataforma virtual, análisis de muestras reales,información de resultados, encuesta opinión/satisfacción, evaluación y calificación.La utilización de esta herramienta de aprendizaje ha permitido fomentar en los alumnos la capacidadde aplicar los conocimientos teóricos adquiridos a la práctica, el trabajo en grupo, la identificación yresolución de problemas, la interdisciplinariedad y la colaboración. Y a los profesores evaluar losresultados del aprendizaje expresados en términos de competencias(AU)

The learning process can be favoured by using teaching methodologies that encourage the transversaltreatment of the issues, resulting more adequate for the student if it is approached from differentaspects. This treatment implies the joined work of professors with different trainings showing thesolution of the problem from an interdisciplinary way. Analytical Chemistry is continuously related toother knowing areas which make it suitable for the implementation of teaching experiences thatfavours the students to know the applied part of the subject with the aim of facilitating thecomprehension from a global point of view.This work has been developed in a real context, putting the students in contact with a research projectwith the aim of getting their implication in the comprehension of the subject and favouring theacquisition of specific and transversal competencies. The initiative has relied on the participation ofdifferent professors and has been developed in several stages: oral teaching, setting the analyticalproblem, putting material in the virtual platform, analysis of real samples, giving information of theresults, evaluation and grading.The use of this learning tool has allowed to encourage the students the ability to apply the theoreticalknowing to the practice, the making of decisions, the identification and solving of problems, theinterdisciplinary and the collaboration. And to the professors to evaluate the results of the learningprocess in terms of competencies(AU)

¿Cómo son las páginas webs de los laboratorios farmacéuticos dirigidas a los usuarios? / How are the websites of pharmaceutical companies directed at users?

ObjetivoDescribir el contenido y la estructura de las páginas webs de los laboratorios farmacéuticos (LF) con información sanitaria dirigida a pacientes.DiseñoDescriptivo transversal. Variables: temas de salud tratados y 9 apartados: población diana y objetivos, política editorial, autoría, actualización de contenidos, protección de datos personales, interactividad, accesibilidad, publicidad y sellos de calidad.EmplazamientoInternet.ParticipantesTodas las páginas webs en español de LF con información sanitaria dirigida a pacientes.MedicionesSe estudiaron las 60 páginas webs encontradas. Temas más frecuentes: neurología-salud mental (19,3%) y digestivos (12%). Pocas especifican la dirección del responsable del sitio (51,7%), del responsable de la calidad (10%) o de los autores del texto (15%). Casi dos tercios tienen fecha de publicación del contenido (66,7%), pero de actualización sólo el 13,3%. Declara política de privacidad y protección de datos el 65% y sólo posibilita controlar el uso de datos personales el 28,3%. Un 10% permite dudas en línea y un tercio tiene área de preguntas más frecuentes. El 41,7% omite que su información no reemplaza la consulta médica. Un 11,7% permite descargar material didáctico (infantil). El 93,3% adapta su lenguaje al destinatario, pero ninguna es accesible para discapacitados. Mayoritariamente (86,7%) muestran el logotipo del laboratorio en todas las páginas. Sólo el 16,7% son máscaras para la publicidad. Exclusivamente 9 páginas webs tienen sello de calidad (HONcode).ConclusionesSon páginas dirigidas más a informar superficialmente sobre una enfermedad que a publicitar directamente un principio activo o una marca determinada. Sin embargo, su fiabilidad debe ser baja al desconocerse autores y fuentes de información. La información sanitaria de Internet debe ser veraz y estar avalada por autores o fuentes de información adecuadas; así, Internet podrá ser una verdadera herramienta de educación sanitaria(AU)

ObjectiveTo describe the content and structure of the websites of pharmaceutical companies (PC) with health information to patients.DesignDescriptive, cross-sectional.Main measurementshealth topics treated, and 9 sections: objectives and target population; editorial policy, authoring, updating of content, personal data protection, interactivity, accessibility, advertising labels.SettingInternet.ParticipantsAll PC websites with patient health information in Spanish.ResultsWe studied 60 sites found. Most common: 19.3% neurology, mental health and 12% digestive diseases. Few specify the address of the person responsible for the site (51.7%), responsible for quality (10%) or the authors of the text (15%). Nearly 2/3 show the date of publication of content (66.7%), but only 13.3% updated. Privacy and data protection are mentioned in 65%, with only 28.3% allowing control of the use of personal data. Only 10% allow expressing doubts online and 1/3 of the sites have frequently asked questions. A total of 41.7% omitted to say their information does not replace medical advice. Educational materials (for children) can be downloaded in 11.7%. Almost all (93.3%) adapted their language to the recipient, but none are accessible to disabled people. The majority (86.7%) have the company logo on all pages. Only 16.7% are fronts for advertising, and only 9 sites have a quality seal (HONcode).ConclusionsPages are designed to give superficial information on a disease than directly advertise a particular brand or active ingredient. However, their reliability has to be low due to the authors and sources of information being unknown. If Internet health information was truthful and backed up by authors or appropriate information sources, the Internet could well be a genuine health education tool(AU)

The taxonomy of professionalism: reframing the academic pursuit of professional development.

Student professionalism continues to be an elusive goal within colleges and schools of pharmacy. Several reports have described the nature of professionalism and enumerated the characteristic traits of a professional, but educational strategies for inculcating pharmacy students with attitudes of professionalism have not been reliably effective. Some authors have suggested the need for a standard definition. If the goal can be more clearly conceptualized by both faculty members and students, and the moral construct of the fiduciary relationship between pharmacist and patient better understood, the development of professional values and behaviors should be easier to achieve. This paper describes a new approach to defining professionalism that is patterned after Bloom's Taxonomy of Educational Objectives. It includes the general concept of patient care advocacy as an underlying paradigm for a new pharmacy practice model, and defines 5 behavioral elements within each of the 3 domains of professionalism: competence, connection, and character.

Identifying criteria for the assessment of pharmacy students' communication skills with patients.

OBJECTIVES: To identify criteria by which patients can assess the communication skills of pharmacy students. METHOD: Potential assessment criteria were generated from 2 main sources: a literature review and a focus group discussion. A modified two-round Delphi survey was subsequently conducted with 35 professionals who were actively involved in teaching and assessing communication skills of pharmacy students to determine the importance and reliability of each criterion. RESULTS: Consensus ratings identified 7 criteria that were important measures of pharmacy students' communication skills and could be reliably assessed by patients. CONCLUSIONS: A modified two-round Delphi consultation survey successfully identified criteria that can be used by patients to assess the communication skills of pharmacy undergraduates. Future work will examine the feasibility of using patients as assessors of communication skills of pharmacy students, preregistration pharmacists, and qualified pharmacists.

Evaluación de una experiencia educativa en farmacología basada en la utilización de Internet / Evaluation of an Internet-based activity for teaching pharmacology

En este trabajo se ha evaluado una experiencia educativa en Farmacología basada en el uso de Internet y se ha comparado con procedimientos de trabajo en grupo centrados en la utilización de bibliografía convencional durante un período similar (2 días). Se formaron grupos de alrededor de 16 alumnos de Farmacia que exploraron y analizaron algunos sitios de la web relacionados con información farmacológica bajo la supervisión de un profesor. Los estudiantes evaluaron la experiencia mediante dos cuestionarios anónimos diferentes, en los que se refleja una valoración muy positiva del seminario y una mayor aceptación de este procedimiento en comparación con experiencias previas de trabajo en grupo (AU)