Comparing faculty evaluations of student journal club presentations with student self- and peer evaluations during advanced pharmacy practice experiences

Abstract Purpose A collaborative advanced pharmacy practice experience (APPE) education model established within a healthcare institution during the coronavirus disease 2019 (COVID-19) pandemic is described. Summary The COVID-19 pandemic caused a nationwide disruption of APPE pharmacy education. Healthcare institutions faced the challenge of educating APPE students while attempting to simultaneously de-densify work areas and reduce transmission risk for employees and patients. A pharmacist coordinator and pharmacist academic partners at a large teaching hospital created a collaborative common core curriculum model for resourceful implementation of APPE education. Healthcare network pharmacists, clinical pharmacist academic partners, and pharmacy residents delivered the curriculum to 35 pharmacy students over a 9-week time period. Main components of the curriculum included patient case discussions, topic discussions, journal club presentations, live continuing education (CE) webinars, and development of pharmacy technician CE programs. A majority of students reported positive experiences working with a variety of preceptors from different specialties (81%) and collaborating with students from other universities (62%). Conclusion A health system can leverage institutional, network-wide, and academic partner resources to implement a collaborative APPE curriculum during challenging times such as those experienced during the COVID-19 pandemic.

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Up for Debate: Re-Envisioning the Journal Club with an Article-Centric Student Debate

INNOVATIONS in pharmacy ◽

10.24926/iip.v9i4.1378 ◽

2018 ◽

Vol 9 (4) ◽

pp. 9

Author(s):

Robert S Helmer ◽

Michael J Scalese

Keyword(s):

Student Performance ◽

Journal Club ◽

Pharmacy Practice ◽

Evaluation Process ◽

Faculty Assessment ◽

Practice Experience ◽

Novel Approach ◽

Article Type ◽

Based Medicine ◽

Critical Literature

Effective utilization of evidence-based medicine requires skillful development of a critical literature evaluation process. Although traditional journal club activities are a common modality to teach and refine these skills, they may limit a learner’s motivation to perform a well-rounded critique of primary literature. Innovation: In response to the challenges with these traditional formats, we describe a novel approach to refining critical literature evaluation skills in an Advanced Pharmacy Practice Experience (APPE) setting utilizing a focused, article-centric journal club debate. Students, in pairs, are assigned a single article and are tasked with building critical arguments for both pro and con sides of the article, which culminates in a one-on-one debate. Key Findings: The debate has been well received by students and faculty for increasing engagement in the critical literature evaluation process. The article-centric nature of the debate pushes students to a deeper understanding of an article’s merits and pitfalls. Ongoing limitations include significant faculty assessment burden and lack of a standardized, debate-specific evaluation rubric. Next Steps: Future efforts should focus on evaluating student performance and perceptions of the debate compared to traditional journal club formats utilizing pre- and post- surveys. The creation of a debate-specific grading rubric may streamline the evaluation process and reduce faculty assessment burden. Article Type: Note

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Assessing the impact of a journal club elective on literature evaluation performance

Pharmacy Education ◽

10.46542/pe.2021.211.356361 ◽

2021 ◽

pp. 356-361

Author(s):

Dawn M. Battise ◽

Susan Bates ◽

Sarah A. Nisly

Keyword(s):

Journal Club ◽

Pharmacy Practice ◽

Evaluation Performance ◽

Students At Risk ◽

First Semester ◽

Lower Performance ◽

Évaluation Performance ◽

Evaluation Scores ◽

Additional Support ◽

The Impact

Introduction: The study assessed the impact of a journal club (JC) elective on literature evaluation performance during the first three advanced pharmacy practice experiences (APPE). Methods: Students who took a JC elective were compared to students who did not take the JC elective in regards to scores on APPE JC and overall APPE literature evaluation. Results: Of 186 eligible participants, 22 participants completed the JC elective. APPE JC and APPE literature evaluation scores were similar between groups. First semester APPE JC scores were positively correlated with scores earned in the JC elective (r=0.452, p=0.045). Conclusions: Students in the elective did not have significantly different APPE JC scores compared to students who did not take the elective; however, there was a correlation and potential predictive association to APPE JC scores. The JC elective may identify students at risk of lower performance during APPEs so that they may receive additional support.

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Development of an Innovative Drug Information Evidence-Based Medicine Advanced Pharmacy Practice Experience

Pharmacy Education ◽

10.46542/pe.2022.221.4147 ◽

2022 ◽

pp. 41-47

Author(s):

Jessica Starr ◽

Dana Carroll ◽

Kristi Kelley ◽

Nathan Pinner ◽

Lynn Stevenson ◽

...

Keyword(s):

Evidence Based Medicine ◽

Drug Information ◽

Journal Club ◽

Pharmacy Practice ◽

Faculty Members ◽

Evidence Based ◽

Innovative Drug ◽

Journal Clubs ◽

Practice Experience ◽

Based Medicine

Aim: To describe the development, implementation, and structure of an innovative evidence-based medicine (EBM) advanced pharmacy practice experience (APPE) rotation and evaluate student pharmacists’ perceptions of the course. Methods: A five-week, EBM APPE rotation was designed by seven faculty. Students worked remotely in teams and individually to complete pre- and post-assessments, journal clubs, journal scans, drug information questions, and clinical debates, as well as self- and peer-assessments. Students were asked to rate their perceptions of the course on a 5-point Likert scale. Results: A total of eighteen students, precepted by seven faculty members, completed the rotation. Students completed three group journal clubs, three individual journal scans, one individual journal club, one drug information question, and one clinical debate. Students survey data indicated that confidence in EBM skills was high following the rotation. Conclusion: This EBM APPE rotation was successful. The structure of this rotation may be transferable to a variety of settings.

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Adolescent Voice Quality Aberrations: Personality and Social Status

Journal of Speech and Hearing Research ◽

10.1044/jshr.1103.576 ◽

1968 ◽

Vol 11 (3) ◽

pp. 576-582 ◽

Cited By ~ 4

Author(s):

John R. Muma ◽

Ronald L. Laeder ◽

Clarence E. Webb

Keyword(s):

Social Status ◽

Voice Quality ◽

Personality Characteristics ◽

Control Group ◽

Peer Evaluations ◽

Adolescent Voice

Seventy-eight subjects, identified as possessing voice quality aberrations for six months, constituted four experimental groups: breathiness, harshness, hoarseness, and nasality. A control group included 38 subjects. The four experimental groups were compared with the control group according to personality characteristics and peer evaluations. The results of these comparisons indicated that there was no relationship between voice quality aberration and either personality characteristics or peer evaluations.

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Journal club

VASA ◽

10.1024/0301-1526/a000608 ◽

2017 ◽

Vol 46 (2) ◽

pp. 142-142

Author(s):

Frederic Baumann ◽

Marie-Luise Valentin ◽

Robert K. Clemens

Keyword(s):

Journal Club

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Journal Club Initiieren-Durchführen-Effekte

PADUA ◽

10.1024/1861-6186/a000252 ◽

2015 ◽

Vol 10 (3) ◽

pp. 167-169

Author(s):

Birgit Rathwallner ◽

Gerhild Schüttengruber ◽

Julia Göhler

Keyword(s):

Journal Club ◽

Journal Clubs

Der folgende Beitrag stellt den Journal Club in den Mittelpunkt, eine bisher kaum etablierte Austauschform zur Diskussion von wissenschaftlichen Artikeln. Nachgegangen wird der Frage, wie Journal Clubs in der pflegerischen Praxis initiiert und durchgeführt werden können. Zudem erfolgt eine Ableitung von vorteiligen Effekten, welche sich aus der aktuellen Studienlage abzeichnen. Des Weiteren wird ein Impuls für die Lehrerbildung gegeben.

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Journal Club

B&G Bewegungstherapie und Gesundheitssport ◽

10.1055/s-0042-112662 ◽

2016 ◽

Vol 32 (06) ◽

pp. 226-227

Author(s):

S. Peters

Keyword(s):

Journal Club

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