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Objectives: The objective was to determine the effect of podcasting, with resultant increased in-class active learning time, on student performance. Methods: In an effort to increase in-class active learning time and improve understanding of the material in a third-year pharmacotherapy course, podcasts were developed to cover specific topics and were made available outside-of-class for students in 2010. Students in the same course in the year 2009 had received identical in-class didactic instruction for these topics. End-of-course exam scores were adjusted using analysis of covariance and compared using the t-test. Results: The class averages on the end-of-course exams were significantly higher at 77.5 ± 1.2 (n = 65) for the class of 2009 compared to 72.9 ± 1.5 (n = 71) for the class of 2010 (p = 0.019). This difference remained significant after adjusting the 2009 and 2010 classes for the covariates. The difference between the classes was further magnified when using the covariate of GPA, 78.3 ± 1.2 compared to 72.2 ± 1.1 (p < 0.001) for the classes of 2009 and 2010, respectively. Rank ordering resulted in a significant difference in the exam grade in the lower 50th percentile 73.2 ± 1.6 (n = 34, 2009 class) compared to 65.8 ± 1.9 (n = 34, 2010 class), p = 0.004. No significant differences were noted between the two classes for those students in the upper 50th percentile. Conclusion: Increased in-class active learning time led to decreased examination scores for the lower 50th percentile of students in the 2010 cohort. One potential explanation is that students were not held accountable for completing the out-of-class preparatory exercises.

Introduction: Trainee pharmacists are required to undertake a work-based pre-registration training placement (PRTP) in order to qualify. Literature exploring how this placement influences the development of students’ professionalism is sparse, however it is acknowledged that placements offer learning that can not be replicated in an academic environment. Following recent recommendations for the PRTP to be split into two six-month placements, the “sandwich” Master of Pharmacy (MPharm) programme at the University of Bradford offers a unique opportunity to study the impact of an early PRTP. This project aimed to understand the experiences of “sandwich” students during their early PRTP and generate a theory explaining how professionalism develops during this time. Methods: A constructivist grounded theory approach was taken. Fourteen students who had recently completed their early PRTP were interviewed using semi-structured, face-to-face interviews. A constant comparative approach to analysis was taken. Findings: The process developing a professional identity emerged as the core category. This consisted of four interlinking stages; reflection, selection of attributes, professional socialisation and perception of role. Developing a professional identity occurred under the conditions of realising the reality of the profession, developing practical knowledge and skills and learning from mentors. The consequence of developing a professional identity was that participants felt they were now a trainee professional. Discussion and conclusion: The theory demonstrates that developing a professional identity was the main process that occurred whilst MPharm students were on their early PRTP. Regulatory, funding and educational organisations should consider this when reviewing pharmacists’ training and students’ approach on return to university.

1 ABSTRACT PHARMACY STUDENTS' QUALITY OF LIFE Student: Karolína Horáková Tutor: PharmDr. Jitka Pokladníková, Ph.D. Dept. of Social and Clinical Pharmacy, Faculty of Pharmacy in Hradec Králové, Charles University, Czech Republic Introduction: The quality of life of pharmacy students may change throughout their university life and differ from the quality of life of the general population. In the Czech Republic, quality of life of pharmacy students was not yet examined. Aim: The aim was to determine the quality of life of second year students at the Faculty of Pharmacy at Charles University in Hradec Králové. Secondary aim was to compare results of the Bern Subjective Well-Being Questionnaire with the short version of World Health Organization Quality of Life questionnaire and the Subjective quality of life analysis questionnaire. Methods: The data were collected during 2011. Questionnaires were filled in by second-year students of Faculty of Pharmacy in Hradec Králové. The Bern Subjective Well-Being Questionnaire, the short version of World Health Organization Quality of Life questionnaire and the Subjective quality of life analysis questionnaire were used. The data were analyzed using the MS Excel computer program. Results: The results of the questionnaires showed that most of the students rated their...

Magister Pharmaceuticae - MPharm / Tuberculosis and mv Tuberculosis (TB) is a major contributor to the disease burden in developing countries resulting in the deaths of approximately 2 million people a year. South Africa (SA) has one ( of the highest annual TB incidences with an estimate of 558 per 100 000 population (2003) and the situation shows no sign of abating. TB remains the most common opportunistic infection and cause of death amongst HIV- infected patients. Both TB and HIV treatment depends exclusively on multi-drug regimens that require close monitoring among health care professionals. With increasing workload due to staff shortage and high patient load, the quality of care in nurse-led primary care clinics may be compromised. Existing clinic staff may overlook drug-drug interactions, side effects and may not be aware of the consequences when a formulation is modified during multi-drug therapy administration. As the custodian of medicines, pharmacists are ideally placed to monitor therapy. Clinic-based training programs that are offered to nurses provide an opportunity to work alongside clinic staff and engage in patient-centered care where the pharmacotherapeutic the outcome of TB and HIV drug regimens could be closely monitored. XVll Aims The primary and secondary aims of the study were to: • Assess current practice patterns of TBIHIV at primary healthcare clinics in the Western Cape, • Assess the need for a clinic-based TBIHIV training among final year pharmacy students in UWC. http://uwc.ac.za Objectives To achieve the primary aim the researcher; 1. Conducted a baseline study at Ravensmead Community Health Centre(CHC) to assess current TBIHIV practice among HCP's and co-infected patients, 2. Assessed current practice patterns at Delft South ARV clinic and Elsies River TB clinic (pre-intervention), 3. Designed and implemented a clinic-based TBIHIV intervention tool for potential use by pharmacists at Delft South and Elsies River clinics (intervention phase), 4. Evaluated patient receptivity of the intervention tool amongst patients at Delft South and Elsies River clinics (post-intervention phase). XVlll To achieve the secondary aim the researcher; 5. Introduced a clinic-based training for seven final year pharmacy students, 6. Designed and administered an assessment to both control and experimental students, 7. Assessed scores between students who received the training (experimental group) with those who did not receive the training (control group). Results and discussion Findings from the baseline study indicate the need for the involvement of a trained pharmacist in TB and HIV management. Even though three-quarters (77.8%; 14) of the patients preferred receiving their TB information from the clinic nurse, almost two-thirds (63.2%; 12) of the patients believed that pharmacists assisted with their treatment provision. Patient data obtained from the clinic record card showed that almost two-thirds of the patients reported that they had experienced side effects (64.4%); the therapy of more than one-quarter (26.4%) showed drug-drug interactions and onset of adverse effects (1.1 %). Post-intervention, the data showed that patients' viewed the pharmacist's role more positively. Almost all responses (97.5%; 39) favored the services of a pharmacist in the clinic. In conclusion, findings from the post-intervention patient study underpin that a clinic-based role for the pharmacist is imminent. All seven (100%) of the experimental students passed the assessment and had scores in the range between 26 and 45 and more than three-quarters (78.4 %; 29) of the control students passed with marks within this range. Conclusion A trained pharmacist would be competent to work alongside nursing staff in optimizing care provision in the clinical management of TB and HIV in patients. The existing clinic-based TB/HIV program could be supplemented with theoretical concepts in the final year of undergraduate pharmacy training.

BACKGROUND: The success of flipped classrooms is dependent upon students' preparation prior to class, the lack of which is the most common challenge associated with this teaching methodology. To mitigate this limitation, it is important to develop and assess methods of engaging learners during pre-class activities. OBJECTIVE: To determine if quiz delivery method (embedded throughout versus after pre-class videos) affects students' knowledge retention, grades, and video viewing behavior. METHODS: Participating students were randomized to take quizzes, either during pre-class videos via Panopto (EQV) or after pre-class videos in the traditional manner via Moodle (TMM). Outcomes assessed included students' knowledge retention, scores on pre- and post-class quizzes, and pre-class video viewing behavior (total views and minutes viewed per student) during a three-week period. Having experienced both quizzing modalities during the semester, the perceptions from students in the EQV group were surveyed. RESULTS: Baseline assessment results of both groups (n = 27 per group) were comparable with a median score of 33% (IQR: 17, 50) in both groups. Performance was also similar on knowledge retention [TMM: 67% (50, 83) vs. EQV: 83% (50, 83)], pre-class quiz scores [TMM: 90% (87, 97) vs. EQV: 93% (90, 95)], and post-class quiz scores [TMM: 93% (80, 100) vs. EQV: 87% (80, 100)], while students in the EQV group had more total views [10 (8, 12)] vs. [5 (2, 11)] and minutes viewed [71 (36, 108) vs. 35 (15, 81)]. Results from the perception survey administered to students in the EQV group (74.1% response rate) indicated a preference for embedded quizzes overall (58%) and for class preparation (75%) when compared with post-video quizzes. CONCLUSION: Students' knowledge retention and performance were similar in both EQV and TMM groups, though students in the EQV group were more engaged with videos and most of them preferred this quiz delivery. Using embedded quizzes for formative rather than summative assessment might be an appropriate mechanism to encourage students' viewing of pre-class videos and their preparation for flipped classes.

Introduction: Trainee pharmacists are required to undertake a work-based pre-registration training placement (PRTP) in order to qualify. Literature exploring how this placement influences the development of students’ professionalism is sparse, however it is acknowledged that placements offer learning that can not be replicated in an academic environment. Following recent recommendations for the PRTP to be split into two six-month placements, the “sandwich” Master of Pharmacy (MPharm) programme at the University of Bradford offers a unique opportunity to study the impact of an early PRTP. This project aimed to understand the experiences of “sandwich” students during their early PRTP and generate a theory explaining how professionalism develops during this time. Methods: A constructivist grounded theory approach was taken. Fourteen students who had recently completed their early PRTP were interviewed using semi-structured, face-to-face interviews. A constant comparative approach to analysis was taken. Findings: The process developing a professional identity emerged as the core category. This consisted of four interlinking stages; reflection, selection of attributes, professional socialisation and perception of role. Developing a professional identity occurred under the conditions of realising the reality of the profession, developing practical knowledge and skills and learning from mentors. The consequence of developing a professional identity was that participants felt they were now a trainee professional. Discussion and conclusion: The theory demonstrates that developing a professional identity was the main process that occurred whilst MPharm students were on their early PRTP. Regulatory, funding and educational organisations should consider this when reviewing pharmacists’ training and students’ approach on return to university.

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.

Objective. To describe an interprofessional communication course in an academic health sciences center and to evaluate and compare interpersonal and interprofessional communication self-efficacy beliefs of medical, nursing, and pharmacy students before and after course participation, using Bandura’s self-efficacy theory as a guiding framework. Design. First-year nursing (n=36), first-year medical (n=73), and second-year pharmacy students (n=83) enrolled in an interprofessional communication skills development course voluntarily completed a 33-item survey instrument based on Interprofessional Education Collaborative (IPEC) core competencies prior to and upon completion of the course during the fall semester of 2012. Assessment. Nursing students entered the course with higher interpersonal and interprofessional communication self-efficacy beliefs compared to medical and pharmacy students. Pharmacy students, in particular, noted significant improvements in communication self-efficacy beliefs across multiple domains postcourse. Conclusion. Completion of an interprofessional communications course was associated with a positive impact on health professions students’ interpersonal and interprofessional communication self-efficacy beliefs.

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