Objective. To assess the impact of this international interprofessional learning experience on perceptions of pharmacist-physician relationships and interprofessional teams. Methods. Medical and pharmacy students completed a one-week interprofessional medical mission experience in the Dominican Republic. Anonymous surveys were administered to 17 students before and after completion to measure perceptions of pharmacist-physician relationships and interprofessional teams. Responses were matched and changes in perceptions were analyzed using the Wilcoxon Signed Rank test. The SPICE-R2 instrument was administered after the experience to measure attitudes toward interprofessional teams. Results. Of the 17 participants, 100% responded to all surveys. Significant improvements were seen in the perception of pharmacists as an integral part of medical mission trips (P=0.035) and confidence in the ability to communicate with other healthcare disciplines (P=0.033). All students stated they would recommend this experience, and agreed that interprofessional experiences enhance their team work skills and should be incorporated into their education. Student comments supported that this was a meaningful and effective interprofessional experience. The results of the SPICE-R2 demonstrated positive attitudes about interprofessional teams, with all questions having a median score of “agree” or “strongly agree.” Conclusions. An international interprofessional experience improved the perception of pharmacist-physician relationships. The experience provided understanding of the other healthcare discipline, an appreciation for the importance of interprofessional teamwork, increased student confidence in communicating with the other discipline, and cultivated interest in future interprofessional collaboration.

The purpose of this study is to determine the educational views and practices of Brigham Young as contained in his writings and speeches.

The present study investigated the impact of a multicultural self-awareness personal growth group on counselor education students (n = 94) and group leaders (n = 10) and their ethnic identity development scores, social-cognitive maturity levels, and presence of group therapeutic factors. Findings from the study identified no statistically significant differences in ethnic identity development and social-cognitive maturity scores between treatment group and comparison group participants, or as a result of multiple measurements throughout the semester. However, a statistically significant effect was identified for time (pre-test, M = 91.94, SD = 5.33; mid-semester, M = 90.32, SD = 6.43; post-test, M = 91.18, SD = 6.36) on social-cognitive maturity TPR scores for treatment group participants, Wilk’s Lambda = .90, F (2, 63) = 3.39, p = .04, η² = .10. In addition, positive correlations were identified between ethnic identity development scores and group therapeutic factors in students participating in the multicultural personal growth groups: (a) Instillation of Hope, n = 63, r = .43, p = .00 (18.5% of the variance explained); (b) Secure Emotional Expression, n = 63, r = .39, p = .00 (15.2% of the variance explained); (c) Awareness of Relational Impact, n = 63, r = .47, p = .00 (22.1% of the variance explained); and (d) Social Learning, n = 63, r = .46, p = .00 (21.2% of the variance explained. Furthermore, a discussion of implications for counselor education and the scholarship of teaching and learning (SoTL) with graduate students are included. Keywords: counselor education and development, multicultural counseling and development, scholarship for teaching and learning, social-cognitive development, therapeutic group factors

<p>School choice has expanded during the modern school choice movement and students in Indiana can now choose from several school options including public schools, charter schools, virtual schools, or participate in the Indiana Choice Scholarships program and attend a parochial school. The potential for increased educational stratification across different demographic groups is a concern amongst policy makers and stakeholders committed to providing equitable access to educational opportunities for all. This phenomenological qualitative case study examined how seven superintendents perceive the impact of open enrollment policy in Indiana. Individual semi-structured interviews were conducted with each superintendent. Four emergent themes were identified: (1) student enrollment and financial instability, (2) marketing and program advancement, (3) meeting student needs, and (4) increased diversity. The results of this study provide a unique perspective of seven practicing superintendents and the effects of open enrollment policy.  </p>

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This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

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