A Small Group Assignment Gives Students a Novel Opportunity to Demonstrate Current Clinical Controversies in a Self-Care Course
Objective. To design and implement a small-group assignment on current event, nonprescription drug therapy questions in a self-care course, and to evaluate student performance in predefined areas. Design. Students self-identified a current clinical question in nonprescription therapy, searched prima...
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| Veröffentlicht in: | American journal of pharmaceutical education 2014-12, Vol.78 (10), p.193-193, Article 193 |
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| container_title | American journal of pharmaceutical education |
| container_volume | 78 |
| creator | Skelley, Jessica W. |
| description | Objective. To design and implement a small-group assignment on current event, nonprescription drug therapy questions in a self-care course, and to evaluate student performance in predefined areas.
Design. Students self-identified a current clinical question in nonprescription therapy, searched primary literature, and presented their findings to peers in class.
Assessment. Students were evaluated using a grading rubric on communication skills, ability to retrieve and analyze biomedical literature, and ability to formulate and defend an evidence-based recommendation. Overall, students performed well in all competencies, with grades ranging from 84% to 100% (median=92%). Faculty members completing a postassignment survey gave positive feedback regarding the educational value of the assignment and the ease of use of the designed rubric.
Conclusion. A course assignment that involved peer-to-peer presentations and dealt exclusively with applicable, relevant, clinical questions regarding nonprescription drug therapy gave students a novel opportunity to practice drug information skills. |
| doi_str_mv | 10.5688/ajpe7810193 |
| format | Article |
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Design. Students self-identified a current clinical question in nonprescription therapy, searched primary literature, and presented their findings to peers in class.
Assessment. Students were evaluated using a grading rubric on communication skills, ability to retrieve and analyze biomedical literature, and ability to formulate and defend an evidence-based recommendation. Overall, students performed well in all competencies, with grades ranging from 84% to 100% (median=92%). Faculty members completing a postassignment survey gave positive feedback regarding the educational value of the assignment and the ease of use of the designed rubric.
Conclusion. A course assignment that involved peer-to-peer presentations and dealt exclusively with applicable, relevant, clinical questions regarding nonprescription drug therapy gave students a novel opportunity to practice drug information skills.</description><identifier>ISSN: 0002-9459</identifier><identifier>EISSN: 1553-6467</identifier><identifier>DOI: 10.5688/ajpe7810193</identifier><identifier>PMID: 25657380</identifier><language>eng</language><publisher>United States: Elsevier Inc</publisher><subject>Academic Achievement ; assessment ; Behavioral Objectives ; Clinical Competence ; Colleges & universities ; Communication Skills ; Community Relations ; Core curriculum ; Course Objectives ; Curricula ; Curriculum ; Drug therapy ; Education, Pharmacy - methods ; Educational Benefits ; Educational Measurement ; Educational Objectives ; Evidence ; Feedback ; Grading ; Health education ; Humans ; Information Skills ; Instructional Materials ; Learning ; Learning Activities ; Learning Modules ; Literature Reviews ; Medicine ; Methods ; Nonprescription drugs ; Nonprescription Drugs - administration & dosage ; nonprescription medications ; Opportunities ; Outcomes of Education ; Patients ; Peer Group ; Pharmaceutical Education ; Pharmacy ; pharmacy education ; Self Care ; Self care (Health) ; Skills ; Student organizations ; Students, Pharmacy ; Study and teaching ; Teachers' Topics ; Teaching Methods</subject><ispartof>American journal of pharmaceutical education, 2014-12, Vol.78 (10), p.193-193, Article 193</ispartof><rights>2014 American Association of Colleges of Pharmacy</rights><rights>COPYRIGHT 2014 American Association of Colleges of Pharmacy</rights><rights>Copyright American Association of Colleges of Pharmacy 2014</rights><rights>2014 American Association of Colleges of Pharmacy 2014</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c592t-1eba6cf56a70318989db556606bbbb7b7555f14af7c8539798518d7abbbd5c5b3</citedby><cites>FETCH-LOGICAL-c592t-1eba6cf56a70318989db556606bbbb7b7555f14af7c8539798518d7abbbd5c5b3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC4315215/pdf/$$EPDF$$P50$$Gpubmedcentral$$H</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC4315215/$$EHTML$$P50$$Gpubmedcentral$$H</linktohtml><link.rule.ids>230,314,723,776,780,881,27901,27902,53766,53768</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/25657380$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Skelley, Jessica W.</creatorcontrib><title>A Small Group Assignment Gives Students a Novel Opportunity to Demonstrate Current Clinical Controversies in a Self-Care Course</title><title>American journal of pharmaceutical education</title><addtitle>Am J Pharm Educ</addtitle><description>Objective. To design and implement a small-group assignment on current event, nonprescription drug therapy questions in a self-care course, and to evaluate student performance in predefined areas.
Design. Students self-identified a current clinical question in nonprescription therapy, searched primary literature, and presented their findings to peers in class.
Assessment. Students were evaluated using a grading rubric on communication skills, ability to retrieve and analyze biomedical literature, and ability to formulate and defend an evidence-based recommendation. Overall, students performed well in all competencies, with grades ranging from 84% to 100% (median=92%). Faculty members completing a postassignment survey gave positive feedback regarding the educational value of the assignment and the ease of use of the designed rubric.
Conclusion. A course assignment that involved peer-to-peer presentations and dealt exclusively with applicable, relevant, clinical questions regarding nonprescription drug therapy gave students a novel opportunity to practice drug information skills.</description><subject>Academic Achievement</subject><subject>assessment</subject><subject>Behavioral Objectives</subject><subject>Clinical Competence</subject><subject>Colleges & universities</subject><subject>Communication Skills</subject><subject>Community Relations</subject><subject>Core curriculum</subject><subject>Course Objectives</subject><subject>Curricula</subject><subject>Curriculum</subject><subject>Drug therapy</subject><subject>Education, Pharmacy - methods</subject><subject>Educational Benefits</subject><subject>Educational Measurement</subject><subject>Educational Objectives</subject><subject>Evidence</subject><subject>Feedback</subject><subject>Grading</subject><subject>Health education</subject><subject>Humans</subject><subject>Information Skills</subject><subject>Instructional Materials</subject><subject>Learning</subject><subject>Learning Activities</subject><subject>Learning Modules</subject><subject>Literature Reviews</subject><subject>Medicine</subject><subject>Methods</subject><subject>Nonprescription drugs</subject><subject>Nonprescription Drugs - administration & dosage</subject><subject>nonprescription medications</subject><subject>Opportunities</subject><subject>Outcomes of Education</subject><subject>Patients</subject><subject>Peer Group</subject><subject>Pharmaceutical Education</subject><subject>Pharmacy</subject><subject>pharmacy education</subject><subject>Self Care</subject><subject>Self care (Health)</subject><subject>Skills</subject><subject>Student organizations</subject><subject>Students, Pharmacy</subject><subject>Study and teaching</subject><subject>Teachers' Topics</subject><subject>Teaching Methods</subject><issn>0002-9459</issn><issn>1553-6467</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>8G5</sourceid><sourceid>BENPR</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNptksGP1CAUxhujccfVk3dD4sXEdIW2r7QXk0nV0WTjHkbPhNLXkQmFCnSSPfmvyzjrumsWDgTe7_vgPV6WvWT0AuqmeSf3M_KGUdaWj7IVAyjzuqr542xFKS3ytoL2LHsWwp5SVkFVPM3OCqiBlw1dZb_WZDtJY8jGu2Um6xD0zk5oI9noAwayjcuQdoFI8tUd0JCreXY-LlbHaxId-YCTsyF6GZF0i_dHZWe01Uoa0jkbfVL5oJOVtslki2bMO-kT7RYf8Hn2ZJQm4Iub9Tz7_unjt-5zfnm1-dKtL3MFbRFzhr2s1Qi15LRkTdu0Qw9Q17Tu0-A9B4CRVXLkqoGy5W0DrBm4TMEBFPTlefb-5Dsv_YSDSu_00ojZ60n6a-GkFvcjVv8QO3cQVcmgYJAM3twYePdzwRDFpINCY6RFtwTBaihSdXlDE_r6P3SfcrUpvT8U4w2v2D9qJw0KbUeX7lVHU7GuaFlSxouj18UDVJoDTlo5i6NO5_cEb08C5V0IHsfbHBkVx34Rd_ol0a_uluWW_dsgCYATgOlzDhq9CEqjVThojyqKwekHjX8DrBTOBQ</recordid><startdate>20141215</startdate><enddate>20141215</enddate><creator>Skelley, Jessica W.</creator><general>Elsevier Inc</general><general>American Association of Colleges of Pharmacy</general><general>Elsevier Limited</general><general>American Journal of Pharmaceutical Education</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>4T-</scope><scope>4U-</scope><scope>7RQ</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>8AO</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>S0X</scope><scope>U9A</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20141215</creationdate><title>A Small Group Assignment Gives Students a Novel Opportunity to Demonstrate Current Clinical Controversies in a Self-Care Course</title><author>Skelley, Jessica W.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c592t-1eba6cf56a70318989db556606bbbb7b7555f14af7c8539798518d7abbbd5c5b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Academic Achievement</topic><topic>assessment</topic><topic>Behavioral Objectives</topic><topic>Clinical Competence</topic><topic>Colleges & universities</topic><topic>Communication Skills</topic><topic>Community Relations</topic><topic>Core curriculum</topic><topic>Course Objectives</topic><topic>Curricula</topic><topic>Curriculum</topic><topic>Drug therapy</topic><topic>Education, Pharmacy - methods</topic><topic>Educational Benefits</topic><topic>Educational Measurement</topic><topic>Educational Objectives</topic><topic>Evidence</topic><topic>Feedback</topic><topic>Grading</topic><topic>Health education</topic><topic>Humans</topic><topic>Information Skills</topic><topic>Instructional Materials</topic><topic>Learning</topic><topic>Learning Activities</topic><topic>Learning Modules</topic><topic>Literature Reviews</topic><topic>Medicine</topic><topic>Methods</topic><topic>Nonprescription drugs</topic><topic>Nonprescription Drugs - administration & dosage</topic><topic>nonprescription medications</topic><topic>Opportunities</topic><topic>Outcomes of Education</topic><topic>Patients</topic><topic>Peer Group</topic><topic>Pharmaceutical Education</topic><topic>Pharmacy</topic><topic>pharmacy education</topic><topic>Self Care</topic><topic>Self care (Health)</topic><topic>Skills</topic><topic>Student organizations</topic><topic>Students, Pharmacy</topic><topic>Study and teaching</topic><topic>Teachers' Topics</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Skelley, Jessica W.</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Docstoc</collection><collection>University Readers</collection><collection>Career & Technical Education Database</collection><collection>Nursing & Allied Health Database</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>ProQuest Pharma Collection</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>American journal of pharmaceutical education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Skelley, Jessica W.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>A Small Group Assignment Gives Students a Novel Opportunity to Demonstrate Current Clinical Controversies in a Self-Care Course</atitle><jtitle>American journal of pharmaceutical education</jtitle><addtitle>Am J Pharm Educ</addtitle><date>2014-12-15</date><risdate>2014</risdate><volume>78</volume><issue>10</issue><spage>193</spage><epage>193</epage><pages>193-193</pages><artnum>193</artnum><issn>0002-9459</issn><eissn>1553-6467</eissn><abstract>Objective. To design and implement a small-group assignment on current event, nonprescription drug therapy questions in a self-care course, and to evaluate student performance in predefined areas.
Design. Students self-identified a current clinical question in nonprescription therapy, searched primary literature, and presented their findings to peers in class.
Assessment. Students were evaluated using a grading rubric on communication skills, ability to retrieve and analyze biomedical literature, and ability to formulate and defend an evidence-based recommendation. Overall, students performed well in all competencies, with grades ranging from 84% to 100% (median=92%). Faculty members completing a postassignment survey gave positive feedback regarding the educational value of the assignment and the ease of use of the designed rubric.
Conclusion. A course assignment that involved peer-to-peer presentations and dealt exclusively with applicable, relevant, clinical questions regarding nonprescription drug therapy gave students a novel opportunity to practice drug information skills.</abstract><cop>United States</cop><pub>Elsevier Inc</pub><pmid>25657380</pmid><doi>10.5688/ajpe7810193</doi><tpages>1</tpages><oa>free_for_read</oa></addata></record> |
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| identifier | ISSN: 0002-9459 |
| ispartof | American journal of pharmaceutical education, 2014-12, Vol.78 (10), p.193-193, Article 193 |
| issn | 0002-9459 1553-6467 |
| language | eng |
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| source | MEDLINE; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; PubMed Central; Alma/SFX Local Collection |
| subjects | Academic Achievement assessment Behavioral Objectives Clinical Competence Colleges & universities Communication Skills Community Relations Core curriculum Course Objectives Curricula Curriculum Drug therapy Education, Pharmacy - methods Educational Benefits Educational Measurement Educational Objectives Evidence Feedback Grading Health education Humans Information Skills Instructional Materials Learning Learning Activities Learning Modules Literature Reviews Medicine Methods Nonprescription drugs Nonprescription Drugs - administration & dosage nonprescription medications Opportunities Outcomes of Education Patients Peer Group Pharmaceutical Education Pharmacy pharmacy education Self Care Self care (Health) Skills Student organizations Students, Pharmacy Study and teaching Teachers' Topics Teaching Methods |
| title | A Small Group Assignment Gives Students a Novel Opportunity to Demonstrate Current Clinical Controversies in a Self-Care Course |
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