The Impact of a Student-Run Journal Club on Pharmacy Students’ Self-Assessment of Critical Appraisal Skills

After attending an educational session on hosting journal clubs at the 2013 Annual Meeting & Exhibition, American Society of Consultant Pharmacists, Seattle, Washington, two third-year professional pharmacy students created a student-run journal club through the University of Rhode Island\u27s ASCP student chapter. Three journal club sessions were held during the spring semester and were open to all pharmacy students. Students completed an anonymous pre- and post-survey to assess confidence in evaluating medical literature. Of the 18 participants, 5 were lost to follow-up. Significant improvements were found among all participants in their confidence in critically evaluating clinical research, interpreting statistical methods, and completing a journal club during Advanced Pharmacy Practice Experience rotations. This activity can be replicated in academic settings as well as workplace environments where pharmacy students are involved

Using a Quasi-Experimental Study to Examine Program Participation and Outcomes for Older Adult Intergenerational Technology Program Participants

To extend the literature on participation in intergenerational technology programs, we conducted a quasi-experimental study consisting of senior center participants, half who took part in the University of Rhode Island Engaging Generations Cyber-Seniors (URI eGen Cyber-Seniors) Program and half who did not. Findings showed that both groups were similar on most variables; however participants did have higher education levels and more positive attitudes toward younger people. We also examined if older adult program participants improved scores on social and technological measures compared to the control group, and we found participants improved on technology use, digital competence, loneliness, and doing unpaid community service measures but not the non-participants

Reducing Ageism: Changes in Students’ Attitudes after Participation in an Intergenerational Reverse Mentoring Program

Ageism is a societal concern that greatly affects the social, emotional, physical, and mental health of older adults. One way to decrease ageist attitudes and improve the treatment of older adults is to address and improve age stereotypes among young adults. Using data from students participating in an intergenerational digital-learning program, the present study investigated change in students’ stereotypes of older adults and aging. We examined change from pre- and post-scores in student attitudes toward older adults and the type of adjectives used to describe older adults. We also analyzed responses to open-ended questions about changes in perception of older adults and aging and interest in working with older adults. Findings showed that: (1) Students’ attitudes improved following participation in the program; (2) students used fewer negative words to describe older adults following participation; (3) answers to open-ended questions demonstrated that many students improved their perceptions of older adults; and (4) many students showed increased interest in working with older adults in their future careers. Programs that reduce age stereotypes should be promoted in order to reduce young people’s harmful ageist stereotypes, ensure respectful treatment of older adults in all workplace and social situations, and increase interest in aging-related fields

Implementing an Interdisciplinary Intergenerational Program Using the Cyber Seniors ® Reverse Mentoring Model Within Higher Education

Intergenerational service-learning in higher education positively affects older adults and students, but little is known about the effectiveness of interdisciplinary, reverse mentoring programs that use technology as the medium of bringing generations together. This study describes an intergenerational service-learning program that utilizes reverse mentoring within higher education, the Engaging Generations Program, at a midsized public university in New England where students help older adults learn about technology, and students gain communication and teaching skills. In this article, we outline how the program was implemented, present quantitative data on participation outcomes for students and older adults and qualitative data from older adults, and discuss best practices. Analysis of pre/post surveys found that students\u27 attitudes toward aging improved (p \u3c 0.01) and older adults interest in technology improved (p \u3c 0.05) after program participation. Best practices identified included: multiple meetings with the same pair to deepen friendships, in-person training for student leaders, student responsibility for scheduling, tailoring sessions to each participant, student documentation of meetings, and active involvement by community partners

INNOVATIONS IN TEACHING An Active-Learning Course Model to Teach Pharmacotherapy in Geriatrics

Objective. To describe the development, implementation, and assessment of a geriatric pharmacotherapy elective course emphasizing a patient-centered approach and active, self-directed learning strategies. Design. The course content included fundamental concepts in aging, geriatric syndromes, activities involving assessment of medically complex older adults, presentation of controversies in clinical geriatrics, book and film clubs, an Adopt-a-Patient project, and scientific and reflective writing. Students participated in site visits to interview and interact with older adults. Assessment. Student evaluation of the course was assessed with the teaching evaluation tool, an endof-semester survey, a follow-up P4 survey, and reflective writings. Students strongly agreed that course goals were achieved. Learning how to communicate with older adults and assess complex medication regimens were the areas of highest importance to students. P4 students strongly agreed that skills learned in the course were important to their success in advanced pharmacy practice experiences (APPEs). Conclusion. A pharmacotherapy course emphasizing active and self-directed learning in geriatrics through innovative teaching was adaptable to doctor of pharmacy (PharmD) students at various stages of their training and improved students' perceptions of aging

Improving Technology Use, Digital Competence, and Access to Community Resources Among Older Participants in the University of Rhode Island Engaging Generations Cyber-Seniors digiAGE Pilot Study

This pilot study aimed to bridge the digital divide between older and younger adults. The goal was for older people in the state to become digitally literate by engaging them in a program that provides digital devices (i.e., Apple iPads), internet connectivity (i.e., through HotSpots), and training from supervised university student mentors. This project, funded as a key policy initiative through the state’s unit on aging, specifically promoted social and economic equity by targeting participants from lower-income communities and areas hit hardest by the COVID-19 pandemic. Our university partnered with senior/community centers to recruit and support English- and Spanish-speaking adults 50 years of age and older (age range: 55-100, M=72.3, SD=8.5). For this paper, we examined changes in technology use and digital competence from the pre- to the post-survey (collected over the phone) from older participants (N=145), and we examined how the program contributed to new ways for participants to connect to community resources. Based on statistical analyses, participants improved in digital competence (pre=2.06, post=2.74), technology use (pre=1.99, post=2.70), tablet use (pre=1.53, post=4.08), and the number of purposes in which participants used technology (pre=4.09, post=5.55; p’

Intergenerational programming during the pandemic: Transformation during (constantly) changing times

Intergenerational programs have long been employed to reduce ageism and optimize youth and older adult development. Most involve in-person meetings, which COVID-19 arrested. Needs for safety and social contact were amplified during COVID-19, leading to modified programming that engaged generations remotely rather than eliminating it. Our collective case study incorporates four intergenerational programs in five US states prior to and during COVID-19. Each aims to reduce ageism, incorporating nutrition education, technology skills, or photography programming. Authors present case goals, participants, implementation methods, including responses to COVID-19, outcomes, and lessons learned. Technology afforded opportunities for intergenerational connections; non-technological methods also were employed. Across cases, programmatic foci were maintained through adaptive programming. Community partners’ awareness of immediate needs facilitated responsive programming with universities, who leveraged unique resources. While new methods and partnerships will continue post-pandemic, authors concurred that virtual contact cannot fully substitute for in-person relationship-building. Remote programming maintained ties between groups ready to resume shared in-person programming as soon as possible; they now have tested means for responding to routine or novel cancellations of in-person programming. Able to implement in-person and remote intergenerational programming, communities can fight ageism and pursue diverse goals regardless of health, transportation, weather, or other restrictions

Precepting: A win-win for students and pharmacists

The education of pharmacy students includes hundreds of hours of experiential education under the supervision of a licensed pharmacist called a preceptor. While this real-world education is instrumental in preparing students for their pharmacy career, many experienced pharmacists are hesitant to commit to becoming a preceptor. By addressing some of their fears about precepting and becoming knowledgeable about the available resources, pharmacists can embrace the opportunity to become preceptors as a mutual learning experience between pharmacist and student. Experienced pharmacists can learn about innovations in practice and new drugs on the market, and, with some training, students can help with basic tasks in everyday practice. © 2012 American Society of Consultant Pharmacists, Inc. All rights reserved

Ask the Experts! Navigating the Health Care System as an Older Adult

Dr. Christine Eisenhower, Clinical Assistant Professor; Dr. Erica Estus, Clinical Assistant Professor; Dr. Norma Owens, Professor; and Dr. Anne Hume, Professor, Pharmacy Practice. Doctor’s offices, insurance, and pharmacies, oh my! What is it like to navigate the health care system as an older adult? Having resided in a variety of health care settngs and having themselves received different levels of care, our panel of experts will describe the challenges they have faced from the health care system, and answer questions you might have about their experiences. You will learn about barriers to receiving medical care and medication coverage as an older adult, the impact of health literacy on understanding of medications and disease states, and problems that may occur when an older adult moves between his or her home, the emergency room or hospital, and assisted living or nursing homes