Learners’ awareness of their emotions and their engagement with mathematics tasks in a mathematics club

Abstract: The role and influence of emotional experiences while working on mathematics tasks on learners’ decisions to engage or disengage is underresearched in South Africa. Cognitive education research points increasingly to the importance of emotional intelligence in cognitive activities. In this paper we describe the use of an emotions naming tool in a mathematics club setting with Grade 8 learners to help them gain more accurate awareness of their emotional experiences during tasks. We used observations, questionnaires and interviews to gather data about the learners’ awareness of emotions and their engagement and perseverance with mathematics tasks. Our results with this small group of learners indicate that consciousness about emotions through access to emotions vocabulary has positive influence on learners’ motivation for mathematical engagement, but that the expected social consequences of engagement in emotionally risky classrooms vitiate the personal gains

A modified delphi involving laboratory faculty to define essential skills for pharmacy graduates

Objective. To define essential skills for Doctor of Pharmacy (PharmD) graduates that are needed in the four most common sectors of pharmacy practice as determined by expert faculty who instruct within pharmacy skills laboratories. Methods. A three-round Delphi method was used to establish consensus. In the first round, participants were asked what skills were needed by students at entry to practice in community, health-system, ambulatory care, and managed care pharmacy settings. In rounds two and three, participants were asked to rate each skill with a level of importance using a 10-point Likert scale (1=not important to 10=very important). Results. In round one, participants produced a collective list of 289 essential skills. These skill state-ments were sent to participants in rounds two and three to assign a level of importance. After the third round, participants reached consensus using a mean level of importance for a final list of 69 community pharmacy skills, 47 health-system, 60 ambulatory care, and 15 managed care skills. These skills were then mapped to entrustable professional activities domains for schools and colleges pharmacy to use as a resource when assessing core competency development in the curriculum. Conclusion. The Delphi technique was used successfully with expert pharmacy skills laboratory faculty to identify laboratory-focused essential skills that recent PharmD graduates should have prior to entering community, health-system, ambulatory care, or managed care pharmacy practice. These essential skills can be used to guide curriculum development, develop milestone markers, and help ensure students are practice ready

A Critical Analysis of the Entrepreneurial Orientation, Trait Emotional Intelligence, and Entrepreneurial Services Offered by Pharmacists in the Upper Midwest

The purpose of this study was to critically analyze the entrepreneurial orientation (EO) and trait emotional intelligence (EI) of pharmacists to develop an understanding of how these traits are exhibited in different practicing settings and practice roles. In addition, the relationship between trait EI and EO was explored to determine if trait EI is positively associated with EO in pharmacists. Finally, entrepreneurial services offered by pharmacists were evaluated for type and frequency. Critically analyzing the EO of pharmacists in different settings and in different roles and evaluating the entrepreneurial services they offer will produce a better understanding of the need for entrepreneurship training for students in colleges and schools of pharmacy. Participants were practicing pharmacists in Upper Midwest states. Data was collected using an online survey. Item analysis, descriptive statistics, one-way ANOVA, Tukey’s test, Pearson correlation coefficients, and an independent-samples t-test were used to analyze the data. Pharmacists practicing in different settings exhibited no differences in EO; however, significant differences were found when evaluating the EO of pharmacists by practice role. This study found that North Dakota pharmacists had overall higher mean scores for the EO construct of autonomy and are more likely to provide discharge consultation and med to bed services than pharmacists in other Upper Midwest states. Pharmacists who owned a pharmacy had higher mean EO for the constructs risk-taking, innovativeness, proactiveness, and autonomy. No significant differences were found between pharmacists in Upper Midwest states for global trait EI or its constructs. A positive correlation was found between global trait EI and all constructs of EO suggesting that global trait EI could be used to predict EO in individuals. These findings suggest that educators consider evaluating the global trait EI of students to predict their EO. As it has been shown that students with a high EO are more likely to own their own pharmacy, additional entrepreneurship training may be of value to these students

Identity and modelling in mathematical literacy : a case study in designing mathematical literacy investigations

Thesis (MPhil)--Stellenbosch University, 2021.ENGLISH SUMMARY : This study was a case study undertaken as qualitative research, from the interpretivist paradigm. This case study was the case of observing the mathematical identities of an entire cohort of grade 11 Mathematical Literacy learners from a quintile four school. Mathematical Literacy is a uniquely South African subject, offered as an alternative to Mathematics with the aims of improving accessibility to mathematics education and improve mathematical literacy rates in the country. This study aimed to observe how the learners’ mathematical identities may be influenced by their interaction with context-rich Mathematical Literacy material. I focussed on identity in terms of to what extent these learners perceived mathematics to be useful in their present and idealised future lives, and how these views informed the learners’ motivations to engage in Mathematical Literacy. Data collection was done using multiple data sources such as questionnaires, written reflections by the learners, work produced by the learners and a focus group interview. The data was collected over three months, with multiple visits to the school. As a base, an initial Likert Scale questionnaire was administered to all 170 participants to establish their current views about Mathematical Literacy and about themselves as individuals capable of, and willing to learn mathematics. The learners were then invited to participate in two separate mathematical modelling orientation sessions. During these sessions, learners were given the opportunity to discuss and attempt to mathematise problems they were experiencing in their school environment. I used the ideas produced by the learners to formalise two mathematical investigations based on mathematical modelling principles. These mathematical investigations were completed by all the learners as part of their formal school assessment program, within the curriculum requirements and with permission from the school. The learners’ work from these investigations were mapped against existing modelling competencies. Based on their individual reflections to the orientation sessions, their questionnaire responses, and their willingness to participate, a group of 10 learners were selected for a focus group interview. The focus group interviews provided insight into how the learners’ experiences with the context-rich investigations, as well as with Mathematical Literacy in general, informed their mathematical identities. I analysed the focus group data using grounded theory and thematic analysis. From the data it was evident that these learners held an overtly positive mathematical identity that had been established through their keen ability to accept only positive narratives from their immediate environments, and to disregard narratives that threatened their self-held views. The data also indicated that being solely exposed to standardised, contextually shallow materials had hindered the learners’ ability to envision the role of mathematics in their lives, thus further misinforming their identities. In conclusion, I draw on the literature about the global need for mathematical literacy, as well as the nature and intended aims of Mathematical Literacy as a subject to argue a cause for the use of mathematical modelling as a means of instruction to enrich learning experiences and accurately inform the learners’ mathematical identities.AFRIKAANSE OPSOMMING : Hierdie studie was 'n gevallestudie wat as kwalitatiewe navorsing onderneem is, van die interpretatiewe paradigma. Hierdie gevallestudie is gebasseer op die waarneming van die wiskundige identiteite van 'n algehele groep leerders in graad 11 Wiskundige Geletterdheid van 'n kwintiel vier skool. Wiskundige Geletterdheid is 'n uniek Suid-Afrikaanse vak, wat as alternatief vir Wiskunde aangebied word, met die doel om beide die toeganklikheid tot wiskunde-onderwys sowel as die wiskundige geletterdheidskoerse in die land te verbeter. Hierdie studie se doelwit was om te bepaal hoe die leerders se wiskundige identiteite beïnvloed kan word deur hul interaksie met konteksryke Wiskundige Geletterdheid materiaal. My fokus is spesifiek op die bepaling tot watter mate die leerders wiskunde as nuttig beskou in hul huidige en ge-idealiseerde toekomstige lewens, en hoe hierdie sienings die leerders se motiverings om by Wiskundige Geletterdheid betrokke te raak, inlig. Data-insameling is gedoen deur verskeie databronne soos vraelyste, geskrewe refleksies deur die leerders, werk wat deur die leerders geproduseer is, en 'n fokusgroeponderhoud. Die data is oor drie maande met verskeie besoeke aan die skool ingesamel. As basis is ‘n aanvanklike Likert Skaal-vraelys deur al 170 deelnemers voltooi om hulle oorspronklike sienings oor Wiskundige Geletterdheid vas te stel asook hulle eie siening as individue wat in staat is, en bereid is, om wiskunde te leer. Die leerders is genooi om aan twee afsonderlike wiskundige modellering oriënteringsessies deel te neem. Gedurende hierdie sessies is leerders die geleentheid gegee om probleme wat hulle in hul skoolomgewing ervaar te bespreek en te poog om hierdie probleme wiskundig te verwoord. Ek het die idees wat deur die leerders verwoord is, gebruik om twee wiskundige ondersoeke te formaliseer in ooreenstemming met wiskundige modelleringsbeginsels. Hierdie ondersoeke is daarna deur al die leerders voltooi as deel van hul formele skoolassesseringsprogram, binne die kurrikulumvereistes en met die toestemming van die skool. Die leerders se werk van hierdie ondersoeke is met bestaande modelleringsvaardighede vergelyk. Gebaseer op hul individuele refleksies van die oriënteringsessies, hul vraelysreaksies, en hul bereidwilligheid om deel te neem, is 'n groep van 10 leerders gekies vir 'n fokusgroeponderhoud. Die fokusgroep onderhoude het insig gegee oor hoe die leerders se ervarings met die konteksryke ondersoeke, asook met Wiskundige Geletterdheid in die algemeen, hulle wiskundige identiteite ingelig het. Ek het die fokusgroep data ontleed deur gebruik te maak van gegronde teorie en tematiese analise. Uit die data was dit duidelik dat hierdie leerders 'n oordrewe positiewe wiskundige identiteit geopenbaar het wat gevestig is deur hulle ywerige vermoë om slegs positiewe terugvoering uit hul onmiddellike omgewings te aanvaar, en om negatiewe sienings, wat hul selfbeeld bedreig het, te verontagsaam. Die data het ook aangedui dat, om uitsluitlik aan gestandaardiseerde kontekstueel-arm materiaal blootgestel te word, die leerders se vermoë verhinder om die waarde van wiskunde in hul toekoms te sien, wat lei tot verdere misvorming van hul wiskundige identiteit. Ten slotte, wend ek my tot die literatuur oor die wêreldwye behoefte aan wiskundige geletterdheid, asook die aard en beoogde doelwitte van Wiskundige Geletterdheid as 'n vak, om wiskundige modellering voor te stel as die manier van onderrig om leerervarings te verryk en die leerders se wiskundige identiteit akkuraat in te lig.Master

INSTRUCTIONAL DESIGN AND ASSESSMENT Using Electronic Medical Records to Teach Patient-Centered Care

Objective. To develop, implement, and evaluate the use of electronic medical records (EMRs) in disease state management activities to teach pharmacy students patient-centered care skills. Design. Faculty created 12 patient cases and an EMR for each simulated patient. Students used the information in the EMR to confirm the presence of a disease in their patient; to design and monitor an evidence-based patient-centered care plan, and document their assessment, medication, and monitoring recommendations; and to follow up in a SOAP (subjective, objective, assessment, plan) note format within the EMR. Assessment. A precourse and postcourse survey instrument was administered to assess students' perceived gains in knowledge and attitudes regarding the use of EMRs for learning patient-centered care skills. A grading rubric was used to evaluate each SOAP note. Conclusion. Implementation of disease state management activities involving EMRs improved pharmacy students' patient care skills

Educational Gaming for Pharmacy Students – Design and Evaluation of a Diabetes-themed Escape Room

Objective. To design an educational game that will increase third-year professional pharmacy students’ knowledge of diabetes mellitus disease management and to evaluate their perceived value of the game.Methods. Faculty members created an innovative educational game, the diabetes escape room. An authentic escape room gaming environment was established through the use of a locked room, an escape time limit, and game rules within which student teams completed complex puzzles focused on diabetes disease management. To evaluate the impact, students completed a pre-test and post-test to measure the knowledge they’ve gained and a perception survey to identify moderating factors that could help instructors improve the game’s effectiveness and utility.Results. Students showed statistically significant increases in knowledge after completion of the game. A one-sample t-test indicated that students’ mean perception was statistically significantly higher than the mean value of the evaluation scale. This statically significant result proved that this gaming act offers a potential instructional benefit beyond its novelty.Conclusion. The diabetes escape room proved to be a valuable educational game that increased students’ knowledge of diabetes mellitus disease management and showed a positive perceived overall value by student participants

Provision of Medication Therapy Management to University Faculty and Staff Members by Third-year Pharmacy Students

Objective. To develop and implement a medication therapy management (MTM) curriculum and assess students’ skills and attitudes after the provision of MTM services to faculty and staff members.Design. Third-year students enrolled in a pharmaceutical care laboratory course received lectures and participated in MTM activities in preparation for an MTM encounter. Students conduced MTM sessions with university faculty and staff members, providing comprehensive medication review, blood pressure checks, and optional blood glucose and cholesterol (total cholesterol and HDL) screenings.Assessment. A faculty-developed rubric was used to evaluate students’ ability to explain MTM to the participant and address medication-related problems. Students’ responses on pre- and post-encounter survey instruments showed their confidence to provide MTM services, communicate with participants and other health care providers, and provide point-of-care screening services had increased.Conclusion. Incorporating MTM into an existing laboratory course increased students’ confidence and perceived ability to provide MTM services.North Dakota State University Department of Pharmacy Practic

Comparison of Low- and Higher-Fidelity Simulation to Train and Assess Pharmacy Students’ Injection Technique

Objective. To evaluate 2 forms of simulation used to train and assess third-year pharmacy students’ subcutaneous and intramuscular injection techniques.Design. A cross-over comparison was used to evaluate an injection pad vs a patient simulator injection arm to train students in injection administration.Assessment. Students completed a survey instrument rating their proficiency, confidence, and anxiety before and after each form of simulated practice. All students demonstrated competence to administer an injection to a peer after using both forms of simulation. Students’ self-ratings of proficiency and confidence improved and anxiety decreased after practicing injections with both forms of simulation. The only significant difference in performance seen between students who used the 2 types of simulations was in students who first practiced with the injection pad followed by the injection arm.Conclusion. Student ability to administer an injection and their self-perceived levels of confidence, proficiency, and anxiety were not dependent on the type of simulation training used.North Dakota State University Development Foundatio

Use of Simulations to Improve Pharmacy Students’ Knowledge, Skills, and Attitudes About Medication Errors and Patient Safety

Objective. To design and evaluate the use of simulations in preparing students to identify and reduce medication errors and promote patient safety.Methods. Third-year pharmacy students used methods of root cause analysis (RCA) to determine the cause of a medication error in three simulated pharmacy settings. Before and after the activity, students completed an anonymous survey. They also completed a modified Healthcare Professionals Patient Safety Assessment instrument to measure changes in their knowledge, skills, and attitudes.Results. Ninety out of 165 students submitted complete data sets for analysis. Students demonstrated significant changes in knowledge, skills, and attitudes regarding medication errors. They felt they could find the cause of an error, identify factors leading to an error, and work with a team to prevent error recurrence. They also demonstrated an increase in knowledge about medication-related errors and the root cause analysis process.Conclusion. Students used RCA methods to discover medication errors in three simulated pharmacy settings. Students improved their knowledge, skills, and attitudes regarding medication errors through this process

Design and Evaluation of a Self-Care Educational Activity as a Student Learning Experience

Objective. To design an educational activity and evaluate its effectiveness on increasing third-year pharmacy students’ knowledge and confidence to recommend self-care products to patients.Design. Faculty members created a self-care activity, the Amazing Self-Care Race, for educational use in a pharmaceutical care laboratory course. Student teams worked competitively to complete 15 stations focused on self-care. A complex, real-world case was presented at each station. Student recommendations were presented to a facilitator. Prior to and following the activity, students were invited to complete an online anonymous survey instrument.Assessment. Eighty-six students completed presurvey and postsurvey instruments to assess their knowledge and perceived confidence to recommend a self-care product to a patient prior to and following participation in the Amazing Self-Care Race. Students demonstrated a significant increase in their ability and confidence to recommend self-care products following the activity (p<0.001).Conclusion. The Amazing Self-Care Race is an effective educational activity that increases student knowledge and confidence in self-care therapeutics. The activity helped students to develop self-care skills, enabled them to learn through doing, encouraged them to synthesize information while making self-care recommendations, and helped them to develop confidence by thinking on their feet