The Academic Triathlete: Applying Triathlon Training Principles to Guide Academic Success

Introduction: Academic faculty are evaluated on their service, teaching, and research performance with the reward of tenure, promotion, and self-fulfillment. Triathletes spend numerous hours building their swim, bike, and run endurance in aspiration of crossing the finish line on race day. Given the workload required for academic and triathlon success, effective time and task management is essential. In this commentary, the authors posit that academic faculty can effectively structure their day-to-day “training” to achieve their career ambitions similarly to how a triathlete structures their training plan in preparation for a race. Perspective: Triathlon requires mastery of three disciplines - swimming, biking, and running - each of which requires specific training approaches, skills, and techniques. Likewise, the service, teaching, and research pillars of academia involve planning, development, and application of diverse knowledge, skills, and techniques. The authors apply the fundamental aspects and lessons learned of triathlon training to the planning and execution of faculty academic work. Implications: Through the adaptation of a triathlete training framework to an academic position, the reader will be prepared to cross the finish line and realize their career goals as an academic triathlete

Reporting and methodological quality of systematic reviews and meta-analysis with protocols in Diabetes Mellitus Type II: A systematic review.

Systematic reviews with or without meta-analyses (SR/MAs) are strongly encouraged to work from a protocol to facilitate high quality, transparent methodology. The completeness of reporting of a protocol (PRISMA-P) and manuscript (PRISMA) is essential to the quality appraisal (AMSTAR-2) and appropriate use of SR/MAs in making treatment decisions. The objectives of this study were to describe the completeness of reporting and quality of SR/MAs, assess the correlations between PRISMA-P, PRISMA, and AMSTAR-2, and to identify reporting characteristics between similar items of PRISMA-P and PRISMA. We performed a systematic review of Type 2 Diabetes Mellitus SR/MAs of hypoglycemic agents with publicly available protocols. Cochrane reviews, guidelines, and specific types of MA were excluded. Two reviewers independently, (i) searched PubMed and Embase between 1/1/2015 to 20/3/2019; (ii) identified protocols of included studies by searching the manuscript bibliography, supplementary material, PROSPERO, and Google; (iii) completed PRISMA-P, PRISMA, and AMSTAR-2 tools. Data analysis included descriptive statistics, Pearson correlation, and multivariable linear regression. Of 357 relevant SR/MAs, 51 had available protocols and were included. The average score for PRISMA-P was 15.8±3.3 (66%; maximum 24) and 25.2±1.1 (93%; maximum 27) for PRISMA. The quality of SR/MAs assessed using the AMSTAR-2 tool identified an overall poor quality (63% critically low, 18% low, 8% moderate, 12% high). The correlation between the PRISMA-P and PRISMA was not significant (r = 0.264; p = 0.06). Correlation was significant between PRISMA-P and AMSTAR-2 (r = 0.333; p = 0.02) and PRISMA and AMSTAR-2 (r = 0.555; p<0.01). Discrepancies in reporting were common between similar PRISMA-P and PRISMA items. Adherence to protocol reporting guidance was poor while manuscript reporting was comprehensive. Protocol completeness is not associated with a completely reported manuscript. Independently, PRISMA-P and PRISMA scores were weakly associated with higher quality assessments but insufficient as a surrogate for quality. Critical areas for quality improvement include protocol description, investigating causes of heterogeneity, and the impact of risk of bias on the evidence synthesis.This project is funded by Qatar University Undergraduate Student Grant number QUST-1-CPH2020-17. The funder had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript

Team-Based Decision-Making in an Objective Structured Clinical Examination (OSCE): Are Pre-Licensure Healthcare Students “Collaborative Practice-Ready”?

&nbsp; Evaluation of pre-licensure students’ competency in team-based decision-making is lacking. The purposes of this study were to evaluate pre-licensure pharmacy students’ competency in team-based decision-making in the context of an objective structured clinical examination (OSCE), and to determine whether performance correlated with reflective assignment scores. Students’ self-assessment and conceptualization of team-based decision-making in practice was also evaluated. Twenty-three pre-licensure pharmacy students’ competency in team-based decision-making was evaluated in an OSCE station and with a reflective journal assignment; rubric scores for both evaluations were compared using Spearman’s rank order analysis. Students completed an 18-item questionnaire regarding attitudes, confidence, and perceptions related to team-based decision-making. Descriptive statistics and construct analysis with open coding were used to analyse questionnaire results. Mean OSCE station and reflective journal scores were 45% and 66.3%, respectively, and were not correlated. Students’ attitudes toward team-based decision-making were positive, and they reported performing associated behaviours during experiential education rotations. Students appropriately defined ‘team-based decision-making’ and were highly confident in performing related activities. However, students’ conceptualization of team-based decision-making did not align with the pharmacy program’s competency framework.&nbsp; Three key themes were identified through the study analyses: 1) student performance is dependent on assessment context when evaluating collaborator-related competencies; 2) there is a mismatch between students’ perceived competency and objectively measured competence when collaborator outcomes were assessed within an OSCE; and 3) students’ perceptions of team-based decision-making do not align with the program’s competency framework. Future research is necessary to assess competency and perceptions of team-based decision-making in students from other healthcare professions, and to further evaluate whether pre-licensure students are “collaborative practice ready”. &nbsp; Article Type: Case Stud

Using Assessment Design Decision Framework in understanding the impact of rapid transition to remote education on student assessment in health-related colleges: A qualitative study.

Maintaining integrity and validity with online assessment is a significant issue that is well documented. Overt policies encouraging educators to adopt e-Learning and implement digital services coupled with the dramatic change in the education system in response to the challenges posed by COVID-19, has furthered the demand for evidence-based approaches for the planning and delivery of assessments. This study employed the Assessment Design Decision Framework (ADDF), a theoretical model that considers key aspects of assessment design, to retrospectively investigate from a multi-stakeholder perspective the assessments implemented following the rapid transition to remote learning during the COVID-19 pandemic. One-to-one semi-structured interviews were conducted with faculty and students from the Colleges of Pharmacy, Medicine and Health Sciences. After inductive and deductive thematic analysis three major themes were identified. These reflected on the impact of sudden transition on assessment design and assessment plan; changing assessment environment; and faculty-student assessment related interactions which included feedback. The use of a comprehensive validated framework such as ADDF, to plan assessments can improve validity and credibility of assessments. The strengths of this study lie in the innovative adoption of the ADDF to evaluate assessment design decisions from both an educator and student perspective. Further, the data yielded from this study offers novel validation of the use of ADDF in circumstances necessitating rapid transition, and additionally identifies a need for greater emphasis to be attributed to the significance of timeliness of the various activities that are advocated within the framework

Global comparison of professional positioning by pharmacy programs towards prospective students

© 2020 Elsevier Inc. Background: Enrolment of capable prospective students for pharmacy programs is a major priority for the profession. The way in which these students perceive a future career in pharmacy may be dependent on how programs position the profession using recruitment material. Objectives: Objectives were to determine how top ranked pharmacy programs across 5 countries position the profession to prospective students on website recruitment material and to compare similarities and differences in how programs use speech acts within positioning statements. Methods: A qualitative, thematic analysis of publicly available online recruitment information extracted from the top 2 ranked English-speaking pharmacy programs (according to 2018 QS rankings) from each of Australia, Canada, New Zealand, United Kingdom, and the United States was completed. Results: Three positioning themes were identified: Pharmacists as health professionals and medicines experts; Pharmacists evolving role as care providers; and Pharmacist diversity in careers. Programs used questions, statistics, and carefully selected words to engage readers, backup statements with evidence, and market positioning statements to younger generations. Conclusions: Pharmacy programs position the profession using similar themes but use different strategies to relay positioning messages to prospective students. These findings may have implications for fostering prospective student interest in pharmacy programs

Association of pharmacy students' cultural beliefs with perceived knowledge, beliefs, confidence, and experience with complementary medicine

Background and purpose Culture has been shown to inform patients' acceptance and use of complementary medicine (CM) treatment. It is unknown how a pharmacist or pharmacy student's culture may be associated with perceptions of CM relating to patient care. Gaining a better understanding of this concept within student populations may inform educational needs for programs situated within culturally diverse settings. The purpose of this study was to explore how pharmacy students' cultural beliefs influence perceived knowledge, confidence, and practice with respect to CM. Educational activity and setting A cross-sectional survey was distributed to all undergraduate pharmacy (professional years 1–4) and postgraduate doctor of pharmacy students. Results from the item “CM is an important aspect of my culture” were correlated with all other items using Spearman's correlation coefficient. Findings Senior students who had completed a two-credit hour course appeared to be more confident in their practice skills relating to CM and showed positive correlations with culture and effectiveness of CM. Senior students acknowledged the importance of CM knowledge as a student and within pharmacy practice. Junior students showed a positive correlation with culture and past use. Summary Pharmacy students in the College of pharmacy were positive towards the use of CM, with culture playing an important role. Students who perceived CM as an important aspect of their culture were more confident in their practice skills relating to CM. Future research is required to assess impact of students' cultural beliefs on practice

The Therapeutic Effects of Camel Milk: A Systematic Review of Animal and Human Trials

The clinical effectiveness and value of camel milk as a therapeutic agent is currently unclear. MEDLINE (1946 to March 2016), EMBASE (1974 to March 2016), and Google Scholar were searched using the following terms: milk, bodily secretions, camels, camelus, camelini, camelidae, dromedary, bactrian camel, body fluid, and bodily secretions. Articles identified were reviewed if the study was investigating the use of camel milk for the potential treatment of diseases affecting humans. Of 430 studies, 24 were included after assessment. Identified studies highlighted treatment with camel milk of diseases, including diabetes, autism, cancer, various infections, heavy metal toxicity, colitis, and alcohol-induced toxicity. Although most studies using both the human and animal model do show a clinical benefit with an intervention and camel milk, limitations of these studies must be taken into consideration before widespread use. Based on the evidence, camel milk should not replace standard therapies for any indication in humans.Scopu

Insights from healthcare academics on facilitating interprofessional education activities

Facilitators are of paramount importance to the success of interprofessional education (IPE) activities; hence, it is crucial to explore their perspectives and experiences in delivering IPE in Qatar. Using an exploratory case study approach, semi-structured interviews were conducted, in 2018, among faculty members, who had facilitated at least one IPE activity in Qatar, from healthcare professional education programs at Qatar University Colleges of Pharmacy, Medicine, and Health Sciences, Weill Cornell Medicine in Qatar, the University of Calgary in Qatar, and the College of North Atlantic. Interviews were recorded and transcribed verbatim. Inductive thematic content analysis was implemented. Twenty-one interviews were conducted with the following professions represented: medicine (n=6), pharmacy (n=5), nursing (n=4), biomedical science (n=3), respiratory theory (n=2) and public health (n=1). Four main themes emerged from the interviews: drivers to facilitator involvement that included interest and commitment to IPE and awareness of collaborative practice benefits; facilitator participation which was based on facilitator attributes and preparedness and readiness for IPE facilitation; the organizational support in terms of dedicated structure for IPE and IPE design and delivery and; student participation in terms of group dynamics and student engagement. Some key recommendations include having a dedicated unit for IPE, scheduling protected time for IPE, and organizing facilitators' training and debriefing workshops. The facilitators valued and appreciated IPE in preparing students for future collaborative practice. These findings can inform the development of quality and sustainable IPE activities in the future. 2020 The Author(s). Published with license by Taylor & Francis Group, LLC.This publication was supported by Qatar University Student Grant [QUST-1-CPH-2018-3]. The findings achieved herein are solely the responsibility of the authors. Open Access funding provided by the Qatar National Library.Scopu

Pharmacist and pharmacy student perceptions of a competency-based national licensing exam for entry to pharmacy practice in Qatar: A qualitative study

Introduction: The College of Pharmacy at Qatar University partnered with the Qatar Supreme Council of Health to pilot a competency-based final cumulative assessment as a model for subsequent national licensing exams. The objective of this study was to explore perceptions of pharmacy stakeholders on a national licensing exam. Methods: A qualitative study was undertaken in Qatar using three focus groups; two with pharmacists (N = 3 and 8) and one with graduating pharmacy students (N=5). Focus groups were facilitated using a topic guide developed by study investigators. Discussions were audio-recorded and transcribed verbatim. Results were analysed using framework analysis. Results: Four major themes were identified: i) Perception of current licensing process, ii) exam impact on stakeholder perception of pharmacists, iii) perceived implementation barriers, and iv) facilitators of successful implementation. Conclusion: Participants identified the importance of a competency-based exam. Barriers were identified that must be addressed to facilitate successful implementation

Evaluation of Health Literacy Levels and Associated Factors Among Patients with Acute Coronary Syndrome and Heart Failure in Qatar

Purpose: To determine the prevalence of inadequate health literacy and its associated risk factors among patients with acute coronary syndrome (ACS) and/or heart failure (HF) in Qatar. Patients and Methods: This cross-sectional observational study was conducted among patients with ACS and/or HF attending the national Heart Hospital in Qatar. Health literacy was assessed using the abbreviated version of the Test of Functional Health Literacy in Adults (S-TOFHLA) and the Three-item Brief Health Literacy Screen (3-item BHLS). Results: Three hundred patients with ACS and/or HF, majority male (88%) and non-Qatari (94%), participated in the study. The median (IQR) age of the participants was 55 (11) years. The prevalence of inadequate to marginal health literacy ranged between 36% and 54%. There were statistically significant differences in health literacy level between patients based on their marital status (p=0.010), education (p≤0.001), ability to speak any of Arabic, English, Hindi, Urdu, Malayalam, or other languages (p-values ≤0.001 to 0.035), country of origin (p≤0.001), occupation (p≤0.001), and receiving information from a pharmacist (p=0.008), a physiotherapist (p≤0.001), or a nurse (p=0.004). Conclusion: Inadequate health literacy is common among patients with ACS and/or HF. This study suggests a need for developing strategies to assist healthcare professionals in improving health literacy skills among patients with ACS and HF. A combination of interventions may be needed to improve patients’ understanding of their disease and medications, and ultimately overall health outcomes.This research was funded by Qatar University under Student Grant number QUST–2–CPH–2017–15 [Approved amount QAR 20,000.00 (US$ 5480)]