FARMASEUTTIOPISKELIJOIDEN KÄSITYKSIÄ VUOROVAIKUTUSOSAAMISESTA JA OPPIMISESTA

Tutkimuksessa tarkasteltiin farmaseuttiopiskelijoiden käsityksiä apteekin asiakasneuvontatyössätarvittavasta vuorovaikutusosaamisesta ja sen oppimisesta. Tutkimusaineistokoostui farmaseuttiopiskelijoiden ensimmäisen työharjoittelujakson lopussalaatimista kirjoitelmista (N = 136), jotka analysoitiin laadullisella sisällönanalyysimenetelmällä.Tavoitteena oli hankkia tietoa ammattisuuntautuneen ja työelämäänintegroituvan puheviestinnän opetuksen ja oppimisen kehittämiseksi. Tulostenperusteella ammatillinen vuorovaikutusosaaminen rakentuu yksilöllisissä ja ainutkertaisissavuorovaikutussuhteissa ja on yhteydessä oman erityisalan substanssinhallintaan. Opiskelijat itse pitävät taitoharjoittelua ja henkilökohtaista palautettatehokkaimpana menetelmänä vuorovaikutusosaamisen kehittämisessä. Viestinnänmetakognitiiviset taidot sekä vuorovaikutuksen merkitys oppimisessa nousevattutkimuksen perusteella keskeiseen rooliin. Opiskelijat tarvitsevat ohjausta itsenäiseenja kriittiseen ajatteluun sekä kokemusten tietoiseen reflektoimiseen. He tarvitsevatmyös tietoon perustuvaa kykyä ymmärtää viestintäprosesseja ja vuorovaikutussuhteisiinliittyviä tekijöitä.Avainsanat: farmasia, vuorovaikutus, osaaminen, ammatillinen oppiminenKeywords: pharmacy, human interaction, competence, professional learnin

Reproducibility of Brain Responses: High for Speech Perception, Low for Reading Difficulties

Neuroscience findings have recently received critique on the lack of replications. To examine the reproducibility of brain indices of speech sound discrimination and their role in dyslexia, a specific reading difficulty, brain event-related potentials using EEG were measured using the same cross-linguistic passive oddball paradigm in about 200 dyslexics and 200 typically reading 8-12-year-old children from four countries with different native languages. Brain responses indexing speech and non-speech sound discrimination were extremely reproducible, supporting the validity and reliability of cognitive neuroscience methods. Significant differences between typical and dyslexic readers were found when examined separately in different country and language samples. However, reading group differences occurred at different time windows and for different stimulus types between the four countries. This finding draws attention to the limited generalizability of atypical brain response findings in children with dyslexia across language environments and raises questions about a common neurobiological factor for dyslexia. Our results thus show the robustness of neuroscience methods in general while highlighting the need for multi-sample studies in the brain research of language disorders

Pharmacy students as agents of medicine education in schools

Introduction: Pharmacy students have since 2014 given medicine education lessons in schools during their internship after the third study year in Finland. Students choose the content of lessons from two modules: for grade 4–6 (pupils 7–12 years) “What do you need to know about your own medicine?” and grade 7–9 (pupils 13–16 years) “Where can you find reliable information about medicines?”. They are instructed to piggyback assignments of medicine education website (www.laakekasvatus.fi, in Finnish and Swedish). The role of students’ supervisors in pharmacies is to contact the school and support the student in planning the visit. Objectives: To explore the experiences of students, supervisors and teachers about medicine education lessons given by pharmacy students and co-operation in organizing them. Methods: Students (n=315), supervisors (n=169) and teachers (n=115) filled in Internet questionnaires targeted to each group. Experiences were assessed by multiple-choice questions with a 5-point Likert scale (fully agree, agree, neither agree nor disagree, disagree, fully disagree). Results: Medicine education lessons were given in 203 schools during 2014–2016. Teachers expressed that the topics of the lessons suited well for the specific age group of pupils (fully agree or agree 90%) and curriculum (90%). Teaching methods were considered appropriate by both teachers (93%) and students (84 %). Especially teachers (84% vs students 66%) estimated that pupils enjoyed the lessons. All respondent groups assessed students' competence sufficient (supervisors 98%, teachers 97%, students 89%). Co-operation in organizing students’ visits to schools was considered as a positive experience (teachers 98%, supervisors, 93%, students 71%) and students fit easily into the school environment (students and teachers 90%). The majority of teachers (83%) expressed willingness to continue this type of co-operation. Also supervisors were interested in continuing co-operation in medicine education, especially if the lessons are given by students (85% vs lessons given by pharmacists 34%). Discussion and conclusions: Medicine education lessons given by pharmacy students are a feasible way to increase medicine education in schools and to increase teachers’ awareness of the importance to include correct use of medicines in health education. This type of visits to schools are also a good way to increase collaboration between local schools and pharmacies, and to make pharmacy sector more known among pupils. Further research is needed about the impact of medicine education on pupils’ knowledge and skills

CONSORTIUM WIDE SUPPLY PROJECT PLANNING USING DISTRIBUTED SOFTWARE Kari Tanskanen, Markus Vainio-Mattila, Paavo Nevalainen

Multiorganizational technological projects are commonplace today. The ways of cooperation between organizations vary. A common basis for interorganizational project planning is needed. Simo-2 developed at the Prosit 9 Virtual delivery project is such a tool. It is a distributed business simulation environment, which has product model based approach for power plant deliveries. It brings a unified and concrete representation of intended project structure. This paper presents the model structure of Simo-2 and describes how the software can be used in preliminary project planning. INTRODUCTION Power plant deliveries are multiorganizational technological projects. The structure of the consortium and way of cooperation between organizations vary from project to project, and this brings added difficulty in managing these one-of-a-kind product delivery projects. A common basis for interorganizational project planning is needed. Simo-2 is such a tool. It is a distributed business simulation e..

Enhancement of brain event-related potentials to speech sounds is associated with compensated reading skills in dyslexic children with familial risk for dyslexia

Specific reading disability, dyslexia, is a prevalent and heritable disorder impairing reading acquisition characterized by a phonological deficit. However, the underlying mechanism of how the impaired phonological processing mediates resulting dyslexia or reading disabilities remains still unclear. Using ERPs we studied speech sound processing of 30 dyslexic children with familial risk for dyslexia, 51 typically reading children with familial risk for dyslexia, and 58 typically reading control children. We found enhanced brain responses to shortening of a phonemic length in pseudo-words (/at:a/ vs. /ata/) in dyslexic children with familial risk as compared to other groups. The enhanced brain responses were associated with better performance in behavioral phonemic length discrimination task, as well as with better reading and writing accuracy. Source analyses revealed that the brain responses of sub-group of dyslexic children with largest responses originated from a more posterior area of the right temporal cortex as compared to the responses of the other participants. This is the first electrophysiological evidence for a possible compensatory speech perception mechanism in dyslexia. The best readers within the dyslexic group have probably developed alternative strategies which employ compensatory mechanisms substituting their possible earlier deficit in phonological processing and might therefore be able to perform better in phonemic length discrimination and reading and writing accuracy tasks. However, we speculate that for reading fluency compensatory mechanisms are not that easily built and dyslexic children remain slow readers during their adult life.peerReviewe