Assessing Student Empathy for Hemodialysis Patients

Hemodialysis is a treatment process utilized by kidney patients to filter their blood. These patients are required to undergo an intensive regimen including hemodialysis treatments multiple times per week lasting 3-5 hours each. As a result of hemodialysis, patients experience decreased autonomy, freedom, and independence. An estimated 50% of these patients do not adhere to their treatment regimen. Patients on hemodialysis may be more compliant to their treatment if they are satisfied with the level of care and empathy they perceive from their healthcare providers. Currently there is no literature measuring empathy levels of healthcare professionals or students towards patients on hemodialysis. Examining student empathy levels toward this patient population provides a good representation of future healthcare professional empathy levels. Attitudes developed during school impact the future of patient-focused healthcare and ultimately, patient outcomes. The objectives of this study include: to determine the factors influencing medical, nursing, and pharmacy students; to determine empathy levels for medical, nursing, and pharmacy students; and to design and implement an intervention based on determined factors to increase student empathy in pharmacy students. This study will be conducted in two phases. The first phase involves contacting different medical, nursing, and pharmacy schools in Ohio. We will assess medical, nursing, and pharmacy student’s empathy towards patients on hemodialysis. A survey will be created consisting of the Kiersma Chen Empathy Scale (KCES) to assess empathy and questions addressing factors influencing student empathy. An educational intervention will then be developed in the second phase based on phase one results. The intervention will be implemented in Cedarville University’s School of Pharmacy second year professional students. A pre-post test will be administered to these pharmacy students in order to evaluate the effectiveness of intervention in increasing their empathy levels. Data from phase one will be exported from Qualtrics software to IBM SPSS 22® for statistical analysis. Analysis will be performed to determine possible factors influencing student empathy and compare difference between students in medical, nursing, and pharmacy health professions

Fostering Interdisciplinary Communication Between Pharmacy and Nursing Students

Objective. To evaluate pharmacy and nursing student self-perceptions of interdisciplinary communication skills, faculty member perceptions of interdisciplinary communication skills, and changes in those skills after increasing the interdisciplinary education content. Design. Two cohorts of pharmacy and nursing (bachelors of science in nursing, BSN) students in respective, semester-long research courses engaged in active learning on interdisciplinary communication, with the second cohort receiving additional content on the topic. At semester completion, students presented a research project at an interdisciplinary poster session. Assessment. Self-, peer-, and faculty evaluations (4 items; 5-point Likert-type) assessing self-confidence and actual interdisciplinary communication skills were completed during the poster session. Overall, students responded they were “very confident” or “extremely confident” regarding the skills, with greater confidence reported by the second cohort. Faculty members agreed that students exhibited effective interdisciplinary communication skills, with stronger agreement for the second cohort. Conclusion. Including interdisciplinary education and experiences in a curriculum increases students’ interdisciplinary communication skills. Using multiple interdisciplinary experiences may result in greater increases in these skills

Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning

Objective. To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. Methods. First professional year pharmacy students (N5111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test. Results. Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred TBL format over a traditional format more than students who experienced a traditional format followed by TBL. Students at both universities agreed that the TBL format assists with critical-thinking, problem-solving, and examination preparation. Students also agreed that teams should consist of individuals with different personalities and learning styles. Conclusion. When building teams, faculty members should consider ways to diversify teams by considering different views, perspectives, and strengths. Offering TBL early in the curriculum prior to traditional lecture-based formats is better received by students, as evidenced by anecdotal reports from students possibly because it allows students time to realize the benefits and assist them in building teamwork-related skills

Use of Myers-Briggs Personality Types in the Distribution of Students to Team-Based Learning Groups

Objectives: To examine students\u27 perceptions of team-based learning (TBL) and the level of confidence associated with the learning format when distributed into teams consisting of diverse personality types and gender. Methods: Team-based learning (TBL) is an active learning tool where students are organized into teams for a specified term but little data exists regarding the best method of distributing students into teams. TBL was utilized in two pharmacy courses. Prior to the start of the 2012 academic year, students completed the Myers-Briggs Type Indicator® (MBTI®) personality test. Students were separated into nine teams of diverse MBTI® types and gender. Pre- and post-tests, administered at the beginning and end of the semester, were utilized to assess the students\u27 perceptions of TBL and the level of confidence associated with the learning format. Descriptive statistics and paired t-tests were performed in SPSS. Results: A total of 53 students were distributed into teams; 26 students (50 percent) were extroverts and a total of 21 students (40 percent) were identified as Sensing-Thinking-Judging MBTI® type

Pharmacy Admissions: The Dating Game

Abstract: Background: According to the American Association of Colleges of Pharmacy, as of July 2015, there are 132 US-based colleges and schools of pharmacy. The decision on which school students choose can be one of the most important decisions they will make in their lives. Many factors can affect these decisions, such as: curricular content, location/facilities, finances, and diversity. Although there are many factors that impact student decisions, the relative importance of these factors is unknown. This project will determine the importance of these factors in order to aid school recruitment. Objectives: The objective of this project is to determine the influence of the following factors on student decisions regarding which school to attend: (1) academic standards, programs, and offerings, (2) ethnic, gender, and cultural diversity of enrolled students, (3) cost and financial aid offerings, (4) prestige, (5) facilities offered, and (6) location of the school. Methods: A cross-sectional study design will be performed by surveying undergraduate and graduate students in schools of pharmacy in each geographic region of the United States, both public and private, as well as to faith-based institutions. The survey, sent via Qualtrics, will obtain demographic information and assess the importance of 6 factors identified in the objectives. The survey will be designed using a review of the literature and undergo expert and peer review. Data will be analyzed in SPSS to determine overall results as well as differences by demographic information using a One Way ANOVA, Chi-Squared test, and Kruskal-Wallis test, as appropriate. An a priori of α=0.05 will e be set for statistical significance. After analysis is complete, educational materials will be created for student recruitment based on important factors identified. Project Significance: This study will provide information for pharmacy schools to improve their recruiting process and target potential students who best fit their program