RESUMEN
A variety of changes are facing leaders in academic pharmacy. Servant and transformational leadership have attributes that provide guidance and inspiration through these changes. Servant leadership focuses on supporting and developing the individuals within an institution, while transformational leadership focuses on inspiring followers to work towards a common goal. This article discusses these leadership styles and how they may both be ideal for leaders in academic pharmacy.
Asunto(s)
Educación en Farmacia/organización & administración , Liderazgo , ObjetivosRESUMEN
BACKGROUND AND OBJECTIVES: The purpose of this paper is to report on the development and implementation of a learning competency assessment survey for first-year medical students. We began by defining learning competencies in a manner that is parallel to the clinical competencies resulting in a self-assessment survey of 1,998 first-year osteopathic medical students from 25 osteopathic medical schools. Results from the online survey indicated that the internal structure of the instrument and the reliability of the items were strong. The survey revealed that first-year medical students were most confident in their ability to perform in a professional manner and least confident in their ability to manage their curriculum, particularly with the assistance of faculty and advisors. A regression analysis indicated that the best predictors of curricular involvement were Student Learning and Improvement, Knowledge of Osteopathic Philosophy and Skills, Interpersonal Communication, and Systems Knowledge. However, Medical Knowledge and Professionalism did not provide any unique variance to the model, suggesting that students' confidence in their undergraduate science training or self perceptions of their professionalism had little to do with their confidence in navigating medical school.
Asunto(s)
Educación Basada en Competencias/métodos , Educación de Pregrado en Medicina/métodos , Conocimientos, Actitudes y Práctica en Salud , Medicina Osteopática/educación , Estudiantes de Medicina/estadística & datos numéricos , Adulto , Competencia Clínica , Evaluación Educacional , Femenino , Humanos , Masculino , Facultades de Medicina , Encuestas y Cuestionarios , Adulto JovenRESUMEN
OBJECTIVE: To determine whether there is a difference in pass rates on the North American Pharmacist Licensure Examination (NAPLEX) between students who did and did not require remediation for deficient course grades. METHODS: Student-specific data were collected regarding course grade deficiencies and completion of a comprehensive examination or course for remediation. Student-specific first-time NAPLEX performance data for the graduating classes of 2008, 2009, and 2011were provided by the National Association of Boards of Pharmacy (NABP). RESULTS: A significant difference was found in first-time NAPLEX mean pass rates between students who did not need to undergo remediation versus those who did ( 97% vs 70%). CONCLUSION: Students requiring remediation for deficient course grades had a lower pass rate on the NAPLEX compared with those who did not require remediation. The difference can be attributed to several factors and therefore further study is needed.
Asunto(s)
Educación en Farmacia/normas , Evaluación Educacional/normas , Licencia en Farmacia/normas , Estudiantes de Farmacia , Humanos , Estados UnidosRESUMEN
For the past decade there has been declining medical student interest in primary care. The cause of this trend is multifactorial and includes issues of salary and indebtedness. Educational leaders have called for careful selection of medical students and the creation of three-year medical school curricula to counter these factors. On April 30, 2006, the American Osteopathic Association Commission on College Accreditation voted to approve a new accelerated curriculum at the Lake Erie College of Osteopathic Medicine (LECOM) in Erie, Pennsylvania. This pathway accelerates the traditional four-year medical school curriculum into three calendar years. In addition to reducing the time necessary to complete medical training as a primary care physician, this pathway reduces the expense involved in obtaining a medical education. This paper describes how LECOM positioned itself to address key strategies believed to be at the heart of rekindling student interest in primary care. In the accelerated curriculum, summer vacation between the first and second medical school year is eliminated. Clinical education is streamlined by focusing on 16 rotations relevant to primary care and eliminating elective experiences. Primary care mentors are assigned at the start of medical school. Case-based capstone sessions are added throughout the clinical years to reinforce primary care concepts. Students in this curriculum are designated "primary care scholars" to recognize the fact that they are engaged in a rigorous, goal-directed curriculum. Consistent with published recommendations for increasing medical students' choice of generalist careers, a detailed description of the LECOM accelerated curriculum effort is provided.
Asunto(s)
Selección de Profesión , Curriculum , Educación de Pregrado en Medicina/organización & administración , Medicina Osteopática/educación , Atención Primaria de Salud , Facultades de Medicina/organización & administración , Estudiantes de Medicina/psicología , Educación Basada en Competencias , Humanos , Mentores , Estudios de Casos Organizacionales , Pennsylvania , Satisfacción Personal , Rol del Médico , Desarrollo de Programa , Factores de Tiempo , Estados Unidos , Recursos HumanosRESUMEN
Residency faculty in all specialties will be required by the Accreditation Council for Graduate Medical Education (ACGME) to fully implement competencies into residency programs by 2006. Understanding the new requirements is complicated by having several sets of guiding documents from different sources, including the general competencies of the ACGME, the Residency Review Committee for Family Practice requirements, the competencies developed by the Society of Teachers of Family Medicine, and the Recommended Curriculum Guidelines for Family Practice Residents by the American Academy of Family Physicians. A competency linkage model brings together the various guidelines and shows specifically how they are related. This model helps family practice residency faculty better understand the guiding expectations for their programs and develop more appropriate learning objectives and assessment methods.