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dc.contributor.advisorLee, Jeannieen
dc.contributor.authorBono, Corey*
dc.contributor.authorGeier, Carey*
dc.contributor.authorGimness, Anna*
dc.date.accessioned2017-06-01T17:09:11Z
dc.date.available2017-06-01T17:09:11Z
dc.date.issued2010
dc.identifier.urihttp://hdl.handle.net/10150/623755
dc.descriptionClass of 2010 Abstracten
dc.description.abstractOBJECTIVES: To determine what information and clinical skill sets current student pharmacists, recent graduates, and current preceptors felt should be incorporated in designing the Advanced Patient Care course at The University of Arizona College of Pharmacy (UACOP). METHODS: This was a prospective, descriptive study using focus groups. Subjects included students in the fourth year of a four-year Doctor of Pharmacy program at the UACOP currently on rotations, recent UACOP graduates practicing in residency programs, and current preceptors for the UACOP who work closely with the students. Participants verbally consented and completed a demographic questionnaire. The three focus group sessions (each lasting 1.5 hours) were audiotaped, and the data was coded into categories and subcategories based on frequencies of topics that were discussed. RESULTS: A total of 14 subjects, separated into three focus groups of students, residents, and preceptors were held with 5, 4, and 5 subjects respectively. Both men and women were included in the study, with only females in the resident group. The student, resident, and preceptor groups had mean ages of 29±5.4, 28±3.7, and 47±12 years respectively. Overall the most commonly discussed topics included various learning techniques, specific drug or disease state focuses, and the importance of professionalism. CONCLUSIONS: Many insightful ideas for the Advanced Patient Care course soon to be implemented at the UACOP were generated by the three focus groups. Focus groups including pharmacy students, residents and preceptors are a useful tool for designing new courses and determining information and skill sets to be added to college of pharmacy curriculums.
dc.language.isoen_USen
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author.en
dc.subjectAdvanced Patient Careen
dc.subjectCurriculum Developmenten
dc.subjectEducationen
dc.subjectFocus Groupsen
dc.subject.meshPatient Careen
dc.subject.meshCurriculumen
dc.subject.meshEducationen
dc.subject.meshFocus Groupsen
dc.titleThe use of focus groups to develop the Advanced Patient Care course at The University of Arizona College of Pharmacyen_US
dc.typetexten
dc.typeElectronic Reporten
dc.contributor.departmentCollege of Pharmacy, The University of Arizonaen
dc.description.collectioninformationThis item is part of the Pharmacy Student Research Projects collection, made available by the College of Pharmacy and the University Libraries at the University of Arizona. For more information about items in this collection, please contact Jennifer Martin, Associate Librarian and Clinical Instructor, Pharmacy Practice and Science, jenmartin@email.arizona.edu.en
html.description.abstractOBJECTIVES: To determine what information and clinical skill sets current student pharmacists, recent graduates, and current preceptors felt should be incorporated in designing the Advanced Patient Care course at The University of Arizona College of Pharmacy (UACOP). METHODS: This was a prospective, descriptive study using focus groups. Subjects included students in the fourth year of a four-year Doctor of Pharmacy program at the UACOP currently on rotations, recent UACOP graduates practicing in residency programs, and current preceptors for the UACOP who work closely with the students. Participants verbally consented and completed a demographic questionnaire. The three focus group sessions (each lasting 1.5 hours) were audiotaped, and the data was coded into categories and subcategories based on frequencies of topics that were discussed. RESULTS: A total of 14 subjects, separated into three focus groups of students, residents, and preceptors were held with 5, 4, and 5 subjects respectively. Both men and women were included in the study, with only females in the resident group. The student, resident, and preceptor groups had mean ages of 29±5.4, 28±3.7, and 47±12 years respectively. Overall the most commonly discussed topics included various learning techniques, specific drug or disease state focuses, and the importance of professionalism. CONCLUSIONS: Many insightful ideas for the Advanced Patient Care course soon to be implemented at the UACOP were generated by the three focus groups. Focus groups including pharmacy students, residents and preceptors are a useful tool for designing new courses and determining information and skill sets to be added to college of pharmacy curriculums.


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