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dc.contributor.advisorHerrier, Richarden
dc.contributor.advisorSlack, Marionen
dc.contributor.advisorDraugalis, JoLaineen
dc.contributor.authorWaters, Dustin
dc.contributor.authorZobell, Jeffery
dc.date.accessioned2017-06-28T16:56:46Z
dc.date.available2017-06-28T16:56:46Z
dc.date.issued2006
dc.identifier.urihttp://hdl.handle.net/10150/624465
dc.descriptionClass of 2006 Abstracten
dc.description.abstractObjectives: Gastroesophageal reflux disease (GERD) afflicts close to 20 million adults in the United States. Pharmacy schools should ensure that appropriate teaching measures are implemented to optimize students learning of managing GERD. The purpose of this study was to evaluate the curriculum pertaining to GERD at the University of Arizona College of Pharmacy. Methods: We used a repeated measures design to longitudinally evaluate the curriculum on the subject of GERD. Sixty-six subjects from the class of 2007 were initially enrolled in the study, 31 completed the study. Students were tested using a case-based assessment. Descriptive statistics (mean + SD) were used for baseline demographics and a student’s t-test was used to analyze the results. Results: Student’s mean scores improved significantly over the course of the test administrations from 15.03 + 6.7 to 23.25 + 7.6 (p<0.0001). No significant difference was noted in either administration of the assessment between those who had experienced heartburn and those who had not. Mean scores significantly increased in patients who had work experience (p<0.05). Conclusions: Although student’s scores significantly improved during the study, no student achieved the minimally competent score of 70% and there was a high attrition rate, >50%. This high attrition rate possibly contributed to the poor results of the study. There may be a need for further evaluation and revision of the curriculum in this area at the University of Arizona College of Pharmacy.
dc.language.isoen_USen
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author.en
dc.subjectGastroesophageal Reflux Diseaseen
dc.subjectCurriculum Evaluationen
dc.subject.meshGastroesophageal Refluxen
dc.subject.meshCurriculumen
dc.titleA Curriculum Evaluation of the Pathophysiology and Treatment of Gastroesophageal Reflux Disease: A Model for Evaluating the Effectiveness of Instruction in Disease State Managementen_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: Gastroesophageal reflux disease (GERD) afflicts close to 20 million adults in the United States. Pharmacy schools should ensure that appropriate teaching measures are implemented to optimize students learning of managing GERD. The purpose of this study was to evaluate the curriculum pertaining to GERD at the University of Arizona College of Pharmacy. Methods: We used a repeated measures design to longitudinally evaluate the curriculum on the subject of GERD. Sixty-six subjects from the class of 2007 were initially enrolled in the study, 31 completed the study. Students were tested using a case-based assessment. Descriptive statistics (mean + SD) were used for baseline demographics and a student’s t-test was used to analyze the results. Results: Student’s mean scores improved significantly over the course of the test administrations from 15.03 + 6.7 to 23.25 + 7.6 (p<0.0001). No significant difference was noted in either administration of the assessment between those who had experienced heartburn and those who had not. Mean scores significantly increased in patients who had work experience (p<0.05). Conclusions: Although student’s scores significantly improved during the study, no student achieved the minimally competent score of 70% and there was a high attrition rate, >50%. This high attrition rate possibly contributed to the poor results of the study. There may be a need for further evaluation and revision of the curriculum in this area at the University of Arizona College of Pharmacy.


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