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Influence of Advanced Pharmacy Practice Experiences on Invitations to Interview for Pharmacy Postgraduate Year One Residencies: A National Survey of Residency Program Directors
Full text link369 leavesThe gap between pharmacy student desire for postgraduate year one (PGY1) residency
placement and the current residency capacity presents a challenge to graduates of colleges and
schools of pharmacy. Research on the influence of advanced pharmacy practice experiences
(APPEs) on the PGY1 resident selection process is needed to assist pharmacy students seeking
residency training as well as colleges and schools of pharmacy supporting these students.
Utilizing person-environment fit as a conceptual framework, the purpose of this study
was to determine how PGY1 residency program directors perceive the desirability and necessity
of factors related to advanced pharmacy practice experiences (APPEs) when selecting candidates
for interviews. This study used a quantitative approach and survey research methodology.
Variables related to APPE location, structure, elective types, timing, and preceptor references
were examined through a nationwide survey of residency program directors, resulting in 370
participants.
Frequencies and descriptive statistics suggested APPE preceptor reference letters were
considered the most influential category of factors while APPE timing factors were the least
influential. One-way ANOVA analyses found differences in desirability and necessity of APPE
related factors based on residency type for all categories except APPE preceptor reference letters.
Therefore, knowledge of career goals is suggested to enhance APPE and residency planning.
Submission of two APPE preceptor reference letters and implementation of a letter grading
structure for each APPE are key recommendations from this study
Evaluation of an Interprofessional Poverty Simulation Experience
Full text linkPresented, 119th Annual Meeting of the American Association of Colleges of Pharmacy, Boston, Massachusetts, July 21-25, 2018Objectives: To evaluate the results of poverty simulation exercises when conducted as an interprofessional education (IPE) activity. Objectives were to determine if participating students demonstrated changes in 1) Attitude toward poverty and 2) Perceptions of interprofessional teamwork.
Method: Two Missouri Association for Community Action Poverty Simulation exercises were conducted for an interprofessional student mix including Doctor of Pharmacy, Doctorate of Occupational Therapy, and Bachelor of Science in Nursing students. Students were randomly assigned to simulated family units with various life circumstances, while ensuring a mix of healthcare professional students per family. The families simulated typical daily living activities during 4 periods designated as weeks. Following the simulations, students participated in debriefing sessions to discuss their experience, including questions specific to interprofessionalism. Prior to and following the simulations, students completed two surveys: Attitude Toward Poverty Short Form (ATP-SF) and Refinement of the Interprofessional Socialization and Valuing Scale (ISVS-9). Paired-samples t-tests were used to determine the results.
Results: Statistically significant improvements in attitude toward poverty were noted in 14 items on the 21-item ATP-SF. The domains of stigma and structural perspective showed statistically significant improvement while the personal deficiency domain did not. Statistically significant improvements in student perceptions related to interprofessional teamwork were not found using the ISVS-9 scale.
Implications: An improved attitude toward poverty was measured for the domains of stigma and structural perspective following participation in a poverty simulation. An improvement in interprofessional teamwork was not found. The ISVS-9 may not have been an appropriate tool for this purpose
Grit and Belonging in One Rural High School: A Survey Study
Full text link60 leavesDespite the growing recognition of the importance of high school students’ sense of
belonging in school and positive effect grit can have on individuals’ successes, research is
needed to deeper explore potential relationships between students’ senses of belonging
and grit, along with a closer look at the varying types of schooling belonging in existence.
Correlations indicated moderate relationships between school membership and peer
relationships, peer relationships and teacher acceptance, school membership and teacher
acceptance, and peer relationships with grit. This study provides information about
statistical differences between students with parents of varying educational degrees and
sense of belonging, along with relationships among various types of educational belonging
The Ratio of Face-to-Face Contact Hours in Blended Courses Effects on Course Grades and Course Completion
Full text link119 leavesDistance learning has changed the landscape of higher education especially with regards
to community colleges which are the leaders in offering online courses (CCRC, 2013). In years
past the online educational platform has struggled to meet the same academic standards and
retention rates of traditional face-to-face courses. Blended courses which are believed to be the
“best of both worlds” bridge the community aspect of face-to-face courses with the online e
learning component. This study compared the three delivery methods: online, face-to-face, and
blended by examining course grades and course completion rates at a Midwestern U.S.
community college. It was hypothesized that face-to-face and blended courses would have higher
course grades and course completion rates because of interactive qualities and community
support that is lacking or absent in online learning – especially for community college students
who tend to struggle more with the barriers of online learning (Jaggars & Bailey, 2010; Ryan et
al., 2016). Unique to this study, blended courses were investigated by examining the ratio of
face-to-face contact time within the blended courses. In the same vein as holding more campus
community and interactive human connections, it was also hypothesized that courses with more
face-to-face contact time would have higher course grades and higher course completion rates.
The results of this study do not support the hypothesis. The findings show that face-to
face courses did have higher course grades and course completion rates than online courses;
however, the practical significance was negligible indicating that there was little difference
between the two delivery methods. (Blended courses were not statistically significant.) The ratio
of face-to-face contact within blended courses showed that students had higher course grades and
higher course completion rates when there was either very little face-to-face contact or a lot of
face-to-face contact with the poorest course grades and course completion rates existing when
there was an even ratio of online to face-to-face
Perspectives on Internationalization of Drake University
Full text linkSummary report. 19 pages.This report provides an historical overview of the roles that the Principal Center for Global Citizenship (PCGC) and the Nelson Institute for Diplomacy and International Affairs have played in the internationalization of Drake University over the past two decades
Exploring the Effect of Narrators’ Accents in Informational Short Films
Full text link19 pagesAdvances in technology have made it increasingly easy to receive information via
YouTube and short film clips from around the world. This research examines if a foreign
accent has a favorable or an unfavorable effect when materials intended to inform are
viewed. Undergraduates in the United States watched a short film about a Latino
ceremony wherein the narrator spoke with either a Spanish language-influenced accent
or an American accent typical of non-bilingual speakers. Mismatching with expectations,
the more standard American voice produced higher ratings of the film’s informativeness
and of the narrator’s knowledge. On the other hand, as anticipated, the standard accent
was easier to understand and produced higher recall. Discussion focuses on factors
influencing reactions to accents in informational viewing settings, on applications to real
life environments, and on approaches to issues related to foreign sounding speech
Calculating Financial Accuracy Rates in Health Insurance Claims Audits
Full text link16 pagesThis article examines varying financial accuracy rate calculations, and, when working with rightskewed
health claims amounts distributions, varying approaches to sampling and choices of
stratifying variables. After considering the strengths and limitations of common approaches,
consideration is given to the best way to sample and stratify health insurance claims. The methods
advocated for herein, when taken in combination, represent a departure from common practices
and standards, including the vaguely phrased ‘random sampling’ approach required by the AICPA
and others
THE EDUCATIONAL PURSUIT: A PHENOMENOLOGICAL STUDY OF ATTRITION IN THE FINAL STAGE OF AN EDUCATIONAL DOCTORAL PROGRAM WITHIN A COHORT MODEL
Full text link177 leaves.Attrition at any level of post-secondary education is costly to the institution and the students. At the
doctoral level, students are often funding their education through personal finances while balancing the
demands of their careers and families. The time to complete the doctoral degree is growing steadily and
40-60% of students are making the decision to discontinue working toward the doctoral degree. This
study examines seven students who made the decision to discontinue working on their educational
doctorate after they had completed all the coursework. Through a phenomenological study, the
participants were interviewed three times each to gain a better understanding of the student and
institutional factors that impact attrition.
Self-Determination Theory is a broad framework for the study of motivation. Self Determination
Theory cites three needs that must be met for a student to be successful in an endeavor such as a
doctoral program. Autonomy, Competence, and Relatedness foster the highest quality of motivation
and lead to enhanced performance, persistence and creativity (Deci & Ryan, 2000). Through the lens of
Self Determination Theory, the study explains the reasons students leave a doctoral program during the
final stage. The three themes emerged from the participants were passion for learning led participants
to pursue the degree, motivation was built during the first stage of the program, and changes in feelings
of autonomy and relatedness led participants to rethink priorities and personal goals. Students who
made the decision to pursue a doctoral degree were passionate about advancing their education.
Participants were motivated to continue working toward the degree, during the coursework stage of the
program, because they felt they did not have the autonomy to put the work on the bottom of the
priority list and they were related to the curriculum and their cohort peers. Once students moved to the
dissertation stage of the doctoral program, they experienced changes in their feelings of autonomy and
relatedness. Ultimately, students experienced career and life expectations that caused them to put the
dissertation on the back burner until it was no longer possible to complete.
Detailed profiles of the participants are presented and themes that emerged from the data
analysis are explored. The study concludes with a summary of the answers to the research question,
implications for further study, implications for practice, and reflection. Upon review of the data, the
researcher has concluded that the change students experience in levels of autonomy and relatedness
make it difficult for student to persist through the dissertation stage of the program. When changes in
autonomy and relatedness are coupled with changes in advisors, students reprioritize their goals and
the dissertation is not completed
Ownership Structure, Corporate Governance and Tax for Chinese Firms
Full text link17 pagesFor all companies, profitability is a key objective. Minimization of taxes paid is a critical step in
achieving that objective. However, most Chinese companies are in an unusual situation and pay
more taxes than they report as tax expense. This unique tax-planning problem has resulted in
Chinese firms having a cash effective tax rate being 14% higher than their GAAP effective tax
rates. The goal of this paper is to investigate how ownership structure and corporate governance
affect tax-planning behavior of Chinese firms. Our results shed light on optimum ownership
structure and desirable corporate governance mechanism. We contribute to current literature by
researching how top shareholders’ ownership percentage and ownership type affect company tax
planning behavior. The Chinese system includes not only a Board of Directors, but also a Board
of Supervisors, tasked with monitoring the activities of the board and CEO, and monitoring the
financial affairs and business activities on behalf of shareholders. We contribute to current
literature by taking into consideration both Board of Directors and Board of Supervisors sizes. The
Chinese tax system includes sales tax and addition, a local tax, as well as an income tax. We are
the first to investigate ownership structure and corporate governance effects on sales tax and
addition