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From Classroom to Community: Engaging Undergraduates with Ethical Human Research through CURE based Community Healthspan Collaborations
No full textA Scoping Review of Suicide Prevention Training Programs for Pharmacists and Student Pharmacists
No full textObjective. This scoping review updates a 2018 review of suicide prevention training programs for community and student pharmacists. Five scholarly databases were searched for articles published between January 2018 and December 2020. Articles were excluded if they did not describe an educational or training program for pharmacists or student pharmacists, did not explicitly include suicide, focused solely on attitudes, or did not provide sufficient detail to evaluate program content. The quality of each study was examined using a quality assessment tool.Findings. Seven studies met inclusion criteria. Most trainings (86%) were delivered live with interactive or role play scenarios to promote verbal and behavioral skill practice. About half (57%) assessed changes in knowledge, and fewer programs (29%) assessed changes in communication. All assessed participants\u27 ability to identify suicide warning signs and included referral resources. Six studies were assessed for quality, of which 67% had a rating of good and 33% were rated as fair.Summary. Given the increase in suicide rates nationally, it is likely that pharmacists will encounter a patient in need of suicide prevention services. Since 2018, seven new suicide prevention training programs for community and student pharmacists have been reported, which demonstrates growing interest in suicide prevention training in the pharmacy profession. When integrated in Doctor of Pharmacy (PharmD) curricula, trainings may help prepare the pharmacy workforce for encounters with patients in crisis. The impact of training on self-efficacy and communication skills warrants additional attention. Variation between programs should be evaluated to understand which instructional methods best prepare pharmacy professionals to engage in suicide prevention
Higher Education Designed for Nontraditional Students: A Case Study of Program Design Features that Impact Attraction, Enrollment, and Persistence in a Degree Program Intentionally Designed for Adult Learners
No full textDespite declining overall enrollment and projected demand, regional comprehensive universities in central upstate New York are not engaging nontraditional adult students to register and complete baccalaureate degrees. To maintain enrollment goals, institutions oriented toward traditional students could embrace their mission to provide access to higher education to people in their region, including adults. The purpose of this qualitative descriptive case study is to understand the program design features that affect nontraditional students’ choice to apply, enroll, and persist toward degree completion in a program designed for adult students at a regional comprehensive university in central upstate New York. This study explored three questions that contribute to the body of literature and build greater insight into this area.
Semi-structured virtual interviews were conducted with six nontraditional students matriculated in the program who had some college credits but no baccalaureate degree. Content analysis revealed insights into the program design features that encouraged nontraditional students to apply, enroll, and persist. Findings have implications for professional practice and decision making at institutions that have units devoted to adult learning or would like to establish them.
The study’s findings aligned with industry best practices, theory, and empirical research: adult students require practical, flexible, supported, intentional, and committed programs and services. Adult students apply and enroll practically concurrently because they have already researched the fit and analyzed the cost/benefit to their lives; clear messaging is therefore key to recruitment. Adult students require a fully integrated approach that understands and adapts to their epistemology, spanning academic design, faculty presence, student services, and institutional supports
Culturally Responsive School Leadership: Implementation of the New York State Culturally Responsive-Sustaining Education Framework in Predominantly White, Suburban High Schools
No full textThe purpose of this study was to investigate the practical application of culturally responsive school leadership in the implementation of the New York State Education Department (NYSED) Culturally Responsive-Sustaining (CR-S) Education Framework (Framework). This qualitative descriptive phenomenological study addressed the research question: What strategies are applied by high school principals in predominantly White suburban districts in the implementation of the NYSED CR-S Education Framework? Eight semi-structured interviews were conducted, transcribed, and then coded using content analysis. The a priori themes included the four principles of the Framework, namely Welcoming and Affirming Environment, High Expectations and Rigorous Instruction, Inclusive Curriculum and Assessment, and Ongoing Professional Learning. Within these four themes, 10 subthemes emerged. The 10 findings were grouped per the four a priori themes. It was found that overall, the principals were implementing the Framework to bring about more equitable outcomes for their learners. One of the recommendations for future investigations was to attempt to quantify the impact of Framework implementation on key indicators, including the degree of disproportionate outcomes between students from historically marginalized backgrounds and those from the dominant race and ethnicity with respect to rates of suspensions, persistence to graduation, and engagement in post- secondary education
Abstract - A Pre-Matriculation Pharmacy Calculations Module Enhances Student Performance in First Year Pharmacy Calculations Course
No full textObjective The P-zero (P0) program was implemented in the summer of 2022 to enhance the preparedness and academic performance of incoming P1 students. The aim of this study was to assess the impact of the pharmacy calculations module of the P0 preparation program on the academic performance of first-year (P1) pharmacy students in the core calculations course offered in the fall. Methods The calculations module of the P0 program is online and self-paced mini-course of fundamental mathematical concepts relevant to pharmacy and includes a mandatory summative assessment. Class averages in individual exams, final course averages, and failures in calculations course were compared between the experiences of the 2021 P1 cohort to the 2022 P1 cohort which had the P0 mini-course. The effectiveness of the calculations module was assessed through P0 pre-and post-implementation surveys and a post-semester fall survey. Results The calculations module was the most beneficial component of the P0 experience, as observed by 64% of students in the post-semester survey. The class average of the P1 2021 cohort for fall calculations exam one was 83.6% (±4.22%) with eighteen students failing. In contrast, the class average on the exam by the 2022 P1 cohort was 88.8% (±2.56%) with only five students failing. Moreover, total course failures were substantially reduced from 27.4% (2021) to 4.5% (2022). Overall course averages in the fall calculations course were significantly enhanced by a 6.6% increase for the P1 2022 cohort (t-test, p\u3c.001). Conclusions The P0 calculations module was identified as an effective means of enhancing the mathematical skills of incoming Pharm.D. students. The P0 module also significantly contributed to improved student performance and success in the fall P1 Calculations course
Beating Scamming – Let’s Be “Nobody’s Fool”
No full textHave you ever been scammed? Most of us have been scammed. Some examples might include believing someone about an investment promise that is too good to be true, trusting a car salesperson, having a grandmother who was taken advantage of a scammer calling to pretend they are a grandson in financial trouble, or believing a social media post that’s untrue. Those of us who have clicked on a phishing scam contribute to losses of over $43 billion in the last five years (according to the FBI). We all have scam stories to share. It’s not a great feeling. Betrayal, naïveté, distrust all come to mind. This article can help us think about how to avoid getting scammed in the future and how to make sure that as business owners we do what we can to avoid any perceptions of scamming our stakeholder
Dimeric immunoglobulin A as a novel diagnostic marker of measles infection
No full textDespite tremendous measles incidence reduction through universal vaccination, elimination efforts rely on improved surveillance. The detection of anti-measles immunoglobulin M (IgM) by enzyme-linked immunosorbent assay is the standard laboratory diagnostic method. However, true infection is rare, and seroconversion following measles, mumps, and rubella vaccination also generates IgM, which results in low positive predictive values of assays in elimination settings, thus necessitating confirmatory testing. Improved diagnostic tests for measles infection are a World Health Organization research priority. We investigated whether dimeric immunoglobulin A (dIgA), the predominant antibody produced in mucosal immunity, may be a marker of recent or acute measles infection. We examined a serological panel of confirmed measles infection (anti-measles IgM positives, n = 50) and non-measles infection with rubella (n = 36), roseola (n = 40), chikungunya/dengue/zika (n = 41), parvovirus (n = 35), and other fever-rash illnesses of unknown cause (n = 37). Sera were examined on microimmune anti-measles IgM, Euroimmun anti-measles virus lysate (VL), and nucleoprotein (NP) IgM kits. Assays were then modified to detect dIgA using an in-house protocol based on a recombinant chimeric secretory component protein and an anti-secretory component monoclonal antibody. We observed significantly higher levels of anti-measles VL dIgA in measles samples than in non-measles controls (P \u3c 0.001), and there was a low correlation with IgM (R2: 0.01, P value: 0.487). Unlike IgM, dIgA reactive to measles NP was not detected in most samples. The comparable diagnostic potential of anti-measles dIgA (area under the curve, AUC: 0.920–0.945) to anti-measles IgM (AUC: 0.986–0.995) suggests that dIgA may be a new blood-based marker of acute measles, independent of IgM, which merits further investigation and optimization
Algebra Students’ Mental Models Regarding the Use of Teacher-Generated Feedback: A Grounded Theory Study
No full textThis purpose of this qualitative research was to gather a better understanding of the mental models that ninth-grade algebra students use when responding to or not responding to teacher-generated feedback. The study used a Straussian grounded theory design to elicit the mental models of 10 ninth-grade algebra students by conducting semi-structured interviews.
The study generated an emerging theory titled Algebra Student Feedback Use Theory. This theory can be utilized by algebra teachers, math department leaders, and preservice teacher preparation programs as a framework to improve feedback practices in mathematics courses. The results of this study showed that students make decisions when responding to teacher-generated feedback based on the students’ desired benchmark grade for achievement, and the students seek to minimize the amount of required effort they expend to maintain their desired grade. The findings provide the rationale for several recommendations for practices and future research. Some of these recommendations for stakeholders include (a) use digital platforms that auto-generate feedback, (b) ongoing professional development on feedback, and (c) including best practices for giving effective feedback in preservice teacher coursework
The Concept and Implementation of the Co-Teaching Model at the High School Level: A Phenomenological Analysis of Perceptions and Practices
No full textThis phenomenological research design examined the implementation of co-teaching in classrooms of diverse learners at the high school level in suburban settings in New York State. Three separate focus groups were attended by 11 high school general education teachers, special education teachers, and building administrators to gather data regarding the participants’ perceptions, practices, and implementation of co-teaching through their lived experiences.
Three findings emerged by analyzing the themes that surfaced from the three separate focus groups in the coding process. First, the importance of comprehending and applying the coteaching framework and the need to focus on the intricacies of co-teaching implementation—not just the six co-teaching models. Second, the significance of alignment of co-teaching assignments and purposeful planning was highlighted to ensure cohesive, effective implementation of the co-teaching framework. Third, additional factors affecting co-teaching implementation in suburban high schools identified the inherent responsibilities in the coteaching framework, especially around implementation and the collective involvement of the general education teachers, special education teachers, and administrators to be adequately supported. This study substantiated that when thoughtfully implemented and supported, coteaching can create an inclusive and equitable learning environment for all students—regardless of their abilities.
Recommendations for building and district leaders, superintendents, the NYS Board of Regents, and NYSED leadership included a co-planning structure to facilitate purposeful planning; a systematic, tailored professional learning approach; and an amendment to the NYSED continuum of services. This comprehensive analysis provides valuable insights into the complexities of co-teaching implementation with the co-teaching model at the high school level
Student-Veteran Transition Strategies from the Military to Higher Education
No full textThe purpose of this phenomenological study was to explore and describe the strategies that student veterans employed as they transitioned from active-duty military engagement to civilian college classrooms. Transition theory drove this study as it explored military-veteran transitions from the military to undergraduate programs. The research questions were, What thoughts, incidents, or people associated with your military service stand out for you? How did your military service and transition affect your college experience? and What thoughts or feelings stand out as you think about your transition? Transcendental phenomenological methodology was used for this study as it followed structured data collection methods including semi- structured interviews, questionnaires, and a collection of related documents. The study purposely selected veterans from the United States military who served at least 12 consecutive months on active-duty and were enrolled or recently completed undergraduate programs as full-time students at large public 4-year research institutions in Upstate New York. Additional student veterans from other colleges and universities were recruited to participate by the participants of this study. Data analysis was structured, which began with theme development, and it was followed by coding to develop and describe the essence of the participants’ transition experiences. The findings indicate that community college may contribute to student veteran’s initial academic success following military service for its acceptance of military training credits and social climate that allows student veterans to complete the military-to-civilian transition process before transferring to 4-year schools. Recommendations include the Department of Defense standardizing out-processing procedures for better military to civilian transitions