Antonio J Carrion1, Jovan D Miles2, Michael D Thompson3, Briana Journee4, Eboni Nelson5. 1. Florida Agricultural and Mechanical University, College of Pharmacy and Pharmaceutical Sciences, Tallahassee, FL 32307, United States. Electronic address: Antonio.carrion@famu.edu. 2. Florida Agricultural and Mechanical University, College of Pharmacy and Pharmaceutical Sciences, Tallahassee, FL 32307, United States. Electronic address: Jovan.miles@famu.edu. 3. Florida Agricultural and Mechanical University, College of Pharmacy and Pharmaceutical Sciences, Tallahassee, FL 32307, United States. Electronic address: Michael.thompson@famu.edu. 4. Florida Agricultural and Mechanical University, College of Pharmacy and Pharmaceutical Sciences, Tallahassee, FL 32307, United States. Electronic address: Briana.journee@famu.edu. 5. Florida Agricultural and Mechanical University, College of Pharmacy and Pharmaceutical Sciences, Tallahassee, FL 32307, United States. Electronic address: Eboni1.nelson@famu.edu.
Abstract
INTRODUCTION: In order to effectively design and evaluate the effectiveness of a new clinical program or intervention, pharmacists must be equipped with the skills and knowledge that are obtained by familiarity and use of a logic model. Currently, most pharmacy school curricula do not include logic model exercises to instill these necessary skills into the knowledge base of doctor of pharmacy students. This report provides understanding of how a logic model can be permanently implemented into pharmacy curricula in order to develop critical thinking skills that will allow students to become more well-rounded in their future practice of pharmacy. METHODS: A 23-point questionnaire was developed by the principal investigator, primarily based on feedback from the student reflection papers and areas of interest with the author's prior experience and use of logic models. They were distributed to assess the knowledge, attitudes, and perspectives of students enrolled or previously enrolled in the course. RESULTS: Questionnaires were received from 128 students, representing approximately 32% of those provided the opportunity to participate. The majority of students (72.98%) viewed the potential benefits of learning about logic models favorably. Overall, 64.86% of students agreed that the experience gained through constructing their own logic model was an intellectually stimulating activity. CONCLUSIONS: The logic model is an effective tool that can be used to teach pharmacy students how planned program development would contribute to combating various public health issues.
INTRODUCTION: In order to effectively design and evaluate the effectiveness of a new clinical program or intervention, pharmacists must be equipped with the skills and knowledge that are obtained by familiarity and use of a logic model. Currently, most pharmacy school curricula do not include logic model exercises to instill these necessary skills into the knowledge base of doctor of pharmacy students. This report provides understanding of how a logic model can be permanently implemented into pharmacy curricula in order to develop critical thinking skills that will allow students to become more well-rounded in their future practice of pharmacy. METHODS: A 23-point questionnaire was developed by the principal investigator, primarily based on feedback from the student reflection papers and areas of interest with the author's prior experience and use of logic models. They were distributed to assess the knowledge, attitudes, and perspectives of students enrolled or previously enrolled in the course. RESULTS: Questionnaires were received from 128 students, representing approximately 32% of those provided the opportunity to participate. The majority of students (72.98%) viewed the potential benefits of learning about logic models favorably. Overall, 64.86% of students agreed that the experience gained through constructing their own logic model was an intellectually stimulating activity. CONCLUSIONS: The logic model is an effective tool that can be used to teach pharmacy students how planned program development would contribute to combating various public health issues.
Authors: Ariela M Freedman; Sheena Simmons; Laura M Lloyd; Tara R Redd; Melissa Moose Alperin; Sahar S Salek; Lori Swier; Kathleen R Miner Journal: Health Promot Pract Date: 2014-03