Diversify the audience and allow more people to access course content remotely, where universities permit this.Box 2 Tips and best practices for online teaching Begin the class with a short check-in ...and ask students how they are are doing to show you care about them; talk to students about mental health, stress and burnout, and anticipate student and teacher fatigue. Global health is neither global nor diverse, and racism and white supremacy are major issues in global health that continue to drive population and individual-level health inequities.6 11 12 Global health is delivered by women and led by men, with HICs dominating every aspect of global health.13 Research has shown a profound need for ongoing anti-oppression and allyship training among future public health and global health students and professionals.14 This need is urgent in the context of COVID-19, decolonisation efforts and Black Lives Matter. ...we would argue that all global health courses must include content on privilege, anti-oppression and allyship, informed by anti-colonial and critical race theory, as well as intersectionality. Learning about oppression that includes racism—specifically how certain groups are disadvantaged and disproportionately impacted by the public health system, and how professors, as embedded in the system, can unconsciously and sometimes consciously misuse our power and privilege when working with vulnerable communities—is therefore key to disrupting the marginalisation of these groups and to integrate anti-oppression and anti-racism into practice in global health.14 Indeed, every global health educator must actively contemplate and address their complicity in the very systems of inequality that cause health disparities.
Pharmacy Registration Assessment Questions features over 400 closed book and calculation questions. With the registration exam having gone through a complete transformation in 2016, this volume has ...been developed around the new General Pharmaceutical Council (GPhC) guidelines. This revision aid will not only help you familiarise yourself with the new style of questions, but will also enable you to revise ahead of your exams.Questions are based on BNF72 and BNF for Children 2016-2017, alongside the most current treatment guidelines available at the time of writing the book. This book also includes questions featuring prescriptions, patient information and pictorial representation of conditions, replicating the type of questions you may encounter in the real exam. This revision aid gives you the opportunity to practice a variety of question styles ahead of the assessment including:single best answer questionsextended matching questionscalculationsThis volume is written by a team of experienced authors who all work with pre-reg pharmacists every day and includes questions that are practical and will truly challenge you. In essence, this book is your handy guide to prepare for your exams. All the best for your exam! Nadia Bukhari is Senior Teaching Fellow in Pharmacy Practice & Pre-Registration Co-ordinator at the UCL School of Pharmacy. She is also the chairwoman for the Royal Pharmaceutical Society Pre-Registration conferences. Her team includes Oksana Pyzik, Ryan Hamilton, Amar Iqbal and Babir Malik
Despite notable scientific and medical advances, broader political, socioeconomic and behavioural factors continue to undercut the response to the COVID-19 pandemic
. Here we convened, as part of ...this Delphi study, a diverse, multidisciplinary panel of 386 academic, health, non-governmental organization, government and other experts in COVID-19 response from 112 countries and territories to recommend specific actions to end this persistent global threat to public health. The panel developed a set of 41 consensus statements and 57 recommendations to governments, health systems, industry and other key stakeholders across six domains: communication; health systems; vaccination; prevention; treatment and care; and inequities. In the wake of nearly three years of fragmented global and national responses, it is instructive to note that three of the highest-ranked recommendations call for the adoption of whole-of-society and whole-of-government approaches
, while maintaining proven prevention measures using a vaccines-plus approach
that employs a range of public health and financial support measures to complement vaccination. Other recommendations with at least 99% combined agreement advise governments and other stakeholders to improve communication, rebuild public trust and engage communities
in the management of pandemic responses. The findings of the study, which have been further endorsed by 184 organizations globally, include points of unanimous agreement, as well as six recommendations with >5% disagreement, that provide health and social policy actions to address inadequacies in the pandemic response and help to bring this public health threat to an end.
As waves of COVID-19 continue to threaten public health, an increasing volume of disease-related information is widely accessible, and not all of it is accurate or reliable. The World Health ...Organisation (WHO) described this overabundance of information, misinformation, and disinformation as an "infodemic", making it difficult for many to distinguish fact from fiction. These definitions are complex and transitional; however, misinformation is defined as the "inadvertent sharing of false information", whereas disinformation is more sinister in origin and constitutes "the deliberate creation and sharing of information known to be false." The infodemic encapsulates both intentional and unintentional erroneous sources. Ultimately, the patient safety consequences remain the same, including amplifying vaccine hesitancy and propagating dangerous "coronavirus cures" myths, leading to higher COVID related mortality rates.
Disinformation, desperation, and panic drive the production and sale of falsified medical products. The WHO estimates 1 in 10 medical products in low-and-middle-income countries (LMIC) settings are substandard or falsified (SF), which may worsen diseases, cause disability or even death. Ultimately, SF products undermine public trust in COVID-19 vaccines and treatments, all sectors must come together in this crisis to ensure quality covid medical products are distributed safely and fairly to end the pandemic sooner rather than later.
Objectives
The objective of this study was to assess the impact of the Global Leaders in Development (GLIDE) module to determine whether the concepts of global mindset, citizenship and leadership can ...be effectively taught within a short‐term didactic module.
Methods
Faculty members of PharmAlliance, a partnership between three schools of pharmacy, created a three‐week optional, non‐credit‐bearing distance‐based global leadership development module. Material and assignments focused on the concepts of global mindset, global citizenship and global leadership as applied to the global health issues of non‐communicable diseases, universal health coverage and primary care. Student self‐rated growth was measured with an adapted fifteen question pre–post‐survey that also included open‐ended questions.
Key Findings
Most statements showed growth on the pre–post‐survey with seven being statistically significant (P < 0.05). The largest growth involved students’ perceived potential to be a global leader in pharmacy (global leadership category), the students’ connectedness to the pharmacy profession worldwide (global citizenship category) and the students’ awareness of global challenges faced in the pharmacy profession (global mindset category). Qualitative analysis identified several themes for each of the open‐ended questions. Student expectations focused on the desire to expand their global mindset, better understand global pharmacy practice, develop teamwork skills and understand global pharmacy challenges and strategies for engagement.
Conclusions
The concepts of global mindset, global citizenship and global leadership may help promote awareness of global health challenges, opportunities to make a global difference in a local context and connectivity to the profession on a global scale.
Objectives
To develop an elective workshop designed to equip pharmacy students with skills to effectively communicate with adolescents. To conduct preliminary evaluation of the workshop to assess its ...impact on pharmacy student perceived confidence and knowledge relating to the importance of adolescent counselling and counselling techniques.
Methods
Academics from three universities in three countries collaborated on the workshop development and evaluation. The workshop structure was designed upon the foundations of communication best practices and established techniques, and it consisted of two online modules and an in‐person tutorial. Pharmacy students undertaking a 4‐year Bachelor, Master or Doctor of Pharmacy degree from all three participating universities evaluated the workshop via pre‐ and post‐questionnaires.
Key findings
A total of 81 pharmacy students volunteered to attend and evaluate the workshop. Of these 81 students, 31 completed paired pre‐ and post‐questionnaires, 44 students completed unpaired questionnaires and six students were lost to follow‐up. Of the paired pre‐ and post‐questionnaires, students were mostly female (67.7%) with an average age of 24.9 years (standard deviation, SD = 5.6) and were in the first (32.3%), second (16.1%) or third (51.6%) year of their pharmacy programme. Over 80% of students somewhat or strongly agreed that the workshop made them feel more comfortable speaking with young people in pharmacy settings. Mean (SD) perceived confidence (pre = 21.7 (4.0) and post = 24.9 (4.5)) and knowledge scores (pre = 5.2 (1.5) and post = 6.6 (1.6)) significantly improved after undertaking the workshop.
Conclusions
The workshop increased pharmacy student perceived confidence and knowledge relating to the importance of adolescent counselling and counselling techniques.
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