Rehabilitation following augmentation malfunction inside the anterior maxilla presentation of therapy options

13), Philadelphia College of Pharmacy (-39.90), and the University of Tennessee (-39.74).The top five schools that have a negative disproportionality rate of Hispanic students included Loma Linda University (-45.67), California Health Sciences (-45.64), the University of Southern California (-43.79), the University of the Pacific California (-37.95), and Texas Southern University (-36.65). The enrollments within most COPs do not reflect the racial and ethnic diversity of the counties in which they are located. CONCLUSIONS To meet the healthcare needs of an increasingly diverse population, each institution should establish a strategic plan for increasing diversity and evaluating and adopting best practices. INTRODUCTION To meet educational standards and provide effective patient care, student pharmacists must be well-prepared to interact with a diverse patient population. Thus, the objective was to assess the effectiveness of four different active learning strategies in enhancing the cultural competency (CC) of student pharmacists at multiple institutions. METHODS Across two years, eight colleges/schools of pharmacy integrated two sets of CC activities with different student cohorts (first-third professional year) that were designed to address different aspects of CC. Pre- and post-activity, a modified electronic version of the Clinical Cultural Competency Questionnaire (CCCQ) that included the addition of activity-specific questions was distributed to students. RESULTS A total of 1009 students participated in these activities across eight colleges of pharmacy. The integration of activities resulted in significant increases in most items on three of the four subscales of the CCCQ (knowledge, skills, and encounters/situations). Items on the attitude subscale remained the same. Students also felt the activities were beneficial in addressing their intent. CONCLUSIONS Faculty were able to incorporate these activities throughout their respective curricula with minimal time commitment and resources. The activities improved student perceptions of their CC knowledge, skills, and ability to handle encounters and situations. These activities may be useful for other institutions as they determine the best approach to improve student CC and prepare them for practice. INTRODUCTION Patient-centredness is considered integral to the delivery of modern healthcare. This qualitative, longitudinal study explored the meaning and development of the practice of pharmacy graduates, leading to a focus on patient-centredness. The approach adopted in this study aligned with the principles of hermeneutic phenomenology. METHODS Twelve pharmacy graduates (seven females) from The University of Queensland were observed at work and interviewed about their experiences of pharmacy practice every six months for two years following graduation. RESULTS These 12 graduates initially understood and enacted pharmacy practice in a range of ways. A distinguishing characteristic related to how patients/customers featured in their practice. For some, ensuring the efficient supply or administration of correct and safe medicines with instructions was the focus, with patients viewed as source and recipient of information. For others, the focus was communicating effectively with patients/customers to provide individualised advice to avoid medication-related problems. A third group focused on achieving a broader goal, to provide individualised care to optimise health outcomes from medicines. Initial understanding of patient-centredness remained largely unchanged for most participants over the two years, despite the passage of time and experience gained. CONCLUSIONS This study calls into question an assumption of a common meaning for patient-centredness. The findings highlight the need to question and debate what patient-centredness means in contemporary pharmacy practice, rather than simply being an aspirational or theoretical concept. It is important that pharmacists and educators appreciate the centrality of understanding of practice for development, to optimally facilitate the development of patient-centred pharmacists. INTRODUCTION The primary objective of this study was to identify the single question on the Maslach Burnout Inventory - Educator Survey (MBI-ES) that correlated with high emotional exhaustion (EE) among pharmacy practice faculty. METHODS We analyzed data collected from the electronic administration of the MBI-ES to faculty at United States (US) colleges and schools of pharmacy in 2014. For our primary outcome, we used Spearman's rho correlation (rs) to identify a single question on the MBI-ES that was highly correlated with high EE (one of three subscales of MBI-ES). We calculated likelihood ratio statistics for each level of the item with the largest rs with total EE, then converted those to adjusted predicted probabilities of high EE. De-identified data were collected via Qualtrics version 60949 (Provo, Utah) and analyzed using IBM SPSS Statistics, Version 22.0 (Armonk, NY). RESULTS The single item, "I feel emotionally drained from my work" (rs = 0.833, p = 0.01), was most correlated with high EE score on the MBI-ES. Faculty who reported "I feel emotionally drained from my work" once per week and few times per week had 62.8% and 93% chance of having high EE, respectively. CONCLUSION The single item that was most highly correlated with EE may be used for further evaluation of faculty who may be at risk for burnout. Interventions for reducing burnout among pharmacy practice faculty are critically needed for sustaining our pool of faculty. INTRODUCTION Currently, there is no globally agreed upon standard for pharmacist undergraduate education, continuing professional development (CPD) or continuing education (CE), although global frameworks are available. Supporting uniformity globally from an undergraduate degree to ongoing lifelong learning will be reviewed. The continuing need for regulator input will also be discussed. COMMENTARY Across the globe, multiple degree pathways exist to enter the pharmacist profession. read more These include a bachelor of science, a masters, and an increasing number of doctor of pharmacy degrees. Various models exist for lifelong learning (CPD and CE) requirements. While frameworks exist for a global model, there is limited evidence of progress. IMPLICATIONS This is call for pharmacy regulators globally to work together to identify global standards, with clear measurable outcomes, to share best practice and provide consistent patient care globally. INTRODUCTION This commentary adds to the discussion about academic workload challenges raised in the Mothers in Academic Pharmacy article. Outlined here are strategies for individual faculty members to proactively engage in developing a positive climate for all faculty. PERSPECTIVE Faculty play an important role in building and maintaining a positive culture. This article provides suggestions for individuals to consider their role and impact at their institution. These suggestions focus on communication, building communities, embracing flexibility, and recognizing burnout. IMPLICATIONS Faculty retention is important for student support and financial efficiency. Faculty who are able to openly discuss their struggles in a positive climate are more likely to identify opportunities to be productive. This helps faculty meet their overall needs and maintain success in teaching, scholarship, and service. INTRODUCTION Over-the-counter (OTC) and self-care products are frequently utilized by adult patients as initial treatment for common health issues. This availability of OTC/self-care products, coupled with the accessibility of community-based pharmacists, uniquely positions pharmacists to serve as stewards of appropriate OTC/self-care treatment. As a result, community-based pharmacists must be competent in the practice of providing individualized, patient-specific, OTC recommendations and self-care education to assist patients in achieving optimal self-managed health outcomes. COMMENTARY Schools and colleges of pharmacy often undergo curricular revision/integration. As a result, it is often necessary to reallocate credit hours dedicated to OTC/self-care content. Curriculum committees should therefore be aware of several best-practice resources that may assist them with this task. IMPLICATIONS The impact on OTC/self-care content during curricular revision/integration directly effects the preparation of graduate ready student pharmacists and ultimately patient's self-managed health outcomes. Considerations include appointing an OTC/self-care champion to oversee the integration of OTC/self-care content as well as post-revision monitoring to ensure core topic areas are being adequately covered in the didactic curriculum and in accordance with best practices. INTRODUCTION Pharmacy students share a prevailing sense of stress. Many methods to increase student wellness are pharmacy program specific and faculty driven. This commentary is a call to action for student pharmacists to take shared ownership over improving the current crisis of student well-being. Schools of pharmacy should empower their students to guide the improvement of student wellness. Student-led wellness initiatives can take many forms; this commentary will focus on a student-led walking group as means to bolster wellness within a school of pharmacy. PERSPECTIVE Exercise activities promote school-life balance, and when initiated by peers, will naturally conform to their schedule and develop collegial support through socialization. Student pharmacists should begin with encouraging peers to engage in exercise as a positive coping mechanism. Students should lead their peers in developing activities and electronic device sharing to encourage socialization and positive coping mechanisms. IMPLICATIONS While many efforts are in place for faculty and schools of pharmacy to improve student well-being, little has been studied on the impact of student-led wellness programs. This article calls student pharmacists to take shared ownership over the student wellness crisis and find ways to intervene. Schools of pharmacy should empower students by providing supportive structures while allowing students to problem-solve and practice wellness themselves. The American Board of Emergency Medicine gathers extensive background information on Accreditation Council for Graduate Medical Education (ACGME)-accredited emergency medicine residency and fellowship programs, as well as the residents and fellows training in those programs. We present the 2020 annual report on the status of physicians training in ACGME-accredited emergency medicine training programs in the United States. Blastic plasmacytoid dendritic cell neoplasm (BPDCN) is a rare aggressive hematologic malignancy derived from precursors of plasmacytoid dendritic cells. Historically, BPDCN has had few available treatment options and a poor prognosis. The emergence of novel targeted therapies, namely tagraxofusp, has changed the treatment landscape of BPDCN, but data are lacking regarding the long-term durability of responses. Despite absence of randomized data, allogeneic hematopoietic cell transplant has become the de facto option for patients with BPDCN who achieve a first complete remission. As new therapies continue to emerge, it will be important to evaluate the role of postallograft maintenance/consolidation.