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Browsing by Subject "Professional education"
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Item Promoting pharmacy-based referrals to the tobacco quitline: a pilot study of academic detailing administered by pharmacy students(Sage, 2015) Wahl, Kimberly R.; Woolf, Brittany L.; Hoch, Matthew A.; Zillich, Alan J.; Suchanek Hudmon, Karen; Medicine, School of MedicineObjective: To conduct a pilot study of a student-delivered academic detailing initiative to promote brief, pharmacy-based tobacco cessation interventions, and referrals to the tobacco quitline. Methods: Pharmacy students (n = 11) received training and delivered academic detailing sessions for promoting brief tobacco cessation interventions at community pharmacies (n = 37). Six months after the session, a survey was faxed to each pharmacy to assess (1) the quality and acceptance of the academic detailing session and the materials provided during the session and (2) tobacco cessation counseling perceptions and practices. Results: Pharmacists from 30 (81%) sites responded to the survey; of these, 37% reported that they increased the number of patients asked about smoking since the academic detailing session, 70% reported an increase in the number of participants advised to quit smoking, 57% reported an increase in the number of patients counseled, and 50% reported routinely providing referrals to the tobacco quitline. Conclusion: pharmacy students are capable of providing academic detailing for brief tobacco cessation interventions in community pharmacies. Results of this pilot study suggest a positive impact of this service on pharmacists' counseling behavior for tobacco cessation.Item The Role of Mentorship Programs in LIS Education and in Professional Development(Association for Library and Information Science Education, 2013-05) Lacy, Meagan; Copeland, Andrea J.Although mentoring is widely valued and encouraged within librarianship, it has been conceived mostly as a professional relationship that occurs after one has obtained a position. Thus, mentoring among LIS students is not customary – largely because internships and field experiences are not universally required. To address this problem, the investigators wanted to distinguish the kind of education a mentorship program provides. This study identifies the kinds of knowledge academic librarians and LIS students gained after participation in a semester-long mentorship program. Data was collected through two focus group interviews, which were transcribed, analyzed, and compared for inter-coder agreement. The mentees gained knowledge related to the work life of academic librarians, job seeking, and workplace expectations. The mentors valued the experience because it promoted currency in the field, self-awareness, and reflection on practice. This research supports the need to emphasize internships and mentoring within the LIS curriculum.