Search

Students equipped with the cell phones enter college classrooms daily. Realizing the impact of technology on fellow learners and faculty represents an area of concern. A pilot study was conducted to determine student and faculty perception regarding cellular phone use in the classroom. A quantitative descriptive study examined the perception of faculty and students' use of cell phones during class time. A convenience sample was comprised of graduate students and faculty in health sciences and on campuses in Arizona and Illinois. Results revealed that the majority of students indicated that they refrained from cell phone use during class time while all faculty indicated that they refrained from using the cell phone during class time. Students indicated that they used the text message feature and checked cell phone messages. Both students and faculty cell phones rang during class time. Cell phones were identified by both groups as a source of distraction during class time. Cell phone etiquette along with policies regarding cell phone use in the classroom offer suggested methods for alleviating the distraction that cell phones currently offer. Improving awareness regarding cell phone distractions may offer value for healthcare providers bridging professional behavior in the academia to the healthcare arena. (Contains 4 figures.)

Purpose: To examine changes in physician assistant (PA) student attitudes and knowledge about interprofessional education (IPE) after participation in a longitudinal community-based curriculum. Methods: Second-year PA students participated in an interprofessional geriatrics curriculum. Faculty-facilitated IPE teams met three times and assessed one adult patient longitudinally over 8 months. Attitudes of student participants and their nonparticipating peers (comparison group) were assessed pre- and postcurriculum using the validated Readiness for Interprofessional Learning Scale (RIPLS). Reflections submitted by participants after each session were analyzed thematically. Results: No significant differences in RIPLS scores were found compared with baseline for either group; participating students had significantly higher baseline scores compared with nonparticipating students. Qualitative analysis of participant reflections revealed two major themes: “ roles and scope of practice of other health professions” ; and “ applicability of team-based care to practice” with a temporal change in theme pattern over one year. Conclusion: Volunteer student participants had a more positive attitude toward interprofessional learning than nonparticipants. Primary learning occurred about roles of other professions and the value of team-based care. The mixed evaluation methodology allowed examination of attitudes, knowledge, and underlying (“ informal” or “ hidden” ) learning. [ABSTRACT FROM AUTHOR]

Students equipped with the cell phones enter college classrooms daily. Realizing the impact of technology on fellow learners and faculty represents an area of concern. A pilot study was conducted to determine student and faculty perception regarding cellular phone use in the classroom. A quantitative descriptive study examined the perception of faculty and students' use of cell phones during class time. A convenience sample was comprised of graduate students and faculty in health sciences and on campuses in Arizona and Illinois. Results revealed that the majority of students indicated that they refrained from cell phone use during class time while all faculty indicated that they refrained from using the cell phone during class time. Students indicated that they used the text message feature and checked cell phone messages. Both students and faculty cell phones rang during class time. Cell phones were identified by both groups as a source of distraction during class time. Cell phone etiquette along with policies regarding cell phone use in the classroom offer suggested methods for alleviating the distraction that cell phones currently offer. Improving awareness regarding cell phone distractions may offer value for healthcare providers bridging professional behavior in the academia to the healthcare arena. [ABSTRACT FROM AUTHOR]

Initiating appropriate antibiotic therapy as soon as anthrax infection is suspected is not only acceptable but is also justified by the outcomes of the 2001 anthrax cases.