International exposure to pharmacy leadership, education and practice: The early Qatar experience

Introduction: The College of Pharmacy (CPH) at Qatar University (QU) offers international experiences for Doctor of Pharmacy (PharmD) students from North America. The objective of these rotations is to provide students with exposure to pharmacy practice and education in a progressive Arab country. Design: Each internship consisted of 5 core components: i) Qatar national priorities, strategic planning, and educational system; ii) academic leadership; iii) student instruction; iv) project, and; v) pharmacy practice. Evaluation: Since 2010, eleven students from three universities have successfully completed elective experiences. Students consistently rated rotations highly in terms of organisation, unique experiences, and exposure to faculty with diverse backgrounds. Additional benefits to the host and parent colleges included student exchange, programme development, research collaboration and recruitment. Future Plans: International experiences have been well received and will continue to be offered in order to broaden student perspective of pharmacy education and practice in the Middle East.Scopu

Core Interprofessional Education (IPE) health competencies: The process of adaptation and implementation for a local environment

IPE: Interprofessional Healthcare Education (IPE) competencies provide the criteria against which to measure the capacity and capability of fully collaborative healthcare teams to learn and work together. Significant work already exists in the determination of IPE competencies across all disciplines. Although there is still a lack of agreement on a single set of shared core competencies, successive competency iterations enhance its development. IPE competencies need to take into account local and cultural contexts as recommended by WHO, (2010). Here we present a collaborative process that builds on existing competency development, assessing additional academic IPE needs. Core competencies: After the development of a set of shared core IPE competencies a two-day workshop was delivered to healthcare students from four professions. The results and feedback from students showed the value of the competencies. We discuss the evolving process through two major stages: (1) development of a model determining four ..

Core Interprofessional Education (IPE) health competencies: The process of adaptation and implementation for a local environment

IPE: Interprofessional Healthcare Education (IPE) competencies provide the criteria against which to measure the capacity and capability of fully collaborative healthcare teams to learn and work together. Significant work already exists in the determination of IPE competencies across all disciplines. Although there is still a lack of agreement on a single set of shared core competencies, successive competency iterations enhance its development. IPE competencies need to take into account local and cultural contexts as recommended by WHO, (2010). Here we present a collaborative process that builds on existing competency development, assessing additional academic IPE needs. Core competencies: After the development of a set of shared core IPE competencies a two-day workshop was delivered to healthcare students from four professions. The results and feedback from students showed the value of the competencies. We discuss the evolving process through two major stages: (1) development of a model determining four shared core IPE domains, (2) the development and delivery of a set of IPE workshops explicitly and intentionally based on the model. This process is an example for the future development of IPE and IPP in any local setting. Results: Testing the developed IPE in specific workshops revealed that most clinical scenarios were on a similar standard but also showed a deficit in collaborative patient centered care, an aspect suggestive of deficient interprofessional contact and prioritization.qscienc

Qatar Interprofessional Health Council: IPE for Qatar

Qatar has grown rapidly over the past 10 years particularly in the areas of healthcare needs and provisioning. The population has grown from 617,000 in 2000 to over 1.7 million in 2010. The number of hospitals both private and public has nearly doubled with the number of healthcare workers surpassing 11,000 in 2011. To help meet the demand for trained healthcare professionals there are now 4 educational institutions in Qatar addressing medicine, nursing, pharmacy, and allied healthcare (School of Health Sciences at the College of the North Atlantic - Qatar, College of Pharmacy at Qatar University, University of Calgary - Qatar, and Weill-Cornell Medical College in Qatar). The World Health Organization (WHO) has identified a need to integrate all areas of healthcare and to foster team-based collaborative models to help improve healthcare service delivery. Interprofessional Education (IPE) provides a framework to facilitate such a model. A truly comprehensive and inclusive IPE program would include agreement on IPE competencies (shared competencies) amongst and between all healthcare educational providers (pre- and post-licensure) accompanied by collaborative models that promote and facilitate working together as teams. Measures of success include meeting the shared IPE competencies. This paper describes the formation of the Qatar Interprofessional Health Council (QIHC) to help address healthcare needs in Qatar and their efforts to move IPE forward in the state and in the region. The QIHC consists of members from the 4 healthcare educational institutions in Qatar as well as members from Sidra Medical and Research Center and Hamad Medical Corporation (HMC). A discussion of barriers and solutions is included as well as the efforts of the member institutions to provide IPE support and integration into their programs. The QIHC has recently been awarded a National Priorities Research Program (NPRP) research grant to help provide a solid and contextually appropriate framework for IPE in Qatar.qscienc

An application of the average diameter method of preparing growth tables for lodgepole pine

In the Foothills Region of Alberta lodgepole pine (Pinus contorta var. latifolia) frequently develops even-canopied, undifferentiated stands, the growth of which tends to be controlled by the density of stocking as well as by site and age. In order to consider all these factors, a method for the construction of tables to be used in the prediction of growth of lodgepole pine has been developed. A stand density factor based on basal area per acre and the average stand diameter is introduced and by means of the relationship of these two variables with age a series of basal area growth tables are devised. Similarly, by means of the relationships which stand age and the ratios of total cubic volume and number of trees per acre to basal area per acre, bear to average stand diameter, two more sets of growth tables have been constructed to show the manner in which these ratios progress with age. The site percent concept of describing site is discussed. A table showing the average stand diameter developed by a stand of given age and number of trees per acre on the regional average site was constructed, and the technique of measuring site quality of any individual area by expressing the actual stand average diameter as a percentage of the tabular value is described. The validity of using the site percent method is proven statistically and the method of using this measurement to introduce a site correction into the growth tables is shown. Site variation adds but a small refinement to the prediction of growth for this species, possibly because of an actual small variation in the quality of forest land upon which the species will develop in the Foothills region, or possibly because of a bias in the sample. The techniques discussed are based upon the data from 79 sample plots in the Foothills region of Alberta. While it is believed that the method of deriving the tables and their use is well substantiated by the discussions given, no claim is made for the accuracy of the tables themselves. The data has weaknesses in both the upper and lower classes of age and average diameter and the curves fitted therefrom have suffered accordingly.Forestry, Faculty ofGraduat

Santa Barbara 1

https://commons.und.edu/uac-all/2673/thumbnail.jp