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Kearney K.R.,MCPHS University
American Journal of Pharmaceutical Education | Year: 2013

Objectives. To assess the differences in learning outcomes of first-year (P1) pharmacy students enrolled in a course based on service learning with those of a comparable group of students not enrolled in a course involving service learning. Design. Students on 2 campuses of a school of pharmacy completed a required P1 course involving service learning. A control group of students at a different school completed typical P1 courses, none of which involved service learning. Assessment. A questionnaire was administered to P1 students in the study group at the conclusion of the service-learning course, and a similar questionnaire was administered to P1 students in the control group in the spring of their P1 year. Survey questions inquired about what the students had learned generally and in the areas identified as common to the 2 groups of respondents. Differences in the learning outcomes of the students were identified, most notably in the areas of professional communication, cultural competence, the elderly, and awareness of service-providing agencies in the community. Conclusion. This study demonstrated that service-learning positively impacts pharmacy students' learning outcomes.


Kearney K.R.,MCPHS University
American journal of pharmaceutical education | Year: 2013

To assess the differences in learning outcomes of first-year (P1) pharmacy students enrolled in a course based on service learning with those of a comparable group of students not enrolled in a course involving service learning. Students on 2 campuses of a school of pharmacy completed a required P1 course involving service learning. A control group of students at a different school completed typical P1 courses, none of which involved service learning. A questionnaire was administered to P1 students in the study group at the conclusion of the service-learning course, and a similar questionnaire was administered to P1 students in the control group in the spring of their P1 year. Survey questions inquired about what the students had learned generally and in the areas identified as common to the 2 groups of respondents. Differences in the learning outcomes of the students were identified, most notably in the areas of professional communication, cultural competence, the elderly, and awareness of service-providing agencies in the community. This study demonstrated that service-learning positively impacts pharmacy students' learning outcomes.


News Article | November 16, 2016
Site: www.prweb.com

The Community for Accredited Online Schools, a leader in higher education resources at AccreditedSchoolsOnline.org, has released the 2016-2017 list of Best Online Vocational Schools in the nation. Analyzing more than a dozen unique data points, the site scored and ranked schools offering vocational training programs online to determine the Best, with the following scoring highest: Washburn University, Weber State University, Siena Heights University, University of Southern Mississippi and Champlain College for four-year schools; East Mississippi Community College, Crowder College, Hutchinson Community College, State Fair Community College and Tulsa Community College for two-year schools. “Vocational occupations have been growing rapidly since 2000, with some industries showing much higher than average job growth projections through 2024,” said Doug Jones, CEO and Founder of the Community for Accredited Online Schools. “Schools on our list are seizing this opportunity, offering top-notch vocational training programs online to help more students prepare to work in fast-growing fields like construction management, medical assisting and other technical or health care positions.” The Community for Accredited Online Schools requires colleges to meet several qualifying standards before they can be considered for the Best Online Vocational Schools ranking. Each school must hold regional accreditation and be a public or private not-for-profit institutions. Schools are also required to provide students career placement services to be eligible. Comparing thousands of eligible programs nationwide, the site scores and ranks each based on statistics such as student-teacher ratios and graduation rates. A full description of the data and methodology used to score and rank the Best Online Vocational Schools, as well as a full list of programs with scores is published at: Top 50 Two-Year Schools recognized on the Best Online Vocational Programs listed alphabetically: Atlanta Technical College Barton County Community College Bluegrass Community and Technical College Bramson ORT College Central Georgia Technical College Central Piedmont Community College Central Texas College Cincinnati State Technical and Community College Collin College Columbus State Community College Crowder College East Mississippi Community College Fayetteville Technical Community College Gateway Community and Technical College Georgia Northwestern Technical College Georgia Piedmont Technical College Grayson College Great Falls College Montana State University Hutchinson Community College Indian Hills Community College Lakeshore Technical College Madisonville Community College Metropolitan Community College Minnesota State Community and Technical College Moraine Park Technical College New Mexico Junior College North Dakota State College of Science Northeast Iowa Community College - Calmar Ozarks Technical Community College Pamlico Community College Panola College Pitt Community College San Antonio College San Juan College Seward County Community College and Area Technical School Shoreline Community College Sinclair College Southwest Virginia Community College Southwestern Oregon Community College Spokane Community College St. Philip's College State Fair Community College Three Rivers Community College Tulsa Community College Tyler Junior College Volunteer State Community College Wallace State Community College - Hanceville West Kentucky Community and Technical College Western Nebraska Community College Westmoreland County Community College Top 50 Four-Year Schools recognized on the Best Online Vocational Programs listed alphabetically: Buena Vista University California State University - East Bay Champlain College Clarion University of Pennsylvania Clayton State University College of Southern Nevada East Carolina University Ferris State University Florida International University Fort Hays State University Granite State College Hampton University Hodges University Indiana State University Liberty University MCPHS University Misericordia University North Carolina Central University Northern Arizona University Northern State University Oklahoma State University - Main Campus Old Dominion University Oregon Institute of Technology Pennsylvania College of Technology Roger Williams University Saint Mary-of-the-Woods College Siena Heights University South Dakota State University Southern Polytechnic State University St. Petersburg College SUNY College of Technology at Canton The University of Alabama The University of Texas Health Science Center at San Antonio Tiffin University University of Bridgeport University of Hartford University of Massachusetts - Amherst University of Massachusetts - Lowell University of Michigan - Ann Arbor University of Mississippi University of North Carolina at Charlotte University of North Dakota University of Oklahoma - Health Sciences Center University of Southern Mississippi Utah Valley University Vaughn College of Aeronautics and Technology Washburn University Weber State University Western Carolina University Western Kentucky University About Us: The Community for Accredited Online Schools (AccreditedSchoolsOnline.org) was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success. environments that include highly trained faculty, new technology and resources, and online support services to help students achieve educational and career success.


HOLDEN, MA, December 08, 2016-- Karin L. Ciance, DNP, RN, Assistant Professor of Nursing at Anna Maria College, has been recognized as a Distinguished Professional in her field through Women of Distinction Magazine. Karin L. Ciance will be featured in an upcoming edition of Women of Distinction Magazine and their Top Education edition in 2016/2017.After earning her Diploma in Nursing in 1983 at Worcester City Hospital School of Nursing, Karin L. Ciance, DNP, RN, immediately began working the night shift, from 11pm-7am, while simultaneous pursuing Bachelor of Science in Nursing (BSN) at Worcester State College. Graduating with her BSN in 1989, Ciance enjoyed a very rewarding career in the field for more than 33 years as a Staff Nurse, Charge Nurse, Associate Nurse Manager, Nurse Manager, Director of Clinical Services, and Director of Urgent Care, working in the areas of urgent care, medical/surgical nursing, women's health, rehabilitation, community health, and long-term care. During this time, she also earned her MS in Community Health Nursing at Worcester State College in 2004, which led to the completion of her Doctor of Nursing Practice at Walden University in 2014.Switching gears a bit, Ciance made the decision to teach a lab section at Massachusetts College of Pharmacy and Health Sciences (MCPHS). She enjoyed teaching nursing students so much that she later accepted a position at MCPHS University in Worcester, Massachusetts as an Adjunct Nursing Professor. Today, Ciance is still teaching and is currently by Anna Maria College as a full-time faculty member."I finally found a career that I could call home," Ciance said. "It is still in the field that I love so much, but just in a different capacity that I find equally rewarding. I absolutely love teaching in higher education."Ciance not only teaches, but has developed courses for the BSN program and for the college's online RN-BSN program, including fundamentals, community health, public health, research, and senior seminar. She also advises students and attends faculty assemblies and school meetings when she isn't in the classroom, and serves as a mentor for new faculty and graduate nursing students.An active member of the Molly Bish Center Committee and Library/Media Committee, Ciance serves as the Dining for Women Chapter Leader and is Counselor and Vice-President for the Sigma Theta Tau International Honor Society Iota Phi Chapter-at-Large at Anna Maria College. Her extracurricular activities include having served as Moderator of Bethlehem Covenant Church for the past two years, having previously sang for the church's Praise and Worship team, teaching Sunday School, and serving on the church board as Chairman of Christian Education. She's also been actively involved with Girl Scouts of America for more than 25 years and is a current Girl Scout Daisy Leader.For more information, visit www.drkarinciance.com About Women of Distinction Magazine:Women of Distinction Magazine strives to continually bring the very best out in each article published and highlight Women of Distinction. Women of Distinction Magazine's mission is to have a platform where women can grow, inspire, empower, educate and encourage professionals from any industry by sharing stories of courage and success.Contact:Women of Distinction Magazine, Melville, NY631-465-9024 pressreleases@womenofdistinction.net


Aungst T.D.,MCPHS University
Annals of Pharmacotherapy | Year: 2013

BACKGROUND: Mobile devices (eg, smartphones, tablet computers) have become ubiquitous and subsequently there has been a growth in mobile applications (apps). Concurrently, mobile devices have been integrated into health care practice due to the availability and quality of medical apps. These mobile medical apps offer increased access to clinical references and point-of-care tools. However, there has been little identification of mobile medical apps suitable for the practice of pharmacy. OBJECTIVE: To address the shortage of recommendations of mobile medical apps for pharmacists in daily practice. DATA SOURCES: Mobile medical apps were identified via the iTunes and Google Play Stores via the "Medical" app categories and key word searches (eg, drug information, medical calculators). In addition, reviews provided by professional mobile medical app review websites were used to identify apps. STUDY SELECTION AND DATA EXTRACTION: Mobile medical apps were included if they had been updated in the previous 3 months, were available in the US, used evidence-based information or literature support, had dedicated app support, and demonstrated stability. Exclusion criteria included apps that were not available in English, had advertisement bias, used nonreferenced sources, were available only via an institution-only subscription, and were web-based portals. DATA SYNTHESIS: Twenty-seven mobile apps were identified and reviewed that involved general pharmacy practice, including apps that involved drug references, clinical references, medical calculators, laboratory references, news and continuing medical education, and productivity. CONCLUSIONS: Mobile medical apps have a variety of features that are beneficial to pharmacy practice. Individual clinicians should consider several characteristics of these apps to determine which are suitable to incorporate into their daily practice. © 1967-2013 Harvey Whitney Books Co. All rights reserved.


Ghonem N.S.,MCPHS University | Assis D.N.,Yale University | Boyer J.L.,Yale University
Hepatology | Year: 2015

Cholestasis, including primary biliary cirrhosis (PBC) and primary sclerosing cholangitis (PSC), results from an impairment or disruption of bile production and causes intracellular retention of toxic bile constituents, including bile salts. If left untreated, cholestasis leads to liver fibrosis and cirrhosis, which eventually results in liver failure and the need for liver transplantation. Currently, the only therapeutic option available for these patients is ursodeoxycholic acid (UDCA), which slows the progression of PBC, particularly in stage I and II of the disease. However, some patients have an incomplete response to UDCA therapy, whereas other, more advanced cases often remain unresponsive. For PSC, UDCA therapy does not improve survival, and recommendations for its use remain controversial. These considerations emphasize the need for alternative therapies. Hepatic transporters, located along basolateral (sinusoidal) and apical (canalicular) membranes of hepatocytes, are integral determinants of bile formation and secretion. Nuclear receptors (NRs) are critically involved in the regulation of these hepatic transporters and are natural targets for therapy of cholestatic liver diseases. One of these NRs is peroxisome proliferator-activated receptor alpha (PPARα), which plays a central role in maintaining cholesterol, lipid, and bile acid homeostasis by regulating genes responsible for bile acid synthesis and transport in humans, including cytochrome P450 (CYP) isoform 7A1 (CYP7A1), CYP27A1, CYP8B1, uridine 5'-diphospho-glucuronosyltransferase 1A1, 1A3, 1A4, 1A6, hydroxysteroid sulfotransferase enzyme 2A1, multidrug resistance protein 3, and apical sodium-dependent bile salt transporter. Expression of many of these genes is altered in cholestatic liver diseases, but few have been extensively studied or had the mechanism of PPARα effect identified. In this review, we examine what is known about these mechanisms and consider the rationale for the use of PPARα ligand therapy, such as fenofibrate, in various cholestatic liver disorders. © 2015 by the American Association for the Study of Liver Diseases.


Goldman-Levine J.D.,MCPHS University
Annals of Pharmacotherapy | Year: 2015

Objective: Consensus on combination options for patients with type 2 diabetes mellitus (T2DM) unable to use metformin is lacking. This review summarizes data describing–non-metformin based combination therapy. Data Sources: PubMed searches (January 1990 to August 2014) were conducted with terms for newer drug therapies alone and with the term combination; filters were applied for Clinical Trial, Meta Analysis, and English language. Study Selection and Data Extraction: Results were reviewed for multicenter, randomized controlled trials of non-metformin–based combination therapy conducted in the past 5 years and specific to the US or multinational populations. Data Synthesis: Although multiple injectable and oral agents have been studied in combination with metformin for management of T2DM, data are more limited for combinations without metformin. Combinations of incretins (injectable glucagon-like peptide-1 receptor agonists or oral dipeptidyl peptidase-4 [DPP-4] inhibitors) with a sulfonylurea, thiazolidinedione, or insulin are well studied and provide greater glucose-lowering efficacy than monotherapy. Incretins are associated with a low risk of hypoglycemia when used as monotherapy; the dosage of sulfonylurea or insulin should be reduced when used in combination. Newer studies are investigating the combined use of an oral sodium-glucose cotransporter 2 inhibitor and a DPP-4 inhibitor. In a recent study, reductions in glycated hemoglobin (A1C) of 1.1% to 1.2% and reduced weight with no additive risk of hypoglycemia were observed. Conclusions: Selecting the most appropriate combination therapy for patients with T2DM requires balancing clinical benefits with the risks, such as weight gain and hypoglycemia. Treatment approaches should be individualized for vulnerable patient populations for whom metformin is not appropriate. © The Author(s) 2015


Sharma A.,MCPHS University | Couture J.,MCPHS University
Annals of Pharmacotherapy | Year: 2014

Objective: To review the pathophysiology, etiology, and treatment of attention-deficit hyperactivity disorder (ADHD). Data Sources and Data Extraction: A literature search was conducted in PubMed and EMBASE using the terms attention deficit hyperactive disorder, ADHD, pathophysiology, etiology, and neurobiology. Limits applied were the following: published in the past 10 years (January 2003 to August 2013), humans, review, meta-analysis, and English language. These yielded 63 articles in PubMed and 74 in EMBASE. After removing duplicate/irrelevant articles, 86 articles and their relevant reference citations were reviewed. Data Synthesis: ADHD is a neurological disorder that affects children, but symptoms may persist into adulthood. Individuals suffering from this disorder exhibit hyperactivity, inattention, impulsivity, and problems in social interaction and academic performance. Medications used to treat ADHD such as methylphenidate, amphetamine, and atomoxetine indicate a dopamine/norepinephrine deficit as the neurochemical basis of ADHD, but the etiology is more complex. Moreover, these agents have poor adverse effect profiles and a multitude of drug interactions. Because these drugs are also dispensed to adults who may have concomitant conditions or medications, a pharmacist needs to be aware of these adverse events and drug interactions. This review, therefore, focuses on the pathophysiology, etiology, and treatment of ADHD and details the adverse effects and drug interaction profiles of the drugs used to treat it. Conclusions: Published research shows the benefit of drug therapy for ADHD in children, but given the poor adverse effect and drug interaction profiles, these must be dispensed with caution. © The Author(s) 2013.


Mehanna A.,MCPHS University
Future Medicinal Chemistry | Year: 2013

Treatment of diabetes mellitus requires, at a certain stage of its course, drug intervention. This article reviews the properties of available antidiabetic medications and highlights potential targets for developing newer and safer drugs. Antidiabetic agents are grouped in the article as parts I, II and III according to the history of development. Part I groups early developed drugs, during the 20th century, including insulin, sulfonylureas, the metiglinides, insulin sensitizers, biguanides and α-glucosidase inhibitors. Part II groups newer drugs developed during the early part of the 21st century, the past decade, including GLP-1 analogs, DPP-VI inhibitors, amylin analogs and SGLT2 inhibitors. Part III groups potential targets for future design of newer antidiabetic agents with less adverse effects than the currently available antidiabetic drugs. © 2013 Future Science Ltd.


Ho D.,MCPHS University
Journal of Medicine and Philosophy (United Kingdom) | Year: 2016

Many clinical ethicists have argued that ethics expertise is impossible. Their skeptical argument usually rests on the assumptions that to be an ethics expert is to know the correct moral conclusions, which can only be arrived at by having the correct ethical theories. In this paper, I argue that this skeptical argument is unsound. To wit, ordinary ethical deliberations do not require the appeal to ethical or meta-ethical theories. Instead, by agreeing to resolve moral differences by appealing to reasons, the participants agree to the Default Principle-a substantive rule that tells us how to adjudicate an ethical disagreement. The Default Principle also entails a commitment to arguments by parity, and together these two methodological approaches allow us to make genuine moral progress without assuming any deep ethical principles. Ethical expertise, in one sense, is thus the ability and knowledge to deploy the Default Principle and arguments by parity. © 2016 The Author.

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