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  1. Article ; Online: The effect of GLP-1 receptor agonist use on negative evaluations of women with higher and lower body weight.

    Post, Stacy M / Persky, Susan

    International journal of obesity (2005)

    2024  

    Abstract: ... egocentric impressions.: Subjects/methods: A sample of 357 U.S. adults (M: Results: Negative ...

    Abstract Background: GLP-1 receptor agonists (GLP-1 RAs) have dramatically altered obesity treatment. Media reports suggest that GLP-1 RAs users often report feeling judged for taking a "shortcut" to lose weight, which may be related to negative stereotypes toward people with larger bodies. Media reports also describe negative attitudes about lean people who take GLP-1 RAs to enhance their appearance. The present research used a 2 × 2 experimental design to test the effects of GLP-1 RA use and body size on attitudes and egocentric impressions.
    Subjects/methods: A sample of 357 U.S. adults (M
    Results: Negative evaluations and egocentric impressions were stronger toward a woman who lost weight with a GLP-1 RA compared to diet/exercise. Losing weight with a GLP-1 RA led to stronger negative evaluations through higher weight loss shortcut beliefs irrespective of body size. Losing weight with a GLP-1 RA also led to higher egocentric impressions through higher shortcut beliefs, and this effect was stronger for a lean woman. Finally, losing weight with a GLP-1 RA led to more negative evaluations through stronger endorsement of biogenetic causal beliefs for a lean woman only.
    Conclusions: This timely study provides evidence that people with larger and smaller bodies alike are at-risk for being judged for using GLP-1 RAs due to beliefs that these medications are a shortcut. Findings also demonstrate novel reactions related to egotism when weight loss is achieved with pharmacological interventions. PRE-REGISTRATION AND DATA: osf.io/xme4w.
    Language English
    Publishing date 2024-04-01
    Publishing country England
    Document type Journal Article
    ZDB-ID 752409-2
    ISSN 1476-5497 ; 0307-0565
    ISSN (online) 1476-5497
    ISSN 0307-0565
    DOI 10.1038/s41366-024-01516-4
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  2. Article ; Online: An Integrative Review of Approaches Used to Assess Course Interventions.

    Klausner, Eytan A / Persky, Adam M

    American journal of pharmaceutical education

    2022  Volume 87, Issue 1, Page(s) ajpe8896

    Abstract: Objective. ...

    Abstract Objective.
    MeSH term(s) Humans ; Education, Pharmacy/methods ; Learning ; Curriculum ; Educational Measurement/methods ; Faculty ; Students, Pharmacy
    Language English
    Publishing date 2022-01-27
    Publishing country United States
    Document type Journal Article ; Review
    ZDB-ID 603807-4
    ISSN 1553-6467 ; 0002-9459
    ISSN (online) 1553-6467
    ISSN 0002-9459
    DOI 10.5688/ajpe8896
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  3. Article ; Online: A Practical Review of Mastery Learning.

    Winget, Marshall / Persky, Adam M

    American journal of pharmaceutical education

    2022  Volume 86, Issue 10, Page(s) ajpe8906

    Abstract: Objective. ...

    Abstract Objective.
    MeSH term(s) Humans ; Education, Pharmacy ; Learning ; Curriculum ; Education, Medical ; Feedback ; Clinical Competence
    Language English
    Publishing date 2022-01-13
    Publishing country United States
    Document type Journal Article ; Review
    ZDB-ID 603807-4
    ISSN 1553-6467 ; 0002-9459
    ISSN (online) 1553-6467
    ISSN 0002-9459
    DOI 10.5688/ajpe8906
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  4. Article ; Online: Determining Whether Pharmacy Students Can Accurately Recall Items on an Examination Using Their Collective Memory.

    Persky, Adam M / Fuller, Kathryn A

    American journal of pharmaceutical education

    2021  Volume 86, Issue 3, Page(s) 8638

    Abstract: Objective. ...

    Abstract Objective.
    MeSH term(s) Education, Pharmacy ; Educational Measurement/methods ; Feedback ; Humans ; Students, Pharmacy ; Surveys and Questionnaires
    Language English
    Publishing date 2021-07-22
    Publishing country United States
    Document type Journal Article
    ZDB-ID 603807-4
    ISSN 1553-6467 ; 0002-9459
    ISSN (online) 1553-6467
    ISSN 0002-9459
    DOI 10.5688/ajpe8638
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  5. Article ; Online: Intellectual Self-doubt and How to Get Out of It.

    Persky, Adam M

    American journal of pharmaceutical education

    2018  Volume 82, Issue 2, Page(s) 6990

    MeSH term(s) Faculty/psychology ; Humans ; Professional Competence ; Self Concept ; Students/psychology
    Language English
    Publishing date 2018-04-05
    Publishing country United States
    Document type Journal Article
    ZDB-ID 603807-4
    ISSN 1553-6467 ; 0002-9459
    ISSN (online) 1553-6467
    ISSN 0002-9459
    DOI 10.5688/ajpe6990
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  6. Article ; Online: A four year longitudinal study of student learning strategies.

    Persky, Adam M

    Currents in pharmacy teaching & learning

    2018  Volume 10, Issue 11, Page(s) 1496–1500

    Abstract: Introduction: Students enrolled in professional pharmacy programs tend to have high prior academic achievement. This achievement may be predicated on their learning strategies. However, when entering a professional program, it is unclear if their ... ...

    Abstract Introduction: Students enrolled in professional pharmacy programs tend to have high prior academic achievement. This achievement may be predicated on their learning strategies. However, when entering a professional program, it is unclear if their strategies change to adopt to a new, more rigorous academic environment. The purpose of this research note is to document a single cohort of students' learning strategies over time within a doctor of pharmacy (PharmD) curriculum.
    Methods: A single cohort from the University of North Carolina at Chapel Hill Eshelman School of Pharmacy received yearly surveys regarding their learning strategies used during the past academic year. This cohort was tracked from prior to the start of the PharmD curriculum throughout the three-year duration of didactic course work. The survey was based on prior research of learning strategies.
    Results: Most learning strategies remained constant over time including the primary strategy of re-reading or re-watching videos. Using flashcards and completing practice problems decreased over time. In addition, students seem to migrate to cramming for examinations rather than spacing their study over time. Similar patterns were noted in the small cohort of students that completed all four surveys.
    Conclusions: Primary learning strategies do not seem to change with time but some secondary learning strategies may change over time.
    MeSH term(s) Cohort Studies ; Curriculum ; Education, Pharmacy/trends ; Educational Measurement/methods ; Educational Measurement/statistics & numerical data ; Humans ; Learning ; Longitudinal Studies ; North Carolina ; Students, Pharmacy/psychology ; Students, Pharmacy/statistics & numerical data ; Surveys and Questionnaires
    Language English
    Publishing date 2018-08-16
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2515217-8
    ISSN 1877-1300 ; 1877-1297
    ISSN (online) 1877-1300
    ISSN 1877-1297
    DOI 10.1016/j.cptl.2018.08.012
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  7. Article ; Online: Changes in Working Memory Performance Over an Academic Semester in Student Pharmacists.

    Omary, Arwa / Persky, Adam M

    American journal of pharmaceutical education

    2020  Volume 83, Issue 10, Page(s) 7325

    Abstract: Objective. ...

    Abstract Objective.
    MeSH term(s) Adult ; Education, Pharmacy ; Female ; Humans ; Male ; Memory, Short-Term/physiology ; Personality/physiology ; Pilot Projects ; Students, Pharmacy ; Young Adult
    Language English
    Publishing date 2020-01-02
    Publishing country United States
    Document type Journal Article
    ZDB-ID 603807-4
    ISSN 1553-6467 ; 0002-9459
    ISSN (online) 1553-6467
    ISSN 0002-9459
    DOI 10.5688/ajpe7325
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  8. Article ; Online: Exploring the use of ChatGPT to analyze student course evaluation comments.

    A Fuller, Kathryn / Morbitzer, Kathryn A / Zeeman, Jacqueline M / M Persky, Adam / C Savage, Amanda / McLaughlin, Jacqueline E

    BMC medical education

    2024  Volume 24, Issue 1, Page(s) 423

    Abstract: Background: Since the release of ChatGPT, numerous positive applications for this artificial intelligence (AI) tool in higher education have emerged. Faculty can reduce workload by implementing the use of AI. While course evaluations are a common tool ... ...

    Abstract Background: Since the release of ChatGPT, numerous positive applications for this artificial intelligence (AI) tool in higher education have emerged. Faculty can reduce workload by implementing the use of AI. While course evaluations are a common tool used across higher education, the process of identifying useful information from multiple open-ended comments is often time consuming. The purpose of this study was to explore the use of ChatGPT in analyzing course evaluation comments, including the time required to generate themes and the level of agreement between instructor-identified and AI-identified themes.
    Methods: Course instructors independently analyzed open-ended student course evaluation comments. Five prompts were provided to guide the coding process. Instructors were asked to note the time required to complete the analysis, the general process they used, and how they felt during their analysis. Student comments were also analyzed through two independent Open-AI ChatGPT user accounts. Thematic analysis was used to analyze the themes generated by instructors and ChatGPT. Percent agreement between the instructor and ChatGPT themes were calculated for each prompt, along with an overall agreement statistic between the instructor and two ChatGPT themes.
    Results: There was high agreement between the instructor and ChatGPT results. The highest agreement was for course-related topics (range 0.71-0.82) and lowest agreement was for weaknesses of the course (range 0.53-0.81). For all prompts except themes related to student experience, the two ChatGPT accounts demonstrated higher agreement with one another than with the instructors. On average, instructors took 27.50 ± 15.00 min to analyze their data (range 20-50). The ChatGPT users took 10.50 ± 1.00 min (range 10-12) and 12.50 ± 2.89 min (range 10-15) to analyze the data. In relation to reviewing and analyzing their own open-ended course evaluations, instructors reported feeling anxiety prior to the process, satisfaction during the process, and frustration related to findings.
    Conclusions: This study offers valuable insights into the potential of ChatGPT as a tool for analyzing open-ended student course evaluation comments in health professions education. However, it is crucial to ensure ChatGPT is used as a tool to assist with the analysis and to avoid relying solely on its outputs for conclusions.
    MeSH term(s) Humans ; Artificial Intelligence ; Educational Personnel ; Students ; Emotions ; Anxiety
    Language English
    Publishing date 2024-04-19
    Publishing country England
    Document type Journal Article
    ZDB-ID 2044473-4
    ISSN 1472-6920 ; 1472-6920
    ISSN (online) 1472-6920
    ISSN 1472-6920
    DOI 10.1186/s12909-024-05316-2
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  9. Article ; Online: Scientific Posters: A Plea from a Conference Attendee.

    Persky, Adam M

    American journal of pharmaceutical education

    2017  Volume 80, Issue 10, Page(s) 162

    Abstract: Conferences provide lots of opportunities to learn and poster sessions are supposed to be one of these venues. However, it seems most posters are not designed considering the reader or the venue; they are designed to reflect a potential manuscript. In ... ...

    Abstract Conferences provide lots of opportunities to learn and poster sessions are supposed to be one of these venues. However, it seems most posters are not designed considering the reader or the venue; they are designed to reflect a potential manuscript. In this commentary, I provide a rationale why posters should be an illustrated abstract and provide some design tips to make the poster more reader friendly based on available research.
    MeSH term(s) Communication ; Congresses as Topic ; Education, Pharmacy ; Pharmacy ; Publishing
    Language English
    Publishing date 2017-01-01
    Publishing country United States
    Document type Journal Article
    ZDB-ID 603807-4
    ISSN 1553-6467 ; 0002-9459
    ISSN (online) 1553-6467
    ISSN 0002-9459
    DOI 10.5688/ajpe8010162
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  10. Article ; Online: Pharmacy Leaders' Reflections on Leadership and Legacy.

    Castleberry, Ashley N / Devraj, Radhika / Alvarez, Nancy A / Persky, Adam M / Poirier, Therese I

    American journal of pharmaceutical education

    2023  Volume 87, Issue 10, Page(s) 100111

    Abstract: Objective: To explore the experiences, contributions, and perceived legacy of individuals recognized as leaders in the pharmacy profession and compare these by gender and generational category.: Methods: A total of 54 leaders were interviewed about ... ...

    Abstract Objective: To explore the experiences, contributions, and perceived legacy of individuals recognized as leaders in the pharmacy profession and compare these by gender and generational category.
    Methods: A total of 54 leaders were interviewed about their journey to leadership and the legacy they leave to the profession. Interviews were transcribed, de-identified, and qualitatively analyzed using an inductive, modified constant comparison approach for open and axial coding. Qualitative responses were quantified to allow for the comparison of themes by gender and generational category.
    Results: Common leadership themes included: humility, not expecting to be in a leadership role, taking initiative, being passionate about their work, having mentors to guide them, having a network of people around them, being a part of change, serving during a challenging time, seizing opportunities when they presented themselves, and being involved in professional organizations. The individual's clinical work (38.9%), helping to develop pharmacy as a clinical profession (33.3%), publications (29.6%), impact on students (29.6%), building programs (22.2%), involvement in organizations (20.4%), and impactful research (16.7%) were common themes noted in the legacy responses.
    Conclusion: Although there are many advancements still to be made, upcoming leaders would benefit from the journey and perceived legacy of these leaders as they carry the torch to advance the practice of pharmacy.
    MeSH term(s) Humans ; Leadership ; Education, Pharmacy ; Pharmaceutical Services ; Mentors ; Pharmacy ; Qualitative Research
    Language English
    Publishing date 2023-05-09
    Publishing country United States
    Document type Journal Article
    ZDB-ID 603807-4
    ISSN 1553-6467 ; 0002-9459
    ISSN (online) 1553-6467
    ISSN 0002-9459
    DOI 10.1016/j.ajpe.2023.100111
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