|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|353312||618784||2015||4 صفحه PDF||سفارش دهید||دانلود رایگان|
این مقاله ISI می تواند منبع ارزشمندی برای تولید محتوا باشد.
- تولید محتوا برای سایت و وبلاگ
- تولید محتوا برای کتاب
- تولید محتوا برای نشریات و روزنامه ها
پایگاه «دانشیاری» آمادگی دارد با همکاری مجموعه «شهر محتوا» با استفاده از این مقاله علمی، برای شما به زبان فارسی، تولید محتوا نماید.
To evaluate Ohio pharmacy students’ knowledge about folic acid for the prevention of neural tube defects (NTDs), a 15-item multiple-choice survey was sent electronically to pharmacy students in their final year of study at all accredited pharmacy programs in the state. The survey, previously utilized to assess knowledge of folic acid in non-pharmacist health care provider groups, was adapted with permission from researchers at the National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention (CDC), and the March of Dimes. The cover letter did not disclose the topic of the survey. The survey was completed anonymously. A link at the conclusion of the survey directed students to the CDC website for further information about folic acid. In total, 147 pharmacy students completed the survey. Nearly 99% of survey respondents knew that folic acid can prevent birth defects, and of those, 86% could correctly specify NTDs. However, students were not able to consistently identify food sources, recommended doses, or timing of folic acid intake to prevent NTDs. Sources of information about folic acid included didactic (86%) and experiential (44%) education. Among this sample of pharmacy students, most were aware of folic acid for prevention of NTDs. However, some gaps in knowledge remain. More robust evaluations of pharmacy students’ knowledge of folic acid and NTDs should be performed and educational interventions implemented as needed. Pharmacy educators must ensure students receive information necessary to promote prevention and improve public health.
Journal: Currents in Pharmacy Teaching and Learning - Volume 7, Issue 2, March–April 2015, Pages 273–276