Wesley R. Haltom's research while affiliated with Wingate University and other places

... Everyone within the university community should sing the same song, "We live to serve, and serving is the reason for our existence." As said by (Minshew et al., 2021) upon no grounds should student requests be turned down they are to be treated like kings and queens. Constant in-service training on customer orientation should be organised for faculty members on how to serve student needs as upheld (Hilton et al., 2021). ...

... This finding corroborates with studies conducted among students of other health professions. [7,8] Medical students, pharmacy students, [4] and nursing students [5] from other countries have expressed varying degrees of acceptance to the online mode of education. Evaluation of the barriers and facilitators for medical and nursing education for international students from low-and middle-income countries has shown that only 36.5% of students were satisfied with the online mode of education. ...

... One area of educational research involves understanding the cognitive and noncognitive student learning strategies that are predictive of academic success in health professional education (Calo et al., 2022;Orsini et al., 2016;Stander et al., 2019). Prior studies from medicine, nursing, and pharmacy education programs have yielded a sizable base of evidence (Nisly et al., 2020;Zhou et al., 2016). For example, noncognitive learning strategies such as motivation, concentration, time management, anxiety, self-regulation, self-efficacy, grit, and resilience, to name a few, are related to higher educational performance outcomes (Calo et al., 2022;Norouzinia et al., 2016;Orsini et al., 2016;Zhang et al., 2018). ...

... Interview approaches with international partners have been previously utilized to assist with important pharmacist advancements, including pharmacists as immunizers and understanding the role of continuous professional development in the health professions [9,10]. Similarly, US schools of pharmacy utilized a network approach with healthcare systems to determine how to best meet the needs of their partners and maximize commitments to each other [11]. Finally, the WHO commissioned a report that explored themes of global interprofessional collaboration in different WHO regions to determine how collaborative practice was defined across the world [12]. ...

... 25 Further, according to Schafheutle et al., this development could be fostered by professionrelated activities through practice exposure such as dispensing and problem-solving activities and through preceptors who interface with patients in pharmacy settings. 26,27 Seeing health professional teams in action for the first time can be quite impressive to students, as a manifestation of what is taught in the pharmacy classroom for how such teams work together to provide optimal medical care to a patient. When these team dynamics break down, this also clearly attracted students' attention as a lesson learned about what can go wrong. ...