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Cox, Emily R., Kem P. Krueger, and John E. Murphy. "Pharmacy Student Involvement in Student Organizations." Journal of Pharmacy Teaching 6, no. 3 (1998): 9–18. http://dx.doi.org/10.1300/j060v06n03_03.
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Rath, Carolyn, Frank Tillman, Jessica Stickel, Madison Jones, and Lori Armistead. "Implementation of a Student-Developed, Service-Based Internship for Pharmacy Students." INNOVATIONS in pharmacy 10, no. 2 (2019): 1. http://dx.doi.org/10.24926/iip.v10i2.1550.
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Purpose: This article describes the development, implementation, and impact of a student-created pharmacy internship program with aspects of service-learning, professional development, and ambulatory care pharmacy practice.
Program Description: As the pharmacy profession continues to evolve, pharmacy internships present valuable opportunities for student pharmacists to explore career pathways and develop personal and professional skills. While internships in clinical and industry settings support interns’ professional development, service-based internships provide additional benefits to student pharmacists by promoting cultural awareness, community engagement, and commitment to serving underserved patients. Student leaders from the Student Health Action Coalition (SHAC) at the University of North Carolina Eshelman School of Pharmacy created a service-learning, ambulatory care-focused pharmacy internship for fellow student pharmacists. Two rising third-year students were selected to participate in the internship in the summer of 2018. Over the two-month program, the interns participated in various program components including direct patient care activities, faculty-led workshops and topic discussions, and quality improvement projects. In addition to supporting the interns’ academic and professional growth, this program also furthered the mission of SHAC to promote positive health outcomes for underserved populations.
Summary: The SHAC Ambulatory Care in Underserved Populations Internship represents an innovative initiative by pharmacy student leaders to develop a service-focused internship for fellow student pharmacists. Participation in the internship provides unique opportunities not often available in conventional pharmacy curricula, including engagement with underserved patient populations and exploration of strategies to mitigate health disparities. Crafted by students for fellow students, this internship provides opportunities for personal and professional growth for both student developers and interns to carry into their future pharmacy careers.
Article Type: Student Project
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Juergens, John P., and Marvin C. Wilson. "Enhancing Pharmacy Student Leadership." Journal of Pharmacy Teaching 14, no. 2 (2007): 77–90. http://dx.doi.org/10.1300/j060v14n02_05.
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Ross, Elisabeth J. "Pharmacy College Application Service." Journal of Pharmacy Practice 13, no. 5 (2000): 331–37. http://dx.doi.org/10.1106/eyu2-ynht-cx4f-c6dm.
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The American Association of Colleges of Pharmacy (AACP) is developing a centralized application service for U.S. colleges and schools of pharmacy. The Pharmacy College Application Service, known as PharmCAS, will allow applicants to use a single application and one set of materials to apply to multiple Pharm.D. programs. The purpose of PharmCAS is to benefit AACP member institutions, applicants, and the AACP office in terms of facilitation of the admissions process, student recruitment, and data collection. Other health professions’ education associations have established centralized application services with proven success.
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Vinall, Ruth, Parto Khansari, Jason McDowell, L. Douglas Ried, and Eugene Kreys. "Impact of Completion of a Pre-Pharmacy Biochemistry Course and Competency Levels in Pre-Pharmacy Courses on Pharmacy Student Performance." Pharmacy 7, no. 3 (2019): 117. http://dx.doi.org/10.3390/pharmacy7030117.
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Poor performance in foundational science courses, which are usually taken during the first or second year of pharmacy school, can have several negative consequences including increases in student drop-out rates and increases in the number of dismissals and remediating students. The primary goal of the current study was to determine whether completion of a pre-pharmacy biochemistry course and/or performance on a biochemistry competency test (administered at the beginning of the pharmacy program) are associated with pharmacy student performance in foundational science courses and overall academic performance. A secondary goal was to determine whether performance in pre-pharmacy courses and/or student demographics are associated with pharmacy student performance. Prospective univariate analyses (n = 75) determined that completion of a pre-pharmacy biochemistry course is not associated with pharmacy student performance. However, performance on a biochemistry competency test was associated with performance in Biochemistry and Cell&Molecular Biology (p = 0.002). Furthermore, post-hoc analyses determined that pre-pharmacy cumulative chemistry GPA correlates with performance in both the Biochemistry and Cell&Molecular Biology and Medicinal Chemistry foundational science courses (p = 0.002 and p = 0.04, respectively) and can predict first year GPA (p = 0.002). The combined data indicate that further assessment of the impact of pre-pharmacy competency in biochemistry and chemistry on pharmacy student success is warranted.
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Mack, Dalia R. "The Pharmacy Technician's Role in Pharmacy Student Education." American Journal of Pharmaceutical Education 72, no. 6 (2008): 138. http://dx.doi.org/10.5688/aj7206138.
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Mason, Nancy, Jacqueline Dela Pena, Bianca Campbell, and Burgunda Sweet. "Pharmacy Phamilies as a Component of a Co-Curricular Program for Doctor of Pharmacy Students." INNOVATIONS in pharmacy 11, no. 4 (2020): 2. http://dx.doi.org/10.24926/iip.v11i4.3212.
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Background: Pharmacy student professional growth depends heavily on co-curricular involvement, in addition to classroom learning. Co-curricular programming can be supported by an innovative structure using self-directed learning and a unique mentorship process. Innovation: A novel faculty and peer mentorship structure, called Pharmacy Phamilies, is integrated into a credited Lifelong Learning course that spans the 4 years of our PharmD program. This course is comprised of student-chosen activities to meet requirements in six domains, as well as reflections and other assignments. Recent changes include a new Pharmacy Phamily group reflection process and the use of co-curricular logs to document student activities. Findings: Based on a student survey, the majority of respondents were satisfied with their level of engagement with their Pharmacy Phamily (72%) and with their advisor (76%). The majority also reported that the Pharmacy Phamily program is meeting its goals of establishing a sense of community at the college (76%) and enhancing students’ professional development (72%). A total of 86% of students preferred the Pharmacy Phamily group reflection over the former six individual reflections and 93% of students agreed the co-curricular log was a useful tool to document involvement in professional activities. Conclusion: Pharmacy Phamilies and peer-reviewed, group reflection can provide an inclusive structure of support and social connection for students at the college of pharmacy. Article Type: Note
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Islam, Mohammed A., Simi Gunaseelan, and Seher A. Khan. "A Research Elective Course on Dietary Supplements to Engage Doctor of Pharmacy Students in Primary Literature Evaluation and Scholarly Activity." Journal of Pharmacy Practice 28, no. 6 (2014): 577–84. http://dx.doi.org/10.1177/0897190013516510.
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Purpose: To develop and implement a research elective course to enhance skills of pharmacy students on primary literature evaluation and evidence-based practice on dietary supplements and generate scholarly publications. Methods: A 2 credit hour independent research elective course was designed and implemented in the third-year doctor of pharmacy curriculum. The course involved student-led research activities that included formulating research project, reviewing of primary literature, collection and evaluation of data, and writing of review articles for publication in peer-reviewed journals. An online survey was administered to evaluate students’ perceptions of the course. Results: Students successfully completed the course. The course resulted in peer-reviewed publications through student–faculty collaboration. Pharmacy students enrolled in the elective course perceived that the course helped them enhance their analytical reasoning, critical thinking and drug-literature evaluation skills, gain evidence-based knowledge, and apply the knowledge into practice during their advanced pharmacy practice experiences community pharmacy rotations. Conclusions: The course provided opportunity to the pharmacy students to not only critically search and evaluate the literature but also publish in peer-reviewed journals. Other pharmacy schools/colleges can adopt this course model to create opportunities for student–faculty collaborations toward scholarly accomplishments.
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Eiland, Lea S., Norman E. Fenn, Pooja Shah, et al. "How to Incorporate the Experiential Student Pharmacist Into the Pediatric Practice Setting." Journal of Pediatric Pharmacology and Therapeutics 25, no. 5 (2020): 390–400. http://dx.doi.org/10.5863/1551-6776-25.5.390.
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Experiential education conducted in the pediatric practice setting provides student pharmacists the opportunity to learn about a unique patient population. For many students, experiential rotations may be the only form of pediatric education they receive in pharmacy school. Providing quality pediatric experiences is essential to stimulate students' interest in this practice area and train those with goals to become pediatric pharmacists. It is also important to ensure graduating pharmacists have exposure to fundamental pediatric pharmacy concepts. Although pediatric practice areas and institutions differ in patient populations and services, a well-rounded rotation experience should be provided for the pharmacy student. Preceptors must decide what concepts to teach and what activities students should be incorporated into during this experiential period. This article provides goals and activities for student pharmacists that can be included in newly designed introductory pharmacy practice experiences and advanced pharmacy practice experiences within various pediatric settings.
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Mills, Shaylee, Lynne Emmerton, and Tin F. Sim. "Immunization training for pharmacy students: a student-centered evaluation." Pharmacy Practice 19, no. 3 (2021): 2427. http://dx.doi.org/10.18549/pharmpract.2021.3.2427.
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Background: Persistent and emerging public health challenges mean Pharmacy students require training in immunization services. Curtin University, Australia, integrated blended-delivery immunization training into the final-year Bachelor of Pharmacy (Hons) and graduate-entry Master of Pharmacy curricula in 2019 and 2020, utilizing materials licenced from the Pharmaceutical Society of Australia.
Objective: This study evaluated changes in students’ attitude, confidence, self-perceived knowledge and self-perceived skills pre- and post-training delivered in 2020.
Methods: Pre- and post-training questionnaires featured 42 opinion statements grouped under headings ‘Attitudes’, ‘Confidence’, ‘Self-Perceived Knowledge’ and ‘Self-Perceived Skills’, and answered using five-point Likert scales (1 = strongly disagree to 5 = strongly agree). Completed pre- and post-training questionnaires were matched using respondent-generated codes. Data were subjected to descriptive and multivariate regression analysis to test pre-post changes and associations and changes in mean scores.
Results: 128 (95.5%) and 132 (98.5%) students completed the pre- and post-training questionnaires, respectively. Immunization training resulted in significant (p<0.05) improvement in students’ mean Confidence score (3.33 vs 3.96), Self-Perceived Knowledge score (3.08 vs 4.47) and Self-Perceived Skills score (2.81 vs 4.55). Improvement in students’ mean Attitude score was also statistically significant (4.45 vs 4.61), yet more positively skewed pre-training. No significant pre-post differences were found between the Bachelor and Master students. Post-training, all respondents agreed that the training program increased their attitude, confidence, perceived knowledge and perceived skills, rating the training experience as either Excellent (91.6%) or Good (8.4%).
Conclusions: Immunization training integrated into final-year BPharm (Hons) and MPharm curricula improved Attitudes, Confidence, Self-Perceived Knowledge and Self-Perceived Skills, all key to further role development in public health. This method is recommended to other Pharmacy schools to determine the impact and acceptability of immunization training programs amongst students.
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Bushell, Mary, Jane Frost, Louise Deeks, Sam Kosari, Zahid Hussain, and Mark Naunton. "Evaluation of Vaccination Training in Pharmacy Curriculum: Preparing Students for Workforce Needs." Pharmacy 8, no. 3 (2020): 151. http://dx.doi.org/10.3390/pharmacy8030151.
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Background: To introduce and evaluate a university vaccination training program, preparing final year Bachelor of Pharmacy (BPharm) and Master of Pharmacy (MPharm) students to administer vaccinations to children and adults in community pharmacy and offsite (mobile and outreach) settings. Methods: Final year BPharm and MPharm students were trained to administer intramuscular vaccinations to adults and children. The education program embedded in pharmacy degree curriculum was congruent with the requirements of the Australian National Immunisation Education Framework. The training used a mix of pedagogies including online learning; interactive lectures; and simulation, which included augmented reality and role play. All pharmacy students completing the program in 2019 were required to carry out pre- and post-knowledge assessments. Student skill of vaccination was assessed using an objective structured clinical assessment rubric. Students were invited to complete pre and post questionnaires on confidence. The post questionnaire incorporated student evaluation of learning experience questions. Results: In both cohorts, student vaccination knowledge increased significantly after the completion of the vaccination training program; pre-intervention and post-intervention mean knowledge score (SD) of BPharm and MPharm were (14.3 ± 2.7 vs. 22.7 ± 3.3; p < 0.001) and (15.7 ± 2.9 vs. 21.4 ± 3.2; p < 0.001) respectively. There was no difference between the BPharm and MPharm in the overall knowledge test scores, (p = 0.81; p = 0.95) pre and post scores respectively. Using the OSCA rubric, all students (n = 52) were identified as competent in the skill of injection and could administer an IM deltoid injection to a child and adult mannequin. Students agreed that the training increased their self-confidence to administer injections to both children and adults. Students found value in the use of mixed reality to enhance student understanding of the anatomy of injection sites. Conclusion: The developed vaccination training program improved both student knowledge and confidence. Pharmacy students who complete such training should be able to administer vaccinations to children and adults, improving workforce capability. Mixed reality in the education of pharmacy students can be used to improve student satisfaction and enhance learning.
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Baker, Carrie, Emily Ghassemi, and Riley Bowers. "Benefits of Utilizing Pharmacy Learners in an Inpatient Anticoagulation Education Service." INNOVATIONS in pharmacy 12, no. 3 (2021): 13. http://dx.doi.org/10.24926/iip.v12i3.4043.
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Objective. The 2019 Hospital National Patient Safety Goal 03.05.01 indicates education regarding anticoagulant therapy should be provided to patients and families. Previous studies assessing pharmacist and pharmacy student involvement in oral anticoagulation (OAC) education services have focused on patient-related outcomes, with limited emphasis on the additional benefit to the student. The purpose of this study was to assess the benefit of pharmacy student involvement in anticoagulation education services both clinically and through their perceptions of participating in the service. Methods. This study assessed students’ knowledge and perceptions of providing OAC education before and after a 1-month learning experience, where students provided counseling 2-3 days per week. The primary endpoint was comparing each student’s pre- and post-rotation OAC education knowledge assessments. Secondary endpoints included percentage change in knowledge between the prospective cohort and a historical comparator group, perceived benefit of student participation in the service, percentage of patients able to recall counseling, and number of interventions made related to OAC therapy. Results. A total of 35 pharmacy students were included in this prospective study with 277 patients receiving counseling from June 2020 through March 2021. A total of 32 pharmacy students had assessment data available for retrospective comparison. The mean pharmacy student score within the prospective cohort improved significantly (21.5%) between the pre-assessment and post-assessment. Change in pre- and post-rotation knowledge assessment was also significantly higher in the prospective cohort compared to the retrospective group. Additionally, students gained confidence in their counseling abilities and OAC knowledge through participation. Conclusion. Pharmacy student participation within anticoagulation education services significantly improved student knowledge and confidence in their counseling abilities. It also allowed for over 70% of patients to successfully recall pertinent information about their anticoagulants over a week later and improved patient care through dosing interventions.
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Revolinski, Sara, Jacqueline Pawlak, and Ciara Beckers. "Assessing Pharmacy Students’ and Preceptors’ Understanding of and Exposure to Antimicrobial Stewardship Practices on Introductory Pharmacy Practice Experiences." Pharmacy 8, no. 3 (2020): 149. http://dx.doi.org/10.3390/pharmacy8030149.
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Antimicrobial stewardship (AMS) is commonly employed, and may be required, in multiple healthcare settings, with pharmacists playing an integral role in developing and conducting AMS techniques. Despite its prevalence, AMS is minimally taught in pharmacy school curricula. In order to increase student and preceptor understanding and application of AMS techniques, the Medical College of Wisconsin School of Pharmacy required introductory pharmacy practice students to complete three checklists and reflections of AMS techniques observed at three different practice settings: inpatient, ambulatory, and community (retail) pharmacy. Student and preceptor understanding and application of AMS techniques were then assessed via voluntary survey. Survey response rates were 43% for pharmacy students, while preceptor response rates were 27%. Student understanding and application of AMS techniques increased after completion of the AMS checklist, with the largest magnitude of change seen with antibiotic selection recommendations and guideline and policy development. Preceptor understanding was minimally impacted by the activity; however, an increase in understanding was seen for allergy assessments, antibiotic time-outs, and vaccine assessments and recommendations. AMS is an important component of pharmacy practice today. Implementation of a checklist and reflection activity within experiential education increases perceived student understanding and application of relevant AMS techniques.
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Ford, James, Katherine Rotzenberg, and David Mott. "Novel Integration of Administrative Pharmacy Residents in a Management Course." INNOVATIONS in pharmacy 12, no. 2 (2021): 9. http://dx.doi.org/10.24926/iip.v12i2.3622.
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Background: Management skills are an essential component of a pharmacy graduate’s abilities for successful practice. Although pharmacy education standards require that students have a working knowledge of management principles, students often do not see the value in management and business courses. One innovative approach is restructuring course content using case examples and real-world experiences to improve student understanding of finance and management principles. Innovation: Two specific changes were implemented in a second year (P2) management and finance course to improve the relevance of business principles. Course content was organized around current pharmacy service cases from a variety of practice settings and supported by the value of problem-based learning. Post-graduate year 1 (PGY-1) administrative pharmacy residents were engaged as course teaching assistants (TAs) who brought real-world experiences into the class. An analysis of pre- and post-course voluntary surveys, course evaluations, and TA evaluations assessed the impact of the course redesign. Findings: The course redesign achieved its intended goal of improving student-perceived course relevance. This was shown through statistically significant improvements in course evaluations that were intended to measure student perception of pharmacy management and its relevance in their future career. Student completed TA evaluations showed that those who reported their TA shared real-world applications had higher confidence in applying course concepts and greater understanding of course materials. Conclusions: Administrative pharmacy residents were successfully integrated into a pharmacy management course redesign, resulting in improved student perceptions of course relevance.
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Edgell, Eric T., Michael D. Caplette, Karl J. Gregor, Mark T. Flynn, and Stephen Joel Coons. "Well-Being and Functional Status of Pharmacy Students: A Preliminary Assessment." Journal of Pharmacy Technology 13, no. 2 (1997): 84–88. http://dx.doi.org/10.1177/875512259701300210.
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Objective: To initiate the research process of investigating how pharmacy education affects the health status of pharmacy students. Design: Student functioning and well-being were assessed within two pharmacy classes at two points in time. Setting: College of Pharmacy, The University of Arizona, Tucson, AZ. Participants: Students enrolled in either their first (class of 1997) or third (class of 1995) professional year of The University of Arizona's 4-year Doctor of Pharmacy degree program. Main Outcome Measure: The RAND 36-Item Health Survey 1.0. Results: No significant mean score differences were found between the classes, and the mean scores for the first-year class remained stable during the semester. The third-year class's mean scores for the emotional well-being and emotional problem-related role functioning scales decreased significantly during the semester. Conclusions: Pharmacy school may affect students' functioning and well-being in different and unique ways compared with medical school. Additional research should be conducted to assess changes in pharmacy student health status and to develop mechanisms to help counter any negative impact that may occur during pharmacy school.
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Gustafsson, Maria, and Sofia Mattsson. "Swedish Pharmacy Students’ Expectations and Perceptions of Their Education and Future Pharmacy Profession." Pharmacy 7, no. 4 (2019): 139. http://dx.doi.org/10.3390/pharmacy7040139.
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Distance education is becoming more and more common, and today distance education is well established within academic settings. The aim was to investigate first-year pharmacy students’ expectations and perceptions of web-based pharmacy programs and of their future profession. Furthermore, student characteristics were compared over time. A questionnaire was distributed to all first-year students admitted to the pharmacy programs at Umeå University in 2017. The students were asked questions about their background, motives for choosing pharmacy education, and their expectations and perceptions of their education and profession. Factors of most importance when choosing the education were: the education is interesting, leads to an interesting job, and is web-based. The students’ expectations of the education were high, and they want to learn as much as possible and be well prepared for their future profession. Regarding the students’ perception of their future profession, three themes were identified: to help other people, professional development, and employment related issues. Student characteristics have changed over the years, suggesting that the web-based pharmacy education and the flexibility it entails attracts other groups of students today compared with when the programs started.
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Myers, Tristan L., Renee M. DeHart, Eddie B. Dunn, and Stephanie F. Gardner. "A Summer Pharmacy Camp for High School Students as a Pharmacy Student Recruitment Tool." American Journal of Pharmaceutical Education 76, no. 4 (2012): 60. http://dx.doi.org/10.5688/ajpe76460.
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Zeitoun, Abeer A., Hiyam L. El Zein, and Maya M. Zeineddine. "Effect of Pharmacy Practice Program on Pharmacy Student Learning, Satisfaction, and Efficiency." Journal of Pharmacy Practice 27, no. 1 (2013): 89–100. http://dx.doi.org/10.1177/0897190013489575.
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Introduction: The Lebanese American University (LAU) offers first-year pharmacy students with Introductory Pharmacy Practice Experience (IPPE) courses comprising various activities that provide students with direct patient contact so that they can be geared up for “real-world” pharmacy practice. Routine assessment and improvement in these courses are imperative to ensure efficiency of these courses. This study was conducted to evaluate the quality of our IPPEs courses, determine its impact on student learning and satisfaction, and identify shortcomings in the program for quality improvement purposes. Methods: A literature review-based questionnaire, consisting of 76 questions with a response options following a 4-point scale (strongly agree = 4 to strongly disagree = 1), was completed by 92 first professional year pharmacy students who finished their hospital and community IPPE at LAU. Results: The students reported a high degree of satisfaction in community and hospital sites in terms of site selection, program schedule, site and school preceptors, and overall satisfaction with the experience. Compared to the hospital setting, students practicing in the community reported significantly higher scores in overall satisfaction. Besides the high satisfaction rate, our results identified improvement measures in some aspects of the program. Conclusion: Our IPPE program serves as a successful experiential learning for pharmacy students.
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Deep, Louise, Carl R. Schneider, Rebekah Moles, et al. "Pharmacy student-assisted medication reconciliation: Number and types of medication discrepancies identified by pharmacy students." Pharmacy Practice 19, no. 3 (2021): 2471. http://dx.doi.org/10.18549/pharmpract.2021.3.2471.
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Background: Medication reconciliation aims to prevent unintentional medication discrepancies that can result in patient harm at transitions of care. Pharmacist-led medication reconciliation has clear benefits, however workforce limitations can be a barrier to providing this service. Pharmacy students are a potential workforce solution.
Objective: To evaluate the number and type of medication discrepancies identified by pharmacy students.
Methods: Fourth year pharmacy students completed best possible medication histories and identified discrepancies with prescribed medications for patients admitted to hospital. A retrospective audit was conducted to determine the number and type of medication discrepancies identified by pharmacy students, types of patients and medicines involved in discrepancies.
Results: There were 294 patients included in the study. Overall, 72% (n=212/294) had medication discrepancies, the most common type being drug omission. A total of 645 discrepancies were identified, which was a median of three per patient. Patients with discrepancies were older than patients without discrepancies with a median (IQR) age of 74 (65-84) vs 68 (53-77) years (p=0.001). They also took more medicines with a median (IQR) number of 9 (6-3) vs 7 (2-10) medicines per patient (p<0.001). The most common types of medicines involved were those related to the alimentary tract and cardiovascular system.
Conclusions: Pharmacy students identified medication discrepancies in over 70% of hospital inpatients, categorised primarily as drug omission. Pharmacy students can provide a beneficial service to the hospital and contribute to improved patient safety by assisting pharmacists with medication reconciliation.
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Fens, Tanja, Denise L. Hope, Sarah Crawshaw, et al. "The International Pharmacy Game: A Comparison of Implementation in Seven Universities World-Wide." Pharmacy 9, no. 3 (2021): 125. http://dx.doi.org/10.3390/pharmacy9030125.
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The utilization of serious games and simulations in health professional education has increased. The Pharmacy Game is one such concept that intersects gamification and simulation, in which pharmacy student teams competitively manage simulated pharmacies; a concept included in the pharmacy curricula of seven international universities. This study aimed to compare the implementation and conduct of the Pharmacy Game of participant universities and their students’ performance in the same educational task. Data were collected via a questionnaire completed by academic staff in April 2020, and the collation of results of the same patient case was conducted at each university (April 2020 to March 2021). The main results reflected differences in the game frequencies and the curricular approach (standalone or integrated course) and in the learning outcomes for the Pharmacy Game. Other differences were identified in the extent to which students of other professions were part of the game such as medical students or pharmacy assistants. Student case outcomes revealed similar strengths across the universities in patient communication and focus on safety, with variations identified as areas for improvement. Collation of the international utilization of the Pharmacy Game identified a broad spectrum of similar learning outcomes, inspiring a model of international core and aspirational learning outcomes. While the Pharmacy Game has been implemented with flexibility regarding the numbers of teams (4–10) and the duration of activity (12–36 days), all universities reported positive experiences and student outcomes, suggesting that the intervention represents a potential tool to deliver capstone learning experiences, promote interprofessional education, reinforce patient safety, and prepare pharmacy graduates for future practice.
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Fava, Joseph P., Kristen M. Zofchak, Tyler J. Jedinak, and Steven R. Erickson. "Student Perspectives Regarding Specialty Pharmacy Within Doctor of Pharmacy Curricula." Journal of Managed Care & Specialty Pharmacy 25, no. 11 (2019): 1255–59. http://dx.doi.org/10.18553/jmcp.2019.25.11.1255.
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Abrahamsen, Bjarke, Rikke Nørgaard Hansen, Marianne Bjørn-Christensen, Tina Druskeit, and Charlotte Rossing. "Using Real-Life Data to Strengthen the Education of Pharmacy Technician Students: From Student to Research Assistant." Pharmacy 8, no. 2 (2020): 62. http://dx.doi.org/10.3390/pharmacy8020062.
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This commentary is based on the experience of teaching and observations of how pharmacy technician students can expand their perspective on patient safety by using real-life student-gathered patient data collected from community pharmacies. Pharmacy technicians in Denmark work extensively with counselling on the safe and efficient use of medications. Final-year pharmacy technician students can take the elective course in Clinical Pharmacy in Community Pharmacy, which targets the students who wish to work in depth with patient communication and quality assurance in counselling. One assignment that forms part of the course is for students to collect data about patients’ beliefs about medications. Teachers’ observations suggest that when students gather and work with their own data, they change their perspective on patients’ beliefs about medications. It also strengthens the students’ awareness of their responsibility for ensuring patient safety and contributes valid data to research in pharmacy practice.
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Nazar, Hamde, Adam Rathbone, and Andrew Husband. "The development of undergraduate pharmacy students as reflective thinkers for the evolving field of pharmacy." International Journal of Pharmacy Practice 29, no. 3 (2021): 271–76. http://dx.doi.org/10.1093/ijpp/riab005.
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Abstract Objectives Iterative reflective practice is recognised to support learners’ formation of humanism and resilience, facilitating the healthy development of professional identity. In one undergraduate pharmacy programme, students experience a series of seminars to develop their understanding and skills in the practice of reflection and its articulation. In Stage (year) 4, students engage in a reflection conference where they present a reflective account of a ‘Significant Learning Event’ or their journey ‘From Student to Professional’. Student abstracts from this conference were investigated to explore the nature of the reflective practice. Methods The student abstracts submitted for the reflection conference in the academic years 2017–2018 and 2018–2019 were subjected to manifest and latent content analysis to investigate what and how students chose to reflect. This was supplemented by the ethnographic approach of the researchers, who attended, observed and engaged with students at the event. Key findings 107 abstracts were submitted across the cohorts. Students reflected mainly upon experiences across a range of extra- and co-curricular activities, and reported significant learning, according to Fink’s taxonomy, mainly in the human dimension, caring and learning to learn. Conclusions At the culmination of the reflection educational strand within this programme, students demonstrated purposeful, deliberate introspection and metacognition in their abstracts for the reflection conference. These skills are fundamental to support transformative learning, whereby students have the ability to self-regulate and critique their frames of reference with autonomy and flexibility that will enable them to most effectively engage and benefit from lifelong learning within the profession.
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Gruenberg, Katherine, Dorie Apollonio, Conan MacDougall, and Tina Brock. "Sustainable Pharmacy: Piloting a Session on Pharmaceuticals, Climate Change, and Sustainability within a U.S. Pharmacy Curriculum." INNOVATIONS in pharmacy 8, no. 4 (2017): 3. http://dx.doi.org/10.24926/iip.v8i4.929.
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Objective: To design and assess an innovative session for pharmacy students that addresses the role of pharmaceuticals with climate change and sustainability.
Innovation: One hundred and sixteen third-year students at the University of California, San Francisco School of Pharmacy participated during their required Health Policy course. This 3-hour session included guided pre-course activities, an interactive lecture, a panel of healthcare professionals discussing complex decision-making and small group case-based learning. Curricular assessment was conducted through pre-/post-test measures of knowledge acquisition, student evaluations, and course projects.
Critical Analysis: One hundred and two students (response rate 88%) completed the pre-test and 115 students (response rate 99%) completed the post-test assessment. We identified a significant increase in the proportion of correct answers on post-test questions addressing drug disposal legislation (75% pre-test vs 91% post-test, p=0.002) and the predicted effects of climate change on health (55% pre-test vs 90% post-test, p < 0.001). The session was also well received; average student evaluation scores were above 4 in all areas of course evaluation (where 5=ideal). In addition, 17% of student groups (relative to 0% in 2015) proposed a sustainability-related policy as their final coursework project.
Next Steps: The development and implementation of this brief session resulted in knowledge gain and favorable student response. This project is feasible for other Schools of Pharmacy to adapt and implement.
Conflict of Interest: None
Type: Note
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Nisly, Sarah, Brennen Guzik, Alexandra Cunha, et al. "Concentrated Learning Experiences Across Two Different Health-Systems." INNOVATIONS in pharmacy 12, no. 1 (2021): 20. http://dx.doi.org/10.24926/iip.v12i1.3374.
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Background: While many public pharmacy schools have an adjoining health-system to accommodate their students, some pharmacy programs form partnerships with non-affiliated health-systems to precept students. These health-systems often afford students the opportunity to complete multiple rotations within a single organization, offering decreased onboarding time and more longitudinal experiences. Innovation: Two autonomous partnerships were developed with independent healthcare systems for concentrated learning experiences during the advanced pharmacy practice experiences year. Each program differs in student requirements and is overseen by the practice site, with participation by area faculty. Key Findings: A survey assessed professional skill set development, achievement of program goals during the experiential year, and student satisfaction of a concentrated learning experience. A comparison between programs was completed to assess for consistency in student experiences. Nineteen students (83%) responded to the survey. Students from both health-systems reported similarities in professional skill growth. Likewise, all students reported achievement of program goals and overall satisfaction with their experiential training. Conclusions: Independently managed concentrated learning experiences provided evidence of consistent growth in student professional development and achievement of programmatic goals. Partnerships with non-affiliated healthcare systems can provide a rich training ground for student learners.
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White, Nicole. "Academic Training, Knowledge, and Perceptions of Physical Activity in Student Pharmacists." American Journal of Lifestyle Medicine 15, no. 3 (2021): 227–29. http://dx.doi.org/10.1177/1559827621989284.
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Pharmacists are highly effective in providing chronic disease management services in both the community pharmacy and ambulatory clinic settings in large part because of their medication therapy management expertise. Lifestyle medicine, including physical activity, plays a major role in chronic disease prevention and management. As such, physical activity knowledge and counseling skills are an important component of pharmacy student education. However, the literature indicates that pharmacy students may not be receiving adequate training in these areas. The following will describe the academic training, knowledge, and perceptions of physical activity in student pharmacists.
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Ling, Steven, Robert Jacobs, Rhys Ponton, et al. "Influence of student debt on health career location and specialty." Journal of Primary Health Care 10, no. 1 (2018): 54. http://dx.doi.org/10.1071/hc17052.
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ABSTRACT INTRODUCTION In New Zealand (NZ), there are shortages of health professionals in rural areas and in primary care. AIM This study aims to examine the association of student debt levels of medical, nursing, pharmacy and optometry students with: (1) preferred geographical location of practice, specifically preference to work in urban vs. rural areas; and (2) preferred career specialties, specifically interest in primary health care. METHODS Medical, nursing, pharmacy and optometry students completed a questionnaire at graduation that included questions about levels of New Zealand Government Student Loan debt and preferences regarding location of practice and career specialty. In an additional survey, medical students were asked to self-rate the effect of financial factors on their career choices. RESULTS Debt patterns varied across programmes. Medical and pharmacy students with high debt were significantly more likely than students with low debt to prefer rural over urban practice (P = 0.003). There was no difference in level of interest in a primary care specialty by debt level for any programme. Medical students reported little influence of debt on career choice, although students with high debt levels were less concerned over career financial prospects than students with lower levels of debt. DISCUSSION Current levels of student debt do not deter students from planning a career in rural or primary care settings. Somewhat surprisingly, higher levels of debt are associated with greater rural practice intentions for medical and pharmacy students, although the underlying reasons are uncertain.
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Karimi, Reza, Jeff Fortner, Deepa Rao, and Joe Su. "Using Authentic Medication Errors to Promote Pharmacy Student Critical Thinking and Active Learning." INNOVATIONS in pharmacy 9, no. 1 (2018): 4. http://dx.doi.org/10.24926/iip.v9i1.957.
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Objective: To promote first year (P1) pharmacy students’ awareness of medication error prevention and to support student learning in biomedical and pharmaceutical sciences.
Innovation: A novel curricular activity was created and referred to as “Medication Errors and Sciences Applications (MESA)”. The MESA activity encouraged discussions of patient safety among students and faculty to link medication errors to biomedical and pharmaceutical sciences, which ultimately reinforced student learning in P1 curricular topics.
Critical Analysis: Three P1 cohorts implemented the MESA activity and approximately 75% of students from each cohort completed a reliable assessment instrument. Each P1 cohort had at least 14 student teams who generated professional reports analyzing authentic medication errors. The quantitative assessment results indicated that 70-85% of students believed that the MESA activity improved student learning in biomedical and pharmaceutical sciences. More than 95% of students agreed that the MESA activity introduced them to medication errors. Approximately 90% of students agreed that the MESA activity integrated the knowledge and skills they developed through the P1 curriculum, promoted active learning and critical thinking, and encouraged students to be self-directed learners. Furthermore, our data indicated that approximately 90% of students stated that the achievement of Bloom’s taxonomy's six learning objectives was promoted by completing the MESA activity.
Next Steps: Pharmacy students’ awareness of medication errors is a critical component of pharmacy education, which pharmacy educators can integrate with biomedical and pharmaceutical sciences to enhance student learning in the P1 year.
Treatment of Human Subjects: IRB exemption granted
Type: Note
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Abraham, Olufunmilola, Maeleigh Tidd, Megan Buechel, Tanvee Thakur, and Randall Brown. "Student Pharmacists’ Assessment of a Serious Game on Opioid Medication Safety." INNOVATIONS in pharmacy 11, no. 4 (2020): 19. http://dx.doi.org/10.24926/iip.v11i4.2937.
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Objective: To explore second- and third-year student pharmacists’ perspectives on the design and use of a digital game to teach opioid medication safety. To explore the game-based learning approach to teach about appropriate drug use and pediatric education. Innovation: The lead author developed MedSMA℞T: Adventures in PharmaCity, an educational video game focused on adolescent opioid safety. Second- and third-year students in a Midwestern School of Pharmacy enrolled in an elective course focused on appropriate use of abused drugs, played the digital game during a classroom session on adolescent opioid misuse. Using a small group discussion guide, students summarized their reflections and perspectives on gameplay. Critical Analysis: Students retained fundamental messages of the game including opioid safety and identified that social interactions contribute to decision-making and consequences of opioid misuse. Student pharmacists found the game’s visual appearance engaging, dialogue amusing, and the settings and scenarios relatable. Feedback regarding game controls, environment, dialogue, instructions, and level summaries was provided by students to improve the game design and content. This project provides an example of a thoughtful approach to game-based learning in pharmacy classrooms with the purpose of enhancing student pharmacists’ knowledge about opioid safety education, communication, social collaboration, and critical-thinking. Next Steps: Future projects can further investigate student pharmacists’ preferences of using game-based active learning. Additionally, retention rates of students from joint lectures and game-based learning activities can be analyzed.
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Shea, Leticia, Joanna Stratton, Doan Bui, and Christina Nguyen. "Integrating a Pharmacy Student into a Marriage and Family Therapy Counseling Course: A Pilot." INNOVATIONS in pharmacy 11, no. 2 (2020): 17. http://dx.doi.org/10.24926/iip.v11i2.2299.
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The Problem: Interprofessional educational experiences are a requirement in pharmacy and counseling curricula. However, scheduling conflicts between professional programs and lack of administrative support create barriers for students who want to take a course in another healthcare program.
Innovation: This pilot enabled a pharmacy student to participate in a counseling course for 8 weeks. The course “Integrated Healthcare” is a 3-credit required core-course in the Master of Arts in marriage and family therapy (MFT) program. It explores the connection between emotional, psychological and physical health, covering information on behavior change, psychopharmacology, and common ways in which mood and anxiety manifest in the body. Class activities were matched to pharmacy interprofessional standards, in addition to Interprofessional Collaborative Practice competencies (IPEC).
Critical Analysis: All IPEC core competencies were achieved during this course. One pharmacy student and 18 counseling students helped one another understand the importance of their different roles in patient care. The course also established relationships between pharmacy and counseling faculty, paving the way for more interprofessional class experiences.
Conclusion: This pilot integrating pharmacy and counseling students in a course demonstrates that administrative barriers can be overcome and collaborative learning benefit is achieved for everyone involved.
Article Type: Note
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Rathbone, A. P., and A. Hussain. "Pharmacy students can deliver services in general practices: a longitudinal work-based learning model for integrated clinical teaching." International Journal of Pharmacy Practice 29, Supplement_1 (2021): i12—i13. http://dx.doi.org/10.1093/ijpp/riab016.015.
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Abstract Introduction Collaboration between healthcare providers and higher education institutions enable service delivery using the student workforce.(1) This is significant as access to an appropriately skilled workforce can broaden the delivery of pharmacy services.(1) Pharmacy students may have knowledge and communication skills to be able to contribute to service delivery.(2) However, models that integrate pharmacy students into pharmacy services in general practice are limited. Aim to explore a new model of work-based learning in general practice for pharmacy students. Methods A qualitative design is appropriate and was used for this exploratory study. Thirty-two students were recruited from third year of an MPharm programme at one University to provide services via a Pharmacy Hub for three general practices in England. Each student attended the Hub for one 3-hour session, each fortnight, for 12 weeks between September 2019 and February 2020. Students completed ‘tasks’ using read-only access to patient records on SystmOne and recorded their activity on clinical worksheets. Students and stakeholders from the Hub were invited to take part in an interview covering what students did and what the long-term impact of the initiative might be via email. A convenience sample of fifteen students, four general practitioners, two pharmacists, two pharmacy technicians, one general practice manager, and two receptionists, completed semi-structured interviews. Data was also extracted from a convenience sample of 51/105 clinical worksheets to identify the types of tasks completed by students. Content analysis of transcribed interview data and extracted clinical data was completed by both authors until theoretical data saturation was reached. Institutional ethics approval was received for this study. Results Four themes were identified which included i) what activities students completed, ii) impact of working in general practice on student learning iii) impact on recruitment to general practice and iv) concerns. Concerns had three sub-themes relating to indemnity cover for students, a lack of face-to-face patient contact and repetition of simple tasks. See Table 1 for extracts of data. Clinical worksheets indicated students reviewed repeat medication requests (76%, n= 39) and acute medication requests (12%, n=6), for a wide range of products, such as analgesia, antifungal treatment, statin therapy and H.pylori eradication. Students also answered medication-related queries (12%, n=6) such as identifying the porcine content of medications and how to switch from insulin glargine to insulin levemir. Conclusion Findings suggest pharmacy students can contribute to service delivery in general practice by providing supporting roles. However, models must ensure students have access to progressively more complex tasks to facilitate learning. These findings should prompt further research evaluating the role of the pharmacy student workforce to establish key activities students can be trusted to complete. A strength of the study is the combination of data from qualitative interviews and clinical worksheets which provide rich, contextual data. A weakness of the study is that participant validation was not used to confirm the study findings. References 1. Bates I, John C, Seegobin P, al. e. An analysis of the global pharmacy workforce capacity treands from 2006 to 2012. Hum Resour Health. 2018;16. 2. Bullen. K, Davison K, Hardisty J. Community pharmacy as an effective teaching and learning environment: student perspecives from a UK Mpharm programme. Currents in Pharmacy Teaching and Learning. 2019;11(9):902–8.
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McConaha, Jamie L., Lauren M. Finoli, Jennifer E. Heasley, and Philip D. Lunney. "Assessing Student Pharmacist Impact on Patient Over-the-Counter Medication Selection." Journal of Pharmacy Practice 26, no. 3 (2013): 280–87. http://dx.doi.org/10.1177/0897190012465957.
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Objective: To evaluate the financial and clinical outcomes of an over-the-counter (OTC) medication consultation performed by doctorate of pharmacy student pharmacists in a community pharmacy. Design: Cross-sectional survey. Setting: Independent and chain community pharmacy locations in Pittsburgh, Pennsylvania. Participants: Fourth professional year (PY4) advanced experiential student pharmacists on community rotations at the designated settings who performed OTC consultations and the participants of these encounters. Main Outcome Measured: Financial and clinical impact of an OTC consultation performed by student pharmacists on rotation. Results: A total of 559 OTC consultations were offered in 5 participating community pharmacy settings over a period of 1 year. Student pharmacists initiated 62.4% of all documented interactions and 60.5% of all participants accepted the consultation offer. The student pharmacists’ OTC recommendations resulted in significant cost savings to the participant. Those participants accepting consultation reported being more likely to consult with a pharmacist in the future. PY4 students were also able to demonstrate capability in impacting clinical outcomes on several occasions by implementing OTC medication changes due to patient safety concerns. Conclusion: Student pharmacist OTC consultations have the potential to positively impact both financial and clinical outcomes associated with the use of OTC medications.
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Hidayat, Levita, Sandeep Vansal, Esther Kim, Maureen Sullivan, and Rebecca Salbu. "Pharmacy Student Absenteeism and Academic Performance." American Journal of Pharmaceutical Education 76, no. 1 (2012): 8. http://dx.doi.org/10.5688/ajpe7618.
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Childs-Kean, Lindsey M., and Sarah J. Fawaz. "Maintaining motivation within pharmacy student organizations." American Journal of Health-System Pharmacy 75, no. 17 (2018): 1270–73. http://dx.doi.org/10.2146/ajhp170557.
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Sobota, Kristen Finley, Jeremiah Barnes, Alyse Fitzpatrick, and Micah J. Sobota. "Pharmacy Student Learning Through Community Service." Consultant Pharmacist 30, no. 7 (2015): 413–16. http://dx.doi.org/10.4140/tcp.n.2015.413.
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Hill, Wendell T. "White Paper on Pharmacy Student Professionalism." Journal of the American Pharmaceutical Association (1996) 40, no. 1 (2000): 96–102. http://dx.doi.org/10.1016/s1086-5802(16)31043-9.
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Trueblood, Daniel L. "Forming a Student Hospital Pharmacy Group." American Journal of Health-System Pharmacy 45, no. 2 (1988): 306–12. http://dx.doi.org/10.1093/ajhp/45.2.306.
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Anderson, Eric R. "Forming a Student Hospital Pharmacy Society." American Journal of Health-System Pharmacy 50, no. 7 (1993): 1347–48. http://dx.doi.org/10.1093/ajhp/50.7.1347.
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Trovato, James A., Allison Thompson, and Alison P. Duffy. "Student confidence with oncology pharmacy competencies." Currents in Pharmacy Teaching and Learning 11, no. 11 (2019): 1172–77. http://dx.doi.org/10.1016/j.cptl.2019.07.009.
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Kjos, Andrea L., and Daniel G. Ricci. "Pharmacy student professionalism and the internet." Currents in Pharmacy Teaching and Learning 4, no. 2 (2012): 92–101. http://dx.doi.org/10.1016/j.cptl.2012.01.004.
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Williams, Eric A., Andrew R. Miesner, Emily A. Beckett, and Sarah E. Grady. "“Pimping” in Pharmacy Education: A Survey and Comparison of Student and Faculty Views." Journal of Pharmacy Practice 31, no. 3 (2017): 353–60. http://dx.doi.org/10.1177/0897190017715393.
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Background: “Pimping” is an informal teaching technique that is widely used in medical education. Pimping is characterized by questioning the learner with the intent of reinforcing clinical hierarchy. To date, there are no studies of the use of pimping in pharmacy education. Objectives: To describe the use of pimping as a teaching method in pharmacy education and to compare student and faculty perceptions of this technique. Methods: Faculty and fourth-year PharmD (P4) students from 2 colleges of pharmacy were invited to participate in a survey about experiences and perceptions of pimping. Faculty and P4 surveys each contained up to 17 items to assess personal experiences, utilization, perceived risks and benefits, and preferences regarding the role of the technique in pharmacy education. Results: The response rate was 49.5% (159 of 321). Of faculty, 74.1% reported they had been pimped in their training, but less than half (45.8%) use pimping themselves. Similarly, 73.7% of students reported that they had been pimped at some time in their pharmacy education. Students nearly equally viewed their experiences as positive (35.3%) versus negative (38.2%). Responses were similar between faculty and students recommending that the method should be avoided entirely ( P = .259), used sparingly ( P = .072), or used consistently ( P = .309). Perceived benefits and risks of pimping were similar between faculty and students, but there were many differences in rationales offered by faculty versus students’ perceived rationales. Conclusion: Pimping is common in pharmacy education and its use is controversial. The perceived rationale for use of pimping differs, which may undermine student/faculty relationships.
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Pattin, Anthony, and Jim Szyskowski. "The Development of a Patient Care Center in a Supermarket Chain Pharmacy." Journal of Pharmacy Practice 26, no. 1 (2012): 32–35. http://dx.doi.org/10.1177/0897190012451927.
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Purpose: The objective of this manuscript is to describe the development and implementation of a patient care center in a grocery store supermarket chain pharmacy. Methods: A clinical pharmacist and shared faculty member between Wayne State University and Kroger Pharmacy developed a patient care center and rotation site for P4 PharmD advanced pharmacy practice experiences (APPEs). The site was developed to provide advanced pharmacy services to patients and as a practice site for students to learn how to deliver care. Preliminary outcomes observed include the number and types of patients that utilized the patient care center and the educational experiences provided for student pharmacists practicing in this setting. Results: Since implementation, 160 patients visited the patient care center. The pharmacists involved in the clinic performed 30 biometric screenings and 47 comprehensive medication reviews. Conclusions: Establishing a patient care center in a supermarket pharmacy provides important care for patients and valuable learning experiences for student pharmacists. The collaborative efforts of both Wayne State University and Kroger Pharmacy demonstrate commitment to providing clinical care to patients and strong clinical community practice experiences for students. Future goals include creating more clinical services in the community and practice experiences for students.
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Wenzel, Richard G., and Mindy R. Neidich. "Headache Education in Colleges of Pharmacy." Annals of Pharmacotherapy 36, no. 4 (2002): 612–16. http://dx.doi.org/10.1345/aph.1a336.
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OBJECTIVE: To assess primary headache education in colleges of pharmacy during the 2000–2001 academic year. DESIGN: A survey seeking to quantify students' primary headache education was mailed to all 82 American Association of Colleges of Pharmacy member schools. RESULTS: A usable response was obtained from 65 of 74 answering schools. Per professional year, the average pharmacy student receives 1 headache core course contact hour and no headache elective course contact hours. Two schools offer clerkships devoted exclusively to headaches. Six schools offer clerkships in which a student could expect to focus on headache therapy at least 25% of the time. Seven schools plan to alter their current curriculum to include more headache education, all via additional lectures. CONCLUSIONS: Few opportunities exist for students to learn about primary headaches in colleges of pharmacy. Given the high prevalence and poor medical management of primary headache disorders along with the commonality of pharmacist—headache patient interactions occurring in practice, pharmacy schools should evaluate and alter their curriculum to include more primary headache education.
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Darley, Andrew, Ashley N. Hannings, Linda D. Logan, and Kay L. Brooks. "A Precepting-Focused Advanced Pharmacy Practice Experience in Academia." INNOVATIONS in pharmacy 11, no. 4 (2020): 11. http://dx.doi.org/10.24926/iip.v11i4.2419.
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Description of the Opportunity: Traditional advanced pharmacy practice experiences (APPEs) in academia provide students exposure to job responsibilities and expectations of pharmacy faculty members. The purpose of this manuscript is to describe the development and structure of a precepting-focused academic APPE, APPE student perceptions of the experience, and introductory pharmacy practice experience (IPPE) student perceptions of being precepted by APPE students. Innovation: An academic pharmacy APPE was developed to emphasize preceptor development in addition to traditional academic pharmacy topics and responsibilities. Pre- and post-experience surveys were completed by APPE students to collect perceptions of academic pharmacy and precepting. During the experience, APPE students, under the supervision of faculty, precepted IPPE students, who were given the opportunity to assess the APPE student’s precepting ability by completing a survey following the experience. Descriptive statistics were used to analyze the results. Findings: Nine students completed the academic APPE and the corresponding pre- and post-surveys. All students indicated the rotation increased their understanding of academia, and the majority (7/9) indicated an increased confidence in their precepting ability. Eighty-five IPPE students evaluated the APPE students, and the majority (78%) rated the quality of instruction from APPE students as “similar” to faculty instruction. Conclusion: The structure of this experience allowed APPE students to gain exposure to academia and increase confidence in precepting, while facilitating the delivery of the IPPE program. Results indicate offering an academic APPE with an emphasis on experiential teaching is a potential strategy to prepare future pharmacy preceptors. Article Type: Note
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Dixon, Cassidy, Anna Parker, and Richard Ogden. "ASHP Student Pharmacy Forecast Workshop: Engaging students in the future." American Journal of Health-System Pharmacy 77, no. 24 (2020): 2049–51. http://dx.doi.org/10.1093/ajhp/zxaa331.
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Cain, Jeff, Tom Campbell, Heather Brennan Congdon, et al. "Pharmacy Student Debt and Return on Investment of a Pharmacy Education." American Journal of Pharmaceutical Education 78, no. 1 (2014): 5. http://dx.doi.org/10.5688/ajpe7815.
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Nisly, Sarah A., Erin Nifong, Erin Baily Coble, and Alexandra E. Mihm. "Longitudinal pharmacy student presentations mentored by pharmacy residents: A pilot study." Currents in Pharmacy Teaching and Learning 13, no. 1 (2021): 63–67. http://dx.doi.org/10.1016/j.cptl.2020.07.019.
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DelNero, Tracey, and Deepti Vyas. "Comparison of an In-Person versus a Virtual Interprofessional Education Activity Focused on Professional Communication." Pharmacy 9, no. 2 (2021): 111. http://dx.doi.org/10.3390/pharmacy9020111.
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Early provision of interprofessional education (IPE) is imperative to ensure effective communication between healthcare professionals. However, there are several barriers to offering adequate IPE, including space restrictions and lack of human resources, prompting exploration of alternative modalities. In 2019, an IPE activity was offered in person with 213 pharmacy and 45 physician assistant (PA) students participating in one-on-one team huddles focusing on managing an acutely ill patient. In 2020, the same IPE activity, including 194 pharmacy and 45 PA students, was offered virtually. Peer evaluations, an attitudes survey, and confidence surveys were administered to evaluate the impact of the IPE activity. A student t-test and descriptive statistics were utilized to analyze the data. On average, PA students in the virtual group rated their peers higher than PA students in the in-person group, with little difference in the pharmacy peer evaluation of their PA partner. Ninety percent of pharmacy students and 91% of PA students in the virtual group felt that “they learned something new regarding therapeutic management” from their partner versus 84% of pharmacy and 81% of PA students in the in-person group. In conclusion, using a virtual modality for a communications-focused IPE was not detrimental to student attitudes and did not adversely affect peer perceptions.
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Gavaza, Paul, Sophia Dinh, Simon Situ, et al. "Examining Students' Attitudes toward Academic Dishonesty in California Pharmacy Schools." Journal of Contemporary Pharmacy Practice 67, no. 1 (2020): 33–42. http://dx.doi.org/10.37901/jcphp19-00014.
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Academic dishonesty is prevalent in the California pharmacy academic setting. Most student-respondents had heard about or witnessed their classmates cheating. This is highly concerning, as dishonest behavior may translate into the workplace once students graduate. Students, pharmacy school administrators and faculty should work together to discourage and prevent cheating.
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Atayee, Rabia S., Kashelle Lockman, Cara Brock, et al. "Multicentered Study Evaluating Pharmacy Students’ Perception of Palliative Care and Clinical Reasoning Using Script Concordance Testing." American Journal of Hospice and Palliative Medicine® 35, no. 11 (2018): 1394–401. http://dx.doi.org/10.1177/1049909118772845.
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Introduction: As the role of the pharmacist on the transdisciplinary palliative care team grows, the need for adequate instruction on palliative care and clinical reasoning skills in schools of pharmacy grows accordingly. Methods: This study evaluates second- and third-year pharmacy students from 6 accredited schools of pharmacy that participated in surveys before and after the delivery of a didactic palliative care elective. The survey collected student demographics, perceptions of the importance of and student skill level in palliative care topics. The script concordance test (SCT) was used to assess clinical decision-making skills on patient cases. Student scores on the SCT were compared to those of a reference panel of experts. Results: A total of 89 students completed the pre-/postsurveys and were included in data analysis. There was no statistically significant difference in student perceived importance of palliative care skills before and after the elective. Students from all 6 institutions showed significant increase in confidence in their palliative care skills at the end of the course. There was also a significant improvement across all institutions in clinical reasoning skills in most of the SCT questions used to assess these skills. Conclusions: Students choosing an elective in palliative care likely do so because they already have an understanding of the importance of these topics in their future practice settings. Delivery of a palliative care elective in the pharmacy curriculum significantly increases both student confidence in their palliative care skills and their clinical reasoning skills in these areas.