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Wymer C, Patel R, Browne MC, Fernandez CA. A co-curricular mentoring experience provides student pharmacists with areas for professional growth. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:370-376. [PMID: 38458840 PMCID: PMC11032257 DOI: 10.1016/j.cptl.2024.02.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Revised: 02/08/2024] [Accepted: 02/15/2024] [Indexed: 03/10/2024]
Abstract
BACKGROUND AND PURPOSE The Pharmacy Innovation Experience and Research (PIER) program aims to provide student pharmacists with co-curricular experiences that augment their essential soft skill training while recruiting underrepresented minority (URM) high school and undergraduate students to the pharmacy profession. The goal of the PIER mentoring program is to enhance the leadership, professionalism, teaching, and cultural sensitivity skills of student pharmacists through their participation in the program. EDUCATIONAL ACTIVITY AND SETTING During this pilot study, student pharmacists were trained to mentor high school and undergraduate students prior to the start of PIER. Pre- and post-program surveys were used to assess the self-perceived benefit PIER had on the soft skill development of student pharmacists. Survey responses were analyzed using unpaired t-tests. FINDINGS There was an observed increase in self-perceived abilities among student pharmacists in mentoring (82% versus 68%), leading a team (94% versus 82%), and teaching (77% versus 64%). In post-program surveys, 90% of the students viewed their experience as useful for their career versus 71% in pre-surveys. While a high percentage felt comfortable interacting with diverse participants (90%) and knowledgeable about diversity issues in healthcare (89%), the data indicated that the PIER program did not have a quantifiable impact on their cultural sensitivity. SUMMARY PIER is a co-curricular program for student pharmacists that enhances self-perception of essential soft skills for their careers. Nevertheless, additional assessment of the skills gained through PIER is needed to verify competency. Other schools of pharmacy should recognize the importance of programs like PIER to both recruit URMs to pharmacy schools and provide current students with a co-curricular experience that will encourage their success.
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Affiliation(s)
- Catherine Wymer
- Department of Pharmacy and Therapeutics, University of Pittsburgh, School of Pharmacy, 3501 Terrace, Pittsburgh, PA, USA.
| | - Ravi Patel
- Lead Innovation Advisor, University of Pittsburgh, School of Pharmacy, 3501 Terrace, Pittsburgh, PA, USA.
| | - Mario C Browne
- Associate Dean for Equity, Engagement, & Justice, Associate Professor, Department of Pharmacy and Therapeutics, University of Pittsburgh, School of Pharmacy, 11200 Salk Hall 3501 Terrace Street, Pittsburgh, PA, USA.
| | - Christian A Fernandez
- Associate Professor, Center for Pharmacogenetics, Department of Pharmaceutical Sciences, 335 Sutherland, Drive Pittsburgh, PA, USA.
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Alaqeel SA, Alhammad BK, Basuhail SM, Alderaan KM, Alhawamdeh AT, Alquhayz MF, Alzunaidi AM, Alrashed FA. Investigating factors that influence residency program selection among medical students. BMC MEDICAL EDUCATION 2023; 23:615. [PMID: 37644551 PMCID: PMC10466777 DOI: 10.1186/s12909-023-04602-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Accepted: 08/21/2023] [Indexed: 08/31/2023]
Abstract
BACKGROUNDS Medical students and interns face several decisions during their career development. One of the most critical decisions they have to make is choosing a residency program that suits their career goals and aspirations. The selection process can be challenging, as several factors can influence the decision-making process. There was limited research on the role of GPA and opportunities in residency program selection. Therefore, this study examines the factors that influence interns' and 5th-year medical students' choices of residency programs. METHODS Observational and analytical cross-sectional studies were conducted at King Saud University (KSU) in Riyadh, Saudi Arabia. A sample of 5th-year medical students as well as medical interns was included in the study. This study only includes students who were interested in choosing a residency program in one of these eight domains: Medicine, Family Medicine, Orthopedics, Pediatrics, Radiology, Surgery, Obstetrics/Gynecology, and Ophthalmology. RESULTS The total number of students with 5th-year medical students was 205 (60.1%) and the number of students with medical interns was 135 (39.5%). The majority of students (51.0%) had a GPA above 4.5 out of 5, followed by 3.5 to 4.5 among 146 (42.8) students, and only 21 (6.2) had a GPA below 3.5. Those students with less than a 3.5 GPA out of 5 were found not to have any favorite residency program specialties when it came to academic achievement. Furthermore, in the case of those students whose GPA was 3.5 to 4.5, they had a certain mindset when it came to choosing a residency program. A 1.9 times greater likelihood of selecting obstetrics and gynecology (OR = 1.9, p = 0.19) was achieved by students with GPAs between 3.5 and 4.5, followed by a 1.5 times greater probability of selecting radiology (OR = 1.5; p = 0.55). High achievers, ophthalmology (OR = 1.7; p = 0.32) and surgery (OR = 1.4; p = 0.31) were the most popular residency programs. A student with a high GPA (mean score = 7.3) also chooses his or her career based on better opportunities than a student with a low GPA (mean score = 6.8). CONCLUSIONS The study highlights the correlation between academic achievement and preferred specialties for future careers among medical students. While the study's findings should be considered in the context of various other factors such as lifestyle, social life, and income can influence students' preferred specialties for residency programs.
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Affiliation(s)
| | | | | | | | | | | | | | - Fahad Abdulaziz Alrashed
- Department of Cardiac Sciences, College of Medicine, King Saud University (KSU), P.O. Box 7805, Riyadh, 11472, Saudi Arabia.
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Hovey SW, Arif SA, Khan AM, Hyderi AF, Varughese C, Peksa GD, Flint N. More than a buzz word: Building diversity, equity, and inclusion into pharmacy residency recruitment. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2023. [DOI: 10.1002/jac5.1716] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Affiliation(s)
- Sara W. Hovey
- Department of Pharmacy Rush University Medical Center Chicago Illinois USA
| | - Sally A. Arif
- Department of Pharmacy Rush University Medical Center Chicago Illinois USA
- College of Pharmacy Midwestern University Downers Grove Illinois USA
| | - Ayesha M. Khan
- Department of Pharmacy Rush University Medical Center Chicago Illinois USA
| | - Alifiya F. Hyderi
- Department of Pharmacy Rush University Medical Center Chicago Illinois USA
| | - Christy Varughese
- Department of Pharmacy Rush University Medical Center Chicago Illinois USA
| | - Gary D. Peksa
- Department of Pharmacy Rush University Medical Center Chicago Illinois USA
| | - Nora Flint
- Department of Pharmacy Rush University Medical Center Chicago Illinois USA
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Cain J, Medina M, Romanelli F, Persky A. Deficiencies of Traditional Grading Systems and Recommendations for the Future. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:8850. [PMID: 34815216 PMCID: PMC10159463 DOI: 10.5688/ajpe8850] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Accepted: 11/15/2021] [Indexed: 05/06/2023]
Abstract
Objective. To review issues surrounding the use of grades in the educational process and provide evidence-based recommendations for how to redesign grading practices for optimal value.Findings. Traditional tiered grading systems (ie, A, B, C, etc) have historically been a major component of the formal educational process. The way grades are used and interpreted are typically based on some commonly held assumptions, including that they are accurate measures of learning, that they motivate students to learn, and that they provide feedback to learners. However, much of the research regarding grades indicates that flaws exist in these assumptions. Grades may not always accurately measure learning, they can have adverse effects on student motivation, and they are not a good form of feedback.Summary. The Academy should consider the evidence regarding the purpose, effects, and interpretation of grades in the educational process. Despite barriers and potential pushback, pharmacy educators should revise grading practices to be more accurate, interpretable, and beneficial to learner development.
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Affiliation(s)
- Jeff Cain
- University of Kentucky, College of Pharmacy, Lexington, Kentucky
| | - Melissa Medina
- University of Oklahoma, College of Pharmacy, Oklahoma City, Oklahoma
- Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Frank Romanelli
- University of Kentucky, College of Pharmacy, Lexington, Kentucky
- Executive Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Adam Persky
- University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
- Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
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Shtaynberg J, Skrabal M, Kanmaz T, Oswald CL, Prisco J, Jarrett JB, Clarke C, Ruehter V, Gilliam E, Clauson A, Shan G. Relationship between advanced pharmacy practice experience grading schemes and pharmacy residency match rates. Am J Health Syst Pharm 2022; 79:2261-2270. [PMID: 36082956 DOI: 10.1093/ajhp/zxac254] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
DISCLAIMER In an effort to expedite the publication of articles, AJHP is posting manuscripts online as soon as possible after acceptance. Accepted manuscripts have been peer-reviewed and copyedited, but are posted online before technical formatting and author proofing. These manuscripts are not the final version of record and will be replaced with the final article (formatted per AJHP style and proofed by the authors) at a later time. PURPOSE To determine the relationship of advanced pharmacy practice experience (APPE) grading schemes and other pharmacy program variables (ie, program age and funding) with pharmacy residency match rates. SUMMARY A 12-question survey was disseminated to experiential administrators of pharmacy programs in October 2018. Respondents identified their program's APPE grading scheme (pass/fail, letter grades, or other) and associated pros and cons. Responding programs were categorized by age and funding status. Survey responses were correlated with the American Society of Health-System Pharmacists residency match rates for 2016 through 2018. Data were analyzed using descriptive statistics and logistic regression models as well as by attributes via thematic analysis. Most pharmacy programs (62%) reported using letter grades for APPEs compared to pass/fail (30%) or other (8%) schemes. Pharmacy programs using pass/fail grading were more likely to have students match to postgraduate year 1 (PGY1) (P < 0.001) and postgraduate year 2 (PGY2) (P = 0.0074) residencies. Older pharmacy programs for each grading scheme were more likely to have higher match rates; however, for PGY1 match rates, older programs utilizing letter grades correlated to lower match rates than those utilizing pass/fail grading (P < 0.0001). Likewise, both public and private pharmacy programs using pass/fail grading had higher PGY1 match rates than those using letter grades (P = 0.0006 and P = 0.0014). CONCLUSION Pass/fail grading in APPEs does not hinder PGY1 or PGY2 residency placement compared to other grading schemes both overall and in combination with certain pharmacy program variables. Grading scheme strengths and weaknesses should be considered when deciding on optimal assessment strategies for APPEs and when evaluating candidates for residencies.
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Affiliation(s)
- Jane Shtaynberg
- Fairleigh Dickinson University School of Pharmacy & Health Sciences, Florham Park, NJ, USA
| | - Maryann Skrabal
- Department of Pharmacy Practice, Creighton University School of Pharmacy and Health Professions, Omaha, NE, USA
| | - Tina Kanmaz
- St. John's University College of Pharmacy and Health Sciences, Queens, NY, USA
| | - C Leiana Oswald
- Roseman University of Health Sciences College of Pharmacy, Henderson, NV, USA
| | - Jennifer Prisco
- Department of Pharmacy Practice, Massachusetts College of Pharmacy and Health Sciences, Boston, MA, USA
| | - Jennie B Jarrett
- Department of Pharmacy Practice, University of Illinois at Chicago College of Pharmacy, Chicago, IL, USA
| | - Cheryl Clarke
- Drake University College of Pharmacy and Health Sciences, Des Moines, IA, USA
| | - Valerie Ruehter
- Division of Pharmacy Practice and Administration, University of Missouri-Kansas City School of Pharmacy, Kansas City, MO, USA
| | - Eric Gilliam
- University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, CO, USA
| | - Angela Clauson
- Department of Pharmacy Practice, Belmont University College of Pharmacy, Nashville, TN, USA
| | - Guogen Shan
- Department of Biostatistics, University of Florida, Gainesville, FL, USA
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Reed BN, Devabhakthuni S, Gale SE, Heil EL, Hsu G, Martinelli AN, Bernhardi CL, Pires S, Yeung SYA. Selection by design: Using job analysis to guide the selection of postgraduate pharmacy residents. Am J Health Syst Pharm 2022; 79:1570-1579. [PMID: 35511822 DOI: 10.1093/ajhp/zxac119] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
DISCLAIMER In an effort to expedite the publication of articles related to the COVID-19 pandemic, AJHP is posting these manuscripts online as soon as possible after acceptance. Accepted manuscripts have been peer-reviewed and copyedited, but are posted online before technical formatting and author proofing. These manuscripts are not the final version of record and will be replaced with the final article (formatted per AJHP style and proofed by the authors) at a later time. PURPOSE To help ensure that we were accurately and consistently evaluating applicants to our postgraduate year 1 (PGY1) pharmacy residency program, we performed a job analysis to inform a redesign of our selection process. SUMMARY A diverse panel of subject matter experts from our program was convened to develop a task inventory; a list of knowledge, skills, abilities, and other characteristics necessary for success in our program; and behavioral snapshots representing especially strong or weak resident performance (ie, critical incidents). After achieving a priori thresholds of consensus, these items were used to augment our application screening instrument (eg, development of anchored rating scales), build an online supplemental application consisting of a personality test and situational judgment test, develop a work sample consisting of a patient case presentation, and enhance the structure of our interviews (eg, by asking a consistent pattern of questions for all candidates). Preceptors reported that the redesigned process was more organized, easier to complete, and facilitated greater rating consistency. CONCLUSION Job analysis represents an approach to designing selection processes that are more valid, reliable, transparent, and fair. Based on our experiences, recommendations for those who are considering changes to their selection process are provided.
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Affiliation(s)
- Brent N Reed
- University of Maryland School of Pharmacy, Baltimore, MD, USA
| | | | - Stormi E Gale
- University of Maryland School of Pharmacy, Baltimore, MD, USA
| | - Emily L Heil
- University of Maryland School of Pharmacy, Baltimore, MD, USA
| | - Grace Hsu
- University of Maryland School of Pharmacy, Baltimore, MD, USA
| | | | | | - Stephanie Pires
- University of Maryland School of Pharmacy, Baltimore, MD, USA
| | - Siu Yan A Yeung
- University of Maryland School of Pharmacy, Baltimore, MD, USA
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Voils S, Childs-Kean LM, Farland MZ, Smith KJ, Boulos J, Campbell CT, Cavanaugh TM, DeRemer CE, Lambrinos K, Miller SL, Santevecchi B, Shoulders BR, Feild C, Allen J. Pharmacy student self-assessment of strength of residency candidacy compared to clinical faculty. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:304-309. [PMID: 35307089 DOI: 10.1016/j.cptl.2022.01.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Revised: 12/01/2021] [Accepted: 01/12/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION The purpose of this study was to compare student and faculty perceptions of strength of residency candidacy and to identify student preferences and perceptions that influence the process of being selected by a residency program beyond standard application materials. METHODS A 31-item questionnaire was administered to third-year and fourth-year pharmacy students to collect information regarding factors deemed important for successful residency program candidacy. Global assessment of strength of residency candidacy was self-rated by students and a group of clinical faculty blinded to student responses. Interrater reliability for student-to-faculty and faculty-to-faculty perceptions of strength of residency candidacy was determined. RESULTS Students generally reported good academic metrics and participation in a wide variety of scholarly activities deemed important in attaining a residency position. Students rated overall strength of residency candidacy as "above average" (n = 54, 37.2%), "average" (n = 60, 41.4%), and "below average" (n = 31, 21.3%), and self-perception increased with matriculation. Student self-assessment of strength of residency candidacy compared to faculty assessment showed poor agreement (mean [SD] kappa = 0.27 [0.08]). Faculty concordance in assessment of strength of residency candidacy was moderate (α = 0.55). CONCLUSIONS Concordance in self-assessment of strength of residency candidacy of students compared to faculty was poor. In contrast, agreement among faculty was moderate with generally lower ratings compared to student self-rating, suggesting that students are overconfident in this regard. These findings support residency preparedness training in pharmacy curricula which should include formal assessment of strength of residency candidacy to identify gaps.
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Affiliation(s)
- StacyA Voils
- Department of Pharmacotherapy and Translational Research, University of Florida College of Pharmacy, P.O. Box 100486, Gainesville, FL 32610, United States.
| | - Lindsey M Childs-Kean
- Department of Pharmacotherapy and Translational Research, University of Florida College of Pharmacy, P.O. Box 100486, Gainesville, FL 32610, United States.
| | - Michelle Z Farland
- Department of Pharmacotherapy and Translational Research, University of Florida College of Pharmacy, P.O. Box 100486, Gainesville, FL 32610, United States.
| | - Kathryn J Smith
- University of Oklahoma College of Pharmacy, Department of Pharmacy: Clinical & Administrative Sciences, 1110 N. Stonewall Ave, CPB 229, Oklahoma City, OK 73117, United States.
| | - John Boulos
- UF Health Shands Hospital, The Johns Hopkins Hospital, United States
| | | | - Teresa M Cavanaugh
- Department of Pharmacotherapy and Translational Research, University of Florida College of Pharmacy, P.O. Box 100486, Gainesville, FL 32610, United States.
| | - Christina E DeRemer
- Department of Pharmacotherapy and Translational Research, University of Florida College of Pharmacy, P.O. Box 100486, Gainesville, FL 32610, United States.
| | | | - Stacy L Miller
- Department of Pharmacotherapy and Translational Research, University of Florida College of Pharmacy, P.O. Box 100486, Gainesville, FL 32610, United States.
| | - Barbara Santevecchi
- Department of Pharmacotherapy and Translational Research, University of Florida College of Pharmacy, P.O. Box 100486, Gainesville, FL 32610, United States.
| | - Bethany R Shoulders
- Department of Pharmacotherapy and Translational Research, University of Florida College of Pharmacy, P.O. Box 100486, Gainesville, FL 32610, United States.
| | - Carinda Feild
- Department of Pharmacotherapy and Translational Research, University of Florida College of Pharmacy, P.O. Box 100486, Gainesville, FL 32610, United States.
| | - John Allen
- Department of Pharmacotherapy and Translational Research College of Pharmacy, University of Florida, 6550 Sanger Road, Suite 420G, Orlando, FL 32827, United States.
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Reed BN, Armahizer MJ, Devabhakthuni S, Lemens L, Yeung SYA. Candidate reactions to a postgraduate year 1 pharmacy residency supplemental application. Am J Health Syst Pharm 2022; 79:1580-1585. [PMID: 35020784 DOI: 10.1093/ajhp/zxac007] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
DISCLAIMER In an effort to expedite the publication of articles, AJHP is posting manuscripts online as soon as possible after acceptance. Accepted manuscripts have been peer-reviewed and copyedited, but are posted online before technical formatting and author proofing. These manuscripts are not the final version of record and will be replaced with the final article (formatted per AJHP style and proofed by the authors) at a later time. PURPOSE The purpose of this study was to gauge postgraduate year 1 (PGY1) pharmacy residency candidates' reactions to supplemental applications, as well as aspects specific to our process, including a personality test and situational judgment test (SJT). METHODS After rank lists were submitted, applicants to our program were invited to complete an online survey. Outcomes of interest included candidates' perceptions of relevance and fairness. Whether candidates' attitudes differed based on the receipt of an interview offer was also assessed. RESULTS Of 199 applicants to our program for the 2021-2022 training year, 48 applicants (24.1%) completed the survey, 15 of whom had received an interview offer. Most (64.6%) agreed that supplemental applications were useful, and nearly all (95.8%) indicated that they were willing to submit one for programs in which they were most interested. The process was seen as being fair, although ratings were higher among those who received interview offers. Most respondents believed that the personality test and SJT were relevant to the role of a resident, but attitudes towards the SJT were generally more favorable and less likely to vary according to whether candidates received an interview offer. Candidates believed that the personality test and SJT were not as representative of them as letters of reference or their curriculum vitae, but perceptions of academic performance varied. CONCLUSION Applicants responded positively to our supplemental application and indicated that they would be willing to complete one for programs of interest. These findings should help assuage concerns about the use of supplemental applications, particularly when short-answer or essay formats are avoided.
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Affiliation(s)
- Brent N Reed
- University of Maryland School of Pharmacy, Baltimore, MD, USA
| | | | | | - Laura Lemens
- University of Maryland Baltimore Washington Medical Center, Glen Burnie, MD, USA
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Diec S, Patel PH, Samuel NG, Hernandez-Munoz JJ. Student perceptions of non-technical skills development during advanced pharmacy practice experiences. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1510-1516. [PMID: 34799067 DOI: 10.1016/j.cptl.2021.09.016] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Revised: 06/29/2021] [Accepted: 09/14/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION In today's workforce, non-technical skills (NTS) are essential in determining an employee's ability to fit into an organization. However, it is unknown whether pharmacy students consider these skills essential to their future work or believe they are sufficiently trained. Therefore, this study evaluated student perceptions of the value of NTS as a pharmacist and their satisfaction with NTS training. METHODS A 45-item survey was distributed to 111 fourth-year pharmacy students at Texas A&M College of Pharmacy in March 2019. Given the diverse nature of NTS, this study collected student perceptions about the 2016 Accreditation Council for Pharmacy Education Standard 4 Key Elements: self-awareness, leadership, innovation, and professionalism. Results were analyzed utilizing descriptive statistics. RESULTS Approximately 84% (n = 93) of students completed the survey. More students perceived professionalism as an important skill to have, followed by leadership, self-awareness, and innovation. Similar results were shown with students' satisfaction with NTS training. Also, results highlighted that students' satisfaction level with their NTS training and their belief regarding their strengths relied on two factors: the number of advanced pharmacy practice experiences (APPEs) where NTS training occurred and the amount of time spent practicing the NTS. CONCLUSION These data add to the existing literature to support NTS training in experiential pharmacy education. While APPEs should not be the only setting where these skills are practiced in the curriculum, our study's findings may further guide curricular priorities and assessment strategies for NTS in the experiential setting.
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Affiliation(s)
- Sandy Diec
- Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, 4849 Calhoun, Houston, TX 77204.
| | - Pooja H Patel
- Pharmacy Practice, Texas A&M Irma Lerma Rangel College of Pharmacy, 2121 W. Holcombe Blvd, Houston, TX 77030, United States.
| | - Nephy G Samuel
- Pharmacy Practice, Texas A&M Irma Lerma Rangel College of Pharmacy, 159 Reynolds Medical Building, College Station, TX 77843, United States.
| | - Jose J Hernandez-Munoz
- Pharmaceutical Sciences, Texas A&M Irma Lerma Rangel College of Pharmacy, 159 Reynolds Medical Building, College Station, TX 77843, United States.
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Austin Szwak J, Bondi DS, Knoebel R, Soni HP. Utility of clinical-focused multiple mini interviews during postgraduate year one pharmacy residency interviews. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2020. [DOI: 10.1002/jac5.1235] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Jennifer Austin Szwak
- Department of Pharmacy; The University of Chicago Medicine; Chicago Illinois United States
| | - Deborah S. Bondi
- Department of Pharmacy; The University of Chicago Medicine; Chicago Illinois United States
| | - Randall Knoebel
- Department of Pharmacy; The University of Chicago Medicine; Chicago Illinois United States
| | - Hailey P. Soni
- Department of Pharmacy; The University of Chicago Medicine; Chicago Illinois United States
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11
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Williams A. Moving beyond grade point averages and the Pharmacy Curriculum Outcomes Assessment. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2019. [DOI: 10.1002/jac5.1113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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