Preparing pharmacy students for postgraduate training through a residency preparedness elective course

Impact of Nursing Clinical Elective Courses on New Graduate Nurses' Clinical Practice: A Mixed-Methods Descriptive Study

BACKGROUND

Clinical elective courses provide additional specialty knowledge for prelicensure nursing students; however, it is unknown how these courses impact nurses' clinical practice after graduation.

PURPOSE

To describe how clinical nursing electives impact graduates' clinical practice.

METHODS

A mixed-methods descriptive design was used. Students who graduated from a prelicensure nursing program were sent an electronic survey and participated in qualitative interviews.

RESULTS

Thirty-three graduates completed the survey, with 9 participating in interviews. Sixteen graduates worked in the clinical practice areas that were the same, or related to, the clinical elective they took. Many graduates felt that taking the elective course improved their confidence in the clinical setting and provided increased knowledge that put them at an advantage over their peers.

CONCLUSION

Clinical electives may offer a means to meet health care system needs by preparing a more confident, knowledgeable new graduate in specialty areas in which nurses are needed most.

Implementation and Evaluation of a Residency Preparation Program for Fourth-Year Doctor of Pharmacy Students

OBJECTIVE

To describe the impact of a formal residency preparation program on student match rates, and to evaluate student-reported advisement activities and perceptions of the residency application process.

METHODS

An optional, noncredit-bearing, residency preparation program was implemented in professional year 4 (PY4) of the Doctor of Pharmacy curriculum. The program consisted of 4 residency preparation presentations and/or workshops: curriculum vitae writing, navigating the residency application process and American Society of Health-Systems Pharmacy Midyear Clinical Meeting, letter of intent writing, and interview skills. Students attended either virtually or in person, with 3 of the 4 sessions including small group breakout sessions. The program also included dedicated, 1-on-1 residency advisement with residency-experienced advisors.

RESULTS

Residency match rates following program implementation increased from 74.3% (comparison group) to 87.5% (intervention group). More students in the intervention group reported that their advisor assisted them with curriculum vitae review, letter of intent review, and interview skills. In addition, the intervention group reported significantly more time spent meeting with their advisor during PY4 than the comparison group. Students found the program to be beneficial to their professional development, indicated that it helped them to obtain a residency position, and expressed that they would participate in the residency preparation program again.

CONCLUSION

Implementation of a formal residency preparation program for PY4 students that included 1-on-1 dedicated residency advisement increased match rates and interaction between students and their residency advisor.

A Systematic Review of Interventions Implemented by Pharmacy Programs to Improve Postgraduate Residency Placement

OBJECTIVE

This systematic review aims to identify the impact of interventions implemented by pharmacy programs to support students pursuing postgraduate residency training.

METHODS

We conducted a literature search through March 8, 2022 to identify articles that studied an intervention made by a pharmacy program aiming to prepare students to qualify for a postgraduate residency position. Data were collected to describe each study's methods, the included population, and outcomes and to evaluate study risk of bias.

FINDINGS

Twelve studies met our inclusion criteria. The evidence base is limited to observational data with significant risk of bias. Pharmacy programs use various strategies to deliver training to students opting for the residency application process: elective courses, multiyear curricular tracks, introductory pharmacy practice experiences (IPPEs), and organized professional development events. Participation in these interventions was found to be associated with higher residency match rates, with exception of IPPE where match rates were not evaluated as an outcome. Curricular tracks and multicomponent professional development events were found to be associated with the largest improvement in match rates. Participation in electives or multicomponent professional development was found to be associated with improved student knowledge and confidence in interviews. Multicomponent professional development was also found to be associated with student preparedness for the match process. Curricular tracks and IPPE were found to be associated with improved student knowledge, whereas mock interviews were associated with improved student confidence.

SUMMARY

Pharmacy schools support preparation of students for the residency application and interview process in a variety of ways. The current evidence does not support one strategy to be more effective than another. Until additional evidence emerges to guide decisions, schools should select training programs based on balancing the need to support student professional development with resources and workload.

Postgraduate year 1 pharmacy residency director perceptions of elective courses about residency training

INTRODUCTION

There are few research articles that give college faculty insight into how pharmacy residency programs evaluate applicants, and there is no data to indicate how residency program directors (RPDs) view pharmacy residency elective courses when evaluating applicants' transcripts. This study sought to describe post-graduate year 1 (PGY1) RPD perceptions of pharmacy residency electives.

METHODS

An online, 8-item survey was distributed to 1335 PGY1 RPDs, identified through the American Society of Health-System Pharmacists Online Residency Directory.

RESULTS

Two hundred thirty-two residency program directors participated in the survey. The majority of respondents (68.1%) stated that a residency elective would not change their perception of candidates, though 75.9% agreed that a residency elective is beneficial to the student and 53% responded that the elective would be beneficial to the residency program. Time management and research skills were the topics that were most often recommended to be included in such courses.

CONCLUSIONS

Overall, responses were favorable toward pharmacy residency electives, though most stated completion of such a course would not change their assessment of candidates. These courses could be most beneficial if they include development in skills necessary for successful residency training.