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Newman K, Arnoldi J, Michael A. A National Survey Exploring Practices and Perceptions of Sharing Experiential Evaluations With Future Preceptors. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100596. [PMID: 37778701 DOI: 10.1016/j.ajpe.2023.100596] [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: 06/16/2023] [Revised: 08/31/2023] [Accepted: 09/28/2023] [Indexed: 10/03/2023]
Abstract
OBJECTIVE This study aimed to understand pharmacy programs' policies and processes of sharing Advanced Pharmacy Practice Experience (APPE) assessment information among preceptors and to determine the types of grading scales currently being used nationally. METHODS A 14-question survey was utilized to collect information on Experiential Education policies and practices regarding APPE evaluations and assessment data sharing. The survey was administered electronically to Experiential Education Administrators at accredited schools of pharmacy nationally and gathered information on approach to APPE assessment, information sharing with future preceptors and open-ended responses on how struggling student learners are supported. Descriptive statistics were used to analyze quantitative responses, while qualitative open-ended comments were analyzed using thematic analysis. RESULTS A total of 95 responses were included in the analysis (67.9% response rate). The majority of programs (83.2%) reported not sharing student performance assessments with future preceptors. Themes that emerged from the analysis of open-ended comments included concerns about bias and privacy violations, and the benefits of sharing evaluations for preceptor preparation and longitudinal student growth. The grading approach varied, with 53.7% of programs using traditional tiered letter grades and 45.3% using a pass/fail grading system. CONCLUSION Most pharmacy programs do not share APPE assessment information with future preceptors due to concerns about bias and protecting student privacy. However, programs may be looking for alternative processes that address the need to facilitate student growth and to support struggling learners. Examples shared may provide stimulus and insight for Experiential Education Offices to engage in programmatic discussions about the approach to assessment sharing practices.
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Affiliation(s)
- Kate Newman
- Southern Illinois University Edwardsville School of Pharmacy, Edwardsville, IL, USA.
| | - Jennifer Arnoldi
- Southern Illinois University Edwardsville School of Pharmacy, Edwardsville, IL, USA
| | - Arielle Michael
- Southern Illinois University Edwardsville School of Pharmacy, Edwardsville, IL, USA
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Williams CR, Wolcott MD, Whitlock SN, Vernon-Platt T, Anksorus HN, Hitch WJ. Design, Implementation, and Outcomes of an Interprofessional Mobile Web Application for Preceptors for Challenging Issues. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100105. [PMID: 37597918 DOI: 10.1016/j.ajpe.2023.100105] [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: 06/24/2022] [Revised: 11/09/2022] [Accepted: 11/12/2022] [Indexed: 08/21/2023]
Abstract
OBJECTIVE The purpose of this study was to develop and assess an easily accessible interprofessional mobile web application to assist preceptors with challenging teaching and learning situations. METHODS Phase 1 was a modified Delphi process of 48 advanced practice nursing, dentistry, medicine, and pharmacy preceptors to determine the content of the application. Phase 2 consisted of 12 preceptors from the 4 disciplines piloting a prototype to refine the tool using design-thinking principles. Feedback was analyzed using inductive coding and thematic analysis. Phase 3 evaluated the impact of the final tool on 80 preceptors' satisfaction, knowledge, self-efficacy, and perception of behavior change. RESULTS Consensus on 10 topics was reached in the following 3 themes: feedback and communication, clinical and professional development of learners, and precepting efficiency. Preceptors rated the tool as efficient and applicable. Features perceived as useful included concise and applicable content that was easy to navigate with practical video examples. Features to improve included academic jargon, length of content, and lack of connectivity with other preceptors. Knowledge and self-efficacy improved after the use of the refined tool. Change in perceptions of behavior after 1 month was mixed, with a significant change in accessing resources to address challenging situations and regularly reflecting on challenging situations and no significant change in awareness, frequency, or success in managing challenging situations. CONCLUSION An interprofessional mobile web application for challenging teaching and learning situations developed through a modified Delphi process was deemed efficient and relevant and demonstrated positive knowledge and self-efficacy change.
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Affiliation(s)
- Charlene R Williams
- The University of North Carolina Chapel Hill Eshelman School of Pharmacy, Asheville, NC, USA.
| | - Michael D Wolcott
- The University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, USA; The University of North Carolina Adams School of Dentistry, Chapel Hill, NC, USA; High Point University School of Dental Medicine and Oral Health, High Point, NC, USA
| | - Sandra N Whitlock
- University of North Carolina School of Medicine Asheville Campus, Asheville, NC, USA
| | | | - Heidi N Anksorus
- The University of North Carolina Chapel Hill Eshelman School of Pharmacy, Asheville, NC, USA
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Li A, Minshew LM, Williams C, White C, Fassett KT, McLaughlin JE. Investigating preceptor experiences with cultural intelligence in pharmacy education. Res Social Adm Pharm 2023; 19:622-627. [PMID: 36621397 DOI: 10.1016/j.sapharm.2023.01.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2022] [Revised: 01/03/2023] [Accepted: 01/03/2023] [Indexed: 01/06/2023]
Abstract
BACKGROUND A culturally intelligent pharmacy workforce is critical for addressing health disparities and ensuring that healthcare teams are equipped to support the medication needs of patients. Despite the critical role of preceptors in developing aspiring pharmacists, little is known about how they create or manage cross-cultural situations for students. OBJECTIVE The objective of this study was to explore preceptor experiences teaching cultural intelligence within experiential pharmacy settings. METHODS A convergent parallel mixed methods approach was used with a 10-item survey measuring preceptor teaching self-efficacy (measured from 0-cannot do at all to 10-highly certain can do) and interviews/focus groups to further understand cultural intelligence teaching experiences. Data were analyzed according to the 4 domains of the cultural intelligence framework (i.e., cultural awareness, cultural knowledge, cultural practice, and cultural desire). Survey data were analyzed descriptively and qualitative data were analyzed deductively. RESULTS Participants (n = 24) were most confident Discussing factors underlying health and healthcare disparities (e.g., access, socioeconomic status, environment, racial/ethnic) (7.54 ± 2.04) and least confident in Understanding the importance of cultural desire in teaching students to be culturally intelligent healthcare practitioners (5.21 ± 2.72). All four cultural intelligence domains were identified in the qualitative data (n = 315 codes), with preceptors providing evidence of cultural awareness (n = 38, 12.1%), cultural knowledge (n = 54, 17.1%), cultural practice (n = 183 codes, 58.1%), and cultural desire (n = 40, 12.7%). Preceptors described various pedagogical strategies, such as case discussions, reflection, and simulation. CONCLUSIONS Participants provided insight into pedagogical strategies for cultural intelligence that could promote student learning in experiential settings and help explicate curricular gaps. Further research regarding applicability of the cultural intelligence framework is needed, including application of these strategies and opportunities for preceptor development.
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Affiliation(s)
- Anna Li
- UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, NC, USA.
| | - Lana M Minshew
- Robert D. & Patricia E. Kern Institute for the Transformation of Medical Education, Clinical Sciences Department, School of Pharmacy, Medical College of Wisconsin, Milwaukee, WI, USA.
| | - Charlene Williams
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, UNC Chapel Hill, Asheville, NC, USA.
| | - Carla White
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, NC, USA.
| | - Kyle T Fassett
- Office of Institutional Research & Assessment, UNC Chapel Hill, Chapel Hill, NC, USA.
| | - Jacqueline E McLaughlin
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, NC, USA.
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Williams CR, Hubal R, Wolcott MD, Kruse A. Interactive Narrative Simulation as a Method for Preceptor Development. PHARMACY (BASEL, SWITZERLAND) 2021; 10:pharmacy10010005. [PMID: 35076570 PMCID: PMC8788483 DOI: 10.3390/pharmacy10010005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Revised: 12/20/2021] [Accepted: 12/24/2021] [Indexed: 11/30/2022]
Abstract
(1) Background: This proof-of-concept study assessed an interactive web-based tool simulating three challenging non-academic learning situations—student professionalism, cross-cultural interactions, and student well-being—as a means of preceptor development. (2) Methods: Three scripts focused on professionalism, cross-cultural interactions, and student well-being were developed and implemented using a commercial narrative tool with branching dialog. Delivered online, this tool presented each challenge to participants. Participants had up to four response options at each turn of the conversation; the choice of response influenced the subsequent conversation, including coaching provided at the resolution of the situation. Participants were invited to complete pre-activity, immediate post-activity, and one-month follow-up questionnaires to assess satisfaction, self-efficacy, engagement, and knowledge change with the tool. Knowledge was assessed through situational judgment tests (SJTs). (3) Results: Thirty-two pharmacist preceptors participated. The frequency of participants reflecting on challenging learning situations increased significantly one-month post-simulation. Participants affirmatively responded that the tool was time-efficient, represented similar challenges they encountered in precepting, was easily navigable, and resulted in learning. Self-efficacy with skills in managing challenging learning situations increased significantly immediately post-simulation and at a one-month follow-up. Knowledge as measured through SJTs was not significantly changed. (4) Conclusions: Preceptors found an interactive narrative simulation a relevant, time-efficient approach for preceptor development for challenging non-academic learning situations. Post-simulation, preceptors more frequently reflected on challenging learning situations, implying behavior change. Self-efficacy and self-report of knowledge increased. Future research is needed regarding knowledge assessments.
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Affiliation(s)
- Charlene R. Williams
- The Eshelman School of Pharmacy, The University of North Carolina Chapel Hill, Asheville, NC 28804, USA
- Correspondence: ; Tel.: +1-828-250-3906
| | - Robert Hubal
- The Eshelman School of Pharmacy, The University of North Carolina Chapel Hill, Chapel Hill, NC 27599, USA; (R.H.); (M.D.W.); (A.K.)
| | - Michael D. Wolcott
- The Eshelman School of Pharmacy, The University of North Carolina Chapel Hill, Chapel Hill, NC 27599, USA; (R.H.); (M.D.W.); (A.K.)
| | - Abbey Kruse
- The Eshelman School of Pharmacy, The University of North Carolina Chapel Hill, Chapel Hill, NC 27599, USA; (R.H.); (M.D.W.); (A.K.)
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Guidry CM, Medina MS, Bennett KK, Schwier NC. The other side of "challenging learners": Strategies for teaching and precepting the overachiever and high performer. Am J Health Syst Pharm 2021; 79:17-22. [PMID: 34447993 DOI: 10.1093/ajhp/zxab348] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
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.
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Affiliation(s)
- Corey M Guidry
- Department of Pharmacy: Clinical and Administrative Sciences, University of Oklahoma Health Sciences Center College of Pharmacy, Oklahoma City, OK, USA
| | - Melissa S Medina
- Department of Pharmacy: Clinical and Administrative Sciences, University of Oklahoma Health Sciences Center College of Pharmacy, Oklahoma City, OK, USA
| | - Kiya K Bennett
- Department of Pharmacy: Clinical and Administrative Sciences, University of Oklahoma Health Sciences Center College of Pharmacy, Oklahoma City, OK, USA
| | - Nicholas C Schwier
- Department of Pharmacy: Clinical and Administrative Sciences, University of Oklahoma Health Sciences Center College of Pharmacy, Oklahoma City, OK, USA
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Minshew LM, Williams CR, Dinkins MM, Haltom WR, Brown KPD, McLaughlin JE. Developing a process to manage challenges encountered by experiential education administrators. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:318-326. [PMID: 33715791 DOI: 10.1016/j.cptl.2020.11.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2020] [Revised: 10/16/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION This study explored preceptor and student related issues reported in pharmacy experiential education settings and solutions that experiential education administrators (EEAs) applied to inform a process to manage these challenges. METHODS This mixed-methods study was conducted in two phases. In phase one, five EEAs from three schools of pharmacy collected quantitative and qualitative data over a two-year period on issues reported by students and preceptors and the solutions EEAs employed. Descriptive statistics and content analysis were used to analyze quantitative and qualitative data, respectively. Interviews with six EEAs from four schools were completed in phase two. An additional school was added in phase two. Open coding, pattern coding, and summative analysis were completed on interview data. RESULTS Preceptors and students reported 156 and 65 issues, respectively. The most common issues reported were student reliability/responsibility (22, 14%) and preceptor communication (13, 20%). The most frequently applied solutions were coach preceptor (51, 24%) and meet with student (20, 24%). Interviews revealed more information about the strategies EEAs used. Approaches included reactive responses such as talking to and coaching preceptors or students. Preventative strategies were desired, such as tracking data and training. CONCLUSIONS Results informed two approaches that EEAs can employ to resolve student and preceptor issues. In the proactive process, issues are tracked to inform student and preceptor development. The reactive approach involves meeting with the preceptor or student, gathering information from both parties, coaching the preceptor or student, and involving other administrators as needed for serious concerns.
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Affiliation(s)
- Lana M Minshew
- UNC Eshelman School of Pharmacy, CB # 7355, 321 Beard Hall, 301 Pharmacy lane, Chapel Hill, NC 27599, United States.
| | - Charlene R Williams
- UNC Eshelman School of Pharmacy, CB #2125, 114D Karpen Hall, One University Heights, Asheville, NC 28804, United States.
| | - Melissa M Dinkins
- Wingate University School of Pharmacy, 515 N Main Street, Wingate, NC 28714, United States.
| | - Wesley R Haltom
- Wingate University School of Pharmacy, 515 N Main Street, Wingate, NC 28714, United States.
| | - K Paige D Brown
- Campbell University College of Pharmacy & Health Sciences, PO Box 1090, Buies Creek, NC 27506, United States.
| | - Jacqueline E McLaughlin
- UNC Eshelman School of Pharmacy, Campus Box 7574, 321 B Beard Hall, 301 Pharmacy Lane, Chapel Hill, NC 27599, United States.
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Briceland LL, Caimano CR, Rosa SW, Veselov M, Jablanski C. Exploring the impact of engaging student pharmacists in developing individualized experiential success plans. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2021. [DOI: 10.1002/jac5.1342] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Laurie L. Briceland
- Pharmacy Practice Department Albany College of Pharmacy and Health Sciences Albany New York USA
| | - Courtney R. Caimano
- Pharmacy Practice Department Albany College of Pharmacy and Health Sciences Albany New York USA
| | - Sandra W. Rosa
- Pharmacy Practice Department Albany College of Pharmacy and Health Sciences Colchester Vermont USA
| | - Megan Veselov
- Pharmacy Practice Department Albany College of Pharmacy and Health Sciences Albany New York USA
| | - Cindy Jablanski
- Pharmacy Practice Department Albany College of Pharmacy and Health Sciences Colchester Vermont USA
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Kendrick J, Beauchesne A, Lee YV, Corrigan S, Carr R. Conflict between Pharmacy Preceptors and Pharmacy Learners in Experiential Education. Can J Hosp Pharm 2021; 74:36-42. [PMID: 33487653 PMCID: PMC7801327] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
BACKGROUND The relationship between a preceptor and a learner is complex and can be prone to conflict. The issue of conflict in experiential education has been studied in medicine, nursing, social work, and education; however, conflict between pharmacy preceptors and learners has not been described. OBJECTIVE To describe types of conflict between pharmacy preceptors and learners, the outcomes of such conflict, the impacts on the preceptor-learner relationship, and conflict-resolution strategies. METHODS An anonymous electronic survey of pharmacist preceptors and pharmacy residents in British Columbia was conducted. The survey included various types of questions to enrich the quality of responses (e.g., Likert scale, ranking, and requests for comments). Descriptive statistics were used. RESULTS Forty-nine participants completed the survey from the preceptor's perspective, 12 from the learner's perspective, and 4 from both perspectives. Sixty percent of preceptors (32/53) and 75% of learners (12/16) admitted experiencing conflict. Preceptors (n = 27) cited the learner's professionalism (74%), knowledge/skills (59%), communication issues (59%), personal issues (56%), and punctuality/attendance (52%) as causes of conflict. Learners, however (n = 12), cited differing expectations (67%), teaching versus learning style preferences (50%), and communication issues (67%) as causes of conflict. The majority of preceptors and learners indicated that conflict had negatively affected the relationship; however, most preceptors (69% [18/26]) and learners (50% [6/12]) agreed or strongly agreed with the statement, "I have generally felt comfortable working with preceptors/learners after a conflict." More learners than preceptors felt that the learner's ability to perform was negatively affected by the conflict (92% [11/12] versus 52% [13/25]). Preceptors were more likely to take initiative to resolve conflict. Verbal communication was the method of conflict resolution preferred by both preceptors and learners. Most preceptors and learners indicated that they felt that conflicts were generally resolved. CONCLUSIONS Conflict was common in the pharmacy preceptor-learner relationship. Pharmacy preceptors and learners had different perspectives about the causes and outcomes of conflict.
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Affiliation(s)
- Jennifer Kendrick
- , BScPharm, ACPR, PharmD, is with the Pharmacy Department, Children's and Women's Health Centre of BC, and the Faculty of Pharmaceutical Sciences, The University of British Columbia, Vancouver, British Columbia
| | - Arielle Beauchesne
- , PharmD, ACPR, was, at the time of this study, a student in the Faculty of Pharmaceutical Sciences, The University of British Columbia, Vancouver, British Columbia. She is now a Year 2 Resident with Lower Mainland Pharmacy Services
| | - Yunji Valerie Lee
- , BScPharm, ACPR, was, at the time of this study, a Pharmacy Resident with Lower Mainland Pharmacy Services. She is now a Clinical Pharmacist with the Pharmacy Department of Providence Health Care, Vancouver, British Columbia
| | - Sue Corrigan
- , BScPharm, ACPR, PharmD, was, at the time of this study, the Residency Coordinator for Lower Mainland Pharmacy Services. She is now with the Pharmacy Department, Eagle Ridge Hospital, Port Moody, British Columbia, and retains her position with the Faculty of Pharmaceutical Sciences, The University of British Columbia, Vancouver, British Columbia
| | - Roxane Carr
- , BScPharm, ACPR, PharmD, is with the Pharmacy Department, Children's and Women's Health Centre of BC, and the Faculty of Pharmaceutical Sciences, The University of British Columbia, Vancouver, British Columbia
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Harmon KS, Gonzales AD, Fenn NE. Remediation and reassessment methods in pharmacy education: A systematic review. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:81-90. [PMID: 33131623 DOI: 10.1016/j.cptl.2020.07.005] [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: 08/07/2019] [Revised: 06/24/2020] [Accepted: 07/14/2020] [Indexed: 05/26/2023]
Abstract
BACKGROUND Colleges of pharmacy are currently required to implement a remediation program within their curricula, but no specifications are provided on the ideal methodology. While the need for successful remediation strategies continues to grow, literature describing positive or negative outcomes of different approaches is significantly lacking. The objective of this literature review was to describe and evaluate remediation methodologies in pharmacy education. METHODS This literature review was completed following PRISMA criteria. A search of the PubMed, Cochrane Library, Cumulative Index of Nursing and Allied Health, Academic Search Complete, PsycInfo, Scopus, and ProQuest Central databases was conducted in July 2019. Studies were included if they involved pharmacy student education and described either remediation or reassessment. RESULTS The evaluated studies discussed a range of course types being remediated, a large variety of remediation strategies and timeframes, and differing overall outcomes. No studies provided comparison of remediation techniques or provided details on the implementation of their chosen approaches. A consistent finding within the evaluated studies was the inclusion of prevention strategies to attempt to avoid the need for remediation preemptively. Overall outcomes for each remedial program were inconsistent and no clear patterns were evident other than an improvement in student performance following remediation. IMPLICATIONS Remediation strategies included course repetition, summer restudy, reassessment, and individualized plans. Outcomes varied significantly between studies, making methodology comparisons difficult. Future studies that include more detail and consistency in the reported outcomes would be beneficial to students and help clarify remediation for colleges of pharmacy.
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Affiliation(s)
- Kiersi S Harmon
- The University of Texas at Tyler, 3900 University Blvd, Tyler, TX 75799, United States.
| | - Alessa D Gonzales
- The University of Texas at Tyler, 3900 University Blvd, Tyler, TX 75799, United States.
| | - Norman E Fenn
- The University of Texas at Tyler, 3900 University Blvd, Tyler, TX 75799, United States.
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Haase KK, Crannage EF, Orlando PL, Lee M, Martello JL, Stamm PL, Wargo KA, Kiser KL, Fleischman ME. Pharmacy practice faculty and preceptor development. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2020. [DOI: 10.1002/jac5.1233] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
| | | | | | - Mary Lee
- American College of Clinical Pharmacy; Lenexa Kansas USA
| | | | | | - Kurt A. Wargo
- American College of Clinical Pharmacy; Lenexa Kansas USA
| | - Katie L. Kiser
- American College of Clinical Pharmacy; Lenexa Kansas USA
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Hellwig T, Williams CR, Jen C, Raub JN, Scalese M, Smith WJ, Parbuoni KA. Current practices for identifying and managing challenging pharmacy residents: A needs assessment. Am J Health Syst Pharm 2020; 77:52-55. [DOI: 10.1093/ajhp/zxz257] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Affiliation(s)
- Thaddaus Hellwig
- South Dakota State University, College of Pharmacy and Allied Health Professions, Sioux Falls, SD
- Sanford USD Medical Center, Sioux Falls, SD
| | - Charlene R Williams
- Eshelman School of Pharmacy, University of North Carolina Chapel Hill, Asheville, NC
| | - Christi Jen
- HonorHealth Deer Valley Medical Center, Phoenix, AZ
- Department of Pharmacy Practice, University of Arizona College of Pharmacy, Phoenix, AZ
| | - Joshua N Raub
- Department of Pharmacy Services, Detroit Receiving Hospital, Detroit, MI
- Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, Detroit, MI
| | - Michael Scalese
- Department of Pharmacy Practice, Prisma Health Richland, Columbia, SC
| | - Winter J Smith
- Department of Clinical Sciences, Ben and Maytee Fisch College of Pharmacy, The University of Texas at Tyler, Tyler, TX
| | - Kristine A Parbuoni
- Department of Pharmacy Practice and Science, University of Maryland School of Pharmacy, Baltimore, MD
- University of Maryland Medical Center, Baltimore, MD
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Thompson AN, Nappi J, McKinzie B, Haney J, Pilch N. Making the Transition from Student to Resident: A Method to Individualize a PGY1 Program. PHARMACY 2016; 4:pharmacy4040031. [PMID: 28970404 PMCID: PMC5419376 DOI: 10.3390/pharmacy4040031] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2016] [Revised: 09/23/2016] [Accepted: 10/14/2016] [Indexed: 11/16/2022] Open
Abstract
A Postgraduate Year One (PGY1) resident's concerns, limitations, and strengths may be self-identified early in the residency year but are reliant on self-awareness and insight. Program directors commonly find difficulty in identifying a resident's specific knowledge deficits at the beginning of the program. A standardized resident examination can identify limitations early in training and these results can be incorporated into a tailored resident development plan. A total of sixty-two PGY1 residents completed the examination pre- and post-training over a five-year timespan. Scores increased in most core disciplines in each of the five years, indicating an overall improvement in resident knowledge throughout their PGY1 year. The approach of utilizing the scores for the resident's individualized plan allows for customization to ensure that the resident addresses knowledge gaps where necessary.
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Affiliation(s)
- Amy N Thompson
- College of Pharmacy, Medical University of South Carolina, Charleston, SC 29425, USA.
| | - Jean Nappi
- College of Pharmacy, Medical University of South Carolina, Charleston, SC 29425, USA.
| | - Brian McKinzie
- Department of Pharmacy Services, Medical University of South Carolina, Charleston, SC 29425, USA.
| | - Jason Haney
- College of Pharmacy, Medical University of South Carolina, Charleston, SC 29425, USA.
| | - Nicole Pilch
- Transplant ICCE, Medical University of South Carolina, Charleston, SC 29425, USA.
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