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Murry LT, Boyer JG, Catledge K, Gettig JP, Travlos DV, Zarembski D, Kiersma ME. The Intersection of Growth Mindset and Accreditation in Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100711. [PMID: 38723896 DOI: 10.1016/j.ajpe.2024.100711] [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: 09/19/2023] [Revised: 04/30/2024] [Accepted: 05/02/2024] [Indexed: 05/28/2024]
Abstract
OBJECTIVES To describe existing growth mindset literature within pharmacy and health care education, describe how a growth mindset can be beneficial in the accreditation process, and propose potential ways to promote a growth mindset in faculty, preceptors, students, and staff within pharmacy education. FINDINGS To help pharmacy learners develop a growth mindset, existing literature emphasizes the need for a shift toward and aligning assessment with a growth mindset, helping to create self-directed adaptive learners, leading to health care providers who can adjust their practice to tackle expected and unexpected challenges throughout their careers. Strategies to create a culture of growth mindset identified include training faculty and learners on growth mindset and developing new assessments that track a learner's growth. Recommendations for pharmacy educators include encouraging educators to assess their own growth mindset and use a variety of teaching methods and provide feedback on learner effort that encourages the process of learning rather than focusing on individual attributes, traits, and results. SUMMARY Growth mindset intersects with accreditation standards for both professional degree programs and providers of continuing pharmacy education. Continuing professional development process is one way to encourage faculty, staff, and students to develop a growth mindset. While a growth mindset can have many positive impacts on pharmacy accreditation, it is essential to recognize that achieving and maintaining accreditation is a multifaceted process involving numerous factors. A growth mindset can positively influence pharmacy education accreditation by fostering a culture of continuous improvement, innovation, resilience, student-centeredness, data-driven decision-making, collaboration, and effective leadership.
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Affiliation(s)
- Logan T Murry
- Accreditation Council for Pharmacy Education, Chicago, IL, USA
| | - J Gregory Boyer
- Accreditation Council for Pharmacy Education, Chicago, IL, USA
| | | | - Jacob P Gettig
- Accreditation Council for Pharmacy Education, Chicago, IL, USA
| | | | - Dawn Zarembski
- Accreditation Council for Pharmacy Education, Chicago, IL, USA
| | - Mary E Kiersma
- Accreditation Council for Pharmacy Education, Chicago, IL, USA.
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2
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Rhoney DH, Chen AMH, Churchwell MD, Daugherty KK, Jarrett JB, Kleppinger EL, Nawarskas JJ, Sibicky SL, Stowe CD, Meyer SM. The Need for Competency-Based Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100706. [PMID: 38705241 DOI: 10.1016/j.ajpe.2024.100706] [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: 10/23/2022] [Revised: 04/29/2024] [Accepted: 04/29/2024] [Indexed: 05/07/2024]
Abstract
OBJECTIVES While pharmacy education updates learning as new information arises, changes to learning experiences can trail behind current practices and technology. There have been multiple calls for radical changes in how health professions education is delivered to ensure patients are receiving high-quality care. Competency-based education has been one way discussed in the literature for how to handle this need to develop students who have a willingness to learn and can problem-solve. The goal of this review is to examine whether competency-based education is needed to drive the profession of pharmacy forward. FINDINGS To address, we collaboratively identified stakeholder perspectives to evaluate the need. The following stakeholders achieved consensus among the committee members: patients/society, learners, workplace/profession, and academic institutions. SUMMARY Based on those perspectives, needs, and gaps to address those needs were identified and are presented in this review.
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Affiliation(s)
- Denise H Rhoney
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Aleda M H Chen
- Cedarville University, School of Pharmacy, Cedarville, OH, USA.
| | - Mariann D Churchwell
- University of Toledo College of Pharmacy and Pharmaceutical Sciences, Toledo, OH, USA
| | - Kimberly K Daugherty
- Sullivan University College of Pharmacy and Health Sciences, Louisville, KY, USA
| | - Jennie B Jarrett
- University of Illinois Chicago College of Pharmacy, Chicago, IL, USA
| | | | | | - Stephanie L Sibicky
- Northeastern University School of Pharmacy and Pharmaceutical Sciences, Boston, MA, USA
| | - Cindy D Stowe
- University of Arkansas for Medical Sciences College of Pharmacy, Little Rock, AR, USA
| | - Susan M Meyer
- University of Pittsburgh School of Pharmacy, Pittsburgh, PA, USA
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3
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Daugherty KK, Chen A, Churchwell MD, Jarrett JB, Kleppinger EL, Meyer S, Nawarskas J, Sibicky SL, Stowe CD, Rhoney DH. Competency-based pharmacy education definition: What components need to be defined to implement it? AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100624. [PMID: 37952584 DOI: 10.1016/j.ajpe.2023.100624] [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: 10/19/2022] [Revised: 10/30/2023] [Accepted: 11/06/2023] [Indexed: 11/14/2023]
Abstract
OBJECTIVES This study aimed to define the essential elements in the proposed competency-based pharmacy education (CBPE) definition, provide the key defining components of each essential element on the basis of educational theory and evidence, and define how the essential elements meet the identified needs for CBPE. METHODS best-practice integrative review was conducted as part of the work of the American Association of Colleges of Pharmacy CBPE Task Force to define the essential elements in the CBPE definition and how these elements fit with the need for CBPE. The definition was compared with other published competency-based education definitions across K-12, higher education, medical education, and veterinary education. Task Force members then met to develop a consensus on the core components of the 5 essential elements in the definition. Next, the Task Force evaluated the fit of CBPE by matching the identified needs, discussed in detail elsewhere, across each of the stakeholder perspectives with the core components of the 5 essential elements in the derived definition of CBPE. FINDINGS Upon review of the proposed CBPE definition, the Task Force identified 5 essential elements. These elements include the following: meeting health care and societal needs, outcomes-based curricular model, de-emphasized time, learner-centered culture, and authentic teaching and learning strategies aligned to assessments. SUMMARY This article helps to establish a common language for CBPE by defining the essential elements of the core components of the definition, and provides a starting point for further exploration of CBPE.
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Affiliation(s)
- Kimberly K Daugherty
- Sullivan University College of Pharmacy and Health Sciences, Louisville, KY, USA
| | - Aleda Chen
- Cedarville University, School of Pharmacy, Cedarville, OH, USA
| | - Marianne D Churchwell
- University of Toledo, College of Pharmacy and Pharmaceutical Sciences, Toledo, OH, USA
| | - Jennie B Jarrett
- University of Illinois Chicago, College of Pharmacy, Department of Pharmacy Practice, Chicago, IL, USA
| | | | | | - James Nawarskas
- University of New Mexico, College of Pharmacy, Albuquerque, NM, USA
| | - Stephanie L Sibicky
- Northeastern University, School of Pharmacy and Pharmaceutical Sciences, Boston, MA, USA
| | - Cindy D Stowe
- University of Arkansas for Medical Sciences, College of Pharmacy, Little Rock, AR, USA
| | - Denise H Rhoney
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, NC, USA.
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Cooley J, Frederick KD, Larson S. Promoting continuing professional development (CPD) through a novel CPD advanced pharmacy practice experience. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:85-90. [PMID: 36898881 DOI: 10.1016/j.cptl.2023.02.012] [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: 12/21/2021] [Revised: 09/28/2022] [Accepted: 02/23/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND AND PURPOSE The Accreditation Council for Pharmacy Education Standards 2016 and the Entrustable Professional Activities highlight the importance of continuing professional development (CPD) in pharmacy education. Furthermore, pharmacy graduates must self-direct their learning to sustain professional knowledge, skills, and practice. An advanced pharmacy practice experience (APPE) dedicated to CPD can help meet standards of pharmacy education and prepare students for a career of lifelong learning. EDUCATIONAL ACTIVITY AND SETTING An innovative CPD APPE centered on the CPD framework and student self-directed learning was developed and implemented by three colleges of pharmacy. Students enrolled in the new CPD APPE were introduced to the CPD framework, engaged in reflection, developed personalized learning objectives, and participated in self-directed learning activities to meet identified educational needs. FINDINGS Student performance outcomes were assessed via written reflections, portfolio documentation, and attendance records. The novel CPD rotation showed positive findings regarding student-perceived satisfaction, achievement of learning outcomes, and foundational lifelong learning habits. As soon-to-be graduates and practicing pharmacists, final-year pharmacy students are well poised to learn and apply the CPD framework and develop the skills needed to become lifelong learners. SUMMARY Experiences across three colleges of pharmacy demonstrated that a CPD APPE is feasible, valuable, and effective to integrate comprehensive CPD training within pharmacy education. Other programs within the academy may utilize this scalable model to prepare APPE students to engage in self-directed CPD and lifelong learning as health professionals.
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Affiliation(s)
- Janet Cooley
- University of Arizona R. Ken Coit College of Pharmacy, 1295 N. Martin Avenue, PO 210202, Tucson, AZ 85721, United States.
| | - Kelsey D Frederick
- University of Tennessee Health Science Center College of Pharmacy, 301 S. Perimeter Park Drive, Suite 220, Nashville, TN 37211, United States.
| | - Suzanne Larson
- Midwestern University College of Pharmacy, 19555 N 59th Avenue, Glendale, AZ 85308, United States.
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Mishra SD, Rojewski J, Rebitch CB. Peer feedback as a medium to facilitate reflective practice among pharmacy students in a case-based learning environment. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:1387-1396. [PMID: 36137887 DOI: 10.1016/j.cptl.2022.09.029] [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: 06/14/2021] [Revised: 07/22/2022] [Accepted: 09/07/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION The ability to reflect is a key element in preparing pharmacy professionals to meet the challenges of a dynamic health care environment. This mixed-methods study explored the pedagogical benefits of peer feedback by designing, developing, and implementing a peer feedback activity to facilitate reflective practice among pharmacy students. METHODS Twenty second-year doctor of pharmacy (PharmD) students in a required pharmacotherapy course participated in a systematic peer feedback activity and five of these students volunteered for semi-structured interviews. RESULTS No significant correlation was found between perceived effectiveness of peer feedback and students' reflective thinking skills. Qualitative interview data revealed three major themes regarding PharmD students' perception of peer feedback as an instructional strategy to promote reflective practice: (1) the cognitive process of providing feedback, (2) the cognitive process after receiving peer feedback, and (3) perceptions of peer feedback as a tool to exercise reflective practice. CONCLUSIONS Although limited in sample size, important lessons were learned on how to design, develop, and implement a peer feedback activity.
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Affiliation(s)
- Supriya D Mishra
- 221 River's Crossing, 850 College Station Road, University of Georgia, Athens, GA 30605, United States; Georgia Department of Education, 1562 Twin Towers, 205 Jesse Hill Jr. Dr. SE, Atlanta, GA 30334, United States.
| | - Jay Rojewski
- 221 River's Crossing, 850 College Station Road, University of Georgia, Athens, GA 30605, United States.
| | - Catherine B Rebitch
- University of Pittsburgh School of Pharmacy, Salk Hall Room 5429, 3501 Terrace Street, Pittsburgh, PA 15261, United States.
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Brownfield A, Williams CR, Cox CD, Davis LE, Haines SL, Rambaran KA, Ruble M, Smith MD. Moving a National Preceptor Development Platform From Design to Reality. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:8593. [PMID: 34933899 PMCID: PMC10159432 DOI: 10.5688/ajpe8593] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Accepted: 09/27/2021] [Indexed: 05/06/2023]
Affiliation(s)
- Angela Brownfield
- University of Missouri-Kansas City, School of Pharmacy, Columbia, Missouri
| | - Charlene R Williams
- University of North Carolina, Eshelman School of Pharmacy, Asheville, North Carolina
| | - Craig D Cox
- Texas Tech University Health Sciences Center, Jerry H. Hodge School of Pharmacy, Lubbock, Texas
| | - Lindsay E Davis
- Midwestern University, College of Pharmacy. Glendale, Arizona
| | - Seena L Haines
- University of Mississippi, School of Pharmacy, Jackson, Mississippi
| | | | - Melissa Ruble
- University of South Florida, Taneja College of Pharmacy, Tampa, Florida
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DeVolld T, DiPietro Mager N, Ernst K, Parker K, Komandt M, Meadows A, Aronson BD. Management, entrepreneurship, continuing professional development, and leadership education in United States doctor of pharmacy curricula: A scoping review. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:798-808. [PMID: 35809912 DOI: 10.1016/j.cptl.2022.06.012] [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: 05/01/2021] [Revised: 03/01/2022] [Accepted: 06/09/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND As doctor of pharmacy (PharmD) curricula must fulfill accreditation standards emphasizing managerial skills, entrepreneurship, continuing professional development (CPD), and leadership, there is interest among faculty to incorporate high-quality, evidence-based educational strategies. To date there has not been a comprehensive review of these four topics in one paper; therefore, we aimed to describe the landscape of the published literature and areas for future research. METHODS A keyword search of Academic Search Complete/Premier and OvidMedline databases identified articles published between 1 January 2000 and 31 December 2020. Inclusion criteria included primary, peer-reviewed literature describing the implementation and evaluation of teaching methodologies on aspects of management, entrepreneurship, CPD, or leadership in United States PharmD programs. Titles and abstracts were screened for inclusion. Key information regarding instructional design and assessment were retrieved to develop narrative summaries of activities and outcomes and to chart the student year of study, sample size, mode of delivery (didactic/experiential/co-curricular), type of experience (required/optional), and learning activity. RESULTS Thirty-five articles met inclusion criteria and were categorized: management (n = 12), entrepreneurship (n = 2), CPD (n = 7), and leadership (n = 14). The articles provided example activities that faculty across the country can consider implementing. Identified gaps included a focus on episodic and/or optional experiences and a relative lack of objective and longitudinal assessment practices. IMPLICATIONS This review describes educational methodologies for management, entrepreneurship, CPD, and leadership that can be replicated or adapted. Additional reports of innovative educational practices assessed through valid and reliable methods are needed.
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Affiliation(s)
- Trate DeVolld
- Ohio Northern University Raabe College of Pharmacy, 525 S. Main St., Ada, OH 45810, United States.
| | - Natalie DiPietro Mager
- Pharmacy Practice, Ohio Northern University Raabe College of Pharmacy, 525 S. Main St., Ada, OH 45810, United States.
| | - Kevin Ernst
- Business Management and Entrepreneurship, Ohio Northern University Dicke College of Business, 525 S. Main St., Ada, OH 45810, United States.
| | - Kyle Parker
- Pharmacy Practice, Ohio Northern University Raabe College of Pharmacy, 525 S. Main St., Ada, OH 45810, United States.
| | - Mary Komandt
- PGY2 Community Pharmacy Administration and Leadership/MBA Resident, Johns Hopkins Home Care Group, 5901 Holabird Ave, Unit A, Baltimore, MD 21224, United States.
| | - Avery Meadows
- Staff Pharmacist, CVS Pharmacy, 535 Delaware Ave., Marion, OH 43302, United States.
| | - Benjamin D Aronson
- Pharmacy Practice, Ohio Northern University Raabe College of Pharmacy, 525 S. Main St., Ada, OH 45810, United States.
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Khamis S, Abdi AM, Basgut B. Preparing lifelong learners for delivering pharmaceutical care in an ever-changing world: a study of pharmacy students. BMC MEDICAL EDUCATION 2020; 20:502. [PMID: 33302925 PMCID: PMC7726601 DOI: 10.1186/s12909-020-02394-w] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2020] [Accepted: 11/19/2020] [Indexed: 06/01/2023]
Abstract
BACKGROUND Continuing professional development (CPD) continues to gain acceptance as a model for health care professionals to engage in lifelong learning (LLL). Many pharmacy schools have not adopted yet specific programs targeting the development of LLL skills, though LLL is widely accepted as an essential competence. This paper examines the effectiveness and utility of a longitudinal CPD training program. METHODS A CPD simulation course was introduced to a cohort of fifth year students in Northern Cyprus in the 2018-2019 academic year. The program was delivered as an interactive orientation course in one semester; meanwhile, in the second semester, the students applied the CPD cycle and completed their portfolios during their final experiential practice. A mixed-methods approach was used to evaluate the outcomes of the intervention using students' preparedness for lifelong learning (SPLLL) self-administered questionnaire delivered pre-post program, focus group sessions for students to reflect on the course experience, and instructors' evaluations of portfolios. RESULTS Following the implementation of the course, students' assessment scores were significantly higher overall and for all scale domains, including "knowledge, skills, attitude and practice", compared to the baseline assessment. Additionally, compared to fifth year students who responded to the second SPLLL questionnaire, the intervention group students' assessment was significantly higher in knowledge, skills, and practice. The qualitative analysis reported high student satisfaction and achievement of the course objectives. Nineteen of the students scored high on their portfolios. CONCLUSION The CPD simulation course provided students with opportunities to practice and develop self-assessment and self-management skills that are all desirable for lifelong learning and prepared them for CPD.
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Affiliation(s)
- Sarah Khamis
- Department of Clinical Pharmacy, Faculty of Pharmacy, Near East University, Nicosia, Northern Cyprus Mersin, 10 Turkey
| | - Abdikarim Mohamed Abdi
- Department of Clinical Pharmacy, Faculty of Pharmacy, Near East University, Nicosia, Northern Cyprus Mersin, 10 Turkey
| | - Bilgen Basgut
- Department of Clinical Pharmacy, Faculty of Pharmacy, Near East University, Nicosia, Northern Cyprus Mersin, 10 Turkey
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Adhikari B, Khatiwada AP, Shrestha R, Shrestha S. Assessing Pharmacy Practitioners' Perceptions of Continuing Pharmacy Education and Professional Development at an Oncology Service Hospital in Nepal: A Pilot Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2020; 11:911-919. [PMID: 33293884 PMCID: PMC7718868 DOI: 10.2147/amep.s271129] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2020] [Accepted: 10/09/2020] [Indexed: 05/28/2023]
Abstract
INTRODUCTION Continuing pharmacy education (CPE) and continuing professional development (CPD) programs have been useful for enhancing the skills and performance of pharmacists. Despite its adoption worldwide, the practice of such programs has been limited in Nepal. The current pilot study aimed to assess the perception of pharmacists regarding CPE/CPD in one of the oncology centers in Nepal. The goal of this study was to provide suggestions for developing and implementing the CPE/CPD programs. METHODS This is a cross-sectional, questionnaire-based pilot study, whereby the pharmacists and assistant pharmacists at a single-center were provided with a structured questionnaire inquiring about their perception of CPE/CPD. A mixed-method approach was followed for data collection. Descriptive statistics were used for all the variables. RESULTS A total of 15 pharmacy professionals were enrolled in the study. Recent innovations in pharmacy practices were the most commonly desired topics (n= 11, 73.3%) for CPE/CPD. Live in-person presentations (n= 10, 66.7%) and handouts method (n= 10, 66.7%) were the most recommended practices for CPE/CPD. The most commonly cited deterrent was poor quality and method of CPE delivery (n=11, 73.3%), while the most common motivation was professional competence (n= 12, 80%). CONCLUSION This pilot study shows the benefits of developing CPE/CPD packages in future for pharmacy professionals focusing on advances in pharmacy practices and skill development, using in-person presentations and handouts, and focusing on the curiosity of the participant to improve his/her professional practice.
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Affiliation(s)
- Baburam Adhikari
- Department of Pharmacy, Nepal Cancer Hospital and Research Center, Lalitpur, Nepal
| | - Asmita Priyadarshini Khatiwada
- Department of Pharmaceutical and Health Service Research, Nepal Health Research and Innovation Foundation, Lalitpur, Nepal
| | - Ranish Shrestha
- Infection Control Unit, Nepal Cancer Hospital and Research Center, Lalitpur, Nepal
| | - Sunil Shrestha
- Department of Pharmacy, Nepal Cancer Hospital and Research Center, Lalitpur, Nepal
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Chair ASB, Crabtree B, Franson K, Klepser D, Okere AN, Poirier T, Welch A, Gandhi N, Ragucci K. Report of the 2019-2020 AACP Academic Affairs Committee: Developing the Pharmacist Workforce for Society's Medication Use Needs in 2030. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:ajpe8203. [PMID: 33149340 PMCID: PMC7596602 DOI: 10.5688/ajpe8203] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
The 2019-2020 Academic Affairs Committee was charged with identifying promising practices in academic-practice partnerships and professional pharmacy organization initiatives that are accelerating the transformation of a workforce prepared to assume responsibility for society's medication use needs in 2030 and determining the role AACP can plan in supporting these partnerships and initiatives. The committee identified a set of ideal principles, characteristics, and design elements of a high-quality, large-scale workforce development program. The committee also categorized current mechanisms for professional workforce development, in addition to identifying their strengths and weaknesses, with the realization that novel approaches are needed to accomplish the goal of large-scale workforce transformation. This report also highlights two existing initiatives aligned with accelerating the transformation of the workforce (ie, the Community Pharmacy Enhanced Services Network (CPESN) ACT (Academia-CPESN Transformation) Pharmacy Collaborative and the American Pharmacists Association ADVANCE platform) and is proposing a policy statement affirming AACP's support. Furthermore, the committee is proposing another policy statement supporting colleges and schools of pharmacy taking an active role in implementing innovative and novel approaches for the development of the current workforce. In order to truly understand the many factors influencing large-scale workforce transformation, the committee is also proposing a stakeholder conference with a wide range of participants and a targeted set of questions focused on current and future needs.
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Affiliation(s)
| | - Brian Crabtree
- Mercer University, College of Pharmacy, Atlanta, Georgia
| | - Kari Franson
- University of Southern California, College of Pharmacy, Los Angeles, California
| | - Donald Klepser
- University of Nebraska Medical Center, College of Pharmacy, Omaha, Nebraska
| | | | - Therese Poirier
- Southern Illinois University, Edwardsville School of Pharmacy, Edwardsville, Illinois
| | - Adam Welch
- East Tennessee State University, Bill Gatton College of Pharmacy, Johnson City, Tennessee
| | - Nidhi Gandhi
- American Association of Colleges of Pharmacy, Arlington, Virginia
| | - Kelly Ragucci
- American Association of Colleges of Pharmacy, Arlington, Virginia
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Augustine JM, Winkles CL, Thurston MM. Description of a novel co-curricular professional engagement program for student pharmacists. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:1062-1071. [PMID: 32624135 DOI: 10.1016/j.cptl.2020.04.033] [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: 01/08/2020] [Revised: 02/21/2020] [Accepted: 04/18/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Development of professionalism is essential for student pharmacists. This paper describes the development of a novel co-curricular professional engagement program for student pharmacists. METHODS At admission, all student pharmacists are enrolled in a faculty-developed professional engagement program. The program was designed to address various key elements of Standards 3 and 4 of the Accreditation Council for Pharmacy Education Accreditation Standards. The program requires student pharmacists to complete a variety of required and electives activities each professional year. Student progression and completion of these activities is monitored and evaluated by an assigned faculty member. Each year, the program is reviewed using various measures, including activity completion rate and student feedback. RESULTS Approximately 1000 student pharmacists, across four years and seven cohorts of students, have completed at least one portion of the program. All students in the aforementioned groups completed the program in its entirety. Example activities included professional seminars and professional organization involvement, leadership, and community service. Program activities were mapped to key elements of Standards 1 through 4 with an emphasis on Standards 3 and 4. Student feedback was used for continuous quality improvement, and programmatic revisions were made. CONCLUSIONS The development and implementation of a co-curricular professional engagement program offered the opportunity for student pharmacists to actively participate in a variety of experiences supporting accreditation standards. Other colleges of pharmacy may benefit from the adoption of a similar program to support student pharmacist professional development.
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Affiliation(s)
- Jill M Augustine
- Mercer University College of Pharmacy, 3001Mercer University Drive, Atlanta, GA 30341, United States.
| | - C Lea Winkles
- Mercer University College of Pharmacy, 3001Mercer University Drive, Atlanta, GA 30341, United States.
| | - Maria Miller Thurston
- Mercer University College of Pharmacy, 3001Mercer University Drive, Atlanta, GA 30341, United States.
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12
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Unni E, Le MT, Whittaker A. Implementation of a Continuing Professional Development Course in a Longitudinal Didactic Curriculum for Pharmacy Students. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7013. [PMID: 31831893 PMCID: PMC6900810 DOI: 10.5688/ajpe7013] [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: 02/09/2018] [Accepted: 08/10/2018] [Indexed: 05/13/2023]
Abstract
Objective. To implement a continuous professional development (CPD) program in the didactic curriculum of a three-year Doctor of Pharmacy (PharmD) program, and evaluate associated outcomes. Methods. The initial CPD program was implemented in the didactic curriculum of the PharmD program in 2014-2015. Barriers were identified and strategies adopted to overcome the barriers. A revised CPD curriculum was implemented in the 2015-2016 academic year. Student and faculty evaluations of the course were conducted, and students' perceived capabilities in the various skills related to professional development were measured. Results. The student ratings of the course were acceptable (ranging from 3.3 to 4.2 on a 5-point Likert scale). First-year students rated the course higher than second-year students did. The majority of faculty members found the CPD curriculum valuable for students. Students perceived that their skills in oral, written and interprofessional communication, leadership, and time management had significantly improved after completing the course. Conclusion. Implementation of a CPD process during the didactic curriculum for PharmD students is feasible and beneficial to students' professional development. This CPD model provided students with an opportunity to develop self-directed lifelong learning skills and prepared them to transition to practice-based learning in their final year of the program.
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Affiliation(s)
- Elizabeth Unni
- Roseman University of Health Sciences, College of Pharmacy, South Jordan, Utah
| | - Minh Thi Le
- Roseman University of Health Sciences, College of Pharmacy, South Jordan, Utah
| | - Alana Whittaker
- Roseman University of Health Sciences, College of Pharmacy, Henderson, Nevada
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Fierke KK, Lepp GA, Maxwell WD, Hager KD, Sucher BJ. Improving advanced pharmacy practice experiences with an intention/reflection practice. CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:394-401. [PMID: 31040015 DOI: 10.1016/j.cptl.2019.01.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2018] [Revised: 10/26/2018] [Accepted: 01/05/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND AND PURPOSE Experiential learning in pharmacy has the potential to offer transformative experiences for students. Advanced pharmacy practice experiences (APPEs) can be improved if students are encouraged and able to (1) identify and track individual learning gains and interests, and (2) develop self-awareness and intrinsic motivation. EDUCATIONAL ACTIVITY AND SETTING The intention/reflection (I/R) practice was developed to address these educational concepts and help facilitate meaningful experiences during APPEs. The I/R tool is a simple, nontechnical, resource-light activity consisting of a set of three to five questions at the beginning, midpoint, and end of an APPE. The questions were designed to help students identify how they can attain meaningful gains from each APPE. Preceptors across three universities designed, implemented, and evaluated the impact of an I/R practice within the context of a variety of APPEs. The APPEs varied between 4, 5, 6, and 10 weeks and were focused on patient care and academia. FINDINGS Three of the I/R questions were selected for thematic analysis, one at each point of the rotation. These questions were strategically selected because they demonstrate the value resulting from the progressive nature of the I/R tool. The answers to the three questions were descriptively coded to capture the main thought(s) of each student's response. A quarter of students indicated I/R helped them achieve their goals. SUMMARY A retrospective pre-post survey demonstrated statistically significant improvements in all survey items, including (1) ability to identify learning outcomes, (2) focus and motivation, and (3) self-awareness and metacognition.
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Affiliation(s)
- Kerry K Fierke
- Pharmacy Practice and Pharmaceutical Sciences, University of Minnesota, College of Pharmacy, 215 Life Science, 1110 Kirby Drive, Duluth, MN 55812, United States.
| | - Gardner A Lepp
- University of Minnesota College of Pharmacy, Duluth, MN, United States.
| | - Whitney D Maxwell
- Department of Clinical Pharmacy and Outcomes Sciences, University of South Carolina College of Pharmacy, South Carolina College of Pharmacy, Columbia, SC, United States.
| | - Keri D Hager
- Pharmacy Practice and Pharmaceutical Sciences, University of Minnesota College of Pharmacy, Duluth, MN, United States.
| | - Brandon J Sucher
- Regis University School of Pharmacy, Denver, Colorado, United States.
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Welch LH, Bonner CL, Augustine JM, Duke LJ. Academic success plans in advanced pharmacy practice experiences to promote self-awareness and improve performance. CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:321-328. [PMID: 31040007 DOI: 10.1016/j.cptl.2019.01.012] [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: 05/23/2018] [Revised: 10/29/2018] [Accepted: 01/05/2019] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Pharmacy schools should encourage self-awareness, provide exposure to the continuous professional development cycle, and intervene early when students exhibit performance deficiencies. Academic success plans (ASPs) have been shown in other disciplines to be successful intervention tools which encourage student reflection and self-awareness. This study evaluates the impact of ASPs used during the advanced pharmacy practice experience (APPE) curriculum at two schools. METHODS ASPs were assigned to students who had either a "needs development" or lower documented for the same learning outcome during more than one APPE, for poor overall performance during an APPE, or for documented professionalism issues. Average scores were calculated by assigning point values to each learning outcome assessment score (exceeds expectations = 1; competent = 0; needs development, needs significant development, remediation required = -1). RESULTS During AY2014-2015 and AY2015-2016, 104 ASPs were assigned to 75 students (13.5% of students). The majority (89.6%) were assigned due to repeated deficiencies in the same learning outcome(s), with the most frequent being "Develop, Implement, and Monitor Drug Therapy Plans." After completion of an ASP, average scores significantly improved (p < 0.05) in 9 out of 12 learning outcomes among all students who completed an ASP. Thirteen students completed 15 ASPs for professionalism reasons, most commonly punctuality. CONCLUSIONS Prior to 2015, Experiential Education Office interventions were primarily grades-based, not necessarily based on achievement of specific learning outcomes. ASPs were successfully used to allow students to practice self-awareness skills, to engage in the CPD process, and to improve APPE performance.
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Affiliation(s)
- Lindsey H Welch
- University of Georgia College of Pharmacy, 250 West Green Street, Athens, GA 30602, United States.
| | - C Lea Bonner
- Mercer University College of Pharmacy, 3001 Mercer University Drive, Atlanta, GA 30341, United States.
| | - Jill M Augustine
- Mercer University College of Pharmacy, 3001 Mercer University Drive, Atlanta, GA 30341, United States.
| | - Lori J Duke
- University of Georgia College of Pharmacy, 250 West Green Street, Athens, GA 30602, United States.
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15
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Tjin A Tsoi SLNM, de Boer A, Croiset G, Koster AS, van der Burgt S, Kusurkar RA. How basic psychological needs and motivation affect vitality and lifelong learning adaptability of pharmacists: a structural equation model. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2018; 23:549-566. [PMID: 29388088 DOI: 10.1007/s10459-018-9812-7] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2017] [Accepted: 01/24/2018] [Indexed: 05/22/2023]
Abstract
Insufficient professional development may lead to poor performance of healthcare professionals. Therefore, continuing education (CE) and continuing professional development (CPD) are needed to secure safe and good quality healthcare. The aim of the study was to investigate the hypothesized associations and their directions between pharmacists' basic psychological needs in CE, their academic motivation, well-being, learning outcomes. Self-determination theory was used as a theoretical framework for this study. Data were collected through four questionnaires measuring: academic motivation, basic psychological needs (BPN), vitality and lifelong learning adaptability of pharmacists in the CE/CPD learning context. Structural equation modelling was used to analyze the data. Demographic factors like gender and working environment influenced the observed scores for frustration of BPN and factors like training status and working experience influenced the observed scores for academic motivation. A good model fit could be found only for a part of the hypothesized pathway. Frustration of BPN is positively directly related to the less desirable type of academic motivation, controlled motivation (0.88) and negatively directly related to vitality (- 1.61) and negatively indirectly related to learning outcomes in CE. Fulfillment or frustration of BPN are important predictors for well-being and learning outcomes. Further research should be conducted to discover how we can prevent these needs from being frustrated in order to design a motivating, vitalizing and sustainable CE/CPD system for pharmacists and other healthcare professionals. Basic psychological needs are very important predictors for well-being and learning outcomes. Further research should be conducted to discover how we can prevent these needs from being frustrated in order to design a motivating, vitalizing and sustainable CE/CPD system for pharmacists and other healthcare professionals.
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Affiliation(s)
- Sharon L N M Tjin A Tsoi
- Netherlands Centre for Post-Academic Education in Pharmacy, Bilthoven, The Netherlands.
- Utrecht Institute of Pharmaceutical Sciences, Utrecht University, Utrecht, The Netherlands.
| | - Anthonius de Boer
- Utrecht Institute of Pharmaceutical Sciences, Utrecht University, Utrecht, The Netherlands
| | - Gerda Croiset
- VUmc School of Medical Sciences, VU University, Amsterdam, The Netherlands
- LEARN! Research Institute for Learning and Education, VU University, Amsterdam, The Netherlands
| | - Andries S Koster
- Utrecht Institute of Pharmaceutical Sciences, Utrecht University, Utrecht, The Netherlands
| | | | - Rashmi A Kusurkar
- VUmc School of Medical Sciences, VU University, Amsterdam, The Netherlands
- LEARN! Research Institute for Learning and Education, VU University, Amsterdam, The Netherlands
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Kawaguchi-Suzuki M, Fuentes DG, Gibbard RS, Backus D, Marcus K. Integration of mentored self-directed learning (MSDL) through both group and individual presentations in an accelerated modified block program. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:946-954. [PMID: 30236433 DOI: 10.1016/j.cptl.2018.04.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2017] [Revised: 02/19/2018] [Accepted: 04/03/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND AND PURPOSE Project aim was to examine the feasibility and logistics of mentored self-directed learning (MSDL) through group and individual presentations in an accelerated modified block curriculum. Perspectives of students and faculty members toward the incorporation of MSDL were also explored. EDUCATIONAL ACTIVITY AND SETTING During a two-week pharmacotherapy block, students made group presentations requiring two elements: a case presentation on curricular content (Element-1) and an inclusion of "novel" information students did not receive didactically (Element-2). Curricular content for Element-1 stemmed from a pharmacotherapy course on gastroenterology and nutrition, and individual presentations were scheduled during a semester-long skill-based course. Surveys on student perspectives were conducted at baseline, after group presentations, and after individual presentations. Faculty members also provided feedback and evaluations. FINDINGS Whereas 58% of students considered a case presentation (Element-1) more valuable for their learning than inclusion of Element-2, 78% of faculty's responses indicated the incorporation of both Elements was valuable. For the following individual presentations, 73% of students were willing and able to present a topic not extensively addressed in the didactic curriculum by employing MSDL. Students improved their confidence in preparing and making presentations for peers and faculty/preceptors through the MSDL activities (p < 0.025). At the end of this project, the faculty determined 88% of students were ready to give a presentation considered appropriate for Advanced Pharmacy Practice Experience. DISCUSSION MSDL through group and individual presentation activities were feasible and provided a valuable learning experience for students in an accelerated modified block curriculum.
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Affiliation(s)
- Marina Kawaguchi-Suzuki
- Pacific University College of Health Professions, 222 SE 8th Ave Suite 451, Hillsboro, OR 97123, United States.
| | - David G Fuentes
- California Health Sciences University, College of Pharmacy, 45N. Clovis Avenue, Clovis, CA 93612, United States
| | - Ryan S Gibbard
- Pacific University College of Health Professions, 222 SE 8th Ave Suite 451, Hillsboro, OR 97123, United States
| | - Danielle Backus
- Pacific University College of Health Professions, 222 SE 8th Ave Suite 451, Hillsboro, OR 97123, United States
| | - Kristine Marcus
- Pacific University College of Health Professions, 222 SE 8th Ave Suite 451, Hillsboro, OR 97123, United States
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Thurston MM, Augustine J, Lea Bonner C. A comparison of baseline professional attitudes and behaviors among student pharmacists to inform a co-curricular professional engagement program. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:875-885. [PMID: 30236424 DOI: 10.1016/j.cptl.2018.04.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2017] [Revised: 01/25/2018] [Accepted: 04/02/2018] [Indexed: 05/17/2023]
Abstract
BACKGROUND Professionalism in pharmacy students is an area of great focus with the release of Accreditation Council for Pharmacy Education (ACPE) Standards 2016. This study assessed and compared student pharmacists' professionalism at one college of pharmacy to inform the implementation of a co-curricular professional engagement program. METHODS Two validated instruments (Behavioral Professionalism Assessment Instrument [BPAI] and Pharmacy Professionalism Instrument [PPI]) were administered to assess baseline professionalism. Kruskall-Wallis tests compared responses among the three pharmacy classes. Analysis was conducted using SPSS. This research was approved by the Mercer University's Institutional Review Board. RESULTS A total of 362 students completed the survey (75% response rate), of which 131 were first-year, 139 were second-year, and 92 were third-year students. There were significant differences in agreement among these classes of students as to whether a program focused on professional engagement was important and helpful (p < 0.001). Seven BPAI statements and five PPI statements demonstrated significant differences in the level of agreement among the professional years. These behaviors include: completing assignments independently and without supervision (p = 0.004); commitment to helping others (p = 0.004); reporting a medication error (p = 0.005); using time efficiently (p = 0.02); and being respectful (p = 0.04). DISCUSSION At baseline, 12 statements were significantly different in the level of agreement among the three pharmacy classes. Differences may be explained by perceived professionalism (in first-year students) versus actual professional behaviors (second- and third-year students), as well as breadth and depth of experience. A co-curricular professional engagement program could increase student awareness of professionalism and professional behaviors and be tailored to meet assessed student needs.
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Affiliation(s)
- Maria Miller Thurston
- Mercer University College of Pharmacy, 3001 Mercer University Drive, Atlanta, GA 30341, United States.
| | - Jill Augustine
- Mercer University College of Pharmacy, 3001 Mercer University Drive, Atlanta, GA 30341, United States.
| | - C Lea Bonner
- Mercer University College of Pharmacy, 3001 Mercer University Drive, Atlanta, GA 30341, United States.
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Gilliam EH, Brunner JM, Jeffres MN, Nuffer W, Thompson ME. Assessing a Longitudinal Reflection Curriculum: A Case Study Of Student Self-Awareness Expressed Through Rotation Goal Achievement. Innov Pharm 2018; 9:1-11. [PMID: 34007689 DOI: 10.24926/iip.v9i2.980] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
The Center for the Advancement of Pharmacy Education 2013 Affective Domain mandates students develop self-awareness of personal attributes affecting professional growth. Students should self-identify needs, create and implement goals, and evaluate success. This case study describes the qualitative and quantitative findings of an intentional reflection assignment prompting students to engage in a cycle of goal writing - monitoring - reflection - new goal writing, during an immersive clinical practice experience. A blinded review of 144 student assignments is presented in the context of a curricular review of the Reflective Practitioner Program (RPP), a longitudinal reflective thread spanning four years of professional pharmacy training. Evidence gathered in the assignment review indicates that students are sufficiently capable of establishing meaningful goals and describing why the goal is important to their professional development. In contrast, students struggle with articulating strategies for goal achievement and emotions experienced during goal monitoring. In consideration of these findings, RPP faculty identified three major themes when discussing key aspects of the RPP curricular design: 1) students need to articulate strategies for goal achievement in addition to stated aims, 2) students hesitate to identify emotions when reflecting, and 3) reflection needs to be both retrospective and prospective in nature. This case study has resulted in meaningful changes to RPP curricular design and illustrates how programs may approach assessment of the Affective Domain via common curricular elements.
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Affiliation(s)
- Eric H Gilliam
- University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences
| | - Jason M Brunner
- University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences
| | - Meghan N Jeffres
- University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences
| | - Wesley Nuffer
- University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences
| | - Megan E Thompson
- University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences
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Wheeler JS, Chisholm-Burns M. The Benefit of Continuing Professional Development for Continuing Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:6461. [PMID: 29692444 PMCID: PMC5909876 DOI: 10.5688/ajpe6461] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2017] [Accepted: 09/22/2017] [Indexed: 05/14/2023]
Affiliation(s)
- James S Wheeler
- University of Tennessee College of Pharmacy, Nashville, Tennessee
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20
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Bloom TJ. Comparison of StrengthsQuest Signature Themes in Student Pharmacists and Other Health Care Profession Students. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:6142. [PMID: 29491495 PMCID: PMC5822938 DOI: 10.5688/ajpe6142] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/28/2016] [Accepted: 02/21/2017] [Indexed: 05/30/2023]
Abstract
Objective. To determine whether there is a distinctive pattern of StrengthsQuest Signature Themes or leadership domains for Doctor of Pharmacy students compared to students in other health care professional programs. Methods. Students in Doctor of Pharmacy (PharmD), Master of Physician Assistant (PA), Doctor of Physical Therapy (DPT), and Doctor of Osteopathic Medicine (DO) programs at Campbell University completed the online Clifton StrengthsQuest assessment and received their Signature Themes. The frequency of individual themes and the leadership domains into which they are sorted by Gallup was analyzed for each program. Results were compared between programs and with national frequencies among undergraduate students. Results. The most common themes in the total population were Learner, Relator, Responsibility, Harmony, and Achiever. Learner and Relator were among the five most frequent themes for all four individual programs while Responsibility and Harmony were among the top five for three programs. The most frequently reported themes in PharmD and PA students (39% and 38% of all themes, respectively) are grouped by Gallup into the executing domain, and into the relationship-building domain for DO and DPT students (35% and 33% of all themes, respectively). The least frequent themes in PharmD, DO and PA students were those grouped into the influencing domain, reported by 10% or fewer students. Conclusion. Numerous similarities were found in theme frequencies among students in four different health care professions, suggesting there is not a distinctive Doctor of Pharmacy Signature Theme profile.
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Affiliation(s)
- Timothy J Bloom
- Campbell University College of Pharmacy & Health Sciences, Buies Creek, North Carolina
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Advancing learning to advance pharmacy practice. J Am Pharm Assoc (2003) 2017; 58:151-155. [PMID: 29246693 DOI: 10.1016/j.japh.2017.11.002] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2017] [Revised: 11/08/2017] [Accepted: 11/14/2017] [Indexed: 11/23/2022]
Abstract
OBJECTIVES The objectives of this commentary are to: 1) describe advancements in the continuing professional development (CPD) model over the past decade; 2) detail an updated CPD cycle; and 3) describe how practitioners' adoption of the CPD approach may facilitate the advancement of pharmacy practice. SUMMARY CPD is a self-directed, ongoing, systematic, and outcomes-focused approach to an individual's lifelong learning that is applied into practice. The 6 components of reflect, plan, learn, evaluate, apply, and record + review, described in a revised depiction of the CPD cycle, have evolved over the past 10 years alongside the evolution of the profession of pharmacy. The thinking around the value of building CPD habits has also advanced. New emphasis is being placed on mechanisms for applying and sharing CPD-related work, as well as the importance of employer support of CPD. CONCLUSION As practice change has progressed, the individual's need to learn has also changed. To succeed in the evolving health care system, regular, robust, and intentional CPD is needed. Moreover, for learning to have maximum impact, it must facilitate, motivate and result in changes in learner behavior. Employers, educators, and pharmacy organizations should facilitate lifelong learning by creating CPD supportive environments that foster learner success and community. The adoption of a CPD approach by pharmacy practitioners may facilitate the advancement of pharmacy practice.
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Wheeler JS, McDonough SLK, Hagemann TM. Assessing self-assessment practices: A survey of U.S. colleges and schools of pharmacy. CURRENTS IN PHARMACY TEACHING & LEARNING 2017; 9:966-971. [PMID: 29233393 DOI: 10.1016/j.cptl.2017.07.008] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2016] [Revised: 03/24/2017] [Accepted: 07/28/2017] [Indexed: 06/07/2023]
Abstract
OBJECTIVE This study quantifies and describes student self-assessment approaches in colleges of pharmacy across the United States. METHODS Faculty members identified as assessment directors from college websites at U.S. colleges of pharmacy were electronically surveyed. Prior to distribution, feedback and question validation was sought from select assessment directors. Surveys were distributed and recorded, via Qualtrics® survey software and analyzed in Microsoft Excel®. RESULTS Responses were received from 49 colleges of pharmacy (n = 49/134, 37% response rate). The most commonly used strategies were reflective essays (n = 44/49, 90%), portfolios (n = 40/49, 82%), student self-evaluations (n = 35/49, 71%) and questionnaires/surveys/checklists (n = 29/49, 59%). Out of 49 submitted surveys, 35 programs noted students received feedback on self-assessment. Feedback came most commonly from faculty (n = 31/35, 88%). Thirty-four programs responded regarding self-assessment integration including fifteen colleges (n = 15/34, 44%) that integrated self-assessment both into the curriculum and co-curricular activities, while 14 (n = 14/34, 41%) integrated self-assessment exclusively into the curriculum, and five (n = 5/34, 15%) used self-assessment exclusively in co-curricular activities. DISCUSSION AND CONCLUSIONS Student self-assessment is a critical first step of the Continuing Professional Development (CPD) process. Colleges and schools of pharmacy use a wide variety of methods to develop this skill in preparing future practitioners.
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Affiliation(s)
- James S Wheeler
- Department of Clinical Pharmacy, University of Tennessee College of Pharmacy, 193 Polk Avenue, Suite 2D, Nashville, TN 37210, United States.
| | - Sharon L K McDonough
- Department of Clinical Pharmacy, University of Tennessee College of Pharmacy, 881 Madison Avenue, Room 233, Memphis, TN 38163, United States.
| | - Tracy M Hagemann
- Department of Clinical Pharmacy, University of Tennessee College of Pharmacy, 193 Polk Avenue, Suite 2D, Nashville, TN 37210, United States.
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