Methods Used by Colleges and Schools of Pharmacy to Prepare Student Pharmacists for Careers in Academia

PHArmacy Students as Educators (PHASE): Implementation and evaluation of an educator's curriculum for pharmacy students

BACKGROUND AND PURPOSE

Designed to address the Association of Faculties of Pharmacy of Canada's competency "teach pharmacy team members, the public, and other health care professionals," the PHArmacy Students as Educators (PHASE) program was developed by the institute's entry-to-practice doctor of pharmacy program. The program's objective was to support students in developing the necessary skills to fulfill their role as pharmacist-educators.

EDUCATIONAL ACTIVITY AND SETTING

We performed a two-year pilot (2017-2019) of the PHASE program which consists of a large-group didactic session followed by an academic half-day (AHD) session. Evaluation was conducted using Likert-scale and qualitative student survey data collected pre- and post-sessions to determine: (1) how the PHASE program supported students as future educators, and (2) students' perceptions and experiences related to teaching and learning.

FINDINGS

All students in the 2020 and 2021 graduating cohorts were included in the study following consent. We determined that while respondents agreed to the statement, "A role of a pharmacist includes being an educator" (93.7% and 98.2% for 2020 and 2021 cohorts) at baseline, the proportion of strongly agree responses increased following the didactic session (P < .005). Of note, average Likert-score for respondents' confidence in educating increased following the AHD session (P < .001). Qualitative analysis identified an increase in students' self-rated ability for determining learners' needs, developing and conducting educational sessions, and confidence related to educating others.

SUMMARY

Overall, the PHASE program showed positive impact during the first two years of implementation and lessons learned from the pilot are discussed.

Academic Pharmacy Fellowship Programs are an Innovative Solution to Improve the Faculty Pipeline

Academic pharmacy fellowship programs can offer an innovative training solution to help prepare pharmacists for successful careers as clinical faculty members. However, there is no well-defined program blueprint or recommendations for what a successful program should include. This commentary describes the program overview for the academic pharmacy fellowship at the University of Houston College of Pharmacy and discusses the implications of incorporating a similar program at a college of pharmacy. The purpose of the fellowship program is to prepare pharmacists for a career in pharmacy education through training in teaching, curriculum development, college service, mentoring, scholarship, and clinical practice. A structured program with monthly rotations in key academic areas, teaching experience and mentorship (didactics and skills labs), committee service, and leading a research project make up the core structure of the program. These experiences, coupled with significant student interaction, can prepare fellowship graduates to transition effectively into clinical faculty roles.

Impact of a near-peer teaching program within a college of pharmacy on interest in mentoring roles

BACKGROUND AND PURPOSE

Near-peer teaching within healthcare education has numerous benefits, but there is limited literature to assess the impact that these experiences have on skill development and future teaching roles. This study describes the impact of serving as a near-peer teaching assistant on both former and current pharmacy students.

EDUCATIONAL ACTIVITY AND SETTING

The University of Texas at Austin College of Pharmacy implemented the Academic Assistant (AA) program in 2009 to provide an opportunity for students to participate as near-peer educators in a variety of courses. To determine the impact of these AA positions on current and former students, participants from five years of the program were surveyed regarding the impact of the program on skill development and current or future interest in teaching/mentoring.

FINDINGS

Current students in the AA program reported that participation increased the likelihood of pursuing a career with teaching/mentoring roles. A majority (65%) of alumni who participated in the program reported being in a current teaching/mentoring role with 42% responding that the AA program was impactful to their career choice. The qualitative analysis showed that direct impact to respondents included validating career goals and increasing interests in teaching/mentoring roles. Those who reported no direct impact on their career still gained valuable professional skills that included: public speaking, time management, broadened perspectives, and increased understanding of academia career expectations.

SUMMARY

Providing opportunities for pharmacy students to serve in near-peer teaching roles increased students' interest in pursuing teaching/mentoring roles and offered valuable professional experiences.

Evaluation and description of a healthcare academia elective for student pharmacists

BACKGROUND AND PURPOSE

Pharmacists, regardless of practice setting, will be called to provide education to patients, healthcare professionals, students, and the community. In an effort to increase students' exposure to the knowledge, skills, and responsibilities of a pharmacist in academia, an introductory healthcare academia elective was created. The purpose of this article is to describe the implementation and assessment of this elective course.

EDUCATIONAL ACTIVITY AND SETTING

The course was offered to students in spring 2021 and focused on exposing students to academia aspects, including curriculum design, pillars of academia, and roles of assessment and feedback. The largest project was a student created and delivered Accreditation Council for Pharmacy Education-accredited continuing education presentation.

FINDINGS

The twelve students completed pre- and post-surveys regarding their perceived knowledge and personal abilities in select areas. Overall, students' perceived knowledge and abilities increased in each area at the end of the course. Additionally, a total of four continuing education presentations were delivered to students, faculty, and practicing pharmacists.

SUMMARY

One semester of a unique healthcare academia elective increased students' perceived confidence in their knowledge and application of academia-related tasks.

Student perceptions of an academic introductory pharmacy practice experience

BACKGROUND AND PURPOSE

Many pharmacists have found a career in academia to be meaningful and fulfilling, and pharmacy schools have traditionally utilized academic advanced pharmacy practice experiences to prepare their students to enter into this field. This article describes the design, implementation, and perceptions of an academic introductory pharmacy practice experience (IPPE).

EDUCATIONAL ACTIVITY AND SETTING

Eighteen second professional year students and six third professional year students completed the IPPE between 2017 and 2019. Throughout these experiences, students engaged in teaching activities, developed presentation skills, and were educated on various aspects of life in academia. IPPE students completed evaluations of the preceptor and rotation using a standardized evaluation form.

FINDINGS

Collective student feedback indicated that IPPE students found the rotation to be a positive and meaningful experience, with highlights including opportunities to expand their understanding of careers in academia and to challenge themselves to develop and refine their teaching skills.

SUMMARY

The successful implementation of this academic IPPE may provide an impetus for other pharmacy schools to develop similar rotations. Challenges associated with precepting such a rotation should be noted, and a quantitative assessment of the rotation can be considered for future offerings. This initiative demonstrated that an academic IPPE can provide students early in their pharmacy education meaningful insight into the teaching and learning process and assist with associated skill development.

Teaching advanced pharmacy practice experience students to be effective teachers of second-year pharmacotherapy students

INTRODUCTION

Academic advanced pharmacy practice experiences (APPEs) are unique elective opportunities for student pharmacists to engage with and learn about academia. The purpose of this research was to determine the impact of second-year (PY2) student participation in fourth-year (PY4) academic APPE student-delivered review sessions on individual pharmacotherapy examination scores.

METHODS

The PY2 cohort was evaluated by comparing their performance against the class average when they did and did not attend a review session. Utilizing a t-test, we sought to determine if there was a significant change in student performance. Qualitative evaluations were also performed on the PY4 students experience during their rotation.

RESULTS

A total of 28 PY2 student pharmacists took a total of 140 exams during the study period. Of the 140 exams taken, 54 individual exams were taken after attending a review session created and led by PY4 student pharmacists and 86 exams were taken in the absence of attending a review session. Analysis showed that student performance on exams after attending a review session was 0.4 SD above the class average, while performance was very close to the class average at 0.05 SD above the class average when review sessions were not attended.

CONCLUSIONS

PY4 student pharmacists trained on an academic APPE can improve PY2 student pharmacists' pharmacotherapy exam scores. APPE students also self-reported positive learning experiences while participating in this teaching.

Addressing the Challenges of Precepting Students Enrolled in Remote Research Advanced Pharmacy Practice Experiences

As a result of restrictions imposed by COVID-19, many researchers have responded to the call for remote, advanced pharmacy practice experiences (APPEs) that do not involve direct patient care. The influx of materials on online pedagogy may be difficult for new preceptors to digest while familiarizing themselves with the APPE program. To complement the available guidance on remote learning for new preceptors, we describe our experiences with implementing a remote, research-focused APPE during COVID-19. Common challenges are discussed and potential solutions that may help new preceptors anticipate and overcome barriers to achieving the educational outcomes of research-focused APPE are proposed.

Design and Evaluation of Scholarship and Research Orientation Sessions in Academic Pharmacy Practice Experiences

OBJECTIVE

Evaluate the efficacy of educating academic Advance Pharmacy Practice Experiential (APPE) students on scholarship and research (S&R). We hypothesized that academic APPE students gain more knowledge in scholarship and research in comparison to non-academic APPE students.

METHODS

As a component of academic APPE rotation, all academic APPE students assigned by the office of experiential education per year (the intervention group) (n = 11) attended S&R sessions during the first week of their academic APPE rotation. Student volunteers from the same graduating class were recruited as the control group (n = 12). However, 1 student from the intervention group and 2 students from the control group were excluded from the analysis, leaving 10 students from each group. These sessions were taken in small groups of 1 to 3 once in their assigned rotation. S&R sessions included many topics that were based on a S&R manual. Upon completion of the sessions, a hard copy of a 10-question knowledge-based quiz was given to both groups at the same time. APPE students' knowledge about S&R were assessed via grading the quiz. The anonymity of the quiz was maintained by requesting students only to mention whether they are from intervention group or controlled group.

RESULTS

While control group averaged 49% ± 4.58 on the quiz, the intervention group averaged 71.5% ± 5.77. Statistical analysis was performed using SPSS software. Based on independent sample t-test, students who took the S&R session show significant increase in their quiz score.

CONCLUSION

Compared to the control group, S&R sessions helped academic APPE students to gain knowledge on S&R. The students also perceived that S&R sessions increased their interest in S&R.

Australian dental practitioner perspectives on academic careers

OBJECTIVES

Due to forecasted faculty shortages and increasing student enrollments in dental education, there is a need to attract talented clinicians into academia. To address this growing concern, we need to explore dental practitioners' perspectives on the academic career pathway, including enablers and barriers to entering the academic workforce.

METHODS

A mixed-methods electronic survey was disseminated through professional associations and dental groups on social media in 2018. Qualitative responses were examined using an inductive thematic analysis.

RESULTS

Participants (n = 85) considered an academic career highly regarded (80%) but indicated there was not a clear pathway (79%) and could not recall it being discussed during their dental studies (85%). It was perceived that experience, further study, and networks all played a significant role in forging an academic career. Perceived benefits to an academic career included professional development opportunities, good employment conditions, and making a meaningful contribution. Barriers included the geographical location of universities, losing clinical skills and the lack of a clear career pathway.

CONCLUSION

Despite being a highly regarded career, clinicians admit the career pathway to academia is not clear. Improving awareness of academic career paths might be achieved by educating dental students and providing accessible resources to the wider profession.

Effectiveness of a pharmacy teaching certificate program offered to practicing pharmacists

INTRODUCTION

Regardless of the practice setting, pharmacists' roles often expand beyond patient-centered services and into health-related educational roles for patients, healthcare providers, and student pharmacists. Teaching roles of a clinical pharmacist can include providing invited presentations (such as continuing education lectures), teaching colleagues about new clinical initiatives, precepting students during advanced pharmacy practice experiences (APPEs) and introductory pharmacy practice experiences (IPPEs), and precepting residents on rotations. This program was designed to evaluate the effect of a university-affiliated pharmacy teaching certificate program on participant knowledge and perceived confidence in specific areas of academic pharmacy and preceptor development.

METHODS

A 10-month program consisting of four live modules with associated continuing education (CE) credit was offered to pharmacy residents and practicing pharmacists in the surrounding area. The program format utilized didactic and active learning strategies with "at home" assignments to reinforce material presented. Content knowledge was measured with written summative assessments provided at the start and end of each module. Perceived confidence was assessed through online surveys provided at the start and end of the program. All results were evaluated using paired t-tests.

RESULTS

Data were obtained from 14 participants in the first cohort and 18 participants in the second cohort. For each of the four modules, there was a significant difference in pre- and post-knowledge assessments. Confidence data was also significantly increased regarding topics in each module.

CONCLUSION

Knowledge assessments and perception surveys suggest that this university-affiliated teaching certificate program improved both knowledge and perceived confidence for program participants.

PharmD graduates' perceptions of the impact of a teaching specialization

INTRODUCTION

The purpose of this study was to evaluate graduates' perceptions of the impact of a teaching (education) specialization and identify aspects of the specialization that could be enhanced.

METHODS

A 20-item online survey was emailed to graduates of the education specialization at Southern Illinois University Edwardsville School of Pharmacy. Data was analyzed using descriptive statistics. Regression analysis was used to examine (1) association between overall self-rated competence on abilities and skills as a teacher and the number of types of teaching experiences and (2) association between overall self-rated competence on abilities and skills as a teacher and history of holding a faculty position. Chi square was used to determine differences between the two cohorts in confidence areas.

RESULTS

Fifty-six out of 69 alumni (81.2%) responded to the survey. Graduates reported high levels of confidence in most teaching abilities. There was a high level of agreement that the specialization enhanced motivation to teach. Regression analysis indicated statistically significant associations between self-rated competence on abilities and skills across a variety of teaching experiences (e.g., classroom lecturing, precepting, continuing education, staff training, lab instruction, facilitating small groups) and history of faculty employment. Enhanced skills in experiential education and teaching outside of academia were identified as further areas for development.

CONCLUSION

The education specialization offered at Southern Illinois University Edwardsville School of Pharmacy may be an alternative entry level PharmD pathway for stimulating interest in academia. The majority of graduates agreed that they have applied the knowledge and skills to their careers.

Providing an Academic APPE Elective via Videoconference Between Off-campus Faculty and Students

Objective. To describe students' experiences and learning outcomes of an academic advanced pharmacy practice experience (APPE) elective provided via videoconference. Faculty preceptor and experiential administration's perspectives also are described. Methods. This 5-week APPE was developed using backward design and delivered starting in 2015 via videoconferencing, with the faculty preceptor and students physically located in different locations throughout the state. After the APPE, students completed a retrospective survey comparing their perspectives and learning outcomes before and after the rotation. They also provided feedback on the experience. Students completed the standard APPE evaluation. Faculty preceptor's self-reflections and experiential administration's perspectives were documented. Results. Six students completed this unique APPE over three academic years. After the rotation, five students (83%) stated that their interest in a full-time academic career increased, while one student's (17%) interest stayed the same. All students stated there was "no hindrance" with this rotation being conducted via videoconference or with the geographical distance between the faculty preceptor and them. Student ratings of nine learning outcomes increased after completing the APPE, demonstrating their perception of their knowledge improved in all topic areas. Conclusion. Students, the faculty preceptor, and experiential administration deemed this videoconference academic APPE effective and successful. This experience affords students, without regard for physical location, the opportunity to pursue interests in academia, adds to the variety of APPEs offered by the school, and allows students to learn about careers in academic pharmacy, an area of growing need in the pharmacy profession.

Outcomes of Student-Driven, Faculty-Mentored Research and Impact on Postgraduate Training and Career Selection

Objective. To evaluate scholarly deliverables from student-driven research and explore the impact on postgraduate training placement rates, pharmacy faculty appointments and lifetime publications. Methods. A retrospective analysis of Doctor of Pharmacy graduates who conducted student research between the academic years of 2002 and 2015 was performed. Data were collected on research participation, abstracts, presentations, postgraduate training, full-time faculty appointments, and publications. Results. Of 1229 graduates, 300 participated in research during pharmacy school. Fifty-six percent (n=167) submitted at least one abstract and 68 students (23%) published their research. Research participation was associated with a significantly higher likelihood of postgraduate training and specialty training. Research participation positively affected the likelihood of faculty appointment and lifetime publication rate. Conclusion. Students who engaged in elective research had significant scholarly deliverables, including peer-reviewed publications, and were more likely to successfully match in a postgraduate position and achieve full-time academic appointments.

An advanced pharmacy practice experience in academia: More benefit than burden!

INTRODUCTION

Within the curriculum, students gain exposure to careers in community, ambulatory, and institutional pharmacy. Students may not consider alternative options, like academia. Perceived barriers to incorporation by faculty may limit opportunities for students. The following commentary describes one student and faculty member's experience with an academic advanced pharmacy practice experience (APPE), and offers suggestions for overcoming potential barriers to implementation.

PERSPECTIVE - STUDENT

During my rotation, I learned just how much hard work and dedication goes into teaching. Before this rotation I didn't have a good sense of the responsibilities and requirements of a faculty member. My goals were to participate in as many activities my preceptor could allow me to be a part of. I wanted to get a true idea of what her daily demands were. Because of this rotation, I have a better understanding of the challenges and rewards of a career in academia, and it has solidified my interest in teaching.

PERSPECTIVE - FACULTY

I'll admit that taking on an academic APPE student during my busiest term made me think twice. To assure a smooth rotation, I spent a lot of time in the planning phase which allowed the student and I to communicate effectively from day one. Outlining my expectations while ensuring I had a good understanding of my student's objectives for the rotation made sure we had a successful rotation.

CONCLUSION

Elective APPEs are the perfect time for students to explore a career in academia. Faculty are well positioned to offer rotations to promote interest in academia that may be mutually beneficial.

Toolkit for US colleges/schools of pharmacy to prepare learners for careers in academia

INTRODUCTION

The objective of this article is to provide an academic toolkit for use by colleges/schools of pharmacy to prepare student pharmacists/residents for academic careers.

METHODS

Through the American Association of Colleges of Pharmac (AACP) Section of Pharmacy Practice, the Student Resident Engagement Task Force (SRETF) collated teaching materials used by colleges/schools of pharmacy from a previously reported national survey. The SRETF developed a toolkit for student pharmacists/residents interested in academic pharmacy.

RESULTS

Eighteen institutions provided materials; five provided materials describing didactic coursework; over fifteen provided materials for an academia-focused Advanced Pharmacy Practice Experiences (APPE), while one provided materials for an APPE teaching-research elective. SRETF members created a syllabus template and sample lesson plan by integrating submitted resources. Submissions still needed to complete the toolkit include examples of curricular tracks and certificate programs.

DISCUSSION AND CONCLUSIONS

Pharmacy faculty vacancies still exist in pharmacy education. Engaging student pharmacists/residents about academia pillars of teaching, scholarship and service is critical for the future success of the academy.