Challenges to Pharmacy School Enrollment Management Caused by a Global Pandemic

A Student's Nontraditional Path to Pharmacy School

Although professional pharmacy programs tend to require and focus heavily on applicants' grade point averages and pre-admission test scores, there is noted value in the matriculation of students exhibiting strong leadership and soft skills. Such attributes are advantageous to a pharmacist, particularly when considering the current need to develop trailblazers prepared to adapt to the ever-changing demands of our healthcare system. Pharmacy school applications and enrollments have been declining across the nation for the past decade. Pharmacy job prospects, particularly in community pharmacies, are projected to decline over the next decade, but inpatient and clinical roles are projected to increase in demand. To accommodate this role shift, schools may consider engaging with and recruiting students with unique skill sets from less traditional backgrounds. This commentary explores one student's pharmacy school experience via the lens of a nontraditional background and postulates that pharmacy schools may benefit from altering their admissions approach.

Pharmacy Education, Make Way for GenZ

Although our classrooms are filled with students spanning multiple generations, students entering pharmacy school are largely members of Generation Z (GenZ). To optimize pharmacy education in and outside of the classroom, we must appreciate the distinctions making GenZ unique. GenZ students want to change the world! Although much of this population is currently emerging in classrooms and careers, preliminary observations indicate they are loyal, hard-working, self-sufficient, willing to earn hierarchical advancement, and may change jobs less frequently compared with predecessors. They emerge as one of the most socially responsible generations, passionate about diversity and inclusion.¹ They are more likely to choose a career path, workplace, or educational institution for reasons of social responsibility, rather than salary, compared with previous generations. They are also creative, innovative, and willing to try new things without fear of failure, including entrepreneurialism. They are financially astute and careful to make choices ensuring solid return on investment.¹ Not surprisingly, most are engaged daily with multiple social media platforms. They care about their digital and social impact and focus on individuality with a desire for customization. GenZ members are uniquely equipped to adapt to today's rapidly changing health care needs. This commentary describes attributes, needs, and perspectives of the GenZ student that must be understood by today's pharmacy educators to assist with tailoring educational strategies. Information presented is summarized from a review of primary and periodical literature, including both research and anecdotal perspectives. We hope that this will be a starting point for further discussion within the academy.

Effects of the COVID-19 Pandemic on Respiratory Care Student Enrollment, Retention, and Success on the National Board for Respiratory Care Credentialing Examinations

BACKGROUND

The purpose of this study was to ascertain whether the COVID-19 pandemic and the instructional changes implemented in response to it affected student enrollment, retention, or success on the National Board for Respiratory Care credentialing examinations at an associate degree respiratory care program in the state of Texas.

METHODS

A retrospective analysis of student enrollment, retention data, and graduate success rates on the National Board for Respiratory Care credentialing examinations were used in this study. The data were collected from an associate degree respiratory care program in Texas and included 69 graduates for the 5-year study period. The 3 academic years that led up to the COVID-19 pandemic served as a "pre-pandemic" baseline for comparison. The cohort of 2019-2020 was labeled "early pandemic," the cohort of 2020-2021 was labeled "mid pandemic," and the cohort of 2021-2022 was labeled "late pandemic" for data comparison purposes. Descriptive statistics, the Kruskal-Wallis test, and the Mann-Whitney U test were used for data analysis (P < .05).

RESULTS

The number of program applicants significantly decreased between the pre- and late-pandemic groups (P = .001), but overall student enrollment (P = .42) and retention (P = .95) were not significantly affected by the COVID-19 pandemic. The first-time pass rate on the Therapist Multiple-Choice examination low-cut score (P = .005) and high-cut score (P = .007) were significantly reduced in the mid-pandemic group when compared with the previous cohorts. There were no statistically significant differences in the demographic data or online questionnaire responses from the early- and mid-pandemic groups.

CONCLUSIONS

The COVID-19 pandemic and the instructional changes implemented in response to it decreased students' first-time pass rate on the Therapist Multiple-Choice examination in the mid-pandemic group compared with the pre- and early-pandemic groups.

Leading a Digital Transformation in Pharmacy Education with a Pandemic as the Accelerant

The global COVID-19 pandemic has not only posed a challenge to education but created an opportunity to spearhead a digital transformation and the novel delivery of a Pharm.D. curriculum. The process to transform the curriculum in a sustainable and iterative manner involved multiple steps including: (1) Communication, (2) Maintaining faculty engagement, (3) Allowing outside the box thinking, (4) Providing resources and tools and (5) Creating accountability and timelines. At our institution, we have been interested in digital transformation since completing our interview of global leaders. We began our journey using the current COVID-19 pandemic as an accelerant for change. Digital transformation in any industry is not a simple undertaking. However, with planning, aligned organizational interests, consistent and regular communication, provision of resources and tools, engaging faculty and creating accountability and timelines with deliverables the implementation can be successful. When the global pandemic wanes and educational institutions commence in-person classes, having undergone the stages of digital transformation, we will be able to embrace these changes and transform education, not having to reproduce pre-pandemic educational systems.