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Lajthia E, Law MG, Jorden J, Haynes B, Awuonda MK, Habib M, Karodeh YR, Wingate LT. The impact of critical thinking skills on student pharmacist GPA at a historically Black university. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:435-444. [PMID: 38594171 DOI: 10.1016/j.cptl.2024.04.003] [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: 07/15/2023] [Revised: 03/30/2024] [Accepted: 04/04/2024] [Indexed: 04/11/2024]
Abstract
INTRODUCTION Limited information is available regarding whether malleable factors such as critical thinking skills are associated with academic performance among underrepresented minority pharmacy students. This study assessed the relationship between critical thinking skills and grade point average (GPA) among pharmacy students attending a Historically Black College. METHODS A cross sectional study design was utilized to evaluate the association between student's GPA and critical thinking skills. Demographic data and GPA were abstracted from student records. The health sciences reasoning test with numeracy was administered to pharmacy students at Howard University during the 2017 to 2018 academic year. Critical thinking scores were classified as weak, moderate, or strong/superior. A one way analysis of variance was conducted to ascertain if the average GPA differed based on critical thinking skills category. A multiple linear regression analysis was conducted to determine whether student's critical thinking skill category was associated with the cumulative GPA after accounting for other factors. RESULTS Among 217 students, the mean GPA among students with a weak critical thinking skills score (3.22 ± 0.40) was lower compared to students with a strong/superior score (3.39 ± 0.33) with a p-value of 0.029. After adjusting for other factors, a strong/superior critical thinking skills score was associated with a higher GPA (p-value = 0.024) in comparison to weak critical thinking skills. CONCLUSION Stronger critical thinking skills scores are associated with better academic performance among underrepresented minority pharmacy students.
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Affiliation(s)
- Estela Lajthia
- Assistant Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Miranda G Law
- Associate Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Jamila Jorden
- Assistant Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Bryanna Haynes
- Professional Student, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Mary K Awuonda
- Associate Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Muhammad Habib
- Associate Dean of Academic Affairs and Professor, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA
| | - Youness R Karodeh
- Assistant Dean of NTDP and External Programs and Associate Professor, Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, USA
| | - La'Marcus T Wingate
- Associate Professor Clinical and Administrative Pharmacy Sciences, Howard University College of Pharmacy, 2300 4(th) Street NW, Washington, DC 20059, USA.
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Wymer C, Patel R, Browne MC, Fernandez CA. A co-curricular mentoring experience provides student pharmacists with areas for professional growth. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:370-376. [PMID: 38458840 PMCID: PMC11032257 DOI: 10.1016/j.cptl.2024.02.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Revised: 02/08/2024] [Accepted: 02/15/2024] [Indexed: 03/10/2024]
Abstract
BACKGROUND AND PURPOSE The Pharmacy Innovation Experience and Research (PIER) program aims to provide student pharmacists with co-curricular experiences that augment their essential soft skill training while recruiting underrepresented minority (URM) high school and undergraduate students to the pharmacy profession. The goal of the PIER mentoring program is to enhance the leadership, professionalism, teaching, and cultural sensitivity skills of student pharmacists through their participation in the program. EDUCATIONAL ACTIVITY AND SETTING During this pilot study, student pharmacists were trained to mentor high school and undergraduate students prior to the start of PIER. Pre- and post-program surveys were used to assess the self-perceived benefit PIER had on the soft skill development of student pharmacists. Survey responses were analyzed using unpaired t-tests. FINDINGS There was an observed increase in self-perceived abilities among student pharmacists in mentoring (82% versus 68%), leading a team (94% versus 82%), and teaching (77% versus 64%). In post-program surveys, 90% of the students viewed their experience as useful for their career versus 71% in pre-surveys. While a high percentage felt comfortable interacting with diverse participants (90%) and knowledgeable about diversity issues in healthcare (89%), the data indicated that the PIER program did not have a quantifiable impact on their cultural sensitivity. SUMMARY PIER is a co-curricular program for student pharmacists that enhances self-perception of essential soft skills for their careers. Nevertheless, additional assessment of the skills gained through PIER is needed to verify competency. Other schools of pharmacy should recognize the importance of programs like PIER to both recruit URMs to pharmacy schools and provide current students with a co-curricular experience that will encourage their success.
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Affiliation(s)
- Catherine Wymer
- Department of Pharmacy and Therapeutics, University of Pittsburgh, School of Pharmacy, 3501 Terrace, Pittsburgh, PA, USA.
| | - Ravi Patel
- Lead Innovation Advisor, University of Pittsburgh, School of Pharmacy, 3501 Terrace, Pittsburgh, PA, USA.
| | - Mario C Browne
- Associate Dean for Equity, Engagement, & Justice, Associate Professor, Department of Pharmacy and Therapeutics, University of Pittsburgh, School of Pharmacy, 11200 Salk Hall 3501 Terrace Street, Pittsburgh, PA, USA.
| | - Christian A Fernandez
- Associate Professor, Center for Pharmacogenetics, Department of Pharmaceutical Sciences, 335 Sutherland, Drive Pittsburgh, PA, USA.
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Rao KV, Mitrzyk BM, Tillman F, Liu I, Abdul-Mutakabbir JC, Harvin A, Bogucki C, Salsberg E. Utilization of a "Diversity Index" to Assess Racial Diversity of US School of Pharmacy Graduates. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100568. [PMID: 37414218 DOI: 10.1016/j.ajpe.2023.100568] [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: 03/03/2023] [Revised: 06/20/2023] [Accepted: 06/29/2023] [Indexed: 07/08/2023]
Abstract
OBJECTIVE Diversity in the training environment for health professionals is associated with improved abilities for graduates to care for diverse populations. Thus, a goal for health professional training programs, including pharmacy schools, should be to pursue representation among graduates that mirrors that of their communities. METHODS We evaluate racial and ethnic diversity among graduates of Doctor of Pharmacy (PharmD) programs across the United States (US) over time. Using a "Diversity Index", we quantify the relative racial and ethnic representation of each program's graduates compared with that of college-age graduates nationally and within the geographic region of the respective pharmacy school. RESULTS Over the past decade, the number of US PharmD graduates increased by 24%. During this time, the number of Black and Hispanic PharmD graduates significantly increased. Still, representation of minoritized populations among graduates continues to be significantly lower compared with US benchmark populations. Only 16% of PharmD programs had a Diversity Index that matched or exceeded their benchmark comparator Black or Hispanic populations. CONCLUSION These findings highlight the significant opportunity that exists to increase the diversity of graduates of US PharmD programs to better reflect the diversity of the US population.
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Affiliation(s)
- Kamakshi V Rao
- University of North Carolina Medical Center, Chapel Hill, NC, USA.
| | | | - Frank Tillman
- Durham Veterans Affairs Healthcare System, Durham, NC, USA
| | - Ina Liu
- University of North Carolina Medical Center, Chapel Hill, NC, USA
| | - Jacinda C Abdul-Mutakabbir
- University of California San Diego, Division of Clinical Pharmacy, Skaggs School of Pharmacy and Pharmaceutical Sciences, La Jolla, CA, USA
| | | | | | - Edward Salsberg
- George Washington University, Fitzhugh Mullan Institute for Health Workforce Equity, Washington, DC, USA
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Rosenberg J, Fiebelkorn K, Maerten-Rivera J, Stumm C, Matecki C, Zhao Y, Robinson S, Pizzutelli N. Evaluation of a Pharmacy Summer Camp to Recruit Students to the Field of Pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100567. [PMID: 37399896 DOI: 10.1016/j.ajpe.2023.100567] [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: 04/03/2023] [Revised: 06/28/2023] [Accepted: 06/29/2023] [Indexed: 07/05/2023]
Abstract
OBJECTIVE A 3-day pharmacy summer camp for high school and college students was implemented, which included active learning and information on the pharmacy curriculum, preparatory coursework, and the university community. The program served as a recruitment tool for participants to enter the pharmacy profession and our Doctor of Pharmacy program. Enrollment data from 4 cohorts (2016-2019) were examined, along with assessment data collected from 1 cohort (summer 2022). METHODS Enrollment data were collected for the 194 participants from 2016 to 2019 to examine the number that applied to the university and to a pharmacy program. All participants from the summer 2022 cohort (n = 55) were asked to complete a knowledge assessment and survey after camp completion. The knowledge assessment contained items related to content covered in the camp. The survey used a self-report retrospective pre-and-post format to assess self-efficacy, and career and degree intentions. In addition, there were items asking participants to evaluate the camp, including 2 open-ended items. RESULTS Data show that overall, 33% of past participants enrolled at the University at Buffalo, and 15% enrolled or intended to enroll in the School of Pharmacy and Pharmaceutical Sciences. There were 50 respondents to the evaluation survey (91% response rate). Scores on the knowledge assessment suggested participants understood the content. There were statistically significant increases from pre to post on the self-efficacy and intentions scales with the largest change in intentions to pursue a career in pharmacy and to pursue a degree in pharmacy at this university. On the evaluation, 90% agreed that they would recommend the camp to other students interested in pharmacy. Of the 30 comments regarding changes to improve the camp, 17 (57%) were related to including more interactive activities. CONCLUSION Students who participated in a pharmacy hands-on educational camp demonstrated knowledge of and increased interest in the pharmacy profession.
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Affiliation(s)
- Jennifer Rosenberg
- State University of New York at Buffalo School of Pharmacy and Pharmaceutical Sciences, Office of Admissions and Advisement, Buffalo, NY, USA.
| | - Karl Fiebelkorn
- State University of New York at Buffalo School of Pharmacy and Pharmaceutical Sciences, Department of Pharmacy Practice, Buffalo, NY, USA
| | - Jaime Maerten-Rivera
- State University of New York at Buffalo School of Pharmacy and Pharmaceutical Sciences, Office of Curriculum, Assessment, and Outcomes Management, Buffalo, NY, USA
| | - Christine Stumm
- State University of New York at Buffalo School of Pharmacy and Pharmaceutical Sciences, Office of Admissions and Advisement, Buffalo, NY, USA
| | - Chloe Matecki
- State University of New York at Buffalo School of Pharmacy and Pharmaceutical Sciences, Department of Pharmacy Practice, Buffalo, NY, USA
| | - Yichen Zhao
- State University of New York at Buffalo School of Pharmacy and Pharmaceutical Sciences, Office of Curriculum, Assessment, and Outcomes Management, Buffalo, NY, USA
| | - Sara Robinson
- State University of New York at Buffalo School of Pharmacy and Pharmaceutical Sciences, Office of Admissions and Advisement, Buffalo, NY, USA
| | - Nicole Pizzutelli
- State University of New York at Buffalo School of Pharmacy and Pharmaceutical Sciences, Office of Student, Professional and Community Affairs, Buffalo, NY, USA
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Ko CL, Abdul-Mutakabbir JC, Astle KN, Bandali A, Brown JE, Childs-Kean LM, Hirsch EB, Mordino J, Saunders IM, Brown BR. Brighter Horizons: The Necessity of Concentrated Sponsorship Targeted Toward Minoritized Pharmacy Students. J Am Pharm Assoc (2003) 2022; 62:701-705. [DOI: 10.1016/j.japh.2022.03.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2021] [Revised: 02/15/2022] [Accepted: 03/04/2022] [Indexed: 10/18/2022]
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