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Charrois TL, Janke KK, Covvey JR, Aronson BD. Corrigendum to "Making Space for Reading as a Faculty Member" [Am J Pharm Educ 87 (2023) 100115]. Am J Pharm Educ 2024; 88:100652. [PMID: 38245497 DOI: 10.1016/j.ajpe.2024.100652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/22/2024]
Affiliation(s)
- Theresa L Charrois
- Faculty of Pharmacy and Pharmaceutical Sciences University of Alberta, Edmonton Clinic Health Academy, 3-227, Edmonton, AB T6G1C9, Canada.
| | - Kristin K Janke
- Wulling Center for Innovation and Scholarship in Pharmacy Education, 7-125D Weaver-Densford Hall 308 Harvard St. SE, Minneapolis, MN 55455, United States
| | - Jordan R Covvey
- Duquesne University School of Pharmacy, 600 Forbes Avenue, Pittsburgh, PA 15282, United States
| | - Benjamin D Aronson
- College of Pharmacy University of Findlay, 1000 N. Main St, Findlay, OH 45840, United States
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2
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Janke KK, Dy-Boarman E, Appiah-Num Safo AA, Charrois TL. What Types of Data are Pharmacy Education Scholars Using in their Abstracts for Poster Presentations? Am J Pharm Educ 2024; 88:100662. [PMID: 38296031 DOI: 10.1016/j.ajpe.2024.100662] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2023] [Revised: 01/19/2024] [Accepted: 01/22/2024] [Indexed: 02/03/2024]
Abstract
OBJECTIVE The objective of this study was to describe the data being used to support poster presentations in pharmacy education scholarship. METHODS Research and education posters presented at the 2020 American Association of Colleges of Pharmacy Annual Meeting were unitized to isolate text to be coded, and two coders categorized the quantitative and qualitative data by type and source. Questionnaires, instruments, and exams were categorized as new (ie developed and used for this particular inquiry) vs. existing. Qualitative data types were categorized as interviews, focus groups, self-reflections, analysis of student work products (eg lab reports assessed for student understanding), comments (ie written or verbal comments), and other (eg course reports). RESULTS Two hundred and sixteen abstracts were included in the analysis, with 80 (37%) of abstracts relying on data derived from respondent's perceptions. Further, 143 abstracts (66%) used at least one new questionnaire, instrument, or exam. In 57% of the cases where multiple data sources were used, the study involved interprofessional education (eg multiple health professions learners) or pharmacy student-investigator combinations, and 28 abstracts (13%) did not use pharmacy students as a source. Less than 5% of all abstracts analyzed used traditional qualitative methods of interviews and focus groups. CONCLUSION This study can open conversations around how to improve the quality of pharmacy education research and the identification of areas within the scholarship of teaching and learning that may benefit from improvement.
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Affiliation(s)
- Kristin K Janke
- University of Minnesota College of Pharmacy, Minneapolis, MN, USA
| | - Eliza Dy-Boarman
- Drake University College of Pharmacy and Health Sciences, Des Moines, IA, USA.
| | | | - Theresa L Charrois
- University of British Columbia Faculty of Pharmaceutical Sciences, Vancouver, BC, USA
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3
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Kennie-Kaulbach N, Crespo K, Janke KK, Davies H, Whelan AM, Bishop A, Price S. A Narrative Inquiry of Critical Events Supporting Professional Identity Formation in Introductory Pharmacy Practice Experiences. Am J Pharm Educ 2024; 88:100614. [PMID: 37914029 DOI: 10.1016/j.ajpe.2023.100614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2023] [Revised: 10/20/2023] [Accepted: 10/25/2023] [Indexed: 11/03/2023]
Abstract
OBJECTIVE Professional identity formation (PIF) is the process of internalizing a profession's core values and beliefs so that one begins to think, act, and feel like a member of that profession. PIF occurs over an individual's professional socialization in stages, precipitated by critical moments or experiences. The purpose of this study was to answer the following: (1) What are the critical events for pharmacy student PIF in introductory pharmacy practice experiences?; and (2) How do these events support or challenge PIF? METHODS This study used critical event narrative inquiry methodology. A critical event is an experience that creates a change in understanding and affects professional performance. Semistructured interviews were conducted with pharmacy students who completed introductory pharmacy practice experience rotations in community (first year) and hospital (second year) settings. Interviews were coded and analyzed using narrative analysis. RESULTS Twelve first-year and 10 second-year students participated in this study. Narratives revealed that common experiential education experiences resulted in a deeper understanding of core role elements (ie, professional autonomy, responsibility, interprofessional collaboration, and patient-centered care), leading to changes in agency, knowledge, and anticipated future behaviors. While first-year participants' narratives mainly focused on understanding pharmacist roles ("what"), second-year participants focused on understanding the process to fulfill those roles ("how to"). Emotions, assuming responsibility, external validation, and preceptor guidance supported these events. CONCLUSION Critical events in introductory pharmacy practice experiences affect and shape pharmacy students' PIF. These events are relevant to pharmacy education because these experiences can result in changes in knowledge, agency, or future behaviors for students.
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Affiliation(s)
- Natalie Kennie-Kaulbach
- Dalhousie University, Faculty of Health, College of Pharmacy, Practice Experience Program, Halifax, Canada.
| | - Katie Crespo
- Dalhousie University, Faculty of Health, College of Pharmacy, Halifax, Canada
| | - Kristin K Janke
- University of Minnesota College of Pharmacy, Wulling Center for Innovation & Scholarship in Pharmacy Education, Minneapolis, MN, USA; University of Minnesota College of Pharmacy, Pharmaceutical Care & Health Systems, Minneapolis, MN, USA; University of Minnesota College of Pharmacy, Assessment & Quality, Minneapolis, MN, USA
| | - Harriet Davies
- Dalhousie University, Faculty of Health, College of Pharmacy, Clinical Education, Halifax, Canada
| | - Anne Marie Whelan
- Dalhousie University, Faculty of Health, College of Pharmacy, Program Evaluation, Halifax, Canada
| | - Andrea Bishop
- Nova Scotia College of Pharmacists, Research and Engagement, Halifax, Canada
| | - Sheri Price
- Dalhousie University, Faculty of Health, School of Nursing, Halifax, Canada
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4
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Janke KK, Cooley JH, Albon SP. Corrigendum to "Interrogating Our Views on the Impact of Education-Related Scholarship" [Am J Pharm Educ 7 (2023) 100085]. Am J Pharm Educ 2023; 87:100573. [PMID: 37451974 DOI: 10.1016/j.ajpe.2023.100573] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/18/2023]
Affiliation(s)
- Kristin K Janke
- University of Minnesota College of Pharmacy, Minneapolis, MN, USA
| | - Janet H Cooley
- University of Arizona College of Pharmacy, Tucson, AZ, USA.
| | - Simon P Albon
- University of British Columbia, Vancouver, BC, Canada
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5
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Aronson BD, Eddy E, Musser MR, Shields KM, Hinson JL, Janke KK. Mining for Retention Gems and Unearthing Identity and Belonging. Am J Pharm Educ 2023; 87:100094. [PMID: 37380262 DOI: 10.1016/j.ajpe.2023.100094] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Revised: 02/01/2023] [Accepted: 03/07/2023] [Indexed: 06/30/2023]
Abstract
OBJECTIVE To determine the relationship between first-year retention and variables related to professional engagement and professional, academic, and personal identities. METHODS This study evaluated data from 3 cohorts of students at a private 0-6 college of pharmacy. A theoretical and conceptual framework linking professional identity and retention informed the study. Professional engagement scores from the first semester of pharmacy school served as a surrogate of professional identity. Grade point average (GPA) and traditional demographic variables (eg, gender, race/ethnicity, in-state resident) served as surrogates of academic and personal identities, respectively. Logistic regression models were used to determine the relationship between first-year retention and identity variables. RESULTS Belonging, a domain of professional engagement, was positively related to first-year retention. In multivariable models, belonging and cumulative GPA were associated with increased odds of retention, while in-state status was associated with decreased odds. In separate models for those with GPA ≥3.00, and<3.00, belonging was associated with first-year retention in both. Belonging was also associated with first-semester retention, but not second-semester retention. CONCLUSION A decision to leave a Doctor of Pharmacy program is complex, but the vast majority of the literature in pharmacy education appears to focus most intently on academic variables, including GPA. This study demonstrates that belonging, an important element in professional identity formation, remains related to first-year retention, even after controlling for grades and other personal variables. This finding unearths several theory-informed gems and strategies that educators may employ to enhance retention.
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Affiliation(s)
| | - Emily Eddy
- Ohio Northern University Raabe College of Pharmacy, Ada, OH, USA
| | | | - Kelly M Shields
- Ohio Northern University Raabe College of Pharmacy, Ada, OH, USA
| | - Jessica L Hinson
- Ohio Northern University Raabe College of Pharmacy, Ada, OH, USA
| | - Kristin K Janke
- University of Minnesota College of Pharmacy, Minneapolis, MN, USA
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Janke KK, Cooley JH, Albon SP. Interrogating Our Views on the Impact of Education-Related Scholarship. Am J Pharm Educ 2023; 87:100085. [PMID: 37316130 DOI: 10.1016/j.ajpe.2023.100085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Revised: 02/02/2023] [Accepted: 02/24/2023] [Indexed: 06/16/2023]
Abstract
From junior faculty members to seasoned full professors, pharmacy educators have likely all felt pressure to focus on peer-reviewed publication. Although publication is an important part of an academician's work, have we missed something critical by not focusing greater attention on a more inclusive conceptualization of education-related scholarship's impact? How can we describe the full impact of our education-related scholarship beyond traditional metrics (ie, publications, presentations, and grant funding) if the issue is not critically examined? With the growing expectations for scholarly teaching and interest in the Scholarship of Teaching and Learning in academic pharmacy in both the United States and Canada, this commentary examines and questions the current, often narrow, views on pharmacy educators' scholarly impact. In addition, it provides a new definition of education-related impact to encourage a more expansive view.
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Affiliation(s)
- Kristin K Janke
- University of Minnesota College of Pharmacy, Minneapolis, MN, USA
| | - Janet H Cooley
- University of Arizona College of Pharmacy, Tucson, AZ, USA.
| | - Simon P Albon
- University of British Columbia, Vancouver, BC, Canada
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7
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Kennie-Kaulbach N, Gormley H, Davies H, Whelan AM, Framp H, Price S, Janke KK. Indicators, influences, and changes in professional identity formation in early experiential learning in community pharmacy. Curr Pharm Teach Learn 2023; 15:S1877-1297(23)00078-3. [PMID: 37121867 DOI: 10.1016/j.cptl.2023.04.012] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Revised: 02/17/2023] [Accepted: 04/17/2023] [Indexed: 06/02/2023]
Abstract
BACKGROUND Experiential education is a key area in the pharmacy curriculum that professional identity formation (PIF) occurs. However, little is known about PIF influences and supports for pharmacy students during early experiential placements. The study aimed to explore pharmacy student PIF in an early experiential rotation in community pharmacy using reflective writing. EDUCATIONAL ACTIVITY AND SETTING First-year pharmacy students completed written reflections describing their professional identity and influencing experiences, before and after a four-week community introductory pharmacy practice experience. Qualitative content analysis of the written reflections was performed using three analytical approaches: (1) deductive coding based on professional identity indicators; (2) inductive coding to identify influences; and (3) inductive coding of field notes to identify changes between pre- and post-written reflections. FINDINGS Twelve students participated. All participants described discrete professional attributes and behaviors and valuing a patient-centered approach as part of their professional identity. Participants reported observation of pharmacists, the curriculum, and previous work experience influenced PIF prior to the experiential rotation. A strong influencer of PIF during the rotation was observation of pharmacist preceptors, whereas participants' own experiences were described less often. Changes in professional identity among participants were subtle and categorized as affirmation, acquisition, and growth. SUMMARY Pharmacy students' markers and influencers of PIF should be considered when developing curricular experiences and preceptor development that support PIF. The use of professional identity indicators and analysis of written reflections as a method to uncover PIF, shows promise and warrants further investigation.
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Affiliation(s)
- Natalie Kennie-Kaulbach
- College of Pharmacy, Faculty of Health, Dalhousie University, 5968 College Street, P.O. Box 15000, Halifax, Nova Scotia B3H 4R2, Canada.
| | - Hannah Gormley
- College of Pharmacy, Faculty of Health, Dalhousie University, 5968 College Street, P.O. Box 15000, Halifax, Nova Scotia B3H 4R2, Canada.
| | - Harriet Davies
- College of Pharmacy, Faculty of Health, Dalhousie University, 5968 College Street, P.O. Box 15000, Halifax, Nova Scotia B3H 4R2, Canada.
| | - Anne Marie Whelan
- College of Pharmacy, Faculty of Health, Dalhousie University, 5968 College Street, P.O. Box 15000, Halifax, Nova Scotia B3H 4R2, Canada.
| | - Heidi Framp
- College of Pharmacy, Faculty of Health, Dalhousie University, 5968 College Street, P.O. Box 15000, Halifax, Nova Scotia B3H 4R2, Canada.
| | - Sheri Price
- Faculty of Health, School of Nursing, Dalhousie University, 5869 University Avenue, P.O. Box 15000, Halifax, Nova Scotia B3H 4R2, Canada.
| | - Kristin K Janke
- University of Minnesota College of Pharmacy, 7-159 Weaver Densford Hall, 308 Harvard St SE, Minneapolis, MN 55455, United States.
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Johnson JL, Arif S, Bloom TJ, Isaacs AN, Moseley LE, Janke KK. Preparing Pharmacy Educators as Expedition Guides to Support Professional Identity Formation in Pharmacy Education. Am J Pharm Educ 2023; 87:ajpe8944. [PMID: 35121571 PMCID: PMC10159609 DOI: 10.5688/ajpe8944] [Citation(s) in RCA: 17] [Impact Index Per Article: 17.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Accepted: 02/01/2022] [Indexed: 05/06/2023]
Abstract
Objective. To provide an educator-friendly travel guide for supporting pharmacy students' lifelong journey to professional identity formation.Findings. In contrast to professionalism, which has emphasized externally visible behaviors, professional identity focuses on the internalization of the attitudes, standards, and behavioral norms of a profession, such that one "thinks, acts, and feels" like a member of that profession. Identity, whether personal or professional, is continuously developed in part during interactions with others and in response to internal and external feedback on those interactions. Educators play a critical role in helping students navigate the "provocative moments" (eg, transitions, dissonance) that accompany identity formation. To help educators travel with purpose, several identity formation theories suggest means of creating learning experiences and supporting the development of a professional identity. Additionally, guidebooks for the trip (ie, published literature) provide examples of didactic and experiential teaching approaches that can be used to promote professional identity formation. While further exploration and research are necessary, traveling this journey with colleagues can help members of the Academy succeed in sustainably and effectively infusing intentional professional identity formation within pharmacy education and training.Summary. There are myriad ways for educators to develop and support professional identity formation, which can present a challenge when defining the role that educators play in this complex, dynamic process. Educators must understand the reasoning behind various approaches and the common dialogue used to engage and support learners as their expedition guides on the lifelong journey to professional identity formation.
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Affiliation(s)
| | - Sally Arif
- Midwestern University, College of Pharmacy-Downers Grove, Downers Grove, Illinois
| | - Timothy J Bloom
- Shenandoah University, Bernard J. Dunn School of Pharmacy, Winchester, Virginia
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Alex N Isaacs
- Purdue University, College of Pharmacy, West Lafayette, Indiana
| | | | - Kristin K Janke
- University of Minnesota, College of Pharmacy, Minneapolis, Minnesota
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Janke KK, Bechtol RA, Dy-Boarman EA, Nelson M. Capturing employer's perceptions of key variables in exceptional new practitioners' success by using a modified Delphi process. Curr Pharm Teach Learn 2022; 14:397-406. [PMID: 35483804 DOI: 10.1016/j.cptl.2022.03.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Revised: 02/03/2022] [Accepted: 03/03/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION The primary aim was to determine the key variables in a new practitioner's success from the perspective of pharmacy employers. A secondary aim was to describe the use of a modified Delphi process to collect quality information from external constituents. METHODS A historical review of the literature was conducted to ensure the inquiry extended existing thinking and to aid the development of questions. An asynchronous, online two-round modified Delphi process was used to gather input and develop consensus. The findings were verified by crosswalking with the Habits of Mind. Additionally, the strategies for inviting panelists, practitioner response rates, and the amount and quality of the data collected were examined. RESULTS The historical review yielded 25 articles that were categorized by disciplines studied, methods used, and characteristics found. Fourteen seasoned employers participated. Nine themes describing the behaviors and practices of exceptional new practitioners were identified. These themes were categorized into three groups: Change-Leader, Self-Manager, or Relationship-Builder. Additionally, all the themes mapped to multiple Habits of Mind. As a method for constituent input, the Delphi process yielded employer response rates per school ranging from 10% to 67% and produced five single-spaced pages of text (2124 words) for analysis. CONCLUSIONS These descriptions of behaviors and practices of exceptional new practitioners build upon existing literature and provide additional guidance for professional development curricula. Additionally, an asynchronous, online Delphi panel can be a useful method to glean important insights from experienced pharmacy employers.
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Affiliation(s)
- Kristin K Janke
- Wulling Center for Innovation & Scholarship in Pharmacy Education, Pharmaceutical Care & Health Systems, University of Minnesota College of Pharmacy, 308 SE Harvard Street, Minneapolis, MN 55455, United States.
| | - Robert A Bechtol
- School of Pharmacy, Cedarville University, 251 N. Main Street, Cedarville, OH 45314, United States.
| | - Eliza A Dy-Boarman
- Drake University College of Pharmacy & Health Sciences, 2507 University Avenue, Des Moines, IA 50311, United States.
| | - Michael Nelson
- Drake University College of Pharmacy & Health Sciences, 2507 University Avenue, Des Moines, IA 50311, United States.
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Janke KK, Thornby KA, Brittain K, Churchwell M, Hill-Besinque K, Park SK, Smith H. Embarking as "Captain of the Ship" for the Curriculum Committee. Am J Pharm Educ 2022; 86:8692. [PMID: 34385174 PMCID: PMC10159416 DOI: 10.5688/ajpe8692] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2021] [Accepted: 07/19/2021] [Indexed: 05/06/2023]
Abstract
This commentary examines the curriculum chair's responsibilities and discusses considerations when assuming this role, using a "captain of the ship" metaphor. From knowing the crew to managing a diverse set of responsibilities, the path to becoming an effective chair is challenging and each captain's stripe must be earned. Advice is provided to assist with understanding the curriculum and governance processes, as well as the chair's various roles and professional development. The need for leadership and management is also emphasized.
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Affiliation(s)
- Kristin K Janke
- University of Minnesota, College of Pharmacy, Minneapolis, Minnesota
| | - Krisy-Ann Thornby
- Palm Beach Atlantic University, Gregory School of Pharmacy, West Palm Beach, Florida
| | - Kristy Brittain
- Medical University of South Carolina, College of Pharmacy, Charleston, South Carolina
| | - Mariann Churchwell
- University of Toledo, College of Pharmacy and Pharmaceutical Sciences, Toledo, Ohio
| | | | - Sharon K Park
- Notre Dame of Maryland University, School of Pharmacy, Baltimore, Maryland
| | - Helen Smith
- University of the Incarnate Word, Feik School of Pharmacy, San Antonio, Texas
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11
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Newsom L, Augustine J, Funk K, Janke KK. Enhancing the "What" and "Why" of the Pharmacists' Patient Care Process With the "How" of Clinical Reasoning. Am J Pharm Educ 2022; 86:8697. [PMID: 34385175 PMCID: PMC10159414 DOI: 10.5688/ajpe8697] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/20/2021] [Accepted: 07/30/2021] [Indexed: 05/06/2023]
Abstract
Objectives. Clinical reasoning is integral to the provision of patient-centered care as outlined in the Pharmacists' Patient Care Process (PPCP). However, the PPCP was not created to foster clinical reasoning in student pharmacists and cannot be the sole tool used to characterize or cultivate these skills. This article describes elements of clinical reasoning, the relationship between clinical reasoning and PPCP, and concepts from the clinical reasoning literature that should inform the teaching of clinical reasoning skills.Findings. Key elements of the PPCP were identified in clinical reasoning definitions, but differences emerged. The literature supports clinical reasoning as a bidirectional, fluid process that is highly collaborative. Effective clinical reasoning requires multiple types of "thinking," interaction with others and the environment, self-assessment, and a tolerance for nuance or ambiguity. Teaching strategies can be used in the didactic and experiential setting to target the cognitive and contextual factors associated with clinical reasoning.Summary. Educators should consult the literature to enhance our understanding of clinical reasoning in seeking to teach, model, and foster these skills in our students. Future scholarship should include the development of models to support clinical reasoning within the profession of pharmacy, adoption and experimentation with clinical reasoning teaching techniques, and valuation of the utility of various assessment tools and processes.
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Affiliation(s)
- Lydia Newsom
- Mercer University, College of Pharmacy, Atlanta, Georgia
| | - Jill Augustine
- Mercer University, College of Pharmacy, Atlanta, Georgia
| | - Kylee Funk
- University of Minnesota, College of Pharmacy, Minneapolis, Minnesota
| | - Kristin K Janke
- University of Minnesota, College of Pharmacy, Minneapolis, Minnesota
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12
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Albon SP, Cooley JH, Janke KK. A Tool for Creating Snapshots of Faculty Contributions to Pharmacy Education. Am J Pharm Educ 2022; 86:ajpe8628. [PMID: 34301569 PMCID: PMC8887065 DOI: 10.5688/ajpe8628] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2021] [Accepted: 05/17/2021] [Indexed: 06/13/2023]
Abstract
Most faculty members' contributions to pharmacy education are significant but often challenging to document and describe. In addition, contributions may go unrecognized or rewarded unless the work results in a publication or presentation. Drawing on a metaphor of the importance of a fisher taking a photo to capture memories of a successful fishing trip, this commentary examines methods for faculty to identify and organize their academic contributions. Frameworks and a visual tool are presented to assist pharmacy educators in thinking systematically about the full breadth of education contributions. Using the frameworks and visualization tool provided, a more complete picture of education contributions can be developed, allowing educators to create visual "snapshots" of their work for others to see and appreciate.
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Affiliation(s)
- Simon P Albon
- University of British Columbia, Vancouver, British Columbia, Canada
| | - Janet H Cooley
- University of Arizona, College of Pharmacy, Tucson, Arizona
| | - Kristin K Janke
- University of Minnesota, College of Pharmacy, Minneapolis, Minnesota
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13
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Dy-Boarman EA, Wippermann B, Janke KK. Scholarly maturation and other factors supporting publishing productivity in educational scholarship for clinical faculty. Curr Pharm Teach Learn 2021; 13:1398-1407. [PMID: 34799051 DOI: 10.1016/j.cptl.2021.09.019] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Revised: 06/14/2021] [Accepted: 09/14/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION In order to advance curricula and faculty career progression, it would be helpful to increase publishing success and productivity in educational scholarship. The objective of this study was to describe the key factors and strategies that contribute to publishing success and productivity in the publication of educational scholarship by clinical pharmacy faculty. METHODS Participants were identified from 2007 to 2016 PubMed and Science Direct publication records or by having received the American Association of Colleges of Pharmacy Emerging Teaching Scholars Award. Participants were required to have an active clinical practice and not have administrative positions or doctor of philosophy training. Qualitative data were gathered through dyadic and individual interviews and analyzed to identify core factors contributing to publishing success and productivity. RESULTS Nine clinical pharmacy faculty participated in dyadic or individual interviews, including seven associate professors and two professors. Participants' teaching and learning publications covered two to 13 topic areas, and participants had 20 to 70 unique co-authors. Five core factors and 17 strategies were identified as supporting publishing success and productivity in educational scholarship. The five factors included inputs/assets, the team, the project, the process, and scholarly maturation. CONCLUSIONS Participants' responses confirm some conceptions, while also disputing common misconceptions that may discourage clinical faculty from pursuing educational scholarship. Fundamental research skill development is required in educational scholarship as in other scholarly areas. In addition, the roles of team building, receiving and providing mentorship, and the development of small significant networks merit further investigation as assets to productivity.
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Affiliation(s)
- Eliza A Dy-Boarman
- Department of Clinical Sciences, Drake University College of Pharmacy and Health Sciences, 2507 University Avenue, Des Moines, IA 50311, United States.
| | - Bethany Wippermann
- Department of Pharmaceutical Care & Health Systems, University of Minnesota College of Pharmacy, 308 SE Harvard Street, Minneapolis, MN 55455, United States.
| | - Kristin K Janke
- Department of Pharmaceutical Care & Health Systems, University of Minnesota College of Pharmacy, 308 SE Harvard Street, Minneapolis, MN 55455, United States; Wulling Center for Innovation & Scholarship in Pharmacy Education, University of Minnesota College of Pharmacy, 308 SE Harvard Street, Minneapolis, MN 55455, United States.
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Janke KK, Covvey JR, Mospan CM, Smith KJ, Smith MD, Peeters MJ. But Scholarship Can Be Hard in Many Ways. Am J Pharm Educ 2021; 85:8620. [PMID: 34965918 PMCID: PMC8715962 DOI: 10.5688/ajpe8620] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2021] [Accepted: 04/14/2021] [Indexed: 06/14/2023]
Affiliation(s)
- Kristin K Janke
- University of Minnesota, College of Pharmacy-Twin Cities, Minneapolis, Minnesota
| | - Jordan R Covvey
- Duquesne University, Mylan School of Pharmacy, Pittsburgh, Pennsylvania
| | | | - Kathryn J Smith
- University of Oklahoma, College of Pharmacy, Oklahoma City, Oklahoma
| | | | - Michael J Peeters
- University of Toledo, College of Pharmacy & Pharmaceutical Sciences, Toledo, Ohio
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Janke KK, Bloom TJ, Boyce EG, Johnson JL, Kopacek K, O'Sullivan TA, Petrelli HMW, Steeb DR, Ross LJ. A Pathway to Professional Identity Formation: Report of the 2020-2021 AACP Student Affairs Standing Committee. Am J Pharm Educ 2021; 85:8714. [PMID: 34301578 PMCID: PMC8715968 DOI: 10.5688/ajpe8714] [Citation(s) in RCA: 42] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
EXECUTIVE SUMMARY Professional identity formation (PIF) involves internalizing and demonstrating the behavioral norms, standards, and values of a professional community, such that one comes to "think, act and feel" like a member of that community. Professional identity influences how a professional perceives, explains, presents and conducts themselves. This report of the 2020-2021 AACP Student Affairs Standing Committee (SAC) describes the benefits of a strong professional identity, including its importance in advancing practice transformation. Responding to a recommendation from the 2019-2020 SAC, this report presents an illustrative and interpretative schema as an initial step towards describing a pharmacist's identity. However, the profession must further elucidate a universal and distinctive pharmacist identity, in order to better support pharmacists and learners in explaining and presenting the pharmacist's scope of practice and opportunities for practice change. Additionally, the report outlines recommendations for integrating intentional professional identity formation within professional curricula at colleges and schools of pharmacy. Although there is no standardized, single way to facilitate PIF in students, the report explores possibilities for meeting the student support and faculty development needs of an emerging new emphasis on PIF within the Academy.
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Affiliation(s)
- Kristin K Janke
- University of Minnesota, College of Pharmacy, Minneapolis, Minnesota
| | - Timothy J Bloom
- Shenandoah University, Bernard J. Dunn School of Pharmacy, Winchester, Virginia
| | - Eric G Boyce
- University of the Pacific, Thomas J. Long School of Pharmacy, Stockton, California
| | | | - Karen Kopacek
- University of Wisconsin-Madison, School of Pharmacy, Madison, Wisconsin
| | | | | | - David R Steeb
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Libby J Ross
- American Association of Colleges of Pharmacy, Arlington, Virginia
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Olsen AA, Wolcott MD, Haines ST, Janke KK, McLaughlin JE. How to use the Delphi method to aid in decision making and build consensus in pharmacy education. Curr Pharm Teach Learn 2021; 13:1376-1385. [PMID: 34521535 DOI: 10.1016/j.cptl.2021.07.018] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2021] [Revised: 06/08/2021] [Accepted: 07/15/2021] [Indexed: 06/13/2023]
Abstract
OUR SITUATION As pharmacy educators, we often encounter situations such as designing new curricula or establishing shared values for an organization that may be ambiguous or controversial. To generate effective solutions, it is often necessary to build group consensus with key stakeholders. The purpose of this paper is to describe and provide recommendations for using the Delphi method, a process for facilitating discussions and aiding in decision making. METHODOLOGICAL LITERATURE REVIEW An overview of the Delphi method, including its multiple variations, is presented. Steps necessary to complete a Delphi study (building a protocol, developing a research question, defining panelists and panel size, piloting the protocol, round one item creation and analysis, round two and beyond, consensus, increasing clarity, and reporting) is described. OUR RECOMMENDATIONS AND THEIR APPLICATION(S) Practical recommendations are provided to support use the Delphi method to build consensus in research. These recommendations include: (1) clarify the purpose of the Delphi, (2) ensure the research questions are grounded in the literature and are relevant, (3) carefully consider panelist processes, (4) determine any definitions that should be given to or developed by panelists, (5) determine methods for enhancing clarity, and (6) employ methods to reduce attrition. POTENTIAL IMPACT The Delphi method provides a systematic approach to generating consensus in pharmacy education for commonly encountered situations such as committee meetings, research studies, faculty retreats, classroom activities, and lab meetings.
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Affiliation(s)
- Amanda A Olsen
- College of Education, University of Texas at Arlington, 701 S. Nedderman Drive, Arlington, TX 76019, United States.
| | - Michael D Wolcott
- UNC Eshelman School of Pharmacy and UNC Adams School of Dentistry, First Dental, Suite 1063, 150 Dental Circle, Chapel Hill, NC 27599, United States.
| | - Stuart T Haines
- School of Pharmacy, University of Mississippi, 2500 North State St., Jackson, MS 39216, United States.
| | - Kristin K Janke
- College of Pharmacy, University of Minnesota, Department of Pharmaceutical Care & Health Systems, 7-159 Weaver-Densford Hall, 308 Harvard St. SE, Minneapolis, MN 55455, United States.
| | - Jacqueline E McLaughlin
- UNC Eshelman School of Pharmacy, 301 Pharmacy Lane, CB# 7574, Chapel Hill, NC 27599, United States.
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Janke KK, Hager KD, Sharma A. Unpacking student learning from an early experience with the Pharmacists' Patient Care Process. Curr Pharm Teach Learn 2020; 12:1447-1460. [PMID: 33092775 DOI: 10.1016/j.cptl.2020.07.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2019] [Revised: 07/08/2020] [Accepted: 07/14/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND To illuminate learning, a case study approach was used to examine early, authentic experiences within Pharmacists' Patient Care Process (PPCP)-focused practices. EDUCATIONAL ACTIVITY Six students were matched with five practitioners and spent five half-days in a primary care clinic in a PPCP-committed health system. Students practiced interviewing, determining the patient's medication experience, and formulating the beginnings of the assessment, as well as observing and debriefing on the completion of the process by a practitioner mentor. The Five R Model was used to prompt student learning reflection. In addition, instructors examined students' work for evidence of transformative learning and observations were captured using forms of reflective practice and collaborative debriefing. CRITICAL ANALYSIS OF THE EDUCATIONAL ACTIVITY Reflection performance ratings varied; however, there was strong evidence of transformative learning for all students. Specifically, most student reflections demonstrated a focus on elaborating on existing frames of reference. The most prevalent indicator of transformative learning was exploration of options for new roles, relationships, and actions. The codes from instructors' observations revealed five categories of learning evidence, with the strongest in the patient centeredness category. The process of reviewing student work products, documenting instructor observations, and collaborative debriefing resulted in insights for curricular improvement and explanations for learning difficulties. Further work is needed in understanding student experiential learning intentions and their influence on learning and reflection. Additionally, further research should explore the value of longitudinal assessment of reflection and the value of assessing student work products using criteria beyond traditional reflection criteria.
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Affiliation(s)
- Kristin K Janke
- University of Minnesota College of Pharmacy-Twin Cities, 7-159 Weaver Densford Hall, 308 Harvard St SE, Minneapolis, MN 55455, United States.
| | - Keri D Hager
- University of Minnesota College of Pharmacy, Duluth, 211 Life Science, 1110 Kirby Dr Duluth, MN 55812, United States.
| | - Anita Sharma
- Blue Cross Blue Shield, 3535 Blue Cross Road, Eagan, MN 55122, United States.
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Welch BE, Arif SA, Bloom TJ, Isaacs AN, Janke KK, Johnson JL, Moseley LE, Ross LJ. Report of the 2019-2020 AACP Student Affairs Standing Committee. Am J Pharm Educ 2020; 84:ajpe8198. [PMID: 33149337 PMCID: PMC7596594 DOI: 10.5688/ajpe8198] [Citation(s) in RCA: 31] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
The 2019-2020 Student Affairs Standing Committee addressed charges related to professional identity formation (PIF) in order to set direction and propose action steps consistent with Priority #3.4 of the AACP Strategic Plan, which states "Academic-practice partnerships and pharmacist-involved practice models that lead to the progress of Interprofessional Practice (IPP) are evident and promoted at all colleges and schools of pharmacy." To this end, the committee was charged to 1) outline key elements of PIF, 2) explore the relationship between formal curricular learning activities and co- or extra-curricular activities in supporting PIF, 3) determine the degree to which there is evidence that strong PIF is embedded in student pharmacists' educational experience, and 4) define strategies and draft an action plan for AACP's role in advancing efforts of schools to establish strong PIF in pharmacy graduates. This report describes work of the committee in exploring PIF and provides resources and background information relative to the charges. The committee offers several suggestions and recommendations for both immediate and long-term action by AACP and members to achieve goals related to integrating PIF into pharmacy education. The committee proposes a policy statement relative to the committee charges. Furthermore, the report calls upon the profession to develop a unified identity and incorporate support for PIF into pharmacy education, training, and practice.
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Affiliation(s)
- Beth E Welch
- Western New England University, College of Pharmacy and Health Sciences, Springfield, Massachusetts
| | - Sally A Arif
- Midwestern University, Chicago College of Pharmacy, Downers Grove, Illinois
| | - Timothy J Bloom
- Shenandoah University Bernard J. Dunn School of Pharmacy, Winchester, Virginia
| | - Alex N Isaacs
- Purdue University College of Pharmacy, West Lafayette, Indiana
| | - Kristin K Janke
- University of Minnesota College of Pharmacy, Minneapolis, Minnesota
| | | | | | - Libby J Ross
- American Association of Colleges of Pharmacy, Arlington, Virginia
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Janke KK, Kelley KA, Martin BA, Ray ME, Sweet BV. Response to Peeters and Schmunde: Toward More Clarity in the Use of the Terms Assessment and Program Evaluation. Am J Pharm Educ 2020; 84:ajpe8296. [PMID: 33012806 PMCID: PMC7523672 DOI: 10.5688/ajpe8296] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Accepted: 08/10/2020] [Indexed: 06/11/2023]
Affiliation(s)
- Kristin K Janke
- University of Minnesota, College of Pharmacy, Minneapolis, Minnesota
| | | | - Beth A Martin
- University of Wisconsin, School of Pharmacy, Madison, Wisconsin
| | - Mary E Ray
- University of Iowa, College of Pharmacy, Iowa City, Iowa
| | - Burgunda V Sweet
- University of Michigan, College of Pharmacy, Ann Arbor, Michigan
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Berlie HD, Janke KK, Garwood CL. Cultivating a Vibrant and Thriving Elective Curriculum in Pharmacy Schools. Am J Pharm Educ 2020; 84:7802. [PMID: 32431321 PMCID: PMC7223929 DOI: 10.5688/ajpe7802] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2019] [Accepted: 10/23/2019] [Indexed: 05/22/2023]
Abstract
Elective courses are required in Doctor of Pharmacy (PharmD) curricula in the United States, but they may receive less attention than required courses in the core curriculum. Elective courses can serve as a platform for innovation in, experimentation with, and implementation of high-impact educational practices. However, these benefits may not always be realized or maximized. We advocate for an "elective curriculum" that is strategically designed and intentionally planned and managed. Students, faculty members, and administrators all play important roles in creating this curriculum. To ensure the curriculum is vibrant and thriving, attention is needed to: alignment with institutional missions, meeting the postgraduation needs of students and employers, enhancing faculty development and faculty experience, strengthening partnerships within the university and/or external entities, and moving the profession forward.
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Affiliation(s)
- Helen D. Berlie
- Wayne State University, College of Pharmacy and Health Sciences, Detroit, Michigan
- Health Centers Detroit Medical Group, Detroit, Michigan
| | - Kristin K. Janke
- University of Minnesota, College of Pharmacy, Minneapolis, Minnesota
| | - Candice L. Garwood
- Wayne State University, College of Pharmacy and Health Sciences, Detroit, Michigan
- Harper University Hospital, Detroit Medical Center, Detroit, Michigan
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Janke KK, Wilby KJ, Zavod R. Academic writing as a journey through "chutes and ladders": How well are you managing your emotions? Curr Pharm Teach Learn 2020; 12:103-111. [PMID: 32147150 DOI: 10.1016/j.cptl.2019.11.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2019] [Accepted: 11/01/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION By acknowledging the range of emotions that accompany most writing projects, some relief can be offered from the unrealistic expectation that this process "should be easy." In this commentary, we explore the emotional habits of writing as described by Dr. Helen Sword in her book Air & Light & Time & Space and offer strategies to smooth the path that can be hastened and/or challenged by the various "chutes and ladders" that writers can encounter along their journey. COMMENTARY Using an emotional intelligence framework coupled with self - reflection questions, this commentary explores aspects of self-awareness, self-management, motivation, social awareness, and relationship management, as they relate to writing and the writing process. As each topic is teased apart and related to the writing process, strategies are offered to buoy authors successfully across the turbulence as a variety of "chutes and ladders" appear along the journey. IMPLICATIONS An author's response to the angle and/or length of the "chutes and ladders" encountered can positively or negatively impact current and future writing productivity. To mitigate a range of emotional hurdles, writers need a core set of strategies that can be derived from the emotional intelligence framework.
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Affiliation(s)
- Kristin K Janke
- University of Minnesota College of Pharmacy-Twin Cities, 7-159 Weaver Densford Hall, 308 Harvard St SE, Minneapolis, MN 55455, United States.
| | - Kyle John Wilby
- School of Pharmacy, University of Otago, PO Box 56, Dunedin, New Zealand.
| | - Robin Zavod
- Midwestern University Chicago College of Pharmacy, 555 31st Street, Downers Grove, IL 60515, United States.
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Janke KK, Bechtol RA, James S, Lepp G, Moote R, Clapp P. Determining Indicators of High-Quality Application Activities for Team-Based Learning. Am J Pharm Educ 2019; 83:7109. [PMID: 31871344 PMCID: PMC6920639 DOI: 10.5688/ajpe7109] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2018] [Accepted: 02/06/2019] [Indexed: 06/10/2023]
Abstract
Objective. To determine the indicators of quality for application activities in pharmacy team-based learning (TBL). Methods. A modified Delphi process was conducted with pharmacy TBL experts. Twenty-three experts met the inclusion criteria, including having at least four years of TBL experience, designing at least eight TBL sessions, training others to use TBL, and authoring a peer-reviewed TBL pharmacy paper. In round 1, panelists responded to five open-ended questions about their successful TBL applications activities, including satisfaction with the activity and methods for creating positive student outcomes. In round 2, panelists indicated their level of agreement with the round 1 quality indicators using a four-point Likert rating. Consensus was set at 80% strongly agree/agree. In an open comment period, panelists provided suggestions to help expand the indicator descriptions. Indicators were verified based on TBL and the education literature. Results. Twenty panelists (87% of those eligible) responded in round 1 and 17 (85% participation) in round 2. Sixteen quality indicators were identified in round 1, with 14 achieving consensus in round 2. "Uses authentic pharmacy challenges or situations" (88% strongly agree/agree) and "incorporates or provides effective feedback to groups" (88% strongly agree/agree) met consensus. However, "has multiple right answers" (76% strongly agree/agree) and "incorporates elements from school specific emphases (eg, faith, underserved)" (53% strongly agree/agree) did not reach consensus. Conclusions. These indicators can assist faculty members in designing application activities to provide high-quality TBL exercises that promote deep thinking and engaged classroom discussion. The indicators could also guide faculty development and quality improvement efforts, such as peer review of application activities.
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Affiliation(s)
- Kristin K. Janke
- University of Minnesota College of Pharmacy, Minneapolis, Minnesota
| | | | | | - Gardner Lepp
- University of Minnesota College of Pharmacy, Duluth, Minnesota
| | - Rebecca Moote
- University of Texas College of Pharmacy, Austin, Texas
| | - Peter Clapp
- Regis University School of Pharmacy, Denver, Colorado
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23
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Pestka DL, Frail CK, Sorge LA, Funk KA, Janke KK, Roth McClurg MT, Sorensen TD. Development of the comprehensive medication management practice management assessment tool: A resource to assess and prioritize areas for practice improvement. J Am Coll Clin Pharm 2019. [DOI: 10.1002/jac5.1182] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Deborah L. Pestka
- Department of Pharmaceutical Care and Health Systems, College of Pharmacy; University of Minnesota; Minneapolis Minnesota
| | - Caitlin K. Frail
- Department of Pharmaceutical Care and Health Systems, College of Pharmacy; University of Minnesota; Minneapolis Minnesota
| | - Lindsay A. Sorge
- Department of Pharmaceutical Care and Health Systems, College of Pharmacy; University of Minnesota; Minneapolis Minnesota
| | - Kylee A. Funk
- Department of Pharmaceutical Care and Health Systems, College of Pharmacy; University of Minnesota; Minneapolis Minnesota
| | - Kristin K. Janke
- Department of Pharmaceutical Care and Health Systems, College of Pharmacy; University of Minnesota; Minneapolis Minnesota
| | - Mary T. Roth McClurg
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy; University of North Carolina; Chapel Hill North Carolina
| | - Todd D. Sorensen
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy; University of North Carolina; Chapel Hill North Carolina
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Janke KK, Mospan CM, Cain J. Papers don't write themselves: Creating a system to support writing productivity. Curr Pharm Teach Learn 2019; 11:965-971. [PMID: 31685179 DOI: 10.1016/j.cptl.2019.06.010] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2019] [Accepted: 06/21/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION To be a successful academic writer, we need a strong awareness of the circumstances that support our writing productivity. COMMENTARY First and foremost, writing requires time-on-task. To obtain focused, effective writing time, we may need to increase our accountability related to writing. In addition, each writer needs a writing system - a set of processes that helps them to reliably complete their writing work. To build an effective writing system, we advocate for observation, reflection, and experimentation related to our writing processes. In particular, examination of the what, where, when, and how of writing is critical. Strategies for optimizing productivity during writing sessions are also needed. IMPLICATIONS Strengthening writing productivity requires mechanisms for accountability, awareness of our writing process, and strategies to enhance the effectiveness of each writing session.
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Affiliation(s)
- Kristin K Janke
- University of Minnesota College of Pharmacy, 7-125D Weaver Densford Hall, 308 Harvard St SE, Minneapolis, MN 55455, United States.
| | - Cortney M Mospan
- Wingate University School of Pharmacy, 515 N Main St, Wingate, NC 28174, United States.
| | - Jeff Cain
- University of Kentucky College of Pharmacy, 114M Lee T. Todd, Jr. Building, 789 South Limestone Dr., Lexington, KY 40536, United States.
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25
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Kolar C, Janke KK. Aiding Transformation from Student to Practitioner by Defining Threshold Concepts for the Pharmacists' Patient Care Process. Am J Pharm Educ 2019; 83:7335. [PMID: 31831907 PMCID: PMC6900827 DOI: 10.5688/ajpe7335] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2018] [Accepted: 01/28/2019] [Indexed: 05/16/2023]
Abstract
Objective. To explore critical milestones in the transition from student to practitioner by identifying the threshold concepts associated with learning the Pharmacists' Patient Care Process (PPCP). Methods. A threshold concept represents a transformed way of thinking about a topic or discipline. This study convened five focus groups to identify possible threshold concepts related to learning the PPCP. The data were analyzed by deductive content analysis and confirmed by an expert consensus panel using a modified nominal group technique. Results. Moving beyond the process outlined by the PPCP, the five focus groups identified additional elements of learning required in becoming a patient care practitioner. These elements were focused on the more intangible aspects of patient-centered care, such as practitioner priorities, attitude, and approach. As such, the data help to describe how practitioner's think, feel, and act (ie, their identity). Deductive content analysis resulted in five Patient Care Threshold Concepts (PCTC), which were confirmed by the expert consensus panel. Conclusion. The five PCTCs provide pharmacy educators with an additional tool to use in teaching the PPCP. The PCTCs can aid in the student-practitioner transformation by helping to make implicit aspects of patient care more explicit. They are supplements to patient care competencies that help explain the practitioner's priorities, attitude, and approach. They can also serve as guidance to pharmacy educators in evaluating curricular activities and assessments, as well as identity formation. This approach can be applied to the identification of threshold concepts in other areas of pharmacy education, such as leadership.
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Affiliation(s)
- Claire Kolar
- Pharmaceutical Care & Health Systems, University of Minnesota College of Pharmacy, Minneapolis, Minnesota
| | - Kristin K Janke
- Pharmaceutical Care & Health Systems, University of Minnesota College of Pharmacy, Minneapolis, Minnesota
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Bzowyckyj AS, Mospan CM, Zavod RM, Traynor AP, Janke KK. Inviting manuscripts to Leadership Experience and Development Reports (LEADeR). Curr Pharm Teach Learn 2019; 11:853-857. [PMID: 31570122 DOI: 10.1016/j.cptl.2018.02.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2018] [Accepted: 02/18/2018] [Indexed: 06/10/2023]
Abstract
The Journal announces a new section called "Leadership Experience and Development Reports" within our Short Communications manuscript category. Manuscripts in this section seek to share scholarly activities and experiences within the area of leadership development that are rooted in a leadership framework, model, or theory. Submissions can include work related to student pharmacists, pharmacy residents, fellows, graduate students and faculty/staff development.
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Affiliation(s)
- Andrew S Bzowyckyj
- Pacific University School of Pharmacy, 222 SE 8th Avenue, Creighton Hall 567, Hillsboro, OR 97123, United States.
| | - Cortney M Mospan
- Pharmacy Practice, Wingate University Levine College of Health Sciences, Wingate, NC, United States
| | - Robin M Zavod
- Pharmaceutical Sciences, Midwestern University Chicago College of Pharmacy, Downers Grove, IL, United States
| | - Andrew P Traynor
- Pharmacy Practice, Concordia University Wisconsin School of Pharmacy, Mequon, WI, United States
| | - Kristin K Janke
- Pharmaceutical Care & Health Systems, University of Minnesota College of Pharmacy, Minneapolis, MN, United States
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Janke KK, Kelley KA, Martin BA, Ray ME, Sweet BV. Identifying High-Impact and Managing Low-Impact Assessment Practices. Am J Pharm Educ 2019; 83:7496. [PMID: 31619834 PMCID: PMC6788162 DOI: 10.5688/ajpe7496] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2018] [Accepted: 04/28/2019] [Indexed: 05/22/2023]
Abstract
Those in pharmacy education who are tasked with assessment may be overwhelmed by deadlines, data collection, and reporting, leaving little time to pause and examine the effectiveness of their efforts. However, assessment practices must be evaluated for their impact, including their ability to answer important questions, use resources effectively, and contribute to meaningful educational change. Often assessments are implemented, but then attention is diverted to another assessment before the data from the former assessment can be fully interpreted or used. To maximize the impact of assessment practices, tough and uncomfortable decisions may need to be made. In this paper, we suggest an approach for examining and making decisions about assessment activities and provide guidance on building high-impact assessment practices, evolving or "sunsetting" low-impact assessment practices, and managing mandated assessment.
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Affiliation(s)
- Kristin K. Janke
- University of Minnesota College of Pharmacy, Minneapolis, Minnesota
| | | | - Beth A. Martin
- University of Wisconsin School of Pharmacy, Madison, Wisconsin
| | - Mary E. Ray
- University of Iowa College of Pharmacy, Iowa City, Iowa
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28
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Kelley KA, Sweet BV, Janke KK, Plake KS, Yee GC. Employment Trends for Doctor of Pharmacy Graduates of Research-Intensive Institutions, 2013-2017. Am J Pharm Educ 2019; 83:6864. [PMID: 30962643 PMCID: PMC6448520 DOI: 10.5688/ajpe6864] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2017] [Accepted: 03/24/2018] [Indexed: 06/09/2023]
Abstract
Objective. To determine the current state of employment for doctor of pharmacy (PharmD) graduates based on 5-year trends among graduates of research-intensive institutions and the Pharmacist Demand Index. Methods. Data from a cross-sectional survey of PharmD graduates from 10 research-intensive colleges of pharmacy conducted over a 5-year period were used to generate an overview of graduating students' experiences and the outcomes of their job searches. Results. The average response rate of graduates of programs over the 5 years was 75.4%. Overall, 86% of graduates had postgraduate placements (ie, jobs, residencies, fellowships, further education) at the time of graduation. Across all years, 85% of respondents who had placements indicated they were satisfied with the postgraduation offer they received. Conclusion. An examination of postgraduate outcomes of research-intensive schools and the Pharmacist Demand Indicator over the past 5 years indicates a trend toward a balance between the supply and demand for pharmacists. Careful attention needs to be given to these two metrics moving forward.
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Affiliation(s)
| | | | - Kristin K. Janke
- University of Minnesota College of Pharmacy, Minneapolis, Minnesota
| | | | - Gary C. Yee
- University of Nebraska College of Pharmacy, Omaha, Nebraska
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29
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Abstract
To assist academic writers in finding enjoyment in writing, this paper draws a distinction between enjoying the process of writing and enjoying the nature of writing. Based on an examination of academic writing literature, analysis of personal experiences, and a review of the positive psychology literature, conditions that support writing enjoyment are posited. Readers are invited to examine their personal experience with writing enjoyment relative to these levers. Concrete actions for authors to improve enjoyment in writing are suggested based on the theories discussed, including actions to support flow, creativity, curiosity, courage, mindset, purpose, and humility.
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Janke KK, Cox CD, Lucas C. Inviting articles for and on the Wisdom of Experience. Curr Pharm Teach Learn 2018; 10:1155-1159. [PMID: 30497615 DOI: 10.1016/j.cptl.2017.06.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/15/2017] [Accepted: 06/21/2017] [Indexed: 06/09/2023]
Affiliation(s)
- Kristin K Janke
- University of Minnesota College of Pharmacy, Twin Cities, 7-159 Weaver Densford Hall, 308 Harvard St SE, Minneapolis, MN 55455, United States.
| | - Craig D Cox
- Texas Tech University Health Sciences Center School of Pharmacy, 3601 4th Street STOP 8162, Lubbock, TX 79430, United States.
| | - Cherie Lucas
- University of Technology Sydney, Graduate School of Health, 67 Thomas Street, Ultimo, Sydney, 2007 NSW, Australia.
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Moon JY, Schullo-Feulner AM, Kolar C, Lepp G, Reidt S, Undeberg MR, Janke KK. Supporting formative peer review of clinical teaching through a focus on process. Curr Pharm Teach Learn 2018; 10:771-778. [PMID: 30025779 DOI: 10.1016/j.cptl.2018.03.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2017] [Revised: 11/16/2017] [Accepted: 03/02/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND The professional need for development of clinical faculty is clear. Previous scholarship provides insight into the formative potential of peer review in both didactic and experiential settings. Less information exists on a comprehensive peer review process (PRP) designed to support faculty change. EDUCATIONAL ACTIVITY AND SETTING A clinical faculty PRP was developed and implemented based on input from the literature, stakeholders, and field experts. The process included: 1) self-reflective pre-work, 2) a peer-observation component, 3) self-reflective post-work, and 4) creation of a specific action plan via meeting with an educational expert. The process was assessed by collecting evaluative data from peer reviewer and clinical faculty participants. FINDINGS Eight of 26 faculty members participated in a pilot of the PRP and formed four clinical faculty-peer dyads. When surveyed, all participants unanimously reported that they would participate in the PRP again. Aspects perceived among most helpful to clinical teaching included peer observation, self-reflection, and meeting with an educational expert. Challenges related to the process included anxiety of peer observation, burden of pre-work, and logistics of scheduling meetings. DISCUSSION While instruments are important in guiding and documenting the evaluation of clinical teaching during an observation period, this initiative focused on the process supporting the observation and evaluation, in order to optimize the formative feedback received by participating faculty and encourage professional development actions. SUMMARY A PRP that incorporates preparation, reflective practice, and a meeting with an educational expert may support meaningful faculty development in the area of clinical teaching.
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Affiliation(s)
- Jean Y Moon
- University of Minnesota College of Pharmacy-Twin Cities, 7-103 Weaver Densford Hall, 308 Harvard St SE, Minneapolis, MN 55455, United States.
| | - Anne M Schullo-Feulner
- University of Minnesota College of Pharmacy-Twin Cities, 7-103 Weaver Densford Hall, 308 Harvard St SE, Minneapolis, MN 55455, United States.
| | - Claire Kolar
- University of Minnesota College of Pharmacy-Twin Cities, 7-159 Weaver Densford Hall 308 Harvard St SE, Minneapolis, MN 55455, United States.
| | - Gardner Lepp
- University of Minnesota, College of Pharmacy, 232 Life Science 1110 Kirby Drive, Duluth, MN 55812-3003, United States.
| | - Shannon Reidt
- Optum, 12700 Whitewater Dr, Minnetonka, MN 55343, United States.
| | - Megan R Undeberg
- University of Minnesota College of Pharmacy- Duluth, 107 Life Science 1110 Kirby Drive, Duluth, MN 55812-3003, United States.
| | - Kristin K Janke
- University of Minnesota College of Pharmacy-Twin Cities, 7-159 Weaver Densford Hall 308 Harvard St SE, Minneapolis, MN 55455, United States.
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Kolar C, Hager K, Janke KK. Using peer teaching to introduce the Pharmaceutical Care Model to incoming pharmacy students. Curr Pharm Teach Learn 2018; 10:170-177. [PMID: 29706272 DOI: 10.1016/j.cptl.2017.10.011] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/10/2017] [Revised: 08/05/2017] [Accepted: 10/10/2017] [Indexed: 06/08/2023]
Abstract
BACKGROUND The aim of this initiative was to design and evaluate a peer teaching activity where pairs of second-year pharmacy students introduced the Pharmaceutical Care Model and discussed success in the broader first-year pharmacy curriculum with pairs of first year students. EDUCATIONAL ACTIVITY Second-year pharmacy students individually created concept maps illustrating the main components of pharmaceutical care to be used as teaching tools with first-year students. First-year students were given a brief introduction to pharmaceutical care by faculty and prepared questions to ask their second-year colleagues. Two second-year students were then matched with two first-year students for a two-part peer teaching event. Each student completed documentation of the peer experience, which included questions about the effectiveness of the teaching, changes to be made in the future, and the usefulness of the exercise. The documentation was analyzed via content analysis and instructors evaluated the concept maps based on their effectiveness as a teaching tool for novices. A rubric was used to evaluate 166 concept maps of which 145 were rated good, 18 were rated as better, and 3 as best. Themes emerging from the content analysis included: positive impact of teaching and learning pharmaceutical care, value of broader curriculum discussion, and beneficial first- and second-year connections. CRITICAL ANALYSIS OF THE EDUCATIONAL ACTIVITY A structured peer teaching event outside the traditional classroom setting can create a space for: teaching and learning to occur, student-student connections to be made, and advice on the curriculum to be shared.
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Affiliation(s)
- Claire Kolar
- Fairview Pharmacy Services, 711 Kasota Ave, Minneapolis, MN 55414, United States.
| | - Keri Hager
- University of Minnesota College of Pharmacy-Duluth, 232 LSci, 1110 Kirby Dr., Duluth, MN 55812, United States.
| | - Kristin K Janke
- Fairview Pharmacy Services, 711 Kasota Ave, Minneapolis, MN 55414, United States.
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Yee GC, Janke KK, Fuller PD, Kelley KA, Scott SA, Sorensen TD. StrengthsFinder ® signature themes of talent in pharmacy residents at four midwestern pharmacy schools. Curr Pharm Teach Learn 2018; 10:61-65. [PMID: 29248076 DOI: 10.1016/j.cptl.2017.09.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/04/2017] [Revised: 05/26/2017] [Accepted: 09/19/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND AND PURPOSE StrengthsFinder® is a widely-used assessment that can be used to help student pharmacists discover their talents (i.e., signature themes [STs]) and develop their leadership skills. The assessment has also been used in pharmacy residents, but the prevalence of various STs in that group has not been compared to those in student pharmacists. EDUCATIONAL ACTIVITY AND SETTING Residents from four midwestern pharmacy institutions completed StrengthsFinder® 2.0 and received their top five STs. STs were organized and examined by domains (executing, influencing, relationship building, and strategic thinking). StrengthsFinder® data on student pharmacists were obtained from a previously published study. The distribution of the themes and domains was compared between residents and student pharmacists. FINDINGS Responses from 31 residency program cohorts, including 290 pharmacy residents from a pool of 304 (95.4%) possible respondents, were included in the study. The learner ST was more frequently reported in the top five in pharmacy residents versus student pharmacists (42.8% versus 35.5%, p = 0.022). The woo and communication STs were also more frequently reported in the top five, while the consistency ST was reported less frequently in the top five in pharmacy residents versus student pharmacists (p < 0.05). The executing and relationship building domains had the highest average number of STs (1.58 and 1.56, respectively). DISCUSSION AND SUMMARY The ST profile of pharmacy residents at residency programs affiliated with four midwestern schools of pharmacy is generally similar to that of pharmacy graduates. However, several STs were more or less prevalent in pharmacy residents. Recognition of these differences may assist residency program directors in marketing and design of programs and ranking of candidates.
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Affiliation(s)
- Gary C Yee
- University of Nebraska Medical Center College of Pharmacy, Omaha, NE 68198, United States.
| | - Kristin K Janke
- University of Minnesota College of Pharmacy, Minneapolis, MN 55455, United States.
| | - Patrick D Fuller
- University of Nebraska Medical Center College of Pharmacy, Omaha, NE 68198, United States.
| | - Katherine A Kelley
- The Ohio State University College of Pharmacy, Columbus, OH 43210, United States.
| | - Steven A Scott
- Purdue University College of Pharmacy, West Lafayette, IN 47907, United States.
| | - Todd D Sorensen
- University of Minnesota College of Pharmacy, Minneapolis, MN 55455, United States.
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Funk KA, Kolar C, Schweiss SK, Tingen JM, Janke KK. Experience with the script concordance test to develop clinical reasoning skills in pharmacy students. Curr Pharm Teach Learn 2017; 9:1031-1041. [PMID: 29233371 DOI: 10.1016/j.cptl.2017.07.021] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2016] [Revised: 03/22/2017] [Accepted: 07/28/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND The script concordance test (SCT) is used to assess clinical reasoning and was originally developed for medical learners. The Accreditation Council for Pharmacy Education (ACPE) endorses the need for pharmacy students to develop clinical reasoning skills, but there is little documentation of use of the SCT for pharmacy learners. EDUCATIONAL ACTIVITY A script concordance test activity was designed for a diabetes and metabolic syndrome pharmacotherapy course. Twenty-five cases were created and evaluated by an expert panel of 20 practicing pharmacists. Ten cases were presented as a formative activity in class. The students, design team, teaching team, and expert panel evaluated the activity. CRITICAL ANALYSIS OF THE EDUCATIONAL ACTIVITY The SCT was received positively from the students, design team, teaching team, and expert panel. The design team noted that case writing was different for this approach and that the inclusion of various perspectives from panelists was beneficial. Although the activity was formative in nature, the teaching team scored the students and this provided insight into areas where the students may struggle. SUMMARY This report provides information on the formative use of the SCT in the classroom, as well as categories of items suitable for pharmacy. The SCT provides an approach to illustrate clinical reasoning and clinical decision making among content experts and can be used to stimulate clinical discussions among student learners and content experts. The SCT could help incorporate clinical reasoning skills in a pharmacy curriculum to meet ACPE standards.
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Affiliation(s)
- Kylee A Funk
- Pharmaceutical Care & Health Systems, University of Minnesota College of Pharmacy, 7-176 Weaver-Densford Hall, 308 Harvard St. SE, Minneapolis, MN 55455, United States.
| | - Claire Kolar
- Fairview Pharmacy Services, 711 Kasota Ave, Minneapolis, MN 55414, United States.
| | - Sarah K Schweiss
- Pharmacy Practice and Pharmaceutical Sciences, University of Minnesota College of Pharmacy, 223 Life Science, 1110 Kirby Drive, Duluth, MN 55812, United States.
| | - Jeffrey M Tingen
- Department of Pharmacy Services, University of Virginia Health System, Department of Family Medicine, University of Virginia School of Medicine, PO Box 800729, Charlottesville, VA 22908, United States.
| | - Kristin K Janke
- Pharmaceutical Care & Health Systems, University of Minnesota College of Pharmacy, 7-125D Weaver Densford Hall, 308 Harvard St SE, Minneapolis, MN 55455, United States.
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Sharma A, Janke KK, Larson A, Peter WS. Understanding the early effects of team-based learning on student accountability and engagement using a three session TBL pilot. Curr Pharm Teach Learn 2017; 9:802-807. [PMID: 29233307 DOI: 10.1016/j.cptl.2017.05.024] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2016] [Revised: 02/09/2017] [Accepted: 05/20/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND AND PURPOSE This study examined the early effects of a team based learning (TBL) pilot, including differences in student engagement with TBL compared to lectures, and student accountability, preferences, and satisfaction with TBL. EDUCATIONAL ACTIVITY AND SETTING Three TBL sessions were delivered in the nephrology section of pharmacotherapy and then students completed the team-based learning student assessment instrument (TBL-SAI), which assesses TBL relative to lecture on three subscales (i.e., student accountability, preferences, and satisfaction). Students also completed a modified engagement instrument for a lecture and again for a TBL session. FINDINGS All students (160) participated in the survey (100% response rate). When comparing TBL and lecture engagement, five of eight statements were statistically significantly different. In TBL, students reported the strongest agreement with statements related to contributions (i.e., contributing fair share [mean 3.97], contributing meaningfully [mean 3.96]). Using the TBL-SAI, the mean score for accountability (30.64) was higher than neutral (24) indicating a higher level of accountability with TBL. Student satisfaction with TBL was neutral (mean 26.62, neutral = 27). DISCUSSION AND CONCLUSIONS In a three-session pilot, TBL had positive effects on engagement and accountability. Early positive effects could aid programs in building and maintaining momentum with the TBL approach while working towards outcomes that may take longer to achieve, such as changes in professionalism or teamwork. Duration of exposure and perseverance through the transition to TBL may be important in developing preferences and satisfaction. This study provides insights to programs and instructors about student perceptions and attitudes as TBL is introduced.
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Affiliation(s)
- Anita Sharma
- Medication Therapy Management Pharmacist, HealthEast Grand Ave Clinic, 870 Grand Ave, St. Paul, MN 55105, United States
| | - Kristin K Janke
- University of Minnesota College of Pharmacy, 7-125D Weaver Densford Hall, 308 Harvard St. SE, Minneapolis, MN 55455, United States.
| | - Andrea Larson
- Medication Therapy Management Pharmacist, Health East Midway Clinic, 1390 University Ave W, St Paul, MN 55104, United States
| | - Wendy St Peter
- University of Minnesota College of Pharmacy, 7-176 Weaver Densford Hall, 308 Harvard St. SE, Minneapolis, MN 55455, United States
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Aronson BD, Janke KK. Measuring a state of mind indicative of thriving using the Student Pharmacist Inventory of Professional Engagement (S-PIPE). Res Social Adm Pharm 2017; 14:678-685. [PMID: 28827019 DOI: 10.1016/j.sapharm.2017.08.004] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2017] [Revised: 08/10/2017] [Accepted: 08/10/2017] [Indexed: 12/01/2022]
Abstract
BACKGROUND Professional engagement has importance to the professional of pharmacy, and in particular the growth of student pharmacists. Measurement of this construct would allow investigation of factors that may increase or decrease professional engagement. OBJECTIVES To describe the development of the Student Pharmacist Inventory of Professional Engagement (S-PIPE), assess the factor structure and convergent validity, and test for differences in professional engagement based upon demographic and background factors. METHODS Potential items for the S-PIPE were developed iteratively through inductive and deductive item-writing, 2 pilot administrations, expert review of items, and assessment of the content validity index, and cognitive interviews with students. The S-PIPE was administered to a cohort of 164 first year student pharmacists at University of Minnesota, along with items querying types and level of involvement in professional experiences and activities. An exploratory factor analysis was conducted using principal axis factoring extraction and Promax rotation. The number of factors to retain was based upon eigenvalues, examination of the scree plot, and a parallel analysis. Factors of the S-PIPE were compared to self-rated level of involvement and other demographic factors. RESULTS Three factors were retained accounting for 70.7% of the variance, and named Belonging (α = 0.942, 9 items), Connectedness (α = 0.864, 3 items), and Meaningful Experience (α = 0.760, 4 items). All 3 factors were significantly correlated to self-rated involvement (r = 0.291 to 0.370). Level of professional engagement differed in this study by gender, and pharmacy work experience. CONCLUSIONS This study lays the foundation for quantitative research in professional engagement among student pharmacists. Future work is needed to further validate and extend these findings.
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Affiliation(s)
- Benjamin D Aronson
- Department of Pharmacy Practice and Pharmaceutical Sciences, University of Minnesota College of Pharmacy, Duluth, MN, USA(1).
| | - Kristin K Janke
- Department of Pharmaceutical Care & Health Systems, University of Minnesota College of Pharmacy, Minneapolis, MN, USA
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Janke KK, Bzowyckyj AS, Traynor AP. Editors' Perspectives on Enhancing Manuscript Quality and Editorial Decisions Through Peer Review and Reviewer Development. Am J Pharm Educ 2017; 81:73. [PMID: 28630514 PMCID: PMC5468711 DOI: 10.5688/ajpe81473] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/05/2016] [Accepted: 03/22/2016] [Indexed: 05/22/2023]
Abstract
Objectives. To identify peer reviewer and peer review characteristics that enhance manuscript quality and editorial decisions, and to identify valuable elements of peer reviewer training programs. Methods. A three-school, 15-year review of pharmacy practice and pharmacy administration faculty's publications was conducted to identify high-publication volume journals for inclusion. Editors-in-chief identified all editors managing manuscripts for participation. A three-round modified Delphi process was used. Rounds advanced from open-ended questions regarding actions and attributes of good reviewers to consensus-seeking and clarifying questions related to quality, importance, value, and priority. Results. Nineteen editors representing eight pharmacy journals participated. Three characteristics of reviews were rated required or helpful in enhancing manuscript quality by all respondents: includes a critical analysis of the manuscript (88% required, 12% helpful), includes feedback that contains both strengths and areas of improvement (53% required, 47% helpful), and speaks to the manuscript's utility in the literature (41% required, 59% helpful). Hands-on experience with review activities (88%) and exposure to good and bad reviews (88%) were identified as very valuable to peer reviewer development. Conclusion. Reviewers, individuals involved in faculty development, and journals should work to assist new reviewers in defining focused areas of expertise, building knowledge in these areas, and developing critical analysis skills.
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Affiliation(s)
- Kristin K. Janke
- University of Minnesota College of Pharmacy, Minneapolis, Minnesota
| | - Andrew S. Bzowyckyj
- University of Missouri – Kansas City School of Pharmacy, Kansas City, Missouri
| | - Andrew P. Traynor
- Concordia University Wisconsin School of Pharmacy, Mequon, Wisconsin
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Wadelin JW, Travlos DV, Janke KK, Zellmer WA, Vlasses PH. Current and Future Opportunities and Challenges in Continuing Pharmacy Education. Am J Pharm Educ 2017; 81:44. [PMID: 28496264 PMCID: PMC5423060 DOI: 10.5688/ajpe81344] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2016] [Accepted: 12/21/2016] [Indexed: 06/07/2023]
Abstract
The Accreditation Council for Pharmacy Education (ACPE) convened a consensus-seeking invitational conference on October 29-30, 2015, in Chicago, Ill. ACPE's desire to have stakeholder guidance on its role in the future of continuing pharmacy education and continuing professional development led to the convening of the conference. The purpose of this article is to summarize the proceedings of the conference, including the recommendations from the stakeholders.
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Affiliation(s)
| | | | - Kristin K. Janke
- Wulling Center for Innovation & Scholarship in Pharmacy Education, University of Minnesota, Minneapolis, Minnesota
- University of Minnesota College of Pharmacy, Minneapolis, Minnesota
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Haight RC, Kolar C, Nelson MH, Fierke KK, Sucher BJ, Janke KK. Assessing Emotionally Intelligent Leadership in Pharmacy Students. Am J Pharm Educ 2017; 81:29. [PMID: 28381889 PMCID: PMC5374918 DOI: 10.5688/ajpe81229] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2015] [Accepted: 01/19/2016] [Indexed: 05/22/2023]
Abstract
Objective. To determine the frequency distribution of pharmacy students across Emotionally Intelligent Leadership Inventory (EILI) measures. Methods. The EILI was administered to 235 pharmacy students at two schools. The instrument was systematically compared to the 2013 CAPE Outcomes and analyzed by confirmatory factor analysis. Results. The EILI has primary connections with pharmacy competencies related to interprofessional communication and leadership. The three facets of the EILI were verified for internal consistency (Context, α=.78; Self, α=.74; Others, α=.79). Student scores were the highest for the consciousness of self facet, with a mean score of 31.4 out of 40. Conclusion. The EILI shows promise as an instrument for use in assessing pharmacy students' emotional intelligence and leadership skills.
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Janke KK, Kelley KA, Sweet BV, Kuba SE. A Modified Delphi Process to Define Competencies for Assessment Leads Supporting a Doctor of Pharmacy Program. Am J Pharm Educ 2016; 80:167. [PMID: 28179716 PMCID: PMC5289723 DOI: 10.5688/ajpe8010167] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/02/2015] [Accepted: 11/17/2015] [Indexed: 05/22/2023]
Abstract
Objective. To define the competencies for individuals designated as assessment leads in colleges and schools of pharmacy. Methods. Twenty-three assessment experts in pharmacy participated in a modified Delphi process to describe competencies for an assessment lead, defined as the individual responsible for curricular assessment and assessment-related to doctor of pharmacy program accreditation. Round 1 asked open-ended questions about knowledge, skills, and attitudes. Round 2 grouped responses for comment and rating for consensus, which was prospectively set at 80%. Results. Twelve competencies were defined and grouped into 3 areas: Context for Assessment, Managing the Process of Assessment, and Leadership of Assessment Activities. In order to verify the panel's work, assessment competencies from other disciplines were reviewed and compared. Conclusions. The competencies describe roles for assessment professionals as experts, managers, and leaders of assessment processes. They can be used by assessment professionals in self-assessing areas for professional development and by administrators in selecting, developing, and supporting designated leads.
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Affiliation(s)
- Kristin K. Janke
- University of Minnesota College of Pharmacy, Minneapolis, Minnesota
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Janke KK, Nelson MH, Bzowyckyj AS, Fuentes DG, Rosenberg E, DiCenzo R. Deliberate Integration of Student Leadership Development in Doctor of Pharmacy Programs. Am J Pharm Educ 2016; 80:2. [PMID: 26941428 PMCID: PMC4776295 DOI: 10.5688/ajpe8012] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/17/2015] [Accepted: 04/27/2015] [Indexed: 05/14/2023]
Abstract
The CAPE 2013 Outcomes answered the call for increased student leadership development (SLD) by identifying leadership as a desired curricular goal. To meet this outcome, colleges and schools of pharmacy are advised to first identify a set of SLD competencies aligned with their institution's mission and goals and then organize these competencies into a SLD framework/model. Student leadership development should be integrated vertically and horizontally within the curriculum in a deliberate and longitudinal manner. It should include all student pharmacists, begin at the point of admission, and extend beyond extracurricular activities. The school's assessment plan should be aligned with the identified SLD competencies so student learning related to leadership is assessed. To accomplish these recommendations, a positive environment for SLD should be cultivated within the school, including administrative backing and resources, as well as support among the broader faculty for integrating SLD into the curriculum.
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Affiliation(s)
- Kristin K. Janke
- University of Minnesota College of Pharmacy, Minneapolis, Minnesota
| | | | | | | | - Ettie Rosenberg
- West Coast University School of Pharmacy, Los Angeles, California
| | - Robert DiCenzo
- Albany College of Pharmacy and Health Sciences, Albany, New York
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Janke KK, Tofade T. Making a Curricular Commitment to Continuing Professional Development in Doctor of Pharmacy Programs. Am J Pharm Educ 2015; 79:112. [PMID: 26692371 PMCID: PMC4678737 DOI: 10.5688/ajpe798112] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2015] [Accepted: 06/24/2015] [Indexed: 05/13/2023]
Abstract
As outlined in the Accreditation Council for Pharmacy Education (ACPE) Standards 2016, colleges and schools of pharmacy must provide an environment and culture that promotes self-directed lifelong learning. Continuing professional development (CPD) serves as a model that can foster and support self-directed, lifelong learning. The benefits of adopting a CPD model include assistance with attaining Center for the Advancement of Pharmaceutical Education (CAPE) 2013 Outcomes, such as self-awareness. This model can also support the individualization of experiential learning and student action on feedback from curricular-level assessments. The major skills involved in CPD, such as reflection and documentation, are frequently addressed in pharmacy curricula. However, these skills may be developed in isolation or exercised for purposes other than learning. The aim of this statement is to aid schools in creating "CPD ready" practitioners by defining the skill sets involved in CPD and making recommendations for advancing CPD in curricula.
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Affiliation(s)
- Kristin K. Janke
- University of Minnesota College of Pharmacy, Minneapolis, Minnesota
| | - Toyin Tofade
- University of Maryland School of Pharmacy, Baltimore, Maryland
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Schullo-Feulner A, Kolar C, Janke KK. A Five-Year Evaluation of Examination Structure in a Cardiovascular Pharmacotherapy Course. Am J Pharm Educ 2015; 79:98. [PMID: 27168611 PMCID: PMC4812786 DOI: 10.5688/ajpe79798] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/22/2015] [Accepted: 06/30/2015] [Indexed: 06/05/2023]
Abstract
Objective. To evaluate the composition and effectiveness as an assessment tool of a criterion-referenced examination comprised of clinical cases tied to practice decisions, to examine the effect of varying audience response system (ARS) questions on student examination preparation, and to articulate guidelines for structuring examinations to maximize evaluation of student learning. Design. Multiple-choice items developed over 5 years were evaluated using Bloom's Taxonomy classification, point biserial correlation, item difficulty, and grade distribution. In addition, examination items were classified into categories based on similarity to items used in ARS preparation. Assessment. As the number of items directly tied to clinical practice rose, Bloom's Taxonomy level and item difficulty also rose. In examination years where Bloom's levels were high but preparation was minimal, average grade distribution was lower compared with years in which student preparation was higher. Conclusion. Criterion-referenced examinations can benefit from systematic evaluation of their composition and effectiveness as assessment tools. Calculated design and delivery of classroom preparation is an asset in improving examination performance on rigorous, practice-relevant examinations.
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Affiliation(s)
| | - Claire Kolar
- University of Minnesota College of Pharmacy, Minneapolis, Minnesota
| | - Kristin K Janke
- University of Minnesota College of Pharmacy, Minneapolis, Minnesota
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Sweet BV, Kelley KA, Janke KK, Kuba SE, Plake KS, Stanke LD, Yee GC. Career Placement of Doctor of Pharmacy Graduates at Eight U.S. Midwestern Schools. Am J Pharm Educ 2015; 79:88. [PMID: 26430275 PMCID: PMC4584380 DOI: 10.5688/ajpe79688] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2014] [Accepted: 03/21/2015] [Indexed: 05/17/2023]
Abstract
OBJECTIVE To characterize postgraduation placement plans of 2013 doctor of pharmacy (PharmD) graduates. METHODS A cross-sectional survey of PharmD graduates from 8 midwestern colleges of pharmacy was designed to capture a comprehensive picture of graduating students' experiences and outcomes of their job search. RESULTS At graduation, 81% of 2013 respondents had postgraduate plans, with approximately 40% accepting jobs and 40% accepting residencies or fellowships. Eighty-four percent of graduates reported being pleased with offers received, and 86% received placement in their preferred practice setting. Students perceived that securing residencies was more difficult than securing jobs. Students who participated in key activities had a nearly sevenfold increase in successful residency placement. CONCLUSION While the demand for pharmacists decreased in recent years, responses indicated successful placement by the majority of 2013 graduates at the time of graduation.
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Affiliation(s)
- Burgunda V Sweet
- University of Michigan Health System and College of Pharmacy, Ann Arbor, Michigan
| | - Katherine A Kelley
- University of Michigan Health System and College of Pharmacy, Ann Arbor, Michigan
| | - Kristin K Janke
- University of Michigan Health System and College of Pharmacy, Ann Arbor, Michigan
| | - Sarah E Kuba
- University of Michigan Health System and College of Pharmacy, Ann Arbor, Michigan
| | - Kimberly S Plake
- University of Michigan Health System and College of Pharmacy, Ann Arbor, Michigan
| | - Luke D Stanke
- University of Michigan Health System and College of Pharmacy, Ann Arbor, Michigan
| | - Gary C Yee
- University of Michigan Health System and College of Pharmacy, Ann Arbor, Michigan
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Janke KK, Farris KB, Kelley KA, Marshall VD, Plake KS, Scott SA, Sorensen TD, Yee GC. StrengthsFinder Signature Themes of Talent in Doctor of Pharmacy Students in Five Midwestern Pharmacy Schools. Am J Pharm Educ 2015; 79:49. [PMID: 26089558 PMCID: PMC4469015 DOI: 10.5688/ajpe79449] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2014] [Accepted: 10/13/2014] [Indexed: 05/27/2023]
Abstract
OBJECTIVE To describe student pharmacists' Signature Themes from the Clifton StrengthsFinder across 5 Midwestern pharmacy institutions and to compare themes by gender, institution, and undergraduate population. METHODS Student pharmacists completed the StrengthsFinder 2.0 assessment and received their top 5 Signature Themes. Themes were organized and examined by domains (Executing, Influencing, Relationship Building, Strategic Thinking). The distribution of the themes was compared between student pharmacists and undergraduates and themes and domains were compared by institution and gender. RESULTS Although results varied by institution, the top 5 themes among the 1244 of 1250 students (99.5%) who completed the assessment were: Achiever, Harmony, Learner, Responsibility, and Empathy. Female student pharmacists had more themes in Executing and Relationship Building, while males had more themes in Influencing and Strategic Thinking. Pharmacy students exhibit more Executing domain talents and fewer Influencing domain talents compared with undergraduates. CONCLUSION Signature Themes were consistent among student pharmacists across 5 Midwestern colleges of pharmacy.
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Affiliation(s)
- Kristin K. Janke
- University of Minnesota College of Pharmacy, Minneapolis, Minnesota
| | - Karen B. Farris
- University of Michigan College of Pharmacy, Ann Arbor, Michigan
| | | | | | | | - Steven A. Scott
- Purdue University College of Pharmacy, West Lafayette, Indiana
| | - Todd D. Sorensen
- University of Minnesota College of Pharmacy, Minneapolis, Minnesota
| | - Gary C. Yee
- University of Nebraska Medical Center College of Pharmacy, Omaha, Nebraska
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Nelson MH, Fierke KK, Sucher BJ, Janke KK. Including Emotional Intelligence in Pharmacy Curricula to Help Achieve CAPE Outcomes. Am J Pharm Educ 2015; 79:48. [PMID: 26089557 PMCID: PMC4469014 DOI: 10.5688/ajpe79448] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/16/2014] [Accepted: 11/19/2014] [Indexed: 05/17/2023]
Abstract
The importance of emotional intelligence (EI) for effective teamwork and leadership within the workplace is increasingly apparent. As suggested by the 2013 CAPE Outcomes, we recommend that colleges and schools of pharmacy consider EI-related competencies to build self-awareness and professionalism among students. In this Statement, we provide two examples of the introduction of EI into pharmacy curricula. In addition, we provide a 4-phase process based on recommendations developed by EI experts for structuring and planning EI development. Finally, we make 9 recommendations' to inform the process of including EI in pharmacy curricula.
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Affiliation(s)
| | - Kerry K. Fierke
- University of Minnesota College of Pharmacy, Duluth, Minnesota
| | | | - Kristin K. Janke
- University of Minnesota College of Pharmacy, Minneapolis, Minnesota
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Abstract
The development of student pharmacists must include inspiring within them a sense of engagement in their profession. This paper provides the rationale for and the potential implications of this concept, as well as an overview of experiences with professional engagement in student pharmacists at one college of pharmacy. Curricular-based experiences and research will be discussed, including the insights gained and suggestions for developing and encouraging professional engagement. Lastly, this article provides future direction for furthering professional engagement on both the conceptual and curricular level.
Type: Idea Paper
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Janke KK, Kolar C. Promoting Scholarly Lines of Inquiry in Pharmacy Education Through Idea Papers and Case Study Reports. Innov Pharm 2014. [DOI: 10.24926/iip.v5i3.344] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Type: Invitation
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Traynor AP, Boyle CJ, Janke KK. Guiding principles for student leadership development in the doctor of pharmacy program to assist administrators and faculty members in implementing or refining curricula. Am J Pharm Educ 2013; 77:221. [PMID: 24371345 PMCID: PMC3872940 DOI: 10.5688/ajpe7710221] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2012] [Accepted: 09/14/2013] [Indexed: 05/16/2023]
Abstract
OBJECTIVE To assist administrators and faculty members in colleges and schools of pharmacy by gathering expert opinion to frame, direct, and support investments in student leadership development. METHODS Twenty-six leadership instructors participated in a 3-round, online, modified Delphi process to define doctor of pharmacy (PharmD) student leadership instruction. Round 1 asked open-ended questions about leadership knowledge, skills, and attitudes to begin the generation of student leadership development guiding principles and competencies. Statements were identified as guiding principles when they were perceived as foundational to the instructional approach. Round 2 grouped responses for agreement rating and comment. Group consensus with a statement as a guiding principle was set prospectively at 80%. Round 3 allowed rating and comment on guidelines, modified from feedback in round 2, that did not meet consensus. The principles were verified by identifying common contemporary leadership development approaches in the literature. RESULTS Twelve guiding principles, related to concepts of leadership and educational philosophy, were defined and could be linked to contemporary leadership development thought. These guiding principles describe the motivation for teaching leadership, the fundamental precepts of student leadership development, and the core tenets for leadership instruction. CONCLUSIONS Expert opinion gathered using a Delphi process resulted in guiding principles that help to address many of the fundamental questions that arise when implementing or refining leadership curricula. The principles identified are supported by common contemporary leadership development thought.
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Affiliation(s)
- Andrew P Traynor
- School of Pharmacy, Concordia University Wisconsin, Mequon, Wisconsin
| | - Cynthia J Boyle
- School of Pharmacy and Health Professions, University of Maryland Eastern Shore, Princess Anne, Maryland
| | - Kristin K Janke
- University of Minnesota College of Pharmacy-Twin Cities, Minneapolis, Minnesota
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Ross LA, Janke KK, Boyle CJ, Gianutsos G, Lindsey CC, Moczygemba LR, Whalen K. Preparation of faculty members and students to be citizen leaders and pharmacy advocates. Am J Pharm Educ 2013; 77:220. [PMID: 24371344 PMCID: PMC3872939 DOI: 10.5688/ajpe7710220] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/28/2013] [Accepted: 09/11/2013] [Indexed: 05/14/2023]
Abstract
To identify characteristics and quality indicators of best practices for leadership and advocacy development in pharmacy education, a national task force on leadership development in pharmacy invited colleges and schools to complete a phone survey to characterize the courses, processes, and noteworthy practices for leadership and advocacy development at their institution. The literature was consulted to corroborate survey findings and identify additional best practices. Recommendations were derived from the survey results and literature review, as well as from the experience and expertise of task force members. Fifty-four institutions provided information about lecture-based and experiential curricular and noncurricular components of leadership and advocacy development. Successful programs have a supportive institutional culture, faculty and alumni role models, administrative and/or financial support, and a cocurricular thread of activities. Leadership and advocacy development for student pharmacists is increasingly important. The recommendations and suggestions provided can facilitate leadership and advocacy development at other colleges and schools of pharmacy.
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Affiliation(s)
- Leigh Ann Ross
- Member, AACP Council of Faculties Task Force on Preparation of Pharmacy Faculty and Students to be Citizen Leaders and Pharmacy Advocates
- The University of Mississippi School of Pharmacy, Jackson, Mississippi
| | - Kristin K. Janke
- Member, AACP Council of Faculties Task Force on Preparation of Pharmacy Faculty and Students to be Citizen Leaders and Pharmacy Advocates
- College of Pharmacy, University of Minnesota-Twin Cities Campus, Minneapolis, Minnesota
| | - Cynthia J. Boyle
- Member, AACP Council of Faculties Task Force on Preparation of Pharmacy Faculty and Students to be Citizen Leaders and Pharmacy Advocates
- University of Maryland Eastern Shore School of Pharmacy and Health Professions, Princess Anne, Maryland
| | - Gerald Gianutsos
- Member, AACP Council of Faculties Task Force on Preparation of Pharmacy Faculty and Students to be Citizen Leaders and Pharmacy Advocates
- University of Connecticut School of Pharmacy, Storrs, Connecticut
| | - Cameron C. Lindsey
- Member, AACP Council of Faculties Task Force on Preparation of Pharmacy Faculty and Students to be Citizen Leaders and Pharmacy Advocates
- University of Missouri-Kansas City School of Pharmacy, Kansas City, Missouri
| | - Leticia R. Moczygemba
- Member, AACP Council of Faculties Task Force on Preparation of Pharmacy Faculty and Students to be Citizen Leaders and Pharmacy Advocates
- Virginia Commonwealth University School of Pharmacy, Richmond, Virginia
| | - Karen Whalen
- Member, AACP Council of Faculties Task Force on Preparation of Pharmacy Faculty and Students to be Citizen Leaders and Pharmacy Advocates
- University of Florida College of Pharmacy, Gainesville, Florida
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