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Thomas W, Richter LM, Frenzel JE. Curious minds to aspiring pharmacists: Impact of high school outreach on pharmacy knowledge and interest. Curr Pharm Teach Learn 2024; 16:430-434. [PMID: 38538450 DOI: 10.1016/j.cptl.2024.03.012] [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: 11/13/2023] [Revised: 03/18/2024] [Accepted: 03/22/2024] [Indexed: 05/15/2024]
Abstract
OBJECTIVE To analyze the impact of a pharmacy student delivered presentation on prospective rural high school students' interest toward the pharmacy profession and knowledge regarding a career in pharmacy. METHODS Presentations about applying to pharmacy school, the Doctor of Pharmacy degree, and pharmacist careers were given at ten high schools across North Dakota and Minnesota by third year pharmacy students attending North Dakota State University. Each pharmacy student presenter received training to ensure that all high school students received clear and consistent information. A pre-post survey was used to understand the impact of the presentation on high school student interest and knowledge regarding a career in pharmacy. Data was analyzed using a chi-square test and McNemar's test. RESULTS Five hundred and eight students consented to the study and completed the pre-post surveys. Of these students, the largest group was high school juniors (number (n) = 239, 47%), followed by sophomores (n = 161, 32%), seniors (n = 104, 20%) and freshmen (n = 3, 1%). The majority of students attended school in North Dakota (n = 469, 92%). Similarly, most students planned to attend a four-year college (n = 451, 89%) and were interested in a medical/healthcare related career (n = 310, 61%). All interest and knowledge questions showed a statistically significant increase in score pre-post. CONCLUSION Presentations delivered by pharmacy students to prospective rural high school students improved overall interest and knowledge regarding pharmacy school and the profession. Presentations are a useful tool for pharmacy programs to help promote their school and the profession of pharmacy.
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Affiliation(s)
- Whitney Thomas
- College of Health and Human Sciences, North Dakota State University, Fargo, ND 58102, United States of America.
| | - Lisa M Richter
- College of Health and Human Sciences, North Dakota State University, Fargo, ND 58102, United States of America.
| | - Jeanne E Frenzel
- College of Health and Human Sciences, North Dakota State University, Fargo, ND 58102, United States of America.
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2
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Fredrickson ME, Dragovich R, Boyle J, Cober MP, King CA. A call to uncover the availability, structure, and effects of parental leave policies at academic pharmacy institutions. Curr Pharm Teach Learn 2024; 16:389-391. [PMID: 38521625 DOI: 10.1016/j.cptl.2024.03.011] [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: 01/17/2024] [Revised: 02/20/2024] [Accepted: 03/19/2024] [Indexed: 03/25/2024]
Abstract
Parental leave is often an initial barrier to achieving family-career integration, and thus discussing this issue within the broader academic pharmacy community may have important implications for policy development and change. This commentary aims to reveal the implications of inadequate parental leave policies on faculty while highlighting the benefits well-developed policies can have for both parents and their children. Additionally, we put forth a call to action for additional research into the availability and structure of parental leave policies at pharmacy institutions and the effects such policies have on faculty wellbeing, retention, and job satisfaction.
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Affiliation(s)
- Mary E Fredrickson
- Pharmacy Practice and Pharmaceutical Sciences, Northeast Ohio Medical University College of Pharmacy, Rootstown, OH, United States of America.
| | - Rachel Dragovich
- Pharmacy Practice, Northeast Ohio Medical University, College of Pharmacy, 4209 State Rt 44, Rootstown, OH 44272, United States of America.
| | - Jaclyn Boyle
- Pharmacy Practice, Northeast Ohio Medical University, College of Pharmacy, 4209 State Rt 44, Rootstown, OH 44272, United States of America.
| | - M Petrea Cober
- Pharmacy Practice, Northeast Ohio Medical University, College of Pharmacy, 4209 State Rt 44, Rootstown, OH 44272, United States of America.
| | - Cynthia A King
- Pharmacy Practice, Northeast Ohio Medical University, College of Pharmacy, 4209 State Rt 44, Rootstown, OH 44272, United States of America.
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Dushenkov A, Rozaklis L, Kalabalik-Hoganson J, Kim D. Insights from a capstone workshop: An investigation of soon-to-be pharmacists' readiness to provide culturally competent pharmaceutical care. Curr Pharm Teach Learn 2020; 12:834-842. [PMID: 32540045 DOI: 10.1016/j.cptl.2020.02.014] [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: 08/05/2019] [Revised: 01/23/2020] [Accepted: 02/26/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION This study investigated readiness of soon-to-be pharmacists to provide culturally sensitive patient-centered care through administration of a capstone workshop. METHODS The workshop was delivered in 2017 and 2018 and consisted of a pre-survey, a didactic lecture followed by group discussions of Worlds Apart cases, and a post-survey. The surveys contained knowledge questions and perception statements. Results were analyzed using descriptive and inferential statistics. Group questions were aligned to constructs from Campinha-Bacote's Model of Cultural Competence. The percentage of groups with correct answers was calculated. RESULTS Both cohorts significantly increased their knowledge by the end of the workshop (p = 0.007, 2017; p < 0.001, 2018). Significant increases in respondent agreement to perception statements were also observed post-workshop. The percent of correct group responses varied by construct within the cultural aspect, between the aspects for each year, and between years. The evaluation of overall cultural readiness yielded the lowest results. CONCLUSION This research revealed the necessity and value of the capstone workshop. Significant improvements in meeting cultural competence standards were observed upon completion of the exercise. Alignment of group discussion questions to Campinha-Bacote's Model of Cultural Competence constructs was useful in augmentation of assessment armamentarium as it unearthed gaps in cultural competences of pharmacy graduates. Further multi-institutional research aimed to generalize the findings of this study is highly desired.
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Affiliation(s)
- Anna Dushenkov
- FDU School of Pharmacy and Health Sciences, 230 Park Av, M-SP1-01, Florham Park, NJ 07932, United States.
| | - Lillian Rozaklis
- FDU School of Pharmacy and Health Sciences, 230 Park Av, M-SP1-01, Florham Park, NJ 07932, United States
| | - Julie Kalabalik-Hoganson
- FDU School of Pharmacy and Health Sciences, 230 Park Av, M-SP1-01, Florham Park, NJ 07932, United States
| | - Dongmi Kim
- FDU School of Pharmacy and Health Sciences, 230 Park Av, M-SP1-01, Florham Park, NJ 07932, United States
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Ma C. The Daniel K. Inouye College of Pharmacy Scripts: Panic or Panacea, Changing the Pharmacist's Role in Pandemic COVID-19. Hawaii J Health Soc Welf 2020; 79:234-235. [PMID: 32666058 PMCID: PMC7350514] [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] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Affiliation(s)
- Carolyn Ma
- Associate Professor and Dean; University of Hawai'i at Hilo, Daniel K. Inouye College of Pharmacy, Hilo, HI
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5
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Kennedy DR, Harrell TK, Lodise NM, Mattingly TJ, Norenberg JP, Ragucci K, Ranelli P, Stewart AS. Current Status and Best Practices of Shared Governance in US Pharmacy Programs. Am J Pharm Educ 2020; 84:ajpe7281. [PMID: 32773821 PMCID: PMC7405305 DOI: 10.5688/ajpe7281] [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: 07/19/2018] [Accepted: 07/09/2019] [Indexed: 05/22/2023]
Abstract
Objective. To characterize shared governance in US schools and colleges of pharmacy and recommend best practices to promote faculty engagement and satisfaction. Findings. The literature review revealed only one study on governance in a pharmacy school and some data from an AACP Faculty Survey. Of the 926 faculty members who responded to the survey, the majority were satisfied or very satisfied with faculty governance (64%) and the level of input into faculty governance (63%) at their school. Faculty members in administrative positions and those at public institutions were more satisfied with governance. The forum resulted in the development of five themes: establish a clear vision of governance in all areas; ensure that faculty members are aware of their roles and responsibilities within the governance structure; ensure faculty members are able to join committees of interest; recognize and reward faculty contributions to governance; and involve all full-time faculty members in governance, regardless of their tenure status. Summary. Establishing shared governance within a school or college of pharmacy impacts overall faculty satisfaction and potentially faculty retention.
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Affiliation(s)
- Daniel R. Kennedy
- Western New England University, College of Pharmacy and Health Sciences, Springfield, Massachusetts
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
| | | | - Nicole M. Lodise
- Albany College of Pharmacy and Health Sciences, Albany, New York
| | - T. Joseph Mattingly
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
- University of Maryland School of Pharmacy, Baltimore, Maryland
| | | | - Kelly Ragucci
- Medical University of South Carolina, Charleston, South Carolina
| | - Paul Ranelli
- University of Minnesota College of Pharmacy Duluth, Duluth, Minnesota
| | - Angela S. Stewart
- Washington State University College of Pharmacy & Pharmaceutical Sciences, Yakama, Washington
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6
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Murphy JA, Pattin AJ, Sarver JG, Seegert ML, Mertz S, Blashford E. Interviewer perceptions during the implementation of the multiple mini-interview model at a school of pharmacy. Curr Pharm Teach Learn 2020; 12:864-871. [PMID: 32540049 DOI: 10.1016/j.cptl.2020.02.003] [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: 05/30/2019] [Revised: 12/18/2019] [Accepted: 02/26/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Studies reveal positive interviewer perceptions of multiple mini-interview (MMI) upon MMI completion. No studies evaluate change in interviewer perceptions during MMI implementation. The objective was to evaluate the change in interviewer perceptions during the implementation of the MMI model at the University of Toledo College of Pharmacy and Pharmaceutical Sciences. METHODS Interviewers (faculty volunteers, preceptors, student pharmacists) were eligible for inclusion in the prospective cohort. Consenting individuals (1) completed a pre-MMI training survey regarding perceptions of MMI, (2) participated in a 90-minute MMI training program (PowerPoint presentation and review of videos demonstrating MMI practices), (3) completed a post-MMI training survey, and (4) after interviews, completed a post-interview survey. The six Likert-scale MMI perception questions were independently analyzed for changes in the rank response across the three survey time points using Friedman's nonparametric repeated-measures analysis. Each question was evaluated for all respondents together, and for nine different respondent subgroups. The overall criteria for significance was α = 0.05 for each question, with Bonferroni correction for the ten overall comparisons made for each question. RESULTS Thirty-two interviewers participated (20 faculty members, five preceptors, and seven student pharmacists). From the pre-MMI training survey through the post-interview survey, interviewers gained confidence in their ability to explain the rationale behind the MMI model, were more likely to agree that six minutes was adequate time to assess an applicant and believed MMI provides a fair assessment of an applicant's noncognitive attributes. CONCLUSIONS After interviewers received training and gained experience with MMI, perceptions of MMI improved.
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Affiliation(s)
- Julie A Murphy
- University of Toledo College of Pharmacy and Pharmaceutical Sciences, 3000 Arlington Ave, Mail Stop 1013, Toledo, OH, United States 43614.
| | - Anthony J Pattin
- University of Toledo College of Pharmacy and Pharmaceutical Sciences, 3000 Arlington Ave, Mail Stop 1013, Toledo, OH, United States 43614.
| | - Jeffrey G Sarver
- University of Toledo College of Pharmacy and Pharmaceutical Sciences, 3000 Arlington Ave, Mail Stop 1013, Toledo, OH, United States 43614.
| | - Michelle L Seegert
- University of Toledo College of Pharmacy and Pharmaceutical Sciences, 3000 Arlington Ave, Mail Stop 1013, Toledo, OH, United States 43614.
| | - Sean Mertz
- PGY-2 Critical Care Pharmacy Resident, Cleveland Clinic, 9500 Euclid Ave, Cleveland, OH, United States, 44195.
| | - Ethan Blashford
- Legacy Health, 1919 NW Lovejoy St, Portland, OR, United States, 97209.
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7
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Lyons KM, Christopoulos A, Brock TP. Sustainable Pharmacy Education in the Time of COVID-19. Am J Pharm Educ 2020; 84:ajpe8088. [PMID: 32665717 PMCID: PMC7334345 DOI: 10.5688/ajpe8088] [Citation(s) in RCA: 56] [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] [Received: 04/06/2020] [Accepted: 05/13/2020] [Indexed: 05/19/2023]
Abstract
Pharmacy schools and colleges worldwide are facing unprecedented challenges to ensuring sustainable education during the novel coronavirus (COVID-19) pandemic. The experiences of pharmacy educators in the Asia-Pacific region in delivering emergency remote teaching, ensuring purposeful experiential placements, supporting displaced or isolated students, and communicating with faculty members, staff members, and students are discussed. The role of this pandemic in accelerating opportunities for new models of pharmacy education across the world is also discussed.
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Affiliation(s)
- Kayley M Lyons
- Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, Victoria, Australia
| | - Arthur Christopoulos
- Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, Victoria, Australia
| | - Tina P Brock
- Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, Victoria, Australia
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Sorensen TD, Lin A, Allen DD. Reinventing How Pharmacy Educators Connect as a Community. Am J Pharm Educ 2020; 84:ajpe8151. [PMID: 32665724 PMCID: PMC7334358 DOI: 10.5688/ajpe8151] [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: 05/08/2020] [Accepted: 05/29/2020] [Indexed: 05/22/2023]
Abstract
The onset of the novel coronavirus (COVID-19) pandemic has added a new layer of complexity to an already difficult period for academic pharmacy. The need to follow social-distancing guidelines has resulted in rapid adoption of technology-enabled communication strategies. While these technologies provide unprecedented ways in which we can connect as an academic community, we must consider their effectiveness in not only promoting exchange of information, but also creating inspiration within the community and supporting the level of interdependence required to tackle the difficult challenges that lie ahead. As the connecting body within the community of pharmacy education, it is incumbent on the American Association of Colleges of Pharmacy (AACP) to consider how we will adapt during this period of disruption. We must adopt new strategies that will allow our members to connect in new, meaningful ways, ways that stimulate ideas, new partnerships, and an overall sense of hope for our future.
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Affiliation(s)
- Todd D. Sorensen
- University of Minnesota, College of Pharmacy, Minneapolis, Minnesota
- President, American Association of Colleges of Pharmacy, Arlington, Virginia
| | - Anne Lin
- Notre Dame of Maryland University, Baltimore, Maryland
- President-elect, American Association of Colleges of Pharmacy, Arlington, Virginia
| | - David D. Allen
- University of Mississippi, School of Pharmacy, Oxford, Mississippi
- Immediate Past President, American Association of Colleges of Pharmacy, Arlington, Virginia
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9
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Draugalis JR, Johnson EJ, Urice DR. Challenges and Lessons Amid the COVID-19 Pandemic at One College of Pharmacy. Am J Pharm Educ 2020; 84:ajpe8157. [PMID: 32665728 PMCID: PMC7334353 DOI: 10.5688/ajpe8157] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [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: 05/11/2020] [Accepted: 05/31/2020] [Indexed: 05/21/2023]
Abstract
The administrative response to the coronavirus identified in 2019 (COVID-19) pandemic for a variety of units housed in the University of Oklahoma College of Pharmacy is described. Continuity of operations, essential vs nonessential personnel, distance learning, online testing procedures for the Doctor of Pharmacy degree program, and the impact on development are discussed.
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Affiliation(s)
- JoLaine R. Draugalis
- University of Oklahoma, College of Pharmacy, Oklahoma City, Oklahoma
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Eric J. Johnson
- University of Oklahoma, College of Pharmacy, Oklahoma City, Oklahoma
| | - D. Rex Urice
- University of Oklahoma, College of Pharmacy, Oklahoma City, Oklahoma
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10
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Salvati LA, Weber ZA, Trinh M, Rustem DR, Etelamaki CL. An assessment of interprofessional education in schools/colleges of pharmacy in the United States. Curr Pharm Teach Learn 2020; 12:626-632. [PMID: 32482263 DOI: 10.1016/j.cptl.2020.01.030] [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: 03/22/2019] [Revised: 11/25/2019] [Accepted: 01/31/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Pharmacy educational standards provide requirements for interprofessional education (IPE). However, there has not been a comparison of IPE structure between doctor of pharmacy programs in the United States (US). The purpose of this study was to gather information regarding current IPE programs and curricula in schools/colleges of pharmacy (S/COP) across the US. METHODS A survey was developed and emailed to at least one faculty member or administrator from each S/COP responsible for IPE or experiential education. The survey gathered information on IPE status, structure, and oversight. It also explored mechanisms promoting IPE success, pieces of advice for starting or expanding IPE, and hurdles for IPE implementation. RESULTS Eighty-five S/COP representing 59.9% of programs in the US responded to the survey. All respondents felt IPE was either very important or important to pharmacy education. Mechanisms that promoted IPE success included partnerships, faculty interest in IPE, having an IPE center, being located on an academic medical center, administrative support, and integrating IPE during curricular development. IPE hurdles included logistics, faculty buy-in, sustainability, distance from other programs, and differing accreditation standards across programs. Themes of advice for others were to be innovative/patient/flexible, collaborative, identify key initial partners, develop a director or coordinator of IPE position, and receive administrative support. CONCLUSIONS IPE is a vital component to training the next generation of health professionals, but the process for can be daunting. Building on the successes of others and predicting barriers can assist S/COP in developing effective IPE.
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Affiliation(s)
- Lisa A Salvati
- Ferris State University College of Pharmacy, 25 Michigan Street NE Suite 7000, Grand Rapids, MI 49503, United States.
| | - Zachary A Weber
- Purdue University College of Pharmacy, 640 Eskenazi Avenue, Indianapolis, IN 46202, United States.
| | - Melanie Trinh
- Ferris State University College of Pharmacy, 25 Michigan Street NE Suite 7000, Grand Rapids, MI 49503, United States.
| | - Danielle R Rustem
- Ferris State University College of Pharmacy, 25 Michigan Street NE Suite 7000, Grand Rapids, MI 49503, United States.
| | - Cassandra L Etelamaki
- Purdue University College of Pharmacy, 575 Stadium Mall Drive, West Lafayette, IN 47907, United States.
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Schlesselman LS, Cain J, DiVall M. Improving and Restoring the Well-being and Resilience of Pharmacy Students during a Pandemic. Am J Pharm Educ 2020; 84:ajpe8144. [PMID: 32665720 PMCID: PMC7334351 DOI: 10.5688/ajpe8144] [Citation(s) in RCA: 45] [Impact Index Per Article: 11.3] [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: 05/07/2020] [Accepted: 05/20/2020] [Indexed: 05/07/2023]
Abstract
During times of stress, such as those experienced during the novel coronavirus identified in 2019 (COVID-19) pandemic, pharmacy students handle the experience differently. For some, the experience may negatively impact their sense of well-being; for others, being at home with family could actually improve their well-being. While students are completing academic work at home and after they finally return to campus, pharmacy schools need to be keenly aware of students' experiences and implement strategies to build their resilience and improve their well-being. One approach will not meet the needs of all students. Many of the challenges that pharmacy students have faced or will face when they return to the classroom are discussed along with some programs and activities that have proven successful.
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Affiliation(s)
- Lauren S. Schlesselman
- University of Connecticut, Center for Excellence in Teaching and Learning, Storrs, Connecticut
- Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Jeff Cain
- University of Kentucky, College of Pharmacy, Lexington, Kentucky
| | - Margarita DiVall
- Northeastern University School of Pharmacy, Boston, Massachusetts
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
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12
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Romanelli F, Rhoney DH, Black EP, Conway J, Kennedy DR. Pharmacy Education Crosses the Rubicon. Am J Pharm Educ 2020; 84:ajpe8131. [PMID: 32665718 PMCID: PMC7334356 DOI: 10.5688/ajpe8131] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [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: 05/04/2020] [Accepted: 05/19/2020] [Indexed: 05/22/2023]
Abstract
The pandemic caused by the novel coronavirus identified in 2019 (COVID-19) has resulted in seismic changes throughout society. Accordingly, academia has been forced to adapt. Changes across all aspects of teaching and instruction have occurred. Students have departed campuses and prospects of their return remain unclear. The Academy, which is generally reluctant to change, has been forced to make rapid adjustments. Among other issues, pharmacy schools and colleges have been forced to mitigate changes to experiential education. Tremendous resources and energy have been invested to actuate the changes that have occurred. In many ways, the disruptions forced upon pharmacy education may usher in a new normal. The likelihood for even a partial return to the customary way of doing things appears increasingly unlikely.
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Affiliation(s)
- Frank Romanelli
- University of Kentucky, College of Pharmacy, Lexington, Kentucky
- Executive Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Denise H. Rhoney
- University of North Carolina, Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Esther P. Black
- University of Kentucky, College of Pharmacy, Lexington, Kentucky
| | - Jeannine Conway
- University of Minnesota, College of Pharmacy, Minneapolis, Minnesota
| | - Daniel R. Kennedy
- Western New England University, College of Pharmacy and Health Sciences, Springfield, Massachusetts
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
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13
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Fuller KA, Heldenbrand SD, Smith MD, Malcom DR. A Paradigm Shift in US Experiential Pharmacy Education Accelerated by the COVID-19 Pandemic. Am J Pharm Educ 2020; 84:ajpe8149. [PMID: 32665722 PMCID: PMC7334342 DOI: 10.5688/ajpe8149] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [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: 05/08/2020] [Accepted: 05/13/2020] [Indexed: 05/07/2023]
Abstract
The coronavirus identified in 2019 (COVID-19) has caused dramatic disruptions in pharmacy experiential education. Administrators and programs have worked to help external preceptors, faculty members, and students cope with the new realities of virtual or remote experiences and new or increased use of telemedicine. Clear and effective lines of communication as well as well-reasoned and resourced alternative plans are necessary to help manage the current issues and prepare for future challenges. Doctor of Pharmacy programs should enhance their focus not just on the physical health and well-being of students, faculty members, and external preceptors, but also on their mental and emotional health. The full scope of the impact of the pandemic on experiential education in pharmacy is still unclear, but this situation should serve as a stimulus for innovation and rethinking the paradigm of how pharmacy programs educate and prepare students for pharmacy practice.
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Affiliation(s)
- Kathryn A. Fuller
- University of North Carolina, Eshelman School of Pharmacy, Chapel Hill, North Carolina University of Arkansas for Medical Sciences, College of Pharmacy, Little Rock, Arkansas
| | | | | | - Daniel R. Malcom
- Sullivan University, College of Pharmacy and Health Sciences, Louisville, Kentucky
- Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
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14
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Darbishire P, Schoelles-Williams J, Petrelli HMW, Van Amburgh J. Challenges to Pharmacy School Enrollment Management Caused by a Global Pandemic. Am J Pharm Educ 2020; 84:ajpe8150. [PMID: 32665723 PMCID: PMC7334343 DOI: 10.5688/ajpe8150] [Citation(s) in RCA: 5] [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: 05/08/2020] [Accepted: 05/21/2020] [Indexed: 06/09/2023]
Abstract
Academic institutions work diligently each year to recruit, retain, and graduate Doctor of Pharmacy (PharmD) students who will be positive contributors to our healthcare system. The immergence of a novel coronavirus in 2019 (COVID-19) has threatened these systems. This commentary is a discussion of the effects of the COVID-19 pandemic on the enrollment management processes of PharmD degree programs, including recruitment, admissions, orientation, retention, and graduation. The authors highlight enrollment management processes that may forever be changed by the COVID-19 pandemic. This commentary is intended to assist pharmacy administrators as they reflect on the impact of the COVID-19 pandemic on their own programs and develop strategies to minimize the negative effects.
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Affiliation(s)
- Patricia Darbishire
- Purdue University, College of Pharmacy, West Lafayette, Indiana
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
| | | | | | - Jenny Van Amburgh
- Northeastern University, Bouve College of Health Sciences - School of Pharmacy, Boston, Massachusetts
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15
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Lee KC, Fairman KA, El-Ibiary SY. Item analysis of emotional exhaustion in pharmacy practice faculty. Curr Pharm Teach Learn 2020; 12:504-507. [PMID: 32336445 DOI: 10.1016/j.cptl.2020.01.003] [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: 02/19/2019] [Revised: 11/25/2019] [Accepted: 01/11/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION The primary objective of this study was to identify the single question on the Maslach Burnout Inventory - Educator Survey (MBI-ES) that correlated with high emotional exhaustion (EE) among pharmacy practice faculty. METHODS We analyzed data collected from the electronic administration of the MBI-ES to faculty at United States (US) colleges and schools of pharmacy in 2014. For our primary outcome, we used Spearman's rho correlation (rs) to identify a single question on the MBI-ES that was highly correlated with high EE (one of three subscales of MBI-ES). We calculated likelihood ratio statistics for each level of the item with the largest rs with total EE, then converted those to adjusted predicted probabilities of high EE. De-identified data were collected via Qualtrics version 60949 (Provo, Utah) and analyzed using IBM SPSS Statistics, Version 22.0 (Armonk, NY). RESULTS The single item, "I feel emotionally drained from my work" (rs = 0.833, p = 0.01), was most correlated with high EE score on the MBI-ES. Faculty who reported "I feel emotionally drained from my work" once per week and few times per week had 62.8% and 93% chance of having high EE, respectively. CONCLUSION The single item that was most highly correlated with EE may be used for further evaluation of faculty who may be at risk for burnout. Interventions for reducing burnout among pharmacy practice faculty are critically needed for sustaining our pool of faculty.
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Affiliation(s)
- Kelly C Lee
- University of California San Diego, Skaggs School of Pharmacy & Pharmaceutical Sciences, 9500 Gilman Drive, MC 0657, La Jolla, CA 92093-0657, United States.
| | - Kathleen A Fairman
- Midwestern University College of Pharmacy - Glendale, 19555 N. 59th Ave., Glendale, AZ 85308, United States.
| | - Shareen Y El-Ibiary
- Department of Pharmacy Practice, Midwestern University College of Pharmacy - Glendale, 19555 N. 59th Ave., Glendale, AZ 85308, United States.
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Haas J, Pamulapati LG, Koenig RA, Keel V, Ogbonna KC, Caldas LM. A call to action: Pharmacy students as leaders in encouraging physical activity as a coping strategy to combat student stress. Curr Pharm Teach Learn 2020; 12:489-492. [PMID: 32336441 DOI: 10.1016/j.cptl.2020.01.001] [Citation(s) in RCA: 5] [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: 03/12/2019] [Revised: 11/16/2019] [Accepted: 01/11/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Pharmacy students share a prevailing sense of stress. Many methods to increase student wellness are pharmacy program specific and faculty driven. This commentary is a call to action for student pharmacists to take shared ownership over improving the current crisis of student well-being. Schools of pharmacy should empower their students to guide the improvement of student wellness. Student-led wellness initiatives can take many forms; this commentary will focus on a student-led walking group as means to bolster wellness within a school of pharmacy. PERSPECTIVE Exercise activities promote school-life balance, and when initiated by peers, will naturally conform to their schedule and develop collegial support through socialization. Student pharmacists should begin with encouraging peers to engage in exercise as a positive coping mechanism. Students should lead their peers in developing activities and electronic device sharing to encourage socialization and positive coping mechanisms. IMPLICATIONS While many efforts are in place for faculty and schools of pharmacy to improve student well-being, little has been studied on the impact of student-led wellness programs. This article calls student pharmacists to take shared ownership over the student wellness crisis and find ways to intervene. Schools of pharmacy should empower students by providing supportive structures while allowing students to problem-solve and practice wellness themselves.
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Affiliation(s)
- Jamie Haas
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980533, Richmond, VA 23298-0533, United States.
| | - Lauren G Pamulapati
- Department of Pharmacotherapy and Outcomes Science, Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980533, Richmond, VA 23298-0533, United States.
| | - Rachel A Koenig
- Tompkins-McCaw Library for the Health Sciences, VCU Libraries, Virginia Commonwealth University, 509 North 12th Street, PO Box 980582, Tompkins-McCaw Library, Room 144C, Richmond, VA 23298-0533, United States.
| | - Victoria Keel
- Office of Admissions and Student Services, Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980581, Richmond, VA 23298-0581, United States.
| | - Kelechi C Ogbonna
- Office of Admissions and Student Services, Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980581, Richmond, VA 23298-0581, United States.
| | - Lauren M Caldas
- Department of Pharmacotherapy and Outcomes Science, Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980533, Richmond, VA 23298-0533, United States.
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Smith C, Costello T. The individual's role in maintaining a positive climate. Curr Pharm Teach Learn 2020; 12:496-498. [PMID: 32336443 DOI: 10.1016/j.cptl.2020.01.006] [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: 02/10/2019] [Revised: 11/06/2019] [Accepted: 01/11/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION This commentary adds to the discussion about academic workload challenges raised in the Mothers in Academic Pharmacy article. Outlined here are strategies for individual faculty members to proactively engage in developing a positive climate for all faculty. PERSPECTIVE Faculty play an important role in building and maintaining a positive culture. This article provides suggestions for individuals to consider their role and impact at their institution. These suggestions focus on communication, building communities, embracing flexibility, and recognizing burnout. IMPLICATIONS Faculty retention is important for student support and financial efficiency. Faculty who are able to openly discuss their struggles in a positive climate are more likely to identify opportunities to be productive. This helps faculty meet their overall needs and maintain success in teaching, scholarship, and service.
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Affiliation(s)
- Carriann Smith
- Butler University College of Pharmacy and Health Sciences, 4600 Sunset Avenue, Indianapolis, IN 46208, United States.
| | - Tracy Costello
- Butler University, 4600 Sunset Avenue, Clinical Pharmacy Specialist, Family Medicine, Community Health Network, Indianapolis, IN 46208, United States
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Butler L, Chen AMH, Borja-Hart N, Arif S, Armbruster AL, Petry N, Riley AC. Assessment of a multi-institution integration of cultural competency activities. Curr Pharm Teach Learn 2020; 12:517-523. [PMID: 32336447 DOI: 10.1016/j.cptl.2020.01.007] [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: 06/28/2019] [Revised: 11/06/2019] [Accepted: 01/11/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION To meet educational standards and provide effective patient care, student pharmacists must be well-prepared to interact with a diverse patient population. Thus, the objective was to assess the effectiveness of four different active learning strategies in enhancing the cultural competency (CC) of student pharmacists at multiple institutions. METHODS Across two years, eight colleges/schools of pharmacy integrated two sets of CC activities with different student cohorts (first-third professional year) that were designed to address different aspects of CC. Pre- and post-activity, a modified electronic version of the Clinical Cultural Competency Questionnaire (CCCQ) that included the addition of activity-specific questions was distributed to students. RESULTS A total of 1009 students participated in these activities across eight colleges of pharmacy. The integration of activities resulted in significant increases in most items on three of the four subscales of the CCCQ (knowledge, skills, and encounters/situations). Items on the attitude subscale remained the same. Students also felt the activities were beneficial in addressing their intent. CONCLUSIONS Faculty were able to incorporate these activities throughout their respective curricula with minimal time commitment and resources. The activities improved student perceptions of their CC knowledge, skills, and ability to handle encounters and situations. These activities may be useful for other institutions as they determine the best approach to improve student CC and prepare them for practice.
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Affiliation(s)
- Lakesha Butler
- Southern Illinois University Edwardsville School of Pharmacy, 200 University Park Drive, Box 2000, Edwardsville, IL 62026, United States.
| | - Aleda M H Chen
- Cedarville University School of Pharmacy, United States.
| | - Nancy Borja-Hart
- The University of Tennessee Health Science Center College of Pharmacy, United States.
| | - Sally Arif
- Midwestern University, Chicago College of Pharmacy, United States.
| | | | - Natasha Petry
- North Dakota State University School of Pharmacy, United States.
| | - Angela C Riley
- Binghamton University School of Pharmacy and Pharmaceutical Sciences, United States.
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DeHart RM, Benner KW, Chambers KM. Student organization prevalence and structures in US schools of pharmacy. Curr Pharm Teach Learn 2020; 12:544-548. [PMID: 32336451 DOI: 10.1016/j.cptl.2020.01.009] [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: 05/14/2019] [Revised: 10/29/2019] [Accepted: 01/11/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Accreditation Council for Pharmacy Education (ACPE) Standards 2016 emphasize co-curricular programming to complement formal curriculums. Programming engagement through student pharmacist organizations is foundational to many schools' co-curriculum. Adequate funding, membership engagement, and governance structures are vital factors that, in turn, help these groups thrive over time. However, minimal literature exists depicting financial support, governance, and membership engagement for benchmarking purposes. The current study's objective was to examine these parameters at a national level among schools of pharmacy. METHODS Student affairs personnel identified through the American Association of Colleges of Pharmacy Student Services Special Interest Group received a link to an anonymous Qualtrics survey. Survey data comparing programs were analyzed descriptively and via t-test (continuous data) and Fisher's exact test (nominal data) using Graph Pad Prism 8. RESULTS Seventy-three schools completed the survey. The majority (53%) were public institutions. Limiting the number of organizations allowed on campus occurred at 39.7% of schools. Regarding formation/funding policies, 75% published policies for organization formation, and 53% published policies for financial support. Use of an "umbrella" format for governance was present in 36% of responding schools. The average number of organizations per school was 11, conducting an average of 10.4 chapter meetings/month. The percent of enrolled students on average belonging to a given organization ranged from 2.2% to over 40%. Ninety-three percent reported that organizations assist in the inculcation of professionalism among student pharmacists. CONCLUSIONS Pharmacy schools are inconsistent in their approach to student organization formation, funding policies, and governance.
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Affiliation(s)
- Renee M DeHart
- Samford University McWhorter School of Pharmacy, 800 Lakeshore Drive, Birmingham, AL 35229, United States.
| | - Kim W Benner
- Samford University McWhorter School of Pharmacy, 800 Lakeshore Drive, Birmingham, AL 35229, United States.
| | - Kayla M Chambers
- Samford University McWhorter School of Pharmacy, 800 Lakeshore Drive, Birmingham, AL 35229, United States.
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Campbell HE, Hagan AM, Hincapie AL, Gaither C, Freeman MK, Avant ND. Racial disproportionality of students in United States colleges of pharmacy. Curr Pharm Teach Learn 2020; 12:524-530. [PMID: 32336448 DOI: 10.1016/j.cptl.2020.01.011] [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: 08/02/2019] [Revised: 11/22/2019] [Accepted: 01/13/2020] [Indexed: 05/26/2023]
Abstract
OBJECTIVE To describe the disproportionality of racial and ethnic people of color (i.e., minorities) among the student body in schools and colleges of pharmacy (COPs) compared to county-specific United States Census Bureau data. METHODS Data were obtained from national databases and published reports from the American Association of Colleges of Pharmacy. In addition, demographic information for enrollees of minority-serving institutions and predominantly white institutions was obtained and racial disproportionality was assessed to determine the degree of concordance between enrollees and the demographics of people within the county that the school was located. Data were evaluated using descriptive statistics. RESULTS Compared to the general population in counties where COPs are located, Asians are over-represented while all other students of color are underrepresented. The top schools that have a negative disproportionality rate for Black students included Thomas Jefferson University (-40.49), Wayne State University (-40.13), Philadelphia College of Pharmacy (-39.90), and the University of Tennessee (-39.74).The top five schools that have a negative disproportionality rate of Hispanic students included Loma Linda University (-45.67), California Health Sciences (-45.64), the University of Southern California (-43.79), the University of the Pacific California (-37.95), and Texas Southern University (-36.65). The enrollments within most COPs do not reflect the racial and ethnic diversity of the counties in which they are located. CONCLUSIONS To meet the healthcare needs of an increasingly diverse population, each institution should establish a strategic plan for increasing diversity and evaluating and adopting best practices.
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Affiliation(s)
- Hope E Campbell
- Belmont University, College of Pharmacy, 1900 Belmont Blvd, MCWH #330, Nashville, TN 37212-3757, United States.
| | - Angela M Hagan
- Belmont University, College of Pharmacy, 1900 Belmont Blvd, Nashville, TN 37212-3757, United States.
| | - Ana L Hincapie
- University of Cincinnati, College of Pharmacy, 361 Kowalewski Hall, 3255 Eden Ave, Cincinnati, OH 45229, United States.
| | - Caroline Gaither
- University of Minnesota, College of Pharmacy, 7-159 Weaver-Densford Hall, 308 Harvard St. SE, Minneapolis, MN 55455, United States.
| | - Maisha Kelly Freeman
- Center for Healthcare Innovation and Patient Outcomes Research (CHIPOR), Samford University College of Pharmacy, 800 Lakeshore Drive, Birmingham, AL 35229, United States.
| | - Nicole D Avant
- Division of Experience-Based Learning and Career Education, University of Cincinnati, 735K Joseph A. Steger Student Life Center, Cincinnati, OH 45221, United States.
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Tenney JW, Paiva M, Wang Q. Assessment of English language performance scores and academic performance in an English-based curriculum for pharmacy students with English as a second language. Curr Pharm Teach Learn 2020; 12:423-428. [PMID: 32334758 DOI: 10.1016/j.cptl.2019.12.029] [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: 05/28/2019] [Revised: 10/18/2019] [Accepted: 12/07/2019] [Indexed: 06/11/2023]
Abstract
BACKGROUND The primary objective was to determine if there is a relationship between English language performance and graduating grade point average (GPA) in pharmacy students with English as a second language (ESL). METHODS Students graduating from a four-year pharmacy program in 2016-2018 were invited to participate in the study. We compared pharmacy students' pre-admission ESL scores to their cumulative GPA at graduation in each of the three graduating cohorts and also determined if these results held true for both genders. Correlation of GPA to individual mathematics, chemistry, and Chinese language scores were used as points of reference to compare the degree of correlation. RESULTS There were 148 students screened for the study with 31 students not meeting the inclusion criteria and four students declining to participate. Statistical analyses show an overall weak correlation. There was a statistically significant stronger correlation between pre-admission ESL scores and cumulative graduating GPA (r = 0.273) as compared to the correlation of GPA with mathematics (r = 0.187), chemistry (r = 0.181), or Chinese language scores (r = 0.059). The results did not change when the study population was separated by gender as English score still had the strongest correlation as compared to the other subjects. CONCLUSION This study provides evidence that English language scores correlate more strongly with academic performance than mathematics, chemistry, or Chinese language scores in ESL pharmacy students. Also, this English language correlation is stronger for females than males.
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Affiliation(s)
- Justin W Tenney
- School of Pharmacy, West Coast University, 590 North Vermont Ave, Los Angeles, CA 90004, United States.
| | | | - Qianwen Wang
- School of Pharmacy, Department of Bioengineering and Therapeutic Sciences, University of California San Francisco, 1700 4th Street, Bioengineering and Therapeutic Sciences, 5/F, San Francisco, CA 94158, United States.
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Kuryluk V, McAuley J, Maguire M. Naloxone counseling: Confidence and attitudes of student pharmacists after a volunteer syringe exchange experience. Curr Pharm Teach Learn 2020; 12:429-433. [PMID: 32334759 DOI: 10.1016/j.cptl.2019.12.027] [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: 03/02/2019] [Revised: 09/24/2019] [Accepted: 12/07/2019] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Our objective was to assess how a naloxone counseling experience impacted student pharmacists' confidence in counseling patients on naloxone use and their attitudes towards people who use drugs. METHODS Students who completed a naloxone counseling experience at a syringe exchange program were recruited to conduct individual interviews. Investigators asked student participants open-ended questions to identify their perceptions in the following domains: experiences with naloxone, reported impact of naloxone counseling experience on confidence, experiences with people who use drugs, value of the experience, and suggestions for improvement for the experience. RESULTS Fifteen student pharmacists participated in semi-structured interviews. Fourteen of these students reported the experience as extremely valuable in developing their confidence with naloxone. The average change in confidence was 5.2 points on a 1 through 10 scale, and seven of the student pharmacists independently suggested that a naloxone counseling experience be incorporated the required doctor of pharmacy curriculum. The qualitative themes that emerged from student feedback were breaking down the stigma of addiction and feeling useful during this experience. CONCLUSIONS Participation in a naloxone counseling experience at a syringe exchange program was perceived as helpful in improving student pharmacist confidence in counseling patients on naloxone use. Incorporation of required experiential learning about naloxone and people who use drugs may positively impact student pharmacists by giving them more confidence and experience with this underserved population.
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Affiliation(s)
- Victoria Kuryluk
- The Ohio State University College of Pharmacy, 500 West 12th Avenue, Columbus, OH 43210, United States.
| | - James McAuley
- The Ohio State University College of Pharmacy, 500 West 12th Avenue, Columbus, OH 43210, United States.
| | - Michelle Maguire
- Southeast, Inc. Healthcare Services, 16 West Long Street, Columbus, OH 43215, United States.
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Clay CL, Pamulapati LG, Van Tassell BW, Koenig RA, Ogbonna KC, Caldas LM. Could recruiting former college athletes be the answer to less pharmacy student burnout? Curr Pharm Teach Learn 2020; 12:357-362. [PMID: 32334749 DOI: 10.1016/j.cptl.2019.12.019] [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: 03/29/2019] [Revised: 09/19/2019] [Accepted: 12/07/2019] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Student pharmacists are in a notable wellness deficit. Pharmacy organizations are issuing statements and providing resources addressing efforts to increase student wellness. This commentary suggests that institutions refocus recruiting efforts on students with experience balancing the demands of school, wellness, and mental health. PERSPECTIVE The purpose of this commentary is to start the conversation on increasing efforts to recruit candidates who already possess the resilience needed to perform in pharmacy school, with a focus on former college athletes. This piece in no way suggests decreased attention on wellness programs or efforts to reduce burnout. Former student athletes, through their training, have increased experience in resilience and may be less at risk for burnout. These candidates will likely have an increased team mentality and acceptance of constructive criticism. Additionally, this is an untapped resource for candidates as only 2% of collegiate athletes pursuing professional athletic careers. Of the 140 accredited pharmacy schools, 82.9% have an undergraduate program that offers at least one National Collegiate Athletic Association sport. IMPLICATIONS Schools of pharmacy should consider additional recruitment efforts and admissions criteria weight for former student athletes who meet the same standards as other candidates. As many pharmacy faculty direct significant effort toward the prevention of student burnout, perhaps an additional approach is to recruit students who are already capable of the expected demands. The athletic community may answer both the need for additional pharmacy recruits and provide a cohort with advanced abilities in stress management, wellness, and teamwork.
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Affiliation(s)
- Chadarryl L Clay
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980533, Richmond, VA 23298-0533, United States.
| | - Lauren G Pamulapati
- Department of Pharmacotherapy and Outcomes Science, Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980533, Richmond, VA 23298-0533, United States.
| | - Benjamin W Van Tassell
- Vice Chair for Clinical Research and Associate Professor, Pharmacotherapy and Outcomes Science, Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980533, Richmond, VA 23298-0533, United States.
| | - Rachel A Koenig
- Tompkins-McCaw Library for the Health Sciences, VCU Libraries, Virginia Commonwealth University, 509 North 12th Street, PO Box 980582, Tompkins-McCaw Library, Room 144C, Richmond, VA 23298-0533, United States.
| | - Kelechi C Ogbonna
- Associate Dean, Office of Admissions and Student Services, Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980581, Richmond, VA 23298-0581, United States.
| | - Lauren M Caldas
- Department of Pharmacotherapy and Outcomes Science, Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980533, Richmond, VA 23298-0533, United States.
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Rim C, El-Ibiary SY, Rafie S, Borgelt LM. Assessment of contraceptive curricula in US pharmacy programs. Curr Pharm Teach Learn 2020; 12:395-399. [PMID: 32334754 DOI: 10.1016/j.cptl.2019.12.025] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [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: 10/27/2018] [Revised: 11/26/2019] [Accepted: 12/07/2019] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Pharmacists prescribe contraception in some states following expansions in scope of practice. Adequate education on contraception in pharmacy curricula is crucial to effectively deliver these services. METHODS A 26-item survey assessing contraception curricula regarding was administered by email to instructors and administrators at 139 pharmacy schools in the United States. The survey assessed teaching methods, hours taught, topic content, and opinion of adequacy of contraceptive education provided by the program. RESULTS The survey achieved a response rate of 40% (n = 56). All programs that responded offer emergency contraception and hormonal contraception content, 96% offer non-hormonal over-the-counter contraception content, and 91% offer long-acting reversible hormonal contraception content. Average number of hours taught were as follows: non-hormonal over-the-counter contraception 2.0 hours, emergency contraception 0.9 hours, hormonal contraception 3.0 hours, long-acting reversible hormonal contraception 0.8 hours, and non-reversible hormonal contraception 0.5 hours. Patient cases were most used to supplement didactic content in all topics. Standardized patient interviews were used less frequently for both hormonal contraception (25%) and emergency contraception (7%). About 68% of programs agreed or strongly agreed that the contraceptive education provided by the program was adequate. A majority (70%) indicated interest in a standardized contraceptive curriculum. CONCLUSIONS Contraceptive education is broadly covered in didactic curricula within pharmacy education. Further assessment and development of curricula standards may be warranted to assess quality and adequacy of contraceptive education in pharmacy.
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Affiliation(s)
- Crystal Rim
- Providence Milwaukie Hospital, Portland, OR, United States.
| | - Shareen Y El-Ibiary
- Department of Pharmacy Practice, Midwestern University College of Pharmacy - Glendale, 19555 N. 59th Avenue, Glendale, AZ 85308, United States.
| | - Sally Rafie
- Skaggs School of Pharmacy and Pharmaceutical Sciences, University of California, San Diego, La Jolla, CA, United States.
| | - Laura M Borgelt
- Department of Clinical Pharmacy and Family Medicine, University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, Mail Stop C238, 12850 E. Montview Blvd. V20-4132R, Aurora, CO 80045, United States.
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Guirguis F, Andrade R, Beck C, Ellen D, Slivecka J, Richard CL. Partners in pharmacy: An intraprofessional educational event with pharmacy and pharmacy technician students. Curr Pharm Teach Learn 2020; 12:302-306. [PMID: 32273067 DOI: 10.1016/j.cptl.2019.12.010] [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: 06/18/2019] [Revised: 08/22/2019] [Accepted: 12/04/2019] [Indexed: 06/11/2023]
Abstract
BACKGROUND AND PURPOSE Upon graduation and licensing, pharmacists work very closely with pharmacy technicians. Despite this, opportunities for learning together as students are limited. We developed and implemented a pilot intraprofessional event for pharmacy and pharmacy technician students. The purpose of this study was to evaluate the perceived value and learner confidence through analysis of participant feedback. EDUCATION ACTIVITY AND SETTING Pharmacy students from the University of Waterloo School of Pharmacy and pharmacy technician students from Lambton College participated in an intraprofessional event that included a three-station practice objective structured clinical exam (OSCE) and a case discussion regarding a methadone dispensing error, followed by a facilitated debrief. Upon completion of the event, students were invited to complete an online feedback questionnaire. FINDINGS Twenty-one pharmacy students and 22 pharmacy technician students participated in the event. Twenty-one students completed the questionnaire, for a response rate of 49%. The majority of respondents agreed or strongly agreed that the event enhanced learning and confidence in working together to provide interprofessional care. Students seemed to find the OSCE to be particularly valuable. Feedback suggestions for improvement indicated a desire for more activities and time allocated to the event. SUMMARY We designed and implemented a pilot intraprofessional event that was well-received by pharmacy students and pharmacy technician students. This supports the development of future similar events.
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Affiliation(s)
- Fadi Guirguis
- School of Pharmacy, University of Waterloo, 10 Victoria St. S, Kitchener N2G 1C5, Ontario, Canada
| | - Robin Andrade
- School of Pharmacy, University of Waterloo, 10 Victoria St. S, Kitchener N2G 1C5, Ontario, Canada
| | - Connie Beck
- Lambton College, 1457 London Rd., Sarnia N7S 6K4, Ontario, Canada
| | - Debbie Ellen
- School of Pharmacy, University of Waterloo, 10 Victoria St. S, Kitchener N2G 1C5, Ontario, Canada
| | - Jennifer Slivecka
- School of Pharmacy, University of Waterloo, 10 Victoria St. S, Kitchener N2G 1C5, Ontario, Canada
| | - Cynthia L Richard
- School of Pharmacy, University of Waterloo, 10 Victoria St. S, Kitchener N2G 1C5, Ontario, Canada.
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O'Sullivan TA, Cox CD, Darbishire P, Dinkins MM, Johanson EL, Joseph A, Vos S. The Status and Adequacy of Preceptor Orientation and Development Programs in US Pharmacy Schools. Am J Pharm Educ 2020; 84:7540. [PMID: 32226070 PMCID: PMC7092789 DOI: 10.5688/ajpe7540] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [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: 02/01/2019] [Accepted: 08/07/2019] [Indexed: 05/22/2023]
Abstract
Objective. To identify current preceptor orientation and development programs at US colleges and schools of pharmacy and propose future initiatives for preceptor programs. Methods. An anonymous 28-item survey was administered in January 2017 to 128 experiential education personnel at accredited US schools and colleges of pharmacy. Data from completed survey instruments were tabulated and qualitative responses to open-ended questions were examined using thematic analysis. Results. Eighty-five experiential education administrators participated in the survey (response rate=67%). Most preceptor orientation programs met the majority of requirements as outlined within the Accreditation Council for Pharmacy Education's Standard 20.3, although only 42% of programs mandated preceptor orientation prior to student placement. Two-thirds of respondents offered annual, live preceptor development, and 75% of programs used commercially available online products. Nearly 40% of respondents collaborated with other schools or professional organizations to offer preceptor training. Only 29% of programs had specific requirements for pharmacists to maintain their active preceptor status. Seventy percent of respondents reported spending over $2500 and 39% over $5000 annually on preceptor development. Programs with the highest monetary investment (>$10,000/year) in preceptor development offered multiple venues (live and online) for preceptor training. Programs with significant personnel commitment (≥0.5 FTE devoted to preceptor development) frequently had dedicated site visitors. Conclusion. Preceptor orientation programs at US schools of pharmacy are generally similar, but development programs vary significantly across the Academy. Highly invested programs featured live and online training or site visitors who provided individualized feedback or training. Future studies should explore the cost-effectiveness of program options and their impact on preceptor learning and behaviors.
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Affiliation(s)
| | - Craig D Cox
- Texas Tech University Health Sciences Center Jerry H Hodge School of Pharmacy, Lubbock, Texas
| | - Patricia Darbishire
- Purdue University College of Pharmacy, West Lafayette, Indiana
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
| | | | - Erin L Johanson
- Roseman University of Health Sciences, College of Pharmacy, South Jordan, Utah
| | - Andrea Joseph
- Thomas Jefferson University, Jefferson College of Pharmacy, Philadelphia, Pennsylvania
| | - Susan Vos
- The University of Iowa College of Pharmacy, Iowa City, Iowa
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Chisholm-Burns M, Chang CF, Cooper S. Economic Contributions of a College of Pharmacy to the Surrounding Communities and State. Am J Pharm Educ 2020; 84:7529. [PMID: 32226069 PMCID: PMC7092793 DOI: 10.5688/ajpe7529] [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: 01/23/2019] [Accepted: 07/22/2019] [Indexed: 06/10/2023]
Abstract
Objective. To quantify the monetary value of economic contributions of a state-funded college of pharmacy as it pursues its missions of teaching, research, service, and patient care. Methods. An economic analysis was performed by applying the Impact Analysis for Planning (IMPLAN) Economic Input-Output Model to financial and enrollment data of the University of Tennessee Health Science Center College of Pharmacy. Results. A total of $94.1 million was attributed to the college in fiscal year 2018, which included $50.7 million of total direct expenditures by the college, its students, and visitors; the indirect effect of over $17 million; and the induced effect of $26.4 million. The college directly employed 117 full-time equivalent employees and 39 pharmacy residents, and supported 763 additional jobs through the economic activities it stimulated. In addition, the presence of the college and its economic contribution enabled federal, state, and local taxing authorities to collect $12 million in tax revenues to support government and public programs. Conclusion. Demonstrating the economic value of colleges of pharmacy is critical when seeking support from campus administrators, state legislators, charitable foundations, government agencies, and industry.
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Affiliation(s)
- Marie Chisholm-Burns
- University of Tennessee Health Science Center College of Pharmacy, Memphis, Tennessee
| | - Cyril F. Chang
- Methodist Le Bonheur Center for Healthcare Economics, Memphis, Tennessee
- University of Memphis Fogelman College of Business and Economics, Memphis, Tennessee
| | - Shelia Cooper
- University of Tennessee Health Science Center College of Pharmacy, Memphis, Tennessee
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Spivey CA, Chisholm-Burns MA, Johnson JL. Factors Associated with Student Pharmacists' Academic Progression and Performance on the National Licensure Examination. Am J Pharm Educ 2020; 84:7561. [PMID: 32226072 PMCID: PMC7092787 DOI: 10.5688/ajpe7561] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [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: 02/15/2019] [Accepted: 06/28/2019] [Indexed: 05/22/2023]
Abstract
Objective. To examine predictors of Doctor of Pharmacy (PharmD) students' on-time graduation, dismissal from pharmacy school, and scores on their first attempt at taking the North American Pharmacist Licensure Examination (NAPLEX). Methods. A retrospective review of student records for the graduating classes of 2015-2018 at a college of pharmacy was performed. Data on the following were collected: student demographics/characteristics (age, gender, race/ethnicity, financial need), having an undergraduate degree, undergraduate science grade point average (GPA), Pharmacy College Admission Test composite score percentile, pharmacy school GPAs for the didactic portion of the curriculum, Pre-NAPLEX score, on-time graduation from pharmacy school, dismissal from pharmacy school, and outcome (pass/fail) of first-attempt at taking the NAPLEX. Binary logistic regression analysis was conducted. Results. Of the 657 students whose records were included in the study, the majority were female (60%) and non-Hispanic white (70%). Higher first-year GPA was associated with increased likelihood of on-time graduation, while increased age and having an undergraduate degree were associated with a decreased likelihood of on-time graduation. A higher first-year GPA was associated with decreased likelihood of being dismissed from pharmacy school. Appearing before the Academic Standing and Promotion Review Committee for unsatisfactory academic performance was associated with decreased likelihood of passing the NAPLEX. Conclusion. First-year pharmacy school GPA is a critical predictor for student pharmacists in terms of on-time graduation and dismissal, and may have consequences for later NAPLEX outcome. Pharmacy schools should closely monitor students' performance during the first year and provide support to students experiencing academic difficulties.
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Affiliation(s)
- Christina A. Spivey
- University of Tennessee Health Science Center College of Pharmacy, Memphis, Tennessee
| | - Marie A. Chisholm-Burns
- University of Tennessee Health Science Center College of Pharmacy, Memphis, Knoxville, Nashville, Tennessee
| | - Jenny L. Johnson
- University of Tennessee Health Science Center College of Pharmacy, Memphis, Tennessee
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Ginsburg DB, Law AV, Mann HJ, Palombi L, Smith WT, Truong HA, Volino LR, Ekoma JO. Report of the 2018-2019 Strategic Engagement Standing Committee. Am J Pharm Educ 2020; 84:7597. [PMID: 32292198 PMCID: PMC7055409 DOI: 10.5688/ajpe7597] [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] [Indexed: 06/11/2023]
Abstract
EXECUTIVE SUMMARY. Strategic engagement is critical to the success of colleges and schools of pharmacy in expanding pharmacy and public health practice, meeting programmatic needs, and fulfilling institutional missions. The AACP 2019-2020 Strategic Engagement Committee was charged with exploring faculty leadership and development as they relate to strategic engagement, considering challenges and barriers to faculty participation and identifying successes in faculty engagement and opportunities for professional development. The committee reviewed literature and examples regarding strategic engagement across academic pharmacy, with strategic engagement understood as being part of the service mission of academic institutions. The committee found faculty service is often not rewarded or recognized equally to efforts in research and education, including in promotion and tenure. The perceived low value often accorded to strategic engagement efforts, coupled with lack of time and low priority for the work, are barriers to faculty participation in strategic engagement. Service missions thrive when supported by institutional culture, faculty and alumni role models and administration priorities. The committee also found that there is no defined path to leadership in most national organizations, a limited number of leadership positions and a lack of awareness regarding these positions. However, strategic engagement with organizations can open doors and increase visibility for faculty, leading to enhanced opportunities and improved scholarship. Engagement efforts can be particularly successful when aligned with faculty interests and school and departmental priorities. Based on the committee's work, the following recommendations are provided to AACP for consideration.Recommendation #1 - AACP should create a pathway or exemplar stories of members who have become leaders within the Academy including institutional and volunteer leadership roles.Recommendation #2 - AACP should provide an organizational chart to outline the reporting structures, as well as the policy development process to help members understand how AACP works and points of entry for involvement.Recommendation #3 - AACP should develop an initiative to "groom" faculty for leadership roles including providing tools/training programs for emerging leaders within the Academy.Recommendation #4 - AACP should consider creating a community for targeted groups of faculty, eg, tenured/tenure-track and non-tenure track to address leadership development and engagement based on member interest.Recommendation #5 - AACP should establish a "service mentors" program to match current and past leaders with members interested in enhancing their involvement in the association.
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Affiliation(s)
- Diane B Ginsburg
- College of Pharmacy, The University of Texas at Austin, Austin, Texas
| | - Anandi V Law
- College of Pharmacy, Western University of Health Sciences, Pomona, California
| | - Henry J Mann
- College of Pharmacy, The Ohio State University, Columbus, Ohio
| | - Laura Palombi
- College of Pharmacy, The University of Minnesota, Duluth, Minnesota
| | - W Thomas Smith
- College of Pharmacy, Natural and Health Sciences, Manchester University, North Manchester, Indiana
| | - Hoai-An Truong
- School of Pharmacy, University of Maryland Eastern Shore, Princess Anne, Maryland
| | - Lucio R Volino
- School of Pharmacy, Rutgers, The State University of New Jersey, Piscataway, New Jersey
| | - Jeffrey O Ekoma
- American Association of Colleges of Pharmacy, Arlington, Virginia
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Ried LD. Length of advanced pharmacy practice experience and first-time NAPLEX pass rate of US pharmacy programs. Curr Pharm Teach Learn 2020; 12:14-19. [PMID: 31843159 DOI: 10.1016/j.cptl.2019.10.009] [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: 10/31/2018] [Revised: 06/12/2019] [Accepted: 10/17/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION The objectives of this study were to (1) report the length in weeks of advanced pharmacy practice experiences (APPEs) of US pharmacy programs in 2016 and (2) compare first-time North American Pharmacy Licensure Examination (NAPLEX) pass rates according to the length in weeks of the programs' APPEs. METHODS First-time NAPLEX pass rate was obtained from the National Association of Boards of Pharmacy public web page. The length in weeks of programs' individual APPEs (iAPPEs) and program characteristics were obtained from the individual pharmacy programs' web pages. Analysis of variance was used to compare iAPPE length and first-time NAPLEX pass rate and multiple regression was used to quantify the independent influence of iAPPE length on first-time NAPLEX pass rate. RESULTS The length in weeks was evenly distributed among four-, five- and six-week iAPPEs for NAPLEX testing years 2013 to 2015, although six-week iAPPEs have been preferred recently. The first-time NAPLEX pass rate was not associated with the total APPE length or whether the program used four-, five- or six-week iAPPEs for all three years and for the three-year aggregate pass rate. CONCLUSION Six-week iAPPEs were the most common, but not the majority among pharmacy programs. Longer total or individual APPEs did not translate into higher first-time NAPLEX pass rates. Length of iAPPE rotations can be chosen without concern that student pharmacists' performances on first-time NAPLEX pass rates will be significantly impacted.
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Affiliation(s)
- L Douglas Ried
- College of Pharmacy, University of New Mexico, 2502 Marble Ave., Albuquerque, NM 87106, United States.
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Park S, Lebovitz L, Pincus KJ. Addressing preceptor shortages with a novel structure of blended ambulatory care rotations. Curr Pharm Teach Learn 2019; 11:1248-1253. [PMID: 31836149 DOI: 10.1016/j.cptl.2019.09.014] [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: 11/27/2018] [Revised: 05/29/2019] [Accepted: 09/07/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Schools of pharmacy are challenged to ensure sufficient full-time ambulatory care advance pharmacy practice experiences (APPEs). University of Maryland designed an innovative solution to create additional rotations utilizing faculty with part-time ambulatory care practices, by combining two rotation blocks into a 10-week "blended" ambulatory care/community pharmacy experience. The objective of this study is to characterize perceptions and impact of this format on student and preceptor skills, performance, and overall satisfaction, compared with the traditional five-week ambulatory care rotation. METHODS Ambulatory care preceptors were surveyed regarding student skills in interviewing, documentation, patient assessment, building pharmacist-patient relationships, and mentorship opportunities. Students were surveyed regarding the number of preceptors and patient interactions/week, rotation hours, clinical abilities developed, patient relationships, patient population diversity, preceptor mentorship, clinical track participation, rotation expectations, professional benefit, career development, overall satisfaction, and likelihood to recommend the rotation. Chi-square test was used to evaluate statistically significant differences in cohort responses. RESULTS Survey responses from 74 students (49%) and 21 preceptors (46%) were included. Student perceptions were generally positive and comparable between groups. Statistically significant differences were observed between groups in students' perception of "patient diversity" and preceptors' perception of "patient-pharmacist relationship". CONCLUSION The 10-week blended format provides a unique and viable option that offers a solution to shortages of preceptor availability for ambulatory care APPEs by providing a rotation format that is more conducive to clinical practice faculty part-time ambulatory clinic schedules.
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Affiliation(s)
- Soeun Park
- University of Maryland School of Pharmacy, 20 N Pine Street, Baltimore, MD 21201, United States.
| | - Lisa Lebovitz
- University of Maryland School of Pharmacy, 20 N Pine Street, Room S303, Baltimore, MD 21201, United States.
| | - Kathleen J Pincus
- University of Maryland School of Pharmacy, Department of Pharmacy Practice and Sciences, 20 N Pine Street, Room N425, Baltimore, MD 21201, United States.
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Hall PD, Fish H, McBane S, Mercer J, Moreau C, Owen J, Policastri A, Rattinger GB, Srivastava SB, Thomas MC, Bradley-Baker LR. The Report of the 2018-2019 Professional Affairs Standing Committee: The Role of Educators in Pharmacy Practice Transformation. Am J Pharm Educ 2019; 83:7596. [PMID: 32001892 PMCID: PMC6983901 DOI: 10.5688/ajpe7596] [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] [Indexed: 05/29/2023]
Abstract
The 2018-2019 Professional Affairs Committee examined the potential roles and needs of clinical educators (faculty and preceptors) in leading transformation in pharmacy practice. The committee was charged to (1) discuss the potential roles and responsibilities of faculty and preceptors leading transformation and enhanced patient care services in pharmacy practice; (2) describe factors, including clinician well-being and resilience, which may influence faculty and preceptor involvement in practice transformation and the enhancement of patient care services; and (3) recommend how the efforts and successes of faculty and preceptors involved in pharmacy practice transformation can be replicated and recognized as well as identify the types of continuing professional development (CPD) that should be available to enable the influence and implementation of patient care services. This report provides a framework for addressing the committee charges by examining the roles of advocacy, collaboration, continuing professional development, and clinician resilience and well-being. The committee provides a revision to a current AACP policy regarding continuing professional development as well as several recommendations to AACP and suggestions to colleges and schools of pharmacy pertaining to the committee charges.
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Affiliation(s)
- Philip D Hall
- Medical University of South Carolina College of Pharmacy, Charleston, South Carolina
| | - Hannah Fish
- National Community Pharmacists Association, Alexandria, Virginia
| | - Sarah McBane
- West Coast University School of Pharmacy, Los Angeles, California
| | - Jeff Mercer
- Harding University College of Pharmacy, Searcy, Arkansas
| | - Cynthia Moreau
- Nova Southeastern University College of Pharmacy, Fort Lauderdale, Florida
| | - James Owen
- American Pharmacists Association, Washington, District of Columbia
| | - Anne Policastri
- American Society of Health-System Pharmacists, Bethesda, Maryland
| | - Gail B Rattinger
- Binghamton University School of Pharmacy and Pharmaceutical Sciences, Binghamton, New York
| | - Sneha Baxi Srivastava
- Rosalind Franklin University of Medicine and Science College of Pharmacy, North Chicago, Illinois
| | - Michael C Thomas
- Samford University McWhorter School of Pharmacy, Birmingham, Alabama
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O'Donnell JM, Anand S, Brown SD, Fuji KT, Guy RK, Kawaguchi-Suzuki M, Meier KE, Nelson CE, Vyas A, Block KF, Farrell DF. Report of the 2018-2019 Research and Graduate Affairs Committee. Am J Pharm Educ 2019; 83:7595. [PMID: 32001891 PMCID: PMC6983900 DOI: 10.5688/ajpe7595] [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] [Indexed: 06/10/2023]
Abstract
The 2018-2019 Research and Graduate Affairs Committee (RGAC) was charged with critically evaluating the leadership development support necessary for pharmacy researchers, including postdoctoral trainees, to develop the skills needed to build and sustain successful research programs and analyzing how well those needs are being met by existing programs both within AACP and at other organizations. The RGAC identified a set of skills that could reasonably be expected to provide the necessary foundation to successfully lead a research team and mapped these skills to the six domains of graduate education in the pharmaceutical sciences established by the 2016-2017 RGAC (Table 1). In addition, the RGAC identified competency in team science and the bench-to-bedside-to-beyond translational spectrum as being critical elements of research leadership. The universality of these skills and their value prompted the RGAC to make two related recommendations to AACP: [Table: see text] Recommendation 1: AACP should promote the development and use of strategies to ensure intentional and ongoing professional development, such as Individual Development Plans. Recommendation 2: AACP should explore collaborative research leadership development opportunities between faculty at research-intensive institutions and faculty at non-research-intensive institutions. The RGAC also examined programs available at AACP and other national organizations that could help pharmacy faculty develop foundational skills for research leadership (Table 2). The RGAC administered two surveys, one to administrators responsible for research at colleges and schools of pharmacy and one to faculty members at pharmacy schools, to gather information about training needs, programming and support available for research leadership development. Administrators and faculty agreed that research is important for career advancement for faculty, and almost all administrators reported their schools provide funds, release time and mentoring for participation in research career development. However, a lack of faculty awareness regarding programs and available support may be a barrier to participation. The RGAC therefore makes two recommendations and one suggestion related to AACP programming: [Table: see text] Recommendation 3: AACP should expand research leadership development opportunities building from existing programs such as ALFP and AACP Catalyst, with consideration placed on developing programs that promote collaborative research. Recommendation 4: AACP should collaborate with other professional organizations to expand research leadership development opportunities across the academy. Suggestion 1: Colleges and schools of pharmacy should take a proactive role in promoting and facilitating research leadership development for faculty. The RGAC separately examined the research leadership development needs of postdoctoral trainees, recognizing the distinct needs of trainees along the PhD or PhD/PharmD, PharmD/fellowship, and PharmD/residency paths. A review of organizational resources and opportunities for post-doctoral trainees available from national organizations, including AACP, was undertaken (Table 5). The RGAC sees an opportunity for AACP to foster research development of those trainees whose career track will likely be in clinical practice and makes one recommendation and one suggestion related to postdoctoral trainees: Recommendation 5: AACP should support and/or develop programs and activities for pharmacy residents seeking to transition into faculty positions to acquire the skills necessary to develop and lead research programs. Suggestion 2: Colleges and schools of pharmacy should include postdoctoral trainees with academic interests in research leadership development opportunities available to junior faculty. In addition, the RGAC proposed one policy statement that was adopted July 2019 by the AACP House of Delegates: Policy Statement: AACP recognizes the positive role that research leadership development can play in the success of early and mid-career faculty.
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Affiliation(s)
- James M O'Donnell
- University at Buffalo, The State University of New York School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
| | - Sridhar Anand
- MCPHS University School of Pharmacy, Boston, Massachusetts
| | - Stacy D Brown
- East Tennessee State University Bill Gatton College of Pharmacy, Johnson City, Tennessee
| | - Kevin T Fuji
- Creighton University School of Pharmacy and Health Professions, Omaha, Nebraska
| | - R Kiplin Guy
- University of Kentucky College of Pharmacy, Lexington, Kentucky
| | | | - Kathryn E Meier
- Washington State University College of Pharmacy, Spokane, Washington
| | | | - Ami Vyas
- University of Rhode Island College of Pharmacy, Kingston, Rhode Island
| | - Kirsten F Block
- American Association of Colleges of Pharmacy, Arlington, Virginia
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Gregory DF, Boje KM, Carter RA, Daugherty KK, Hagemeier NE, Munger MA, Umland EM, Wagner JL. Leading Change in Academic Pharmacy: Report of the 2018-2019 AACP Academic Affairs Committee. Am J Pharm Educ 2019; 83:7661. [PMID: 32001895 PMCID: PMC6983886 DOI: 10.5688/ajpe7661] [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] [Indexed: 05/22/2023]
Abstract
EXECUTIVE SUMMARYThe Committee was charged with the responsibility for examining the need for change in pharmacy education and the models of leadership that would enable that change to occur across the academy. They also examined the question of faculty wellbeing in a time of change and made several recommendations and suggestions regarding both charges. Building upon the work of the previous Academic Affairs Committee, the 2018-19 AAC encourages the academy to implement new curricular models supporting personalized learning that creates engaged and lifelong learners. This will require transformational leadership and substantial investments in faculty development and new assessment strategies and resources. Recognizing that the magnitude of the recommended change will produce new stress on faculty, the committee identified the need for much additional work on student, faculty and leaders' wellbeing, noting the limited amount of empirical evidence on pharmacy related to stress and resilience. That said, if faculty and administrators are not able to address personal and community wellbeing, their ability to support their students' wellbeing will be compromised.
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Affiliation(s)
- David F Gregory
- Belmont University College of Pharmacy, Nashville, Tennessee, Chair
| | - Kathleen M Boje
- University at Buffalo, The State University of New York School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
| | | | - Kimberly K Daugherty
- Sullivan University College of Pharmacy and Health Sciences, Louisville, Kentucky
| | - Nicholas E Hagemeier
- East Tennessee State University Bill Gatton College of Pharmacy, Johnson City, Tennessee
| | - Mark A Munger
- The University of Utah College of Pharmacy, Salt Lake City, Utah
| | - Elena M Umland
- Thomas Jefferson University College of Pharmacy, Philadelphia, Pennsylvania
| | - Jamie L Wagner
- The University of Mississippi School of Pharmacy, University, Mississippi
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Cho JC, Wallace TD, Yu FS. Pharmacy faculty and students' perceptions of standardized patients for objective structured clinical examinations. Curr Pharm Teach Learn 2019; 11:1281-1286. [PMID: 31836154 DOI: 10.1016/j.cptl.2019.09.006] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [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: 12/13/2018] [Revised: 05/24/2019] [Accepted: 09/07/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND AND PURPOSE Objective structured clinical examinations (OSCEs) are one method of assessing clinical competency and communication in doctor of pharmacy programs. The purpose of this study was to capture student and faculty perceptions regarding the use of standardized patients (SPs) in administering OSCEs. EDUCATIONAL ACTIVITY AND SETTING Pharmacy students in our program initially participated in OSCEs using internal-SPs (I-SPs) that consisted of faculty and staff acting as patients. One year later, we piloted use of trained actor-based SPs and surveyed students and faculty about the experience. FINDINGS Fifty-four (80.6%) students and 12 (92.3%) faculty members completed the survey. When asked about their interactions with SPs, 42 (77.8%) students either agreed or strongly agreed that SPs portrayed patients more realistically and 41 (75.9%) students perceived SPs created a more comfortable environment for patient communication than I-SPs. Thirty-six (66.7%) students either agreed or strongly agreed to feeling more confident when communicating with patients, and 33 (61.1%) felt more confident making recommendations. Ten (83.3%) faculty members either agreed or strongly agreed that SPs portrayed patient interactions more realistically, and 7 (58.3%) felt SPs were more consistent in their simulated patient portrayal for the duration of the OSCE. SUMMARY Pharmacy students felt more confident in their ability to communicate and interact with the patient during their OSCEs when actor-based SPs were used. Both students and faculty members perceived this SP portrayal of patient interactions as more realistic than I-SPs and recommended the continued use of actor-based SPs for OSCEs.
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Affiliation(s)
- Jonathan C Cho
- The University of Texas at Tyler Fisch College of Pharmacy, 3900 University Blvd., Tyler, TX 75707, United States.
| | - Takova D Wallace
- The University of Texas at Tyler Fisch College of Pharmacy, 3900 University Blvd., Tyler, TX 75707, United States.
| | - Frank S Yu
- The University of Texas at Tyler Fisch College of Pharmacy, 3900 University Blvd., Tyler, TX 75707, United States.
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Schoelles-Williams J, English DE, Godwin DA, Hammond L, Mason HL, Petrelli HM, Roni M, Sousa KM, Van Amburgh JA, Ross LJ. Report of the 2018-2019 Student Affairs Standing Committee. Am J Pharm Educ 2019; 83:7656. [PMID: 32001894 PMCID: PMC6983882 DOI: 10.5688/ajpe7656] [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] [Indexed: 05/29/2023]
Abstract
The 2018-2019 Student Affairs Standing Committee addressed charges related to examining the institutional leadership models and professional development needs of faculty and staff to optimize achievement of Strategic Priority #1 on the applicant pipeline. The report provides five recommendations to AACP and twelve suggestions for colleges and schools of pharmacy. The committee focused on the need to develop tailored leadership training and mentoring programs for admissions personnel on relevant topics, including change management, holistic thinking, leadership, problem solving, technical knowledge, professional development, paths for promotion, conflict resolution, networking, persuasive communication, and strategic planning. Rather than develop new resources, the committee identified existing professional competencies and assessment resources developed by other organizations for student affairs and admissions personnel that could spur enhanced strategic marketing and professional development opportunities in pharmacy education. It also reaffirmed the need for student diversity and the use of data to drive strategic decisions in recruitment. To identify gaps in knowledge among AACP member institutions, the committee analyzed the results of its fall 2018 survey on the current depth and breadth of student recruitment activities and their perceived effectiveness. The committee also recommended ways institutions can encourage faculty and others outside of the admissions office to participate in student recruitment activities. Finally, the committee concluded that it will be necessary for colleges and schools to collaborate across the academy to promote the benefits of pharmacy profession to prospective students, rather than individual colleges and schools of pharmacy, and be more responsive to the expectations of Gen Z students before the tide in applications will shift in a positive direction.
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Affiliation(s)
| | - Dale E. English
- Sullivan University College of Pharmacy and Health Sciences, Louisville, Kentucky
| | - Donald A Godwin
- University of New Mexico College of Pharmacy, Albuquerque, New Mexico
| | - Lauren Hammond
- Samford University McWhorter School of Pharmacy, Homewood, Alabama
| | - Holly L. Mason
- Purdue University College of Pharmacy, West Lafayette, Indiana
| | | | - Monzurul Roni
- Hampton University School of Pharmacy, Hampton, Virginia
| | - Kyle M. Sousa
- Loma Linda University School of Pharmacy, Loma Linda, California
| | - Jenny A. Van Amburgh
- Northeastern University Bouve College of Health Sciences School of Pharmacy, Boston, Massachusetts
| | - Libby J. Ross
- American Association of Colleges of Pharmacy, Arlington, Virginia
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Alkhuzaee FS, Al-Mehmadi AA, Al-Sehly AA, Nahari MH, Al-Muwallad MA, Ali M. Identifying the facilitators and barriers for scientific writing among pharmacy students in College of Pharmacy, Umm Al-Qura University - A qualitative study. Curr Pharm Teach Learn 2019; 11:1265-1273. [PMID: 31836152 DOI: 10.1016/j.cptl.2019.09.004] [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: 12/10/2018] [Revised: 06/10/2019] [Accepted: 09/07/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION English is the dominant international language for academic publication, thus mastering English writing is required for a successful career in research. Our objective was to identify facilitators and barriers to English language scientific writing among pharmacy students in Umm Al-Qura University in Saudi Arabia (where English is not the native language). METHODS We used face-to-face semi-structured interviews in the Arabic language with fourth- and fifth-year students of the college to gain insight into their perspectives. An interview guide was prepared using the Arabic language. The interviews were conducted at the college of pharmacy. All interviews were recorded and transcribed verbatim. RESULTS Twenty-three participants agreed to be interviewed and signed the consent form. The mean interview time was 10 min. Two researchers independently analyzed the qualitative data using thematic analysis and agreed on the coding and themes. A third researcher verified the themes on randomly selected transcripts. The analysis showed main facilitator themes of: having rich vocabulary, competency in English language, having new ideas, increased writing activities, and individual guidance. Barrier themes were: lack of vocabulary, incompetency in English language, time constraint, lack of ideas, lack of writing activities, and lack of guidance. CONCLUSIONS Participants of this study showed limited understanding of scientific writing. This study also found that pharmacy students need to develop their writing skills through practice sessions and university courses.
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Affiliation(s)
| | | | | | - Majed Hassan Nahari
- King Abdulaziz Medical City - Riyadh, Second Ring Rd, 11426 Riyadh, Saudi Arabia
| | | | - Majid Ali
- College of Pharmacy, Umm Al-Qura University, Saudi Arabia.
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Lee JK, Tomasa L, Evans P, Pho VB, Bear M, Vo A. Impact of geriatrics elective courses at three colleges of pharmacy: Attitudes toward aging and eldercare. Curr Pharm Teach Learn 2019; 11:1239-1247. [PMID: 31836148 DOI: 10.1016/j.cptl.2019.09.016] [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: 12/20/2018] [Revised: 06/07/2019] [Accepted: 09/07/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION One in five Americans will be 65 years and older by 2030. Training student pharmacists to provide quality eldercare as healthcare professionals is essential. The objective of the study was to assess pharmacy students' attitudes toward aging and eldercare before and after a geriatrics-focused elective course. METHODS The University of Arizona Aging and Health Care (UA AHC) survey was modified for pharmacy and administered pre and post to students enrolled in a geriatrics elective course at three United States (US) colleges of pharmacy. Pre and post means were calculated to examine attitudinal changes after course participation. Factor analysis was performed to examine construct validity by identifying the dimensions being measured. RESULTS Sixteen of 37 questions differed significantly from pre-course to post-course demonstrating improved attitudes after course participation. Students also reported an awareness of how older adults are viewed and treated. Factor analysis identified seven factors with a range of behaviors, skills, training, and attitudes perceived to be important in geriatric care. Two factors, importance of learning about geriatric care and experience/comfort with older adults, showed significant changes confirming positive impact of the course. CONCLUSIONS Geriatrics-focused elective courses in three colleges of pharmacy had a positive impact on students' perceived importance of learning about geriatric care and experience/comfort with elders. Further research to adapt and validate the UA AHC survey to pharmacy education is needed. The identification of the skills and attitudes necessary to meet the growing needs of older adults is necessary for pharmacy curriculum implementation and practice.
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Affiliation(s)
- Jeannie K Lee
- Student Services and Pharmacy Practice & Science, University of Arizona College of Pharmacy, 1295 N. Martin Ave., Tucson, AZ 85721-0202, United States.
| | - Lynne Tomasa
- Department of Family and Community Medicine, University of Arizona College of Medicine, 655 N. Alvernon Way, Tucson, AZ 85711, United States.
| | - Paula Evans
- Pharmacy Practice, Massachusetts College of Pharmacy & Health Sciences, 19 Foster Street, Worcester, MA 01608-1715, United States.
| | - Victoria B Pho
- Pharmacy Practice, Texas A&M Health Science Center, Irma Lerma Rangel College of Pharmacy, 2121 W. Holcombe Blvd, Room 1107, Houston, TX 78363-8202, United States.
| | - Michael Bear
- Pharmacy Practice, Massachusetts College of Pharmacy & Health Sciences, 19 Foster St, Worcester, MA 01608, United States.
| | - Andrew Vo
- CVS Pharmacy, 7740 N Cortaro Rd, Tucson, AZ 85743, United States.
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Daugherty KK. ARCS motivation model application in a pharmacy elective. Curr Pharm Teach Learn 2019; 11:1274-1280. [PMID: 31836153 DOI: 10.1016/j.cptl.2019.09.009] [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: 11/14/2018] [Revised: 05/31/2019] [Accepted: 09/07/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Motivation is changeable but unpredictable. However, it is felt that many times, the instructor or instructional designer has no control over the ability to change it. John Keller developed the Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivation to try and solve these problems. EDUCATIONAL ACTIVITY This class application of the ARCS model uses students who took an elective in summer 2018. Ten students in the first quarter of the second professional year elected to take this course. ARCS motivational instructional and assessment techniques were used to improve the first lecture in the class to help motivate students to want to participate and do well in the course. CRITICAL ANALYSIS OF EDUCATIONAL ACTIVITY This class application demonstrated that the ARCS model learning and assessment strategies could be successful in a pharmacy elective course to improve and maintain motivation. The learning goals assignment and the CIS helped to show that despite the students already being motivated to take the course, motivation could be improved and maintained. Achievement of this motivation occurred through the development of the student's own learning goals and instructor adjustment of course content to ensure goal attainment during the course. Results in this elective course are like those found in other literature. Further studies need to be conducted to determine the effects of this model in other classes, in different non-academic settings, effects on student achievement and need to use more objective measures.
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Piascik P, Boyle CJ, Chase P, DiPiro JT, Scott ST, Maine LL. Reexamining the Academic Partnerships with Federal Pharmacy: 2018-19 Argus Commission Report. Am J Pharm Educ 2019; 83:7655. [PMID: 32001893 PMCID: PMC6983897 DOI: 10.5688/ajpe7655] [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] [Indexed: 06/10/2023]
Abstract
The Argus Commission examined the history and current status of progressive pharmacy patient care services across several federal branches of government, including the Veterans Administration, Department of Defense, and the U.S. Public Health Service where officers and civilian pharmacists practice in the Indian Health Service, Bureau of Prisons, Area Health Education Centers and other locations. The engagement of pharmacy faculty, students and residents in these practices was assessed. Colleges and schools of pharmacy advocate for the expansion of the capacity for placement of learners in these progressive practices. AACP is encouraged to establish on going collaborations with federal pharmacy leaders to create new opportunities for partnerships that advance patient care, especially for special populations served in these federal programs.
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Affiliation(s)
- Peggy Piascik
- University of Kentucky College of Pharmacy, Lexington, Kentucky, Chair
| | - Cynthia J Boyle
- University of Maryland School of Pharmacy, Baltimore, Maryland
| | - Patricia Chase
- Oregon State University/Oregon Health Sciences University College of Pharmacy, Portland, Oregon
| | - Joseph T DiPiro
- Virginia Commonwealth University School of Pharmacy, Richmond, Virginia
| | - Steven T Scott
- Purdue University College of Pharmacy, West Lafayette, Indiana
| | - Lucinda L Maine
- American Association of Colleges of Pharmacy, Arlington, Virginia, Staff Liaison
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Eckstein MA, Newsome CC, Borrego ME, Burnett A, Wittstrom K, Conklin JR. A cross-sectional survey evaluating transgender-related care education in United States pharmacy school curricula. Curr Pharm Teach Learn 2019; 11:782-792. [PMID: 31227193 DOI: 10.1016/j.cptl.2019.04.005] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [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: 12/06/2018] [Revised: 03/04/2019] [Accepted: 04/14/2019] [Indexed: 06/09/2023]
Abstract
INTRODUCTION The objectives of this study are to evaluate the extent of transgender-related care in current pharmacy school curricula, identify where transgender-related care is covered in the curriculum, describe how the content is delivered to pharmacy students, and review how student knowledge of transgender-related care is evaluated. METHODS This cross-sectional study utilized an online survey of curricular contacts of 142 pharmacy schools in the United States. Survey questions regarding transgender-related care were presented as multiple choice, ranking, and free-response. The survey inquired about transgender-related care information taught, teaching methods, hours of education, and student assessment. RESULTS Of the 66 schools that responded to the survey, 53% indicated that transgender-related education is a topic that is currently addressed somewhere within the curriculum. Twenty-two pharmacy schools incorporate this topic into the didactic curriculum, two into the experiential curriculum, and 10 into both didactic and experiential. Transgender-related care is only taught in the required curriculum of 41.2% of schools that responded to the survey. CONCLUSION Transgender-related care education is taught to variable degrees throughout US doctor of pharmacy programs. This study should serve as a call to action to incorporate this necessary transgender-related care education and training into pharmacy curricula to effectively reduce health disparities among this population that is increasingly seeking care.
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Affiliation(s)
- Megan A Eckstein
- University of New Mexico Hospitals, 2211 Lomas Blvd NE, Albuquerque, NM 87106, United States.
| | - Cheyenne C Newsome
- Washington State University College of Pharmacy and Pharmaceutical Sciences, PO Box 1495, Spokane, WA 99210-1495, United States.
| | - Matthew E Borrego
- University of New Mexico College of Pharmacy, 1 University of New Mexico, MSC 09 5360, Albuquerque, NM 87131, United States.
| | - Allison Burnett
- University of New Mexico Hospitals, 2211 Lomas Blvd NE, Albuquerque, NM 87106, United States.
| | - Kristina Wittstrom
- University of New Mexico College of Pharmacy, 1 University of New Mexico, MSC 09 5360, Albuquerque, NM 87131, United States.
| | - Jessica R Conklin
- University of New Mexico College of Pharmacy, 1 University of New Mexico, MSC 09 5360, Albuquerque, NM 87131, United States.
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Shah S, Peng I, Seifert CF. A model to predict NAPLEX outcomes and identify students needing additional preparation. Curr Pharm Teach Learn 2019; 11:810-817. [PMID: 31227196 DOI: 10.1016/j.cptl.2019.04.009] [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: 08/27/2018] [Revised: 02/10/2019] [Accepted: 04/14/2019] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Studies have been conducted to identify factors that may predict North American Pharmacist Licensure Examination (NAPLEX) outcomes, but there is no proposed single or combination of predictors that can be implemented reliably in academia. We aimed to develop a NAPLEX outcomes predictive model that could be practical, measurable, and reliable. METHODS The study cohort consisted of students who graduated from 2012 to 2016 who had taken NAPLEX and whose first-attempt examination scores were available to the school of pharmacy. Students were considered to have poor performance on NAPLEX if they received an overall score of less than or equal to 82. Linear and logistic regression analysis were utilized to identify independent predictors. RESULTS Seventy of 433 (16.2%) students were identified as poor performers. Independent factors that were associated with a poor outcome on NAPLEX were: age >28 years at graduation, Pharmacy College Admission Test scaled score <74, High Risk Drug Knowledge Assessment score <90, third-year Pharmacy Curriculum Outcome Assessment scaled score <349, and grades of <74 in more than three courses. These predictors were utilized to stratify students into four risk groups: Low, Intermediate-1, Intermediate-2, and High. Mean NAPLEX scores for these groups were 106.4, 97.4, 87.1, and 75.1, respectively. CONCLUSIONS The model can be used as a practical tool to identify students who are at risk for poor performance on NAPLEX. Four of the five predictors in the model could be generalizable to other schools of pharmacy.
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Affiliation(s)
- Sachin Shah
- Texas Tech University Health Sciences Center - School of Pharmacy, 4500 S. Lancaster Road, Building 7, R#119A, Dallas, TX 75216, United States.
| | - Iverlyn Peng
- Residency Programs & Office of Outcomes Assessment, Texas Tech University Health Sciences Center - School of Pharmacy, Dallas, TX 75216, United States.
| | - Charles F Seifert
- Texas Tech University Health Sciences Center - School of Pharmacy, Lubbock, TX 79430, United States.
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Steeb DR, Urick BY, Sleath BL, Joyner PU. Institutional factors associated with global health education across US pharmacy schools. Curr Pharm Teach Learn 2019; 11:767-773. [PMID: 31227191 DOI: 10.1016/j.cptl.2019.04.004] [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: 11/05/2018] [Revised: 02/26/2019] [Accepted: 04/14/2019] [Indexed: 06/09/2023]
Abstract
INTRODUCTION The objective of this study is to explore the relationship between institutional factors and offerings of global health education opportunities in pharmacy schools. METHODS Data for this project came from a review of international advanced pharmacy practice experiences (APPEs) and global course offerings for US pharmacy schools conducted between February 1 and March 31, 2014. These data were merged with data on institutional factors which may influence a school's offering of APPEs or courses. Institutional factors included tuition, class size, academic medical center affiliation, year established, and others. Multivariable regression models were used to evaluate the relationship between individual institutional factors and APPEs and global courses. RESULTS In multivariable adjusted models, older and more established schools had a larger percent of the graduating class with an international APPE (9.5% vs. 2.6%, p < 0.01) and a larger number of international APPEs (3.8 vs. 1.4, p < 0.01) than schools founded after 1980. Schools with higher tuition (>$25,000/year) had, on average, a larger percent of their graduating class with an international APPE (7.9% vs. 3.1%, p < 0.05), a larger number of international APPEs (3.7 vs. 1.5, p < 0.01), and more interprofessional international APPEs (3.1 vs. 0.7, p < 0.001). There were more course offerings at older schools (1.1 vs. 0.4, p < 0.05) and those with higher tuition (1.3 vs. 0.4, p < 0.01). CONCLUSIONS More established schools and those with higher tuition appeared to have more robust global offerings. Schools can consider local opportunities to provide global experiential and didactic experiences, which may reduce the financial burden of global programs.
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Affiliation(s)
- David R Steeb
- UNC Eshelman School of Pharmacy, The University of North Carolina at Chapel Hill, 301 Pharmacy Lane, Chapel Hill, NC 27599, United States.
| | - Benjamin Y Urick
- UNC Eshelman School of Pharmacy, The University of North Carolina at Chapel Hill, 301 Pharmacy Lane, Chapel Hill, NC 27599, United States.
| | - Betsy L Sleath
- UNC Eshelman School of Pharmacy, The University of North Carolina at Chapel Hill, 301 Pharmacy Lane, Chapel Hill, NC 27599, United States.
| | - Pamela U Joyner
- UNC Eshelman School of Pharmacy, The University of North Carolina at Chapel Hill, 301 Pharmacy Lane, Chapel Hill, NC 27599, United States.
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Afeli SA. Academic accommodation strategies for pharmacy students with learning disabilities: What else can be done? Curr Pharm Teach Learn 2019; 11:751-756. [PMID: 31227188 DOI: 10.1016/j.cptl.2019.04.001] [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: 08/13/2018] [Revised: 02/18/2019] [Accepted: 04/14/2019] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Colleges and schools of pharmacy in the US are faced with the challenge of providing appropriate academic accommodations for students with learning disabilities (SLD) including those with dyslexia, dyscalculia, or dysgraphia. Although there are no population statistics about SLD in pharmacy schools, current data show that their number at higher education institutions across the US has increased. This commentary discusses how the rigorous pharmacy school curriculum affects SLD and proposes creative and innovative measures to overcome these obstacles. PERSPECTIVE The shift in the public perception about SLD from a state of stigma to a manageable condition in recent years has greatly contributed to increase the number of SLD enrolled in higher education institutions. Although most colleges and universities can now offer some type of academic accommodation to SLD compared to few years ago, other academic accommodation recommendations to SLD remain challenging to implement, especially for SLD enrolled in pharmacy programs. IMPLICATIONS SLD enrolled in pharmacy programs could benefit from a multifaceted approach involving the school's office of disability services, medical practitioners, behavioral and language specialists, as well as some sort of curricular changes in order to be academically successful and become practice ready upon graduation.
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Affiliation(s)
- Serge A Afeli
- Presbyterian College School of Pharmacy, Clinton, SC, United States.
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Abstract
Aim: The appropriate use and integration of pharmacogenetic (PGx) testing will pivot on provider preparation and training. Pharmacists have been recognized as one of the key providers in the delivery of PGx testing and as such, professional organizations have recommended inclusion of PGx content in pharmacy curricula. Methods: We reviewed the curriculum of 132 US pharmacy schools for information about PGx courses. Results: A total of 70 core curriculum courses were identified. 55 (42%) pharmacy schools included at least one PGx course as part of the core curriculum, and ten (8%) schools that offered a PGx course elective. Conclusion: While many pharmacy schools have responded to the accreditation standards to include PGx, less than half of the schools have developed a standalone course.
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Affiliation(s)
- Susanne B Haga
- Department of Medicine, Center for Applied Genomics & Precision Medicine, Duke University School of Medicine, 304 Research Drive, Durham, NC 27708, USA
| | - Jivan Moaddeb
- Department of Medicine, Center for Applied Genomics & Precision Medicine, Duke University School of Medicine, 304 Research Drive, Durham, NC 27708, USA
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Haltom WR, Dinkins MM, Greene J, Thornhill TH, Brown KPD. Perceived value of partnerships between schools of pharmacy and health systems. Curr Pharm Teach Learn 2019; 11:541-546. [PMID: 31213308 DOI: 10.1016/j.cptl.2019.02.016] [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: 11/20/2018] [Revised: 01/28/2019] [Accepted: 02/18/2019] [Indexed: 06/09/2023]
Abstract
INTRODUCTION This study sought to quantify opinions of statewide health systems stakeholders regarding the value of partnerships with schools of pharmacy. Being better able to meet the needs of preceptors and their employers will allow schools to increase capacity of high-quality pharmacy practice experiences. METHODS A brief survey was developed and administered to statewide contacts from systems currently partnering with member schools of the North Carolina Experiential Education Consortium. Respondents were asked to rate, using a Likert scale, 15 incentive statements relating to potential benefits provided by schools in exchange for experiential rotations. RESULTS Forty-one responses were received from 53 invitees (77% response rate). The two most highly-valued incentives per survey respondents were continuing education (CE) accreditation by the school (74% essential), and access to school resources (74% essential). The lowest scoring incentives included system-wide committee involvement by faculty (26% essential), co-funded faculty positions (29% essential), and resident precepting by faculty (34% essential). CONCLUSIONS Incentive ratings differed significantly from previous reports describing value, which primarily focus on clinical interventions and cost savings provided by student pharmacists. Experiential staff at schools of pharmacy should consider a similar study to ascertain how best to meet the needs of their local partners and maximize commitments for pharmacy practice experiences.
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Affiliation(s)
- Wesley R Haltom
- Wingate University School of Pharmacy, Levine College of Health Sciences, Wingate University, United States.
| | - Melissa M Dinkins
- Wingate University School of Pharmacy, Levine College of Health Sciences, Wingate University, United States.
| | - Joy Greene
- High Point University, Fred Wilson School of Pharmacy, United States.
| | - Tina H Thornhill
- Department of Pharmacy Practice, Campbell University College of Pharmacy & Health Sciences, United States.
| | - K Paige D Brown
- Department of Pharmacy Practice, Campbell University College of Pharmacy & Health Sciences, United States.
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Alsharif NZ, Khanfar NM, Brennan LF, Chahine EB, Law M, Parekh J, Kawaguchi-Suzuki M, Hogue MD. Cultural Sensitivity and Global Pharmacy Engagement in the United States. Am J Pharm Educ 2019; 83:7220. [PMID: 31223165 PMCID: PMC6581351 DOI: 10.5688/ajpe7220] [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: 06/23/2018] [Accepted: 08/19/2018] [Indexed: 06/09/2023]
Abstract
Objective. To provide a resource for schools and colleges of pharmacy in different regions of the world that are considering sending their students and faculty members to the United States for training. Methods. A literature review (2000-2018) was conducted that involved database and Internet searches using specific keywords and terms. Information was also solicited from authors in different regions of the United States who have hosted international students and faculty members. Recommendations for pharmacists and other health care practitioners on culturally sensitive engagement were formulated. Results. Global engagement between schools and colleges of pharmacy from different regions of the world and the United States is increasing. In addition to various cultural aspects, general information about the US health care system, pharmacy education programs, and pharmacy practice were found to be available to individuals who are charged with organizing and facilitating these exchanges. Common stereotypes and misconceptions about the United States were also identified. Conclusion. For international learners to have an enriching and fruitful engagement while in the United States, an understanding of American culture in general as well as the unique cultural aspects of different regions of the country as provided in this paper is critical.
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Affiliation(s)
- Naser Z Alsharif
- School of Pharmacy and Health Professions, Creighton University Medical Center, Omaha, Nebraska
| | - Nile M Khanfar
- College of Pharmacy, Nova Southeastern University, Palm Beach Gardens, Florida
| | - Lisa F Brennan
- School of Pharmacy, Palm Beach Atlantic University, West Palm Beach, Florida
| | - Elias B Chahine
- School of Pharmacy, Wingate University, Wingate, North Carolina
| | - Miranda Law
- College of Pharmacy, Howard University, Washington, District of Columbia
| | - Jigna Parekh
- College of Pharmacy, Nova Southeastern University, Palm Beach Gardens, Florida
| | - Marina Kawaguchi-Suzuki
- School of Pharmacy, Pacific University, Hillsboro, Oregon
- Office of Global Pharmacy Education and Research, Pacific University, Hillsboro, Oregon
| | - Michael D Hogue
- School of Pharmacy, Loma Linda University, Loma Linda, California
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Kawaguchi-Suzuki M, Law MG, Prisco J, Head K, Fu L, Yumoto T, Kamei J, Yang M, Cheng KJ, Hogue MD. Cultural Sensitivity and Global Pharmacy Engagement in Asia: China, Japan, South Korea, and Taiwan. Am J Pharm Educ 2019; 83:7214. [PMID: 31223161 PMCID: PMC6581361 DOI: 10.5688/ajpe7214] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [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: 06/15/2018] [Accepted: 04/18/2019] [Indexed: 05/14/2023]
Abstract
Interest in global engagement among schools and colleges of pharmacy in the United States and Asian countries is growing. To develop fruitful relationships and engage in mutually enriching experiences, the cultural aspects of these countries need to be understood and respected. The aim of this paper is to facilitate culturally sensitive interactions between practitioners, faculty members, and students in the United States and those in Asian countries when they engage in health care practice and/or education. This paper introduces general information about China (including Macau and Hong Kong), Japan, South Korea, and Taiwan. Unique characteristics of the health care system and pharmacy education are described for each country. Stereotypes and misconceptions are discussed. Recommendations are included for initiating interactions and developing learning programs and scholarly collaborations while promoting culturally sensitive engagement. These recommendations are provided for US scholars, health care professionals, and students traveling to these countries as well as for those hosting visitors from these countries in the United States.
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Affiliation(s)
- Marina Kawaguchi-Suzuki
- Pacific University School of Pharmacy, College of Health Professions, Hillsboro, Oregon
- Pacific University, Office of Global Pharmacy Education and Research, Hillsboro, Oregon
| | - Miranda G Law
- Howard University College of Pharmacy, Washington, DC
| | | | - Kathleen Head
- MCPHS University, Center for International Studies, Boston, Massachusetts
| | - Lei Fu
- Shanghai Jiao Tong University, School of Pharmacy, Shanghai, China
| | | | | | - Mihi Yang
- Sookmyung Women's University, College of Pharmacy, Seoul, South Korea
| | - Kuei-Ju Cheng
- Wan Fang Hospital, Taipei Medical University, Department of Pharmacy, Taipei, Taiwan
| | - Michael D Hogue
- Loma Linda University, School of Pharmacy, Loma Linda, California
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Kawaguchi-Suzuki M, Hogue MD, Khanfar NM, Lahoz MR, Law MG, Parekh J, Zairina E, Hong J, Robles YR, Van Thang V. Cultural Sensitivity and Global Pharmacy Engagement in Asia: India, Indonesia, Malaysia, Philippines, and Vietnam. Am J Pharm Educ 2019; 83:7215. [PMID: 31223162 PMCID: PMC6581345 DOI: 10.5688/ajpe7215] [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: 06/16/2018] [Accepted: 01/24/2019] [Indexed: 06/09/2023]
Abstract
Schools and colleges of pharmacy in the United States increasingly interact with those in Asian countries for various purposes such as education and research. For both those visiting and those hosting, it is important to understand and respect the culture of the other's country to enrich these interactions. This paper, the second of two manuscripts on Asian countries, focuses on India, Indonesia, Malaysia, Philippines, and Vietnam. For each country, the following information is provided: general introduction, health care system, pharmacy practice, and pharmacy education, stereotypes and misconceptions, recommendations for US-based health care professionals, faculty members, and students who visit these Asian countries, and recommendations for them to host visitors from these Asian countries. The aim of this paper is to assist US health care professionals, faculty members, and students in initiating and promoting a culturally sensitive engagement.
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Affiliation(s)
- Marina Kawaguchi-Suzuki
- Pacific University, School of Pharmacy, Hillsboro, Oregon
- Pacific University, Office of Global Pharmacy Education and Research, Hillsboro, Oregon
| | - Michael D Hogue
- Loma Linda University, School of Pharmacy, Loma Linda, California
| | - Nile M Khanfar
- Nova Southeastern University, College of Pharmacy, Palm Beach Gardens, Florida
| | - Monina R Lahoz
- MCPHS University, School of Pharmacy, Boston, Massachusetts
| | - Miranda G Law
- Howard University, College of Pharmacy, Washington, DC
| | - Jigna Parekh
- Nova Southeastern University, College of Pharmacy, Palm Beach Gardens, Florida
| | - Elida Zairina
- Universitas Airlangga, Faculty of Pharmacy, Department of Pharmacy Practice, Surabaya, Indonesia
| | - Jason Hong
- Asian Institute of Medical, Science and Technology, Bentong, Malaysia
| | - Yolanda R Robles
- University of the Philippines, College of Pharmacy, Manila, Philippines
| | - Vo Van Thang
- Institute for Community Health Research, College of Medicine and Pharmacy, Hue University, Vietnam
- Faculty of Public Health, College of Medicine and Pharmacy, Hue University, Vietnam
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