Perceptions regarding training across four domains of pharmacy practice: A survey of new pharmacist practitioners

Abstract

AbstractIntroductionUpon completion of professional pharmacy studies, licensed pharmacists can pursue postgraduate pharmacy training (PGT), like residency and fellowship, further education, or enter the workforce. The perceived benefits and risks of PGT have been infrequently assessed for pharmacists several years removed from completion of all training and have generally focused on single domains of pharmacy practice.ObjectiveTo compare perceptions of new pharmacist practitioners on the quality, satisfaction, and mentorship received during their training across four domains: clinical skills, teaching, research, and leadership.MethodsThis was an observational, cross‐sectional study of new pharmacist practitioners, defined as U.S. pharmacy school graduates within the previous 10 years (2008‐2018). An Internet‐based survey instrument was developed, validated, and distributed using professional organization membership lists. Perceptions regarding quality, satisfaction, and mentorship during either PGT or pharmacy school rotations across the domains were assessed. Respondents were stratified based on the highest level of training, with a predefined ascending hierarchy of no PGT, then postgraduate year 1 (PGY1) residency, then PGY2 residency, and then fellowship. For the primary analysis in each domain, the Kruskal‐Wallis test was performed, and a post‐hoc Dunn's test was subsequently performed for any domain with an adjusted P‐value <.05.ResultsThe primary analysis included 193 respondents, 178 having completed PGT (92.2%) and 15 with no PGT (8.4%). Between‐group comparisons revealed significant differences in perceptions toward clinical skills and teaching training, driven by respondents who completed PGY2, and in research training, driven by respondents who completed fellowship. There was no significant difference in leadership training perceptions.ConclusionPerceptions regarding quality, satisfaction, and mentorship in clinical skills, teaching, and research training were significantly different among new pharmacist practitioners based on the highest level of PGT completed, but this was not observed for leadership training.