Doctor Of Pharmacy Degree Program Research Articles

A Qualitative Study of Experiences Contributing to Professional Identity Formation in Recent Pharmacy Graduates

ObjectiveA professional identity has been described as “an individual thinking, acting, and feeling” like a person within the profession. The objective of this study was to learn about professional identity formation (PIF) in recent graduates of a pharmacy program. MethodsIn-depth interviews were conducted with students graduating from a doctor of pharmacy degree program. Investigators performed a thematic content analysis of interview transcripts. ResultsParticipants were from community pharmacy practice (4), residencies (4), industry (1), and ambulatory care (1). At the time of the interview, participants were a range of 5–13 months out from graduation. Analysis of the data revealed 4 thematic findings. First, thinking and acting like a pharmacist occurred frequently while in school but feeling like a pharmacist occurred mostly after graduation. Second, feeling like a pharmacist meant participants felt confident in their knowledge base and ability to independently make decisions. Third, real-world practice is critical to PIF, particularly through interactions with patients. Finally, feedback, mentoring, and reflection support PIF and can aid in reconciling the tensions between concepts taught in school and experiences in practice. ConclusionsIn this qualitative analysis of data about PIF obtained from recent graduates from a pharmacy school, we found that thinking and acting like a pharmacist preceded feeling like a pharmacist; feeling like a pharmacist involved confidence in the ability to work autonomously; feedback, mentoring, and reflection on experiences supported PIF; and real-world experiences were critical to PIF.

Predictors of Academic Success in a Nontraditional Doctor of Pharmacy Degree Program at a Historically Black College and University

Objective. Rapid changes in the current US health care system, especially in the fields of pharmacy and pharmaceutical sciences, require practicing pharmacists to acquire new knowledge and skills. Despite the growth of opportunities for pharmacists within new spaces such as nanotechnology, informatics, and pharmacogenomics, those without a Doctor of Pharmacy (PharmD) degree could be eliminated from consideration by employers who seek new graduates with more contemporary training and skills. The purpose of this study was to determine what associations exist between student success within a nontraditional Doctor of Pharmacy (NTDP) program and certain demographic factors.Methods. This quantitative longitudinal study was designed to determine which factors predict academic success among NTDP students entering the College of Pharmacy at Howard University. Academic success was measured by cumulative graduating grade point average (GPA). Data from four cohorts of students were used to develop multivariate linear regression models with several predictors including age, region of residence, citizenship status, previous pharmacy work background, and ethnicity.Results. The study sample included 81 students whose mean cumulative GPA was 3.44. A foreign-born African heritage was predictive of a GPA that was significantly higher in comparison to African Americans after adjusting for other factors.Conclusion. Findings showed that international students had a higher cumulative GPA in comparison to African American students in the NTDP program.

Exploration of wellbeing in entering first year doctor of pharmacy students

IntroductionThe purpose of this study was to assess wellbeing in entering first-year student pharmacists beginning their doctor of pharmacy degree program. MethodsThis was a mixed-methods study conducted in entering first-year student pharmacists during their pharmacy school orientation. After their wellbeing orientation session, students were asked to complete a voluntary survey that asked students to rate their current level of wellbeing according to the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS). Students also wrote a reflection related to their wellbeing and perceptions. Qualitative analysis was completed for student responses to reflection questions to identify recurring themes. ResultsOne hundred thirty-one students attended the wellbeing orientation session and completed the reflection assignment. Of those, 87 (66.4%) completed the voluntary quantitative survey. On average, first-year student pharmacists indicated having a moderate level of wellbeing based on WEMWBS scores. Major themes that emerged as most influential on student pharmacist wellbeing included sense of optimism/self-care, social isolation and emotional connectedness, and uncertainty/worry/anxiety. ConclusionsEntering student pharmacists had slightly lower than average levels of wellbeing based on WEMWBS scores. Pharmacy programs should continue to consider the importance of variables that impact student wellbeing (e.g., promotion of self-care, mental health, social and emotional connectedness).

Relationships Between Remote Asynchronous Lectures and Summative Assessment Performance in four Pharmacotherapeutics Courses.

Background: Synchronous education describes when teaching, learning, and assessment occur concurrently and asynchronous education describes when teaching, learning, and assessment occur anytime. Remote learning is where teaching and learning occur via technological means. Objective: This report describes a remote, asynchronous learning method implemented in a 3-year, block curriculum, Doctor of Pharmacy degree program. Methods: Remote asynchronous lectures embedded with quizzes were delivered to pharmacy students at the end of their first professional year and beginning of their second professional year. Camtasia software and Screencast.com were utilized during portions of 4 pharmacotherapeutic-based courses. Students completed time-spaced quizzes embedded every 5 to 15 minutes throughout the videos and quiz scores were recorded. Discrete watches, number of total watches, and average number of video quiz questions correctly answered were examined for Spearman's rank correlation coefficient (ρ) with end-of-course summative assessment scores. Results: There were no strong positive correlations between discrete watches, number of total watches, and average number of video quiz questions correctly answered and end-of-course assessment scores (ρ range: -0.47 to 0.25). There were weak to moderate correlations within the rheumatology and dermatology assessment scores based on the Screencast.com content questions and the number of unique video watches (ρ = 0.40), average number of total video watches (ρ = 0.28), and average percent of quiz questions correct (ρ = 0.40), all of which were statistically significant (P < 0.05). Conclusions: Remote asynchronous lectures including time-spaced quizzes were not associated with improvements in summative assessment performance. Mild positive correlations between remote asynchronous lectures and time-spaced quizzes may correspond with discrete questions on a summative assessment but those relationships may be influenced by the content within the remote asynchronous lectures.

The essential research curriculum for doctor of pharmacy degree programs – 2021

AbstractTraining in the scientific method and research design in doctor of pharmacy (Pharm.D.) curricula enables critical thinking, acquisition of reliable information, rigorous evaluation of emerging literature, and application of evidence‐based medicine in practice. Although research skills are essential for clinical pharmacists and many professional societies recognize the critical need for research in the Pharm.D. curriculum, standardization regarding essential research curricular competencies and content is lacking. Consequently, research skill development is often de‐emphasized in pharmacy education in favor of clinical knowledge and skills. This update to the recommendations of the American College of Clinical Pharmacy's 2008‐2009 Task Force on Research in the Professional Curriculum is provided to meet the evolving needs of contemporary pharmacy practice. The update discusses the importance of research training for Pharm.D. students, proposes essential research competencies and curriculum content for Pharm.D. programs, and highlights several successful strategies for fostering research among Pharm.D. students. In particular, the update advocates enhanced adoption of minimum standards for research skill development across Pharm.D. programs and integration of advanced research competencies to support the development of Pharm.D.‐trained scientists.

Survey of Pass/Fail Grading Systems in US Doctor of Pharmacy Degree Programs

Objective. To understand how US schools and colleges of pharmacy use pass/fail grading systems in Doctor of Pharmacy degree programs.Methods. An electronic survey with 15 selected response items and six open-ended questions was developed to gather qualitative and quantitative data. The convenience survey was distributed in 2020 to the 10 academic pharmacy programs known to use a pass/fail grading system for the majority of their courses.Results. Leaders from eight of the 10 programs identified responded to the survey. Programs varied regarding the types of courses for which they used a pass/fail grading system and whether they shared numerical scores with their students. A variety of grade designations (honors, pass, no pass, fail, satisfactory, etc) were used, and the minimum pass level varied by program, ranging from 70% to 90%. For those institutions that used post-course remediation, the majority of remediation occurred immediately following the academic term or in the summer. The type of information shared with residency program directors (eg, GPA, class rank, overall percentile, qualitative comments) varied between programs.Conclusion. How pass/fail grading systems were used was inconsistent across the cohort. Programs that use a criterion-based grading system might benefit from engaging in conversations with other schools that do the same to determine whether and how consistency in terminology, passing level, percentages, grade point averages, and progression might be achieved. Additional insights on postgraduate training requirements and honorary societies are warranted should the use of pass/fail grading expand as it has in medical education. Further research on this topic is needed.

(Re)Introducing the Gerontology and Geriatrics Curricular Standards and Guidelines in Higher Education

The lecture will be given by the 2020 recipient, Sara Czaja, PhD, FGSA of Weill Cornell Medicine. The 2021 M. Powell Lawton Award recipient is David Roth, Phd, FGSA, of Johns Hopkins University. The M. Powell Lawton Award is presented annually to an individual who has made outstanding contributions from applied research that has benefited older people and their care. The Lawton Award is generously funded by the Polisher Research Institute of Abramson Senior Care.

(Re)Introducing the Gerontology and Geriatrics Curricular Standards and Guidelines in Higher Education

The Academy for Gerontology in Higher Education (AGHE), the education member group of GSA, is the only national institutional membership organization devoted primarily to gerontology and geriatrics education. Its mission provides for development and sponsorship of initiatives to advance the field of aging through its focus on education in gerontology/geriatrics. AGHE first published the Gerontology and Geriatrics Curricular Standards over three decades ago – a document that has been an integral resource for implementing/revising programs in liberal arts, the sciences, and more recently, health professions. To meet the needs in the field for increased breadth and depth of content, the new 7th edition of the educational guidelines fully embraces competency-based education for gerontology, as the health professions programs have for years. Our first presenter will provide an overview of the new edition. The second presenter will focus on associate degree programs in gerontology and their unique contribution to higher education. The third will present on undergraduate programs in gerontology explaining how these programs give students an edge in today’s job market. The fourth presenter will address graduate programs in gerontology, describing master’s degree programs and doctoral degree programs in gerontology and aging studies. The fifth presenter will discuss health professions programs including geriatrics curricula for osteopathic medical education, gerontology/geriatrics curricula for health-related programs and the doctor of pharmacy degree programs. Presentations will provide expert recommendations for program development through mapping AGHE’s Gerontology Competencies for Undergraduate and Graduate Education to programs in higher education. Nina Silverstein will serve as discussant.

A model for implementing diagnostic instruction within Doctor of Pharmacy degree programs

AbstractIntroductionHealth care needs in the United States (US) are expanding along with projected primary care physician shortages by the year 2030. Pharmacists' training and broad accessibility make them well positioned to provide primary care for basic medical conditions. As the profession advocates for greater patient care roles, a critical consideration in pharmacist training is a broader introduction to diagnosis; thus, instructional models will need to be developed for US pharmacy curricula.ObjectiveDescribe logistics and evaluation of one model for teaching differential diagnosis in a Pharm.D. curriculum.MethodsA retrospective pre‐post survey measured students' opinions regarding the utility of diagnostic‐related instruction and perceptions regarding its impact on their practice‐based skills and abilities. Objective course performance was also evaluated to determine if students' perceptions reflected their actual abilities. Wilcoxon signed‐rank was used for quantitative data to compare overall total scores and individual survey items pre‐post. Qualitative data were analyzed by exploratory thematic analysis using constant comparative analysis and grounded theory methodology. Descriptive statistics were used to describe objective student performance.ResultsThe survey response rate was 63% (n = 172). On all survey items, students reported improvements in their perceived abilities related to differential diagnosis after completing the course (P &lt; .05). Student performance data indicated successful achievement of differential diagnosis knowledge, skills, and abilities for the vast majority of the class, which is congruent with their perceptions. Three themes were identified from qualitative data in terms of the applicability of diagnostic training for (a) patient assessment, (b) interprofessional communication, and (c) clinical decision‐making.ConclusionDiagnostic instruction should be considered in terms of advancing the profession. Considering benefits related to patient assessment and critical thinking skills, diagnostic instruction enables the use of a common language, fostering interprofessional communication, and understanding of scopes of practice and patient care contributions among pharmacists and diagnosticians.

Making Diagnostic Instruction Explicit in US Pharmacy Education

The profession of pharmacy and standards directing the education of student pharmacists are constantly evolving. The profession continues to emphasize patient-centered practice as a model for the future. The US health care system is faced with an impending shortage of primary care providers, which will affect the ability of patients to access the health care system. The pharmacy profession should position itself to contribute to meeting this need. The explicit instruction of differential diagnosis within Doctor of Pharmacy degree programs is a critical consideration in advancing pharmacy practice and potential contributions to the primary care gap.

Impact of Team Formation Method on Student Team Performance Across Multiple Courses Incorporating Team-based Learning

Objective. To assess the impact of forming student learning teams based on problem solving styles on team performance and student perceptions of team quality. Methods. This was a prospective observational study involving students in the first year of a Doctor of Pharmacy degree program. Collaborative learning teams (balanced, implementer, optimizer, and random assignment) were created based on students' results on the Basadur Creative Problem Solving Profile Inventory. The teams remained in place across all courses for the first academic year, and those courses that incorporated team-based learning (TBL) were included in the study. Team performance was assessed by administering team readiness assurance tests. The quality of team interactions was assessed using the team satisfaction domain in the Comprehensive Assessment of Team Member Effectiveness (CATME) Smarter Teamwork system and the Team Performance Scale. Results. Each of the 237 first-year pharmacy students enrolled was assigned to one of 41 teams. All teams participated in the study. A significant difference in team performance was observed in the Principles of Patient Centered Care course but not in any of the other courses. No significant differences were found in quality of team interactions. Conclusion. Neither team performance, nor team satisfaction, nor quality of team interactions was impacted by the method of team formation that was used. Given the existing evidence and the results of this study, team formation process, regardless of method used, may have negligible influence on the performance of collaborative learning teams in courses taught using TBL.

The Pharmacy Student Population: Applications Received 2017-18, Degrees Conferred 2017-18, Fall 2018 Enrollments

This report presents data that describe the 2017-18 pharmacy application pool, degrees conferred in 2017-18, and fall 2018 pharmacy program enrollments. Data for this report were requested from 143 US colleges and schools of pharmacy recognized by the Accreditation Council for Pharmacy Education (ACPE) using five separate survey instruments. There were previously two professional education programs at US colleges and schools of pharmacy: one leading to a baccalaureate in pharmacy, and the other leading to the Doctor of Pharmacy (PharmD) degree. However, June 30, 2005 marked the official expiration of the ACPE standards to the baccalaureate in pharmacy (BS Pharmacy) degree programs in accordance with the transition to the Doctor of Pharmacy (PharmD) degree as the sole professional degree program in the US Some colleges and schools of pharmacy conferred degrees in the BS Pharmacy program until 2004-05. For the purpose of this report, students in Doctor of Pharmacy programs are categorized under PharmD1 when the program leads to a Doctor of Pharmacy degree conferred as the first professional degree. Students who have already received a baccalaureate in pharmacy and are enrolled in a Doctor of Pharmacy degree program are categorized under PharmD2. The following definitions refer to the race/ethnicity groups as used in this report. White refers to US citizens or permanent residents having origins in any of the original peoples of Europe, the Middle East, or North Africa. Black or African American refers to US citizens or permanent residents having origins in any of the black racial groups of Africa. Hispanic or Latino refers to US citizens or permanent residents of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. Asian refers to US citizens or permanent residents having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. Native Hawaiian or Other Pacific Islander refers to US citizens or permanent residents having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. Prior to 2011, these students were included in the Asian category. American Indian or Alaska Native refers to US citizens or permanent residents having origins in any of the original peoples of North and South America (including Central America) who maintains cultural identification through tribal affiliation or community attachment. Two or More Races refers to US citizens or permanent residents who are not Hispanic or Latino and identify themselves by more than one race. Unknown refers to US citizens or permanent residents whose race and ethnicity are not known. Prior to 2011, this category was labeled Other/Unknown and students that were of two or more races were included in this category. Finally, International/Foreign refers to citizens of a foreign country/permanent residents of a country other than the US.

Designing a Professional Development Course Sequence to Address Standard 4 Elements Using a CPD Framework.

ACPE defines personal and professional development as an expected outcome of the Doctor of Pharmacy degree program, but there is scarce data in the literature discussing methods for systematically addressing these concepts in curricula. This paper describes the development and attributes of a four-year professional development course sequence within a college of pharmacy designed to develop students' knowledge, skills, abilities, behaviors, and attitudes necessary to demonstrate self-awareness, leadership, innovation and entrepreneurship, and professionalism through their life-long career. Each course has at least one required activity addressing each of the four elements of Standard 4. The continuous professional development framework is used as a backbone to the course sequence structure, utilizing the four elements of CPD-reflect, plan, act, evaluate.

Emotional intelligence scores among three cohorts of pharmacy students before and after completing the University of Oklahoma College of Pharmacy's Leadership Degree Option Program

Background and purposeReport change in Emotional Intelligence Appraisal scores among three cohorts of student pharmacists before and after completing the Leadership Degree Option (LDO) Program within the University of Oklahoma College of Pharmacy. Educational activity and settingThe first three cohorts of student pharmacists who elected to enroll in the College's LDO completed the self-administered Emotional Intelligence Appraisal, Me Edition, at the start of the LDO program and again three years later at the end of the program. Paired samples t-test compared differences between mean pre- and post-scores stratified by gender. FindingsA total of 36 students from Cohorts 1, 2, and 3 completed and voluntarily reported their scores of the Emotional Intelligence Appraisal. There was a statistically significant increase in mean overall Emotional Intelligence Appraisal score between the start and end of the LDO (pre = 76.39, post = 81.03, p < 0.0001). Statistical significance remained when stratified by gender. There also were statistically significant differences on various sub-domain scores. Discussions and conclusionsWe observed a before and after increase in Emotional Intelligence Appraisal scores among three cohorts of pharmacy students who completed a three-year LDO Program in parallel with completing the Doctor of Pharmacy Degree Program. Emotional recognizance and management in oneself and others has potential to build leadership capacity that can be applied in the health-care delivery setting.

Measuring Up – Defining the Quality of PharmD Programs

Objective. To define quality and associated metrics related to Doctor of Pharmacy degree programs. Methods. A three round Delphi process and online survey tool were employed to constitute and query an expert panel of randomly selected pharmacy deans representing a proportional share of public and private schools. Participants were asked about measures used to evaluate the quality of their schools; agreement was assessed for each quality category and metric identified; rankings were reported in order of importance. Results. Deans from 15 public pharmacy schools and 17 private pharmacy schools agreed to participate. Nine quality categories and 35 specific quality metrics were identified. Both public and private school leaders identified and agreed on nine categories of quality measures, with "placement" ranked as the most important measurement category. Conclusion. Identifying categories and metrics to assess quality may provide a foundation from which to compare quality across institutions.

Design, Implementation, and Outcomes of a Three-week Pharmacy Bridging Course

Objective. To evaluate the design, implementation, and outcomes of a three-week pharmacy bridging course (PBC) covering five math and science areas for first-year doctor of pharmacy students in fall 2015. Methods. Each topic was taught as a separate module. All five modules used pre- and post-module assessments to measure student knowledge and confidence. Course grades for subsequent first-year courses (PY1) were collected to examine relationships between PBC and PY1 courses. Results. Scores on the post-knowledge assessments increased for all five subject areas compared to scores on pre-PBC knowledge assessments. Student confidence also increased pre-/post- in applied mathematics, biostatistics, and organic chemistry. Students agreed that PBC enhanced their level of academic preparation and increased their motivation to continue in the program. PBC performance was strongly correlated with first-year grade point average. Conclusion. A bridging course is both feasible and effective for helping students prepare for and transition into a doctor of pharmacy degree program.

Current Practices of Awarding Graduation Honors within Doctor of Pharmacy Degree Programs

Objective. To survey the practices of awarding honors upon graduation with a doctor of pharmacy degree. Methods. College and school of pharmacy websites were systematically searched to identify if, and then how, graduation honors are awarded. Programs that offer graduation honors were categorized and quantified based upon grade point average (GPA) cutoffs, honors enrollment, research project completion, faculty vote, course failure considerations, and ethics code violations. Results. Of the 132 doctor of pharmacy programs reviewed, 86% (n=114) had accessible online resources and were included in data analysis. Of these 114 programs, 43% (n=49) award honors upon graduation, and 57% (n=65) do not. Among the 49 programs that award honors, 30 award the Latin honors. Of the remaining 19 programs, 18 award alternative graduation honors, and one awards both. Conclusions. Latin honors are the most common form of graduation honors utilized by doctor of pharmacy programs that award honors upon graduation. There is a variety of GPA cutoffs utilized across programs.

Organizational readiness for change: Preceptor perceptions regarding early immersion of student pharmacists in health-system practice.

To examine preceptors' perceptions regarding readiness for change pre- and post-implementation of a pilot early immersion program engaging student pharmacists in direct patient care. Student pharmacists enrolled in the second professional year of a Doctor of Pharmacy degree program completed a four-week health-system introductory pharmacy practice experience (IPPE) which was modified to include direct patient care roles in operational (drug preparation and dispensing) and clinical (comprehensive medication management) pharmacy environments. Pharmacy preceptors with direct oversight for program implementation completed a pre/post Organizational Readiness for Implementing Change (ORIC) survey and a 50-min interview or focus group post-experience. The ORIC survey evaluates two dimensions of organizational readiness for change - change commitment and change efficacy. Additional items assessed included implementation needs, support, and perceived value of the change. ORIC survey constructs were compared before and after the experience. Interviews and focus groups were audio recorded, transcribed, and evaluated by constant comparative analysis. A mixed methods approach was used to triangulate findings and develop greater understanding of the ORIC survey results. Twenty pharmacy preceptors (37±8 years of age, 60% female, 65% clinical pharmacist position, 70% prior preceptor experience) participated in the study. There were no significant changes in pre/post survey constructs, except for a decline in the perception of organizational change commitment (p<0.001). Sub-analyses indicated the decline was associated with items assessing individual dedication and individual commitment to the change (p<0.05 for both). Primary emerging themes from interviews included concerns about implementation requirements, contextual factors of the experience that affected implementation, and varying perceptions about the value of early immersion across preceptor roles. As pharmacy curricula immerse student pharmacists in practice earlier in their education, pharmacy departments can utilize the ORIC survey to identify preceptors' commitment and concerns to support the necessary changes for student pharmacist engagement.

The Pharmacy Student Population: Applications Received 2014-15, Degrees Conferred 2014-15, Fall 2015 Enrollments

INTRODUCTION This report presents data that describe the 2014-15 pharmacy application pool, degrees conferred in2014-15, and fall 2015 pharmacy program enrollments. Data for this report were requested from the 135 U.S. colleges and schools of pharmacy recognized by the Accreditation Council for Pharmacy Education (ACPE) using five separate survey instruments. There were previously two professional education programs at U.S. colleges and schools of pharmacy: one leading to a baccalaureate in pharmacy, and the other leading to the doctor of pharmacy (Pharm.D.) degree. However, June 30, 2005 marked the official expiration of the ACPE standards to the baccalaureate in pharmacy (B.S. Pharmacy) degree programs in accordance with the transition to the doctor of pharmacy (Pharm.D.) degree as the sole professional degree program in the U.S. Some colleges and schools of pharmacy conferred degrees in the B.S. Pharmacy program until 2004-05. For the purpose of this report, students in doctor of pharmacy programs are categorized under Pharm.D.1 when the program leads to a doctor of pharmacy degree conferred as the first professional degree. Students who have already received a baccalaureate in pharmacy and are enrolled in a doctor of pharmacy degree program are categorized under Pharm.D.2. The following definitions refer to the race/ethnicity groups as used in this report. White refers to U.S. citizens or permanent residents having origins in any of the original peoples of Europe, the Middle East, or North Africa. Black or African American refers to U.S. citizens or permanent residents having origins in any of the black racial groups of Africa. Hispanic or Latino refers to U.S. citizens or permanent residents of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. Asian refers to U.S. citizens or permanent residents having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. Native Hawaiian or Other Pacific Islander refers to U.S. citizens or permanent residents having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. Prior to 2011, these students were included in the Asian category. American Indian or Alaska Native refers to U.S. citizens or permanent residents having origins in any of the original peoples of North and South America (including Central America) who maintains cultural identification through tribal affiliation or community attachment. Two or More Races refers to U.S. citizens or permanent residents who are not Hispanic or Latino and identify themselves by more than one race. Unknown refers to U.S. citizens or permanent residents whose race and ethnicity are not known. Prior to 2011, this category was labeled Other/Unknown and students that were of two or more races were included in this category. Finally, International/Foreign refers to citizens of a foreign country/ permanent residents of a country other than the U.S. 2014-15 APPLICATION POOL The 2014-15 Application Pool Survey was conducted online in October 2015 with an announcement and request for participation sent to the survey coordinator at each of the 135 colleges and schools of pharmacy in the U.S. recognized by ACPE. After follow-up correspondence, 133 colleges and schools (98.5 percent) submitted the requested information. Included in the application pool are students who applied for admission and submitted all required application materials between September 2014 and August 2015 for the entering class of fall 2015. Numbers reported represent the number of applications, not applicants, and may represent multiple applications submitted by individual applicants. During the period September 2014 through August 2015 the reporting institutions received 76,525 applications for admission. …

Improved Organizational Outcomes Associated With Incorporation of Early Clinical Experiences for Second-Year Student Pharmacists at an Academic Medical Center

Purpose: To assess the feasibility of engaging second professional year student pharmacists in the medication reconciliation process on hospital and health system pharmacy practice outcomes. Methods: Student pharmacists in their second professional year in the Doctor of Pharmacy degree program at our institution were randomly selected from volunteers to participate. Each participant completed training prior to completing three 5-hour evening shifts. Organizational metrics, student pharmacist perception regarding quality of interactions with health care professionals, and pharmacist perceptions were collected. Results: A total of 83 medication histories were performed on complex medical patients (57.0 ± 19.2 years, 51% female, 65% Caucasian, 12 ± 6 medications); of those, 93% were completed within 24 hours of hospital admission. Second professional student pharmacists completed on average 1.9 ± 0.6 medication histories per shift (range 1-3). Student pharmacists identified 0.9 medication-related problems per patient in collaboration with a pharmacist preceptor. Student pharmacists believed the quality of their interactions with health care professionals in the Student Medication and Reconciliation Team (SMART) program was good or excellent. The program has been well received by clinical pharmacists involved in its design and implementation. Conclusion: This study provides evidence that second professional year student pharmacists can assist pharmacy departments in the care of medically complex patients upon hospital admission.