Doctor Of Pharmacy Program Research Articles

The Role of the Biomedical and Pharmaceutical Sciences in Pharmacy Education and Practice

A current major topic of conversation in academic pharmacy is "curricular hoarding", the overloading of the curriculum due to the steady addition of required knowledge and skills without a concomitant subtraction of existing content. It can be tempting to consider addressing hoarding by just reducing content in the foundational biomedical and pharmaceutical sciences, or by shifting some foundational content into prerequisites for admission into the Doctor of Pharmacy program. The healthcare education literature suggests that this approach would negatively impact the development of the critical and clinical thinking skills needed by a modern pharmacist. This commentary is intended to inform conversations on curricular hoarding by affirming and demonstrating the reliance of pharmacists' clinical and critical thinking on the scientific concepts of the biomedical and pharmaceutical science disciplines, and reiterating the importance to the practicing pharmacist of a deep understanding of these concepts, conferred through a careful and intentional educational integration.

A doctor of pharmacy curriculum revision process focused on curricular overload

ObjectiveThe objective is to describe the impact of a curricular revision process using the 8-step Kotter change model to decrease curricular overload in a Doctor of Pharmacy program at a public, research-intensive school of pharmacy. MethodsIn alignment with the 8-step Kotter change model, the first step was to create urgency for change, which was supported by calls to action to address curricular overload. Next, a coalition of change leaders was formed, who developed 7 curriculum renewal targets to collectively address curricular overload. This vision was communicated at faculty meetings throughout the change process, with requests for feedback. Five curricular working groups were formed to empower action based on their charges. Quick wins were created by early adopters, which built momentum and led to a more streamlined course change process. Lastly, making changes stick requires ongoing evaluation. ResultsIn total, required didactic credits were reduced from 92.6 to 79 and didactic courses were reduced from 31 to 23 while ensuring that all required content remained. For many courses, contact hours were also reduced to align with allotted credit hours. Obstacles and challenges were encountered along the way, and a collaborative approach to finding solutions proved beneficial. ConclusionThe key recommendations for implementing curricular changes to address overload include having a change model in place and identifying change leaders to support change and address faculty concerns efficiently. Effective communication through repetition of messaging is critical. Although change is complex, leaning into it with patience and perseverance can lead to success.

Impact of Collaborative Testing on Academic Performance in Pharmacy Education

ObjectiveTo determine the impact of 2-stage collaborative testing (CT) on academic performance of pharmacy students and to characterize pharmacy student perceptions of CT. MethodsTwo-stage CT was piloted in a 2-course patient assessment sequence within a Doctor of Pharmacy program. Students were randomly allocated into 2 groups and further divided into teams of 4 to 5 students. Student teams alternated taking section examinations in a traditional 1-stage (individual) and 2-stage CT (individual then team) format to establish an experimental design. Near the end of each semester, students individually took a post-test to facilitate assessment of CT on academic performance. A 12-item, anonymous survey instrument assessed student perceptions of 2-stage CT. The group differences in academic performance and survey responses were analyzed statistically. ResultsThere were 128 students enrolled in the course sequence, 123 of whom met the inclusion criteria for assessment of academic performance and 100 of whom completed the survey (response rate = 83%). Generally, students performed better on post-test items initially assessed through 2-stage CT (retention marker) and on post-test items that were answered incorrectly under 2-stage CT conditions (learning marker). Approximately 9 in 10 survey respondents preferred 2-stage CT over traditional 1-stage individual testing, with an equivalent proportion reporting it helped them learn from their mistakes and retain what they learned. There was high-level agreement among respondents that 2-stage CT improved their ability to work as a team and think critically. ConclusionThe implementation of 2-stage CT in a patient assessment course sequence was associated with improved learning and retention and was well-received by students.

Evaluating the Impact of an Innovative Integrative Health-Focused Elective in a Doctor of Pharmacy Program

ObjectiveTo assess knowledge and perceptions of integrative health principles. MethodsThis was a retrospective, pre-post observational cohort study evaluating Doctor of Pharmacy students following completion of an innovative elective course that was offered between 2020–2022. This Integrated Health in Pharmacy elective was created at the University at Buffalo School of Pharmacy and Pharmaceutical Sciences in the Spring of 2020. The primary objective was to assess student knowledge of integrative health principles. The secondary objective was to assess student confidence and perceptions of integrative health principles. ResultsStudents completed a pre-course assessment (n = 80/81) and a post-course assessment (n = 73/81). Overall, the mean (SD) performance on the assessment questions increased between the pre-post assessment groups (57.59 [12.98]% vs 65.46 [14.43]%). Survey results indicated that students’ perceptions and confidence pertaining to integrative health increased after completing this elective course offering. ConclusionParticipation in this innovative elective course was associated with improved knowledge and perceptions of integrative health principles.

Techs as Teachers: A Decade’s Experience Utilizing Pharmacy Technicians in a Doctor of Pharmacy Program

Pharmacy technician responsibilities, certifications, and duties across pharmacy settings have evolved in recent years, allowing them to potentially become a valuable resource for skills-based pharmacy education. Our institution has employed pharmacy technicians since 2014. This brief commentary addresses the training and roles of pharmacy technician staff in our skills-based education curriculum.

Pharmacy Student Use of ChatGPT

The integration of artificial intelligence (AI) tools into educational environments has become a subject of increasing interest. This study delves into the utilization of ChatGPT, a cutting-edge conversational AI technology, among pharmacy students. By investigating how these students engage with ChatGPT, the research aims to shed light on the impact of AI on academic practices, discern the various purposes for which ChatGPT is employed, and offer insights into the potential enhancements and challenges this technology presents in pharmacy education. It is hypothesized that the majority of pharmacy students in a PharmD program have used ChatGPT to assist with academic work of various types. An anonymous Qualtrics survey was emailed to all students matriculating in a Doctor of Pharmacy program in October of 2023. The survey consisted of 11 Likert-scale type questions and two text-entry questions. The overall response rate was 54.3%, however, the response rate by class was P1= 84%, P2=87%, P3=79%, and P4=6%. The P4 students are those no longer taking didactic courses on campus and are matriculating in clinical rotations, thus, may explain the difference in response rate. 26.6% of respondents were not aware of ChatGPT. Of those aware of ChatGPT, 66.7% have never used ChatGPT for academic purposes. Responders not aware of ChatGPT or never used it for academic purposes did not continue with the survey, by design. Thus, only 22% (27/121) of initial responders used ChatGPT for academic purposes and continued with the survey. The most often cited academic uses of ChatGPT were: studying for course exams and quizzes (41%), calculations (26%), interpreting clinical trials (22%), patient case questions used in pharmacotherapy courses (22%), and preparing presentations for classes or rotations (22%), among several other listed uses. The majority of users found ChatGPT to be moderately effective to highly effective assisting with academic work. Most users agreed that they were able to write effective prompts to receive effective responses from ChatGPT. 85% of users agreed that they always cross-check the responses to ensure accuracy. 78% were confident in their ability to use ChatGPT without plagiarizing. 18% of users agreed that in hindsight they may have unintentionally plagiarized an assignment with 19% neither agreeing or disagreeing. 89% agreed that they are confident in their judgement to determine when it is appropriate or not appropriate to use ChatGPT to assist with academic work. 89% were confident that use of ChatGPT was not hindering their learning of material or development of skills/abilities and 88% were confident that use enhanced their learning and development. In conclusion, a minority of pharmacy students have used ChatGPT for academic work, which was unexpected. None. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Pharmacy Students' Attitudes Toward Distance Learning After the COVID-19 Pandemic: Cross-Sectional Study From Saudi Arabia.

Electronic learning refers to the use of assistive tools in offline and distance learning environments. It allows students to access learning tools and materials anytime and anywhere. However, distance learning courses depend on several factors that affect the quality of learning, which consequently affect students' preferences in the settings and tools used to deliver educational materials. This study aimed to evaluate students' preferences for continuing distance learning after the pandemic and to assess the distance educational environment after the pandemic. It also aimed to identify the factors affecting distance learning and evaluate students' preferences regarding modes of communication with instructors. A web-based survey was used to conduct this cross-sectional study. The target participants of this study were students in the doctor of pharmacy program at Unaizah College of Pharmacy, Qassim, Saudi Arabia. All students enrolled from December 2022 to January 2023 received an invitation with a link to the web-based survey. The survey was completed by 141 students (58 female students and 83 male students). The research results showed that most students (102/141, 72.3%) did not wish to continue distance education for laboratory courses, and 60.3% (85/141) did not wish to continue taking distance team-based learning after the pandemic. Additionally, 83.7% (118/141) of the students indicated that distance courses were simple. More than half of the participants (79/141, 56%) stated that having a camera on during class negatively impacted their learning, and only 29.1% (41/141) of the students stated that nonvisual communication with their fellow students impacted their learning. A large proportion of students (83/141, 58.9%) reported impairment of social engagement on campus, 44% (62/141) in-person interactions during classes, and 73.7% (104/141) were relieved that their classes were not disrupted. Similar to all types of education, distance learning is characterized by advantages and disadvantages, as reported by students. Students felt that the course material was intelligible, and the distance course was uncomplicated. Moreover, they expressed relief that their studies were not disrupted. However, they also reported the loss of face-to-face contact during courses as the most significant drawback of distance learning versus face-to-face learning, followed by a lack of social connection on campus.

Development of a physical activity prescription course in a Doctor of Pharmacy program.

Pharmacists are increasingly becoming the healthcare professional who interacts most regularly with patients who have diseases or disorders for which exercise is an effective and recommended treatment. With the relative scarcity of clinical exercise physiologists in the United States, pharmacists are expected to provide lifestyle advice to their patients, especially in community (i.e. retail) pharmacy settings, but student pharmacists typically receive no formal or informal training in exercise physiology and prescription. To address this deficit, an elective course was developed to provide student pharmacists with the knowledge and skill set that will enable them to apply evidence-based physical activity guidelines in the pharmacy. The course utilized the Exercise is Medicine resources for chronic diseases and disorders that are routinely encountered in community pharmacies, in addition to analysis of interactions between exercise and medications commonly prescribed for these conditions. After completion of the course, students reported being significantly more comfortable discussing physical activity with their patients compared to the start of the course (P < 0.001). Similarly, at the end of the course, 99% of students reported that they felt confident in their ability to apply evidence-based recommendations of common diseases and disorders to their patients. Postcourse student evaluations clearly demonstrated that student pharmacists viewed the course positively and as essential in their professional training. These data highlight the feasibility and efficacy of improving self-perceptions for the provision of physical activity recommendations via an elective course in physical activity prescription in a Doctor of Pharmacy program.NEW & NOTEWORTHY This study describes a new elective course in physical activity prescription for Doctor of Pharmacy students. After completing the course, students reported improved self-perceptions for the provision of physical activity recommendations. This course fills a gap in pharmacy education and this study provides future directions to improve training in lifestyle modifications.

Implementing a longitudinal poster project to engage pharmacy students beyond the classroom in a foundational sciences course

Introduction: Poster projects and presentations can provide engagement and skill-building opportunities for students. A group poster project was incorporated into a first-year required genetics and pharmacogenomics course. Rough drafts were due for the project throughout the term, which coincided with course topics. The objective of this study was to determine the impact of a longitudinal poster project on pharmacy students' perceptions of learning, presentation skills, and success in future presentations. Methods: Students in a Doctor of Pharmacy programme were surveyed via Google Forms in 2018 before and after completing the poster project. The original cohort of students were surveyed again in 2020. Data were analysed with Graphpad Prism software. Results: Students responded positively to survey questions gauging their perception of the project’s value as a learning tool, especially for reinforcing and applying course concepts. Overall, students saw the benefit of completing poster rough drafts and believed the poster was helpful in preparing and/or presenting future posters. Conclusions: A similar project could be built into any foundational course in a Doctor of Pharmacy programme. However, care should be taken to provide appropriate feedback and mentorship to students to optimise the benefits of learning and development of poster presentation skills.

Collaborative inpatient and ambulatory care topic discussions in experiential education: An approach to assessing the Pharmacists' patient care process and transitions of care

IntroductionThe Pharmacists' Patient Care Process (PPCP) is woven throughout the doctor of pharmacy program; however, advanced pharmacy practice experiences (APPEs) are not structured in a specific order allowing students to apply the PPCP across the care continuum. Two faculty preceptors from two practice sites, inpatient family medicine and ambulatory care, joined to provide twice weekly, preceptor-led collaborative topic discussions to bridge this gap. This paper describes an approach to improve students' knowledge by incorporating progressive cases and assessments highlighting care across the continuum aligned with the PPCP. MethodsPreceptors developed topic discussions, progressive cases, and assessments to emphasize the PPCP and transitions of care (TOC) during month-long APPEs. Students' perceptions were assessed through an anonymous Likert-type item survey. To assess learning, students completed anonymous, preceptor-developed, multiple-choice pre- and post-assessments aligned with the different components of the PPCP and TOC. ResultsIn two academic years (2021−2023), 24 perception surveys were distributed and 21 were received from 19 unique students (87.5%). Compared to pre-implementation surveys, a significant increase was seen in the students strongly agreeing the incorporation of progressive cases improved their ability to apply the PPCP to patient care (48% vs. 76%, P value = .06). Twenty-four pre- and post-assessments (100%) were completed by 22 unique students, showing a statistically significant difference in students' understanding of content (71.8% vs. 81.6%, P value = .02). ConclusionsThe incorporation of collaborative topic discussions for APPE students between inpatient and ambulatory care preceptors increased students' knowledge to apply the PPCP during TOC.

Pharmacy Students' Perceptions of the Pharmacist Role: An Arts-Informed Approach to Professional Identity Formation.

Elements of professional identity are closely intertwined with professional roles, and individuals perceive themselves in relation to their roles. How pharmacists perceive their professional identity influences how they enact their roles in practice. For pharmacy students, understanding the pharmacist role and envisioning themselves in that role supports the formation of their professional identity. This study explores students' perceptions of the pharmacist role. First-year pharmacy students enrolled in the Doctor of Pharmacy program at the University of Alberta were invited to participate in this study. Using an adapted version of the draw-and-write technique, participants were asked to express their understanding of the pharmacist role visually. An analysis of the results was guided by established discourses related to pharmacist identity derived from pharmacy education literature. In total, 100 pharmacy students participated in this study. The findings indicate that pharmacy students have a comprehensive understanding of the pharmacist role, especially the dispenser and health care provider aspects of a pharmacist's professional identity. Additionally, students acknowledged the involvement of pharmacists in health care teams, in public health, and primary health care services. A discourse related to professional identity, the multi-faceted professional, emerged to describe the coexistence of multiple roles in modern pharmacy practice. An arts-based activity successfully facilitated the exploration of pharmacy students' perceptions of the professional role of pharmacists. This approach has potential in supporting instruction regarding professional identity formation within the curriculum.

Evaluating student pharmacist knowledge, attitudes, and confidence in caring for paediatric patients with HIV

Background: Despite advances in the management of human immunodeficiency virus (HIV), people living with HIV (PLWH) experience stigma that impacts the healthcare they receive. Numerous studies demonstrate that provider education regarding HIV helps alleviate bias. Pharmacy schools significantly vary in their curriculum surrounding HIV education, with a limited focus on HIV in the paediatric population. Being one of the most accessible healthcare providers, improving pharmacist education and attitudes could positively impact treatment outcomes for children living with HIV. Method: An Advanced HIV Elective course that included content in the management of children living with HIV (CLWH) was developed and implemented by faculty at a Doctor of Pharmacy program in the United States. Student pharmacist knowledge, confidence, and perceptions of providing care for this population were assessed before and after the didactic module. Results: The incorporation of a paediatric HIV module increased the knowledge and confidence of student pharmacists in the management of PLWH and CLWH. Areas of improvement include the selection of antiretroviral therapy (ART), ART medication counselling, and paediatric immunisations. However, a significant difference in attitudes and perceptions towards PLWH and CLWH was not observed. Conclusion: Although improvement in student pharmacist knowledge and confidence was seen after the implementation of a paediatric HIV module, innovative ways to address bias, stigma, and misinformation are needed to promote positive health outcomes for marginalised communities, including those living with HIV.

Review of Objective Structured Clinical Examination Practices Within Doctor of Pharmacy Programs

Review of Objective Structured Clinical Examination Practices Within Doctor of Pharmacy Programs

Implementation and assessment of a novel drug interaction tool (TLC-act) in an entry-to-practice doctor of pharmacy program

Background and purposeDrug-drug interaction (DDI) assessment is an important role that pharmacists have in practice. Students often struggle with this complex clinical reasoning skill. TLC-Act is a tool that was created to mirror the steps and clinical checkpoints that pharmacists complete when assessing DDIs. Through integration of TLC-Act in the pharmacy curriculum, students will be better prepared for assessing and evaluating DDIs when in practice. Educational activity and settingFor the 2021–2022 academic year, an asynchronous educational activity to teach students how to use TLC-Act was created and implemented. Five videos that encompassed multiple facets of TLC-Act including an introduction to the tool and how to use it, an example application of the tool to a patient case, and the clinical utility of using TLC-Act in the hospital and community settings. Students were instructed to view all five videos and then complete a patient case that focused on the DDI between ciprofloxacin and metformin. FindingsA pre- and post-activity survey was disseminated to 640 students across the first three years of the program to gather students' perspectives on the educational activity. Overall, survey response rates were 32% for the pre- and 23% for the post-activity surveys. SummaryThe TLC-Act educational activity improved students' skills with managing DDIs.

Pharmacogenomics Education in US Doctor of Pharmacy Programs: A Cross-Sectional Survey Study

Pharmacogenomics Education in US Doctor of Pharmacy Programs: A Cross-Sectional Survey Study

Current Status of Tobacco Education in Doctor of Pharmacy Programs in the United States

Current Status of Tobacco Education in Doctor of Pharmacy Programs in the United States

Benchmarking Alumni Engagement Among Doctor of Pharmacy Programs

Benchmarking Alumni Engagement Among Doctor of Pharmacy Programs

Evaluation of a Pharmacy Summer Camp to Recruit Students to the Field of Pharmacy

ObjectiveA 3-day pharmacy summer camp for high school and college students was implemented, which included active learning and information on the pharmacy curriculum, preparatory coursework, and the university community. The program served as a recruitment tool for participants to enter the pharmacy profession and our Doctor of Pharmacy program. Enrollment data from 4 cohorts (2016–2019) were examined, along with assessment data collected from 1 cohort (summer 2022). MethodsEnrollment data were collected for the 194 participants from 2016 to 2019 to examine the number that applied to the university and to a pharmacy program. All participants from the summer 2022 cohort (n = 55) were asked to complete a knowledge assessment and survey after camp completion. The knowledge assessment contained items related to content covered in the camp. The survey used a self-report retrospective pre-and-post format to assess self-efficacy, and career and degree intentions. In addition, there were items asking participants to evaluate the camp, including 2 open-ended items. ResultsData show that overall, 33% of past participants enrolled at the University at Buffalo, and 15% enrolled or intended to enroll in the School of Pharmacy and Pharmaceutical Sciences. There were 50 respondents to the evaluation survey (91% response rate). Scores on the knowledge assessment suggested participants understood the content. There were statistically significant increases from pre to post on the self-efficacy and intentions scales with the largest change in intentions to pursue a career in pharmacy and to pursue a degree in pharmacy at this university. On the evaluation, 90% agreed that they would recommend the camp to other students interested in pharmacy. Of the 30 comments regarding changes to improve the camp, 17 (57%) were related to including more interactive activities. ConclusionStudents who participated in a pharmacy hands-on educational camp demonstrated knowledge of and increased interest in the pharmacy profession.

PHArmacy Students as Educators (PHASE): Implementation and evaluation of an educator's curriculum for pharmacy students

Background and purposeDesigned to address the Association of Faculties of Pharmacy of Canada's competency “teach pharmacy team members, the public, and other health care professionals,” the PHArmacy Students as Educators (PHASE) program was developed by the institute's entry-to-practice doctor of pharmacy program. The program's objective was to support students in developing the necessary skills to fulfill their role as pharmacist-educators. Educational activity and settingWe performed a two-year pilot (2017–2019) of the PHASE program which consists of a large-group didactic session followed by an academic half-day (AHD) session. Evaluation was conducted using Likert-scale and qualitative student survey data collected pre- and post-sessions to determine: (1) how the PHASE program supported students as future educators, and (2) students' perceptions and experiences related to teaching and learning. FindingsAll students in the 2020 and 2021 graduating cohorts were included in the study following consent. We determined that while respondents agreed to the statement, “A role of a pharmacist includes being an educator” (93.7% and 98.2% for 2020 and 2021 cohorts) at baseline, the proportion of strongly agree responses increased following the didactic session (P < .005). Of note, average Likert-score for respondents' confidence in educating increased following the AHD session (P < .001). Qualitative analysis identified an increase in students' self-rated ability for determining learners' needs, developing and conducting educational sessions, and confidence related to educating others. SummaryOverall, the PHASE program showed positive impact during the first two years of implementation and lessons learned from the pilot are discussed.

A quantitative perspective on the correlation between students’ cumulative grade point average and their results in the Doctor of Pharmacy programme in Saudi Arabia

Background: The colleges of pharmacy in Saudi Arabia share a set of unified programme learning outcomes for their Doctor of Pharmacy (Pharm.D.) programmes. Based on this, a unified progress test for pharmacy students has been implemented over the past five years. The aim of this study is to correlate the students’ results in the test to their cumulative grade point average (cGPA). Methods: The progress test is usually composed of 100 multiple choice questions, 30 of which cover basic pharmaceutical sciences and 70 cover pharmacy practice. The questions were selected from a question bank for this purpose prepared by the participating colleges. The test was administered online to all undergraduate students in the professional programmes of the participating colleges. Results: The attendance percentage was approximately 72% of the total number of students enrolled in 16 participating colleges. The results indicated positive correlation between the students’ results in the test and their cGPA, however, there was some negative correlation, especially in the first professional levels of some programmes. Conclusion: The results showed an overall good and reasonable correlation mainly for professional third and fourth year students. It was difficult to draw conclusions about the strength of the test in assessing the programme learning outcomes.