First-year Doctor Of Pharmacy Students Research Articles

Integrating Patient Safety Discussions with First-Year Doctor of Pharmacy Students in a Skills Lab Course.

The patient safety problem has been well established for over 20 years in the United States (U.S.), and there is a recognized focus on ensuring that health professions' trainees receive explicit education in various patient safety principles and practices. While the literature provides examples of different approaches towards patient safety education for pharmacy students, there are few that focus on first-year pharmacy students. This educational observational study describes the implementation and evaluation of two 20 min patient safety learning activities integrated into a required pharmacy skills lab course. The first learning activity utilized a mock prescription and patient safety checklist that had students identify patient safety problems on the prescription, followed by a group discussion of implications for the patient. The second learning activity used images of common safety problems with a facilitated group discussion to have students identify systems-based solutions to those problems. Our study's findings revealed that students were able to identify basic patient safety problems and safety solutions, although some additional foundational information may be needed, particularly for students who may not have pharmacy work experience. Additional research is needed to continue building a literature base on patient safety education approaches, particularly for first-year pharmacy students.

Evaluating the perceptions of a required didactic Mental Health First Aid training course among first-year pharmacy students

Background and purposeMental Health First Aid (MHFA) training was designed to help participants identify mental health challenges and provide support to those in need. The objective of this study was to evaluate the perceptions of a required first-year didactic MHFA course and to determine if MHFA reduces stigma and increases confidence in first-year pharmacy students' abilities to offer help to those experiencing a mental health challenge or a crisis. Educational activity and settingParticipants were first-year doctor of pharmacy students at a single site in the United States. Methods include the utilization of a survey-based study among a single pharmacy program. Students enrolled in this required MHFA training were asked to voluntarily complete pre- and post-training surveys. FindingsA total of 69 first-year pharmacy students participated in the MHFA training. Results demonstrated that students agreed with being able to identify stigmatizing words associated with mental health disorders and that they will work to reduce or avoid using words that can be perceived as stigmatizing related to mental health (P < .001). Students reported increased confidence in their ability to start a conversation with someone who may need mental health help compared to their confidence level before the training (P < .001). SummaryCompleting MHFA training during the early phases of didactic education can help reduce stigma and increase confidence in abilities to help those experiencing a mental health challenge. Programs should consider implementing MHFA or similar training early in the didactic curriculum.

Enhancing Retention and Academic Resilience in First-Year Doctor of Pharmacy Students Using Cognitive Congruence

Enhancing Retention and Academic Resilience in First-Year Doctor of Pharmacy Students Using Cognitive Congruence

Review of Omega-3’s Health Benefits in Parkinson’s Disease and Students Survey

In this study, a literature search and review were conducted on the beneficial effects of omega-3 in Parkinson’s Disease (PD) along with a survey of pharmacy students. This survey was completed at Howard University College of Pharmacy as part of a Drug Informatics course, where first-year Doctor of Pharmacy students were taught how to conduct literature searches. The literature search retrieved a sufficient number of studies to support the use of omega-3 in PD. Based on this, a survey tool was developed and administered. A total of 42 student respondents participated in the survey. The survey questionnaire incorporated demographics, knowledge, and opinion-based questions. There were a set of knowledge and opinion-based questions included. The results show that on the overall knowledge-based questions, only a little over half of the participants (n=25; 59.5%) answered them accurately, which indicates limited knowledge among the participants. Among the knowledge questions, the highest number of accurate responses (n=30; 71.4%) was acquired for the statement that one should avoid eating foods high in fat or cholesterol while taking omega-3, since they also contain omega-3. Regarding the opinion questions, the respondents were divided evenly (50%; n=21) in most of the opinion questions. The question that acquired the highest variance was the one that refers to the belief that omega-3 supplement reduces the signs and symptoms of PD (mean 2.29+1.02). Overall, even though there are multiple studies that supported the beneficial use of omega-3, in this study, we found a limited knowledge and a wide variance of opinions among the study participants.

An entrepreneurial activity implementation and assessment among pharmacy students amid the COVID-19 pandemic lockdown

Objective: To implement and assess innovation and entrepreneurship (IE) learning experience in professional pharmacy students using presentations based on the Shark Tank model. Methods: First-year doctor of pharmacy students were invited to participate in an IE learning experience emphasising the importance of self-care needs of the society during the early phase of the COVID-19 pandemic crisis. Students’ proposals were assessed by Sharks (inquisitors) based on a grading rubric, and a post-activity survey captured students’ reflections of their experience. Results: Twelve students participated in the IE activity, and presented their proposals virtually in a Shark Tank style format. Students’ scores for the proposals ranged from 87.5% (capable entrepreneurs) to 56.8% (incapable entrepreneurs), with the winner receiving a gift certificate. Survey ratings given by students on a scale of one to five for the IE activity were overwhelmingly favourable, with both the activity (4.73 (1.09)) and presentation style (4.27 (0.37)) viewed to be timely and relevant. Conclusion: An IE learning activity was implemented and assessed in the pharmacy programme using Shark Tank style presentations. The authors believe such initiatives, conducted either virtually or face-to-face, could serve as prototypes for professional pharmacy schools interested in creating exciting ways to implement IE activities in their programmes.

Student Pharmacists’ Attitudes Toward Suicide and the Perceived Role of Community Pharmacists in Suicidal Ideation Assessment

Objective. To determine first-year Doctor of Pharmacy students' attitudes toward suicide and perceptions of the role of the pharmacist in assessing patients for suicidal ideation, and whether their previous pharmacy work experience influences these attitudes and perceptions. Methods. An anonymous online survey was administered to first-year student pharmacists at one school of pharmacy in North Carolina. Measures included gender, previous community pharmacy work experience, personal contact with suicide, and score on the Attitudes Toward Suicide (ATTS) scale. Results. Seventy-three student pharmacists (75%) completed the survey. The vast majority (92%) agreed or strongly agreed that suicide was a real disease. Similarly, most students (79%) agreed or strongly agreed that pharmacists have a professional responsibility to assess for suicidal ideation. There was not a significant association between ATTS score and previous community pharmacy work experience nor the perceived pharmacist's role in assessing for suicidal ideation. Additionally, there was no association between ATTS score and personal contact with suicide. Conclusion. First-year student pharmacists, while undecided on their personal attitudes toward suicide, overwhelmingly agreed that suicide is a disease and that pharmacists have an important role in assessing patients for suicidal ideation. Pharmacy schools should implement training programs to prepare student pharmacists to identify suicidal ideation, design interventions to address student pharmacists' personal beliefs that may impact their ability to provide patient care, and provide students with adequate support skills to care for patients experiencing mental health crises.

An Applied Improvisational Pharmacy Communication Workshop Implemented During Orientation for First-Year Pharmacy Students

Objective. To deliver a brief, applied workshop in improvisational communication skills during the new student orientation for first-year Doctor of Pharmacy students and to assess students' perceptions about the experience. Methods. Communication instructors developed a two-hour communication "boot camp" based on established principles of clear, responsive, flexible communication. They taught core skills through interactive applied improvisational exercises and facilitated debriefings. A questionnaire was administered following the workshop that asked students to rate the quality of the session and comment on its strengths and weaknesses. Results. Of the 124 students who participated in the workshop, 95 (77%) completed evaluations at the end. Their feedback was generally favorable: 90% of participants indicated that the boot camp improved their communication skills and 92% agreed that the activities were realistic and relevant to real-life scenarios. The students reported that they valued the chance to connect with classmates, learn how to adapt to different audiences, and explore how communication skills would be useful in professional settings. Conclusion. This interactive program delivered valuable content in a short period of time. Student feedback suggested that they valued the expertise of communication instructors and the playful, active method of learning. The creation of the workshop was labor-intensive because of the formative research that guided it.

Co-curricular assessment plan for developing pharmacy professionals (RxPro) after the first professional year

IntroductionTo measure changes in student professionalism from co-curricular activities. MethodsA prospective cohort study followed first-year pharmacy students at The University of Texas at El Paso School of Pharmacy. Students completed one co-curricular activity each semester. Learning was assessed using the RxPro VALUE rubric and Professionalism Assessment Tool (PAT) at the beginning and end of the first professional year. The RxPro VALUE rubric included six domains (connections to experience, lifelong learning, diversity of communities and cultures, civic identity and commitment, empathy, and reflection and self-assessment) and was rated from 0 (not yet applied) to 4 (exemplary). The PAT contained 33-items in five domains (reliability, responsibility, and accountability; lifelong learning and adaptability; relationships with others; upholding principles of integrity and respect; and citizenship and professional engagement) and was rated from 1 (knows) to 5 (teaches) (maximum score = 165). ResultsMean scores on the RxPro VALUE rubric increased (p < 0.05) from baseline to end of year in five domains: connections to experience (1.44 vs. 2.07), diversity of communities and cultures (1.75 vs. 2.3), civic identity and commitment (1.34 vs. 2.33), empathy (1.44 vs. 2.37), and reflection and self-assessment (1.53 vs 2.19). No significant changes were seen in PAT scores from baseline (M = 114.19, standard deviation = 32.832) to end of year (M = 119.56, standard deviation = 29.63, p = 0.35). ConclusionsThe RxPro VALUE rubric detected growth in professional behaviors among first-year doctor of pharmacy students, while no significant change was observed in the PAT.

An Individual Development Plan for Pharmacy Students for Career Planning and Tracking Accreditation Standards

Objective. To create and implement individual development plans (IDPs) to assist pharmacy students in career planning and tracking their achievement of ACPE Standards 2016, Standard 4, for Personal and Professional Development. Methods. First-year Doctor of Pharmacy students completed IDPs, which were subsequently reviewed to ensure they addressed components of the ACPE Standard 4 key elements: self-awareness, leadership, innovation and entrepreneurship, and professionalism. Faculty advisors were surveyed regarding the utility of IDPs. Descriptive statistics were used to evaluate the results. Results. Self-awareness (100%) and professionalism (100%) were the key elements most commonly documented by pharmacy students, followed by leadership (51%), and innovation and entrepreneurship (22%). Faculty advisors reported IDPs as beneficial for stimulating individualized career planning and tracking achievement of ACPE Standard 4. Conclusion. Most students enter pharmacy school recognizing the importance of self-awareness and professionalism, but require additional training to instill leadership and innovation/entrepreneurship skills. Individual development plans can be implemented in pharmacy education as a cornerstone of personal and professional development planning, as well as a means of tracking a school's progress toward meeting accreditation standards.

Use of virtual patient software to assess student confidence and ability in communication skills and virtual patient impression: A mixed-methods approach

Background and purposeKnowledge related to the use of virtual patients (VP) in pharmacy education is limited in relation to student satisfaction with this learning technique. This project aimed to assess students' confidence and impressions in using their communication skills with a VP and to evaluate their skills using this technology. Educational activity and settingThis explanatory mixed-methods study was conducted with first-year doctor of pharmacy students. Fourteen survey items that addressed confidence in student abilities and VP impressions were analyzed. Mann-Whitney U tests were conducted to compare pre- and post- scores. Student reflections were reviewed to obtain primary themes and concerns. Descriptive statistics were used for student grades. FindingsOut of 205 students, 203 completed the pre-survey and 163 completed the post-survey. Responses regarding pre-post confidence indicated statistically significant improvement (p < 0.001) for 8 of 10 survey items as follows: understand history taking, conduct an organized interview, elicit subjective information, ask follow-up questions, ask questions related to severity, document subjective data, document objective data, and organize an interview. Regarding their impressions toward VPs, student responses were improved and statistically significant (p < 0.001) for 1 of 4 survey items (tools are easy to use). Forty-two students stressed the need to improve their written communication skills in the self-reflection. The average grade for subjective data was 31.48% and for objective data was 93.66%. SummaryThis VP program improved student confidence in their verbal and written communication skills despite low subjective data scores.

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.

Assessing the Basic Math Skills of First-Year Doctor of Pharmacy Students

ABSTRACTThe objective of this study was to assess the basic math skills of two classes of doctor of pharmacy students at a private southeastern school of pharmacy. The Basic Math Skills Test (BMST) was used to assess 121 first-year doctor of pharmacy students from the classes of 2003 and 2004. All entering students present during orientation week were tested using the BMST. The BMST consists of a 50-question, timed math test that measures basic math skills in 9 different areas. The areas and level of difficulty were taken from an eighth-grade mathematics textbook. In accordance with the recommendation of the developer, students were allotted 20 minutes to complete the exam. Results revealed that the cumulative mean score on the BMST of this sample was 68.90%. Implications of the study: (1) poor basic math skills impede successful completion of the pharmacy curriculum and (2) poor basic math skills may increase the probabilities of mathematical mistakes when filling prescriptions in pharmacy practice. Two ...