Pharmacy Graduates Research Articles

Predicting the Success of International Pharmacists in a Distance-Based US Doctor of Pharmacy (PharmD) Program: Results from a 5-Year Cohort.

Background: To establish the predictors of success in an international-trained PharmD (ITPD) program between admission criteria and academic performance. Methods: The primary outcome of this study was the correlation of admission criteria with didactic and experiential grade point averages (GPA) for the first 5 years. Candidates meeting the minimum criteria completed a competency exam or the US-Foreign Pharmacy Graduate Equivalency Exam (US-FPGEE). Tests of English language proficiency (TOEFL(R) and ACTFL’s Oral Proficiency Interview) plus interview with faculty, students, and alumni were also required. Scores were correlated with both didactic and experiential GPAs. Results: The 23 students admitted to the ITPD program had a cumulative GPA of 3.72. There was a significant correlation between total admissions score and the median pharmacy and healthcare course category GPA (ρ 0.53), but not other categories. The composite TOEFL did not predict any performance but TOEFL writing and speaking did correlate with advanced pharmacy practice experience (APPE) performance. The OPI scores were associated with higher GPAs overall, in advanced integrated clinical sciences, and APPEs. The admission interview scores consistently and significantly correlated with preceptor-rated APPE GPA, practitioner skills, and professionalism (ρ > 0.5; p < 0.05). Performance in early courses significantly predicted the performance in advanced courses and experiential performance (ρ 0.48–0.61). Conclusion: The correlations between early and late course performance demonstrated the cohesiveness of this program. Further study is needed between the predictors of success using non-cognitive admission criteria.

Comparison of Saudi Pharmacist Licensure Examination (SPLE) Pass Rates by Institution and Applicant Characteristics.

In 2019, the Saudi Pharmacist Licensure Examination (SPLE) was first administered to all pharmacy graduates and served as one of the prerequisites for obtaining a pharmacist license. The objective of this study was to evaluate whether institution and applicant characteristics are associated with first-time SPLE success. Passing status for 2284 SPLE first-time applicants was obtained from online public data for the years 2019 and 2020. The data included applicant sex, institution type (public vs. private), and college establishment year (2006 or earlier vs. after 2006). Overall, the SPLE first-time pass rate in 2020 was significantly higher than in 2019 (98.0 vs. 95.9%; p = 0.0062). Applicants from pharmacy colleges established in or before 2006 had a higher SPLE first-time pass rate, compared to those from pharmacy colleges established after 2006 (98.2 vs. 95.2%; p < 0.0001). The pass rate for male applicants was lower compared to female applicants (95.8 vs. 97.5%; p = 0.0221). The results of logistic regression showed that exam year (2020 vs. 2019), applicant sex (female vs. male), and pharmacy college establishment year (≤2006 vs. >2006) were statistically significant predictors. Further studies are needed in the upcoming years when more cumulative data are available.

Attributes of Private Pharmacy School Graduates as Care Providers: A Cross-sectional Study from Saudi Arabia

Abstract: Objectives: This study aimed to measure the level of preparedness of recent pharmacy program graduates to deliver patient care. Materials and Methods: A cross-sectional study was conducted using a validated self-administered online survey. Intended outcome measures of the survey instrument include the perception of 46 graduates regarding 16 patient care attributes. Results: Most graduates believe that they acquired the attributes named in this study. Gender appeared to not influence graduates’ belief in the possession of attributes of interest. Graduates working in the private sector or currently seeking employment reported less confidence in possession of attributes related to “self-awareness”, “self-learning”, “self-audit”, “excitement towards pharmacy subjects”, “tolerance of uncertainty” and “compassion’’. Conclusion: Results suggest that pharmacy curricula provided adequate support for graduates’ confidence to provide patient care with equal harmony between male and female campuses. Moreover, government employment installed higher confidence in pharmacy graduates compared to the private sector. Keywords: Patient care, Pharmacist attitude, Pharmacy education, Pharmacy graduates, Care provider, Pharmacist attributes

Professional Master of Pharmacy Education in China

Abstract: Background: The Professional Master of Pharmacy (M. Pharm.) education program in China has undergone 10 years of development and has rapidly achieved great progress. The aim of this study was to summarize and introduce the development of M. Pharm. education in China. Materials and Methods: The data related to M. Pharm. education in China was obtained from literature retrieval, the Ministry of Education of the People’s Republic of China (MOE), and related university websites. Some data was obtained from the Chinese National Steering Committee for the Professional Degree of Pharmacy Graduate Education (NSCPDP). The NSCPDP data was a result of questionnaires sent to 113 training institutions in 2021 and from a survey of recent graduates of China Pharmaceutical University (CPU) in 2019. Results: The main findings are that the training goals, degree education, qualifications and admission standards of institutions, training fields, curriculum setting, teaching methods, professional practice, faculty teams, quality assurances and evaluations, degree awarding and employment direction in the M. Pharm. education system are relatively well developed, and that M. Pharm. education has become an important part of pharmacy education in China. Conclusion: M. Pharm. education in China not only draws lessons from foreign advanced experience in the administration of schools and universities, but also has formed its own Chinese characteristics and emphasis. M. Pharm. education in China has a bright future through a program of continuous quality improvement. Keywords: Professional master of Pharmacy, Education Program,Cultivation Model, Present and Future, China.

What is needed to reform pharmacy education in Jordan: An exploratory study based on a multi-stakeholder perspective

Background: The Jordanian pharmacy profession is facing challenges related to pharmacy education and graduates' readiness to join the workforce. The Jordanian Accreditation and Quality Assurance Commission for Higher Education Institutions has led an initiative to revise undergraduate pharmacy academic programmes. Aim: This study aims to capture relevant stakeholders' perceptions of factors influencing pharmacy education in Jordan. Methods: In March 2021, three focus group discussions were conducted with relevant stakeholders. Focus groups were thematically analysed. The "systems model of performance improvement" by Richard A. Swanson was broadly followed to interpret discerned themes. Results: Thematic analysis resulted in three main themes. The discerned themes represented factors related to education input variables, teaching process variables, and environmental variables. Conclusion: Teaching and learning processes should be shifted from educator-centred to student-centred. The academic curriculum should reflect the local context of practice and society. Future interventions should follow a holistic and comprehensive approach to reforming Jordan's pharmacy education.

What do preceptors want? A mixed methods study exploring pharmacist preceptor perceptions of their training and support needs at a regional Australian University

Background: Global demand for work-ready pharmacy graduates has highlighted the role of pharmacy preceptors and the need for training and support from universities. There remains a lack of consensus on the ideal requirements for preceptor training programmes. Objective: To assess community pharmacy preceptor training and support requirements at a regional Australian University. Method: A mixed method study using an online survey of community pharmacy preceptors of James Cook University, followed by qualitative semi-structured interviews. Result: 55 preceptors completed the survey, and ten interviews were conducted. Preferred programme content included role clarification, a curriculum outline and management of poorly performing students. Demands on individuals’ time and workloads support a flexible online approach to training and highlight the importance of institutional support for optimal preceptor engagement and retention. Conclusion: Good teaching and communication skills were considered by preceptors to be essential for their primary role in linking theory to practice for pharmacy students during experiential placements.

Considerations of management and marketing courses within pharmacy curricula in the United States

IntroductionTo assess the extent pharmacy programs are offering courses in management and marketing. MethodsWe sampled the extent of management and marketing coursework in the doctor of pharmacy (PharmD) curricula in the United States (US) by examining website descriptions of the best pharmacy schools in 2020 (N = 134) as ranked by the US News and World report. Links to curriculum descriptions and catalogs were reviewed for coursework having the words, marketing, management, entrepreneurship, or business plan in the title. ResultsOf the 134 PharmD curricula reviewed, 36 (27%) had no required or elective management courses, and 101 (75%) had no required or elective marketing courses in their curriculum. Most schools did offer a core (n = 89) or elective (n = 9) management course. However, of those, about half (n = 46) provided only a single management course over the entire curriculum. Only 33 (25%) schools offered a marketing course, of which most (n = 27) were elective. ConclusionsMany pharmacy schools in the US are not providing pharmacy graduates with the business management and marketing education required for the role of a pharmacist. Pharmacy education should consider curriculum changes that equip pharmacy students with sufficient business knowledge and skills to be innovative and entrepreneurial in all practice settings.

Promising practices and pockets of excellence: Community pharmacists supporting wellness for reproductive-age women.

Promising practices and pockets of excellence: Community pharmacists supporting wellness for reproductive-age women.

Incorporation of MyDispense, a Virtual Pharmacy Simulation, into Extemporaneous Formulation Laboratories.

A core competency of Australian Pharmacy graduates is to prepare and compound extemporaneous formulations. Students in our pharmacy course would traditionally formulate extemporaneous products in laboratory classes while simultaneously preparing a handwritten label, with students divorcing this laboratory activity from the entire dispensing process. As a way to incorporate the dispensing process into the preparation of extemporaneous products without adding excessive time to the laboratory, we integrated MyDispense, a virtual pharmacy simulation, in pre-laboratory activities. This meant that students could complete all the dispensing activities for prescribed extemporaneous formulations prior to attending the laboratory. Prescriptions for solutions, suspensions, creams and ointments were developed in MyDispense, including essential components for dispensing an extemporaneous formulation (e.g., formulation name, dosing instructions). These prescriptions were provided to students at least 1 week prior to their laboratory classes, whereas for the laboratory assessments, the prescription was provided at the commencement of the extemporaneous exam. Due to the implementation of dispensing via MyDispense, we found that students demonstrated pre-laboratory engagement as all students presented their printed labels upon entering the laboratory. We also observed an increase in interaction between students and laboratory facilitators, mainly focused on the principles of formulation integrated around patient outcomes. Virtual simulations such as MyDispense can therefore provide a guided realistic learning experience, whilst overcoming time pressures associated with laboratory timetabling. This approach also encourages students to engage in the dispensing process prior to extemporaneous laboratories providing more opportunity to discuss higher-level formulation principles and patient-centred outcomes during laboratory classes.

A comprehensive review program to prepare pharmacy students for the Saudi Pharmacist Licensure Examination (SPLE)

PurposeThe Saudi Pharmacist Licensure Examination (SPLE) has been mandated by the Saudi Commission for Health Specialties (SCFHS) for three and a half years; however, colleges of pharmacy and/or pharmacy organizations in Saudi Arabia have yet to implement a comprehensive review program to help prospective graduates to succeed. The aim of this study was to assess the impact of an integrated program designed to enhance students’ performance on the SPLE. MethodsA cross-sectional study was conducted to determine the impact of integrating SPLE review activities (clinical review quizzes (CRQs), disease state presentations (DSPs), a Capstone OSCE, and a mock SPLE) on students’ SPLE results and perceptions of their SPLE preparation and performance. Student scores from the review activities were analyzed and an anonymous, voluntary survey was used to assess the impact of these activities on student readiness levels and performance on the SPLE. ResultsA total of 127 Doctor of Pharmacy (Pharm.D.) students were included in the study. The average scores for the mock SPLE, DSPs, and Capstone OSCE were (55.8% ± 8.55), (91.3% ± 7.17), and (95.2% ± 6.90), respectively. Approximately 50% of the students responded to the survey. Most students had taken and passed the SPLE on the first attempt (94.6%) with an average score of 635.7 ± 39.4 (∼79%). Over 60% and 70% of students recommended the SPLE CRQs activity and the DSP activity, respectively. With respect to mock SPLE, 60.9% believed that it provided an idea of what to expect on the SPLE and 54.7% recommended to add the Capstone OSCE into the curriculum. Overall, the majority of students would recommend these activities be incorporated in the college of pharmacy curriculum in order to better prepare pharmacy graduates for the SPLE. ConclusionProspective graduates from Saudi universities may benefit from college of pharmacy-organized SPLE reviews. Based on this study’s findings, a comprehensive review course including a mock SPLE and disease state presentations is recommended. In addition, SPLE review lectures, CRQs, and a Capstone OSCE may provide additional benefit.

Current state of career placement and employment opportunities for Doctor of Pharmacy graduates: A cross-sectional analysis from a college of pharmacy, Saudi Arabia

BackgroundTraditionally, graduates from colleges of pharmacy in Saudi Arabia work mainly in hospital settings, and only a few graduates work in other practice settings. However, several initiatives and national plans have recently been introduced to facilitate employment in community pharmacies and the pharmaceutical industry/companies. Consequently, the objectives of this study were to explore the current state of career placement, type of employment sectors, and practice settings that Doctor of Pharmacy (PharmD) graduates join based on recent developments in the profession. MethodsThis study is a cross-sectional, descriptive study. The target population was PharmD graduates from Unaizah College of Pharmacy, Qassim University, Saudi Arabia. Consequently, all 162 graduates from three recent cohorts (2018–2020) were contacted to participate in this survey. ResultsA total of 157 graduates participated in this study, yielding a response rate of 96.91 %. Of the participants, 92 (58.6 %) were female graduates. The overall rate of employment was 84.7 %. Moreover, a higher proportion of male graduates than female graduates (97.1 % versus 73.7 %, P = 0.006) were employed. In this study, the three main sectors that the graduates joined were the pharmaceutical industry and companies (41.2 %), community pharmacies (29.4 %), and medical cities, hospitals and clinics (23.5 %). In addition, almost the same proportions of male and female graduates joined the pharmaceutical industry and companies (40.3 % versus 42.1 %). However, a higher proportion of male graduates than female graduates joined community pharmacies (32.3 % versus 26.3 %). Conversely, a higher proportion of female graduates joined medical cities, hospitals and clinics compared to male graduates (28.1 % versus 19.4 %). ConclusionThe current employment of PharmD graduates in the job market is generally high, but further improvement could be made, especially for female graduates. Moreover, the study findings showed that jobs are shifting toward community pharmacies and the pharmaceutical industry. Therefore, we believe that decision-makers in pharmacy education and curriculum developers must consider these trends and ensure that there is adequate preparation for careers in community pharmacy practice and other sectors of the profession in the curriculum.

Increasing Importance of Clinical Research Opportunities for Pharmacy Students

Pharmacy students have many opportunities for extracurricular activities to enhance their learning experiences and prepare them for their roles as clinicians upon graduation. Pursuing a pharmacy practice residency or post-graduate education upon graduation from a pharmacy program is highly sought after by a large percentage of pharmacy graduates. Achieving the goal of obtaining a residency or fellowship is highly competitive and requires the pharmacy student applicant to appear well-rounded. Pursuant to this, many students become involved in internships, leadership roles, and increasingly, clinical research opportunities. While the role of pharmacists in clinical research is still developing, many pharmacy practitioners are involved in research in some capacity and pharmacy residency and fellowship candidates are typically expected to complete a clinical research project prior to obtaining their certification. This supports the idea that involving pharmacy students in clinical research opportunities is becoming increasingly important for both their post-graduate applications and their experiences prior to becoming practitioners.

Applying Entrustable professional activities to prescription verification activities in two skills-based laboratory courses

Background and purposePrescription verification is a practice-ready expectation for pharmacy graduates. Entrustable professional activities (EPAs) should be applied to practice-ready skills-based assessments. This manuscript describes the technique of two different institutions in assessing prescription verification aligned to the Practice Manager domain of the Core EPAs as defined by the Academic Affairs Standing Committee 2015–2016 report. Educational activity and settingVirginia Commonwealth University School of Pharmacy (VCU) and University of Maryland Eastern Shore (UMES) School of Pharmacy and Health Professions describe their two methods of evaluating prescription verification with the EPA Practice Manager domain. Each program performed the activities in first-year skills-based laboratory courses. FindingsFulfillment of a medication order was framed into law, medication label, and dispensing accuracy. Both institutions' assessments were high-stakes assessments that included errors. Overall, the majority of both programs' students passed with the institution-specified level of entrustment on their first attempt, with 75.9% to 77.5% of VCU students per each assessment and 74.5% for UMES. The lowest performance, Level 1, assessment scores for the first attempt were 10% for VCU and 2% for UMES, requiring repetition of the assessment for those students. All students achieved a minimum of Level 3 during the reassessments. SummaryDifferent assessment techniques may arise from program design and institutional resources. However, it is important to ensure EPAs are met for all students in prescription verification. Faculty should consider their own verification activities and level of trust expected for students to meet prior to pharmacy practice experiences.

Professional Dilemmas Experienced by Pharmacy Graduates in the United Kingdom When Transitioning to Practice

Objective. For many pharmacy students in the United Kingdom there are few opportunities during undergraduate education to learn, or be exposed to, different ways of dealing with ethical and professional dilemmas in real life practice. This study aimed to explore the experiences of graduates during their pre-registration year and early practice (up to two years post-qualification) on their perceived preparedness to make professional decisions when faced with problems or dilemmas once in practice.Method. Semi-structured interviews were undertaken with preregistration trainees and early careers pharmacists (up to two years qualified). Interviews were transcribed verbatim and analyzed thematically using the Framework Approach.Results. Eighteen interviews (nine preregistration trainees and nine qualified pharmacists) were conducted. Four key themes emerged: continued learning in practice, exposure to role-modelling, moral courage, and stress and moral distress.Conclusion. This study found that preregistration trainees and early career pharmacists perceive a need to be challenged and to receive further support and positive role-modelling to help them continue to develop their ethical and professional decision-making skills in the practice setting. The level and quality of support reported was variable, and there was a reliance on informal networks of peer support in many cases. This study suggests a need to raise awareness among preregistration tutors (preceptors) and line managers (supervisors) to improve and increase support in this area.

International training of pharmacists and fitness to practice in Nigeria: Emergent issues and novel insights

IntroductionPharmacy education and practice vary significantly in different parts of the world. Research into higher education has long concentrated on determining standards and defining the quality of teaching. This study aimed at assessing the suitability of foreign trained pharmacy graduates to practice pharmacy in Nigeria. MethodsPaper-based self-completion questionnaires were administered to participants that registered for a certification programme organised for foreign-trained pharmacy graduates. Descriptive and inferential statistical analyses were undertaking using Statistical Package for Social Sciences version 25. ResultsA total of 83 respondents participated in the study. More than half (53.0%) were females and two-thirds (66.3%) of the study participants were aged 21 to 25. A little above one-third (37.3%) of the study participants studied in Asia, and about three-quarters (73%) had a bachelor of pharmacy qualification. Also, approximately one-quarter (23.21%) of the study participants indicated that pharmacovigilance was not included in their respective curricula, and a similar proportion (23.8%) were of the opinion that there were gaps in their respective curricula. Other aspects of pharmacy where respondents lacked knowledge included clinical pharmacy and dispensing. Similarly, some of the study participants indicated that they had little or no training and experience with respect to issues relating to tropical diseases. ConclusionsThis study has provided some insights into gaps that exist in foreign training of pharmacists, especially as it pertains to fitness of purpose to practice in Nigeria. Although further research is indicated, these findings provide emergent evidence which can underpin reforms by relevant regulatory and policy entities.

CPNP 2022 Annual Meeting Poster Abstracts

CPNP 2022 Annual Meeting Poster Abstracts

COVID-19 and role of pharmacists: Knowledge and perceptions of pharmacists from Iraq and Syria.

Objectives:To assess pharmacists from Syria and Iraq on their knowledge, readiness, and perspectives on their roles during the COVID-19 pandemic. In addition to investigate pharmacists’ perceived barriers towards delivering their emergency roles during the COVID-19 pandemic and perceived policymakers’ responsibilities.Methods:This cross-sectional study design was conducted in Iraq and Syria during COVID-19 outbreak over one month (April 2020). The study objectives were addressed through a validated online questionnaire. Data was analyzed using statistical package for social science (SPSS).Results:A total of 916 individuals participated in this study (447 from Iraq and 439 from Syria). Most of Iraqi participants were students while most of Syrian participants were graduates and technicians. The mean age for the Iraqi participants was 22.5 (SD= 4.1) while the mean age for the Syrian participants was 28.7 (SD= 9.1). A significant difference (p< 0.001) was found in following the latest coronavirus updates on management among pharmacy graduates and technicians and undergraduate students. Media was reported as the most used source for knowledge about epidemics/pandemics among the Iraqi and the Syrian participants. Around 72% strongly agreed/agreed that the faculties of pharmacy have a role in preparing them to deal with epidemics/pandemics. In addition, 64.3% strongly agreed/agreed that pharmacist associations and societies have a role in preparing them to deal with epidemics/pandemics such as the coronavirus. Moreover, 82.9% believed that pharmacists should receive training programs on how to provide mental health support for people during epidemic and pandemic outbreaks.Conclusion:Tertiary pharmacy education providers and pharmacy professional bodies have a strong role in preparing pharmacists to deal with pandemics. Therefore, the importance of providing beforehand training programs on epidemics/pandemics management, workshops, lectures, and online information resources for such circumstances is crucial for pharmacists.

Provision of externally accredited immunisation certification within an Australian Professional Pharmacy University programme: a survey of graduates on benefits and outcomes.

ObjectivesIn Australia, pharmacists may become authorised immunisers by obtaining additional credentialling from certified providers. Some Australian Universities are providing externally accredited immunisation training to final year pharmacy students. Student satisfaction has been demonstrated, but graduate views on benefits and outcomes are yet to be determined. The aim of this study was to evaluate graduates’ perceptions of providing an accredited immunisation certification during their University pharmacy programme.MethodsA survey was sent to Griffith University pharmacy graduates of 2016–2020 inclusive. Respondents who completed the accredited immunisation training at University were asked to rank their agreement with five statements on a five-point Likert scale (1 = Strongly Disagree, 5 = Strongly Agree). Further information, including free-text responses, was collected on current area of practice and involvement in vaccinations.Key findingsOf the 46 graduates who completed the survey, 42 (91.3%) completed the accredited immunisation training at University. Statements that the accredited immunisation training was considered a valuable additional offering to the pharmacy programme and the time commitment was worthwhile resulted in a mean agreement of 4.74 ± 0.73 and 4.64 ± 0.76, respectively. The majority of respondents (n = 27, 58.7%) were providing immunisations on a daily, weekly or monthly basis with over half reporting becoming more actively involved in immunisation due to COVID-19.ConclusionsPharmacy graduates valued completing an externally accredited immunisation training within their University programme and reported benefits to their employability and current roles. Incorporating externally accredited training into the curriculum can ensure graduates are prepared and skilled in continually expanding roles for pharmacists.

Industrial pharmaceutical scenario

In the beginning of 2020, India was hit by corona wave and Pharmacy of the Word, our nation, India had lend a helping hand for entire world. In this context and with the actual industrial practice and the suggested measures are discussed for the academia and Pharmacy Council of India to develop better pharmacy graduates cope up the need of the existing practices in Industrial Pharmacy world.

Experiences and Expectations of Bachelor of Pharmacy Graduates of a Newly Accredited Pharmacy School in Nigeria about Pharmacy Education and Practice

Background: Pharmacy education in Africa continually faces challenges that influence students learning experiences making pharmacy students overwhelmed and anxious about life both in school and after school. Objectives: To explore recent pharmacy graduates’ experiences and expectations from university about the workplace. Methods: A qualitative study using semi-structured interviews was conducted via a Google survey form that contained open ended questions. Recent Bachelor of Pharmacy graduates from Kaduna State University (KASU) who were undertaking their internship were invited to participate in the interviews to explore their perceptions about pharmacy education and practice based on their expectations and experiences. Data was analysed using simple thematic analysis. Results: Thirteen (13) participants responded to the online interview. Eight (8) themes were generated which include decision and choice of university, expectations of studying pharmacy at the university, experiences at the faculty, expectations after graduating, experiences as an intern pharmacist, perceptions about degree obtained, perception of Pharmacy practice and theory, and suggestions for improvement. Conclusion: The eight (8) themes deduced from the interviews reflect on the expectations and experiences that the recent graduates of the Faculty of Pharmaceutical Sciences, KASU had regarding pharmacy education and practice. The results could be utilised in improving student teaching and learning and in improving pharmacy education in the school.