Pharmacy Management Course Research Articles

Impact of a Pharmacy Management Course for Pharmacists Working Within Brazil’s Public Health System

Objective. To assess the impact of a continuing education course that focused on the development of management competencies on pharmacists working in Brazil's public health system.Methods. A specialization blended in-service course (360 hours) entitled Pharmaceutical Service and Access to Medicine Management was offered to pharmacists working within the Brazilian public health system. Data on course outcomes were collected through individual interviews with pharmacists who worked in the Brazilian public health system, as well as from focus groups and records of researchers' observations. The analysis was based on models of learning and training evaluation theory.Results. The findings showed proximal outcomes on students' knowledge, skills, and attitudes; behavioral changes; and programmatic outcomes in the organization and management of health services, promoting the recognition and integration of the "pharmaceutical services division" - a dedicated sector within the health departments in municipalities and states. The inputs (course content, structure, and in-service hands-on activities) were directly linked to the outcomes reported by participants and helped them to overcome some of the barriers to using knowledge and skills in the workplace.Conclusion. A well-structured course including leaning activities to intervene in the workplace had a positive impact on pharmacists' behavior and contributed to the capacity building of the organizations in which they operate.

Novel Integration of Administrative Pharmacy Residents in a Management Course.

Management skills are an essential component of a pharmacy graduate's abilities for successful practice. Although pharmacy education standards require that students have a working knowledge of management principles, students often do not see the value in management and business courses. One innovative approach is restructuring course content using case examples and real-world experiences to improve student understanding of finance and management principles. Two specific changes were implemented in a second year (P2) management and finance course to improve the relevance of business principles. Course content was organized around current pharmacy service cases from a variety of practice settings and supported by the value of problem-based learning. Post-graduate year 1 (PGY-1) administrative pharmacy residents were engaged as course teaching assistants (TAs) who brought real-world experiences into the class. An analysis of pre- and post-course voluntary surveys, course evaluations, and TA evaluations assessed the impact of the course redesign. The course redesign achieved its intended goal of improving student-perceived course relevance. This was shown through statistically significant improvements in course evaluations that were intended to measure student perception of pharmacy management and its relevance in their future career. Student completed TA evaluations showed that those who reported their TA shared real-world applications had higher confidence in applying course concepts and greater understanding of course materials. Administrative pharmacy residents were successfully integrated into a pharmacy management course redesign, resulting in improved student perceptions of course relevance.

Acceptance of productivity software as a course management and collaboration tool among student pharmacists

IntroductionThe acceleration and availability of digital tools has fundamentally changed the classroom environment, making selecting the correct tools an increasingly important function for instructors. To assist educators seeking to introduce such tools into the classroom, this research describes the acceptance of productivity software as a pharmacy management course and collaboration tool by second-year student pharmacists. MethodsA mixed methods approach assessed student pharmacists' acceptance and use of a cloud-based, productivity platform. All students were provided with Evernote Business to manage group-based assignments, facilitate team-based projects, and store course materials. Students were surveyed at three time points throughout the semester using a validated instrument based on the Unified Theory of Acceptance and Use of Technology (UTAUT). Software acceptance and applicability were assessed across time points and structural equation modeling determined UTAUT model fit. Focus groups provided direct student feedback guided by UTAUT. ResultsBaseline technology acceptance was lower for Evernote than Blackboard. Effort expectancy and attitudes toward technology improved in three of four items each for Evernote and anxiety toward using the new software declined from baseline. Model fit was not ideal, suggesting similar conditions for acceptance of either platform and performance expectancy may not significantly predict intention to use. Student feedback suggested that acceptance may be improved if software has college-wide buy-in and was required. ConclusionsIntroducing productivity software in the middle of the curriculum is not ideal, but could be impactful if provided earlier, integrated with existing systems, and aligned with observed students' learning needs.

Effectiveness of Issuing Well-being Challenges to Nudge Pharmacy Students to Adopt Well-being Protective Behaviors

Objective. To assess the effectiveness of well-being challenges embedded within a pharmacy management course to influence student adoption of positive well-being behaviors. Methods. Four optional, month-long well-being challenges addressing smartphone use, gratitude, sleep, and exercise were designed and administered within a pharmacy management course. Participants completed a reflective survey documenting reasons for participation, prior behaviors, and intentions to continue the behaviors. Results. Ninety-three percent (n=126) of students enrolled in the course participated in at least one well-being challenge, and 82% (n=104) of participants completed two or more challenges. The majority of participants (ranging from 88% to 100% per challenge) indicated they intended to attempt or definitely continue the behaviors after the challenge(s) was completed. Conclusion. A strategy of well-being challenges can be an effective way to influence students to adopt well-being protective behaviors.

Exploratory implementation of a blended format escape room in a large enrollment pharmacy management class

Background and purposeAdapting the popular entertainment activity “Escape Rooms” for educational purposes is an innovative teaching method with the potential to improve the learning experience. This implementation of an educational escape room explored the feasibility of using a blended online/offline escape room activity in a large enrollment pharmacy management course. Educational activity and settingAn educational escape room activity based on a mixture of online and paper-based clues was designed and implemented in the human resources module of a third professional year pharmacy management course with 141 students. The proof of concept was assessed via an instructor post-activity feasibility analysis and a log of estimated time for all design, development, and delivery components. The instructional objectives of creating a fun, engaging, and collaborative method of teaching were evaluated through an anonymous online student survey. FindingsThe blended environment escape room was implemented successfully. Student perceptions of the activity were generally very positive. In comparison with a typical classroom experience, 91% (n = 126) of participants indicated they were more engaged in thinking about the problems and 89% (n = 123) enjoyed the escape room more. SummaryWith an instructional design that addresses logistical requirements, educational escape rooms can be conducted in courses with large enrollments. Time requirements for this type of teaching method are substantial, but reasonable, if the activity is repeated in subsequent semesters. Educational escape rooms can be used to provide a more enjoyable student experience that immerses them as active participants in the learning environment.

A Comparison of Approaches to Student Pharmacist Business Planning in Pharmacy Practice Management

Objective. To compare second-year student pharmacists' perspectives on two approaches for completing a pharmacy practice management business planning project. Methods. A mixed-methods approach was used to compare two options (traditional and experimental) for completing business plan projects that were offered to teams of second-year student pharmacists as part of a required pharmacy management course. Teams who chose the traditional project were required to develop a unique, pharmacy-related business plan while those who chose the experimental concept were paired with a pharmacy-focused firm within Tennessee and tasked with designing a potential service for the firm's consideration. At semester's end, all students were asked to complete a brief survey to provide insight on their experiences with either of the group projects. Students and firm stakeholders were also asked to participate in a group and individual interview, respectively. Results. Student group comparisons indicated that the experimental project provided a more real-world, business planning experience. Additionally, groups that did the experimental project were more likely to report seeing how business and pharmacy practice were connected, indicate a better understanding of the principles of pharmacy management, and be perceived as more marketable for a future pharmacy career. Firm representatives indicated that insight provided by the students was valuable and that they had plans to implement what was proposed. Conclusion. Connecting student pharmacists with a pharmacy-focused firm provided a real-world management experience that better complemented the course's principles, and created a mutually beneficial innovation-focused partnership.

Entrepreneurship skills development through project-based activity in Bachelor of Pharmacy program

Background and purposeTo provide pharmacy students with an opportunity to develop entrepreneurial thinking and skills. Educational activityA business proposal building project-based activity was integrated into a two-credit hour pharmacy management course during the eighth semester of the bachelor of pharmacy degree program. The student groups submitted their proposals, mimicking the process of submitting business proposals and obtaining approval in the real world. Essential management tasks including operation procedures, location and layout design, inventory management, personnel management, marketing management, and finance management were taught step-by-step so that students could work on a similar scenario with their proposal building. Students' career preferences were also measured at the beginning and end of the course. Course was assessed by written exffigam and rubric based project evaluation. Student feedbacks of the project were collected using a five-point Likert scale. FindingsThe project-based activity was well integrated in the course. The project helped the students (n=72) to understand management concepts more clearly, which was reflected by their significantly higher (p<0.01) grades compared to previous year. Students' feedback was overwhelmingly positive (mean score of 4.53 on the scale of 5). Students developed both interest and confidence to start a pharmacy as a result of this activity. SummaryThe project was successfully designed and executed in a pharmacy management course within a bachelor of pharmacy curriculum. Based on the response received in this project, efforts will be made to provide guidance and support to the students by calling field experts such as pharmacy owners and financiers.

A Pharmacy Business Management Simulation Exercise as a Practical Application of Business Management Material and Principles

To implement a pharmacy business management simulation exercise as a practical application of business management material and principles and assess students' perceived value. As part of a pharmacy management and administration course, students made various calculations and management decisions in the global categories of hours of operation, inventory, pricing, and personnel. The students entered the data into simulation software and a realistic community pharmacy marketplace was modeled. Course topics included accounting, economics, finance, human resources, management, marketing, and leadership. An 18-item posttest survey was administered. Students' slightly to moderately agreed the pharmacy simulation program enhanced their knowledge and understanding, particularly of inventory management, cash flow statements, balance sheets, and income statements. Overall attitudes toward the pharmacy simulation program were also slightly positive and students also slightly agreed the pharmacy simulation program enhanced their learning of pharmacy business management. Inventory management was the only area in which students felt they had at least "some" exposure to the assessed business management topics during IPPEs/internship, while all other areas of experience ranged from "not at all" to "a little." The pharmacy simulation program is an effective active-learning exercise and enhanced students' knowledge and understanding of the business management topics covered.

Using video clips from “The Office” to illustrate organizational behavior concepts

Video clips from the television sitcom “The Office” were utilized in a pharmacy management course to illustrate organizational behavior principles. The goal of this instructional strategy was to gain and maintain student attention and increase interest in the topics covered. Analysis of student questionnaire responses revealed that the strategy was successful in garnering and sustaining student attention with content that anecdotally has been considered boring and uninteresting. This paper describes the theoretical underpinning leading to the implementation of this strategy, along with the logistics and limitations. This strategy holds promise for use across a variety of topics within a pharmacy curriculum and warrants further research.

Redesign of a Required Undergraduate Pharmacy Management Course to Improve Student Engagement and Concept Retention

To change the structure of a required pharmacy management course to make it more interactive and engaging for students. The course is a required component of undergraduate curriculum and is completed over 2 semesters during the students' third year. Changes included requiring students to lead classroom discussions and complete a business plan in groups. A questionnaire centering on methods of delivery, course content, and outcomes was distributed in 2 academic years, with 74.7% of students responding. Even though the redesigned course required more time, there was strong support for the course among students because they realized the content contributed to their learning. A major course redesign is a big commitment by faculty members, but if done through consultations with former and current students, it can be rewarding for all involved. Students overwhelmingly embraced the changes to the course as they realized the restructuring and the resulting increase in workload were necessary to raise the relevance of the course to their future professional practice.

Using Facebook as an Informal Learning Environment

To create, implement, and assess the effectiveness of an optional Facebook activity intended to expose students to contemporary business issues not covered in the core content of a pharmacy management and leadership course and to perspectives of experts and thought leaders external to their university. An informal learning strategy was used to create a Facebook group page and guest experts were identified and invited to submit posts pertaining to business-related topics. Students were given instructions for joining the Facebook group but informed that participation was optional. A mixed-methods approach using a student questionnaire, results on examination questions, and a student focus group was used to assess this activity. The informal design with no posting guidelines and no participation requirement was well received by students, who appreciated the unique learning environment and exposure to external experts. Facebook provides an informal learning environment for presenting contemporary topics and the thoughts of guest experts not affiliated with a college or school, thereby exposing students to relevant "real world" issues.

A Mass Merchandiser's Role in Enhancing Pharmacy Students’ Business Plan Development Skills for Medication Therapy Management Services

To develop a relationship between a pharmacy management course and a mass merchandiser and to determine whether involving pharmacy managers from the mass merchandiser in the course would enhance student skills in developing a business plan for medication therapy management services. The pharmacy managers from the mass merchandiser participated in lectures, provided panel discussions, and conducted a business plan competition. Learning was assessed by means of 4 examinations and 1 project (ie, the business plan). At the conclusion of the semester, surveys were administered to solicit student input and gain insight from pharmacy managers on the perceived value of this portion of the course. Students' average grade on the business plan assignment, which included the oral presentation, the peer assessment, and the written proposal, was 92.2%. Approximately 60% (n=53) of surveyed students agreed or strongly agreed that their management skills had improved because of the participation of pharmacy managers from the mass merchandiser. All of the managers enjoyed participating in the experience. The involvement of pharmacy managers from a mass merchandiser enhanced student learning in the classroom, and managers felt that their participation was an important contribution to the development of future pharmacists.

Use of Twitter to Encourage Interaction in a Multi-campus Pharmacy Management Course

To implement and assess the effectiveness of using Twitter to encourage interaction between faculty members, guests, and students in a pharmacy management course taught simultaneously on 2 campuses. Students were required to tweet a minimum of 10 times over several class sessions. The course instructor and guest professionals also participated. More than eighteen hundred tweets were made by students, guests, and the instructor. Students tweeted most frequently with each other and found value in reading each others' tweets. One hundred thirty-one students completed an optional evaluation survey. Seventy-one percent indicated that Twitter was distracting, 69% believed it prevented note taking, and more than 80% indicated that it facilitated class participation and allowed an opportunity to voice opinions. Educators who wish to use Twitter in pharmacy courses must balance the potentially positive aspects of the technology, such as increased interaction among students, with potentially negative aspects, such as the interruptive nature of Twitter use and the large volume of tweets generated by a class assignment.

Information Technology and Pharmacy Education

Information technology permeates pharmacy education. Attempts to succinctly describe and analyze the complete range of information technology in use would be met with considerable challenges as the technology array is diverse in complexity and capability. Acknowledging the near ubiquity of information technology in pharmacy education, and recognizing the inherent challenges of presenting an exhaustive analysis of technology use, this supplement is devoted to several key information technology topics for pharmacy education. Colleges of pharmacy are challenged with making decisions regarding investments in information technology to support their work. These investments can take many forms, including monetary and personnel resources. In the health information systems marketplace, site visits are a de facto must-do when implementing a new clinical information system. Site visits allow potential adopters to see the technology under consideration in a live environment, and allow frank discussion between current and potential users. Monaghan and colleagues1 present the results of a nationwide survey describing information technology use in pharmacy education. Specifically, their paper details the creation of an open, searchable database that allows pharmacy faculty members and administrators to conduct virtual site visits to identify what information technology is being used, where it is being used, and who to contact for more information. Their work provides valuable information for those seeking to learn about real-world experiences with technology in pharmacy education. Social media is one category of information technology that is receiving attention for its possible use in education. Examples of social media include blogs, social networking sites, and online communities. Among the social media category of microblogs, Twitter.com is a popular service that is being explored for utility in education. Fox and Varadarajan2 describe experiences of 143 pharmacy students using Twitter in a pharmacy management course. Their experiences shed valuable insight into the potential challenges and benefits of using Twitter in a course that is primarily taught in lecture format. While the use of Twitter and other information technology tools is an instructional decision made by the faculty member, colleges and schools of pharmacy are increasingly being encouraged by the Accreditation Council for Pharmacy Education (ACPE) to use portfolios for assessment of both students and faculty members.3 Electronic portfolios offer many potential improvements over paper-based portfolios, but they also present many challenges. Lopez and colleagues4 describe their experiences implementing a commercial ePortfolio application, including a description of the incorporation of curricular outcomes within their program as well as a discussion of management and logistical considerations for implementation. Two additional papers in the supplement also focus on information technology implementation. Our colleagues in institutional practice are often charged with demonstrating their clinical and financial impact. The academy faces similar challenges in demonstrating the impact and value of students and practice faculty members at experiential sites. The first paper, by Stevenson and colleagues,5 addresses this challenge in describing one pharmacy program's process and results of implementing a clinical intervention documentation system, including clinical and financial data from several years of usage. The second paper addresses implementation of a decidedly different technology: video conferencing. Fox and colleagues6 describe technology-related planning, construction, implementation, and ongoing use of resources to support a satellite campus through synchronous video conferencing. Because of the proliferation of multi-campus pharmacy programs,7 video conferencing is actually addressed in 3 papers in this supplement, including the Monaghan1 and Fox6 papers above. Additionally, Stolte and colleagues8 present student perspectives on video conferencing (among many technologies) in their description of student pharmacists’ perceptions of the impact of technology on education. Readers are encouraged to consider the findings in these papers6,8 related to the impact of video conferencing and student perspectives8 on several of the technologies described in the paper by Monaghan and colleagues.1 The last paper in the supplement addresses the knowledge and skills that pharmacy graduates should possess related to pharmacy informatics. Despite ACPE requirements,3 work remains to be done before colleges and schools of pharmacy fully incorporate pharmacy informatics content into their curricula.9,10 This last paper frames pharmacy informatics content in the context of the medication use process and includes specific readings, learning activities, and resources to assist pharmacy programs to incorporate informatics into their programs.11 Through the inclusion of a broad set of contemporary topics, this supplement is intended to help colleges and schools of pharmacy prepare for the future. This future will include information technology and pharmacy informatics as important components of pharmacy education.

Problem-Based Learning in Pharmacy Management

ABSTRACTThe development and implementation of a modified problem-based learning (PBL) exercise in a pharmacy management course for Doctor of Pharmacy candidates at the University of Utah is described in this article. This course used a combination of didactic lectures, group projects, and individual reports to aid students in developing essential management skills. Teams comprising 5 to 6 students were given four real-life scenarios to develop a plan for managing a hypothetical managed care organization (MCO). Students also prepared reports describing their position and contributions to the success of their MCO. The outcome of this exercise for each team was an annual report, which included their MCO's organizational structure, mission and vision, financial statements, and various clinical and community services. After the reports were evaluated, the team with the best annual report presented a poster presentation at the American Pharmacists Association (APhA) annual meeting. The use of PBL allowed studen...

Teaching Personal and Professional Principles in Pharmacy Practice Management Using the Three-Stage Model for Course Design

The Three-Stage Model was used to develop nine units to teach principles advocated in The Seven Habits of Highly Successful People in a required pharmacy management course. The method develops higher cognitive abilities, self-directed learning, and a realization of personal relevance from course material. Each unit comprised three different exercises addressing different levels of cognitive ability and/or individual vs. group activities. Students felt the exercises challenged them to think about, to understand, and to apply the material; however, the exercises were very lime-consuming, a lot of work, and too personal. Attitudinal outcomes were evaluated using eight items comprising a composite outcome scale. Attitudmal outcome responses varied along two variables: whether students liked or disliked the Three-Stage Model, and whether they felt the material should or should not be part of a required pharmacy management course. Those who liked the teaching method or felt the material should be part of the ma...