Pharmacy Practice Faculty Members Research Articles

Comparative study of journal article scholarly activity: Pharmacy practice dual‐degree faculty versus single terminal‐degree faculty members

AbstractObjectiveThe goals of the 2005 National Institutes of Health (NIH) Roadmap of the Future of Pharmacy Colleges emphasized the importance of bidirectional information flow in translational research to enhance drug discovery and research. Many dual‐degree programs and pathways have been developed to meet this bidirectional information flow to enhance discovery and research, but limited data exists on the bibliometrics of these dual‐degree Department of Pharmacy Practice faculties. To determine whether dual‐degree programs enhance research, a four‐outcome bibliometric analysis of United States Departments of Pharmacy Practice tenure‐track (DPP‐TT) dual‐degree compared with DPP‐TT single terminal‐degree faculty was conducted over a 10‐year period.MethodsA search of PubMed of DPP‐TT single and dual‐degree faculty from January 10, 2010 to December 31, 2019 was performed. Faculty employed in DPP‐TT were determined through published rosters in the American Association of Colleges of Pharmacy (AACP) rosters or college/school internet sites. Department of Pharmacy Practice faculty members' number of publications, number of citations per publication, h‐index, and NIH iCite weighted Relative Citation Ratio (RCR) value were determined. Descriptive statistics and analysis of variance compared dual‐degree with single terminal‐degree DPP faculty data.ResultsNinety‐one institutions employed 348 DPP‐TT dual‐degree faculty that produced 7480 publications compared with 131 institutions with 1805 single terminal‐degree faculty of 12 670 publications. Dual‐degree DPP number of citations per publication (mean ± standard deviation [SD]) was 37.8 ± 86.8 with a journal impact factor (JIF) of 6.4 ± 14.3 compared to single‐degree of 24.7 ± 90.8 (p < 0.001) with a JIF of 4.7 ± 80.8 (p < 0.001). Dual‐degree faculty h‐index was 14.7 ± 12.5 with a mean iCite weighted RCR of 54.8 ± 87.6 compared to single‐degree faculty of 6.5 ± 8.9 (p < 0.001) with an RCR of 22.1 ± 65.3 (p < 0.001).ConclusionDepartment of Pharmacy Practice dual‐degree faculty have significantly higher bibliometrics compared with single‐degree DPP faculty.

Development of a script concordance test to assess clinical reasoning in a pharmacy curriculum

IntroductionClinical reasoning is a vital skill for student pharmacists in the provision of patient-centered care, but these skills are often difficult to assess in the didactic curriculum. A script concordance test (SCT) is an innovative assessment method that can be used to assess clinical reasoning skills. The objective of this study was to develop and refine an SCT to assess clinical reasoning skills of third year student pharmacists (P3s). MethodsAn SCT was written and administered to P3s. Pharmacy practice faculty members served as the expert group. The SCT was scored and Rasch analysis was performed. ResultsThe SCT included 20 case vignettes and 60 questions. Test reliability was 0.34 with mean square values for all items between 0.7 and 1.3. Forty-two questions had a difficulty score between 0 and − 1 logits, indicating there were multiple questions with similar difficulty levels. Two case vignettes and 43.3% of questions (n = 26) were revised to enhance clarity and decrease ambiguity. ConclusionsThe SCT is a tool to assess clinical reasoning in the didactic curriculum. Faculty can create the SCT and use statistical methods such as Rasch analysis to assess validity and reliability of the SCT.

Design and Evaluation of Scholarship and Research Orientation Sessions in Academic Pharmacy Practice Experiences

Objective:Evaluate the efficacy of educating academic Advance Pharmacy Practice Experiential (APPE) students on scholarship and research (S&R). We hypothesized that academic APPE students gain more knowledge in scholarship and research in comparison to non-academic APPE students.Methods:As a component of academic APPE rotation, all academic APPE students assigned by the office of experiential education per year (the intervention group) (n = 11) attended S&R sessions during the first week of their academic APPE rotation. Student volunteers from the same graduating class were recruited as the control group (n = 12). However, 1 student from the intervention group and 2 students from the control group were excluded from the analysis, leaving 10 students from each group. These sessions were taken in small groups of 1 to 3 once in their assigned rotation. S&R sessions included many topics that were based on a S&R manual. Upon completion of the sessions, a hard copy of a 10-question knowledge-based quiz was given to both groups at the same time. APPE students’ knowledge about S&R were assessed via grading the quiz. The anonymity of the quiz was maintained by requesting students only to mention whether they are from intervention group or controlled group.Results:While control group averaged 49% ± 4.58 on the quiz, the intervention group averaged 71.5% ± 5.77. Statistical analysis was performed using SPSS software. Based on independent sample t-test, students who took the S&R session show significant increase in their quiz score.Conclusion:Compared to the control group, S&R sessions helped academic APPE students to gain knowledge on S&R. The students also perceived that S&R sessions increased their interest in S&R.

When a patient talks about suicide: Adding a social worker led session on the pharmacist's role in suicide prevention to the PharmD curriculum

Background and purposeSuicide is the tenth leading cause of death in the US. Frontline health professionals like pharmacists can be trained to intervene with patients displaying warning signs of suicide. The purpose of this activity was to introduce student pharmacists to suicide prevention concepts. Educational activity and settingA social worker on faculty at the school of social work and a pharmacy practice faculty member collaborated to deliver a 50-min didactic session to first year students on the role of pharmacists in suicide prevention. The session included: (1) suicide statistics and public health signiifcance, (2) protective factors, risk factors, and warning signs of suicidal ideation, (3) strategies for asking about suicidal ideation, including practice asking about suicide, (4) resources and referrals, and (5) brief case scenarios and student questions. FindingsAn electronic survey was administered to 108 students and 83 responses (76.9%) were received. The results suggested the topic was new to most students and was relevant to their role as pharmacists. Most students (91%) reported that the session increased their confidence in asking about suicide for someone displaying warning signs. Student comments on the survey were generally positive with students requesting additional exposure to scenarios. Pharmacy programs may benefit from collaborating with social work or mental health professionals to deliver basic suicide intervention training tailored to pharmacy. SummaryA social worker-led session about suicide prevention was positively received by first year student pharmacists.

Overview and Preparation Guide for Academic Careers in Pediatric Pharmacy, Part 1: Career as a Pediatric Pharmacy Practice Faculty Member.

Pediatric clinical pharmacy is a growing and evolving field with an increasing number of pediatric clinical pharmacists in academia. In 2017, pediatric practice faculty members represented approximately 7.6% of all pharmacy practice faculty in the United States. The benefits of practicing in an academic environment are many, including, but not limited to, the ability to shape the future of pharmacy practice through the training of the next generation of pharmacists, contributing to science through research and scholarly activities for the care of pediatric patients, and positively impacting patient care for the most vulnerable of patients. Part one of this two-part series describes careers in academic pediatric pharmacy, as well as faculty roles and responsibilities, and provides information and advice related to the preparation and transition into careers in academic pediatric pharmacy.

Design and Evaluation of a Longitudinal Faculty Development Program to Advance Scholarly Writing Among Pharmacy Practice Faculty

Objective. To describe the design and evaluation of a six-month longitudinal faculty development program designed to promote experience and skills in scholarly writing among pharmacy practice faculty. Methods. Writer's Block uses a scheduled weekly writing time, peer support, and multiple accountability measures to promote progress in manuscript writing. Faculty participation, satisfaction, and manuscript writing progress were used to evaluate the program's success. Demographic data describing faculty participation in at least one of three cohorts of Writer's Block were collected. Satisfaction was determined using an anonymous online survey. Writing progress was determined through reporting of weekly manuscript word counts and submission to a peer-reviewed journal. Results. Twelve assistant professors participated in one or more program cohorts to develop 20 manuscripts. Twelve (60%) manuscripts were submitted to a peer-reviewed journal. Of these, 10 (83%) have been published or accepted for publication, and one (8%) is undergoing peer review. The majority of participants agreed or strongly agreed that the program was helpful in starting and advancing manuscript writing. Specific program components meant to encourage writing accountability, such as monthly meetings, reporting word counts, and setting a weekly writing schedule, were highly valued. Conclusion. This program is the first described writing-focused faculty development program among pharmacy practice faculty. It successfully engaged pharmacy practice faculty members in the scholarly writing process, evidenced by participation in the program, participant satisfaction, and documented progress in manuscript development.

Identifying student learning competencies for urban underserved practice using a Delphi process

IntroductionThe pharmacy profession has a growing opportunity to provide high-quality patient care to urban underserved patients. The Accreditation Council for Pharmacy Education (ACPE) has also recognized the necessity of training pharmacy students to care for underserved patients within Standard 3.5 in Standards 2016. Despite this recognized need to train students to care for urban underserved patients, there is limited literature to guide schools and colleges of pharmacy in developing learning activities and curricula to meet this need. MethodsThis study utilized a three-round modified Delphi process to develop learning competencies. Participation was solicited from pharmacy practice faculty members of the American Association of Colleges of Pharmacy (AACP) Health Disparities and Cultural Competency Special Interest Group (SIG). This study used a proportion of experts rating agree or strongly agree at 80% to determine consensus. ResultsThe expert pool had a combined 235 years of pharmacy practice experience in urban underserved settings. Ten learning competencies were developed and finalized: Identified learning competencies related to the development of pharmaceutical and social knowledge base; development of pharmaceutical care and social skills; and building awareness of benefits and disadvantages of working with urban underserved patient populations. DiscussionThe learning competencies described in this study provide schools and colleges of pharmacy a tool to help guide learning activity and curricular development to educate students to provide high-quality and compassionate care to urban underserved patients. ConclusionsThis study is the first description of practice-based student learning competencies for urban underserved pharmacy practice in the literature.

The Report of the 2016-2017 Professional Affairs Standing Committee: Formally Embracing and Engaging Preceptors in the Academy — The Time Has Come

The 2016-2017 AACP Professional Affairs Committee (PAC) was charged to examine strategies to include adjunct/affiliate preceptors as AACP members and to determine the value proposition of AACP membership for this group of educators. The PAC defined adjunct/affiliate preceptors as preceptors who are neither full-time employees nor have a primary employment commitment (≥50% of the preceptor's work salary) at a school/college of pharmacy. Specific charges to the PAC included: recommend an approach to increase the number of adjunct/affiliate preceptors as AACP members, examine AACP membership from an adjunct/affiliate preceptor value perspective, and prepare a concise summary of available literature describing value-added contributions of student pharmacists and pharmacy preceptors to pharmacy practice models, interprofessional education (IPE) and interprofessional practice (IPP). The summary of the plan developed by the PAC to address the charges is presented in the following report, which includes three sections: the value proposition of AACP membership for adjunct/affiliate preceptors, expansion of the presence of adjunct/affiliate preceptors in AACP, and the value of student pharmacists in experiential education settings. The value proposition of AACP membership for adjunct/affiliate preceptors section describes results of surveys and focus groups conducted by the PAC. The PAC surveyed experiential education directors at schools/colleges of pharmacy, adjunct/affiliate preceptors (from a request via the experiential education directors), and new pharmacy practice faculty members in order to determine current resources available for adjunct/affiliate preceptor development, as well as explore potential resources AACP could provide for adjunct/affiliate preceptor development. Focus groups were held with adjunct/affiliate preceptors and experiential education faculty/staff to explore some of the results and concepts generated from the surveys. The PAC developed three recommendations for AACP as a result of the surveys and focus groups. The report also describes various factors that should be considered by AACP in developing a membership category for adjunct/affiliate preceptors, including potential membership models, establishment of an advisory board, and collaboration with other stakeholder groups. The final section of the report provides an executive summary and detailed table, which summarizes available literature on the value of student pharmacists in experiential education. The brief literature review reinforces that there are many different practice settings where student pharmacists add value to patient care and the practice site. This information is significant for experiential education faculty/staff, as well as adjunct/affiliate preceptors, and serves as an example of best practices which document the value experiential education provides to patient care and practice sites. The final section of the report provides a policy statement that was adopted by the 2017 AACP House of Delegates and one suggestion to schools/colleges of pharmacy. The report concludes with a call to action regarding the formal involvement of adjunct/affiliate preceptors by AACP and the academy.

Assessment of Burnout and Associated Risk Factors Among Pharmacy Practice Faculty in the United States

Objectives. To measure the level of burnout among pharmacy practice faculty members at US colleges and schools of pharmacy and to identify factors associated with burnout. Methods. Using a cross-sectional, electronic, anonymous survey-design, we measured faculty burnout (n=2318) at US colleges and schools of pharmacy using the Maslach Burnout Inventory-Educators Survey (MBI-ES), which measures burnout dimensions: emotional exhaustion, depersonalization, and personal accomplishment. We assessed MBI-ES scores, demographics and possible predictors of burnout. Results. The response rate was 32.7% (n=758). Emotional exhaustion was identified in 41.3% and was higher in women, assistant professors, and those without a hobby. Participants without a mentor had higher scores of depersonalization. Those with children ages 1-12 years had higher emotional exhaustion and depersonalization compared to those with older children. Conclusion. Pharmacy practice faculty members at US colleges and schools of pharmacy are suffering from burnout, exhibited mainly through emotional exhaustion.

Transitioning from pharmacy practice into administration

Transitioning from a pharmacy practice faculty member into an administrator will offer new challenges you have never faced in your career. Whether you are currently considering a transition in your career or have recently made such a transition, many questions will come up along the way. Through this commentary, I offer some advice from my own personal trials and errors as I continue on my administrative journey, and I hope this will help you in yours.

Processes and Metrics to Evaluate Faculty Practice Activities at US Schools of Pharmacy

Objective. To determine what processes and metrics are employed to measure and evaluate pharmacy practice faculty members at colleges and schools of pharmacy in the United States. Methods. A 23-item web-based questionnaire was distributed to pharmacy practice department chairs at schools of pharmacy fully accredited by the Accreditation Council for Pharmacy Education (ACPE) (n=114). Results. Ninety-three pharmacy practice chairs or designees from 92 institutions responded. Seventy-six percent reported that more than 60% of the department's faculty members were engaged in practice-related activities at least eight hours per week. Fewer than half (47%) had written policies and procedures for conducting practice evaluations. Institutions commonly collected data regarding committee service at practice sites, community service events, educational programs, and number of hours engaged in practice-related activities; however, only 24% used a tool to longitudinally collect practice-related data. Publicly funded institutions were more likely than private schools to have written procedures. Conclusion. Data collection tools and best practice recommendations for conducting faculty practice evaluations are needed.

Developing a practice site in the non-academic community hospital: A primer for pharmacy practice faculty members

The need for quality advanced pharmacy practice experiences (APPEs) and clinical practice sites for pharmacy faculty in in-patient settings continues to increase with the expansion of colleges of pharmacy. Since the patient care model in non-academic community hospitals often differs from the traditional model in an academic institution, the development of a practice site and experiential education in this setting requires a strategic approach by the faculty member. This article was developed by three full-time pharmacy practice faculty at different colleges of pharmacy who were each tasked with developing a new part-time practice site at a non-academic community hospital. Included are strategies for establishing the site, overcoming barriers to the creation of an optimal practice environment, and keeping the momentum once the site has been established. The various roles of a faculty member in this setting and some of the advantages to practicing within a non-academic community hospital are also presented. As the landscape of pharmacy education continues to evolve, successful development and perspectives from these practice sites should be shared.

Recommendations for the Successful Pursuit of Scholarship by Pharmacy Practice Faculty Members

Scholarship has long been a basic expectation of faculty members at institutions of higher learning in the United States and elsewhere. This expectation is no less assumed in academic pharmacy. A number of organizations have verbalized and enforced this precept over the years.(1-3) For example, this expectation is spoken to directly in the American Council for Pharmacy Education's Accreditation Standards and Guidelines.(4) This expectation is further emphasized in the draft document of the accreditation standards to be implemented in 2016, in Standard 20. Specifically, Element 20.2 states: "The college or school must create an environment that both requires and promotes scholarship, and must also develop mechanisms to assess both the quantity and quality of faculty scholarly productivity."(5) The successful pursuit of scholarship by clinical faculty members (those engaged in both clinical practice and teaching, without regard to tenure or clinical track status) is challenging. (6-10) Thus, faculty member job descriptions or models should be designed so clinical faculty members can successfully meet all academic job expectations, including productive and meaningful scholarship. In 2012, an AACP Section of Teachers of Pharmacy Practice task force was charged with examining this issue and providing recommendations for models for clinical faculty members that would allow the successful pursuit of scholarship. The task force gathered information relating to the current state of affairs at a number of colleges and reviewed relevant literature. This information, along with personal experiences and much discussion and contemplation, led to some general observations as well as specific recommendations. This paper reiterates the task force's observations and recommendations and provides further detail regarding our interpretation of the findings and basis for the eventual recommendations to the section.

Three-year review of pharmacy students’ interventions and activities in an outpatient teaching family medicine center

ObjectiveAdditional justification of the value of pharmacy students in outpatient settings is needed, as interventions have primarily been documented in the acute care setting. This study describes the clinical interventions and activities of fourth-year pharmacy students working under the supervision of one pharmacy practice faculty member in an outpatient teaching family medicine setting over a three-year period. MethodsStudents at this site see patients for individual appointments with the pharmacist, see patients with resident physicians, and perform medication reconciliation activities. All clinical interventions and activities documented by pharmacy students in a web-based system under the supervision of one pharmacy faculty member from 2011–2013 were analyzed. ResultsIn the three-year study period, 5439 interventions and 1645 activities were documented at this practice site by 39 pharmacy students. The average number of interventions per student was 139.5 and the average number of activities was 42.2. The most commonly documented interventions were patient medication histories, patient counseling, and drug therapy adjustments/discontinuations/initiations. The total estimated potential cost savings/avoidance was $602,022, which equates to $15,436 per pharmacy student. ConclusionPharmacy students performed a wide range of clinical interventions and activities in an outpatient family medicine center. Pharmacy students can have a significant impact on patient care in this setting and may contribute to significant cost avoidance. These data may be useful to schools of pharmacy, as they pursue the development of additional outpatient training sites.

Comparing pharmacy practice faculty perceptions of first-year post-graduate residency (PGY1) selection criteria to those reported by PGY1 residency directors

ObjectivesThis study characterizes the professional opinions of residency directors and pharmacy faculty members regarding the relative importance of first-year post-graduate pharmacy (PGY1) residency interview selection criteria. MethodsTwo survey instruments were distributed to PGY1 residency directors of all ASHP-accredited PGY1 programs and to pharmacy practice faculty members. Respondents identified and ranked the perceived importance of the interview selection criteria used in their application review process or student mentoring approaches, respectively. ResultsResponse rates for completion of the survey instruments were 14.4% for faculty members and 25.5% for residency directors. Both groups of respondents indicated the importance of the synergy between a candidate’s letter of intent and a residency program, as well as for letters of recommendation. PGY1 residency directors identified more criteria used for screening purposes, including cumulative grade point averages (GPAs) (94.4% versus 86.7%, p = 0.0017), previous work experience (85.3% versus 66.4%, p < 0.0001), and synergy between the candidate and the residency (80.6% versus 71.5%, p = 0.0081). ConclusionsResidency directors and faculty members consistently identify key criteria for residency selection, but better aligning faculty members’ mentoring of students prior to the residency application process with interview selection criteria used by residency directors may increase students’ success with obtaining residency interviews.

Academic Pharmacy Practice Fellowships Address Challenges of Evolving Pharmacist Roles

Academic Pharmacy Practice Fellowships Address Challenges of Evolving Pharmacist Roles

Education, Training, and Academic Experience of Newly Hired, First-Time Pharmacy Faculty Members

Objective. To describe the education, training, and academic experiences of newly hired faculty members at US colleges and schools of pharmacy during the 2012-2013 academic year. Methods. A survey regarding education, training, and academic experiences was conducted of all first-time faculty members at US colleges and schools of pharmacy hired during the 2012-2013 academic year. Results. Pharmacy practice faculty members accounted for the majority (68.2%) of new hires. Ambulatory care was the most common pharmacy specialty position (29.8%). Most new faculty members had a doctor of pharmacy (PharmD) as their terminal degree (74.8%), and 88.3% of pharmacy practice faculty members completed a residency. Of new faculty members who responded to the survey, 102 (67.5%) had at least 3 prior academic teaching, precepting, or research experiences. Conclusion. New faculty members were hired most frequently for clinical faculty positions at the assistant professor level and most frequently in the specialty of ambulatory care. Prior academic experience included precepting pharmacy students, facilitating small discussions, and guest lecturing.

Perceptions and Use of iPad Technology by Pharmacy Practice Faculty Members

To explore the potential of tablet technology to address the specific workload challenges of pharmacy practice faculty members and to evaluate tablet usage after a department-wide iPad initiative. After conducting a needs assessment to determine pharmacy faculty attitudes towards tablet technology and to identify potential usage scenarios, all faculty members in a department of pharmacy practice received an iPad. After iPad distribution, training sessions and virtual tutorials were provided. An anonymous survey was administered to evaluate the pilot. The needs assessment survey revealed positive attitudes towards iPad technology, identified use scenarios, and led to a department-wide iPad pilot program. Most faculty members used iPads for connectivity with students (86%), paper/project annotation (68%), assessment (57%), and demonstration of tools used in practice (36%). For teaching, 61% of faculty members used iPads in seminars/laboratories, 57% used iPads in the experiential setting, and 43% used iPads in the classroom. Use of iPads for patient-care activities varied and depended on site support for mobile technology. The 23 faculty members with external practice sites used iPads to a greater extent and had more positive attitudes towards this technology compared with campus-based faculty members. Integration of tablet technology into the pharmacy education setting resulted in faculty-reported increased productivity and decreased paper waste. It also allowed faculty members to experiment with new teaching strategies in the classroom and experiential setting. Administrators at institutions exploring the use of tablet technology should allocate resources based on faculty needs and usage patterns.

Part-time and Job-Share Careers Among Pharmacy Practice Faculty Members

Part-time and job-share policies may allow pharmacy practice faculty members to achieve work/life balance while pursuing their professional goals. Precedent for alternative work schedules within the health professions community can be found throughout the literature; however, little is known about part-time roles in academic pharmacy. The design and implementation of 3 different alternative faculty appointments are described and department chair and faculty perspectives are shared. Teaching, service, and scholarship responsibilities, as well as outcomes before and after changes in appointment, are described. Advantages and disadvantages, including advice for other colleges of pharmacy, are presented. Alternate appointments may be a key factor in retaining highly qualified faculty members who continue to bring their expertise to teaching, precepting, and scholarship within a college or school of pharmacy.

Quantifying Published Scholarly Works of Experiential Education Directors

To determine the amount and potential impact of scholarly works that directors of experiential education in US colleges and schools of pharmacy have published since 2001. A search in Web of Science was used to identify publications and citations for the years 2001-2011 by experiential education directors as identified by the American Association of Colleges of Pharmacy (AACP) Roster of Faculty and Professional Staff in 2011. Publication productivity was analyzed by position title, faculty rank, and type of institution (public vs private, research vs nonresearch-intensive). Types of published works were characterized, related citations were identified, and a reported h-index was collected for each person who published during this period. Ninety-seven of 226 (43%) experiential education directors published 344 scholarly works which had received 1841 citations, for an average of 1 publication every 3 years and an average citation rate of 5.3 per publication. Directors at publicly funded and research-intensive institutions published slightly more than did their counterparts at private and nonresearch-intensive schools. Publications were concentrated in 6 journals with a weighted mean publication impact factor of 1.5. Many experiential education directors have published scholarly works even though their titles and ranks vary widely. While the quantity of such works may not be large, the impact is similar to that of other pharmacy practice faculty members. These results could be used to characterize the scholarly performance of experiential education directors in recent years as well as to establish a culture of scholarship in this emerging career track within pharmacy education.