Pharmacy Program Research Articles

The effect of socioeconomic disadvantage for on-time graduation in an accelerated doctor of pharmacy program

IntroductionThe purpose of this study was to determine if there is a relationship between socioeconomic disadvantage and student progression in an accelerated, three-year, doctor of pharmacy (PharmD) program. MethodsThe percentage of socioeconomically disadvantaged students in Larkin University's applicant and accepted pool was compared to national data using an N-1 Chi-square. The on-time graduation rate for three classes of PharmD students were compared based on the economic or environmental disadvantage questions posed by Pharmacy College Application Service (PharmCAS). On-time graduation rates were also analyzed by sex, race/ethnicity, and geographical area using a Pearson's Chi-square. Student academic admissions profiles were compared by race/ethnicity using analysis of variance. ResultsLarkin University had a higher percentage of applicants and accepted candidates from certain underrepresented groups. There was no significant difference in on-time graduation for students who answered yes to any of the economic or environmental disadvantage questions as opposed to those who answered no, nor was there a significant difference in on-time graduation by sex or geographical area. For race, there was a significantly lower rate of on-time graduation for students who were Black or African American, even though their admissions criteria were comparable to that of students of other races. ConclusionsStudents who had an economic or environmental disadvantage graduated on-time at the same rate as students who did not have such disadvantages. Black or African American students had lower on-time rates than other ethnic groups, but the reason for lower on-time graduation was unclear.

Emergency Preparedness and Response Education Among US Pharmacy Programs

Emergency Preparedness and Response Education Among US Pharmacy Programs

Current Practices of Using Students’ Course Evaluations for Programmatic Improvement Across Pharmacy Programs

Current Practices of Using Students’ Course Evaluations for Programmatic Improvement Across Pharmacy Programs

Supporting All Students: Identifying Factors that Influence Well-Being in PhD Students at Pharmacy Programs

Supporting All Students: Identifying Factors that Influence Well-Being in PhD Students at Pharmacy Programs

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

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

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

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

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

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

Association of Admission Factors with Academic Progression in a Four-Year Pharmacy Program

Association of Admission Factors with Academic Progression in a Four-Year Pharmacy Program

Strategies for Elevating Student Retention in an Accelerated Pharmacy Program

Strategies for Elevating Student Retention in an Accelerated Pharmacy Program

Using Academic Improvement Plans to Enhance Student Performance and Retention in a Three-Year Pharmacy Program

Using Academic Improvement Plans to Enhance Student Performance and Retention in a Three-Year Pharmacy Program

The Effectiveness of Pharmacokinetic Review in Student Success in a Nontraditional Doctor of Pharmacy Program

The Effectiveness of Pharmacokinetic Review in Student Success in a Nontraditional Doctor of Pharmacy Program

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

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

Benchmarking Alumni Engagement Among Doctor of Pharmacy Programs

Benchmarking Alumni Engagement Among Doctor of Pharmacy Programs

ALFP Cohort 19 Debate and AACP Award Poster Abstracts Presented at the 124th Annual Meeting of the American Association of Colleges of Pharmacy, July 22-25, 2023: ALFP Debate: Are PharmD Students Customers of Schools of Pharmacy?

ObjectiveDescribe the pros and cons of considering students as customers of schools of pharmacy. MethodsThe Academic Leadership Fellows Program (ALFP) contributes to the development of leaders in the academy. ALFP Fellows participate in a debate on current topics in academic pharmacy. Members from Cohort 19 and an ALFP alumni team were assigned sides. Literature reviews of PubMed, Web of Science, Scopus, Eric, and PsycInfo were conducted, and relevant references and online resources were also reviewed. Relevant full-text articles were reviewed and pertinent points included. ResultsThe pro-side argues that students are customers because they pay for their education. However, students are not guaranteed a degree. Second, to financially sustain an institution, students are customers because pharmacy programs respond to their needs and demands. Finally, as customers of the education process, students have a shared responsibility for their education. The con-side argues that students are not customers. Instead, they argue the customers are employers, society, and, most importantly, patients. Second, education is not a transaction, so students cannot be considered customers solely because tuition is associated with the education process. Finally, there are dangers of treating students as customers, including entitlement, poor academic performance, less engagement, and limited relationship building. ConclusionsReflection and collaborative discussions by members of the academy on the transactional and relational elements of student, faculty, and institution relationships can be beneficial in supporting student development, achieving organizational outcomes, and in benefiting society as a whole.

A Qualitative Exploration of ACPE Standard 4 Key Elements From the Perspective of Student Pharmacists

ObjectiveAttitudes and skills reflecting the Accreditation Council for Pharmacy Education Standard 4 (ACPE-S4) remain an important component of pharmacy education. The objectives of this study were (1) explore student perspectives on the importance of ACPE-S4 key elements, and (2) identify experiences that students described as supporting ACPE-S4 attitude and skill development. MethodsThis was a qualitative study using focus groups and dyadic interviews with student pharmacists to collect data on ACPE-S4 key element importance and skill acquisition. A general inductive qualitative approach was used to analyze data, with 2 study authors independently reviewing all transcripts and assigning codes to text segments. Authors then met to discuss coding, iteratively organize coded segments into categories and subcategories, and select representative quotes. ResultsOverall, 3 focus groups and 3 dyadic interviews were conducted with a total of 20 students. Students ranked professionalism and self-awareness as the 2 most important key elements. From qualitative analysis, 4 categories and 10 subcategories of educational activities, programs, and experiences were identified as follows: Mentorship (Identifying a Mentor, Formal Mentorship Programs), Curriculum (Practice Lab, Professional Development Course, Interprofessional Education, Experiential Education), Cocurriculum (Organizational Involvement, Volunteer Hours), and Opportunities Outside Academic Setting (Work, Conferences, and Innovative Pharmacy Practices). ConclusionParticipants articulated several opportunities for developing the skills and attitudes reflecting ACPE-S4 key elements. Incorporating student input into ACPE-S4 attitude and skill development may help pharmacy programs consider how to design, refine, and implement initiatives and experiences to help students develop skills across ACPE-S4 focus areas.

The US Federal Retail Pharmacy Program: Optimizing COVID-19 Vaccine Delivery Through a Strategic Public-Private Partnership.

To help achieve the initial goal of providing universal COVID-19 vaccine access to approximately 258 million adults in 62 US jurisdictions, the federal government launched the Federal Retail Pharmacy Program (FRPP) on February 11, 2021. We describe FRPP's collaboration among the federal government, US jurisdictions, federal entity partners, and 21 national chain and independent pharmacy networks to provide large-scale access to COVID-19 vaccines, particularly in communities disproportionately affected by COVID-19 (eg, people aged ≥65 years, people from racial and ethnic minority groups). FRPP initially provided 10 000 vaccination sites for people to access COVID-19 vaccines, which was increased to >35 000 vaccination sites by May 2021 and sustained through January 31, 2022. From February 11, 2021, through January 31, 2022, FRPP vaccination sites received 293 million doses and administered 219 million doses, representing 45% of all COVID-19 immunizations provided nationwide (38% of all first doses, 72% of all booster doses). This unprecedented public-private partnership allowed the federal government to rapidly adapt and scale up an equitable vaccination program to reach adults, later expanding access to vaccine-eligible children, during the COVID-19 pandemic. As the largest federal COVID-19 vaccination program, FRPP exemplifies how public-private partnerships can expand access to immunizations during a public health emergency. Pharmacies can help meet critical national public health goals by serving as convenient access points for sustained health services. Lessons learned from this effort-including the importance of strong coordination and communication, efficient reporting systems and data quality, and increasing access to and demand for vaccine, among others-may help improve future immunization programs and support health system resiliency, emphasizing community-level access and health equity during public health emergencies.

A preceptor development program using an interactive board game

Background and purposeColleges and schools of pharmacy and residency programs must be engaged in the purposeful development of their preceptors. Preceptor development needs vary widely from a new preceptor needing foundational preceptor skills to a more experienced preceptor who may wish to incorporate more sophisticated precepting methods such as layered learning or interprofessional precepting. It can be challenging to create preceptor development activities that meet these varied needs and keep preceptors of all levels engaged. Educational activity and settingThe Preceptor's Game of Life was developed to incorporate serious gaming into preceptor development to increase engagement and promote learning across all precepting levels. This game was designed to review precepting fundamentals and focused heavily on the application of these principles to authentic precepting scenarios. An element of friendly competition, collaboration, and storytelling created a safe and fun environment where participants could discuss solutions to scenario-based problems. FindingsThe Preceptor's Game of Life has been well received by state and national audiences. Audience members were engaged and invested as they discussed the scenarios presented. Individual, informal feedback following the session and formal session evaluations were positive. SummaryThough the Preceptor's Game of Life required careful logistical planning, the outcome was positive. High levels of engagement amongst the participants were noted in the form of note taking and audience participation. Audience members appreciated activating their prior knowledge and experiences and applying that to future scenarios. This manuscript serves as a tool for others interested in novel preceptor development methods.

Interprofessional Education to Address Substance Use among Adults with Persistent Pain: A Pre-Post Program Evaluation

BackgroundSubstance use disorders (SUDs) are highly prevalent among adults with persistent pain. Yet, standard competencies for integrating pain and SUD content are lacking across health science student curricula. Additionally, pharmacotherapies to treat SUDs are underutilized. AimTo address these gaps, a team of health science faculty created an interprofessional simulation activity using a standardized patient and evaluated learner outcomes related to assessment and treatment of comorbid persistent pain and substance use. MethodsA total of 304 health science students representing nursing, medicine, pharmacy, and social work programs attended virtual learning sessions. Interprofessional student teams developed a team-based care plan for an adult with musculoskeletal pain who takes prescribed opioids while using alcohol. Pre- and post-activity surveys assessing knowledge and confidence were matched for 198 students. Descriptive statistics summarized survey data with inferential analysis of paired data. ResultsThe largest significant improvements between pre- and post-activity knowledge were observed in items specific to pharmacotherapy options for alcohol and opioid use disorders. Similar gains were noted in students’ confidence regarding pharmacotherapies. No significant differences were noted on pre-post-activity knowledge scores between the three main profession groups (medicine, nursing, and pharmacy). ConclusionsStudents attending this interprofessional simulation demonstrated improved knowledge and confidence, particularly in pharmacotherapies for alcohol and opioid use disorders. Replication of such programs can be used to provide consistent content across health science disciplines to heighten awareness and receptivity to medications available to treat SUDs in people treated for persistent pain. The curriculum is freely available from the corresponding author.

Integrated Radiology, Pathology, and Pharmacy Program to Accelerate Access to Osimertinib.

Targeted therapy yields superior outcomes relative to genotype-agnostic therapy for patients with epidermal growth factor receptor (EGFR)-mutant lung cancer. Workflows that facilitate timely detection of EGFR mutations and early dispensation of osimertinib can improve management of this disease. We developed an Integrated Radiology, Pathology, and Pharmacy Program to minimize delays in initiating osimertinib. The intervention consisted of parallel workflows coupling interventional radiology, surgical pathology, and analysis of nucleic acids from frozen tissue with early pharmacy engagement. We compared time to EGFR testing results and time to treatment for participating patients with those of historical cohorts. Between January 2020 and December 2021, 222 patients participated in the intervention. The median turnaround time from biopsy to EGFR results was 1 workday. Forty-nine (22%) tumors harbored EGFR exon 19 deletions or EGFR L858R. Thirty-one (63%) patients were prescribed osimertinib via the intervention. The median interval between osimertinib prescription and osimertinib dispensation was 3 days; dispensation occurred within 48 hours for 42% of patients. The median interval between biopsy and osimertinib dispensation was 5 days. Three patients received osimertinib within 24 hours of EGFR results. Compared with patients with EGFR-mutant non-small-cell lung cancer who were diagnosed through routine workflows, the intervention led to a significant reduction in median time between biopsy and EGFR results (1 v 7 days; P < .01) and median time to treatment initiation (5 v 23 days; P < .01). Combining radiology and pathology workflows with early parallel pharmacy engagement leads to a significant reduction in time to initiating osimertinib. Multidisciplinary integration programs are essential to maximize clinical utility of rapid testing.

Implementation of the national antimicrobial stewardship competencies for UK undergraduate healthcare professional education within undergraduate pharmacy programmes: a survey of UK schools of pharmacy.

Pharmacists play a key role in antimicrobial stewardship (AMS). Consensus-based national AMS competencies for undergraduate healthcare professionals in the UK reflect the increasing emphasis on competency-based healthcare professional education. However, the extent to which these are included within undergraduate pharmacy education programmes in the UK is unknown. To explore which of the AMS competencies are delivered, including when and at which level, within UK undergraduate MPharm programmes. A cross-sectional online questionnaire captured the level of study of the MPharm programme in which each competency was taught, the method of delivery and assessment of AMS education, and examples of student feedback. Ten institutions completed the survey (33% response rate). No institution reported covering all 54 AMS competencies and 5 of these were taught at half or fewer of the institutions. Key gaps were identified around taking samples, communication, outpatient parenteral antimicrobial therapy and surgical prophylaxis. The minimum time dedicated to AMS teaching differed between institutions (range 9-119 h), teaching was generally through didactic methods, and assessment was generally through knowledge recall and objective structured clinical examinations. Feedback from students suggests they find AMS and antimicrobial resistance (AMR) to be complex yet important topics. UK schools of pharmacy should utilize the competency framework to identify gaps in their AMS, AMR and infection teaching. To prepare newly qualified pharmacists to be effective at delivering AMS and prescribing antimicrobials, schools of pharmacy should utilize more simulated environments and clinical placements for education and assessment of AMS.