School Of Pharmacy Research Articles

A Cross-Sectional Survey Study of Student Pharmacists’ Career Interests

Background: Career planning is important to student pharmacists and pharmacy schools due to slower job growth for pharmacists over the last decade. Understanding students’ career interests can help colleges and schools of pharmacy develop targeted career planning, as well as meaningful curricular and co-curricular activities. Objectives: This study aims to describe the career path interests of two doctor of pharmacy cohorts in each professional year (P1 through P4) during the 2019-2020 and 2020-2021 academic years. Methods: This was a retrospective cross-sectional survey study conducted at an Accreditation Council for Pharmacy Education accredited college of pharmacy in the United States. Students were surveyed regarding their career interests in a mentorship program. Using frequencies and proportions we reported the pattern of students’ career interests. Results: The top careers most frequently selected by students in the 2019-2020 cohort as their first choice were hospital (21.4% of P1s, 17.4% of P3s) and community (24.6% of P2s, 24.3% of P4s). Those career paths for the 2020-2021 cohort were hospital (21.4% of P1s), clinical specialty (19.2% of P2s, 21.9% of P4s), and community (22.9% of P3s). In both cohorts and all professional program years, students selected a broad range of first choice career interests and even broader range when indicating top 3 careers of interest. Conclusion: Overall, the most frequently selected career path interests were hospital, community, clinical specialty, and ambulatory care. However, there was broad variability in the career interests, accounting for a third to half of the students with interests different than the majority.

Assessing stress among pharmacy faculty at five schools: Preliminary lessons learned and coping strategies recommended

Background: The 2016 ACPE Standards note that Pharm.D. programmes should ensure that “assessments include measurements of perceived stress in faculty, staff, and students and an evaluation of stress’ potential for a negative impact on programmatic outcomes and morale.” This study examines the perceptions of stress and satisfaction among pharmacy faculty and identifies their primary ways to cope with stress using a pilot survey instrument Scale To Recognize and Evaluate Stress and Satisfaction (STRESS). Methods: A PubMed literature search was conducted utilising key search terms: “faculty stress or burnout” and “stress survey”. A draft survey was assessed by 20 experts resulting a 10-question online survey (STRESS) that was administered across five US pharmacy schools. Descriptive statistics were used to analyse data. Results: The 117 faculty who completed the survey consisted of 55% females, 73% pharmacy practice department, and 36% assistant professor rank. When asked to rate stress levels on a scale of 1 (low stress) to 5 (high stress), the mean was 3.54, SD 0.94. The item with the highest stress rating was “feeling that I have too heavy a workload” (mean 3.63, SD 1.22), and 34% felt fatigued and/or overwhelmed on most days/daily. Conclusion: Preliminary findings can serve for stress reduction strategies and as indicators for targeted wellness initiatives.

Integrating Language Instruction into Pharmacy Education: Spanish and Arabic Languages as Examples

Effective communication is key for healthcare providers to provide optimal care for patients. Pharmacists’ fluency in a patient’s native language is important for effective communication. Additionally, language concordance improves patients’ trust and ensures health equity. In the United States (US), Hispanics are the largest minority group, but only 36% of the pharmacy schools in the US offer Spanish courses in their curriculum. Conversely, Middle Eastern countries have implemented English as the language of instruction in pharmacy schools, though the native language of the patient population is Arabic. The discrepancy between the language of education and the language used by patients might lead to communication problems, thus limiting a pharmacist’s role in practice. This review aims to describe the efforts of pharmacy schools both in the US and Middle Eastern countries to incorporate a second language (Spanish and Arabic, respectively) in their curriculum. Spanish language content has scarcely been introduced into the pharmacy curriculum in the US, either as didactic elements (elective courses, lab sessions, modules within a course, or co-curricular programs) or as language immersion experiences (rotations and internships, nationally or abroad). In Arabic-speaking countries, an Arabic course was introduced to the pharmacy curriculum to enhance students’ communication skills. This review provides an overview of the steps taken in various pharmacy programs to prepare students for adequate multilingual speaking. The findings reveal the need for additional strategies to assess the impact of language courses on student performance and patient experience, as well as language competence in pharmacists and pharmacy students.

Integration of a wellness smartphone application in a school of pharmacy

Background: Evidence suggests that professionals experience stress, with various coping approaches detailed in the literature. Objective: To describe the integration of and engagement with a wellness smartphone application (app) in a school of pharmacy. Methods: The School of Pharmacy faculty, staff, and students were given subscriptions to Wellspace, a mobile health app. Aggregate data were analysed to determine factors that influence user engagement, activity, and well-being. Results: Eighty percent of didactic students and 46 faculty/staff downloaded the app. The highest rate of overall monthly user engagement (39%) was during the first month but declined throughout the time of the study (5%). Competitions for wellness-related prizes led to significantly higher engagement rates and number of steps. The presence of competitions correlated with a higher percentage of engagement (r = 0.53), number of engaged users (r = 0.53), and number of steps (r = 0.49). Conclusion: A wellness app was integrated within a school of pharmacy; however, poor usage limited the utility of data captured.

Beyond the PharmD

Few pharmacy programs in the United States confer students a pharmacy and physician assistant (PharmD-PA) dual degree after graduation. The objective of this study is to determine students’ perceptions of the PharmD-PA dual degree as an alternative method for career advancement. A cross-sectional study was conducted at a 3-year pharmacy program in a Historically Black College and University (HBCU). Students were asked about their familiarity with the PharmD-PA dual degree and its associated benefits and limitations. Students’ perceptions of the PharmD-PA dual degree on their career outlook, quality of life, salary, and its ramifications on the healthcare sector were assessed. Descriptive and chi-square analysis were conducted. Seventy-two students completed the survey from all 3 years of pharmacy school, and only 35 students (48.6%) were familiar with the PharmD-PA dual degree program. Students noted the benefits of pursuing the PharmD-PA dual degree to be acquiring prescriptive authority (44.4%), improved clinical knowledge (29.2%), and better career opportunities (18.0%). The main limitations included the additional time in school (40.3%), financial barriers of the program (26.4%), and increased school workload (16.7%). Most students believed that the PharmD-PA dual degree had positive effects on their job prospects, salary, career satisfaction, and allowed for overall improvements in patient care. Overall, pharmacy students had positive perceptions of the PharmD-PA dual degree program. Schools of Pharmacy should look into the development of PharmD-PA dual degree programs as a unique marketing opportunity for admissions and as a nontraditional method of career advancement.

A call for sustainability: Why unused drugs should be redistributed to pharmacy schools for simulated pharmacy practice learning activities

IntroductionPharmaceutical waste from unused or expired medications and supplies has environmental, economic, and social implications. Redistribution of these items from institutions to schools of pharmacy may contribute to global sustainability efforts. PerspectiveThis commentary outlines the proposed call to action through the United Nation's five dimensions of sustainability: planet, prosperity, people, partnerships, and peace. Reuse of medications by schools of pharmacy ensures the lifespan of a product is expanded, thereby reducing the amount of waste in landfills. Forming partnerships between institutions and schools of pharmacy lends to economic prosperity due to cost-avoidance and cost-recovery. This repurposing also prioritizes people by limiting the impact on supply chains and medication shortages, while also resource sharing in times of need. These efforts lead to increased peace through waste mitigation, mutually beneficial business, social responsibility, and community outreach. ImplicationsCollaborations between institutions and schools of pharmacy can reduce pharmaceutical waste, which in turn will enhance the economic stability of both parties, while positively impacting the environment and society in which these partnerships reside.

Gauging the learning environment at Damascus University Pharmacy School in Syria using the DREEM questionnaire: A cross-sectional study.

Introduction: This study was undertaken to provide the first record of evaluation of the educational environment of the Bachelor of Pharmacy program at Damascus University (DU), Syria using the internationally adopted Dundee Ready Education Environment Measure (DREEM) tool and compare it with other pharmacy schools around the world. Methods: A cross-sectional study was conducted at DU Pharmacy School in 2022. The validated DREEM 50-item inventory was added to Google Forms and used to collect data electronically. River sampling and snowball sampling methods were used. Data was collected during the second term between April 2022 and June 2022. Students from all years were included. Results: A total of 269 students completed the questionnaire; that is about 6.7% of the total population. The Cronbach's alpha of the DREEM questionnaire was 0.94. The total DREEM score was 89.8±32.1/200. Senior students scored significantly less on the DREEM scale than their younger counterparts. DU Pharmacy School scored significantly less on the total DREEM score than its other counterparts around the world with a large effect size (d>0.80). All subscales scored below 50% and the lowest scoring subscales were students' perception of learning (SPL=41.8%) and students' perception of the social environment (SSP=42.5%). Conclusions: The findings implied that the educational environment is in need of major improvement, especially in areas related to teaching and learning practices and the general social environment; failure to address the current issues in the learning environment might hinder learning and clinical practice of the future generation of pharmacists. This study provides a quality improvement map which could be used preciously address the areas that need most attention at DU Pharmacy School.

Novel innovative computer-based test (Inno-CBT) item types for national licensing examinations for health care professionals

BackgroundAn effective test mechanism to evaluate clinical knowledge and skills of the entry-level healthcare professionals is important for providing clinical competency and improving patient care. This study aimed to develop novel, innovative computer-based test (Inno-CBT) item types for application in the national examination of Korean healthcare professionals.MethodsThis exploratory study was conducted from May 2021 to March 2022 by a team of faculty members from pharmacy schools in South Korea. A literature search using PubMed, Google Scholar, RISS, Web of Science, and KoreaMed was performed. Forum presentations, media articles, and previous reports by the Korea Health Personnel Licensing Examination Institute (KHPLEI) were included. Workshops were held, information and ideas were collected and conceptualized, and item types were designed, drafted, and refined. By repeating this process, the Inno-CBT item types were finalized.ResultsForty-one Inno-CBT item types with 28 subtypes were developed. New digital technologies, such as a reactive responsive media interface, an animation insertion, multimedia embedding, and network surfing, were utilized in these novel types. It was anticipated that these Inno-CBT item types would effectively measure abilities in healthcare knowledge, problem-solving skills, and professional behaviors. Some potential barriers to implementing the Inno-CBT item types include item difficulty, operational unfamiliarity, complexity in scoring protocols, and network security.ConclusionsA variety of styles of novel Inno-CBT item types were developed to evaluate the multifaceted and in-depth professional abilities required for healthcare professionals. Prior to implementing these item types in the national examination, item validation and technical support should be conducted.

Implementing and evaluating a diversity, equity, and inclusion resident recruitment strategy.

A recruitment strategy was designed to increase the racial diversity of applicants to the postgraduate year 1 pharmacy program at University of Michigan Health, Michigan Medicine (MM). This article describes MM's diversity, equity, and inclusion (DEI) residency recruitment approach, from conceptualization through implementation, and includes an evaluation of its effectiveness. The report of the American Society of Health-System Pharmacists (ASHP) Task Force on Racial Diversity, Equity, and Inclusion, published in January 2021, provided a foundation for our recruitment approach. The approach consisted of establishing a residency DEI subcommittee, conducting outreach to under-represented students, and reducing bias in the process by amending the application screening rubric. The combination of these efforts resulted in a 5% increase in applicants from pharmacy schools with a high proportion of under-represented minority students. A diverse residency program benefits patients, trainees, and the larger healthcare organization. In addition, incorporating DEI into resident recruitment is required by the new ASHP Accreditation Standard for postgraduate pharmacy residency programs effective July 1, 2023. Evaluation of our recruitment efforts demonstrated targeted recruitment as an effective strategy to increase the diversity of a residency program's applicants. There may be additional barriers not addressed by our interventions to be further explored.

Evaluating student pharmacist knowledge, attitudes, and confidence in caring for paediatric patients with HIV

Background: Despite advances in the management of human immunodeficiency virus (HIV), people living with HIV (PLWH) experience stigma that impacts the healthcare they receive. Numerous studies demonstrate that provider education regarding HIV helps alleviate bias. Pharmacy schools significantly vary in their curriculum surrounding HIV education, with a limited focus on HIV in the paediatric population. Being one of the most accessible healthcare providers, improving pharmacist education and attitudes could positively impact treatment outcomes for children living with HIV. Method: An Advanced HIV Elective course that included content in the management of children living with HIV (CLWH) was developed and implemented by faculty at a Doctor of Pharmacy program in the United States. Student pharmacist knowledge, confidence, and perceptions of providing care for this population were assessed before and after the didactic module. Results: The incorporation of a paediatric HIV module increased the knowledge and confidence of student pharmacists in the management of PLWH and CLWH. Areas of improvement include the selection of antiretroviral therapy (ART), ART medication counselling, and paediatric immunisations. However, a significant difference in attitudes and perceptions towards PLWH and CLWH was not observed. Conclusion: Although improvement in student pharmacist knowledge and confidence was seen after the implementation of a paediatric HIV module, innovative ways to address bias, stigma, and misinformation are needed to promote positive health outcomes for marginalised communities, including those living with HIV.

Validating a measure of motivational climate in health science courses

PurposeThe aim of the study was to examine the validity evidence for the 19-item form of the MUSIC Model of Academic Motivation Inventory (College Student version) within health science schools in three different countries. The MUSIC Inventory includes five scales that assess the motivational climate by measuring students’ perceptions related to five separate constructs: empowerment, usefulness, success, interest, and caring.BackgroundThe 26-item form of the MUSIC Inventory has been validated for use with undergraduate students and with students in professional schools, including students at a veterinary medicine school, a pharmacy school, and a medical school. A 19-item form of the MUSIC Inventory has also been validated for use with undergraduate students, but it has not yet been validated for use with medical school students. The purpose of this study was to provide validity evidence for the use of the 19-item form in heath science schools in three different countries to determine if this version is acceptable for use in different cultures. If validated, this shorter form of the MUSIC Inventory would provide more differentiation between the Interest and Usefulness scales and could reduce respondent fatigue.MethodologyCook et al’s [1] practical guidelines were followed to implement Kane’s [2] validity framework as a means to examine the evidence of validity through scoring inferences, generalization inferences, and extrapolation inferences. Students (n = 667) in health science schools within three countries were surveyed.ResultsThe results produced evidence to support all five hypotheses related to scoring, generalization, and extrapolation inferences.ConclusionsScores from the 19-item form of the MUSIC Inventory are valid for use in health science courses within professional schools in different countries. Therefore, the MUSIC Inventory can be used in these schools to assess students’ perceptions of the motivational climate.

ALFP Debate: Pharmacy Practice Needs Pharmacy Schools to Drive Innovation in the Profession

ObjectiveTo describe the pros and cons of the topic “pharmacy practice needs pharmacy schools to drive innovation in the profession.” MethodsThe Academic Leadership Fellows Program (ALFP) contributes to developing leaders in the academy. ALFP Fellows participate in a debate on current topics in academic pharmacy. Cohort 19 Pro- and Con-Teams of the “innovation” debate separately conducted literature searches including terms “innovation, pharmacy/clinical practice, drivers,” and accessed information from multiple national pharmacy organizations, and expert opinion from faculty, association members, and practitioners. ResultsThe Pro- and Con-Teams each had three central conclusions. The Pro-Team proposed first that pharmacy schools prepare future pharmacists to be life-long learners and change-agents. Second, pharmacy schools have resources/expertise to engage in innovation. Third, seminal partnerships such as the Academia-CPESN Transformation Pharmacy Collaborative, are crucial for innovations to be successful. The Con-Team proposed first that successful and usable practice innovations include a business model built on the innovation being feasible and sustainable. Second, ACPE 2016 standards suggest pharmacy schools are facilitators of innovation, not drivers, because they are not expected to train students to develop innovative practices. Third, academic pharmacy is often reactive to practice, not proactive. Innovative topics are rarely taught in schools due to lack of academic experts, heavy workloads, and other challenges. ConclusionsPharmacy schools and practice do not operate independently nor innovate separately. The first priority of the American Association of Colleges of Pharmacy’s Strategic Plan is to lead the transformation of pharmacy practice. Representatives of practice and academia must work together to foster this culture of transformation by seeking, developing, implementing, and evaluating progressive, contemporary, and innovative ideas and practices that reflect the shared perspectives of both entities.

Integration of a Wellness Smartphone App in a School of Pharmacy

Integration of a Wellness Smartphone App in a School of Pharmacy

Drug Information Curriculum and Instructional Methods: Updated Survey of US Pharmacy Schools

Drug Information Curriculum and Instructional Methods: Updated Survey of US Pharmacy Schools

Remediation Strategies at Temple University School of Pharmacy

Remediation Strategies at Temple University School of Pharmacy

Strengthening Student Success: Investing in the Pharmily at Marshall University School of Pharmacy

Strengthening Student Success: Investing in the Pharmily at Marshall University School of Pharmacy

Academic Success and Achievement Planning at the University of Mississippi School of Pharmacy

Academic Success and Achievement Planning at the University of Mississippi School of Pharmacy

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.

Pharmacogenomics Education Strategies in the United States Pharmacy School Curricula

Pharmacogenomics Education Strategies in the United States Pharmacy School Curricula

Impact of Pre-Matriculation Course Withdrawals on First Year Pharmacy School Success

Impact of Pre-Matriculation Course Withdrawals on First Year Pharmacy School Success