PharmD Program Research Articles

A Survey Analysis of Motivations and Perceived Consequences of Work Hours Among Pharmacy Students

ObjectiveTo determine pharmacy students’ weekly work hours during Doctor of Pharmacy (PharmD) semesters, the primary reasons for working or not working, and how work hours impact their pharmacy education experience. MethodsA multicenter cross-sectional survey was conducted among first-year (P1) to fourth-year (P4) pharmacy students enrolled in PharmD programs at 3 colleges of pharmacy between January and February 2024. The 22-item anonymous survey queried student characteristics, current and ideal paid work hours, primary reasons for working, and perceived consequences of work hours on pharmacy education. ResultsA total of 622 pharmacy students participated in this survey (61% response rate). Community pharmacies (39%, n = 242) and inpatient hospital pharmacies (29%, n = 179) were the most common work settings for participants. Mean reported student work hours per week were statistically higher than ideal hours (12.3 vs 10.8). Most students were comfortable with their weekly work hours (63%, n = 307). Academic commitment was the main reason for students working fewer than ideal hours (76%, n = 65) while financial necessity was the primary reason for students working more than their ideal hours (86%, n = 82). Reduced study time (90%, n = 84), increased stress and fatigue (72%, n = 67), and limited extracurricular involvement (59%, n = 55) were consequences of working beyond ideal work hours. ConclusionMost students are comfortable with their average 12-h/week work hours. Financial necessity is a primary reason for students working more than their ideal hours, and excess work hours may contribute to reduced student engagement in pharmacy education. Faculty can use this information in their discussions with students balancing work and academic commitments.

Exploring Tools to Manage Curricular Content and Overload Within the Professional PharmD Program

ObjectiveGiven recent discussions in the literature and across the Academy about curricular overload and calls for tools that aid in reducing content, it is important to determine what tools and resources programs are using to evaluate curricular content and how these resources are used to inform curricular change. Thus, the objective of this research project is to describe tools and resources pharmacy programs use for curricular content and change. MethodsA 17-item instrument was created, pilot-tested, and then distributed electronically to assessment leads at accredited pharmacy programs with multiple reminders to improve response rates. The instrument covered various tools for pharmacotherapy, foundational sciences, social and administrative sciences (SAS), and top 200/300 medications. Respondents provided information related to the study objectives, and data were analyzed descriptively. ResultsWith a 51% response rate, programs commonly used, and rated most helpful, the American College of Clinical Pharmacy (ACCP) Pharmacotherapy Didactic Curriculum Toolkit to inform curricular prioritization. Programs indicated they did not have comparable resources commonly used for determining curricular content related to foundational sciences, SAS, and top 200/300 medications. ConclusionsEstablished tools, such as the ACCP Pharmacotherapy Didactic Curriculum Toolkit, are helpful in selecting curricular topics, but additional guidance is needed to optimize its usefulness in managing curricular overload. Developing toolkits for foundational sciences, SAS, and top 200/300 medications is necessary to provide similar guidance for the Academy.

Building the PharmD Pipeline With a Pre-Pharmacy Track for Working Adults Marketed to Pharmacy Technicians

ObjectiveTo describe the activities undertaken at Mercer University (MU) to establish a complete pre-pharmacy curriculum for working adults and market the program to pharmacy technicians in metropolitan Atlanta. To document post-implementation, the yield of students to the pre-pharmacy program and subsequent yield of Doctor of Pharmacy (PharmD) students to the MU College of Pharmacy. MethodsThe level of retrospective interest in the pre-pharmacy program was measured by a survey questionnaire administered to MU PharmD students who had completed their pre-pharmacy courses in metropolitan Atlanta colleges and universities. A traditional marketing funnel approach was used to achieve awareness, interest, desire, and action in the target market: metropolitan Atlanta pharmacy technicians. The pre-pharmacy program was established as a curricular track within the MU College of Professional Advancement for working adults. Enrollment and matriculant data were reported using frequency counts. ResultsA total of 185 pre-pharmacy program matriculants from the Spring semester 2019 through the Summer semester 2023 accounted for 1222 pre-pharmacy course enrollments. Of these students, 38 applied for the PharmD program at the MU College of Pharmacy, and 27 were accepted and matriculated. ConclusionOffering a pre-pharmacy track for working adults marketed to pharmacy technicians is one potential avenue for building the pipeline to pharmacy school while adding to the overall enrollment of the university.

Evaluating Curriculum Differences in US PharmD Programs: A Peer Evaluation

ObjectiveTo evaluate the differences in curriculum structure and content and observe commonalities across various Doctor of Pharmacy (PharmD) programs in the United States. MethodsThis research involves the collection of course content and credit hour data from the curricula and course descriptions, course catalogs, and student handbooks of all the PharmD programs available on their websites and categorization based on the content areas outlined in the Accreditation Council of Pharmacy Education. The core courses, elective offerings, and experiential education (eg, Introductory and Advanced Pharmacy Practice Experience) were evaluated using Excel® for credit hours, integration, non-integration, program duration (3-year vs 4-year), and online offerings. ResultsOf 142 accredited schools/colleges, 135 were included in the study, which met the inclusion criteria. In total, 85 of these schools have an integrated curriculum, 19 have a 3-year curriculum, and 15 offer a distance learning pathway for a PharmD degree. Fourteen of the 37 required content areas from the Accreditation Council of Pharmacy Education Appendix 1 were identified, with more than 50% of schools listing no credit hours allocated. Only 9 areas had 90% or more of pharmacy schools allocating credit hours. On average, biomedical, pharmaceutical, social/administrative/behavioral, clinical sciences, experiential education, and electives allocate 10.6, 25.3, 17.1, 40.5, 45.5, and 7.0 credit hours, respectively. ConclusionEach school’s curriculum has a significant variation in credit hours, and there is an opportunity to simplify the curricular structure and content by reducing redundancy and increasing flexibility based on health care needs.

Prevalence of Neck Pain and Associated Disabilities among Students who Use Computers

Background: Neck pain is increasingly prevalent among computer users, leading to significant health concerns and impacting daily activities. Understanding the prevalence and associated disabilities of neck pain in this population is crucial for developing effective preventive measures and interventions. Objective: To investigate the prevalence of neck pain and associated disabilities among university students who use computers, and to identify the factors contributing to these conditions. Methods: This cross-sectional study was conducted over six months at Akhtar Saeed Medical and Dental College, Lahore. A sample of 144 students from DPT, MBBS, BDS, and Pharm-D programs, aged 20-28 years, was selected. Participants included both males and females who used computers for more than two hours daily and had no history of cervical trauma or underlying medical conditions. Data were collected using the Neck Disability Index (NDI) questionnaire and the Numeric Pain Rating Scale (NPRS). Ethical approval was obtained from the Institutional Review Board, and informed consent was secured from all participants. Data analysis was performed using SPSS version 25, with descriptive statistics summarizing demographic information and inferential statistics examining associations between neck pain and risk factors. Results: The study found that 29.2% of participants reported no pain, 20.8% had very mild pain, 45.8% had moderate pain, and 4.2% experienced severe pain. Weak correlations were observed between neck pain and disabilities, with 33.33% of participants able to care for themselves without pain, 62.50% able to care for themselves with extra pain, and 4.17% finding personal care difficult and slow. Regarding headaches, 16.67% reported no headaches, 20.83% had slight headaches infrequently, and 62.50% experienced moderate headaches frequently. Conclusion: The study concluded that a significant number of university students suffer from neck pain due to prolonged computer use, with most experiencing mild to moderate pain. Preventive measures, including ergonomic interventions and educational initiatives on proper posture and taking breaks, are essential to reduce the incidence of neck pain and improve the quality of life for computer users.

Pharmacy Student Use of ChatGPT

The integration of artificial intelligence (AI) tools into educational environments has become a subject of increasing interest. This study delves into the utilization of ChatGPT, a cutting-edge conversational AI technology, among pharmacy students. By investigating how these students engage with ChatGPT, the research aims to shed light on the impact of AI on academic practices, discern the various purposes for which ChatGPT is employed, and offer insights into the potential enhancements and challenges this technology presents in pharmacy education. It is hypothesized that the majority of pharmacy students in a PharmD program have used ChatGPT to assist with academic work of various types. An anonymous Qualtrics survey was emailed to all students matriculating in a Doctor of Pharmacy program in October of 2023. The survey consisted of 11 Likert-scale type questions and two text-entry questions. The overall response rate was 54.3%, however, the response rate by class was P1= 84%, P2=87%, P3=79%, and P4=6%. The P4 students are those no longer taking didactic courses on campus and are matriculating in clinical rotations, thus, may explain the difference in response rate. 26.6% of respondents were not aware of ChatGPT. Of those aware of ChatGPT, 66.7% have never used ChatGPT for academic purposes. Responders not aware of ChatGPT or never used it for academic purposes did not continue with the survey, by design. Thus, only 22% (27/121) of initial responders used ChatGPT for academic purposes and continued with the survey. The most often cited academic uses of ChatGPT were: studying for course exams and quizzes (41%), calculations (26%), interpreting clinical trials (22%), patient case questions used in pharmacotherapy courses (22%), and preparing presentations for classes or rotations (22%), among several other listed uses. The majority of users found ChatGPT to be moderately effective to highly effective assisting with academic work. Most users agreed that they were able to write effective prompts to receive effective responses from ChatGPT. 85% of users agreed that they always cross-check the responses to ensure accuracy. 78% were confident in their ability to use ChatGPT without plagiarizing. 18% of users agreed that in hindsight they may have unintentionally plagiarized an assignment with 19% neither agreeing or disagreeing. 89% agreed that they are confident in their judgement to determine when it is appropriate or not appropriate to use ChatGPT to assist with academic work. 89% were confident that use of ChatGPT was not hindering their learning of material or development of skills/abilities and 88% were confident that use enhanced their learning and development. In conclusion, a minority of pharmacy students have used ChatGPT for academic work, which was unexpected. None. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Evaluation of a hybrid medication synchronization training module for pharmacy technicians

BackgroundMedication synchronization involves coordinating a patient’s medications to a single date each month. Medication synchronization programs close gaps in care and improve adherence compared with automatic refill-processing programs. Patients are 2-6 times more adherent to medications when enrolled in a medication synchronization program. Medication synchronization has historically been driven by pharmacists; however, pharmacy technicians are in a unique position to logistically run this service. ObjectiveThis study aimed to develop a training program for pharmacy technicians regarding medication synchronization and assess changes in knowledge and confidence before and after implementing a training program. Practice descriptionAn independent community pharmacy in North Carolina. Pharmacists provide medication therapy management, reimbursed clinical services, medication synchronization, and immunizations. Practice innovationThe training program included medication synchronization basics, patient enrollment process, processing a synced patient, and a hands-on practice session. Evaluation methodsTechnicians took a pre-training survey assessing knowledge and confidence before immediately completing a one-on-one pharmacist-led training session with a hands-on component regarding medication synchronization. Technicians took the same post-training survey 2 weeks after completing the training session and using medication synchronization in daily workflow. Pre- and post-training scores were assessed using a paired samples t test. ResultsTen technicians completed the training program; 40% of the technicians were certified and 30% were enrolled in a PharmD program. The mean pre-training knowledge score was 78% (7.1 of 9 points), the mean post-training knowledge score was 92% (8.3 of 9 points), and the mean difference between the pre- and post-training knowledge scores was 13.4% (1.2 points), with a statistically significant difference (P = 0.0026). Confidence with conducting a medication synchronization call increased from 7.2 to 9.6 on a 10-point Likert scale, and confidence scores increased regarding incorporating medication synchronization into workflow from 6.9 to 8.7. ConclusionThe standardized technician training program increased knowledge and confidence in technicians regarding managing a medication synchronization program.

Adaptation of Research Project Requirement at Pharmacy Undergraduate Studies: Students' Perception, Attitude, and Experiences.

To determine the final year pharmacy undergraduate students' attitudes toward research after completing a research project. A research project was introduced in the final year of the PharmD program in January 2022. After a period of one year, in Janurary 2023, students submitted their final research to the faculty members. The survey was conducted from 1st March to 30st April 2023 using a study tool that contained items asking students' demographic, their research perceptions, attitude and experience, and also motivation/barriers faced during the research project. Descriptive and t-test statistics were utilized to compare the means of subgroups at a level of significance, i.e., p < 0.05. The data were also analyzed using Goodman and Kruskal's gamma and Mann-Whitney U test. Majority of the students (93.8%) agreed regarding the significance of research in the pharmacy profession. Students were found to have their projects a worthwhile learning opportunity (94.2%). Students' motivation to execute research project stems from mandatory curriculum courses, improving clinical or hospital pharmacist training and fulfilling research skills (90%). Barriers hindered include lack of training, time, and patient follow-up (approximately 70%). The current study's finding was concluded with the fact that research is a valuable component of a well-rounded education and can enhance a pharmacist's skills. However, they need a combination of formal education and practical experience to pursue a profession in pharmacy.

Comparative analysis: Variances in the overall satisfaction perceptions among traditional and non-traditional pathways of graduating students

The evolution of pharmacy education in the United States has seen transformative shifts, from apprenticeship models to the establishment of formal schools, and eventually, the adoption of Doctor of Pharmacy (PharmD) programs. In the 1970s, non-traditional PharmD (NTDP) programs emerged to cater to licensed pharmacists seeking career advancement. This study delves into the history, impact, and satisfaction of NTDP programs, focusing on the acclaimed Howard University College of Pharmacy (HUCOP). Despite the success and contributions of NTDP programs to the pharmacy profession, there is a dearth of research on the satisfaction of graduating students, particularly from minority populations. To address this gap, our study aims to evaluate the satisfaction of graduates from both traditional and NTDP programs, shedding light on potential barriers and strategies to enhance diversity in pharmacy education. Methods: A comprehensive survey, comprising 85 questions distributed online, was administered to traditional and NTDP students at the time of their graduation. The survey covered eight domains, employing Likert scales, multiple-choice, and open-ended formats. The data were analyzed using chi-square tests and student t-tests, with a significance level set at 0.05. Results: Demographic analysis revealed a predominantly female and non-Hispanic minority student population in both traditional and NTDP programs. While both groups expressed high overall satisfaction, differences emerged in specific domains. Traditional students reported higher agreement in Facilities, Experiential Sites, and Educational Resources, whereas NTDP students showed higher agreement in Student Experience and Overall Impressions. However, these differences did not reach statistical significance. Conclusion: The study underscores the success of NTDP programs, particularly at HUCOP, in advancing the careers of licensed pharmacists and increasing diversity in the pharmacy profession. While overall satisfaction is high among graduates, subtle variations highlight areas for improvement. Future research should delve deeper into the experiences of minority populations in NTDP programs to address existing disparities and further enhance the inclusivity of pharmacy education.

Development of a physical activity prescription course in a Doctor of Pharmacy program.

Pharmacists are increasingly becoming the healthcare professional who interacts most regularly with patients who have diseases or disorders for which exercise is an effective and recommended treatment. With the relative scarcity of clinical exercise physiologists in the United States, pharmacists are expected to provide lifestyle advice to their patients, especially in community (i.e. retail) pharmacy settings, but student pharmacists typically receive no formal or informal training in exercise physiology and prescription. To address this deficit, an elective course was developed to provide student pharmacists with the knowledge and skill set that will enable them to apply evidence-based physical activity guidelines in the pharmacy. The course utilized the Exercise is Medicine resources for chronic diseases and disorders that are routinely encountered in community pharmacies, in addition to analysis of interactions between exercise and medications commonly prescribed for these conditions. After completion of the course, students reported being significantly more comfortable discussing physical activity with their patients compared to the start of the course (P < 0.001). Similarly, at the end of the course, 99% of students reported that they felt confident in their ability to apply evidence-based recommendations of common diseases and disorders to their patients. Postcourse student evaluations clearly demonstrated that student pharmacists viewed the course positively and as essential in their professional training. These data highlight the feasibility and efficacy of improving self-perceptions for the provision of physical activity recommendations via an elective course in physical activity prescription in a Doctor of Pharmacy program.NEW & NOTEWORTHY This study describes a new elective course in physical activity prescription for Doctor of Pharmacy students. After completing the course, students reported improved self-perceptions for the provision of physical activity recommendations. This course fills a gap in pharmacy education and this study provides future directions to improve training in lifestyle modifications.

Modifying Pharmacy Enrollments by Employment Realities.

Objective: The objective of this commentary is to consider the fluctuations in pharmacy school enrollments and to review some of the strategies employed in other health care professions, as well as to consider policies that might lead to a closer balance between admissions to PharmD programs and employment opportunities. This balance provides job stability, decreased underemployment, and greater attractiveness to study pharmacy. Discussion: Pharmacy school entry requirements have been relaxed to enroll as many students as possible due to current declining applicant numbers. As a result, there are more pharmacist graduates than there are available jobs each year. As a result, the job outlook for pharmacists may go down in the future unless action is taken. Stricter entry requirements could help produce a higher quality pharmacy workforce in the future and relieve this disparity. Summary: Pharmacy schools try to accommodate as many students as possible, which can create a job disparity between the number of available jobs and pharmacists seeking work. Suggestions can include stricter entry requirements, certificate of need programs, required fellowships and other means to balance this misalignment.

Academic Procrastination and its Association with Academic Achievement among Undergraduate Health Sciences’ Students

Background: Academic procrastination is the postponement of educational activities. Most university students try to keep themselves away from academic activities which might lead to procrastination and unsatisfactory performance. Objective: To assess the level of academic procrastination and its association with academic performance and the demographic characteristics of undergraduate students. Methods: This cross-sectional analytical study using a convenient sampling technique was conducted on 250 health sciences undergraduate students at Sohail University, Karachi, Pakistan from August to October 2022. Ethical approval and data collection permission were obtained. The Procrastination Assessment Scale for Students was used to gather data. The SPSS version-24 was used for statistical analysis. Simple descriptive statistics, spearman’s rank order correlation coefficient tests and independent sample t-test was applied. Results: Mostly participants (53.6%) were female, 93.2% were single, and 46 % in the generic nursing program and 54% were in 3rd &amp; 4th year. Students’ academic performance was insignificant with all the domains except writing a term (p-value 0.22, 0.5, 0.26, 0.37, 0.31 and 0.041 respectively). A significant relationship of students’ gender, education level and study program with academic procrastination was found (p-value 0.004, 0.021 and 0.002 respectively). Bachelor of Science in Nursing (BSN) and Pharm-D programs did not show as much procrastination as compared to Doctor of Physical Therapy (DPT) program (p-value 0.021). Conclusion: This study showed the considerable behaviour of procrastination among undergraduates. There was a significant association between writing a paper and academic achievement. In addition, academic procrastination was significantly associated with gender and the enrolled program of the participants.

Changes in perceived stress and food or housing insecurity associated with COVID-19 in doctor of pharmacy students: A pre- and current- COVID-19 survey

BackgroundThe novel coronavirus 2019 (COVID-19) pandemic impacted everyday life for most individuals, including students. Unique COVID-19 stressors among students may include virtual learning, mental stress, and being socially distanced from classmates. Studies examining the impact of COVID-19 on stress and lifestyle changes among pharmacy students are limited. ObjectiveThe primary purpose of this study was to compare stress and food or housing insecurity changes associated with COVID-19 in U.S. Doctor of Pharmacy (PharmD) students pre-COVID vs. during-COVID. MethodsA 23-item survey was administered via Qualtrics® to multiple PharmD programs across the U.S. in pre-COVID-19 (spring 2019) and during-COVID-19 (spring 2021). Participants were recruited via e-mail. The survey included questions related to demographics, lifestyle (sleep, exercise, work hours, extracurricular activities), and food and housing insecurities. The survey also included a validated instrument to measure stress (Cohen-Perceived Stress Scale). Results from 2021 were compared to a similar national survey serendipitously administered prior to COVID-19 in Spring 2019. ResultsPre- and COVID-19 analytical cohorts included 278 and 138 participants, respectively. While pre-COVID-19 students were slightly older (29.9 ± 4.7 vs. 27.7 ± 4.2, p ≤0.001), relative to COVID-19 students, other demographic factors were similar. No significant difference was observed in reported stress levels (PSS = 20.0 ± 6.3 vs. 19.7 ± 6.2, p = 0.610) between time periods. Significant differences in food (53.2% vs. 51.4%, p = 0.731) and housing (45.0% vs. 47.1%, p = 0.680) insecurity were also not seen. ConclusionsThese findings highlight that PharmD students' perceived stress and food and housing insecurities due to COVID-19 may have been minimal. Additional studies on pharmacy students should be conducted to validate these results. These results may help inform policymakers and stakeholders during the early stages of any future pandemics.

Clinical pharmacy specializations at a school of pharmacy: Development and implementation

Background and purposeSpecializations within doctor of pharmacy (PharmD) programs allow student pharmacists to advance their knowledge and expertise in a specific area of pharmacy. The purpose of this manuscript is to expand the knowledge of pharmacy specializations within a PharmD program by describing two patient care specializations at a school of pharmacy and their assessment strategies. Educational activity and settingA pediatric pharmacotherapy and acute care pharmacotherapy specialization are described. The development of the specializations and assessment strategies are discussed. Student feedback in addition to postgraduate training and employment in specialization area are used to continually assess the specializations. FindingsSixty students completed the patient care specializations by completing the specialization coursework, which included extra assignments and a research project. A total of 34 students (57%) who completed the specializations also completed postgraduate year one training. SummaryPatient care specializations allow students to develop skills used in specialty areas, and these added skills may help them be successful in finding postgraduate training related to the specialization. Creating detailed specialization requirements and assessment strategies may ensure that the specialization is of appropriate rigor to enhance specialty-specific skills and knowledge. This report can help other schools of pharmacy with their plans for developing a specialization at their institution.

New Investigator Award Recipients Poster Abstracts Presented at the 124th Annual Meeting of the American Association of Colleges of Pharmacy, July 22-25, 2023: Cross-Sectional Study of Diversity, Equity, and Inclusion Efforts of US PharmD Programs

New Investigator Award Recipients Poster Abstracts Presented at the 124th Annual Meeting of the American Association of Colleges of Pharmacy, July 22-25, 2023: Cross-Sectional Study of Diversity, Equity, and Inclusion Efforts of US PharmD Programs

Effect of Undergraduate Exploring Pharmacy Courses on PharmD Program Recruitment

Effect of Undergraduate Exploring Pharmacy Courses on PharmD Program Recruitment

Course Snapshot: A Simple Tool for Managing Annual Curricular Reviews

ObjectiveCourse Snapshot Tool, a Qualtrics-based survey tool, addresses the needs of continuous quality improvement and curricular alignment for the PharmD program by conducting annual curricular reviews for all required courses. MethodsThe Qualtrics-based survey tool is administered every semester to course coordinators to summarize course outcomes and capture instructor impressions and feedback. The tool collects key elements related to ACPE standards, school-level strategic plan initiatives, and other areas of focus within the curriculum. Curricular alignment and improvement questions include information on course topics updates, topic overlap/reinforcement, content gaps, intentional removal of course content, teaching and learning methods, course strengths, student performance trends, course evaluation trends, and use of student feedback. Course Snapshot Tool is designed to be feasible by quickly collecting some information through checkboxes while allowing for thoughtful reflection on curricular alignment through open text responses. ResultsA review committee composed of Curriculum and Assessment Committee members examine survey results each semester and make recommendations. Stakeholders include course coordinators, Curriculum Committee, Assessment Committee, and division chairs. Summary findings are compiled into division-level and school-level reports where items are flagged for respective committees for action. The tool has a 95-100% response rate among course coordinators. A review cycle using Course Snapshot takes about 9.5hours to complete collectively, with no stakeholder group committing more than 2hours of time per semester. The high participation rate and efficiency of the tool allow the entire required PharmD curriculum to be reviewed annually. ConclusionsCourse Snapshot Tool provides an effective and efficient mechanism for annual continuous curricular review. It is flexible in design and can be easily adapted to meet the changing needs of the program and its stakeholders.

Advancing Student Success: Developing Professional Identity Formation Throughout a 4-year PharmD Program

Advancing Student Success: Developing Professional Identity Formation Throughout a 4-year PharmD Program

Commitment Efforts to Student Well-Being in a Three-Year PharmD Program

Commitment Efforts to Student Well-Being in a Three-Year PharmD Program

Utilization of a “Diversity Index” to Assess Racial Diversity of US School of Pharmacy Graduates

ObjectiveDiversity in the training environment for health professionals is associated with improved abilities for graduates to care for diverse populations. Thus, a goal for health professional training programs, including pharmacy schools, should be to pursue representation among graduates that mirrors that of their communities. MethodsWe evaluate racial and ethnic diversity among graduates of Doctor of Pharmacy (PharmD) programs across the United States (US) over time. Using a “Diversity Index”, we quantify the relative racial and ethnic representation of each program’s graduates compared with that of college-age graduates nationally and within the geographic region of the respective pharmacy school. ResultsOver the past decade, the number of US PharmD graduates increased by 24%. During this time, the number of Black and Hispanic PharmD graduates significantly increased. Still, representation of minoritized populations among graduates continues to be significantly lower compared with US benchmark populations. Only 16% of PharmD programs had a Diversity Index that matched or exceeded their benchmark comparator Black or Hispanic populations. ConclusionThese findings highlight the significant opportunity that exists to increase the diversity of graduates of US PharmD programs to better reflect the diversity of the US population.