Professional Pharmacy Organizations Research Articles

Why get involved? A cross-sectional survey of factors that influence student pharmacist membership in professional organizations

IntroductionUnderstanding factors that motivate and deter student pharmacists from joining professional pharmacy organizations may assist schools and organizations in determining ways to recruit, engage, and support the next generation of pharmacy professionals. The objective is to identify motivating and hindering factors related to student pharmacist membership in professional pharmacy organizations. MethodsA cross-sectional survey was sent to the American Association of Colleges of Pharmacy Student Services Personnel community members for distribution to student pharmacists at their respective schools. The survey collected demographic data, determined the extent of student membership and leadership involvement within professional organizations, and assessed factors that motivate and deter student pharmacist membership in organizations. Results467 students completed the survey. Seventy percent indicated they are currently involved in one or more pharmacy organizations. Final-year students were less likely to join organizations than other professional years (p < 0.001). Women (p = 0.001) were more likely to join and hold leadership positions, as were younger-aged students (p = 0.001) and those living on or near campus (p = 0.049). Opportunities for professional development was the highest-ranked factor motivating students to join a professional organization, and the time required for participation was the highest-ranked hindering factor. ConclusionNumerous factors affect student pharmacists' decisions to join professional pharmacy organizations. This information may assist in determining ways to recruit and engage students starting early in their pharmacy education. It may be prudent to redefine student engagement within professional organizations, especially in the context of new generations of students.

Essential elements for a nationwide remote pharmacy trainee mentoring program: An opinion of the Ambulatory Care Practice and Research Network of the American College of Clinical Pharmacy

AbstractMentorship is vital for pharmacy trainees to develop professional skills and networks. This paper aims to share the development and implementation of a national remote mentorship program for pharmacy trainees within the American College of Clinical Pharmacy Ambulatory Care Practice and Research Network. We offer recommendations for developing a similar program within organizations emphasizing the program's framework as a resource for similar initiatives. The following key recommendations are proposed to enhance mentorship programs: (1) Program flexibility for tailored interactions; (2) Effective mentor–mentee matching through comprehensive data collection; and (3) Strong, early communication to maintain participant engagement. These strategies are crucial for successfully developing remote mentorship programs in professional pharmacy organizations, as evidenced by limited reports in the current literature.

Perceptions of formal pharmacy leadership on the social role of the profession and its historical evolution: A qualitative study

BackgroundIn recent years, pharmaceutical professionalism has been questioned due to the social role of pharmacy, which is ambiguous in the literature. This raises questions about the purpose of the profession among pharmacists, despite the efforts of their professional organizations and formal leaders to consolidate the occupational status of the profession. ObjectiveTo understand the social role of pharmacy in Brazil through its historical evolution based on the perceptions of formal leaders of the profession. MethodsA qualitative study was conducted between July 2020 and February 2021 with pharmacists who held leadership positions in formal and professional pharmacy organizations in Brazil. The data obtained from the interviews were submitted to content analysis. ResultsA total of 17 pharmacists participated in this study. The data analyzed presented perceptions about the social role of the pharmaceutical profession in Brazil, which promotes access to health through different means. These include the manager pharmacist, who facilitates access to public health policies; the caring pharmacist, who promotes health education and the rational use of medicines; and the technologist pharmacist, who researches, develops, and promotes access to safe and cost-effective medicines. The interviewees also discussed the evolution of this social role based on influential factors such as legislation, clinical movement, pharmaceutical education, labor market, behaviors, and attitudes of pharmacists. ConclusionIn this study, pharmaceutical professionalism was conceptualized based on its social role, which should be centered on the patient. Understanding such issues is part of the evolutionary purpose of the profession in Brazil and should be encouraged in the behaviors and attitudes of pharmacists despite the challenges faced by the profession.

“Fighting the pandemic!” Western Australian pharmacists’ perspectives on COVID-19 vaccines: A qualitative study

BackgroundIn Western Australia, community pharmacists are authorized to administer a range of vaccines without a prescription. Since mid-July 2021, pharmacists can also administer Coronavirus Disease 2019 (COVID-19) vaccines. Little is known about how pharmacists think and feel about giving and receiving COVID-19 vaccines and how they discuss it with patients. AimThis study aimed to explore Western Australian pharmacists' perceptions on being vaccinated with, administering, and communicating about COVID-19 vaccines. MethodsSemi structured interviews were conducted with 20 pharmacists from metropolitan and regional areas of Western Australia across a two-week period in July and early August 2021. Interview transcripts were coded using NVivo 20 and data was thematically analyzed using the framework method. ResultsMost pharmacists (n = 16, 80 %) had received at least one dose of a COVID-19 vaccine. Some expressed difficulty accessing the vaccine while two unvaccinated pharmacists were hesitant to receive it due to concerns about vaccine development. The majority of pharmacists spoke positively about administering the vaccines, discussing perceived facilitators such as designated vaccination days but also perceived barriers such as inadequate financial reimbursement compared to other healthcare providers. Many pharmacists obtained their information from Australian government sources and training modules. Pharmacists were only passively promoting COVID-19 vaccines, with conversations mostly initiated by patients. Most pharmacists specified they would highlight the common side effects when administering the vaccine and would provide patients with written information. ConclusionThe majority of pharmacists were willing to administer and be vaccinated with COVID-19 vaccines. Since pharmacists play an important role in increasing vaccine uptake, governments should provide equitable reimbursement to pharmacists in line with other vaccinators such as General Practitioners. We welcome the recent resources produced by governments and pharmacy professional organizations to help pharmacists actively promote the vaccines since this work was undertaken.

How Should We Prepare Our Pharmacist Preceptors? Design, Development and Implementation of a Training Program in a Regional Australian University.

Increased experiential learning within pharmacy education has highlighted the need for quality preceptors, leading to a recent focus on their development and training. This study describes the design, development and implementation of a pharmacist preceptor training program in a regional Australian University. The design of this program utilized the results of a previously conducted scoping review of preceptor training programs and a comprehensive preceptor training needs analysis. In addition, participation was sought from an expert advisory group, comprising preceptors and pharmacy professional organizations. Program materials were developed and transferred onto a suitable online learning platform for implementation. Post-training program evaluation will follow Kirkpatrick's model of training evaluation criteria, gaining feedback from both preceptors and students. The four flexible online modules that were designed are aligned with the main preceptor roles: role model, educator, mentor and assessor. The program also included a small-group online interactive networking session and an online discussion forum. Following implementation, 28 pharmacist preceptors completed the training. Preliminary feedback on the training program was extremely positive, particularly to the interactive networking activity. Future programs will continue to be adapted to reflect stakeholder feedback and optimize student placement experiences.

Survey of Buprenorphine Low-dose Regimens Used by Healthcare Institutions.

Buprenorphine microdosing ("low-dosing") allows for initiation of buprenorphine without requiring patients to endure withdrawal. Case studies suggest its favorable utility as an alternative to conventional buprenorphine induction. However, published regimens vary in duration, dosage forms used, and timing of full opioid agonist discontinuation. This cross-sectional survey study sought to determine how buprenorphine low-dosing is approached by medical institutions across the United States. The primary end point was characterization of inpatient buprenorphine low-dosing regimens. Situations and types of patients in which low-dosing is used and obstacles to institutional protocol development were also collected. An online survey was disseminated through professional pharmacy organizations and personal contacts. Responses were collected over 4 weeks. Twenty-three unique protocols were collected from 25 institutions. Most protocols used buccal (8 protocols) or transdermal (8 protocols) buprenorphine as first doses before transitioning to sublingual buprenorphine. The most common starting doses were buprenorphine 20 μg/h transdermal, 150 μg buccal, and 0.5 mg sublingual. Patients unable to tolerate conventional buprenorphine induction or those who potentially used fentanyl nonmedically were most likely to be prescribed low-dosing. The most common obstacle to developing an internal low-dosing protocol was lack of existing consensus guidelines. Similar to published regimens, internal protocols are variable. Buccal first doses may be used more commonly in practice based on survey results, while transdermal first doses are more commonly reported in publications. More research is needed to determine whether differences in starting formulations impact safety and efficacy of buprenorphine low-dosing in the inpatient setting.

Taking Action Towards Equity, Diversity, and Inclusion in the Pharmacy Curriculum and Continuing Professional Development

Increased awareness of social injustices and inequities highlight the relevance and importance of diversity, equity, inclusion, and accessibility (DEIA) in health care. Former and recent graduates of pharmacy schools remain deficient in their knowledge of DEIA topics such as unconscious bias, which can directly influence health outcomes in an undesirable manner. Particular DEIA areas that are pertinent to pharmacy practice include: race, gender, sexual orientation, gender identity, ability status, religion, socioeconomic status, and political beliefs. The American Association of Colleges of Pharmacy (AACP) affirmed its commitment to DEIA as a priority. However, existing gaps in knowledge of pharmacy graduates in this area have the potential to contribute to health disparities and inequities, which are significant public health issues. We call on academic pharmacy institutions and professional pharmacy organizations to elevate DEIA topics and to designate them as essential to both addressing health equity and improving care for underserved populations. We also implore licensing boards to require continuing education related to DEIA as a foundational step to closing the knowledge gap for pharmacists in this area.

RaDonda Vaught, medication safety, and the profession of pharmacy: Steps to improve safety and ensure justice

The prosecution and ultimate conviction of nurse RaDonda Vaught is both a warning and a call to action for pharmacists and the profession of pharmacy. This essay outlines 9 steps that should be taken to maximize patient safety and minimize the risk of criminal prosecution for harm that result from human error. These include advocating for safe practices that reduce the risk of wrong drug errors; using pharmacy professional organizations to educate prosecutors about just culture and system safety; strengthening the focus on at risk behaviors and the normalization of deviance; training a cohort of clinicians to serve as expert witnesses for the defense; embracing communication and resolution programs as responses to unexpected harm; encouraging and supporting conservative medication use to minimize exposure to medication risks; drawing attention to production pressures and their impact on patient safety and clinician burnout; promoting proactive surveillance for adverse drug effects; and standing in solidarity with other health professions, especially nursing. This article is protected by copyright. All rights reserved.

Transitions of care education in US colleges and schools of pharmacy

IntroductionPharmacist-led transitions of care (TOC) services have demonstrated a positive impact on patient care and professional pharmacy organizations recommend integration of TOC-related education into doctor of pharmacy (PharmD) curricula. The objective of this study is to determine the extent to which TOC is taught in United States (US) colleges and schools of pharmacy and to characterize the educational content and the instructional methods used. MethodsAn 18-question electronic survey about TOC education was sent to US school of pharmacy faculty. One survey response per school was requested. Schools with an accredited or candidate-status PharmD program were included and duplicate responses from schools were adjudicated and combined. ResultsThe survey response rate was 54.6% (n = 77). Of the responding schools, 92.2% reported incorporating TOC content into their required didactic curriculum and 43.1% reported incorporating TOC content in their elective didactic curriculum. Of the 11 TOC-related topics included in the survey, 3 were covered universally in the required or elective didactic curricula of responding schools. Both lecture and active-learning pedagogies were used to teach TOC. Introductory pharmacy practice experiences and advanced pharmacy practice experiences that incorporate TOC were offered at 85.3% and 98.5% of schools, respectively. ConclusionMost schools of pharmacy who responded to this survey included TOC-related content in their curricula. Research into best practices for educating students on this topic is needed to help ensure graduates are prepared to contribute to this area of practice.

End of Life Option Act Update

End of Life Option Act Update

Creating a Sustainable and Reliable Emergency Preparedness Program to Promote Appropriate Health Care Resources Use.

Over the past decade, the number of natural disasters, health care emergencies, and epidemics has increased significantly. These unpredictable and sometimes devastating events tax already stretched health care systems. The goal of this process paper is to share the experience of a pharmacy school in the development and implementation of a sustainable emergency preparedness and response support network (EPRSN) using an established student government infrastructure to support information sharing among community pharmacies, state emergency response teams, and community members. There are more than 140 accredited pharmacy schools/colleges across the United States, employing more than 6,500 pharmacy faculty members and teaching more than 63,000 student pharmacists. The majority of schools/colleges provide free and volunteer-based health care services and collaborate with local, regional, and national entities, such as state boards of pharmacy and national and state professional pharmacy organizations. Student pharmacists are positioned across the country with reach to rural and underserved communities and have student organizational structures in place to manage student volunteers and support health care service opportunities. To address gaps in emergency and preparedness response, pharmacy students assessed and operationalized steps to develop the EPRSN. Pharmacies were identified and contacted by student pharmacists. Student leaders created student organization flowcharts and call charts with up-to-date pharmacist contact information. Organizational structure for collecting, capturing, updating, and sharing pharmacy data with state emergency response teams was developed and trialed. Student pharmacists represent a sustainable resource, uniquely positioned to identify community needs, support emergency efforts, coordinate with local pharmacies, and work with pharmacists and others to ensure that patients receive the care they need during pandemics and other emergencies.

Establishing consensus for the education, training and assessment requirements of community pharmacy staff to deliver minor ailments services: A modified Delphi study

IntroductionMinor ailments services (MASs) are pharmacy-based and support individuals to manage minor conditions. MASs are delivered by community pharmacists and non-pharmacist staff. Limited information exists regarding education, training, assessment requirements, and suitability of existing processes to support MAS delivery. The purpose of this study was to determine consensus amongst multiple stakeholder participants regarding these processes. MethodsA modified Delphi process was utilized. Phase 1 consisted of stakeholder participants completing two rounds of an online questionnaire responding to Likert-items (Round 1 [R1] [n = 46]; Round 2 [R2] [n = 34]). Phase 2 consisted of three teleconference rounds discussing items that did not achieve consensus in the previous two rounds. Consensus was defined as ≥80% panel agreement. ResultsForty MASs stakeholders participated in the study. MASs stakeholder participants included community pharmacists (n = 7), pharmacy student graduate pharmacist (n = 4), non-pharmacist staff (n = 13), faculty staff/academics (n = 5), general practitioners (n = 5), and individuals affiliated with pharmacy professional organizations (n = 6). Consensus was achieved on 22 of 46 statements in R1, 8 of 34 statements in R2, and 21 of 27 statements in Phase 2. ConclusionsIt may be useful for MAS education and training to consider the clinical and non-clinical elements of service delivery. Training should be available to all community pharmacy staff. The results of this study may be useful to policymakers and professional organizations to enhance existing curricula or inform training guidelines for MAS delivery.

Scholarship Does Not Have to Be Hard

Scholarship is an important part of the academic environment. It’s one of three main areas used to evaluate faculty for promotion and tenure, but the idea of a scholarly mindset touches multiple elements of academic pharmacy for both faculty and students. American Council for Pharmacy Education (ACPE) Accreditation Standards 2016 include an expectation of faculty scholarship, saying “The college or school creates an environment that both requires and promotes scholarship and also develops mechanisms to assess both the quantity and quality of faculty scholarly productivity.” 1 The 2011-12 American Association of Colleges of Pharmacy Academic Affairs Standing Committee report advocated a scholarly approach to teaching, defined as “...[going] beyond content knowledge and preparing and delivering lecture content to include evidencebased practice and pedagogical knowledge of teaching and motivation best practices.” 2 ACPE’s Standards 2016 also support the importance of a scholarly mindset for students, saying they should be prepared for “Evaluation of research methods and protocol design required to conduct valid and reliable studies to test hypotheses or answer research questions, and to appropriately evaluate the validity and reliability of the conclusions of published research studies.” 1 The Pharmacists Patient Care Process, widely endorsed and supported by professional pharmacy organizations, can be described as a scholarly approach to patient care, with data collection and assessment steps familiar to anyone experienced with experimental design.3

A brief history of pharmacy specialization in the United States

AbstractThe origins of pharmacy specialization has its beginning in the efforts of Harvey A. K. Whitney, Sr. through his leadership in establishing progressive hospital pharmacy services and hospital‐focused programs and policies within the nation's professional pharmacy organizations. Later, Donald Francke spoke of specialization in the hospital pharmacy setting as a natural outgrowth of practice activities that required more time and specialized expertise. A broader national discussion and eventual codification of specialty recognition and attendant certification within pharmacy began in 1971 with a policy statement approved by the APhA House of Delegates that led to the creation of a Task Force on Specialties in Pharmacy followed by the creation of the Board of Pharmaceutical Specialties (BPS). Given that specialization in any health profession is primarily a function of the reality of ever‐increasing scientific and technological developments, debate regarding the need, types, and value of specialization in pharmacy seem destined to be driven not by intra‐ or inter‐professional debates within pharmacy, but by the needs, expectations, and values of patients and health care systems.

Pharmacists\u2019 perceived barriers towards delivering their emergency roles during the COVID-19 pandemic and perceived policymakers\u2019 responsibilities

RationalIn March 2020, the World Health Organization (WHO) declared the coronavirus infectious disease as a pandemic referred to as COVID-19. As an essential service, community pharmacists have been enacting a key role in patient counseling and supply of essential medicines and protective equipment.ObjectivesTo investigate pharmacists’ perspectives of the role of educational institutes and professional pharmacy organizations in supporting them to take on roles during COVID-19 pandemic and to identify barriers to be able to support themselves and their patients.MethodsThis descriptive mixed-method study was conducted via a cross-sectional online survey distributed to pharmacists/pharmacy students in Jordan during the COVID-19 outbreak (15–30 March 2020) using an online questionnaire, followed by an online focus group. Questionnaire items related to participants’ perspectives in being prepared for and supported in their roles during the COVID-19 pandemic, and items were tested for face validity. Data were descriptively analyzed using the Statistical Package for the Social Sciences and triangulated with focus group findings.ResultsConsidering that fear and anxiety are a consequence of mass social distancing/quarantine, study participants (n = 726, age = 26.9 (SD = 8.0) years, 71.9% females), reported needing training on mental healthcare to be able to support themselves and people during pandemics (90.2%). Most respondents agreed/strongly agreed (59.7%) with the statement around pharmacy educators/educational institutes having a key role in preparing pharmacists for practice during epidemics/pandemics and agreed that their faculties should add a course regarding pandemic preparedness in their curriculum (89.9%). Results were similar regarding roles for the pharmaceutical associations. Focus group findings (n = 7) mirrored the survey findings to a large extent.ConclusionsMost participants believed that pharmacy educators and pharmaceutical associations have a role in preparing them to deal with the COVID-19 pandemic through online educational workshops/webinars. Online education on mental healthcare is specifically needed.

Pharmacy Emergency Preparedness and Response (PEPR): a proposed framework for expanding pharmacy professionals' roles and contributions to emergency preparedness and response during the COVID-19 pandemic and beyond.

BackgroundPharmacists have long been involved in public health and emergency preparedness and response (EP&R), including through preventive measures such as screening, vaccinations, testing, medical and pharmaceutical countermeasures, as well as ensuring medication safety and access during natural disasters and pandemics. Pharmacy professionals are considered essential partners in response to the ongoing COVID-19 pandemic. Community and hospital pharmacies are expanding services and hours to provide essential services, putting pharmacists and their co-workers at the frontlines for patient care and safety to improve public health. In addition, pharmacy professionals are increasingly integrating into global, national, state and local EP&R efforts, including into interprofessional teams, such as Medical Reserve Corps (MRCs). However, lacunae exist for further integration of pharmacists into public health and safety initiatives. There are increasing opportunities and recommendations that should be expanded upon to provide improved patient care and population health interventions, and to ensure healthcare worker and public health safety.ObjectiveDevelop a Pharmacy Emergency Preparedness and Response (PEPR) Framework and recommendations for pharmacy professional pathways towards full integration within public health EP&R efforts (such as the COVID-19 pandemic), and enhanced recognition of pharmacists’ skills, roles and contributions as integral members of the interprofessional healthcare team.MethodsThis paper draws on the American Society of Health-System Pharmacists (ASHP) 2003 Statement on the Role of Health-System Pharmacists in Emergency Preparedness and lessons learned from previous and current public health emergencies, such as the 2009 H1N1 pandemic and the current COVID-19 pandemic, to provide expanded guidance for pharmacists and pharmacy professionals across all practice settings in EP&R. The proposed PEPR framework also incorporates information and recommendations from The Pharmacy Organizations’ Joint Policy Recommendations to Combat the COVID-19 Pandemic (March 2020), CDC-NIOSH, International Pharmaceutical Federation (FIP) Guidance, health departments and emergency preparedness guidance and resources, Boards of Pharmacy, and other pharmacy professional organizations and educational institutions.ResultsBased on methods and resources utilized in developing this proposed PEPR Framework, five key focus areas were identified, as follows:1)Emergency preparedness and response2)Operations management3)Patient care and population health interventions4)Public health pharmacy education and continuing professional education5)Evaluation, research, and dissemination for impact and outcomesConclusionPharmacists and pharmacy professionals have been at the frontlines in responding to the COVID-19 pandemic. Yet, challenges remain, such as limited availability of personal protection equipment, high risk of infectious exposures inherent in healthcare professions, and legislative hurdles resulting in lack of provider status and related reimbursements. Recommendations to enhance pharmacy's scope as public health professionals involved in EP&R include targeted training and education on key framework areas and policymaking. Pharmacy professionals should further integrate with interdisciplinary public health teams. Additional research and dissemination on impacts and outcomes of EP&R can enhance recognition of pharmacy professionals' contribution and value during public health emergencies. The proposed PEPR Framework can be utilized to develop, implement, evaluate, and disseminate results in order to strengthen existing efforts and to establish new initiatives in EP&R.

Commentary on Cairns et al. (2020): Codeine rescheduling-where to from here?

Commentary on Cairns et al. (2020): Codeine rescheduling-where to from here?

A Classroom Activity to Increase Student Pharmacists Confidence in Dealing with the Opioid Epidemic

Objective. To implement and assess the impact of a hybrid flipped-classroom activity designed to increase the motivation and confidence of Doctor of Pharmacy (PharmD) students in addressing the opioid crisis. Methods. Third-professional year student pharmacists were provided with reading material developed by federal agencies and professional pharmacy organizations, as well as Georgia-specific information covering medical amnesty and local resources for opioid-overdose prevention prior to class. They then attended a four-hour classroom session that included hearing a lecture on opioid pharmacology and opioid overdose, viewing training videos, and engaging in extensive discussion. The students voluntarily completed pre- and post-intervention assessments regarding opioid abuse and opioid overdose prevention. Results. Seventy of the 107 third-year students enrolled in the course completed the pre-intervention assessment (65% response rate), and 33 of the 70 completed the post-intervention assessment (47% retention rate). The students exhibited a high baseline motivation to assist in combating the opioid crises, but less confidence in their ability to intervene. Significant increases were seen in areas related to student confidence on the post-intervention assessment. Fewer changes were seen in areas related to student motivation. Conclusion. A "hybrid" flipped classroom activity increased the confidence of student pharmacists in their understanding of the physical and adverse effects of opioids and the application of reversal agents. Increased confidence may support increased intervention.

Three opportunities for standardization: A literature review of the variation among pharmacists' patient care services terminology.

Variation describing pharmacists' patient care services exist, and this variation contributes to the prevalent misunderstanding of pharmacists' roles. In contrast, standard phraseology is a critical practice among highly reliable organizations and a way to reduce variation and confusion. This work aims to identify and define pharmacists' patient care service terms to identify redundancies and opportunities for standardization. Between May to August 2018, terms and definitions were searched via PubMed, Google Scholar and statements/policies of professional pharmacy organizations. Two references per term were sought to provide an "early definition" and a "contemporary definition." Only literature published in English was included, and data gathered from each citation included the date published, the term's definition, and characterization of the reference's source as either a regulatory or professional body. A five-person expert panel used an iterative technique to revise and verify the list of included terms and subsequent literature review results. Terms were then searched in the National Library of Medicine's Medical Subject Heading Database (MeSH) in July, 2019. There are fifteen commonly misunderstood terms that refer to the patient care services provided by pharmacists. The appearance of these terms in the literature spanned nearly five decades. Nearly half of terms appeared first in regulatory, law or policy documents; of these, two terms had contemporary definitions appearing in the professional literature that differed from their early regulatory definition. Three opportunities to improve standardization include: (1) Implementation of standardized phraseology systems similar to nursing's Clinical Care Classification System; (2) Academics' adherence to standardized MeSH terms; and (3) Clarification of pharmacy education accreditation standards. Numerous terms are used to describe pharmacists' patient care services, with many definitions of terms overlapping in several key components. The profession has made concerted efforts to consolidate and standardize terminology in the past, but more opportunities exist.

Prospective Health Professions Students’ Misperceptions About Pharmacists

Public misperceptions about the pharmacy profession have the potential to impact pharmacy education, practice, and the health of those who pharmacists serve. Student misperceptions of the profession can lead to fewer applicants to pharmacy schools and frustration among pharmacy students and faculty members. With the recent decline in applicants to Doctor of Pharmacy (PharmD) programs, professional pharmacy organizations, colleges and schools of pharmacy, and individual pharmacists must implement strategies that mitigate these misperceptions. This commentary discusses the potential impact of prospective health students' (ie, students pursuing admission to health professional programs) misperceptions on the supply of quality candidates to PharmD programs. Strategies to elevate the image of the profession at the individual and collegiate level are discussed.