Student Pharmacists Research Articles

A level of trust: Exploring entrustable professional activities as a feedback tool in a skills lab

IntroductionThere is a lack of data on use of entrustable professional activitie (EPA) statements and levels of entrustment as a feedback tool in pharmacy education. This study examined EPAs as a feedback tool for student pharmacists in a skills lab series. MethodsEighty-seven third-year student pharmacists ranked their perceived level of entrustment using a three-point scale for 13 EPA core statements in two consecutive semesters. Each semester, students were provided with an individualized EPA report that disclosed the levels of entrustment generated from a feedback model. These levels of entrustment were determined based on student performance in objective structured clinical examination stations and high-stakes activities. The primary objective compared the difference in median entrustment scores between the self-assessment survey and the feedback model. Changes over time in self-assessment accuracy and bias were explored as secondary objectives. ResultsA significant difference was observed between self-assessment and feedback scores for most EPAs in both the fall (Z = −2.38) and spring semesters (Z = −7.77). Self-assessment accuracy significantly improved over time. (T1 = 0.67, T2 = 0.62). Students displayed under confidence of self-assessment in the fall and overconfidence in spring. The Cronbach's alpha values for the study instruments were above 0.8, indicating good reliability. ConclusionsThe difference between self-assessment and feedback scores highlighted the potential of using EPAs to enhance self-awareness and provide feedback in a skills lab series. Self-evaluation of EPAs in a skills lab may also benefit student development as self-reported growth in autonomy was observed over time.

Evaluation of Academic and Nonacademic Factors of First-Generation Students Transitioning to a Pharmacy Program

ObjectiveTo evaluate the academic transition of first-generation (FG) students to a Doctor of Pharmacy program and the impact of early intervention/outreach. MethodsThe retrospective study evaluated the first semester performance in three classes of student pharmacists (beginning fall 2020, 2021, 2022) at a public university in the mid-South. Student demographics (age, sex, race, relationship status), nonacademic factors (Grit, impostor syndrome, testing anxiety, perceived stress), and academic factors (grade point average, academic probation, early intervention) were assessed. In fall 2022, a required academic meeting was added to the early intervention process after exam one for high-risk students. The data between FG and non-FG students were compared; Mann-Whitney tests for continuous variables and Chi-square tests with risk estimates for categorical variables. ResultsThere were 152 FG and 274 non-FG students identified over the three classes. A total of 88 (57.9%) FG students represented racial minority groups. More FG students and non-White students were identified for early intervention. First-generation students were more likely to receive two or more grades less than C- and less likely to progress to the spring. No significance was noted with generational status and undergraduate grade point average, academic performance, or nonacademic factors. The required meeting after exam one in fall 2022 resulted in less disparity between FG and non-FG students identified for early intervention for exam two. ConclusionFirst-generation and non-White students were more likely to struggle when transitioning to the Doctor of Pharmacy curriculum. A proactive, individualized approach incorporated into early intervention procedures is needed to promote academic success and belonging.

An Exploration of Diversity, Equity, Inclusion, and Antiracism in Standardized Patient Simulations

A trending topic in pharmacy education is the importance of educating and exposing student pharmacists to topics of diversity, equity, inclusion, and antiracism (DEIA). Incorporation of diverse patient populations is one emerging learning opportunity for students in the DEIA space. This commentary presents the findings of seven pharmacy programs reporting similarities and differences in standardized patient (SP) recruitment and training, and their use in DEIA simulation learning activities. Common barriers of DEIA-centric SP activities in pharmacy programs were also identified and included recruitment of diverse SPs, lack of faculty knowledge for implementation of DEIA-focused simulations, and emotional protection of SPs involved. While no best practices or standardized processes exist, the authors provide suggestions for addressing barriers, and make a call to action for further research to determine best practices related to recruitment, training, and utilization of diverse SPs in simulation activities in pharmacy education.

Student pharmacists help lead efforts to curb overdoses.

Student pharmacists help lead efforts to curb overdoses.

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.

Assessing perspectives of a global health area of concentration within the PharmD curriculum

IntroductionWhile global health education in pharmacy expands, limited research has described the outcome of completing a global health area of concentration on career decisions, perceptions on cultural sensitivity, health disparity awareness, and global health competencies among pharmacists and students. MethodsThis mixed methods study enrolled 21 graduates and 17 student pharmacists who participated in a global health concentration at one school of pharmacy in the United States. Data sources included graduate interviews and surveys, student pharmacist focus groups, and global health competency self-assessments. ResultsFive themes emerged among graduates: (1) skills were applicable to diverse settings, (2) early exposure to underserved care prepared graduates for current practice, (3) participation impacted the lens through which graduates viewed careers, (4) participation influenced patient care in current practice, and (5) graduates gained insight on complex global health issues. Three themes were identified among student pharmacists: (1) the program provided opportunities to personalize education, (2) participants gained insight through hands-on experience, and (3) participants developed new perspectives on approaching underserved care. Many graduates (77.4%) currently practiced in an underserved setting. Graduates and fourth professional year students reported improvement in all seven global health competency domains. ConclusionsA global health concentration in pharmacy curricula can facilitate skills and global health competencies that are applicable across a wide variety of patient care contexts. This concentrated experience provided opportunities to further develop career interests and personalize education, creating a cadre of pharmacists dedicated towards addressing health disparities and serving the underserved.

Development of a communication-based virtual patient counseling objective structured clinical examination (OSCE) for first year student pharmacists

ObjectiveThis text seeks to describe a framework for delivering and executing a virtual patient counseling OSCE and compare student performance to the in-person alternative. MethodsA communication-based virtual patient counseling objective structured clinical examination (OSCE) was created to fulfill the educational outcomes of a previously held in-person OSCE in response to the COVID-19 pandemic. The virtual nature of this OSCE simulated a telehealth encounter, which has increased in utilization since the beginning of the COVID-19 pandemic. This OSCE was offered twice in one semester – once as a formative assessment and once as a summative assessment. Student performance was mapped to learning outcomes and compared the previous year's in person performance. ResultsThe described virtual framework for executing the OSCE successfully decreased the time required and saw <1% change in overall performance from students when compared to the previous year in person which was not statistically significant. ConclusionThis framework for a virtual communication-based OSCE reduces time with a negligible impact on student performance compared to the in person alternative. InnovationThis work describes a telehealth virtual patient counseling model to replace the traditional patient counseling OSCE in pharmacy education with comparable outcomes.

Future leaders in pharmacy (FLIP): Student perceptions of leadership development within pharmacy school

IntroductionThis study evaluated the perceptions of student pharmacists in their final year regarding leadership development and feelings of preparedness to assume their first leadership role after graduation. MethodsThis research was conducted using an anonymous, researcher developed, online instrument distributed to 21 institutions across the United States for students in their final semester. Data collected included demographics, the availability/benefit of leadership development activities, and perceptions of leadership skills a pharmacist needs. Student pharmacists' perceptions of their own leadership development and feelings of preparedness to be a leader upon graduation were also analyzed using descriptive statistics. ResultsSeventy-two percent of respondents agreed or strongly agreed that they felt prepared to assume their first leadership role after graduation. Students agreed (91.4%) that their school/college of pharmacy (S/COP) offered enough leadership development opportunities; however, common opportunities were not always identified as the most beneficial. Those most beneficial to student pharmacists' growth were in extracurriculars and experiential learning. Least beneficial were advocacy related activities and self-reflection. ConclusionsThe majority of respondents felt they were prepared to be a leader in their first professional role. Student pharmacists did not perceive certain common activities related to advocacy and self-reflection as beneficial to their growth. S/COPs should explore strategies to improve such leadership development opportunities.

Assessing the utility of pre-course assessment and voluntary pre-work in two required integrated pharmacotherapy courses

Background and purposeSelf-assessment and self-learning are essential skills for student pharmacists. Data demonstrating the association between these skills in pharmacy courses are limited. The aim of this study was to evaluate the impact of providing pre-course review and administering a pre-course assessment on performance in two required integrated pharmacotherapy (IP) courses - IP: Pulmonology and IP: Cardiology. Educational activity and settingThis study included second-year student pharmacists enrolled in fall semester IP: Pulmonology and IP: Cardiology from 2019 to 2021. Voluntary pre-course review materials and pre-course assessments were added in fall 2021. Overall course grades and examination scores between each year were analyzed. Student perceptions of the pre-course assessment were also captured. FindingsOf the 454 students analyzed, there was no difference in median overall IP: Pulmonology grades (85.93%, 86.67%, 86.29%; P = .63) or IP: Cardiology grades (80.25%, 78.3%, 79.96%; P = .41) for 2019, 2020, and 2021, respectively. IP: Pulmonology Exam 1 scores were statistically higher in 2021. For IP: Cardiology, Exam 1 and Final Exam scores were statistically higher in 2020 compared to 2019 and Exam 3 scores were significantly higher in 2021 than 2019. Pre-course assessment scores had a statistically significant, positive association with overall course grade. Half of the students surveyed agreed that completing the course prep work was an effective approach to learning. SummaryAlthough overall course grades did not differ between years, pre-course assessment scores correlated with overall course grade. Thus, voluntary pre-course assessments could provide early identification of poor performance.

Evaluating the implementation of a pharmacy hackathon pilot

Background and purposeThe need for disruptive innovation within the pharmacy profession is well documented in the literature. However, there is a lack of proper training on innovation and creative thinking for student pharmacists and limited time or incentive for health care practitioners to be innovative. Hosting an innovation event, such as a hackathon, can teach innovative strategies and incentivize innovation by student pharmacists. Thus, the aim of this study was to to assess the feasibility and student perception of an inaugural school of pharmacy hackathon pilot. Educational activity and settingA hackathon pilot was planned on a distant site campus. Over the course of four months, a planning team, consisting of a faculty member and a student leader in the American Pharmacy Association-Academy of Student Pharmacists, met every other week to plan the event. Outcomes included: change in student excitement and interest related to the hackathon, number of participants, and change in student confidence in the ability to perform steps in the innovation process. FindingsThe average level of excitement prior to the event increased, and student confidence related to the ability to perform each step in the innovation process improved. Additionally, students agreed that they would be interested in attending a similar event in the future and would recommend the event to a friend. SummaryHosting a healthcare hackathon at a school of pharmacy is an enjoyable way for pharmacy students to practice and gain confidence with innovation skills while addressing Accreditation Council for Pharmacy Education Standard 4.3.

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.

Community-Based Research: Interviewing Older People in Community Pharmacies.

Objective Community pharmacists play an important role in providing many essential services to older adult patients. This study aimed to assess participants' awareness and utilization of current services provided by the community pharmacy and to identify preferences for innovative strategies and services related to healthy aging. Design This is community-based research using interviews with older people in community pharmacies. Student pharmacists performed the interviews, asking 11 questions developed by the research team. The interview questions included services currently provided by the community pharmacy to determine patient awareness and use. Setting One-on-one structured interviews with participants 50 years of age and older were conducted at community pharmacies in Arizona. Results A total of 53 older people (54.7% female) participated, with most patients knowledgeable about current pharmacy services and 69.7% using at least one service. When asked if they would participate in innovative services, more than half of those interviewed (56.6%) were interested in medication side effect screening and education, and 54.7% would want to participate in medication review with drug interaction screening. Almost half were interested in lifestyle education for healthy aging in nutrition and physical activities (49.1%) and medication disposal (47.2%). Most participants preferred to communicate in person with their pharmacists, but some showed interest in mobile phone texts and calls. Conclusion Community pharmacies may be a viable setting to provide novel services to promote healthy aging among older people, particularly medication side effect and drug interaction screenings and education.

Health professions students’ perceptions of philanthropy and strategies to promote a culture of philanthropy among health professions education students

Background: Little data is available regarding student philanthropy in the context of health professions education. The objective of this study is to examine factors affecting health professions education (HPE) students’ perceptions and expectations of philanthropy. Methods: A cross-sectional survey assessing demographics and philanthropic experiences, perceptions, and expectations was administered to medical, pharmacy, and graduate students at a health sciences university. Results: One hundred thirty-nine students completed the survey. Sixty percent of respondents agree contributions to their alma mater make a difference, 57% plan to volunteer time as alumni, and 40% plan to make monetary contributions as alumni. Fifty-five percent of respondents indicated that would not participate in a student-giving programme. Students who donate financially to their undergraduate or high school alma mater were more likely to agree contributions to their alma mater make a difference (p = 0.03). Students who volunteer at their undergraduate or high school alma mater were more likely to plan to volunteer time as an HPE alum (p = 0.002). Conclusion: Health professions education students who engage in philanthropic initiatives may be more likely to do so as alumni. Educating student pharmacists on the importance and impact of philanthropy may enhance perceptions of giving and willingness to contribute as alumni.

Helping fourth year student pharmacists develop their professional brand

Background and purposeBuilding a professional brand is an important skill for student pharmacists, as this could provide them with a competitive edge given the current market environment and employment opportunities. One way to do this is through developing a personal digital brand. A pilot program was created to introduce fourth year pharmacy students to the basics of personal branding and positive uses of social media for professional development and networking. Educational activity and settingA two-part workshop series was developed to introduce student pharmacists to the concept of personal digital branding and to help them optimize their professional documents (i.e. curricula vitae, resumes, and letters of intent). The workshops were offered in a virtual format and involved subject matter experts as well as alumni stakeholders. Students were asked to participate in pre- and post-surveys relating to their perceptions of professional branding and the usefulness of the workshop series. FindingsPrior to the workshops, students expressed a moderate interest in using social media for professional purposes, yet few felt confident in how to do so. Following the workshops, students indicated the information provided had been beneficial, and they all had action plans for developing their social media profiles and revising their professional documents. SummaryInitial findings suggested students are interested in and would benefit from training on professional branding. While this first attempt at such programming had limitations, such as being delivered to a small sample, the results provide insights for expanding and improving these offerings in the future.

Impact of a health and wellness IPPE focused on immunizations and health assessments

Background and purposeHealth and wellness principles are included in pharmacy education outcomes and standards, supporting the importance of integrating these concepts within pharmacy curricula. The objective of this study was to describe the development, implementation, and assessment of an intensive community pharmacy-based health and wellness introductory pharmacy practice experience (IPPE) focused on immunizations and health assessments. Educational activity and settingThe health and wellness IPPE was a required, one-week rotation developed to provide second-year student pharmacists with direct patient care opportunities to reinforce knowledge, skills, and abilities related to health and wellness principles. Students administered immunizations, performed hypertension and diabetes assessments, and provided education to patients at community pharmacy training sites. Students completed pre- and post-rotation self-assessments. Preceptors completed individual summative student performance evaluations and were surveyed to obtain IPPE feedback. FindingsOne hundred forty-seven students completed the IPPE across 89 sites. The pre-post analysis of student self-assessment results found statistically significant improvement in student confidence across all survey items. The largest improvements were found within the immunization items, specifically for preparing and administering immunizations. Ninety-nine percent of students agreed or strongly agreed participation in IPPE activities improved their ability to contribute to patient care. Qualitative analysis revealed students gained confidence and skills after practicing in a real-world setting. SummaryThe integration of the health and wellness IPPE within the curriculum resulted in increased student confidence in providing preventative care services. This study provides a solution to integrating health and wellness principles into pharmacy curricula to meet accreditation standards.

“A Lot of My Friends Don't Know How It Works”: Student Activists Describe Gaps in College Students' Emergency Contraception Knowledge

IntroductionDespite the high potential need for emergency contraception (EC) among college students, lack of accurate knowledge may decrease the likelihood of its use in this population. We examined knowledge about EC methods, potential outcomes of use, and access among college students in the United States. MethodsWe recruited college students from a listserv devoted to EC campus activism for an online survey about EC knowledge (N = 150) and conducted 24 follow-up in-depth interviews. We describe the share of respondents that correctly answered each question and provide additional context and insight from interview respondents. ResultsGaps in EC knowledge were noted in our sample of college student EC activists. Awareness of different methods of EC was not universal; 38% of the sample was unaware of ulipristal acetate (ella®) and 61% was unaware of the intrauterine device inserted after intercourse as EC. Many respondents also incorrectly perceived additional barriers to acquiring EC such as minimum age or an ID requirement to purchase EC (64% and 49%, respectively). Interview respondents describe how medical providers, such as student health services and pharmacists, can pose barriers to EC access through either their actions or how college students expect they will act. ConclusionsWe document several gaps in knowledge surrounding EC in college students, even in an activist sample. Additional efforts to inform students about the variety of available EC methods and address mistaken perceptions about barriers to access may allow college students to better meet their needs for EC.

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.

Cervical Cancer Awareness and Attitude Towards Cervical Cancer Screening and Human Papillomavirus Vaccines Among Urban Women of Karachi, Pakistan.

Cervical cancer is the second most common cancer among women under 50 years of age in Pakistan. The current study was designed to assess the level of awareness through educational outreach presentations about cervical cancer, Papanicolaou (Pap) smear test, and human papillomavirus (HPV) vaccination in Karachi, Pakistan. Women from different urban hospitals were enrolled. Participants participated in a 45-minute presentation on cervical cancer awareness led by student pharmacists from Nazeer Hussain University, Karachi. A pre-and post-test was administered to assess the impact of the intervention. Descriptive statistics were used to summarize the findings, and a t-test was used for matched comparison, and a p-value <0.05 for statistical significance. A total of 150 women participated in the study. The study found that Pakistani women living in urban settings were less knowledgeable about the causes of cervical cancer and prevention. After the presentation, we observed a 45% increase in knowledge, and 31% of participants said they would obtain a Pap smear test in the next six months. Supervised pharmacy student-led presentations on cervical cancer educational awareness that significantly impacted women participants. Pharmacists can play a key role in reducing cervical cancer deaths through increased awareness, education, prevention, and immunization.

Exploring the impact of brief training on student pharmacists' naloxone communication skills

ObjectiveTo explore: a) whether videos that model naloxone communication skills improve student pharmacists' naloxone knowledge, self-efficacy and communication skills and b) whether outcomes differ between video versus written materials. MethodsStudent pharmacists (N = 31) were randomized to either video or written materials training. Changes in naloxone dispensing barriers, self-efficacy, and naloxone knowledge were assessed via survey, while changes in naloxone communication were measured with a standardized patient assessment. ResultsFor the entire sample, knowledge and self-efficacy significantly increased and barriers to dispensing decreased. Communication improved significantly in both groups. In unadjusted analyses, students with video resources reported higher self-efficacy post-training. However, analyses that controlled for demographic characteristics and baseline measures found that training type did not significantly predict any outcome. ConclusionBrief written or video-based naloxone training improved students' knowledge, self-efficacy, and communication. Given the small sample, results are inconclusive regarding impact of training material type on outcomes. InnovationTeaching student pharmacists how to communicate about naloxone is important given increasing opioid overdose death rates. This study was innovative because it examined the impact of two training material types that can be delivered asynchronously and that pharmacy programs could incorporate into their curricula to improve students' naloxone communication skills.

Assessing the Impact of a Real-World Legislative Visit on Student Pharmacists’ Perceptions on Legislative Advocacy

Assessing the Impact of a Real-World Legislative Visit on Student Pharmacists’ Perceptions on Legislative Advocacy