US Colleges Of Pharmacy Research Articles

Prestige and financial stability: motivating factors to pursue a doctor of pharmacy degree.

This study aims to identify factors influencing students' decision to pursue a doctorate in pharmacy (PharmD). Focus-group interviews and quantitative surveys were used in sequence to investigate pharmacy students' motivations. A total of 36 current PharmD students from two US colleges of pharmacy participated in five focus groups. The resulting qualitative findings, along with existing literature, informed the development of a survey questionnaire, which was then administered to two cohorts of first-year pharmacy students at one of the participating colleges. Identified themes include prestige of a doctorate, patient interaction, career versatility, and pharmacy school's lower intensity vis-à-vis medical school. A total of 110 first-year pharmacy students from a 4-year program (average (SD) age 23 (5); 65% female) completed the survey (98.5% response rate). The order of factors that respondents ranked as important or somewhat important for choosing pharmacy include: financial stability (n = 107 (97%)), prestige of a doctorate degree ((n = 97 (88%)), good work-life balance ((n = 96 (87%)), the opportunity to use critical thinking skills ((n = 93 (85%)), having patient interaction and communication ((n = 91 (83%)), and being in a profession or service ((n = 91 (83%)). US PharmD students are mainly drawn by job and financial stability, prestige of a doctorate, and a good work-life balance.

Impact of Pharmacy School Characteristics on NAPLEX First-time Pass Rates

Objective. To assess the impact of pharmacy school characteristics on the pass rates of students taking the North American Pharmacist Licensure Examination (NAPLEX) for the first time. Methods. A retrospective review of NAPLEX first-time pass rates, pharmacy school characteristics and percent of total graduating class who matched for a first postgraduate year (PGY1) residency was performed for 2014, 2015, and 2016. All US colleges of pharmacy accredited as of July 2017 were included. Independent samples t tests, paired samples t tests, correlational analysis, and multiple linear regression were conducted. Results. The first-time pass rates on the NAPLEX were significantly higher for the following: schools located within an academic health center; schools established before 2000, and public schools. The 2016 NAPLEX first-time pass rate was significantly higher for schools with a traditional four-year program structure versus an accelerated three-year structure. Also, a school's first-time pass rate on the NAPLEX was positively, significantly correlated with percentage of fourth-year students who matched for a PGY1 residency and being located within an academic health center. The NAPLEX first-time pass rate for the previous year and percent of the total graduating class that matched for a PGY1 residency were significant predictors in the final regression models for 2015 and 2016 NAPLEX first-time pass rates. Conclusion. While differences in certain program characteristics was coorelated with NAPLEX pass rate, many of these factors are not modifiable. Programs can proactively and critically evaluate their educational programs and the readiness of their students to sit for the NAPLEX.

Trends in electronic health record usage among US colleges of pharmacy

IntroductionElectronic health records (EHRs) are used extensively throughout health systems; this indicates a need for pharmacy student competencies prior to pharmacy practice experiences. The objective was to determine current utility, perceived benefit, and future plans for EHR use in the didactic curriculum of doctor of pharmacy programs in the United States. MethodsAn electronic survey was distributed to members of two special interest groups through the American Association of Colleges of Pharmacy. Content areas in the 14-question survey included current utilization of EHRs in the didactic curriculum, perceived benefit for preparing students for pharmacy practice experiences, and future plans for implementing or improving EHR use. ResultsA total of 59 (7.7%) individuals responded to the survey, representing 43 out of 133 schools (32%). Of the respondents currently using EHRs (37%), more than 60% have been using an EHR in the classroom for two years or less while 18.2% reported five or more years of experience. The most common application of EHRs was for clinical cases (77%) followed by pharmaceutical care lab courses (59%), other uses in pharmacotherapeutics (27%), and interprofessional education (23%). Of those not currently using EHRs (63%), the vast majority (84%) plan to integrate EHRs into didactic coursework within the next two years. ConclusionsEHRs appear to be used by many colleges of pharmacy in courses where clinical cases are being discussed. Further research into the value of EHR usage at earlier stages of professional programs, including within skills labs, objective structured clinical examinations, and other pharmacy coursework, may be helpful given increasing EHR use in healthcare settings.

An Analysis of Quality Improvement Education at US Colleges of Pharmacy

Objective. Analyze quality improvement (QI) education across US pharmacy programs. Methods. This was a two stage cross-sectional study that inspected each accredited school website for published QI curriculum or related content, and e-mailed a questionnaire to each school asking about QI curriculum or content. T-test and chi square were used for analysis with an alpha a priori set at .05. Results. Sixty responses (47% response rate) revealed the least-covered QI topics: quality dashboards /sentinel systems (30%); six-sigma or other QI methodologies (45%); safety and quality measures (57%); Medicare Star measures and payment incentives (58%); and how to implement changes to improve quality (60%). More private institutions covered Adverse Drug Events than public institutions and required a dedicated QI class; however, required QI projects were more often reported by public institutions. Conclusion. Despite the need for pharmacists to understand QI, it is not covered well in school curricula.

Student Preparation for PGY1 Residency Training by US Colleges of Pharmacy: Survey of the Residency Program Director Perspective.

Purpose: To evaluate current residents' level of preparation by US colleges of pharmacy for postgraduate year 1 (PGY1) residency training from the perspective of residency program directors (RPDs). Methods: RPDs were asked in an electronic survey questionnaire to rate PGY1 pharmacy residents' abilities in 4 domains: communication, clinical knowledge, interpersonal/time-management skills, and professionalism/leadership. Results: One hundred ninety-seven RPDs of the American Society of Health-System Pharmacists (ASHP)-accredited PGY1 programs completed the survey. The majority of RPDs strongly agreed or agreed that residents were prepared as students to effectively communicate both verbally and nonverbally, were able to appropriately respond to drug inquiries using drug resources and literature searches, and consistently displayed professionalism. Respondents were more likely to disagree or give a neutral response when asked about residents' understanding of biostatistics and their ability to provide enteral and parenteral nutritional support for patients. Conclusion: Overall, RPDs agreed that residents were prepared to perform the majority of the tasks of each of the 4 domains assessed in this survey relating to PGY1 training. RPDs may use the results of this survey to provide additional support for their residents in the areas in which residents lack adequate preparation, while colleges of pharmacy may focus on incorporating more time in their curriculum for certain areas to better prepare their students for residency training.

Trends in the Numbers of US Colleges of Pharmacy and Their Graduates, 1900 to 2014

Objective. To describe the cumulative and contemporary numbers of colleges and schools of pharmacy between 1900 and 2014 based on membership in the American Association of Colleges of Pharmacy or its predecessor, the American Conference of Pharmaceutical Faculties, as well as the mean number of graduates among member schools each year. Methods. A review of published literature for numbers of schools and graduates was conducted and descriptive statistics were calculated. Results. The cumulative number of schools rose from 21 to 152 between those years. The peak contemporary number was 130 in 2014. Including satellite campuses with parallel curricula brings the contemporary total to 172. The smallest number of graduates per member school per year occurred in 1945 and 1946, with peaks in 1951, 1977, and 2013 (∼110 per school per year in the latter two peaks). Conclusions. The number of US pharmacy schools progressively rose between 1900 and 2014, with the fastest rate of growth occurring in 2014. The mean number of graduates per school per year rose or fell with influences such as the Great Depression, World War II, and the GI Bill.

Curriculum and Instructional Methods for Drug Information, Literature Evaluation, and Biostatistics: Survey of US Pharmacy Schools

The drug information curriculum in US colleges of pharmacy continues to evolve. The American College of Clinical Pharmacy (ACCP) Drug Information Practice and Research Network (DI PRN) published an opinion paper with specific recommendations regarding drug information education in 2009. Adoption of these recommendations has not been evaluated. To assess which recommendations made in the ACCP DI PRN opinion paper are included in US pharmacy school curricula and characterize faculty qualifications, educational methods, and recent changes in drug information education. An electronic survey was designed using the ACCP DI PRN opinion paper and the Accreditation Council for Pharmacy Education standards and guidelines for accreditation of PharmD programs in the US. Survey questions addressed curricular content within the following categories: drug information, literature evaluation, and biostatistics. A letter including the online survey link was sent via email to the dean of each US college/school of pharmacy (N = 128). Recipients were instructed to forward the email to the individual at their institution who was the most knowledgeable about the content and methodology used for didactic drug information education. Sixty-four responses were included in the final analysis. Of the 19 ACCP DI PRN minimum core concepts, 9 (47%) were included in curricula of all responding institutions; 14 of 19 (74%) were included in curricula for all but 1 institution. In contrast, 5 of 16 concepts (31%) were not formally taught by a number of institutions. Many respondents noted an increased focus on evidence-based medicine, medication safety, and informatics. Although a survey of drug information curricula documented substantial inclusion of the essential concepts presented in the ACCP DI PRN opinion paper, room for improvement remains in drug information curricula in US colleges of pharmacy.

Survey of critical care education in US Colleges of Pharmacy

Objective To describe the extent to which critical care is included in Doctor of Pharmacy curricula in US Colleges of Pharmacy. Methods A representative at each US College of Pharmacy was contacted to complete the online survey, which was distributed via e-mail. Results The survey response rate was 54.1%. All the responding programs indicated that critical care topics were included in their curricula. Nearly all institutions responding indicated that critical care topics were included in the core curriculum and as available advanced pharmacy practice experiences (APPEs), though markedly fewer institutions offered elective courses in critical care. Among the most commonly included topics were acute myocardial infarction and acid–base balance. Faculty commonly did not have an active critical care practice. Conclusions Overall, exposure to critical care is prevalent, although there is variability in the nature and extent of exposure. Classic critical care topics are commonly discussed, whereas subspecialty topics are rarely included.

Pharmacogenomics in the Curricula of Colleges and Schools of Pharmacy in the United States

To assess the breadth, depth, and perceived importance of pharmacogenomics instruction and level of faculty development in this area in schools and colleges of pharmacy in the United States. A questionnaire used and published previously was further developed and sent to individuals at all US schools and colleges of pharmacy. Multiple approaches were used to enhance response. Seventy-five (83.3%) questionnaires were returned. Sixty-nine colleges (89.3%) included pharmacogenomics in their PharmD curriculum compared to 16 (39.0%) as reported in a 2005 study. Topic coverage was <10 hours for 28 (40.6%), 10-30 hours for 29 (42.0%), and 31-60 hours for 10 (14.5%) colleges and schools of pharmacy. Fewer than half (46.7%) were planning to increase course work over the next 3 years and 54.7% had no plans for faculty development related to pharmacogenomics. Most US colleges of pharmacy include pharmacogenomics content in their curriculum, however, the depth may be limited. The majority did not have plans for faculty development in the area of pharmacogenomic content expertise.

Interprofessional Education in Six US Colleges of Pharmacy

To present and describe interprofessional education (IPE) in 6 US colleges of pharmacy including benefits, barriers, and strategies for implementation. A focus group with campus faculty IPE leaders and administrators was conducted at each of the 6 colleges. External facilitators used a structured script with open-ended questions to guide each session. A qualitative approach was used and content analysis of transcripts was conducted. On a 10-point scale, mean participant interest in IPE was 8.8 +/- 1.7. Incentives included enhanced student education, instructional economies of scale, improved communication among disciplines, and promotion of teamwork to improve quality of care. Curricular logistics, limited resources, lack of conceptual support, and cultural issues were the major barriers to IPE. Institutions were at various stages of IPE implementation. Participants emphasized that full institutional support was critical in maintaining IPE programs. Interest in IPE was high and opportunities were numerous as described by faculty members at the institutions; however, numerous challenges to implementation were identified.

Teaching Patient Assessment Skills to Doctor of Pharmacy Students: The TOPAS Study

To determine the content and extent, design, and relative importance of patient assessment courses in the professional pharmacy curriculum. A 20-item questionnaire was developed to gather information pertaining to patient assessment. Pharmacy practice department chairs were mailed a letter with an Internet link to an online survey instrument. Ninety-six percent of the programs indicated that patient assessment skills were taught. Forty-five percent of respondents indicated their course was a standalone course. The most common topics covered in assessment courses were pulmonary examination, vital signs, and cardiovascular assessment. There is significant variability in the topics covered, depth of content, types of instruction, and evaluation methods used in patient assessment courses in US colleges of pharmacy. This survey was an initial assessment of what is being done regarding education of student pharmacists on patient assessment.

Communicating with patients: skills assessment in US colleges of pharmacy.

To describe current practices in assessing patient communication skills in US colleges and schools of pharmacy. Syllabi and behavioral assessment forms were solicited and key faculty members were interviewed. Forms were analyzed to determine skills most commonly assessed in communication with simulated or role-playing patients. Fifty schools submitted behavioral assessment forms for patient communication skills. Individuals from 47 schools were interviewed. Colleges were found to vary in the way communication skills were assessed. Assessment forms focused more on dispensing a new prescription than monitoring ongoing therapy. Providing information was emphasized more than promoting adherence. Common faculty concerns were lack of continuity and congruence of assessment across the curriculum. A common understanding of the standards and procedures for determining competence is needed. Experience and assessment activities should be sequenced throughout a program to build competence.

The Relationship of Board Certification to Financial and Professional Benefits for Pharmacy Practice Faculty

ABSTRACTTo determine financial and professional benefits to examinees for Board of Pharmaceutical Specialties (BPS) certification, a web-based survey was developed and sent to all 84 US colleges of pharmacy. Numbers of pharmacy practice faculty and board certified faculty were obtained independently from the American Association of Colleges of Pharmacy Roster and the BPS website. Twenty-six surveys were returned. The proportion of BPS-certified faculty was not statistically significantly related to reimbursement of certification-related expenses. The proportion of BPS-certified faculty was statistically significantly related to increases in salary, but not other recognition factors.

Comparison of Drug Information Practice Curriculum Components in US Colleges of Pharmacy

Objective. To compare drug information training in US colleges of pharmacy. Methods. Course coordinators and principal preceptors were identified and surveyed. The survey instrument solicited infor...

The Current State of Pharmacy Informatics Education in Professional Programs at US Colleges of Pharmacy

Objectives. Pharmacy practice is changing in response to several clarion reports published by the Institute of Medicine (IOM) documenting preventable medication errors. This paper seeks to assess t...

Basic science pharmacy faculty publication patterns from research-intensive US Colleges, 1999–2003

Objectives:The purpose of this paper was to determine publication patterns of basic science faculty (medicinal chemistry,pharmaceutics, and pharmacology) in research-intensive US colleges of pharmacy utilizing the Science citation index (SCI)database. A secondary purpose was to determine the sensitivity of our SCI search method in identifying basic science faculty publications. Methods:We searched SCI for publications by basic science faculty from five randomly selected health sciences-based,public colleges of pharmacy for each of the years 1999 – 2003. The search strategy involved searching individual faculty bystate, year and author name. Results:Our search strategy had a false-positive error rate of approximately 2%. Basic science faculty published an average of 3:6 +/- 4:25 publications per year (95% CI 3.2 – 4.0) for the years 1999 –2003. Approximately 15% of the faculty published 50% of the total publications. Full professors (n= 215) averaged significantly higher publications per year (4.77) compared to associate professor (n=135) at 2.75, and assistant professors (n=120) at 2.59. Pharmacology faculty (n=114)averaged significantly lower publications per year (2.60), compared with pharmaceutics faculty (n=178) at 3.90 and medicinal chemistry faculty (n= 172) at 4.11. Conclusion:These data provide normative values to compare publication rates among research-intensive basic science pharmacy faculty. However, simple publication counts such as these provide no insight into the quality or importance of thepublished information.