Pub Date : 2024-10-22DOI: 10.1016/j.cptl.2024.102215
Kaci Boehmer, Amy M. Franks
Introduction
Students face difficult decisions when considering multiple opportunities for employment or continued training. When this happens, students may consider breaking a previous commitment to accept a more appealing offer. Societal trends toward decommitment may also influence students' perceptions of the importance of commitment.
Perspective
Students must consider potentially serious professional repercussions that may result from dishonoring commitment before making such a decision.
Implications
We challenge pharmacy faculty to reinforce the professional obligation of honoring commitment when guiding students in career decision-making. We emphasize the importance of helping students develop a specific plan to work toward career goals, entertain only those opportunities that help achieve these goals, and carefully weigh the potential impact of dishonoring commitment on their professional reputation.
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Pub Date : 2024-10-18DOI: 10.1016/j.cptl.2024.102209
Nancy Assaker , Elizabeth Unni , Terri Moore
Introduction
The objective is to gather evidence on ways to integrate DEIA into the didactic and experiential pharmacy classroom based on AACP's 2021–2024 Strategic Plan Objective 3.3.1. to “compile and publish resources related to best practices in inclusive pedagogy, creating inclusive classrooms, navigating difficult conversations, and promoting equitable campus climates for use by schools and colleges of pharmacy.”.3
Methods
An exploratory review was conducted to identify literature using journals, including Academic Medicine, the American Journal of Pharmaceutical Education (AJPE), AACP poster abstracts from 2018 and onward, Currents in Pharmacy Teaching and Learning (CPTL), JAMA Surgery, Journal of Dental Education (JDE), and Minority Nurse Magazine. Keywords used were “DEIA,” “DEIA in classrooms,” “diversity,” “equity,” “inclusion,” “microaggression,” “disabilities,” “pharmacy education,” “health equity,” “discrimination,” “unconscious bias,” “cultural humility,” and “cultural competence.” Excluded were literature focused on DEIA in “curriculum,” “recruitment,” and other topics unrelated to integrating DEIA in the classroom. Poster abstract authors were contacted directly to get a copy of the poster so that more information could be gathered from the poster.
Results
Sixteen publications were identified (14 peer-reviewed manuscripts and two poster abstracts). Of those, two explored the utilization of technology to make lesson plans more inclusive; seven discussed ways for students to address implicit biases, microaggressions, and navigating difficult conversations; five focused on accommodating students with disabilities; one discussed developing better pronunciation of students' names; and one discussed a method to improve student's self-awareness and awareness of other cultures.
Conclusion
Although evidence was found on integrating DEIA into the didactic and experiential settings, the amount of evidence found is limited, warranting further research.
{"title":"Incorporation of Diversity, equity, inclusion and anti-racism (DEIA) principles into the pharmacy classroom: An exploratory review","authors":"Nancy Assaker , Elizabeth Unni , Terri Moore","doi":"10.1016/j.cptl.2024.102209","DOIUrl":"10.1016/j.cptl.2024.102209","url":null,"abstract":"<div><h3>Introduction</h3><div>The objective is to gather evidence on ways to integrate DEIA into the didactic and experiential pharmacy classroom based on AACP's 2021–2024 Strategic Plan Objective 3.3.1. to “compile and publish resources related to best practices in inclusive pedagogy, creating inclusive classrooms, navigating difficult conversations, and promoting equitable campus climates for use by schools and colleges of pharmacy.”.<span><span><sup>3</sup></span></span></div></div><div><h3>Methods</h3><div>An exploratory review was conducted to identify literature using journals, including Academic Medicine, the American Journal of Pharmaceutical Education (AJPE), AACP poster abstracts from 2018 and onward, Currents in Pharmacy Teaching and Learning (CPTL), JAMA Surgery, Journal of Dental Education (JDE), and Minority Nurse Magazine. Keywords used were “DEIA,” “DEIA in classrooms,” “diversity,” “equity,” “inclusion,” “microaggression,” “disabilities,” “pharmacy education,” “health equity,” “discrimination,” “unconscious bias,” “cultural humility,” and “cultural competence.” Excluded were literature focused on DEIA in “curriculum,” “recruitment,” and other topics unrelated to integrating DEIA in the classroom. Poster abstract authors were contacted directly to get a copy of the poster so that more information could be gathered from the poster.</div></div><div><h3>Results</h3><div>Sixteen publications were identified (14 peer-reviewed manuscripts and two poster abstracts). Of those, two explored the utilization of technology to make lesson plans more inclusive; seven discussed ways for students to address implicit biases, microaggressions, and navigating difficult conversations; five focused on accommodating students with disabilities; one discussed developing better pronunciation of students' names; and one discussed a method to improve student's self-awareness and awareness of other cultures.</div></div><div><h3>Conclusion</h3><div>Although evidence was found on integrating DEIA into the didactic and experiential settings, the amount of evidence found is limited, warranting further research.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102209"},"PeriodicalIF":1.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-18DOI: 10.1016/j.cptl.2024.102216
Sarah Oprinovich
Commitment is an important part of professionalism in pharmacy; however, we have no standardized definition. Commitment, like any other relationship between two parties, must be perceived strongly by both parties involved. In the setting of pharmacy residency training, commitment seems relatively easy to define. Current trends posed by Boehmer show that there must be unexplored complexity that remains in this concept under the surface. There is a need to truly identify the motivations of both residency candidates and residency programs during the interview process. Additional research should aim to identify preceptor perceptions of “good” motivations to pursue residency training. There is a paucity of literature on the factors affecting residency decommitment. To begin discerning these factors and their influence, more data should be collected and made available to researchers regarding decommitment at all stages of the match and residency training.
{"title":"What is commitment?","authors":"Sarah Oprinovich","doi":"10.1016/j.cptl.2024.102216","DOIUrl":"10.1016/j.cptl.2024.102216","url":null,"abstract":"<div><div>Commitment is an important part of professionalism in pharmacy; however, we have no standardized definition. Commitment, like any other relationship between two parties, must be perceived strongly by both parties involved. In the setting of pharmacy residency training, commitment seems relatively easy to define. Current trends posed by Boehmer show that there must be unexplored complexity that remains in this concept under the surface. There is a need to truly identify the motivations of both residency candidates and residency programs during the interview process. Additional research should aim to identify preceptor perceptions of “good” motivations to pursue residency training. There is a paucity of literature on the factors affecting residency decommitment. To begin discerning these factors and their influence, more data should be collected and made available to researchers regarding decommitment at all stages of the match and residency training.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102216"},"PeriodicalIF":1.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The ideology of professional identity formation (PIF) is trending in pharmacy education. Therefore, we must initiate conversations about how the PIF framework impacts minoritized students. PIF is applied at default through the white racial frame, which is why making PIF inclusive is difficult. The concept of PIF itself is Eurocentric and relies on normative colonial systems, order, and viewpoints. Due to white centering, the PIF framework then becomes a tool of assimilation. This socially conditions marginalized and minoritized individuals to participate in the dominant culture's society according to those norms. Here we review the capitalistic angles of PIF, how PIF encourages assimilation, the interplay of role modeling on student development, and how to adjust the PIF framework to be more inclusive for minoritized learners.
{"title":"The assimilatory impact of professional Identity formation on racial and ethnic minority doctor of pharmacy students","authors":"Joshua Wollen, Shantera Rayford Davis, Natalie Rosario","doi":"10.1016/j.cptl.2024.102217","DOIUrl":"10.1016/j.cptl.2024.102217","url":null,"abstract":"<div><div>The ideology of professional identity formation (PIF) is trending in pharmacy education. Therefore, we must initiate conversations about how the PIF framework impacts minoritized students. PIF is applied at default through the white racial frame, which is why making PIF inclusive is difficult. The concept of PIF itself is Eurocentric and relies on normative colonial systems, order, and viewpoints. Due to white centering, the PIF framework then becomes a tool of assimilation. This socially conditions marginalized and minoritized individuals to participate in the dominant culture's society according to those norms. Here we review the capitalistic angles of PIF, how PIF encourages assimilation, the interplay of role modeling on student development, and how to adjust the PIF framework to be more inclusive for minoritized learners.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102217"},"PeriodicalIF":1.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-18DOI: 10.1016/j.cptl.2024.102210
Mark A. Strand , Allison Hursman , Brody Maack , Natasha Petry , Rose Yang
Purpose
Professional pharmacy associations are calling for greater cultural sensitivity in pharmacy.
education. The faculty of a Midwestern School of Pharmacy set out to better address race and racism in the pharmacy curriculum through the implementation of a faculty development series.
Description
A year-long professional development program to increase awareness of Diversity, Equity,
and Inclusion (DEI) by race and ethnicity was implemented for 30 faculty members. The program included four didactic lectures and four Grand Rounds discussion sessions.
Analysis/Interpretation
Attendance at the sessions averaged 22 (73 %) and 9 (30 %) for the didactic and Grand Rounds sessions, respectively. Faculty members showed a desire to learn about racism in pharmacy education and an openness to discuss ways to improve pharmacy education to make it culturally representative. Faculty went from a broad perception of health outcomes being impacted by race and racism, to actionable views on how race is addressed in the pharmacy curriculum, as well as the teaching methods such as facilitated discussions to address race and ethnicity appropriately.
Conclusions
Faculty members are willing and able to openly revisit the content and methods of their teaching to make it more accurate and inclusive about how race and ethnicity are handled in the.
pharmacy curriculum.
Implications
Pharmacy faculty are willing to learn about racism in pharmacy education and do what is necessary to handle race and ethnicity topics in appropriate ways. Collaborative learning can assist faculty members to do so.
{"title":"A faculty development series on race and ethnicity in pharmacy education","authors":"Mark A. Strand , Allison Hursman , Brody Maack , Natasha Petry , Rose Yang","doi":"10.1016/j.cptl.2024.102210","DOIUrl":"10.1016/j.cptl.2024.102210","url":null,"abstract":"<div><h3>Purpose</h3><div>Professional pharmacy associations are calling for greater cultural sensitivity in pharmacy.</div><div>education. The faculty of a Midwestern School of Pharmacy set out to better address race and racism in the pharmacy curriculum through the implementation of a faculty development series.</div></div><div><h3>Description</h3><div>A year-long professional development program to increase awareness of Diversity, Equity,</div><div>and Inclusion (DEI) by race and ethnicity was implemented for 30 faculty members. The program included four didactic lectures and four Grand Rounds discussion sessions.</div></div><div><h3>Analysis/Interpretation</h3><div>Attendance at the sessions averaged 22 (73 %) and 9 (30 %) for the didactic and Grand Rounds sessions, respectively. Faculty members showed a desire to learn about racism in pharmacy education and an openness to discuss ways to improve pharmacy education to make it culturally representative. Faculty went from a broad perception of health outcomes being impacted by race and racism, to actionable views on how race is addressed in the pharmacy curriculum, as well as the teaching methods such as facilitated discussions to address race and ethnicity appropriately.</div></div><div><h3>Conclusions</h3><div>Faculty members are willing and able to openly revisit the content and methods of their teaching to make it more accurate and inclusive about how race and ethnicity are handled in the.</div><div>pharmacy curriculum.</div></div><div><h3>Implications</h3><div>Pharmacy faculty are willing to learn about racism in pharmacy education and do what is necessary to handle race and ethnicity topics in appropriate ways. Collaborative learning can assist faculty members to do so.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102210"},"PeriodicalIF":1.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-18DOI: 10.1016/j.cptl.2024.102213
Emily Eddy , Michelle Musser , Rachel Kahle
Background and purpose
Rural and underserved areas are in desperate need of improved access to healthcare services to enhance the well-being of patients. In an effort to increase students' healthcare access and exposure to the knowledge and skills of healthcare professionals in this area, a specialized certificate program on the care of rural and underserved patients was created. The purpose of this article is to describe the design, implementation, and assessment of this program.
Educational activity and setting
The Rural and Underserved Health Scholars Program (RUHSP) is offered to pharmacy and nursing students in the last three years of their professional program with 4 seminar courses and practice experiences in rural and underserved care. Students focus on challenges and opportunities in rural and underserved care, project development, health outcomes, leadership development, community service, and professional service. The culmination of the project is a community-based project the students develop in conjunction with a local agency.
Findings
The RUHSP has successfully recruited 4 cohorts of students, totaling 42 participants. RUHSP participants have designed and implemented 13 community-based research projects through the program. Preliminary pre/post survey results indicate the program impacted participants' knowledge, skills, abilities, confidence, readiness, and interest in rural/underserved settings. Participants completing the program indicated the program was highly valued and impactful.
Summary
Rural and underserved areas have a continued need for enhanced healthcare access and quality care; rural health training programs are one way to fill care gaps in these areas with confident, prepared, and passionate providers.
{"title":"Transforming education for rural health equity: Lessons from a rural and underserved health scholars program","authors":"Emily Eddy , Michelle Musser , Rachel Kahle","doi":"10.1016/j.cptl.2024.102213","DOIUrl":"10.1016/j.cptl.2024.102213","url":null,"abstract":"<div><h3>Background and purpose</h3><div>Rural and underserved areas are in desperate need of improved access to healthcare services to enhance the well-being of patients. In an effort to increase students' healthcare access and exposure to the knowledge and skills of healthcare professionals in this area, a specialized certificate program on the care of rural and underserved patients was created. The purpose of this article is to describe the design, implementation, and assessment of this program.</div></div><div><h3>Educational activity and setting</h3><div>The Rural and Underserved Health Scholars Program (RUHSP) is offered to pharmacy and nursing students in the last three years of their professional program with 4 seminar courses and practice experiences in rural and underserved care. Students focus on challenges and opportunities in rural and underserved care, project development, health outcomes, leadership development, community service, and professional service. The culmination of the project is a community-based project the students develop in conjunction with a local agency.</div></div><div><h3>Findings</h3><div>The RUHSP has successfully recruited 4 cohorts of students, totaling 42 participants. RUHSP participants have designed and implemented 13 community-based research projects through the program. Preliminary pre/post survey results indicate the program impacted participants' knowledge, skills, abilities, confidence, readiness, and interest in rural/underserved settings. Participants completing the program indicated the program was highly valued and impactful.</div></div><div><h3>Summary</h3><div>Rural and underserved areas have a continued need for enhanced healthcare access and quality care; rural health training programs are one way to fill care gaps in these areas with confident, prepared, and passionate providers.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102213"},"PeriodicalIF":1.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-18DOI: 10.1016/j.cptl.2024.102214
Ezlina Usir , Azwandi Ahmad , Nik Shahira Najihah Mat , Norazlina Ahmad
Introduction
Emotional Intelligence (EI) involves skills to recognise, comprehend, and manage emotions that influence thinking. Using EI allows for the integration of emotion into reasoning and problem-solving. If applied effectively, EI can foster positive emotions that promote the deployment of telepharmacy, which involves delivering pharmaceutical services remotely via telecommunication. High acceptance of telepharmacy among users, particularly patients or healthcare providers is associated with their high knowledge, positive perception, and readiness, all influenced by EI. This study investigates undergraduate students' levels of EI, knowledge, degree of perception, and readiness for telepharmacy, examines EI's correlation with all other variables, and compares them across various sociodemographic groups.
Methods
A cross-sectional online study involving 455 undergraduate students at Universiti Teknologi MARA Cawangan Selangor (UCS) was conducted using a 74-item survey distributed via Google Forms. Data were analyzed using SPSS version 29.
Results
Most participants exhibited high EI (53.3 %), average knowledge (53.2 %), positive perception, and high readiness for telepharmacy. EI positively correlated with both perception (p < 0.001) and readiness (p < 0.001). Differences in knowledge were observed by field of study (p < 0.001) and faculty (p < 0.001), with higher levels among students in the pharmacy field and healthcare-related faculty. Readiness also differed by field of study (p < 0.05) and faculties (p < 0.001), with students in the pharmacy field and healthcare-related faculties exhibiting higher readiness.
Conclusion
EI is crucial for the successful implementation of telepharmacy services in the future. Enhancing knowledge, perception, and readiness towards telepharmacy among undergraduate students is essential for improving its acceptance and future use.
导言情商（EI）涉及识别、理解和管理影响思维的情绪的技能。运用情商可以将情感融入推理和解决问题中。如果能有效运用情商，就能培养积极情绪，促进远程药学的部署，即通过远程通信提供远程药学服务。用户，尤其是病人或医疗服务提供者对远程药学的高度接受与他们的高知识水平、积极认知和准备程度有关，而这一切都受到情绪情感因素的影响。本研究调查了本科生对远程医疗的 EI 水平、知识、认知程度和准备程度，研究了 EI 与所有其他变量的相关性，并对不同社会人口群体进行了比较。结果大多数参与者表现出较高的情感指数（53.3%）、一般的知识水平（53.2%）、积极的认知和较高的远程药学准备度。EI 与认知度（p < 0.001）和准备度（p < 0.001）呈正相关。不同专业（p <0.001）和教师（p <0.001）在知识方面存在差异，药学专业学生和医疗保健相关教师的知识水平较高。不同专业（p <0.05）和院系（p <0.001）的准备程度也不同，药学专业和医疗保健相关专业的学生的准备程度较高。提高本科生对远程药学的认识、感知和准备程度对于提高远程药学的接受度和未来的使用至关重要。
{"title":"The influence of emotional intelligence on knowledge, perception and readiness on Telepharmacy","authors":"Ezlina Usir , Azwandi Ahmad , Nik Shahira Najihah Mat , Norazlina Ahmad","doi":"10.1016/j.cptl.2024.102214","DOIUrl":"10.1016/j.cptl.2024.102214","url":null,"abstract":"<div><h3>Introduction</h3><div>Emotional Intelligence (EI) involves skills to recognise, comprehend, and manage emotions that influence thinking. Using EI allows for the integration of emotion into reasoning and problem-solving. If applied effectively, EI can foster positive emotions that promote the deployment of telepharmacy, which involves delivering pharmaceutical services remotely via telecommunication. High acceptance of telepharmacy among users, particularly patients or healthcare providers is associated with their high knowledge, positive perception, and readiness, all influenced by EI. This study investigates undergraduate students' levels of EI, knowledge, degree of perception, and readiness for telepharmacy, examines EI's correlation with all other variables, and compares them across various sociodemographic groups.</div></div><div><h3>Methods</h3><div>A cross-sectional online study involving 455 undergraduate students at Universiti Teknologi MARA Cawangan Selangor (UCS) was conducted using a 74-item survey distributed via Google Forms. Data were analyzed using SPSS version 29.</div></div><div><h3>Results</h3><div>Most participants exhibited high EI (53.3 %), average knowledge (53.2 %), positive perception, and high readiness for telepharmacy. EI positively correlated with both perception (<em>p</em> < 0.001) and readiness (<em>p</em> < 0.001). Differences in knowledge were observed by field of study (p < 0.001) and faculty (p < 0.001), with higher levels among students in the pharmacy field and healthcare-related faculty. Readiness also differed by field of study (<em>p</em> < 0.05) and faculties (<em>p</em> < 0.001), with students in the pharmacy field and healthcare-related faculties exhibiting higher readiness.</div></div><div><h3>Conclusion</h3><div>EI is crucial for the successful implementation of telepharmacy services in the future. Enhancing knowledge, perception, and readiness towards telepharmacy among undergraduate students is essential for improving its acceptance and future use.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102214"},"PeriodicalIF":1.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-15DOI: 10.1016/j.cptl.2024.102205
Tyler Marie Kiles , Terry Weaver, Amanda Stallings
Objective
The objectives of this study are to describe 1) the implementation of and 2) student performance and perceptions during an innovative classroom activity.
Methods
The Bootcamp was designed as an exercise in productive failure for second-year PharmD students enrolled in a community pharmacy elective course. A prescription verification exercise was introduced; however, students were intermittently interrupted with common community pharmacist tasks. To simulate these tasks (e.g.: receiving a phone call, counseling a patient, administering a vaccine, checking controlled prescription monitoring database etc.), students were directed by the instructor to perform other physical activities (e.g. walking around the classroom, doing jumping jacks, sending an email, etc.). After the activity, accuracy was assessed and each student uploaded a video reflection which were analyzed with content analysis.
Results
The activity was delivered in person in 2021 and virtually in 2022 during a two-hour class period. Of the 63 students, 86 % fully completed all 12 prescription verifications in the allotted time; however, the average accuracy was 53 %. Content analysis of video reflections generated three themes: unique and fun activity, importance of attention to detail, and enhanced understanding of pharmacy workflow from the pharmacist's perspective.
Conclusions
The Community Pharmacy Bootcamp was a fun and engaging way to expose students to the realities of daily practice in the community pharmacy setting. This activity was effective in helping students discover the need for development of further skills in addition to clinical expertise. This novel activity may be adapted to other environments including integration into required coursework.
{"title":"Development and implementation of a Community Pharmacy “Bootcamp” activity – A pilot study","authors":"Tyler Marie Kiles , Terry Weaver, Amanda Stallings","doi":"10.1016/j.cptl.2024.102205","DOIUrl":"10.1016/j.cptl.2024.102205","url":null,"abstract":"<div><h3>Objective</h3><div>The objectives of this study are to describe 1) the implementation of and 2) student performance and perceptions during an innovative classroom activity.</div></div><div><h3>Methods</h3><div>The Bootcamp was designed as an exercise in productive failure for second-year PharmD students enrolled in a community pharmacy elective course. A prescription verification exercise was introduced; however, students were intermittently interrupted with common community pharmacist tasks. To simulate these tasks (e.g.: receiving a phone call, counseling a patient, administering a vaccine, checking controlled prescription monitoring database etc.), students were directed by the instructor to perform other physical activities (e.g. walking around the classroom, doing jumping jacks, sending an email, etc.). After the activity, accuracy was assessed and each student uploaded a video reflection which were analyzed with content analysis.</div></div><div><h3>Results</h3><div>The activity was delivered in person in 2021 and virtually in 2022 during a two-hour class period. Of the 63 students, 86 % fully completed all 12 prescription verifications in the allotted time; however, the average accuracy was 53 %. Content analysis of video reflections generated three themes: unique and fun activity, importance of attention to detail, and enhanced understanding of pharmacy workflow from the pharmacist's perspective.</div></div><div><h3>Conclusions</h3><div>The Community Pharmacy Bootcamp was a fun and engaging way to expose students to the realities of daily practice in the community pharmacy setting. This activity was effective in helping students discover the need for development of further skills in addition to clinical expertise. This novel activity may be adapted to other environments including integration into required coursework.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102205"},"PeriodicalIF":1.3,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142432027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-07DOI: 10.1016/j.cptl.2024.102206
Elizabeth Monson , Sydney Armbrust , Allison Hursman , Lisa M. Richter , Jeanne E. Frenzel
Background
Ungrading is an alternative assessment approach that focuses on feedback provided to students in place of grades. Giving feedback as opposed to grades has been shown to increase intrinsic learner motivation, promote deeper learning, and decrease stress and anxiety.
Educational activity
Four pharmacy faculty implemented ungrading practices into required pharmacy courses, including two pharmacy practice lab courses and two didactic courses. Specific strategies such as formative feedback, peer assessment, self-reflection, and small and large group discussions were incorporated to achieve the learning objectives for each course. This work provides details about the assignments and assessments used in each course.
Critical analysis of educational activity
Anonymous surveys were administered to faculty members and students at a Midwest School of Pharmacy. Faculty members expressed varying levels of satisfaction and stress related to grading assessments. They also shared their opinions on teaching courses without traditional grades. The student survey examined factors such as grade point average (GPA), study time, and enjoyment of the pharmacy program. It also captured general opinions about grades.
Based on survey results the implementation of ungrading practices helped students feel more prepared for advanced pharmacy practice experiences (APPEs). The findings contribute to the understanding of alternative grading approaches and their potential impact on student learning, well-being, and motivation. Rethinking assessment of student work may be a valid option for pharmacy schools, particularly in the setting of increased focus on student wellness and the educator's goal of increasing learning for all students.
{"title":"Implementation of ungrading in the pharmacy curriculum","authors":"Elizabeth Monson , Sydney Armbrust , Allison Hursman , Lisa M. Richter , Jeanne E. Frenzel","doi":"10.1016/j.cptl.2024.102206","DOIUrl":"10.1016/j.cptl.2024.102206","url":null,"abstract":"<div><h3>Background</h3><div>Ungrading is an alternative assessment approach that focuses on feedback provided to students in place of grades. Giving feedback as opposed to grades has been shown to increase intrinsic learner motivation, promote deeper learning, and decrease stress and anxiety.</div></div><div><h3>Educational activity</h3><div>Four pharmacy faculty implemented ungrading practices into required pharmacy courses, including two pharmacy practice lab courses and two didactic courses. Specific strategies such as formative feedback, peer assessment, self-reflection, and small and large group discussions were incorporated to achieve the learning objectives for each course. This work provides details about the assignments and assessments used in each course.</div></div><div><h3>Critical analysis of educational activity</h3><div>Anonymous surveys were administered to faculty members and students at a Midwest School of Pharmacy. Faculty members expressed varying levels of satisfaction and stress related to grading assessments. They also shared their opinions on teaching courses without traditional grades. The student survey examined factors such as grade point average (GPA), study time, and enjoyment of the pharmacy program. It also captured general opinions about grades.</div><div>Based on survey results the implementation of ungrading practices helped students feel more prepared for advanced pharmacy practice experiences (APPEs). The findings contribute to the understanding of alternative grading approaches and their potential impact on student learning, well-being, and motivation. Rethinking assessment of student work may be a valid option for pharmacy schools, particularly in the setting of increased focus on student wellness and the educator's goal of increasing learning for all students.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102206"},"PeriodicalIF":1.3,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-07DOI: 10.1016/j.cptl.2024.102207
Anna Nogid , Mary E. Fredrickson , Ashleigh L. Barrickman , Courtney L. Bradley , Angelina Vascimini , Ava Jakab
Introduction
Optimal methods for grading students in skills-based courses within pharmacy education have not been fully explored. This research aimed to assess the current landscape of pass/fail grading schemes within pharmacy skills-based courses and explore faculty perceptions of pass/fail grading schemes.
Methods
A 29-item, cross-sectional survey was electronically distributed to the American Association of Colleges of Pharmacy Laboratory Special Interest Group. The survey collected demographics, course grading schemes, faculty perceptions of student performance, and impact of implementing pass/fail grading schemes. Survey respondents were also invited to participate in semi-structured interviews, which were summarized due to limited participation. Descriptive statistics were used for analysis of survey data.
Results
Fifty-five participants responded to the survey, representing 23 pharmacy institutions. Most respondents (82 %) used a traditional grading system for final course grades in skills-based courses. Some respondents (40 %) used specification grading for skills assessment, and 64 % of respondents used pass/fail grading to assess specific skills. Most respondents perceived that the change to pass/fail grading either improved or made no difference in faculty workload, wellbeing, general faculty creativity, quality of feedback, timeliness of grading, grade grievances, and faculty preparation time. The main concern was decreased student motivation and engagement. Semi-structured interviews identified a need for specific, validated rubrics, importance of faculty buy-in, and lack of impact on faculty workload as a result of the change. Concerns about residency placement and student motivation were also identified.
Conclusion
There is variability in grading schemes used within skills-based pharmacy curricula. Faculty perceptions of pass/fail grading schemes are positive overall. Considering the limited number of institutions utilizing this grading scheme, additional research is needed.
{"title":"Describing the current landscape of pass/fail grading schemes within skills-based pharmacy curricula","authors":"Anna Nogid , Mary E. Fredrickson , Ashleigh L. Barrickman , Courtney L. Bradley , Angelina Vascimini , Ava Jakab","doi":"10.1016/j.cptl.2024.102207","DOIUrl":"10.1016/j.cptl.2024.102207","url":null,"abstract":"<div><h3>Introduction</h3><div>Optimal methods for grading students in skills-based courses within pharmacy education have not been fully explored. This research aimed to assess the current landscape of pass/fail grading schemes within pharmacy skills-based courses and explore faculty perceptions of pass/fail grading schemes.</div></div><div><h3>Methods</h3><div>A 29-item, cross-sectional survey was electronically distributed to the American Association of Colleges of Pharmacy Laboratory Special Interest Group. The survey collected demographics, course grading schemes, faculty perceptions of student performance, and impact of implementing pass/fail grading schemes. Survey respondents were also invited to participate in semi-structured interviews, which were summarized due to limited participation. Descriptive statistics were used for analysis of survey data.</div></div><div><h3>Results</h3><div>Fifty-five participants responded to the survey, representing 23 pharmacy institutions. Most respondents (82 %) used a traditional grading system for final course grades in skills-based courses. Some respondents (40 %) used specification grading for skills assessment, and 64 % of respondents used pass/fail grading to assess specific skills. Most respondents perceived that the change to pass/fail grading either improved or made no difference in faculty workload, wellbeing, general faculty creativity, quality of feedback, timeliness of grading, grade grievances, and faculty preparation time. The main concern was decreased student motivation and engagement. Semi-structured interviews identified a need for specific, validated rubrics, importance of faculty buy-in, and lack of impact on faculty workload as a result of the change. Concerns about residency placement and student motivation were also identified.</div></div><div><h3>Conclusion</h3><div>There is variability in grading schemes used within skills-based pharmacy curricula. Faculty perceptions of pass/fail grading schemes are positive overall. Considering the limited number of institutions utilizing this grading scheme, additional research is needed.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102207"},"PeriodicalIF":1.3,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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