Currents in Pharmacy Teaching and Learning

Responding to reviewer comments

Robin M. Zavod — 2012-04-01

You've spent hours writing and refining your manuscript, identified a journal that is a good “fit,” and waited patiently during the peer review process. You finally receive a preliminary publication decision and the reviewer feedback. What happens next is dependent not only on the quality of the feedback that you received, but also your disposition and how you respond to the reviewer comments.

Approaches to management of dilemmas by leaders in academic pharmacy

2012-02-27

Abstract: In 1984, Bolman and Deal introduced the theory of frames as organizational strategies allowing one to examine dilemmas from multiple vantage points. These four frames, identified as structural, human resource, political, and symbolic, enrich and broaden a leader's options for solving problems. The objective of this project was to identify preferred strategies used by academic pharmacy leaders for resolving dilemmas in the context of the four frames of leadership. Current Deans of schools/colleges of pharmacy who have participated in the AACP Academic Leaders Fellowship Program as participants or facilitators were asked to complete an online survey. The survey instrument consisted of a tenure/promotion case with three brief scenarios involving different types of dilemmas pertinent to the case. The instrument was designed to address the four frames. The first scenario, which dealt with a faculty member being assigned additional research and administrative responsibilities, revealed that Deans tended to rely on the structural, human resources, and symbolic frames when making decisions about this dilemma. The second scenario, dealing with a faculty member with poor teaching evaluations, indicated that Deans operated within all four frames; however, the human resources and symbolic frames were slightly more dominant. The final scenario, which dealt with a suspected inappropriate faculty-student relationship, demonstrated that Deans felt confidential information should not be considered when making decisions regarding promotion and tenure. Although studies have shown that most people rely on the structural and human resource frames, it appears that pharmacy Deans use all four frames when making decisions regarding academic dilemmas.

Assessment of factors influencing recent graduates' selection of a community pharmacy practice site as their first practice position

2012-03-01

Abstract: Objectives: To identify factors that influence recent college graduates' selection of first practice position in a community pharmacy and determine whether exposure to or engagement in pharmaceutical care services during advanced pharmacy practice experiences (APPEs) or internship experiences correlate with any of the identified factors. Methods: A web-based survey that corresponds to the stated objectives was developed, pilot tested, and distributed in January 2009 to pharmacists graduating within the last five years (2004−2008) from participating colleges of pharmacy in the state of Ohio and five of The Ohio State University College of Pharmacy's peer institutions. Survey data evaluated first practice site selection and correlation with APPEs and internship. Results: Four-hundred twenty respondents (16% response) completed the survey instrument, with 201 (48%) practicing in community pharmacy as their first practice position. The top factors influencing selection of first community practice position were salary, geography, schedule, benefits, and a positive experience with the company through internship. Seventy percent of participants were involved in pharmaceutical care services during APPEs vs 57% during internship. Those having exposure and involvement with patient education associated with point-of-care testing (POCT) during APPEs were significantly more likely to list “established pharmaceutical care services” as a top factor in selecting their first practice position. Conclusions: Although pharmaceutical care was not a significant factor for community pharmacists selecting a practice site after graduation, providing more opportunities for POCT during APPEs or internship experiences may result in an increased desire to provide these services.

Pharmacy student professionalism and the internet

Andrea L. Kjos, Daniel G. Ricci — 2012-02-27

Abstract: User modifiable internet applications, often termed Web 2.0 and social media have the ability to quickly broadcast opinions, beliefs, and personal details. Pharmacy education has begun to integrate this technology for educational and outreach purposes and is also grappling with the negative issues that surface with respect to student professionalism. The objective was to investigate academic administrators' reports of unprofessional online postings of pharmacy students and how this related to policies at their respective institutions. This study was an online survey of Deans of student affairs, or their proxies, at United States colleges of pharmacy in December 2009. The survey collected information on school setting and respondent characteristics, incidents of student-posted unprofessional content, respondents' level of concern and institutional policies. Fifty-four percent of schools responded (60/111). Of these, 51% (31/60) reported incidences of student-posted online unprofessional content. Patient confidentiality was involved in 7% of these incidents (2/28). Profanity (74%; 20/27), discriminatory language (39%; 11/28), depicting intoxication (50%; 13/26), and sexually suggestive content (32%; 8/25) were also reported. Of the respondents who reported incidents and answered the question regarding disciplinary actions, 20 resulted in informal warnings (67%). Fifty-six percent of respondents believe that current policies do not cover student-posted online content (32/57). Of these schools without policies, 25% (9/32) were adjusting policies to cover this issue. There was no difference between schools reporting incidents and amount of policies, school characteristics, or Deans' level of concern. Online student-posted unprofessional content appears equally prevalent regardless of schools' policies to address it.

An elective course in cultural competence

Cheryl Durand, Cheryl Abel, Matthew Silva, Alicia Desilets — 2012-02-17

Abstract: A cultural competence elective was designed to introduce student pharmacists to different cultural characteristics that can influence health care and ultimately improve the student's level of cultural competence. During this 10-week course, class sessions alternated between guest speakers who were recruited to share knowledge about their culture and interactive health screenings with those cultures. The inventory for assessing the process of cultural competence-student version (IAPCC-SV) was used to assess change in students' cultural competence and is a validated questionnaire. IAPCC-SV scores of ≥60 were considered “culturally competent” and scores were compared with the t-test for matched pairs. Results from the IAPCC-SV showed the overall students' self-reported cultural competence was significantly increased with this educational model. When individual constructs of cultural competence were assessed, there was a significant increase in four of the five cultural domains: awareness, desire, knowledge, and encounters. There was no change in the fifth construct (cultural skill). The use of area cultural liaisons and interactive health screenings increased the overall level of cultural competence among student pharmacists at the conclusion of this course.

The impact of preclass reading assignments on class performance

Chad J. Coulter, Sarah Smith — 2012-02-16

Abstract: Objectives: To assess the value of mandatory preclass readings (PCRs) and preclass quizzes (PCQs) in a therapeutics course by correlating performance on PCQs to examination performance, and to evaluate student satisfaction of these assessments via a class survey. Methods: Students were assigned reading material before course lectures and given PCQs to assess for completion of the reading assignments. PCQ grades were averaged for each student and correlated with the student's own examination grade average using the Pearson's correlation coefficient. An 8-item survey instrument was developed to evaluate the students' perception of PCRs and PCQs. Results: A positive correlation was found between student PCQs and examination grades (r = 0.696; p < 0.001). The results of the survey showed student satisfaction. Conclusion: PCRs and PCQs were beneficial to students in a therapeutics course. A correlation was found between examination and quiz grades, and student satisfaction and comments of these assessments were positive.

Student performance on and attitudes toward peer assessments on Advanced Pharmacy Practice Experience assignments

Rochelle F. Rubin, Traci Turner — 2012-04-01

Abstract: Purpose: To compare student (peer) assessment and preceptor evaluation of required rotation assignments and assess students' attitudes toward this process. Methods: Fourth-year students completing their Ambulatory Care rotation at Dreyer Medical Clinic from March 2009 to February 2010 were required to complete peer assessments on the rough drafts of three required assignments. Students were trained on proper use of peer assessment forms plus formative feedback questions. After receiving feedback, students had the opportunity to revise final submissions. Preceptors evaluated final versions using the same grading criteria. At the end of the rotation, students provided feedback on the process. A historical control was later created consisting of preceptors' evaluations of students completing their Ambulatory Care rotation at the same clinic the previous year who were not required to complete peer assessments. Results: Twenty-two students completed the peer assessments. Mean total scores for peer assessments were similar to preceptor evaluations for case presentation (13.2 vs 12.6, P = .209), journal club (12.6 vs 13.1, P = .457), and drug information paper (12.7 vs 12.6, P = .882). Final feedback indicated that students liked receiving their peers' feedback and felt that assessing peers' assignments helped them improve their own assignments. Mean total scores for preceptor evaluations were similar to the historical control for case presentation (12.6 vs 12.8, P = .529), journal club (13.1 vs 13.3, P = .605), and drug information paper (12.6 vs 13.5, P = .121). Conclusion: Although the opportunity for peer evaluation did not translate into a difference in final grades, it is still recommended based on student feedback and reduced faculty workload.

Assessing student knowledge using pre- and postrotation testing on an ambulatory care advance pharmacy practice experience and the use of interactive disease state discussions

Kelly P. Masters, Dawn Havrda, Gretchen Johnson, Jeffrey Spray — 2012-02-20

Abstract: Objective: To describe the use of pre- and postrotation testing to objectively measure student knowledge during an ambulatory care advanced pharmacy practice experience (APPE) that used interactive disease state discussions. Methods: Students on an ambulatory care APPE with select faculty preceptors at a school of pharmacy completed a pretest at the beginning and posttest at the end of the rotation that focused on common disease states in an ambulatory setting. Students were not aware of when assessments would occur. Throughout the APPE, the students participated in disease state discussions and applied the information in patient care encounters during the APPE. The tests were used to assess the students' knowledge of key therapeutic concepts. Results: Student knowledge improved as measured by a significant improvement in posttest scores from pretest scores. However, a satisfactory score of 70% correct was not uniformly attained and, in analyzing specific questions, key concepts on the disease states were missed by students despite the overall improvement in test scores. Conclusions: Disease states discussions augmented an ambulatory care APPE and played a significant role in improving student knowledge on core disease concepts. Although a posttest was useful in assessing therapeutic information gained through an APPE, only 60% of students achieved a satisfactory level of performance. Incorporation of a formalized assessment at the end of an APPE as an objective means of determining minimum pharmacotherapy competency would be beneficial.

Pharmacy students' attitudes toward mental illness at the beginning and end of the professional curriculum

Marshall E. Cates, Amanda L. Neace, Thomas W. Woolley — 2012-02-16

Abstract: Background: Various published studies have documented the attitudes of pharmacy students toward mental illness, but none has examined the changes in attitudes in the same cohort of students from the beginning to the end of the professional curriculum. Methods: Pharmacy students completed two scales—the Index of Attitudes Toward the Mentally Ill and the Whatley Social Distance Scale—at the beginning of the first year and at the end of the fourth year in the 4-year curriculum. Two independent group t-tests were used to compare mean total scores on both scales at the beginning and end of the curriculum. Results: The scales were completed by 113/125 (90%) students at the beginning and 70/123 (57%) students at the end of the curriculum. The mean score on the Index of Attitudes Toward the Mentally Ill increased from 38.8 ± 3.5 to 39.3 ± 4.5 (p = 0.429). The mean score on the Whatley Social Distance Scale decreased from 14.4 ± 3.7 to 13.1 ± 3.3 (p = 0.014). Conclusion: Pharmacy students' social distance from people with mental illness statistically significantly improved from the beginning to the end of the professional curriculum, but stigmatization did not. Pharmacy educators should continue to explore ways to improve attitudes of pharmacy students toward mental illness and to ensure that such improvements are enduring in terms of both social distance and stigmatization.

Pharmacy students' perceptions of postgraduate pharmacy residency programs and job outlook in an economic recession—Phase I

Amena Khan, Brooke Griffin, Christie Schumacher — 2012-02-20

Abstract: Objective: To determine student preference for postgraduate residency training and career choices during an economic recession. Methods: A two-phase cross-sectional survey was administered to fourth-year pharmacy students at a suburban university campus in May 2010 and February 2011. The survey was designed to gather information on demographics and career aspirations in the current economic recession. Data collection and analysis were performed using descriptive statistics. Results: Phase I results are reported. One-hundred sixty-eight students participated. More than 80% of respondents believed that their ability to find employment has been adversely affected by the current economic downturn. Approximately 10% of students who indicated a desire to find employment after graduation reported having signed a contract. To improve their chances of finding employment, 40% of students reported a willingness to make concessions. Less than 30% of the students indicated an interest in pursuing a second degree or pharmacy residency program. Approximately 53% of these students indicated that the decision to pursue a pharmacy residency was not influenced by the economy, whereas 47% of these students reported their interest was because of the tight pharmacist job market. Conclusions: Students indicated that they will make compromises in their career choices as a result of the recession. Because of the economy and current job market in the Chicagoland area, students may have an increased interest in residency programs.

Popular game shows as educational tools in the pharmacy classroom

Benjamin Chavez, Eric H. Gilliam, Rolee Pathak, Lucio R. Volino — 2012-02-16

Abstract: This article describes the incorporation of active learning into the pharmacy classroom using popular television game shows—The Price is Right™, Family Feud™, and $100,000 Pyramid™. Games such as these can be considered a form of active learning because they require students to engage in a competitive activity with specified rules for the purpose of learning or reviewing material. When planning to use game shows in the classroom, instructors should consider the advantages and limitations of using them. Faculty should not rely solely on games to teach the material, but rather use them as a way to supplement and reinforce already existing content. In this article, we describe the adaptation of these three game shows in the professional pharmacy curriculum in two different settings: a large pharmacotherapeutics class and a board examination review session consisting of small groups.

Development of a primary care pharmacist practice-based research network

2012-02-20

Abstract: A practice-based research network (PBRN) has traditionally been composed of a group of primary care physician practices focused on improving the quality of care through research. PBRN development in a college/school of pharmacy may overcome pharmacy practice faculty barriers to research. Pharmacy student and resident involvement in rigorous research may assist with development of the next generation of practice-based researchers. The University of Tennessee Pharmacist Practice-Based Research Network (UT Pharm Net) was developed using key strategies developed by pharmacy practice–based research stakeholders. These strategies include (1) establishing relationships with key stakeholders, (2) developing a rigorous and robust research program that studies and improves patient care, (3) empowering and educating pharmacists to participate, and (4) engaging patients in practice-based research. This manuscript describes steps taken by UT Pharm Net, using the framework of key strategies and drivers, to successfully develop a PBRN across several interdisciplinary primary care practice sites.