An Examination of Student Pharmacists' Perceptions Toward Immunization.

Introduction: Pharmacists are considered the most accessible health care professionals, especially when it comes to preventative services such as immunizations. Studies have assessed student knowledge and comfort in administering vaccinations immediately after receiving formal training or completing a vaccination clinic experience; however, few have examined students after applying the knowledge to a pharmacy work experience. A survey of student pharmacists regarding these experiences may identify areas that students are less confident in and thus where immunization training could be improved. Methods: A non-validated survey was created in Google Forms and distributed via email from November through December of 2019. The survey was sent to student pharmacists enrolled in one doctor of pharmacy program at a US institution in Western New York who had completed immunization training almost one year prior to the survey. Results: The survey was distributed to 365 student pharmacists. A total of 189 students (51.8%) completed the survey. Student perceptions of providing immunizations were positive overall, with 173 students (91.5%) responding that they agreed or strongly agreed to feeling confident administering intramuscular injections. In contrast, only 110 students (58.2%) agreed or strongly agreed to feeling confident administering subcutaneous injections. Also, 111 students (58.7%) indicated they had not administered an immunization in the 9 months after they had completed their immunization training. Conclusions: Based on this cohort, perceptions are positive overall; however, there is room for continued improvement in training pharmacy students for immunization proficiency as well as increasing the cooperation of pharmacies to allow students to immunize.

Evaluation of a Pharmacy Summer Camp to Recruit Students to the Field of Pharmacy.

OBJECTIVE: A 3-day pharmacy summer camp for high school and college students was implemented, which included active learning and information on the pharmacy curriculum, preparatory coursework, and the university community. The program served as a recruitment tool for participants to enter the pharmacy profession and our Doctor of Pharmacy program. Enrollment data from 4 cohorts (2016-2019) were examined, along with assessment data collected from 1 cohort (summer 2022). METHODS: Enrollment data were collected for the 194 participants from 2016 to 2019 to examine the number that applied to the university and to a pharmacy program. All participants from the summer 2022 cohort (n = 55) were asked to complete a knowledge assessment and survey after camp completion. The knowledge assessment contained items related to content covered in the camp. The survey used a self-report retrospective pre-and-post format to assess self-efficacy, and career and degree intentions. In addition, there were items asking participants to evaluate the camp, including 2 open-ended items. RESULTS: Data show that overall, 33% of past participants enrolled at the University at Buffalo, and 15% enrolled or intended to enroll in the School of Pharmacy and Pharmaceutical Sciences. There were 50 respondents to the evaluation survey (91% response rate). Scores on the knowledge assessment suggested participants understood the content. There were statistically significant increases from pre to post on the self-efficacy and intentions scales with the largest change in intentions to pursue a career in pharmacy and to pursue a degree in pharmacy at this university. On the evaluation, 90% agreed that they would recommend the camp to other students interested in pharmacy. Of the 30 comments regarding changes to improve the camp, 17 (57%) were related to including more interactive activities. CONCLUSION: Students who participated in a pharmacy hands-on educational camp demonstrated knowledge of and increased interest in the pharmacy profession.

Implementation and evaluation of an advisement program focused on academic and career development.

INTRODUCTION: This research evaluated a formal academic and career advisement program implemented in a doctor of pharmacy program, which included a "Meet Your Advisor" luncheon and required faculty advisement sessions with an assigned faculty member. METHODS: The advising experience of students from two cohorts of first-year pharmacy students who received the formal advisement program (referred to as advisement cohort 1 and advisement cohort 2) were compared to the experience of a cohort of second-year students who entered prior to the formal advisement program (referred to as the pre-advisement cohort). All students completed a survey with both quantitative and qualitative questions regarding the advisement program. RESULTS: Our research demonstrates that the formal advisement program was successful at ensuring that nearly all students receive personalized advisement. In the pre-advisement cohort 65% of students reported receiving individual advisement, while 94% of students in advisement cohort 1 reported individual advisement and 95% in advisement cohort 2. Advisement cohort 2 responded similarly to the pre-advisement cohort on many of the advisement scales, especially the developing understanding scales, which provided evidence that two years after making the advisement program mandatory, students were having similar experiences to the smaller group of students who self-selected to receive advisement. CONCLUSIONS: A formal advisement program can be developed to include all students. Our research provides evidence that it may take time for the changes to be impactful and suggests the importance of faculty development.

Attitudes and Perceptions of Dual PharmD/MBA Degree Program Students.

Objectives. To understand pharmacy students' reasons for pursuing a dual PharmD/MBA degree and their perceptions of the impact a dual degree will have on their careers. Methods. This was a cross-sectional survey of registered students in the University at Buffalo PharmD/MBA program. An electronic survey was developed through collaboration with the UB School of Management and administered in January 2015. Results. A total of 23/24 (96% response rate) students who were enrolled in the PharmD/MBA curriculum responded to the survey. Respondents identified employment opportunities following graduation and career advancement as the most influential determinants in deciding to pursue an MBA degree. All respondents (100%) felt the job marketplace for pharmacy graduates is becoming increasingly difficult, 96% believe they will earn a higher midpoint salary with a PharmD/MBA, and 82% would recommend a PharmD/MBA to first year pharmacy students. Conclusion. Students are increasingly perceptive of the challenges in the current job marketplace and are taking advantage of a dual PharmD/MBA degree.

Career Progression of the Pharmacy/MBA Professional: Characterization and Perceptions of the Combined Degree.

Objectives. To characterize pharmacy/MBA professionals during their entry-level and current positions and to describe their attitudes and perceptions toward their combined degree. Methods. A cross-sectional survey of University at Buffalo (UB) alumni who obtained both pharmacy and MBA degrees was used. An electronic survey was developed through collaboration with the UB School of Management and administered in winter 2015. Results. A total of 68/115 (59% response rate) pharmacy/MBA professionals responded to the survey. Post-graduate training was completed by 24% of respondents, and most commonly it was a residency program. After adjusting for inflation to 2014 dollars, the median entry-level salary for pharmacy/MBA professionals was $140,123 (mean = $144,327) and this increased to $179,947 (mean = $205,623) for those in their current position. Practice settings for entry-level professionals included pharmaceutical industry (25%) and chain pharmacies (18%). Most respondents believed that a combined degree helped in career advancement (85%) and made them more competitive in the job market (90%). Conclusion. Pharmacy/MBA professionals are well-compensated, work in a wide-range of professional settings, and have a high-level of satisfaction with their combined degree.