RESUMO
The American Association of Colleges of Pharmacy has long emphasized the value of strategic engagement, recognizing that it is critical to the success of pharmacy education, contributing to the expansion of pharmacy and public health practice, the fulfillment of institutional missions, and the meeting of programmatic needs. The 2023-2024 Strategic Engagement Committee was charged with operationalizing advocacy champions, creating an advocacy resource guide to support advocacy champions in their engagement with diverse public and private stakeholders, offering formal training to advocacy champions in the form of a new connect community and webinar series, and conducting focus groups at the 2024 Annual Meeting to determine strengths of the advocacy guide and opportunities to support advocacy champions further.
Assuntos
Educação em Farmácia , Educação em Farmácia/organização & administração , Humanos , Sociedades Farmacêuticas/organização & administração , Faculdades de Farmácia/organização & administração , Estados Unidos , Comitês Consultivos , Grupos FocaisRESUMO
INTRODUCTION: Medicinal chemistry instruction in PharmD programs at Canadian universities is considered an important foundational science. However, with few guidelines for the required content most programs have observed a decrease in hours of medicinal chemistry instruction. A Medicinal Chemistry Special Interest Group (SIG) was formed to address these issues nationally and initiated a pan-Canadian environmental scan to better understand the depth and breadth of medicinal chemistry instruction. METHODS: The SIG carried out an environmental scan to identify medicinal chemistry content, delivery and assessments in PharmD programs in Canada. RESULTS: Core medicinal chemistry concepts across the PharmD programs are in general agreement with those listed by the Accreditation Council for Pharmacy Education. Medicinal chemistry was typically taught as didactic lectures either as a standalone course or within a pharmacology course, although one program integrated some medicinal chemistry within therapeutics focused problem-based learning. There was no consistent time in program where medicinal chemistry occurred. CONCLUSIONS: The SIG found that similar medicinal chemistry content is taught across all Canadian PharmD programs, but incorporation of medicinal chemistry in therapeutics courses was minimal. Core concepts within six high-level overarching themes that guide our collective instruction were identified. The core concepts require developing high-level cognitive processes such as knowledge application and synthesis that practicing pharmacists are expected to possess for entry to practice. We the authors posit that in addition to providing a unique tool for pharmacists to employ in therapeutic decision-making, medicinal chemistry also provides early practice of important problem-solving and critical thinking skills.
Assuntos
Currículo , Educação em Farmácia , Faculdades de Farmácia , Canadá , Currículo/tendências , Currículo/normas , Humanos , Faculdades de Farmácia/organização & administração , Educação em Farmácia/métodos , Educação em Farmácia/normas , Educação em Farmácia/tendências , Química Farmacêutica/métodos , Química Farmacêutica/educação , Química Farmacêutica/normas , Ensino/normasRESUMO
INTRODUCTION: In the last decade, significant changes in pharmaceutical sciences have influenced the delivery of pharmacy education in Pharmacy programs. Integrated curriculum is one such method considered. We aimed to describe the perceived level of integrated curriculum among PharmD programs in the US. METHODS: From October 26th, 2021, until January 18th, 2022, faculty administrators across 138 US pharmacy colleges were surveyed. Data was collected regarding each program's perceived curriculum integration and assessment integration. Characteristics of each college, including region and the type of school (public/private), were obtained from the PharmCAS website. Programs were categorized into high-integration and low-integration groups for analysis purposes. Descriptive and comparative analysis by the level of curriculum integration was performed. RESULTS: Overall, 60 colleges completed surveys (participation rate = 43.48%). Most schools were from the South region (38.33%) and public colleges (53.33%). The average perceived curriculum integration was 45% (SD = 23.69), while the average perceived assessment integration was 36% (SD = 25.52). Pharmacy practice [clinical sciences] (76.67%) was the most common discipline considered for integration, and the social and administrative sciences (21.67%) was the discipline least commonly considered for integration. Case-based learning (95%) was the most common pedagogy strategy to integrate knowledge from different disciplines. CONCLUSIONS: Integrated curriculum implementation in the US PharmD programs varied across colleges. While most programs integrated their clinical practice courses, social and administrative sciences was the course least commonly integrated. Very limited progress in assessment integration was perceived.
Assuntos
Currículo , Educação em Farmácia , Currículo/tendências , Currículo/normas , Currículo/estatística & dados numéricos , Humanos , Estados Unidos , Inquéritos e Questionários , Educação em Farmácia/métodos , Educação em Farmácia/estatística & dados numéricos , Educação em Farmácia/tendências , Educação em Farmácia/normas , Faculdades de Farmácia/estatística & dados numéricos , Faculdades de Farmácia/organização & administração , Educação de Pós-Graduação em Farmácia/métodos , Educação de Pós-Graduação em Farmácia/estatística & dados numéricos , Educação de Pós-Graduação em Farmácia/tendências , Educação de Pós-Graduação em Farmácia/normasRESUMO
BACKGROUND: The development and implementation of Advanced Pharmacy Practice Experience (APPE) readiness assessments has been an area of increased interest to the academy since the publication of the Accreditation Council for Pharmacy Education (ACPE) standards in 2016. This scoping literature review aims to provide an updated summary of current APPE readiness assessment practices among ACPE-accredited institutions in the United States (US). METHODS: A literature search was conducted between 2022 and 2024 using the terms "APPE student readiness," "APPE readiness assessment," "APPE preparedness," "APPE student preparedness," "pharmacy" AND "readiness assessment", "pharmacy" AND "practice readiness," and "pharmacy" AND "student practice readiness" in Pubmed and Embase. The websites for the American Journal of Pharmaceutical Education and Currents in Pharmacy Teaching and Learning were also searched using these terms. Abstracts for all results were reviewed. Abstract only and poster presentations were excluded, as well as articles centered on non-US and/or non-ACPE-accredited institutions. Data was collected regarding the outcomes assessed, type of assessment activity, and how the assessment was implemented. Results were reviewed by a second author to ensure consistency in reporting. RESULTS: A total of 289 unique abstracts were reviewed by author pairs for inclusion based on relevance to the review objectives. A total of 13 articles were included in the final analysis. Each institution measured different knowledge areas, abilities, and entrustable professional activities (EPAs). Most programs had a summative component, with APPE readiness being primarily assessed in the final didactic year of the pharmacy curriculum. Most programs report at least one source of validity. IMPLICATIONS: Given the lack of specific APPE readiness assessment requirements in the ACPE Standards 2016, the different assessment methods among programs were not surprising. However, the commonalities identified can be leveraged with the release of the Curricular Outcomes and Entrustable Professional Activities (COEPA) 2022 to promote a standardized definition of APPE readiness. Future research should focus on formative assessment methods embedded throughout the didactic curriculum to identify "at-risk" students prior to a "high-stakes" summative assessment at the end of the didactic curriculum that impedes student progression to the APPE year.
Assuntos
Educação em Farmácia , Avaliação Educacional , Faculdades de Farmácia , Humanos , Faculdades de Farmácia/estatística & dados numéricos , Faculdades de Farmácia/organização & administração , Faculdades de Farmácia/normas , Educação em Farmácia/métodos , Educação em Farmácia/normas , Avaliação Educacional/métodos , Avaliação Educacional/normas , Estados Unidos , Estudantes de Farmácia/estatística & dados numéricos , Estudantes de Farmácia/psicologia , Acreditação/métodos , Acreditação/normas , Acreditação/tendênciasRESUMO
Parental leave is often an initial barrier to achieving family-career integration, and thus discussing this issue within the broader academic pharmacy community may have important implications for policy development and change. This commentary aims to reveal the implications of inadequate parental leave policies on faculty while highlighting the benefits well-developed policies can have for both parents and their children. Additionally, we put forth a call to action for additional research into the availability and structure of parental leave policies at pharmacy institutions and the effects such policies have on faculty wellbeing, retention, and job satisfaction.
Assuntos
Licença Parental , Humanos , Faculdades de Farmácia/organização & administração , Satisfação no Emprego , Política Organizacional , Docentes de FarmáciaRESUMO
OBJECTIVE: To analyze the impact of a pharmacy student delivered presentation on prospective rural high school students' interest toward the pharmacy profession and knowledge regarding a career in pharmacy. METHODS: Presentations about applying to pharmacy school, the Doctor of Pharmacy degree, and pharmacist careers were given at ten high schools across North Dakota and Minnesota by third year pharmacy students attending North Dakota State University. Each pharmacy student presenter received training to ensure that all high school students received clear and consistent information. A pre-post survey was used to understand the impact of the presentation on high school student interest and knowledge regarding a career in pharmacy. Data was analyzed using a chi-square test and McNemar's test. RESULTS: Five hundred and eight students consented to the study and completed the pre-post surveys. Of these students, the largest group was high school juniors (number (n) = 239, 47%), followed by sophomores (n = 161, 32%), seniors (n = 104, 20%) and freshmen (n = 3, 1%). The majority of students attended school in North Dakota (n = 469, 92%). Similarly, most students planned to attend a four-year college (n = 451, 89%) and were interested in a medical/healthcare related career (n = 310, 61%). All interest and knowledge questions showed a statistically significant increase in score pre-post. CONCLUSION: Presentations delivered by pharmacy students to prospective rural high school students improved overall interest and knowledge regarding pharmacy school and the profession. Presentations are a useful tool for pharmacy programs to help promote their school and the profession of pharmacy.
Assuntos
Escolha da Profissão , Humanos , North Dakota , Masculino , Feminino , Adolescente , Inquéritos e Questionários , Minnesota , Estudantes de Farmácia/estatística & dados numéricos , Estudantes de Farmácia/psicologia , Farmacêuticos/estatística & dados numéricos , Farmacêuticos/psicologia , Educação em Farmácia/métodos , Educação em Farmácia/estatística & dados numéricos , Educação em Farmácia/tendências , Faculdades de Farmácia/estatística & dados numéricos , Faculdades de Farmácia/organização & administração , Conhecimentos, Atitudes e Prática em SaúdeRESUMO
Objective. To characterize shared governance in US schools and colleges of pharmacy and recommend best practices to promote faculty engagement and satisfaction. Findings. The literature review revealed only one study on governance in a pharmacy school and some data from an AACP Faculty Survey. Of the 926 faculty members who responded to the survey, the majority were satisfied or very satisfied with faculty governance (64%) and the level of input into faculty governance (63%) at their school. Faculty members in administrative positions and those at public institutions were more satisfied with governance. The forum resulted in the development of five themes: establish a clear vision of governance in all areas; ensure that faculty members are aware of their roles and responsibilities within the governance structure; ensure faculty members are able to join committees of interest; recognize and reward faculty contributions to governance; and involve all full-time faculty members in governance, regardless of their tenure status. Summary. Establishing shared governance within a school or college of pharmacy impacts overall faculty satisfaction and potentially faculty retention.
Assuntos
Educação em Farmácia/organização & administração , Farmácia/organização & administração , Faculdades de Farmácia/organização & administração , Docentes de Farmácia/organização & administração , Humanos , Inquéritos e Questionários , Estados UnidosRESUMO
The onset of the novel coronavirus (COVID-19) pandemic has added a new layer of complexity to an already difficult period for academic pharmacy. The need to follow social-distancing guidelines has resulted in rapid adoption of technology-enabled communication strategies. While these technologies provide unprecedented ways in which we can connect as an academic community, we must consider their effectiveness in not only promoting exchange of information, but also creating inspiration within the community and supporting the level of interdependence required to tackle the difficult challenges that lie ahead. As the connecting body within the community of pharmacy education, it is incumbent on the American Association of Colleges of Pharmacy (AACP) to consider how we will adapt during this period of disruption. We must adopt new strategies that will allow our members to connect in new, meaningful ways, ways that stimulate ideas, new partnerships, and an overall sense of hope for our future.
Assuntos
Infecções por Coronavirus/epidemiologia , Educação em Farmácia/organização & administração , Docentes de Farmácia/organização & administração , Pneumonia Viral/epidemiologia , Faculdades de Farmácia/organização & administração , Tecnologia sem Fio/organização & administração , Betacoronavirus , COVID-19 , Comunicação , Humanos , Pandemias , SARS-CoV-2RESUMO
Academic institutions work diligently each year to recruit, retain, and graduate Doctor of Pharmacy (PharmD) students who will be positive contributors to our healthcare system. The immergence of a novel coronavirus in 2019 (COVID-19) has threatened these systems. This commentary is a discussion of the effects of the COVID-19 pandemic on the enrollment management processes of PharmD degree programs, including recruitment, admissions, orientation, retention, and graduation. The authors highlight enrollment management processes that may forever be changed by the COVID-19 pandemic. This commentary is intended to assist pharmacy administrators as they reflect on the impact of the COVID-19 pandemic on their own programs and develop strategies to minimize the negative effects.
Assuntos
Infecções por Coronavirus/epidemiologia , Educação em Farmácia/organização & administração , Seleção de Pessoal/organização & administração , Pneumonia Viral/epidemiologia , Faculdades de Farmácia/organização & administração , Betacoronavirus , COVID-19 , Educação em Farmácia/normas , Humanos , Licenciamento em Farmácia/normas , Pandemias , Seleção de Pessoal/normas , SARS-CoV-2 , Critérios de Admissão Escolar , Faculdades de Farmácia/normasRESUMO
The pandemic caused by the novel coronavirus identified in 2019 (COVID-19) has resulted in seismic changes throughout society. Accordingly, academia has been forced to adapt. Changes across all aspects of teaching and instruction have occurred. Students have departed campuses and prospects of their return remain unclear. The Academy, which is generally reluctant to change, has been forced to make rapid adjustments. Among other issues, pharmacy schools and colleges have been forced to mitigate changes to experiential education. Tremendous resources and energy have been invested to actuate the changes that have occurred. In many ways, the disruptions forced upon pharmacy education may usher in a new normal. The likelihood for even a partial return to the customary way of doing things appears increasingly unlikely.
Assuntos
Infecções por Coronavirus/epidemiologia , Educação em Farmácia/organização & administração , Pneumonia Viral/epidemiologia , Aprendizagem Baseada em Problemas/organização & administração , Faculdades de Farmácia/organização & administração , Betacoronavirus , COVID-19 , Humanos , Pandemias , SARS-CoV-2RESUMO
During times of stress, such as those experienced during the novel coronavirus identified in 2019 (COVID-19) pandemic, pharmacy students handle the experience differently. For some, the experience may negatively impact their sense of well-being; for others, being at home with family could actually improve their well-being. While students are completing academic work at home and after they finally return to campus, pharmacy schools need to be keenly aware of students' experiences and implement strategies to build their resilience and improve their well-being. One approach will not meet the needs of all students. Many of the challenges that pharmacy students have faced or will face when they return to the classroom are discussed along with some programs and activities that have proven successful.
Assuntos
Infecções por Coronavirus/epidemiologia , Educação em Farmácia/organização & administração , Pneumonia Viral/epidemiologia , Faculdades de Farmácia/organização & administração , Estudantes de Farmácia/psicologia , Sucesso Acadêmico , Betacoronavirus , COVID-19 , Comportamento Cooperativo , Empoderamento , Nível de Saúde , Humanos , Relações Interpessoais , Saúde Mental , Motivação , Estresse Ocupacional/epidemiologia , Pandemias , Resiliência Psicológica , SARS-CoV-2 , Incerteza , Estados UnidosRESUMO
Pharmacy schools and colleges worldwide are facing unprecedented challenges to ensuring sustainable education during the novel coronavirus (COVID-19) pandemic. The experiences of pharmacy educators in the Asia-Pacific region in delivering emergency remote teaching, ensuring purposeful experiential placements, supporting displaced or isolated students, and communicating with faculty members, staff members, and students are discussed. The role of this pandemic in accelerating opportunities for new models of pharmacy education across the world is also discussed.
Assuntos
Infecções por Coronavirus/epidemiologia , Educação em Farmácia/organização & administração , Docentes de Farmácia/organização & administração , Pneumonia Viral/epidemiologia , Faculdades de Farmácia/organização & administração , Betacoronavirus , COVID-19 , Comunicação , Educação a Distância/organização & administração , Educação em Farmácia/normas , Humanos , Pandemias , Preceptoria/organização & administração , SARS-CoV-2 , Estudantes de Farmácia/psicologiaRESUMO
The administrative response to the coronavirus identified in 2019 (COVID-19) pandemic for a variety of units housed in the University of Oklahoma College of Pharmacy is described. Continuity of operations, essential vs nonessential personnel, distance learning, online testing procedures for the Doctor of Pharmacy degree program, and the impact on development are discussed.
Assuntos
Infecções por Coronavirus/epidemiologia , Educação em Farmácia/organização & administração , Assistência Farmacêutica/organização & administração , Pneumonia Viral/epidemiologia , Faculdades de Farmácia/organização & administração , Betacoronavirus , COVID-19 , Educação a Distância/organização & administração , Docentes de Farmácia/organização & administração , Humanos , Pandemias , Assistência Farmacêutica/economia , SARS-CoV-2 , Faculdades de Farmácia/economiaRESUMO
The coronavirus identified in 2019 (COVID-19) has caused dramatic disruptions in pharmacy experiential education. Administrators and programs have worked to help external preceptors, faculty members, and students cope with the new realities of virtual or remote experiences and new or increased use of telemedicine. Clear and effective lines of communication as well as well-reasoned and resourced alternative plans are necessary to help manage the current issues and prepare for future challenges. Doctor of Pharmacy programs should enhance their focus not just on the physical health and well-being of students, faculty members, and external preceptors, but also on their mental and emotional health. The full scope of the impact of the pandemic on experiential education in pharmacy is still unclear, but this situation should serve as a stimulus for innovation and rethinking the paradigm of how pharmacy programs educate and prepare students for pharmacy practice.
Assuntos
Infecções por Coronavirus/epidemiologia , Educação em Farmácia/organização & administração , Pneumonia Viral/epidemiologia , Aprendizagem Baseada em Problemas/organização & administração , Faculdades de Farmácia/organização & administração , Adaptação Psicológica , Betacoronavirus , COVID-19 , Comunicação , Educação a Distância/organização & administração , Docentes de Farmácia/psicologia , Humanos , Pandemias , SARS-CoV-2 , Estudantes de Farmácia/psicologia , Comunicação por VideoconferênciaAssuntos
Infecções por Coronavirus/epidemiologia , Atenção à Saúde/organização & administração , Pandemias , Farmacêuticos , Pneumonia Viral/epidemiologia , Papel Profissional , COVID-19 , Havaí/epidemiologia , Humanos , Modelos Organizacionais , Assistência Farmacêutica , Serviços Postais , Faculdades de Farmácia/organização & administração , TelemedicinaRESUMO
INTRODUCTION: This study investigated readiness of soon-to-be pharmacists to provide culturally sensitive patient-centered care through administration of a capstone workshop. METHODS: The workshop was delivered in 2017 and 2018 and consisted of a pre-survey, a didactic lecture followed by group discussions of Worlds Apart cases, and a post-survey. The surveys contained knowledge questions and perception statements. Results were analyzed using descriptive and inferential statistics. Group questions were aligned to constructs from Campinha-Bacote's Model of Cultural Competence. The percentage of groups with correct answers was calculated. RESULTS: Both cohorts significantly increased their knowledge by the end of the workshop (p = 0.007, 2017; p < 0.001, 2018). Significant increases in respondent agreement to perception statements were also observed post-workshop. The percent of correct group responses varied by construct within the cultural aspect, between the aspects for each year, and between years. The evaluation of overall cultural readiness yielded the lowest results. CONCLUSION: This research revealed the necessity and value of the capstone workshop. Significant improvements in meeting cultural competence standards were observed upon completion of the exercise. Alignment of group discussion questions to Campinha-Bacote's Model of Cultural Competence constructs was useful in augmentation of assessment armamentarium as it unearthed gaps in cultural competences of pharmacy graduates. Further multi-institutional research aimed to generalize the findings of this study is highly desired.
Assuntos
Atitude do Pessoal de Saúde , Assistência à Saúde Culturalmente Competente/normas , Adulto , Assistência à Saúde Culturalmente Competente/estatística & dados numéricos , Educação/métodos , Educação/estatística & dados numéricos , Feminino , Humanos , Masculino , New Jersey , Assistência Farmacêutica/normas , Faculdades de Farmácia/organização & administração , Faculdades de Farmácia/estatística & dados numéricos , Estatísticas não Paramétricas , Inquéritos e QuestionáriosRESUMO
INTRODUCTION: Studies reveal positive interviewer perceptions of multiple mini-interview (MMI) upon MMI completion. No studies evaluate change in interviewer perceptions during MMI implementation. The objective was to evaluate the change in interviewer perceptions during the implementation of the MMI model at the University of Toledo College of Pharmacy and Pharmaceutical Sciences. METHODS: Interviewers (faculty volunteers, preceptors, student pharmacists) were eligible for inclusion in the prospective cohort. Consenting individuals (1) completed a pre-MMI training survey regarding perceptions of MMI, (2) participated in a 90-minute MMI training program (PowerPoint presentation and review of videos demonstrating MMI practices), (3) completed a post-MMI training survey, and (4) after interviews, completed a post-interview survey. The six Likert-scale MMI perception questions were independently analyzed for changes in the rank response across the three survey time points using Friedman's nonparametric repeated-measures analysis. Each question was evaluated for all respondents together, and for nine different respondent subgroups. The overall criteria for significance was α = 0.05 for each question, with Bonferroni correction for the ten overall comparisons made for each question. RESULTS: Thirty-two interviewers participated (20 faculty members, five preceptors, and seven student pharmacists). From the pre-MMI training survey through the post-interview survey, interviewers gained confidence in their ability to explain the rationale behind the MMI model, were more likely to agree that six minutes was adequate time to assess an applicant and believed MMI provides a fair assessment of an applicant's noncognitive attributes. CONCLUSIONS: After interviewers received training and gained experience with MMI, perceptions of MMI improved.
Assuntos
Entrevistas como Assunto/métodos , Percepção , Seleção de Pessoal/normas , Critérios de Admissão Escolar/estatística & dados numéricos , Faculdades de Farmácia/estatística & dados numéricos , Estudos de Coortes , Humanos , Entrevistas como Assunto/estatística & dados numéricos , Seleção de Pessoal/métodos , Seleção de Pessoal/estatística & dados numéricos , Estudos Prospectivos , Pesquisa Qualitativa , Faculdades de Farmácia/organização & administração , Inquéritos e QuestionáriosRESUMO
INTRODUCTION: Pharmacy educational standards provide requirements for interprofessional education (IPE). However, there has not been a comparison of IPE structure between doctor of pharmacy programs in the United States (US). The purpose of this study was to gather information regarding current IPE programs and curricula in schools/colleges of pharmacy (S/COP) across the US. METHODS: A survey was developed and emailed to at least one faculty member or administrator from each S/COP responsible for IPE or experiential education. The survey gathered information on IPE status, structure, and oversight. It also explored mechanisms promoting IPE success, pieces of advice for starting or expanding IPE, and hurdles for IPE implementation. RESULTS: Eighty-five S/COP representing 59.9% of programs in the US responded to the survey. All respondents felt IPE was either very important or important to pharmacy education. Mechanisms that promoted IPE success included partnerships, faculty interest in IPE, having an IPE center, being located on an academic medical center, administrative support, and integrating IPE during curricular development. IPE hurdles included logistics, faculty buy-in, sustainability, distance from other programs, and differing accreditation standards across programs. Themes of advice for others were to be innovative/patient/flexible, collaborative, identify key initial partners, develop a director or coordinator of IPE position, and receive administrative support. CONCLUSIONS: IPE is a vital component to training the next generation of health professionals, but the process for can be daunting. Building on the successes of others and predicting barriers can assist S/COP in developing effective IPE.
Assuntos
Educação em Farmácia/métodos , Pessoal de Saúde/educação , Educação Interprofissional/normas , Currículo/normas , Educação em Farmácia/normas , Educação em Farmácia/estatística & dados numéricos , Pessoal de Saúde/estatística & dados numéricos , Humanos , Educação Interprofissional/métodos , Educação Interprofissional/estatística & dados numéricos , Faculdades de Farmácia/organização & administração , Faculdades de Farmácia/normas , Faculdades de Farmácia/estatística & dados numéricos , Estados UnidosRESUMO
OBJECTIVES: The objective of this study was to assess the impact of the Global Leaders in Development (GLIDE) module to determine whether the concepts of global mindset, citizenship and leadership can be effectively taught within a short-term didactic module. METHODS: Faculty members of PharmAlliance, a partnership between three schools of pharmacy, created a three-week optional, non-credit-bearing distance-based global leadership development module. Material and assignments focused on the concepts of global mindset, global citizenship and global leadership as applied to the global health issues of non-communicable diseases, universal health coverage and primary care. Student self-rated growth was measured with an adapted fifteen question pre-post-survey that also included open-ended questions. KEY FINDINGS: Most statements showed growth on the pre-post-survey with seven being statistically significant (P < 0.05). The largest growth involved students' perceived potential to be a global leader in pharmacy (global leadership category), the students' connectedness to the pharmacy profession worldwide (global citizenship category) and the students' awareness of global challenges faced in the pharmacy profession (global mindset category). Qualitative analysis identified several themes for each of the open-ended questions. Student expectations focused on the desire to expand their global mindset, better understand global pharmacy practice, develop teamwork skills and understand global pharmacy challenges and strategies for engagement. CONCLUSIONS: The concepts of global mindset, global citizenship and global leadership may help promote awareness of global health challenges, opportunities to make a global difference in a local context and connectivity to the profession on a global scale.
Assuntos
Educação em Farmácia/métodos , Saúde Global , Liderança , Faculdades de Farmácia/organização & administração , Estudantes de Farmácia/psicologia , Currículo , Educação em Farmácia/organização & administração , Docentes/organização & administração , Humanos , Internacionalidade , Ensino/organização & administração , UNESCORESUMO
Objective. To quantify the monetary value of economic contributions of a state-funded college of pharmacy as it pursues its missions of teaching, research, service, and patient care. Methods. An economic analysis was performed by applying the Impact Analysis for Planning (IMPLAN) Economic Input-Output Model to financial and enrollment data of the University of Tennessee Health Science Center College of Pharmacy. Results. A total of $94.1 million was attributed to the college in fiscal year 2018, which included $50.7 million of total direct expenditures by the college, its students, and visitors; the indirect effect of over $17 million; and the induced effect of $26.4 million. The college directly employed 117 full-time equivalent employees and 39 pharmacy residents, and supported 763 additional jobs through the economic activities it stimulated. In addition, the presence of the college and its economic contribution enabled federal, state, and local taxing authorities to collect $12 million in tax revenues to support government and public programs. Conclusion. Demonstrating the economic value of colleges of pharmacy is critical when seeking support from campus administrators, state legislators, charitable foundations, government agencies, and industry.