Utilizing an optional cumulative examination in a skills-based lab course series to assess student performance and knowledge retention.

INTRODUCTION: In the doctor of pharmacy curriculum, students are subjected to scenarios where success is contingent upon accurate retention of information learned during class. To provide incentive to students and simultaneously gauge student retention of course material, an optional honors examination was created for a skills laboratory course. The objectives of this research were to determine student pharmacist performance on the examination and to assess student pharmacist interest and motivation for taking (or not taking) the optional examination. METHODS: An optional comprehensive honors examination was implemented simultaneously within a laboratory course series. Student performance was analyzed across cohorts and students were given a web-based survey prior to the examination to gauge initial interest and engagement. A second survey was conducted after the examination to identify motivation for taking the optional examination. Surveys were analyzed using quantitative and qualitative methods. RESULTS: There were 238 responses to the initial survey (47%) and 183 (96%) responses to the post-examination survey. Common topics of motivation for taking the examination included enhancing transcripts, gauging their own retention, and assessing readiness for experiential activities. One hundred sixty-one students participated in the optional examination, and 65 achieved a score of 90% and the honors designation. The majority (96%) of students who chose to take the examination thought the activity was valuable to their education. CONCLUSIONS: An optional comprehensive honors examination is one method of evaluating student retention of course material and provides an opportunity for students to set themselves apart from colleagues with an honors designation.

Drug development and the process of transitioning to team-based learning in a qualitative way.

BACKGROUND AND PURPOSE: The North American Pharmacist Licensure Examination and the Pharmacy Curriculum Outcomes Assessment are two standardized tests that evaluate students' preparedness to progress into pharmacy practice. Pharmacy educators are responsible for ensuring individual learners are engaged in course material and take appropriate steps to succeed in meeting learning outcomes. Whenever a new pedagogy is adopted in a previously existing course, understanding the impact on learners is critical. EDUCATIONAL ACTIVITY AND SETTING: Team-based learning (TBL) was implemented within a novel Drug Discovery and Development course to measure the impact in active participation and student performance within the second year of pharmacy school. Survey data was collected to gather pharmacy students' perspectives regarding the pedagogy change. Examination competency scores and active participation were tracked to measure student engagement. FINDINGS: Survey results revealed students agreed or strongly agreed that Drug Discovery and Development was enjoyable when taught with a TBL model, created a conductive learning environment, and improved their perceived knowledge, communication skills, and confidence. Average attendance scores were > 90% in a TBL setting. No change in block exam competency scores were noted across the three academic cohorts. SUMMARY: Students agreed that Drug Discovery and Development was enjoyable when taught using TBL, created a conductive learning environment, and improved their perceived knowledge, communication skills, and confidence. Additional research should be conducted to quantify student engagement and active attendance within similar courses. Similar styles of TBL implementation could be incorporated at other colleges of pharmacy to measure its potential benefits.

Considerations in training student pharmacists to perform physical assessment.

BACKGROUND AND PURPOSE: Patient assessment skills are an integral component of pharmacy education. Fostering a realistic learning experience requires simulated interaction with standardized patients (SPs). Cost, student performance, and student preference are important factors to consider when selecting a SP option. The study objective was to compare student peer SPs (SPSPs) and manikins for training student pharmacists to perform physical assessment skills. EDUCATIONAL ACTIVITY AND SETTING: First-year student pharmacists were taught five physical assessment techniques and practiced on both a manikin and SPSPs. An examination was administered to assess student knowledge and technique performance. Student preference was assessed via survey. A cost utility analysis compared the costs of a SimMan manikin with SPSPs. FINDINGS: All enrolled student pharmacists met competency during the final exam. Students strongly agreed or agreed: practicing on a live simulated patient enhanced my ability to perform physical assessment skills (95%); practicing on SimMan enhanced my ability to perform physical assessment skills (88%); I am interested in incorporating physical assessments in my future pharmacy (88%); and I believe future practice will support implementing physical assessments (85%). The cost utility analysis determined a utility of 4.74 with student peer SPs and 4.49 with SimMan. SUMMARY: Student pharmacists were successfully trained to perform physical assessment techniques utilizing both SPSPs and a manikin. Understanding differences in instructional methods allows educators to determine best practices when teaching physical assessment.

Perceived Benefit of Immunization-Trained Technicians in the Pharmacy Workflow.

Clinical community pharmacists have continually restructured their workflow to serve the community by optimizing patient care outcomes. Defining the perceived benefits of having an immunizing pharmacy technician in the workflow can help to redefine the way community pharmacists operate during patient immunization. The purpose of this study is to share the opinions of supervising pharmacists that have an immunizing technician within their workflow model and highlight their contributions. Pharmacists involved in this novel workflow model were interviewed two times, once in 2017 and then in 2020, to gauge opinions over time. Findings in the results of this study included such themes as: (1) Pharmacists' perceived improvement in workflow flexibility; (2) The choice of the correct technician to immunize within the pharmacy; (3) Pharmacists' perceived improved workflow time prioritization; (4) Limited available training as a barrier to implementation; and (5) The initial apprehension and later acceptance of pharmacists with respect to the innovation. As technician immunization administration spreads beyond early adopter states, further research into the impact on pharmacy workflow is needed.

Using Team-Based Learning to Train Student Pharmacists to Perform Tuberculin Skin Testing.

Objective. To evaluate the effectiveness of a team-based learning (TBL) model in training students to properly administer and interpret a tuberculin skin test (TST) in a laboratory course. Method. Team-based learning was used to deliver TST training to all second-year student pharmacists (n=120) in a patient care laboratory course. A 10-item TST Learning Opinion Survey was developed and administered to assess student pharmacists' self-perceived achievement of the class learning objectives, opinions about TBL learning experience, and interest in making TST a part of future practice. Results. All 120 student pharmacists achieved competency standards during skills evaluation. One hundred thirteen out of 120 students completed the survey instrument. The majority of respondents either agreed or strongly agreed that TBL helped them meet the TST training learning objectives of: demonstrating administration proficiency; demonstrating interpretation competency; proper reporting and patient counseling with a positive test result; and identifying when a second TST was necessary. Additionally, a majority of respondents agreed or strongly agreed that the TBL model improved their knowledge of pre-laboratory material, aided their confidence in practicing TST placement, and improved their communication skills through peer work in a TBL environment. Conclusion. Through this innovative model, student pharmacists met the TST learning objectives and developed knowledge and confidence. This activity can be replicated at other colleges, expanding the development of student pharmacists who are confident in their ability to provide TST services.

Supervising pharmacists' opinions about pharmacy technicians as immunizers.

OBJECTIVES: To determine the opinions of pharmacists who supervise immunizing pharmacy technicians regarding initial trust of immunizing technicians, perceived quality of the training program, need for additional on-the-job training, frequency of technician utilization, and recommendations for other pharmacists who are considering implementation of an immunizing technician. SETTING: Albertsons pharmacies located in the state of Idaho in May 2017. PRACTICE DESCRIPTION AND INNOVATION: Qualitative descriptive study of semistructured key informant interviews with Idaho pharmacists who currently supervise a pharmacy technician trained to administer immunizations. EVALUATION: Informant interviews were recorded, transcribed, and coded to evaluate key themes. RESULTS: Nineteen individual pharmacist interviews were conducted at different Albertsons pharmacy locations in the state of Idaho. Pharmacists in this study felt that their immunizing technicians were properly trained to administer immunizations, capable of giving immunizations, and empowered by their new role within the pharmacy. Participants expressed challenges with initial comfort in allowing a technician to immunize, support of this new advanced technician role, and additional on-the-job training for individual technicians. Findings also included a pharmacist-perceived increase in vaccination rates and recommendation for other technicians to be trained to administer immunizations. CONCLUSION: Community pharmacists who supervise pharmacy technicians trained to administer immunizations were receptive to this new advanced technician role. Pharmacists' opinions revealed that working with newly trained immunizing pharmacy technicians has not only positively affected the morale of their team, but can help to increase the number of vaccinations given by the pharmacy. Understanding pharmacist perceptions about technicians as immunizers may lead to regulation changes and adoption of this advanced technician role.