"Following your dreams, and not killing yourself to do so": Black PharmDstudent perceptions of pharmacy residency.

OBJECTIVE: Residency training is a key element of advancing the roles of pharmacists in patient care. Diversifying the healthcare workforce is also crucial in reducing health disparities and improving health equity.1 The objective of this study was to investigate Black Doctor of Pharmacy students' perceptions of pursuing pharmacy residency training to aid pharmacy educators in creating and improving structures to support the professional advancement of Black student pharmacists. METHODS: A qualitative study employing focus groups was conducted at one of the top 20 colleges of pharmacy. Four focus groups consisting of Black students in years 2 through 4 of the Doctor of Pharmacy program were organized. A constructivist grounded theory approach2 was utilized to collect and analyze the data, which was organized into a conceptual framework. RESULTS: The elements of the framework developed showcase Black students' consistent negotiation between personal well-being and pursuit of professional advancement. This framework also highlights how the experience of navigating personal wellness is unique for Black students, rather than simply a work/life balance concern. CONCLUSION: The concepts in this framework may be valuable for colleges of pharmacy seeking to increase diversity in their residency pipeline. Targeted interventions to ensure adequate mentorship, mental health resources, diversity and inclusion efforts, and financial support will be necessary if the profession truly desires to expand increased diversity in clinical pharmacy.

Use of a standardized progress note and assessment form for performance evaluation and quality improvement.

In addition to filling patient care-related duties, the Nutrition Support Service also serves as a platform for experiential education and training of pharmacy residents, surgical interns, doctor of pharmacy students, and graduate dietetic students. Because of the diversity in experience and training among members of the team and their trainees, a standardized progress note form with a subsequent progress note assessment form was developed to maintain consistency and to ensure a certain level of quality in the daily progress notes written by the trainees. The instructor randomly chose one of the trainee's patient progress notes for verbal and written evaluation weekly. Twelve trainees from July 2009 to January 2010 were evaluated. A significant improvement in weekly performance scores (from an average score of 74% ± 12% to 91% ± 7% to 96% ± 6%) was noted by the second and third weeks compared with the first week, respectively (P < .001). Trainees were unanimous that this tool facilitated improvement of their clinical skills and ability to write effective daily progress notes.