Promoting diversity, equity and inclusion awareness in clinical documentation through postgraduate year one training.

BACKGROUND AND PURPOSE: As healthcare providers increasingly focus on emerging issues of diversity, equity and inclusion (DEI) in patient care, less is known about the training in postgraduate year one (PGY1) pharmacy residency on DEI clinical documentation considerations. This pilot project explored whether training, discussion and self-reflection within a peer review activity promoted DEI self-awareness in clinical documentation through a centralized curriculum of a multisite PGY1. EDUCATIONAL ACTIVITY AND SETTING: Building upon an established peer review of clinical documentation activity, PGY1 pharmacy residents practicing in ambulatory care settings received training on DEI considerations and completed small and large group discussions, a post-activity mixed methods survey with self-reflection prompts, and a three-month follow-up survey. FINDINGS: Twenty-two residents participated in the peer review of clinical documentation activity, DEI training and discussions. Twelve residents completed the post-activity survey with reflection prompts; 6 (50%) reported similar previous DEI training prior to residency. After the DEI training and discussions, 12 (100%) agreed or strongly agreed that their awareness of DEI documentation considerations increased; 10 (83%) would document their submitted notes differently, while one resident was unsure and one would not make changes. Twelve residents completed the follow-up survey three months following the activity. Themes from the free-text responses on key learnings collected post-activity and three-month post (respectively) included: 1) new knowledge, increased self-awareness, and intended action and 2) increased self-awareness and changes in note-making convention. SUMMARY: Integrating DEI training, discussion, and self-reflection prompts into a peer review clinical documentation activity increased self-awareness and knowledge of DEI considerations and promoted intended changes in patient care documentation for pharmacy residents. Regardless of previous training, residents reported continued self-awareness and changes in documentation conventions continued three months later.

Assessment of a Scholars Program Designed to Enhance Pharmacy Students' Competitiveness for Postgraduate Residency Training.

Objective. To assess pharmacy residency match/placement rates and student perceptions of a program designed to enhance Doctor of Pharmacy (PharmD) student competitiveness for postgraduate residency positions. Methods. The Scholars Program was developed to provide advanced training to select PharmD students who had an interest in postgraduate residency training and was completed during the third and fourth professional years. The program consisted of mentoring; elective coursework encompassing clinical practice, teaching, and leadership; modified experiential education; journal club meetings; teaching assistant duties; conducting research and/or scholarship; and delivering professional presentations. Residency match/placement rates of students who had completed the program were compared to national data and to students in the school who were not enrolled in the program. Perceptions of the program were assessed using an online survey. Results. Sixty-four students enrolled in and completed the Scholars Program from 2013 to 2019. Of these, 58 (91%) pursued postgraduate residency training. Students enrolled in the program had a higher combined phase 1/phase 2 match rate (91.4% vs 67.4%) than students in other PharmD programs across the United States. Similarly, students enrolled in the Scholars Program had a higher combined phase 1/phase 2 match rate (91.4% vs 62.9%) and overall residency placement rate (96.6% vs 67.0%) compared to students in the school who were not enrolled in the program. More than 85% of students enrolled in the Scholars Program who pursued residency training agreed that the program prepared them for and helped them attain a postgraduate residency. Conclusion. Pharmacy students enrolled in the Scholars Program experienced high residency match/placement rates and viewed the program as valuable preparation for postgraduate training.

Assessment of mental health needs and barriers to care in students enrolled in doctor of pharmacy and pharmaceutical sciences programs.

INTRODUCTION: The purpose of this study is to identify doctor of pharmacy and pharmaceutical sciences students' perceived barriers to mental health care and interest in mental health interventions and to assess student attitudes and perceptions of mental illness. METHODS: A mixed-methods survey was given to 706 students participating in a doctor of pharmacy and pharmaceutical sciences curricula to assess students' perceived barriers to care, interest in mental health resources and interventions within their curricula, attitudes towards seeking treatment, and perceived stigma. The last section included free text responses in which students expressed additional comments unacknowledged by previous sections. Quantitative data was analyzed using descriptive statistics, and free text responses were analyzed using thematic coding. RESULTS: From February to March 2018, 256 responses were received out of 706 students with a response rate of 36%. The most cited barriers to seeking mental health treatment were lack of time, lack of finances, and stigma-related concerns (25%, 13%, and 11%, respectively) with the most desired interventions being the implementation of an onsite counselor and wellness space. A majority of participants (88%) believe professional help for mental illness is effective; however, 63% cited they were negatively impacted by internal stigma. Common themes addressed in the free text responses reinforced these ideas and included additional responses regarding the impact of school culture. CONCLUSION: Students within a doctor of pharmacy and pharmaceutical sciences program experience non-stigma and stigma-related barriers to seeking mental health treatment.

An Elective Course in Lesbian, Gay, Bisexual, and Transgender Health and Practice Issues.

Objective. To design, implement and assess a lesbian, gay, bisexual, and transgender (LGBT) health and practice elective course for second- and third-year Doctor of Pharmacy (PharmD) students. Methods. The course focused on health promotion, health care barriers, disease prevention, and treatment throughout an LGBT person's lifespan. The course included topic discussions, reading assignments, various active-learning activities, an objective structured clinical examination (OSCE) with a transgender person, and guest speakers from the LGBT community. Five quizzes were administered during the course that were mapped to specific session learning objectives and course learning outcomes. Students completed an anonymous pre- and post-course survey on the seven course learning outcomes to assess their knowledge and skills regarding the health of LGBT people. Results. Students exhibited significant learning with improvement in the seven course learning outcomes. The two most improved course learning outcomes were the medications used for LGBT people and summarizing health care resources available to LGBT people. The content of student portfolios included general themes of discrimination, health care access problems, advocacy, inclusive pharmacy environments, and desire to be a better practitioner. More than 91% of the students actively engaged the guest speakers from the LGBT community. Student performance on quizzes and in the OSCE activity was excellent. The capstone presentations covered a variety of topics including LGBT in Islam. Conclusion. Students demonstrated knowledge of the unique health care issues among the LGBT community. This elective course provides a framework for other pharmacy programs to incorporate LGBT health topics into the curriculum and to engage with their local LGBT community.

Educational Outcomes Resulting From Restructuring a Scholarship Course for Doctor of Pharmacy Students.

Objective. To compare educational outcomes between two iterations of a scholarship and research course for Doctor of Pharmacy (PharmD) students at Virginia Commonwealth University's School of Pharmacy. Methods. The first iteration of a course intended to teach pharmacy students the knowledge and skills necessary to design and conduct research involved lectures and application exercises, including limited guided questions about different aspects of the research process. In the fall of 2015, multiple structured activities and accompanying grading rubrics, each designed around the structure and content of a section of a research proposal, were introduced to the course to supplement lectures. Both iterations of the course culminated with students submitting a research proposal. After establishing interrater reliability, faculty members graded a random sample of 20 research proposals, 10 from each version of the course, and section-specific and overall proposal scores were compared. Results. In the proposals submitted after the course revisions, significant improvements in three areas were identified: the overall score, the section-specific scores for research hypothesis/specific aims, and institutional review board (IRB) discussion/informed consent. Nominal, though not statistically significant, improvements were observed in other sections. Conclusion. Additional research is needed regarding the best instructional strategies to reinforce data analysis and statistical testing knowledge and skills in PharmD students. Overall, our findings support the hypothesis that a more formalized, guided approach for teaching research methods improves learning outcomes for PharmD students.

Assessment of mental health in doctor of pharmacy students.

INTRODUCTION: Pharmacy student mental health is of increasing concern to faculty, administrators, and students. The objectives of this study were to investigate the mental health of doctor of pharmacy (PharmD) students at a four-year college of pharmacy (COP), compare components of mental health of PharmD students to the general university campus students, and examine the relationship between academic distress and specific components of mental health. METHODS: The mental health status of PharmD students was measured using the Counseling Center Assessment of Psychological Symptoms (CCAPS-62), a validated survey tool assessing eight subscales of mental health. Comparisons were made within the PharmD student population and to the general campus population at the same university, who were surveyed during the same time period. Statistical analysis included a series of univariate regressions and chi square testing. RESULTS: Fifty-eight percent of PharmD students (193/332) voluntarily participated in the study. Over 25% of PharmD students scored in the high severity range for depression, generalized anxiety, academic distress, and eating concerns. Academic distress scores were significantly worse for second-year PharmD students, while hostility scores were significantly worse for third-year PharmD students. Correlations were identified between academic distress and depression, generalized anxiety, and social anxiety. PharmD scores in several subscales were significantly worse than the general campus population. CONCLUSION: High academic stress levels and poor mental health outcomes were observed in PharmD students. Identification and implementation of methods to reduce the psychological distress of PharmD students are needed.

A qualitative study of infectious diseases fellowships in Japan.

OBJECTIVE: The purpose of this research is to elucidate the actual status of Infectious Diseases (ID) Fellowship programs in Japan to improve them further. METHODS: We conducted qualitative interviews with infectious diseases fellows and his/her faculty consultants from 10 institutions providing ID Fellowships in Japan. We qualitatively analysed the data to delineate the actual status of each program and the fellowship program policies overall, and to identify measures for further improvement. RESULTS: The interviews revealed that there are largely two kinds of ID fellowships; ID programs entirely devoting full time to infectious diseases, and programs that are subordinate concepts of other subspecialties, where only a portion of hours were devoted to ID. Some institutions did not even have an ID department. Time spent by the faculty consultants on fellows also varied among programs. The desire for improvement also varied among interviewees; some being happy with the current system while others demanded radical reform. CONCLUSIONS: Even though there are many ID fellowship programs in Japan, the content, quality, and concepts apparently vary among programs. The perceptions by interviewees on the educational system differed, depending on the standpoints they have on ID physicians. There probably needs to be a coherency in the provision of ID fellowship programs so that fellows acquire competency in the subspecialty with sufficient expertise to act as independent ID specialists. Further studies are necessary for the improvement of ID subspecialty training in Japan.

Pharmacoeconomics and outcomes research degree-granting PhD programs in the United States.

BACKGROUND: Evidence is missing on showcasing current practices of degree programs specific to the field of pharmaceutical outcomes research. OBJECTIVES: To measure current practices of pharmacoeconomics and outcomes research PhD programs in the United States and synthesize recommendations for improving the success of programs and prospective students. METHODS: A 23-question online survey instrument was created and distributed to 32 program directors identified in the International Society for Pharmacoeconomics and Outcomes Research educational directory. Descriptive statistics summarized both the program characteristics (including observed and desired number of faculty and students) and training recommendations (traits of program and student success). RESULTS: Of 30 eligible programs that conferred a PhD in pharmacoeconomics, pharmaceutical outcomes research, or a related field, 16 respondents (53%) completed the survey. Seventy-five percent of respondents were located in a school of pharmacy. The average observed number of faculty (7.5) and students (11.5) was lower than the average desired numbers (8.1) and (14.7), respectively. Reputation of faculty research and a collaborative environment with other disciplines were rated highest for a program's success. Faculty's mentoring experience and reputation and student funding opportunities were rated highest for prospective students' success. CONCLUSIONS: Existing and emerging programs as well as prospective students can use these findings to further their chances of success.

Entry characteristics and academic performance of students in a master of pharmacy degree program in the United Kingdom.

OBJECTIVE: To evaluate the characteristics of a cohort of master of pharmacy (MPharm) students upon entry into the program and examine associations between entry qualifications, type of secondary school attended, socioeconomic status, age, and academic performance in the MPharm program. METHODS: A retrospective cohort analysis was conducted of student data for graduates of the Aston University MPharm program during the 5-year period 2005-2006 through 2009-2010 (n=644). RESULTS: MPharm entrants were disproportionately drawn from socioeconomically deprived areas and independent (private) schools. Achievement prior to admission was related to the type of school attended but not to socioeconomic status. Performance in the program was not related to type of school or socioeconomic status but was strongly correlated with prior academic achievement. CONCLUSIONS: Prior academic achievement was the most important predictor of performance in the MPharm program; however, the superior prior achievement of students who attended independent secondary schools was not seen at the point of graduation. These findings may have implications for admissions policies.

Postdoctoral pharmacy industry fellowships: a descriptive analysis of programs and postgraduate positions.

PURPOSE: Postdoctoral pharmacy industry fellowship programs and the employment of fellowship graduates are described. METHODS: A list of postgraduate industry fellowships was gathered from the 2009 ASHP Midyear Clinical Meeting. Data regarding program characteristics were collected using the Personnel Placement Service database and program-specific brochures. After data compilation, a standardized survey was sent in January 2010 via e-mail to the point of contact for all programs to confirm the accuracy of the program's characteristics. Only academically affiliated industry fellowship programs were analyzed. Retrospective data were collected regarding the first position of employment for all fellows who graduated from the program between 2005 and 2009 and the position of those same individuals at the time of survey completion. RESULTS: Surveys were sent to 64 postgraduate industry fellowship programs affiliated with a school of pharmacy, 56 (87.5%) of whom responded. The departmental breakdown for positions offered (n = 75) across all academically affiliated industry fellowship programs (including nonresponders) was as follows: medical affairs (38.7%, n = 29), clinical research (32.0%, n = 24), regulatory affairs (9.3%, n = 7), commercial (8.0%, n = 6), health economics and outcomes research (8.0%, n = 6), and pharmacovigilance (4.0%, n = 3). Data from fellows during years 1-5 after completion of the industry fellowship indicated that 90.5% of former fellows remained in the industry (n = 238). CONCLUSION: The postgraduate industry fellowship programs surveyed indicated that the majority of fellowship graduates continued to hold positions in industry after program completion. The majority of industry fellowships and subsequent job placements occurred in the areas of medical affairs, clinical research, and regulatory affairs.

The status of PhD education in economic, social, and administrative sciences between 2005 and 2008.

OBJECTIVES: To describe the funding, education, enrollment, and graduation patterns from economic, social, and administrative sciences PhD programs in colleges and schools of pharmacy in the United States. METHODS: Economic, social, and administrative sciences PhD programs were identified from the American Association of Colleges of Pharmacy (AACP) Web site. A 41-item online survey instrument was sent to the director of graduate studies of each identified program. Only programs offering a PhD degree were included in the study. RESULTS: Of the 26 programs surveyed, 20 (77%) provided useable responses to the survey instrument. Approximately 91% of PhD programs guarantee funding to incoming students with an average commitment of 2.9 years. On average, students were paid a stipend of $18,000 per year for commitments to research and teaching assistantships, each averaging approximately 2 years in length. Programs admitted an average of 3.5 students per year and graduated approximately 85% of entering students. The majority of students are non-US citizens and accept positions in either academic or industrial positions after graduation. CONCLUSIONS: Most economic, social, and administrative sciences PhD programs guarantee funding to incoming PhD candidates. Programs offering funding packages significantly below the average may be at a competitive disadvantage. It is unclear whether the number of students graduating from PhD programs is adequate to fulfill academic and industrial needs.

Effect of postgraduate training on job and career satisfaction among health-system pharmacists.

PURPOSE: The effect of postgraduate training on job and career satisfaction among health-system pharmacists was evaluated. METHODS: A mail-based questionnaire was sent to a random sample of pharmacist members of the American Society of Health-System Pharmacists. Previously validated questions for job and career satisfaction among pharmacists were utilized. The questionnaire was designed to obtain information regarding general employment, work environment, job satisfaction, career satisfaction, postgraduate training, and demographic characteristics. Pharmacists who had completed either a pharmacy residency or fellowship were classified as having postgraduate training. Questionnaires returned within two months of the original mailing date were included in the analysis. Responses from pharmacists who were retired, employed in a nonpharmacy career, or unemployed were excluded. Data were analyzed using SPSS software. RESULTS: Of the 2499 questionnaires mailed, 36 were undeliverable; 1058 were completed, yielding a response rate of 43%. Of these, 48 were excluded, resulting in 1010 questionnaires suitable for analysis. Approximately 37% of respondents indicated completion of postgraduate training. The most common practice setting was a community, not-for-profit hospital (40.9%). Overall, 90.7% of respondents indicated they were either satisfied or highly satisfied with their current employment. Approximately 45% of pharmacists with postgraduate training indicated they were highly satisfied with their employment, compared with 32.7% of pharmacists without postgraduate training (p < 0.001). CONCLUSION: Pharmacists who completed postgraduate training were more satisfied with their job than those who did not complete such training.

Practice characteristics of bachelor of science and doctor of pharmacy degreed pharmacists based on the 2009 National Workforce Survey.

OBJECTIVE: To compare practice settings and activities of pharmacists with bachelor of science (BS) in pharmacy and doctor of pharmacy (PharmD) degrees. METHODS: Data from the 2009 National Pharmacist Workforce Survey instrument were analyzed. Multivariate regression was used to examine the association of the PharmD degree with time spent in dispensing and patient care. RESULTS: The survey response rate by pharmacists was 52%, and 562 usable responses met our inclusion criteria. Sixty-three percent of BS and 39% of PharmD pharmacists were employed in community pharmacies, compared with 21% of BS and 38% of PharmD pharmacists employed in hospital pharmacy settings. Practicing in a community setting had the strongest influence on time spent in dispensing and time spent in patient care. Among respondents with PharmD degrees, a residency was associated with less time in dispensing and more time in patient care. CONCLUSION: Time spent in dispensing and patient care were influenced more by practice setting than by educational degree and residency training.

[Key issues for the number of publications by Ph.D. graduates in medicine and pharmaceutical sciences]. / Faktorer af betydning for antallet af publikationer fra ph.d.-graduerede i perioden 1993-2000.

INTRODUCTION: Scientific production by Ph.D. students is a matter of ongoing debate. The key issues for the number of publications during and after the Ph.D. study are not sufficiently described. MATERIAL AND METHODS: Based on the Registry of Ph.D. students and data from the Central Office of Civil Registration, we conducted a survey among 1170 persons previously enrolled in a Ph.D. programme in medicine or pharmaceutical sciences. Data on activities such as supervision and teaching, social issues and economy in the research team were stratified according to sex, age, master degree, institution, year and length of enrolment. The data were modelled in multiple linear regression using the number of peer-reviewed publications as the outcome. The response rate was 60%. RESULTS: The number of publications based on the Ph.D. project was only marginally influenced by the investigated variables. A high total number of publications was associated with men, with having been a Ph.D. supervisor, with research groups described as having a good atmosphere and sufficient financial funding. CONCLUSION: The medical and pharmaceutical Ph.D. programmes display an inherent strength concerning the process. Although our study supplies confirmatory data, it also shows that the team spirit is important to scientific productivity.

[Steady production of scientific papers from medical and pharmaceutical Ph.D. graduates from 1993 to 2000]. / Stabil produktion af publikationer for ph.d.-årgangene 1993-2000.

INTRODUCTION: According to international standards, Denmark's production of scientific papers is high, but is slowly losing ground. The reformed research education was intended to strengthen Denmark's position, but some fear that it will have the opposite effect. MATERIAL AND METHODS: Based on the Registry of Ph.D. students and data from the Central Office of Civil Registration, we conducted a survey among 1170 persons previously enrolled in a Ph.D. program. Data on published papers were stratified according to gender, age, master degree, institution, year and length of enrolment. The response rate was 46%. RESULTS: A total of 6-7 papers, including 3 first authorships, were published during the Ph.D. study and the first three years thereafter. Only about 10% did not publish in these periods. Over a 10-year time span, the number of publications before, during and three years after the Ph.D. degree was stable. Women and men published the same number of papers based on the Ph.D. project; however the total number of research publications was higher for men. CONCLUSION: As measured by the number of publications, the Danish Ph.D. education is solid and independent of gender, age, and time. However, in order to strengthen the overall Danish biomedical research production additional public funding and time allocated to clinical research is necessary.

[Professional views of pharmacy faculty graduates]. / Poglady zawodowe absolwentów wydzialu farmaceutycznego.

The purpose of this study was to define new professional ideals of pharmacists and to prove or refute a hypothesis stating that role model of the representatives of this profession is currently changing. In a survey a group of Pharmacy Faculty graduates were asked about the motives for the choice of their pharmacy studies, constancy of the conviction of this choice's validity, the desired place of work, expectations concerning their professional function, the opinion on the future of that profession in Poland, the attitude to pharmacists' chamber and to the phenomenon of self-therapy. The responses collected provided information on the professional views of the queried group. The author also defined the notion of professional views themselves, vocation, professional attitude and professional model. The results show that the respondents in their majority wish to become pharmacists (64%). High estimation of this profession influenced their choice of studies (71%). Only 18% felt called to do it. The queried group, as a whole, are not satisfied with their pharmacy studies, and only 38% would firmly undertake to study it again. The subjects declare to be fairly active in performing their civic duties (58% take part in elections), yet remain relatively passive within the context of their own professional government (15%). From their professional activity they expect personal satisfaction and money. Most subjects predict that adverse changes are going to take place in pharmacy (to 2005): pharmaceutical concerns will buy out pharmacies, the number of pharmaceutical wholesale stores will decrease considerably, pharmaceuticals will be delivered straight to patient's door, the system of obtaining drugs on doctor's prescription will decline. However, they doubt that the physicians are going to take over the sale of pharmaceuticals, that the number of new pharmacies is going to increase, that few will become owners of most pharmacies, and that the Polish pharmaceutical industry will collapse. Pessimistic views of the respondents outnumber the optimistic ones, however only 4% are doubtful about their own, professional success. In evaluating the phenomenon of self-therapy the respondents show judiciousness, perceiving more negative than positive aspects of it. The views of the studied group are precise and clear, while in the assessment of own professional role the pro-social attitude prevails.

US and Canadian pharmacy residencies and fellowships: 1995.

OBJECTIVE: To report statistical information about pharmacy postgraduate experiential training programs in the US and Canada. DATA SOURCE: RESFILE-95 database. MEASUREMENTS: A questionnaire is mailed annually to the contact listed for each residency or fellowship in the RESFILE database. The data for this report were entered into the database between June and December 1994. The information obtained on the survey includes (1) program type and accreditation status, (2) primary focus of the program, (3) number of positions, (4) stipend, (5) availability to BS graduates. RESULTS: Six hundred sixty-eight programs are listed in the RESFILE database, including 540 residences (70% accredited and 30% nonaccredited) and 128 fellowships. Fifty programs are located in Canada. There are a total of 1070 positions available, with a mean of 1.6 positions per program. Pharmacy practice residencies constitute 55% of accredited residencies in the US. General hospital residencies account for 88% of Canadian programs. Primary/ambulatory care residencies are the most common specialty focus. Infectious disease is the most common fellowship focus. The mean stipend for all programs is $24,837. Overall, at least 90% of the responding programs offer specified benefits. Forty-eight percent of the residency programs are available to BS graduates; most fellowships are not. Having completed a previous generalist residency is frequently preferred but often is not required to perform a specialty residency or fellowship. CONCLUSIONS: The statistical data in this report will be useful to those assessing the role of postgraduate experiential training, institutions in the process of developing a residency or fellowship, and those considering application to enter such programs.