Student perceptions of the utility of the Pharmacy Curriculum Outcomes Assessment.

INTRODUCTION: This study assessed student perceptions, preparation, and result use strategies of the Pharmacy Curriculum Outcomes Assessment (PCOA). Secondarily, it studied the effect of schools/colleges of pharmacy (S/COP) PCOA management on student perceptions. METHODS: A 52-item electronic questionnaire assessed PCOA preparation of final year students, review/use of results, remediation participation, self-reported motivation, and perceptions of the exam's ability to measure PCOA blueprint areas and North American Pharmacy Licensure Examination (NAPLEX)/advanced pharmacy practice experience (APPE) readiness. Programs were given a questionnaire to determine their PCOA practices. RESULTS: The student survey was completed by 341 students (40% response rate). Students prepared very little for the PCOA and few reported participation in PCOA-based remediation (6%). Students perceived the PCOA to measure the four domains moderately well, although administrative sciences were significantly lower. Students reported less confidence in the exam's ability to measure APPE/NAPLEX-readiness. Although few used the PCOA to guide their NAPLEX preparation (18%), they were more likely to do so than for APPEs (4%). Students reported a higher perceived increase in motivation if PCOA results were connected to APPE placement, remediation, and progression as opposed to prizes, rewards, or other recognitions. CONCLUSION: This is the first multi-institutional study to review student perceptions about the PCOA. These data can be used along with other PCOA data to help schools develop incentive, remediation, and examination administration procedures depending on the programs desired use for the PCOA exam.

Implementing a Graphic Organizer Active Learning Exercise with an Interactive Lesson Template.

OBJECTIVE: To describe a systematic approach to active learning using a lesson template with a graphic organizer activity. INNOVATION: The authors describe a tool that can be used to incorporate a graphic organizer activity into a traditional lecture class to promote active learning. This interactive template offers a step-by-step process to plan and implement a graphic organizer activity. The graphic organizer was used in a contact dermatitis lecture as part of a Nonprescription Medicines course for first year pharmacy students. CRITICAL ANALYSIS: A survey of students immediately after the activity identified that students agreed they were interested in the activity, were engaged with the activity, and perceived an understanding of the course material. An instructor reflection revealed that students were excited and identified some instructor challenges to executing the activity. NEXT STEPS: Instructors interested in using graphic organizers in lectures can refer to this approach for guidance. In addition to a graphic organizer, the structure of this template can be applied to different active learning activities, thus creating consistency in delivering active learning.

Comparing Student Performance on the Old vs New Versions of the NAPLEX.

Objective. To determine if the new 2016 version of the North American Pharmacy Licensure Examination (NAPLEX) affected scores when controlling for student performance on other measures using data from one institution. Methods. There were 201 records from the classes of 2014-2016. Doubly robust estimation using weighted propensity scores was used to compare NAPLEX scaled scores and pass rates while considering student performance on other measures. Of the potential controllers of student performance: Pharmacy Curricular Outcomes Assessment (PCOA), scaled composite scores from the Pharmacy College Admission Test (PCAT), and P3 Grade Point Average (GPA). Only PCOA and P3 GPA were found to be appropriate for propensity scoring. Results. The weighted NAPLEX scaled scores did not significantly drop from the old (2014-2015) to the new (2016) version of NAPLEX. The change in pass rates between the new and old versions of NAPLEX were also non-significant. Conclusion. Using data from one institution, the new version itself of the NAPLEX did not have a significant effect on NAPLEX scores or first-time pass rates when controlling for student performance on other measures. Colleges are encouraged to repeat this analysis with pooled data and larger sample sizes.

Point/Counterpoint: Are Outstanding Leaders Born or Made?

The question of whether outstanding leaders are born or made has been debated for years. There are numerous examples of historical figures that came naturally to leadership, while others developed their leadership skills through tenacity and experience. To understand leadership, both nature (the genetic component) and nurture (the environmental influences) must be considered. This article represents the work of two Academic Leadership Fellows Program groups who debated each position at the 2016 American Association of Colleges of Pharmacy (AACP) Interim Meeting in Tampa, Fla., in February 2016.

Pharmacist immunization services evolving for multiple-dose series.

OBJECTIVES: To discuss how pharmacists are prepared to deliver vaccines that require multiple doses in a series. SUMMARY: Influenza, pneumococcal, and zoster vaccines are the most common vaccines that are administered in pharmacies. Routine recommendations often identify these vaccines to be administered 1 year apart. Other vaccines, and potential new vaccines, may require more immediate follow-up to complete a series. This article discusses if the reminder systems used by pharmacists are adequate for vaccine follow-up dosing. The Standards for Adult Immunization Practices and the Immunization Neighborhood discuss these issues. Medication synchronization policies may address a similar situation but may need to be refined to be applicable to immunizations. CONCLUSION: Pharmacists need to anticipate an expanded immunization service. An ideal reminder system would be minimally different from current workflow but will ensure appropriate and timely follow-up for vaccine doses.

Incorporating an immunization certificate program into the pharmacy curriculum.

OBJECTIVE: To describe the method of incorporating an immunization certificate training program, such as the American Pharmacists Association's (APhA) Pharmacy-Based Immunization Delivery into a pharmacy curriculum. DESIGN: The program was delivered over 3 weeks in the spring semester of the third professional year (P3) as part of a required Pharmacy Care Lab sequence. ASSESSMENT: Student response surveys and faculty input were used to evaluate the placement of the program in the curriculum. CONCLUSION: Optional comments yielded more than 44% of students providing positive open-ended feedback regarding the course while almost 10% felt the course should not be mandated in the curriculum.

North Carolina family practice physicians' perceptions of pharmacists as vaccinators.

OBJECTIVE: To determine whether family practice physicians are aware that pharmacists can administer vaccines and assess their support of pharmacists as vaccinators. DESIGN: Cross-sectional study. SETTING: North Carolina. PARTICIPANTS: 571 family practice physicians. INTERVENTIONS: Mail survey. MAIN OUTCOME MEASURES: Physician attitudes toward pharmacists' involvement with a variety of vaccines and patient populations. RESULTS: A total of 25% of physicians correctly reported that pharmacists could administer vaccines in North Carolina, a state that had recently passed legislation permitting this practice. Almost 50% of the physicians supported pharmacists administering the influenza vaccine. Pharmacist administration of other vaccines received less support. Physicians who were newer to family practice had more positive attitudes than physicians who were in practice for longer periods of time. CONCLUSION: While agreeing that the role of the pharmacist in patient care is becoming more important, physicians were neither very knowledgeable about nor supportive of pharmacists as vaccinators.