Evidence2Practice (E2P): Leveraging Implementation Science to Promote Careers in HIV Research Among Students From Historically Black Colleges and Universities.

BACKGROUND: The HIV research workforce is not representative of populations most affected by the epidemic. Innovative educational programs are needed to motivate diverse student populations to pursue careers in HIV research. METHODS: The Duke University Center for AIDS Research Evidence2Practice (E2P) program is a 3-day interactive workshop that introduces students from Historically Black Colleges and Universities (HBCU) to HIV pre-exposure prophylaxis, implementation science, and human-centered design. Participants develop 1-page action plans to increase awareness and uptake of pre-exposure prophylaxis on their campus. The program was evaluated using a partially mixed-method concurrent equal status study design with pre-program and post-program surveys and in-depth interviews. RESULTS: Among the 52 participating students, 44 completed the preworkshop survey, 45 completed the postworkshop survey, and 10 participated in an in-depth interview. Most participants identified as Black or African American and cisgender female. Participating in the E2P program was associated with: (1) an increase in median interest in pursuing a career in HIV research (P < 0.01) and (2) a decrease in median perceived difficulty in starting a career in HIV research (P < 0.01). Several students described that a lack of knowledge about initiating an HIV research career, a perceived lack of qualifications and knowledge about HIV science, and limited experience were major barriers to considering careers in HIV research. CONCLUSIONS: The E2P program enhanced HBCU students' interest in careers related to HIV research and improved their self-efficacy to pursue such careers. On-campus educational enrichment initiatives, led by active HIV researchers and clinicians, should be a critical part of diversifying the HIV workforce.

An automated competency-based student performance assessment program for advanced pharmacy practice experiential programs.

OBJECTIVES: To describe the development and preliminary outcomes of the System of Universal Clinical Competency Evaluation in the Sunshine State (SUCCESS) for preceptors to assess students' clinical performance in advanced pharmacy practice experiences (APPEs). DESIGN: An Internet-based APPE assessment tool was developed by faculty members from colleges of pharmacy in Florida and implemented. ASSESSMENT: Numeric scores and grades derived from the SUCCESS algorithm were similar to preceptors' comparison grades. The average SUCCESS GPA was slightly higher compared to preceptors' scores (0.02 grade points). CONCLUSIONS: The SUCCESS program met its goals, including establishing a common set of forms, standardized assessment criteria, an objective document that is accessible on the Internet, and standardized grading, and reducing pressure on preceptors from students concerning their grades.