Implementation of standard setting for high-stakes objective structured clinical examinations.

BACKGROUND AND PURPOSE: To describe one institution's approach to transformation of high-stakes objective structure clinical examinations (OSCEs) from norm-referenced to criterion-referenced standards setting and to evaluate the impact of these changes on OSCE performance and pass rates. EDUCATIONAL ACTIVITY AND SETTING: The OSCE writing team at the college selected a modified Angoff method appropriate for high-stakes assessments to replace the two standard deviation method previously used. Each member of the OSCE writing team independently reviewed the analytical checklist and calculated a passing score for active stations on OSCEs. Then the group met to determine a final pass score for each station. The team also determined critical cut points for each station, when indicated. After administration of the OSCEs, scores, pass rates, and need for remediation were compared to the previous norm-referenced method. Descriptive statistics were used to summarize the data. FINDINGS: OSCE scores remained relatively unchanged when switched to a criterion-referenced method, but the number of remediators increased up to 2.6 fold. In the first year, the average score increased from 86.8% to 91.7% while the remediation rate increased from 2.8% to 7.4%. In the third year, the average increased from 90.9% to 92% while the remediation rate increased from 6% to 15.6%. Likewise, the fourth-year average increased from 84.9% to 87.5% while the remediation rate increased from 4.4% to 9%. SUMMARY: Transition to a modified Angoff method did not impact average OSCE score but did increase the number of remediations.

Skills laboratory faculty job satisfaction: Effects of high-contact teaching and the COVID-19 pandemic.

INTRODUCTION: The objective of this study is to describe the workload responsibilities and job satisfaction of skills laboratory faculty, both before and during the COVID-19 pandemic. METHODS: School of pharmacy (SOP) skills laboratory faculty were surveyed in fall 2021 to gather information on workload responsibilities and job satisfaction, before and during the COVID-19 pandemic. Quantitative data were reported using descriptive statistics and, when appropriate, student t-tests were used to compare responses from before and during COVID-19. Qualitative data were coded for themes by two investigators with a third investigator used to reach consensus. RESULTS: A total of 45 skills laboratory faculty from 44 of 142 SOP responded to the survey. Faculty reported an average percent effort of 43.9% laboratory teaching, 13.9% non-laboratory teaching, 12.8% service, 6.5% administration, 12.5% patient care, and 10.4% scholarship. Overall job satisfaction decreased from before COVID-19 to during COVID-19, and faculty members' satisfaction specifically with their laboratory role decreased from 7.5 to 6.6 (P = .003). Several themes were identified when respondents described what they loved most about teaching in the laboratory as well as the challenges associated, the majority of which were personnel, resources, and time. CONCLUSIONS: Skills laboratory faculty reported a high number of laboratory courses coordinated each year along with many hours dedicated each week to prepare and conduct skills laboratory activities. While the pandemic is over, the unique aspects of coordinating student-centered courses likely requires more support for skills laboratory faculty members to avoid burnout and improve job satisfaction.

Community Champions: The Crucial Contribution of an Independent Pharmacy in COVID-19 Vaccination Efforts in an Underserved Community.

Historically, pharmacists in independent community pharmacies have been pivotal in promoting community health. During the COVID-19 pandemic, they demonstrated their commitment by advocating for vaccination and providing accessible care, particularly in underserved communities. By addressing disparities, implementing strategies like mobile clinics and community outreach, and fostering trust and engagement, independent community pharmacists played a crucial role in bridging gaps in healthcare access for vulnerable populations and mitigating the impact of the COVID-19 pandemic.

A lot in a little: Assessment of skills laboratory course structures and faculty workloads.

INTRODUCTION: Pharmacy skills development is essential to pharmacy programs to ensure "practice-ready" graduates. The objective was to describe the landscape of skills laboratory (lab) courses and faculty workload across United States schools and colleges of pharmacy (S/COP). METHODS: The American Association of Colleges of Pharmacy Laboratory Instructors Special Interest Group disseminated an anonymous questionnaire to collect faculty demographics, skills lab format, faculty workload, and job satisfaction. Descriptive statistics were generated, and paired t-tests were used to assess changes before and during COVID-19. RESULTS: Faculty from 44 of 142 S/COP responded. Participants (n = 45) were more frequently assistant professors (49%), non-tenure track (80%), and female (98%). A mean of 103 students per class, with a mean of two lab courses in both the first and second years and 1.6 in the third year were reported. Courses had a mean 1.6 lab coordinators each. Many institutions leverage non-lab faculty, pharmacy volunteers, post-graduate trainees, and senior professional students to assist. Faculty reported a mean 28.2 hours per week related to lab activities. The mean assigned percent effort was 44% for teaching in the skills lab, demonstrating consistency with effort calculations. Job satisfaction (scale 1-10) decreased from 7.6 before COVID-19 to 6.4 during COVID-19 (P < .01), with satisfaction specifically with their lab role decreasing from 7.5 to 6.6 (P = .003). CONCLUSIONS: Skills lab faculty reported significant time coordinating labs and identified the need for additional support. S/COP should ensure appropriate personnel resources are available to provide quality clinical skills training.

Well-being Content Inclusion in Pharmacy Education Across the United States and Canada.

Objective. To describe the landscape of well-being content inclusion across schools and colleges of pharmacy in the United States and Canada through identification of content implementation, incorporation, and assessment.Methods. A cross-sectional survey was distributed to all accredited schools and colleges of pharmacy in the United States (n=143) and Canada (n=10). Survey questions included curricular and cocurricular timing, frequency, assessment strategies, and support for well-being initiatives, using a framework of eight dimensions (pillars) of wellness to categorize content.Results. Descriptive data analyses were applied to 99 completed surveys (65%), 89 (62%) in the United States and 10 (100%) in Canada. Well-being content was most prevalent within the cocurricular realm and incorporated into didactic and elective more than experiential curricula. The most content came from intellectual, emotional, and physical pillars, and the least content came from financial, spiritual, and environmental pillars. Less than 50% of schools and colleges of pharmacy include well-being within their strategic plans or core values. Funding is primarily at the level of the university (59%) or the school or college of pharmacy (59%). Almost half of respondents reported inclusion of some assessment, with a need for more training, expertise, and standardization.Conclusion. Survey results revealed a wide range of implementation and assessment of well-being programs across the United States and Canada. These results provide a reference point for the state of well-being programs that can serve as a call to action and research across the Academy.

Measuring the immediate impact when first year pharmacy students are introduced to diverse career pathways.

BACKGROUND AND PURPOSE: To assess if exposure to diverse pharmacy career pathways influences the Doctor of Pharmacy (PharmD) student's career plans within the first month of an academic curriculum. EDUCATIONAL ACTIVITY AND SETTING: First year PharmD students were enrolled in a four-week course with a focus on introduction to core practice areas of pharmacy: community, hospital, and managed care. Guidance was provided with resources and a pharmacist panel to aid in both self-learning and direct sharing about diverse areas of pharmacy practice extending beyond the core course practice areas. A survey was given at the beginning and at the end of the course to measure the influence of course activities on first year students' aspirations for varied pharmacy careers. All students completed the survey but needed to opt into the research for data to be collected. Chi-square, Fisher's Exact Test, and descriptive statistics were used in data analysis. FINDINGS: In this study of 508 first year pharmacy students, we found that 50.8% reported a change in their pharmacy career plans at the end of the course. Student interest in non-traditional career paths increased from 38.2% at the beginning of the course to 47.6% at the end of the course. As a result, students reported that they would select different electives (P < .001), pursue different pharmacy organizations (P = .0003), and explore new internship opportunities (P < .001). Overall, 98% found the course introduced them to pharmacy career paths they were previously unaware existed. SUMMARY: Early exposure to diverse pharmacy career pathways influences students' career plans.

Girls scouting out pharmacy: A story about youth empowerment.

INTRODUCTION: The American Association of Colleges of Pharmacy's vision statement is part of a national strategic endeavor to elevate pharmacy's professional profile. Community populations lack awareness of the unique roles and responsibilities of pharmacists. To positively influence the pipeline of future pharmacists, it is necessary to promote pharmacy as a career path. Proactively targeting younger age groups to engage in science, technology, engineering, mathematics, and health (STEM+H) educational activities will increase knowledge and understanding of the profession of pharmacy. Educational engagement is most successful when a positive relationship is established with a community alliance. PERSPECTIVE: Doctor of pharmacy students established a community partnership to create the inaugural "Girl Scouting Out Pharmacy" event. Over forty pharmacy students and faculty created and led an interactive event to advocate for the betterment of our profession while simultaneously educating on various pharmacy topics. Four unique, hands-on sessions incorporated pharmacy activities for girl scouts and their parents. These activities engaged youth to imagine their future while promoting an appreciation of pharmacy careers. IMPLICATIONS: Creating unique events to promote STEM+H education grants early opportunities to explore pharmacy-related concepts. The combination of healthcare professional students and community outreach produces the greatest potential to spark interest. Pharmacists have a duty to inspire young individuals, ensuring the next generation meets the needs of the nation's workforce. It is the responsibility of today's pharmacists to foster intellectual curiosity and instill a progressive drive in the following generation, lest we fall behind the curve on an ever-evolving healthcare culture.

Bridging the gap between pharmacy student and professional with a student developed pocket reference.

INTRODUCTION: The challenging transition from learner to practicing pharmacist is frequently cited in the literature. This difficulty is due in part to a prodigious shift from utilizing class notes to assessing national guidelines. Students who create and use a pocket reference that combines their lecture material with current guidelines may become more proficient at navigating guidelines and adhering to treatment algorithms when on rotations, in residency, and as a professional. Therefore, it is important to address this identified gap of transitioning from pharmacy student to professional. COMMENTARY: Many practicing pharmacists create and use pocket references to hone their ability of extracting information and familiarize themselves with the content of each individual guideline. Students would benefit from the experience of developing their own pocket reference in regard to content development, clinical research, and guideline application. IMPLICATIONS: Schools of pharmacy should implement a structured program for creating a personalized pocket reference that would facilitate the transition of their students to practicing professionals. Creating a customized and self-developed, tangible clinical resource will also strengthen vital skills related to clinical research, resource development, and guideline application. These skills will better prepare the student to emerge from the classroom ready to apply their knowledge.

Professionalism development through the curriculum: Developing a new system for identifying and tracking professional behavior lapses.

INTRODUCTION: Pharmacy education has evolved from focusing on knowledge alone to highlighting personal and professional growth. Providing a standardized process for tracking, mentoring, and guiding students in professionalism and other soft skills may help achieve compliance with the current Center for the Advancement of Pharmacy Education Educational Outcomes and Accreditation Council for Pharmacy Education Standards 2016. COMMENTARY: Becoming a pharmacist requires more than demonstrating proficiency in tasks and responsibilities associated with pharmacy practice. Exhibiting strong professional behavior and soft skills are important for the clinical practice environment. These behaviors are more difficult to measure due to the broad definition of professionalism. In the academic setting, it is important to identify students struggling in this area. IMPLICATIONS: Promotion of professional behavior and soft skills development is a responsibility of higher education; however, it is difficult to assess. Development and implementation of an effective tracking and monitoring system for professionalism lapses will aid in identifying students struggling with professional behavior and offer mentoring opportunities for student personal growth and professional development.

Ciprofloxacin/dexamethasone precipitate formation in the ear canal of a paediatric patient.

This case report describes a paediatric patient diagnosed with otitis externa and treated with topical ciprofloxacin/dexamethasone. The patient completed the course of therapy and then developed precipitate formation from the pharmacological treatment. Laboratory testing of the precipitate confirmed the presence of a large quantity of ciprofloxacin. Removal of the precipitate required the use of an elephant ear washer system and removal with surgical tweezers. This case report investigated a probable topical ciprofloxacin/dexamethasone-induced ear precipitate formation in the ear canal, which, subsequently, was successfully removed from the patient's ear canal.

The Pharmacists' Role in Disease Outbreaks: Navigating the Dynamics of Uncertainty Before, During, and After Disease Outbreaks.

Vaccination rates are on the decline as parents avoid doctor's visits with their children. In addition, the antivaccination movement has led to a significant portion of the population remaining unvaccinated or undervaccinated. Outbreaks in the United States within the past year have highlighted the need for better education and communication regarding the efficacy and safety of vaccinations as well as important steps to reduce disease transmission. Patients may be fearful and have questions about how these outbreaks will affect themselves and their families, especially those in immunocompromised states and pregnant women. Pharmacists are poised to provide this education and start a dialogue with patients and other health care professionals with regard to disease outbreaks. Additionally, in times of outbreak, pharmacists encounter obscure questions from both healthy and at-risk populations that fear contraction of a particular disease. The purpose of this commentary is to describe previous outbreaks and to explore the pharmacists' role in disease prevention.

A Task Force on Recruitment, Admissions, and Retention to Improve Pharmacy College Admissions Outcomes.

Objective. To create a task force on recruitment, admission, and retention, and assess pharmacy students' opinions and perceived value of the initiatives implemented. Methods. A task force on recruitment, admission, and retention was created at the University of Florida College of Pharmacy to build relationships between the college and incoming students and improve the admissions process. Admission and retention initiatives were implemented over a three-year period. All applicants who received an offer of admission, whether they accepted or declined, were invited to complete an online survey designed to solicit feedback on the admissions and retention initiatives. Results. The response rate to the survey was 80.3% in 2016 and 85.7% in 2017. The majority of students who responded reported that the admission and retention initiatives were helpful with regard to building connections with the college of pharmacy. In the three years after the task force implemented the admissions and retention initiatives, the admission yield (total number of students who accepted admission divided by the number offered admission) increased from 72.5% in 2015 to 79.5% in 2016 and 81.9% in 2017. Conclusion. Development of a task force specifically aimed to build relationships with students accepted to the college through strategic initiatives was instrumental in increasing admission yield and reducing the number of applicants who initially accepted an offer of admission and then chose not to attend the college.