Could coping with your inner critic be the key to unlocking your scholarly writing?

INTRODUCTION: Though various barriers to productive writing habits exist in academia, scholarship is a critical part of faculty expectations. One barrier that has not been well addressed in the literature is the presence and interference of a negative inner critic, an internal voice or dialogue that criticizes work, halts creativity, and paralyzes writing. COMMENTARY: The purpose of this commentary is to describe the limited evidence-base and anecdotal strategies shown to support increased writing productivity by acknowledging and navigating the inner critic. With strategies such as proper identification, acknowledgment, strong mentor-mentee relationships, personifying the inner critic, embracing a growth mindset, and considering the distinct phases of writing, faculty can cope with their critical inner voice and reclaim control of their scholarly writing productivity. IMPLICATIONS: With such a heavy emphasis on writing productivity for faculty, faculty are encouraged to more formally explore and implement professional development strategies to help navigate their inner critic and bolster writing productivity.

Student perspectives on caring and connectedness in the PharmD classroom.

INTRODUCTION: Mental health concerns are increasing exponentially within the college student population. Successfully coping with the stress of adjusting to college can be difficult particularly for students majoring in science- and health-related disciplines like pharmacy. This study aimed to understand how well-being is integrated and could be improved upon within the learning environment from the students' perspective. METHODS: Several college of pharmacy faculty collaborated with campus wellness staff through an initiative that aimed to integrate mental health and well-being strategies into the learning environment. At the end of each semester, pharmacy students responded to open-ended questions meant to evaluate their perspectives of the professor participating in the well-being program. Grounded theory was used to code the responses. RESULTS: Four themes emerged from the student responses: (1) Instruct in a creative, consistent, and clear manner; (2) Be genuine; (3) Establish a welcoming environment; and (4) Invest in students. Pharmacy students experienced their classrooms as more than just a place to learn class material but as an environment that valued the students as people. CONCLUSIONS: The study highlights the role of faculty as educators of classroom material and of including practices that facilitate a sense of connectedness and caring within the classroom.

COVID-19 Pandemic Challenges and Lessons Learned by Pharmacy Educators Around the Globe.

The coronavirus identified in 2019 (COVID-19) has affected peoples' lives worldwide. This pandemic forced both pharmacy faculty members and students to adapt to a new teaching and learning environment not only in the United States but around the globe. Pharmacy educators faced challenges and opportunities to convert classroom learning and experiences, as well as student assessments, to a remote or online format. The unique approaches taken to overcome difficulties in various countries showed pharmacy faculty members' resilience in the face of adversity and their determination to continue providing education to students. The pandemic also shed light on areas needing improvement for pharmacy educators to work on in the future.

Predictors and Motivation of Preceptors' Interest in Precepting of Pharmacy Interns-Do We Have a Useful Questionnaire?

PURPOSE: To determine the potential value of an adapted questionnaire to discover the predictors of preceptors' higher interest in precepting pharmacy interns and to evaluate preceptors' motivational factors and incentives for teaching as well as their professional satisfaction. METHOD: A link to the survey study of adapted questionnaire (JSAMPPP) was e-mailed to all pharmacists registered with the Pharmaceutical Chamber of the Republic of Srpska. Pharmacists' demographic and work experience characteristics, their attitudes related to motivation for precepting, value of incentives for precepting, job satisfaction, and influence of interns on pharmacists' professional practice were obtained. RESULTS: Half of the preceptors who reported feeling satisfied with their professional life also showed interest in teaching. In addition, teaching pharmacy students positively contributed to the overall job satisfaction of the preceptors. Pharmacy preceptors were found to be most motivated by intrinsic factors. The most valued incentives reported were those related to continuing education. CONCLUSIONS: The adapted questionnaire has potential value and it revealed the following predictors of preceptors' higher interest in precepting: enjoyment of teaching, satisfaction with professional life, satisfaction as a pharmacy preceptor, and interns' influence on preceptors. These identified predictors can be emphasized to improve pharmacy students' internship experiences, thereby reinforcing the pharmacy profession.

A Paradigm Shift in US Experiential Pharmacy Education Accelerated by the COVID-19 Pandemic.

The coronavirus identified in 2019 (COVID-19) has caused dramatic disruptions in pharmacy experiential education. Administrators and programs have worked to help external preceptors, faculty members, and students cope with the new realities of virtual or remote experiences and new or increased use of telemedicine. Clear and effective lines of communication as well as well-reasoned and resourced alternative plans are necessary to help manage the current issues and prepare for future challenges. Doctor of Pharmacy programs should enhance their focus not just on the physical health and well-being of students, faculty members, and external preceptors, but also on their mental and emotional health. The full scope of the impact of the pandemic on experiential education in pharmacy is still unclear, but this situation should serve as a stimulus for innovation and rethinking the paradigm of how pharmacy programs educate and prepare students for pharmacy practice.

Facilitating Wellbeing in a Turbulent Time.

The novel coronavirus 2019 (COVID-19) pandemic has changed the way we live, work, and study. As faculty members, staff members, and students attempt to create and maintain a new normal because of this pandemic, the preservation of wellbeing becomes the responsibility of each and every one of us. The pandemic has taught us not to presume the importance of wellbeing and has allowed us time to reflect on establishing new assumptions and beliefs about how and when we work and study; how to be more efficient in our work and home responsibilities; and above all, what is most important. We must support ourselves and our students by maintaining a routine, modifying work and coursework expectations, and seeking psychosocial support if needed. Focusing on promoting wellbeing through leadership will move our institutions forward to a brighter future beyond COVID-19.

Fulfilling the Tripartite Mission During a Pandemic.

This commentary examines the challenges pharmacy faculty members have faced while working to fulfill their school's tripartite mission of teaching, research, and service during the coronavirus identified in 2019 (COVID-19) pandemic. It also outlines considerations that need to be made before moving forward regarding communication, collaboration, and culture. The pandemic has created opportunities for pharmacy educators to take instructional risks and attempt new didactic and experiential teaching methods and assessment strategies. Working remotely has not only altered pharmacy education, but also scholarship and service. Conducting a broad range of collaborations with accelerated timelines to address COVID-19 has in some instances forged new relationships both between and within universities and focused faculty members on grantsmanship and writing. Faculty governance and administrative leadership have been focused on solving challenges resulting from the COVID-19 pandemic in a collaborative, transparent approach guided by faculty bylaws. Programs have found ways to use these changes to their advantage while advancing the mission of the Academy, which can contribute to changing the culture of how we interact and care about each other with the hope that the positive changes made have an enduring and meaningful impact for years to come.

Pharmacy educators' views on graduate attributes and case-based learning in an undergraduate degree.

BACKGROUND AND PURPOSE: The nature, form, and process of activating graduate attributes is an expanding research focus within the field of professional education. The focus on graduate capabilities has led to higher education institutions interrogating current curricula practices with a view to exploring innovative ways to transform curricula and pedagogy. This article explores pharmacy educators' views on which graduate attributes are important and investigates the role of case-based learning (CBL) in developing graduate attributes in a single university program. EDUCATIONAL ACTIVITY AND SETTING: This qualitative study is based on data drawn from reflective interviews with pharmacy educators on graduate attributes and from document analysis. Data were analyzed against a framework of graduate attributes and grouped into three domains encompassing knowledge and action as well as construction of graduates' identities as members of a profession. FINDINGS: The graduate attributes identified by pharmacy educators resonated with the extant literature, organizational policy documents, and the professional council's accreditation framework. The domains of knowledge (Domain 1) and possessing and displaying (Domain 2) are sufficiently addressed in the curriculum. However, engagement with identity construction and roles and responsibilities (Domain 3) appears to be relatively less-developed through CBL. SUMMARY: While CBL in its current form exhibits limitations with regard to developing Domain 3, it has the potential to develop this through emotionally rich cases, role models, and greater integration of CBL and inter-professional education (IPE) as well as making graduate attributes more explicit within the curriculum.

Gin and tonic: A recipe for success.

INTRODUCTION: As members of a profession that supports lifelong learning, faculty and students must both engage in a bi-directional learning partnership that promotes competence, critical inquiry, and a focus on growth and investment in relationships. PERSPECTIVE: We are all part of a profession that ought to develop learners and leaders, help make each other resilient, and create a forum for innovative thinking and putting patients at the center of our care. We cannot solely focus on one job. This article reflects on the power of mentorship and offers a recipe for engaging mentors and mentees as learning partners. Mentors can look to mentees as learning partners and intentionally bring meaning and purpose into discussions through humility and vulnerability. IMPLICATIONS: We can learn as much from our mentees as we can teach them. It is a partnership that requires mutual trust, compassion, and utmost respect.

Item analysis of emotional exhaustion in pharmacy practice faculty.

INTRODUCTION: The primary objective of this study was to identify the single question on the Maslach Burnout Inventory - Educator Survey (MBI-ES) that correlated with high emotional exhaustion (EE) among pharmacy practice faculty. METHODS: We analyzed data collected from the electronic administration of the MBI-ES to faculty at United States (US) colleges and schools of pharmacy in 2014. For our primary outcome, we used Spearman's rho correlation (rs) to identify a single question on the MBI-ES that was highly correlated with high EE (one of three subscales of MBI-ES). We calculated likelihood ratio statistics for each level of the item with the largest rs with total EE, then converted those to adjusted predicted probabilities of high EE. De-identified data were collected via Qualtrics version 60949 (Provo, Utah) and analyzed using IBM SPSS Statistics, Version 22.0 (Armonk, NY). RESULTS: The single item, "I feel emotionally drained from my work" (rs = 0.833, p = 0.01), was most correlated with high EE score on the MBI-ES. Faculty who reported "I feel emotionally drained from my work" once per week and few times per week had 62.8% and 93% chance of having high EE, respectively. CONCLUSION: The single item that was most highly correlated with EE may be used for further evaluation of faculty who may be at risk for burnout. Interventions for reducing burnout among pharmacy practice faculty are critically needed for sustaining our pool of faculty.

Comparing faculty evaluations of student journal club presentations with student self- and peer evaluations during advanced pharmacy practice experiences.

BACKGROUND AND PURPOSE: Self-evaluation is a critical step in professional development. Peer evaluation may enhance student learning and help peer evaluators recognize their own limitations. However, these evaluations may not accurately assess performance. This study's purpose is to evaluate differences between faculty, self-, and peer evaluations of student journal club (JC) presentations during advanced pharmacy practice experiences (APPEs). EDUCATIONAL ACTIVITY AND SETTING: Student JC presentations for three APPE sites were identified between May 2015 and April 2018 and included if at least one faculty, self-, and peer evaluation were complete. Overall grades and individual rubric ratings were compared. FINDINGS: Seventy-four students had complete data sets. The mean overall scores for JC presentations were 82.72%, 86.05%, and 91.01% for faculty, self-, and peer evaluations, respectively. Self-evaluation ratings were significantly higher than faculty on each domain, except for "presentation and communication skills" (mean difference: -0.2, p = .034) and "ability to answer questions" (mean difference: -0.1, p = .247). Linear regression showed a statistically significant relationship between self-evaluation and faculty evaluation ratings for ability to answer questions (beta = 0.5, p < .001). Peer evaluation ratings were significantly higher than faculty and self-evaluations (p < .05). SUMMARY: Faculty scores on JC presentations completed during APPEs were lower compared to student evaluations of themselves and their peers. Further incorporation of self- and peer evaluation throughout pharmacy school curricula may improve student competence in performing these evaluations. Formal training is needed to improve students' ability to complete self and peer evaluations.

Pharmacy faculty and students' perceptions of standardized patients for objective structured clinical examinations.

BACKGROUND AND PURPOSE: Objective structured clinical examinations (OSCEs) are one method of assessing clinical competency and communication in doctor of pharmacy programs. The purpose of this study was to capture student and faculty perceptions regarding the use of standardized patients (SPs) in administering OSCEs. EDUCATIONAL ACTIVITY AND SETTING: Pharmacy students in our program initially participated in OSCEs using internal-SPs (I-SPs) that consisted of faculty and staff acting as patients. One year later, we piloted use of trained actor-based SPs and surveyed students and faculty about the experience. FINDINGS: Fifty-four (80.6%) students and 12 (92.3%) faculty members completed the survey. When asked about their interactions with SPs, 42 (77.8%) students either agreed or strongly agreed that SPs portrayed patients more realistically and 41 (75.9%) students perceived SPs created a more comfortable environment for patient communication than I-SPs. Thirty-six (66.7%) students either agreed or strongly agreed to feeling more confident when communicating with patients, and 33 (61.1%) felt more confident making recommendations. Ten (83.3%) faculty members either agreed or strongly agreed that SPs portrayed patient interactions more realistically, and 7 (58.3%) felt SPs were more consistent in their simulated patient portrayal for the duration of the OSCE. SUMMARY: Pharmacy students felt more confident in their ability to communicate and interact with the patient during their OSCEs when actor-based SPs were used. Both students and faculty members perceived this SP portrayal of patient interactions as more realistic than I-SPs and recommended the continued use of actor-based SPs for OSCEs.

Grit in pharmacy faculty: A pilot analysis focused on productivity measures.

INTRODUCTION: Grit, a "perseverance and passion for long-term goals," is an important characteristic that has been linked to success in academics and career endeavors. In pharmacy education, there have been mixed results on grit as a predictor of academic performance in pharmacy students. Furthermore, there have been no studies on the implications of grit in pharmacy faculty. The purpose of this study was to determine pharmacy faculty Short Grit Scale (Grit-S) scores at two universities and whether those scores correlate with faculty productivity. METHODS: A 36-item electronic survey was administered to pharmacy faculty members at two institutions. Baseline demographics and self-reported Grit-S scores were obtained. Metrics of productivity in the areas of teaching, scholarship, and service were defined using quantitative measures. Non-parametric analyses were conducted to test if higher Grit-S scores correlated with other variables. RESULTS: Faculty reported an average Grit-S score of 3.68. There was no significant correlation between Grit-S scores and components of faculty productivity in teaching and service for the previous academic year or career. Higher Grit-S scores had a moderately positive correlation with the number of peer-reviewed publications in 2017. CONCLUSION: Grit-S scores are high among pharmacy faculty and were not correlated with higher productivity in most components of faculty workload.

Assessment of a Faculty and Preceptor Development Intervention to Foster Self-Awareness and Self-Confidence.

Objective. To conduct and evaluate the outcomes of a pharmacy faculty and preceptor development program to foster self-awareness and self-confidence. Methods. A faculty and preceptor development intervention was implemented in a multi-campus college of pharmacy to promote and assess for improvements in self-awareness and self-confidence. Faculty members and preceptors were surveyed regarding their self-perceptions and confidence at baseline and following an intervention in which they completed the Birkman Method self-assessment and participated in a training program with an active-learning component. A longitudinal follow-up survey was conducted to assess the long-term impacts of the intervention. Results. Faculty members and preceptors experienced significant improvements in self-awareness from baseline following the development intervention. They also experienced increases in self-confidence related to coaching. A survey evaluating the longitudinal impact of the intervention indicated a positive association between receiving a sufficient level of Birkman Method training and improved ability of both faculty members and preceptors to manage professional relationships. Similarly, a positive association was identified between the sufficiency of training and preceptors' confidence in their ability to manage personal relationships and stress following the intervention. Conclusion. Faculty members and preceptors teach students to be more self-aware and confident, yet both groups often need to grow in these areas themselves. A faculty and preceptor development intervention using the Birkman Method self-assessment is one approach to facilitating growth in these educators' self-awareness and self-confidence.

Surveys of pharmacy students and pharmacy educators regarding medical marijuana.

INTRODUCTION: In this study, a cohort of Ohio pharmacy students were surveyed about knowledge and attitudes regarding medical marijuana (MMJ). Pharmacy educators in legalized states were asked how MMJ education was incorporated into pharmacy curricula. METHODS: Pharmacy students from six colleges were emailed surveys. Pharmacy educators from 79 colleges in states with legal MMJ programs were emailed regarding curricular content covering MMJ. RESULTS: A total of 319 student respondents received scores between 50 and 60% on knowledge-based questions. Students favored legalization of medical, but not recreational marijuana; they are not confident in ability to counsel; they believe little education on MMJ is provided in pharmacy school; and feel that more education is needed on MMJ. Students supporting MMJ were more likely to support recreational use of marijuana (p < 0.001), and education about MMJ (p < 0.001). Students in advanced years were less willing to dispense medical marijuana (p < 0.01), and less likely to support pharmacist availability for counseling (p < 0.05). Sixty-two percent of colleges who responded to the survey in legalized states provided education on MMJ to pharmacy students. Sixty-four percent of colleges responding who provided MMJ education offered a required course; 84.6% educated on indications and misuse/abuse; 92.3% on side effects, and adverse drug reactions; 53.8% on drug interactions. CONCLUSION: Ohio pharmacy student knowledge regarding medical marijuana is low. Students believe pharmacists should be available for counseling on MMJ; they feel unprepared to dispense MMJ, and would like more education on MMJ. Some colleges of pharmacy in the US report providing MMJ education; extent is unknown.

How Faculty Recognized for Teaching Excellence Interpret and Respond to Student Ratings of Teaching.

Objective. To determine how experienced pharmacy educators who have been recognized for teaching excellence interpret and respond to end-of-course student ratings of their teaching. Methods. An expert sampling technique was used to identify pharmacy faculty members who had been recognized by the American Association of Colleges of Pharmacy (AACP) for teaching excellence as potential participants in the study. Sixteen of these faculty members were independently identified by two or more of the researchers as trusted candidates for the study, and 10 of these were randomly selected and invited to be interviewed via a web-conferencing platform. The interviews were transcribed and thematic analysis was used to identify overall themes. Results. Nine pharmacy faculty members representing both practice-based (n=5) and non-practice (n=4) backgrounds participated in the interviews. The three primary themes that emerged from the interviews regarding approach to interpreting student evaluations of instruction were "Use to improve," "Trends," and "Value input." The four primary themes that emerged regarding advice for new instructors were "Use to improve," "Reflect," "Do not take personally," and "Themes." Conclusion. The faculty participants recognized for teaching excellence were consistent in their attitudes of valuing student feedback and using it as a tool for continuous quality improvement. While recognizing the limitations of student ratings of teaching, the participants used them as part of a reflective and holistic approach to teaching. These teaching experts provided valuable insight for new instructors, such as do not compromise instruction and do not take student ratings personally.

The effects of flipped classrooms on undergraduate pharmaceutical marketing learning: A clustered randomized controlled study.

BACKGROUND: Recently, flipped classrooms (FCs) have gradually been used in Chinese higher education settings. However, few studies have focused on the effects of FCs on interdisciplinary curricula. The purpose of this study was to examine the impact of an FC on the engagement, performance, and perceptions of students and on teacher-student interaction in a pharmaceutical marketing course. DESIGN: A clustered randomized controlled study was conducted, with 137 junior-year pharmacy undergraduates using an FC serving as the intervention group, in contrast to students using lecture-based learning (LBL) as the control group. Flanders' interaction analysis system (FIAS) was used to measure teacher-student interaction, and questionnaires regarding attitudes toward and satisfaction with the teaching model were administered. RESULTS: The students in the FC group scored significantly higher than those in the LBL group (88.21±5.95 vs. 80.05±5.59, t = -8.08, p = 0.000) on pharmaceutical marketing. The multiple linear regression results showed that the FC model had a significant impact on student performance (ß = 8.16, p<0.0001). The percentages of teacher talk in the FC and LBL groups were 21% and 96%, respectively (χ2 = 2170.274, p = 0.000); however, the percentages of student talk in the FC and LBL groups were 75% and 2.6%, respectively (χ2 = 2012.483, p = 0.000). Compared with the LBL group, most students in the FC group held more positive attitudes toward the teaching model; the mean scores for the 8 attitude attributes in the FC group were significantly higher than those in the LBL group (p = 0.000). There were significant differences in the ratings of satisfaction with teacher-student interaction (p = 0.000), the students' learning attitude (p = 0.000), the teacher's preparatory work (p = 0.000), the teaching objective (p = 0.000), and the teaching effect (p = 0.000) between the two groups. CONCLUSION: Compared with LBL methods, implementing the FC model improved student performance, increased teacher-student interaction and generated positive student attitudes toward the experience. As an effective pedagogical model, it can also stimulate pharmacy students' learning interest and improve their self-learning abilities.

Mothers in academic pharmacy.

INTRODUCTION: The proportion of women pharmacists has been rapidly increasing for many years, from 43.3% of licensed pharmacists in 2000 to 52.7% in 2014. Yet women may be less likely to consider certain positions in pharmacy due to concerns of balancing work and motherhood responsibilities. The terms "motherhood penalty" and "baby penalty" have been used to describe the consequences of child-bearing responsibilities on the careers of women, including academic pharmacy. Many workplaces have established interventions to address the motherhood and baby penalties, including policies such as extended child-bearing leave and better childcare options. COMMENTARY AND IMPLICATIONS: However, there is still much understanding and improvement needed from the pharmacy academy administration to elicit a true change in culture. How can we create this culture shift? This article emphasizes a call to action to address this need for change.

Geriatric education in schools of pharmacy: Students' and educators' perspectives in Qatar and Canada.

INTRODUCTION: Older adults constitute the largest population admitted to hospitals due to chronic diseases, which requires appropriate prescribing of medications and comprehensive pharmaceutical care. The views and perspectives of students and educators can inform curriculum review in geriatric education in pharmacy schools. METHODS: A cross sectional online survey containing 34 questions covering the areas of curriculum content and perceived needs for geriatric education was administered to students, faculty members, and preceptors. Data analysis included descriptive and inferential statistics. RESULTS: The majority of participants indicated that their pharmacy school offered geriatric education. Pharmacokinetic/Pharmacodynamic Considerations in the Elderly was the topic most frequently reported to be covered in the geriatric curricula. Significantly more use of small groups discussions for delivering the geriatric curriculum was reported by respondents in Qatar than in Canada. Experiential geriatric education was available in both countries, although duration of rotations were reported to be longer in Canada than in Qatar. The majority of respondents perceived that students were moderately prepared for providing geriatric care. DISCUSSION: This is the first study conducted to explore the current state of geriatric education in a pharmacy school in the Middle East in comparison with a well-established Canadian pharmacy curricula. CONCLUSION: Both pharmacy schools studied offer a compulsory course on special populations that includes a similar geriatric curriculum. Future surveys should investigate how geriatric content in the pharmacy curricula is being evaluated.