Predictors of student pharmacist success on an advanced pharmacy practice experience-readiness performance-based assessment.

INTRODUCTION: The study objective was determining the relationship of certain predictor variables with student performance on an advanced pharmacy practice experience (APPE)-readiness performance-based assessment (PBA) in the third professional year (P3). METHODS: This retrospective study aimed to identify if student predictors and/or curricular-related predictor variables correlate with student performance on a patient interview and documentation activity (PIDA), an APPE-readiness assessment. Student predictors included Pharmacy College Admission Test score, pre-pharmacy cumulative grade point average (GPA), end of first professional year (P1) GPA, end of second professional year GPA, end of fall P3 GPA, and elective Pharmacists' Patient Care Process (PPCP) score. Curricular-related predictor variables comprised specific activities with emphasis on patient care skill development in P1 through P3 years. Adjusted and unadjusted linear regression models assessed correlations between PIDA score and student predictors as well as curricular variables. RESULTS: Students from the Classes of 2018 through 2020 at Southern Illinois University Edwardsville School of Pharmacy (N = 231) were included. Two student predictors, P3 GPA and PPCP elective score, showed statistically significant correlations with PIDA performance. One curriculum-related variable, P3 activity with an emphasis on medication reconciliation, demonstrated a statistically significant correlation with student performance on the PIDA. CONCLUSIONS: Student performance on a cumulative PBA may be predictive from prior curricular learning experiences that assess similar patient care skills. The predictive impact of the elective PPCP score on a PBA needs additional research. Recent implementation of a new curriculum may lead to identification of other predictors of student success on PBAs.

Electronic Health Records in Pharmacy Skills-based Curricula.

Electronic health records (EHRs) are integral to contemporary pharmacy practice. The use of EHRs and associated skill development in curricula across pharmacy education is variable. Skills-based courses in the Doctor of Pharmacy curriculum are ideal areas to develop these competencies' and integrate EHR use and skills with the Pharmacists' Patient Care Process. Consideration should be given by each school and college of pharmacy for having an EHR curriculum embedded within skills-based courses to prepare students for advanced pharmacy practice experiences as well as professional practice after graduation. A consensus on what skills or competencies should be consistently included in pharmacy curricula should be developed across pharmacy education to increase consistency in the delivery of EHR skills education and assessment. Emphasis on EHR skills and incorporation of them into national pharmacy education standards would help further guide development and assessment, as well as ensure new pharmacists are on the cutting edge of patient care and technology.

A pilot study assessing the impact of a polypharmacy mock medication simulation on student adherence and empathy.

INTRODUCTION: With non-adherence rates rising among patients, educational activities to prepare future practitioners to be more empathetic and have a more personal understanding of patients' complex medication regimens need to be developed and assessed. The objective of this study was to assess student adherence as well as change in empathy after students immerse themselves in a polypharmacy mock medication simulation. METHODS: First professional year pharmacy (P1) students were recruited to participate in a pilot polypharmacy simulation consisting of eight prescriptions taken for seven days. Baseline characteristics and empathy (Kiersma-Chen Empathy Scale [KCES]) were assessed in pre-surveys, and student medication adherence, empathy (KCES), and insight into activity were assessed in post-surveys. RESULTS: There was not a statistically significant change in the total mean empathy score between pre- and post-KCES (83 vs. 82, p = 1.0). One KCES question, "I will not allow myself to be influenced by someone's feeling when determining the best treatment," produced a significant change in mean score (4.77 vs. 4.10, p = 0.02). The average percentage of late and missed doses as self-reported by students, was 5.63% and 5.04%, respectively. Two themes emerged regarding student perception of the experience: improved patient counseling regarding adherence and improved empathy and patient perspective on medication regimen complexity. CONCLUSIONS: Despite a lack of significant change in KCES after participating in the mock medication regimen, qualitative analysis revealed students believed the experience improved their patient counseling skills regarding adherence and further developed their empathy and patient perspective regarding medication regimen complexity.

An Exploratory Study Using Visual Thinking Strategies to Improve Undergraduate Students' Observational Skills.

Objective. To describe a teaching approach that incorporated visual thinking strategies (VTS) into an existing health humanities course and measure the effects on the observation skills of undergraduate health professions students. Methods. Visual thinking strategies were used to introduce students to a variety of health-related topics. Each week a facilitated 15-minute discussion was held about a work of art related to the day's topic. Pre- and post-course assessments were administered in which students were shown three images and asked to describe what they observed in each image. Student responses were evaluated using deductive content analysis with two different categorization matrices. The assessments also included six Likert-style questions. Results. For matrix one, the most frequent type of observation was naming or identifying something. Growth between pre- and post-course assessments occurred in the following categories: what is happening, how it looks, and where it is located. The number of student observations for two of the three images increased. The majority of students indicated that the use of this visual art exercise was an enjoyable learning experience. Conclusion. In future studies, a larger sample size and inclusion of a control group could better demonstrate the meaningful impact of VTS on developing students' observational skills.

Student Self-Assessment and Faculty Assessment of Performance in an Interprofessional Error Disclosure Simulation Training Program.

Objectives. To conduct a prospective evaluation for effectiveness of an error disclosure assessment tool and video recordings to enhance student learning and metacognitive skills while assessing the IPEC competencies. Design. The instruments for assessing performance (planning, communication, process, and team dynamics) in interprofessional error disclosure were developed. Student self-assessment of performance before and after viewing the recordings of their encounters were obtained. Faculty used a similar instrument to conduct real-time assessments. An instrument to assess achievement of the Interprofessional Education Collaborative (IPEC) core competencies was developed. Qualitative data was reviewed to determine student and faculty perceptions of the simulation. Assessment. The interprofessional simulation training involved a total of 233 students (50 dental, 109 nursing and 74 pharmacy). Use of video recordings made a significant difference in student self-assessment for communication and process categories of error disclosure. No differences in student self-assessments were noted among the different professions. There were differences among the family member affects for planning and communication for both pre-video and post-video data. There were significant differences between student self-assessment and faculty assessment for all paired comparisons, except communication in student post-video self-assessment. Students' perceptions of achievement of the IPEC core competencies were positive. Conclusion. The use of assessment instruments and video recordings may have enhanced students' metacognitive skills for assessing performance in interprofessional error disclosure. The simulation training was effective in enhancing perceptions on achievement of IPEC core competencies. This enhanced assessment process appeared to enhance learning about the skills needed for interprofessional error disclosure.