The lost art of intergenerational mentorship in health services research and teaching in pharmacy: The CRoME lab example.

INTRODUCTION: Intergenerational mentorship (IM) promotes collaborative learning while challenging traditional hierarchies by promoting bidirectional knowledge exchange between experienced professionals and students. The IM model emphasizes "reverse mentoring" to foster relationships based on respect, responsibility, reciprocity, and resiliency while enhancing education and mentorship quality in the pharmacy and health services research. PERSPECTIVE: The Collaborative Research on Medication use & family health (CRoME) Lab at the University of Wisconsin-Madison School of Pharmacy showcases intergenerational mentorship in health services research in pharmacy. With a diverse team, including faculty, research scientists, and students, this research Lab specifically applies IM principle into every aspect of teaching and research with a unique focus on building students' skills in community-engaged leadership. For example, student members of the CRoME Lab are mentored to integrate youth perspectives into all aspects of their research and collaborate with multiple advisory boards to improve the quality of their health services research projects. All student members are provided various opportunities to practice community-based and scientific presentations and publication skills. Emphasizing community-engaged leadership extends impact beyond academia, highlighting intergenerational mentorship's influence on community engagement in the field of pharmacy. IMPLICATIONS: The CRoME Lab highlights the profound impact of intergenerational mentorship in pharmacy, fostering collaboration and developing highly skilled pharmacists. This approach is crucial for shaping a blend of tradition and innovation, while benefiting the pharmacy profession by facilitating knowledge transfer, continuous learning, and leadership development among successful alumni.

Training student pharmacists to administer long-acting injectable medications.

Objective/Process: In June of 2022, the State of Maryland Board of Pharmacy issued regulations permitting pharmacist administration of maintenance injectable medications. Subsequently, the University of Maryland School of Pharmacy created a laboratory to train student pharmacists based on these regulations on administering long-acting maintenance injections. This training included a review of regulations, reconstitution and administration of medications, and education for patients and caregivers on long-acting injectable medications. This is the first training the authors are aware of incorporating both reconstitution and administration of these medications. The objective of this paper is to describe the laboratory details and future directions of the training course. Results/Conclusions: The first training laboratory trained 94 student pharmacists in the administration technique of long-acting injectable medications. The program has been adapted for practicing pharmacists and other healthcare providers. Thus far, more than 300 practitioners have participated in the learning lab.

Why get involved? A cross-sectional survey of factors that influence student pharmacist membership in professional organizations.

INTRODUCTION: Understanding factors that motivate and deter student pharmacists from joining professional pharmacy organizations may assist schools and organizations in determining ways to recruit, engage, and support the next generation of pharmacy professionals. The objective is to identify motivating and hindering factors related to student pharmacist membership in professional pharmacy organizations. METHODS: A cross-sectional survey was sent to the American Association of Colleges of Pharmacy Student Services Personnel community members for distribution to student pharmacists at their respective schools. The survey collected demographic data, determined the extent of student membership and leadership involvement within professional organizations, and assessed factors that motivate and deter student pharmacist membership in organizations. RESULTS: 467 students completed the survey. Seventy percent indicated they are currently involved in one or more pharmacy organizations. Final-year students were less likely to join organizations than other professional years (p < 0.001). Women (p = 0.001) were more likely to join and hold leadership positions, as were younger-aged students (p = 0.001) and those living on or near campus (p = 0.049). Opportunities for professional development was the highest-ranked factor motivating students to join a professional organization, and the time required for participation was the highest-ranked hindering factor. CONCLUSION: Numerous factors affect student pharmacists' decisions to join professional pharmacy organizations. This information may assist in determining ways to recruit and engage students starting early in their pharmacy education. It may be prudent to redefine student engagement within professional organizations, especially in the context of new generations of students.

Student pharmacists' perceptions of a NAPLEX preparation module in the pharmacy curriculum at one United States college of pharmacy.

BACKGROUND AND PURPOSE: To investigate final-year student pharmacists' experiences of a new module for North American Pharmacist Licensure Examination® (NAPLEX®) preparation at one college of pharmacy in the United States. EDUCATIONAL ACTIVITY AND SETTING: All student pharmacists enrolled in a new Spring 2023 module for NAPLEX preparation (n = 118) were invited to complete an electronic questionnaire and participate in a semi-structured interview. The questionnaire investigated the perceived helpfulness, grading, importance, prioritization, structure, and timing of the module in the curriculum, as well as assignment choices, confidence building, and time management using a six-point Likert scale. Semi-structured interviews investigated experiences with NAPLEX modules, time management, and course format. Questionnaire data were descriptively analyzed; interview data were thematically analyzed. FINDINGS: Forty-one completed questionnaires and seven interviews were analyzed. Median scores for questionnaire items were six (denoting strongly agree) for three items, five (denoting agree) for seven items, and four (denoting somewhat agree) for two items. Twenty-three (56%) students desired an online self-directed (asynchronous) course structure. Seventeen (42%) students desired a mixture of short and long course assignments with a greater proportion of short course assignments while another 17 (42%) desired only short course assignments. Two themes were constructed from interviews: timing (when to study for NAPLEX) and structure (how to study for NAPLEX). SUMMARY: Study findings indicated typically positive perceptions of a module for NAPLEX preparation among final-year student pharmacists at a college of pharmacy in the United States. Recommendations from students can be used to improve the module in future years.

Assessing the effectiveness of virtual reality to promote empathy for patients through a mixed-methods study.

OBJECTIVE: To describe the implementation and outcomes of EmpathyVR, an immersive experience using virtual reality (VR) to promote empathy for patients with physical limitations due to chronic diseases. METHODS: First-year student pharmacists participated in a learning experience that incorporated VR and stiff gloves to simulate physical limitations associated with color-blindness and arthritis, respectively. Students completed pre- and post-intervention surveys that included the Kiersma-Chen Empathy Scale and measures of immersion, user enjoyment, perceived usefulness for learning, and adverse effects of the experience. A focus group was also conducted with 6 students to obtain additional feedback on the learning experience. RESULTS: Of the 132 students who were enrolled in the program, 131 completed the assigned tasks; 117 of these agreed to participate in the study, and their data were included in the analyses. There was a significant improvement in empathy scores in the cognitive domain from pre- to post-intervention. Post-intervention survey results also demonstrated a high degree of immersion in the experience, high levels of self-reported enjoyment, and high levels of perceived usefulness of the activity to support learning. There was a low to moderate incidence of minor self-reported adverse effects from the activity. Focus group feedback was also positive. One student stated, "… it really allowed you to think and put yourself in their shoes." CONCLUSION: Implementation of a VR-based learning activity into the first semester of the PharmD curriculum was successful and resulted in improved student empathy scores and a positive learning experience.

One School of Pharmacy's Experience of Talking With Student Pharmacists About Coping With Patient Death.

OBJECTIVE: End-of-life care is an important aspect of health care profession education; however, little has been published about preparing student pharmacists for the emotional impact of their patient dying. This manuscript describes using a question-and-answer seminar with a mixed faculty and student panel, members of which had been impacted by a patient's death, as a stimulus for student reflection on how they might cope in similar circumstances. METHODS: Students attending the seminar were provided a guiding prompt for reflecting on what would help them respond to a patient's death. The resulting essays were analyzed for 5 themes inspired by the guiding prompt, and categories of responses for each theme were created using an inductive approach. Descriptive statistics were used to analyze the results. RESULTS: A total of 69 student pharmacists submitted essays and 552 statements were identified and coded into 5 themes and 23 categories. The most commonly addressed theme was "personal strategies" for coping with loss, whereas the least addressed was "resources" available to pharmacists. The most commonly mentioned strategies were "acknowledge your emotions" and "talk with others." CONCLUSION: A simple-to-implement seminar was effective at stimulating student reflection on how they would cope with a patient's death. Although some students had already experienced the death of a patient, others stated they had never considered that their patients may die, supporting the importance of the panel discussion.

Development and validation of a performance-based palliative care assessment tool for student pharmacists.

INTRODUCTION: Integration of hospice and palliative care principles within pharmacy curricula is essential to fill the need of pharmacist training in this growing specialty. A formalized assessment tool to evaluate skill development does not exist for student pharmacists specific to palliative care. The objective of this study was to develop a valid and reliable, palliative care-focused, performance-based assessment tool for student pharmacists. METHODS: Eight academic palliative care (PC) pharmacists were recruited for the workgroup to perform domain development, validation, tool creation, and reliability testing for this performance-based assessment tool. Hospice and palliative care clinical pharmacist entrustable professional activities (EPAs) served as the framework. Content validity testing utilized content validity index and scale universal agreement (S-CVI/UA) to determine level of agreement for activities included in the tool. Student volunteers completed a standardized patient case and workgroup members served as raters during the reliability testing phase. Interrater reliability was measured through calculation of Fleiss Kappa scores for each activity. RESULTS: Out of 14 EPAs, nine were deemed "essential" to include in the tool. Thirty-four supporting activities for the nine essential EPAs were drafted. Two rounds of content validity testing were necessary to achieve S-CVI/UA of 0.9593. Consensus was reached from workgroup members for activities deemed necessary to include in the tool after questionnaire distribution utilizing a Fleiss Kappa cutoff >0.6. CONCLUSIONS: This validated tool will afford colleges and schools of pharmacy with PC curricula an opportunity to assess student achievement of PC-specific skills and evaluate curricular effectiveness.

Implementation of a Student Pharmacist-Led Program to Enhance Health Access in an Arab-American Community Head: Health Program in an Arab-American Community.

Objectives: Immigration of Arabs to the United States has increased in recent years due to political instability and need for improved access to healthcare. Cardiovascular disease, diabetes, and obesity disproportionally affect Arab Americans. Student pharmacists are well positioned to increase health awareness by providing health screening services and education classes to the Arab immigrant community. This report will describe the development of a student-run Arab American Health Awareness Program (AAHAP) that provides culturally-sensitive community screening services targeting common health disparities seen among Arab-Americans. Design: Data were collected on the number of patient cardiometabolic screenings, referrals for medical care, and health classes which were performed over the course of 2 years. The practice setting included community centers, faith-based centers, and grocery stores in the Chicago area participating in the AAHAP. Results: Over the course of two years, eight cardiometabolic screenings and four community health classes were provided to the Arab-American community. Over 100 student pharmacists provided screenings to 929 patients through AAHAP. Twenty percent (n=193) of all patients screened were referred for further medical care. A total of 77% patients were within goal for blood pressure, 82.3% for blood glucose, and 39.4% for BMI. Patients with a known history of hypertension (n=83) or diabetes (n=64) were more likely to have uncontrolled blood pressure (45% vs 11%, p<0.05) or blood glucose (39% vs 14%, p<0.05) compared to patients without a history of these chronic conditions. Conclusion: Student pharmacists can be drivers for health access through community health programs for ethnically minoritized populations. Development of a health awareness program focused on known health disparities in Arab Americans has provided student pharmacists with opportunities to deliver culturally-sensitive care and medical referral services to an underserved community.

Impact of Pre-Advanced Pharmacy Practice Experience (APPE) Curriculum on Student Pharmacists' Professional Identity Formation.

OBJECTIVE: To (1) evaluate changes in student pharmacists' professional identity during a curriculum prior to advanced pharmacy practice experiences (APPEs) and (2) describe the components of a pre-APPE curriculum that positively and negatively influenced students' professional identity formation (PIF). METHODS: The University of Washington School of Pharmacy launched a new curriculum in 2019 featuring components intentionally designed to support students' PIF. The Macleod-Clark Professional Identity Scale (MCPIS) was administered to the class of 2023 before starting pharmacy school (pre) and upon completion of the pre-APPE curriculum (post). The postsurvey also contained 2 open-response questions asking students to identify the most positive and negative influences on their PIF. Mean pre- and post-responses were calculated for all MCPIS items and each MCPIS item and compared using paired t tests. Responses to the open-ended questions were sorted into categories using inductive thematic analysis and frequencies were calculated. RESULTS: A total of 99 students (96%) completed both surveys. Mean MCPIS pre-scores and post-scores were both 3.3, indicating no statistically significant change in professional identity. The most frequently reported positive influences on PIF were didactic coursework (40%), experiential learning (30%), and student organizations (27%). The most frequently reported negative influences were didactic coursework (27%), none (25%), and perceptions of the pharmacy profession (22%). CONCLUSION: Students' overall professional identity, as measured by the MCPIS, did not change during the pre-APPE curriculum. Didactic coursework had the most common positive and negative influence on professional identity prior to APPEs.

Assessing the utility of pre-course assessment and voluntary pre-work in two required integrated pharmacotherapy courses.

BACKGROUND AND PURPOSE: Self-assessment and self-learning are essential skills for student pharmacists. Data demonstrating the association between these skills in pharmacy courses are limited. The aim of this study was to evaluate the impact of providing pre-course review and administering a pre-course assessment on performance in two required integrated pharmacotherapy (IP) courses - IP: Pulmonology and IP: Cardiology. EDUCATIONAL ACTIVITY AND SETTING: This study included second-year student pharmacists enrolled in fall semester IP: Pulmonology and IP: Cardiology from 2019 to 2021. Voluntary pre-course review materials and pre-course assessments were added in fall 2021. Overall course grades and examination scores between each year were analyzed. Student perceptions of the pre-course assessment were also captured. FINDINGS: Of the 454 students analyzed, there was no difference in median overall IP: Pulmonology grades (85.93%, 86.67%, 86.29%; P = .63) or IP: Cardiology grades (80.25%, 78.3%, 79.96%; P = .41) for 2019, 2020, and 2021, respectively. IP: Pulmonology Exam 1 scores were statistically higher in 2021. For IP: Cardiology, Exam 1 and Final Exam scores were statistically higher in 2020 compared to 2019 and Exam 3 scores were significantly higher in 2021 than 2019. Pre-course assessment scores had a statistically significant, positive association with overall course grade. Half of the students surveyed agreed that completing the course prep work was an effective approach to learning. SUMMARY: Although overall course grades did not differ between years, pre-course assessment scores correlated with overall course grade. Thus, voluntary pre-course assessments could provide early identification of poor performance.

Impact of Student Pharmacist-Led Transition-of-Care Services on 30-Day Hospital Readmissions at a University Call Center.

Background: Transition of care (TOC) refers to the movement of patients between different health care settings due to changes in medical conditions and needs. Pharmacists can play an important role in TOC services as polypharmacy is a common reason for hospital readmission that costs the US taxpayers an average of $17 billion annually. Objective: The purpose of this study is to evaluate the impact of TOC telehealth services provided by pharmacy students at a university-based call center on 30-day hospital readmission. Methods: In this retrospective observational study, an electronic chart review was conducted for patients who were discharged from the hospital and received a telephone call from pharmacy students. Patients were referred to the pharmacy team from a primary care provider office. The co-primary endpoints were the number of 30-day all-cause hospital readmissions (including emergency department visits) and 30-day readmission due to initial admission diagnosis in patients who received a telephonic TOC call from a pharmacy student compared with patients who declined or were unable to be reached. Types of pharmacy-related TOC interventions provided by students were also collected. Results: A total of 84 patients were included in this study. All-cause 30-day readmission was similar between groups (13% vs 15.8%), whereas 30-day readmission due to initial admission diagnosis was much lower in the intervention group (5.9% vs 11.1%). Although a positive trend was observed in favor of the intervention group, a statistically significant difference was not observed for both 30-day all-cause readmission and 30-day readmission due to initial admission diagnosis. Medication reconciliation, adherence counseling, and lifestyle education (diet, exercise) are the most common topics discussed with the patients during TOC interventions. Conclusion: Using student pharmacists to provide postdischarge TOC calls can be a benefit to the patient and the health care team while offering pharmacy students valuable learning experience prior to graduation.

A Cross-Sectional Survey Study of Student Pharmacists' Career Interests.

Background: Career planning is important to student pharmacists and pharmacy schools due to slower job growth for pharmacists over the last decade. Understanding students' career interests can help colleges and schools of pharmacy develop targeted career planning, as well as meaningful curricular and co-curricular activities. Objectives: This study aims to describe the career path interests of two doctor of pharmacy cohorts in each professional year (P1 through P4) during the 2019-2020 and 2020-2021 academic years. Methods: This was a retrospective cross-sectional survey study conducted at an Accreditation Council for Pharmacy Education accredited college of pharmacy in the United States. Students were surveyed regarding their career interests in a mentorship program. Using frequencies and proportions we reported the pattern of students' career interests. Results: The top careers most frequently selected by students in the 2019-2020 cohort as their first choice were hospital (21.4% of P1s, 17.4% of P3s) and community (24.6% of P2s, 24.3% of P4s). Those career paths for the 2020-2021 cohort were hospital (21.4% of P1s), clinical specialty (19.2% of P2s, 21.9% of P4s), and community (22.9% of P3s). In both cohorts and all professional program years, students selected a broad range of first choice career interests and even broader range when indicating top 3 careers of interest. Conclusion: Overall, the most frequently selected career path interests were hospital, community, clinical specialty, and ambulatory care. However, there was broad variability in the career interests, accounting for a third to half of the students with interests different than the majority.

A systematic review on the use of virtual patient and computer-based simulation for experiential pharmacy education.

Background: Simulation use is rapidly expanding, with technologies like virtual patients (VPs) and computer-based simulation (CBS) allowing for educators to equip pharmacy students with the necessary skills that are aligned with the demands and expectations of a practicing pharmacy professional. These technologies enable pharmacy students to be exposed to challenging or infrequent patient case scenarios in an authentic pharmacy setting. This allows for the reinforcing of care processes and for techniques and crucial skills to be applied. Aim of the study: To consolidate the existing evidence regarding the utilization of VPs and CBS in preparing and supporting students in pharmacy experiential education and evaluate the effectiveness of these approaches in enhancing student pharmacists' learning outcomes, including knowledge, skills, confidence, enjoyment, and engagement. Methods: Five electronic databases were searched using combined keyword and indexing terms (when available) with Boolean operators for the literature search. Studies that reported or investigated the use of VPs and CBS in pharmacy experiential education were included. Data on study design, demographics of participants, information on the interventions, course/skills, primary and secondary outcomes, and qualitative findings were extracted. Results: A total of 911 unique articles were initially identified and filtered down to 19 articles fitting within the inclusion criteria. The selected 19 articles involved student pharmacists (Y1-Y5) and pre-registered pharmacists from ten countries. Simulation tools were used in various pharmacy courses, including Advanced Pharmacy Practice Experience (APPE), Advanced Pharmaceutical Care II, and Medication Management. Implementing these tools in pharmacy experiential education demonstrated a statistically significant improvement in student knowledge (p < 0.05). Most students agreed/strongly agreed that practicing with virtual patient cases enhanced their clinical reasoning, counseling skills, confidence in communication, and attitudes toward the courses. Conclusions: This systematic review supports the use of VPs and CBS in pharmacy experiential education and provides practical recommendations for educators including selecting suitable tools, implementing them strategically within courses, integrating them with existing activities, and considering financial and IT support.

Exploring the impact of brief training on student pharmacists' naloxone communication skills.

Objective: To explore: a) whether videos that model naloxone communication skills improve student pharmacists' naloxone knowledge, self-efficacy and communication skills and b) whether outcomes differ between video versus written materials. Methods: Student pharmacists (N = 31) were randomized to either video or written materials training. Changes in naloxone dispensing barriers, self-efficacy, and naloxone knowledge were assessed via survey, while changes in naloxone communication were measured with a standardized patient assessment. Results: For the entire sample, knowledge and self-efficacy significantly increased and barriers to dispensing decreased. Communication improved significantly in both groups. In unadjusted analyses, students with video resources reported higher self-efficacy post-training. However, analyses that controlled for demographic characteristics and baseline measures found that training type did not significantly predict any outcome. Conclusion: Brief written or video-based naloxone training improved students' knowledge, self-efficacy, and communication. Given the small sample, results are inconclusive regarding impact of training material type on outcomes. Innovation: Teaching student pharmacists how to communicate about naloxone is important given increasing opioid overdose death rates. This study was innovative because it examined the impact of two training material types that can be delivered asynchronously and that pharmacy programs could incorporate into their curricula to improve students' naloxone communication skills.

The Report of the 2022-2023 AACP Professional Affairs Standing Committee: Focused Integration of Community-Based Pharmacy Practice Within the AACP Transformation Center.

The 2022-2023 Professional Affairs Committee was charged to (1) Devise a framework and 3-year workplan for the Academia-Community Pharmacy Transformation Pharmacy Collaborative to be integrated within the American Association of Colleges of Pharmacy (AACP) Transformation Center. This plan should include the focus area(s) to be continued and developed by the Center, potential milestone dates or events, and necessary resources; and (2) Provide recommendations on focus areas and/or potential questions for the Pharmacy Workforce Center to consider for the 2024 National Pharmacist Workforce Study. This report provides the background and methodology utilized to develop the framework and 3-year workplan focused on (1) community-based pharmacy pipeline development for recruitment, programming, and retention, (2) programming and resources for community-based pharmacy practice, and (3) research areas for community-based pharmacy practice. The Committee offers suggested revisions for 5 current AACP policy statements, 7 recommendations pertaining to the first charge, and 9 recommendations pertaining to the second charge.

A Qualitative Study of Underrepresented Minority (URM) Student Pharmacists' Intersectionality and Professional Identity Formation.

OBJECTIVE: To determine how underrepresented minority (URM) student pharmacists' intersectionality affects professional identity formation early in their academic career. METHODS: A qualitative study was undertaken. All students from Classes 2022 through 2025 at Texas A&M University School of Pharmacy were required to engage in reflection on a personal statement of philosophy of practice early in their first year of pharmacy as part of the structured longitudinal co-curricular course requirement. Statements of the URM students who referenced their intersecting identities were selected for deductive analysis per Bingham and Witkowsky and inductive analysis using Lincoln and Guba's approach to content analysis. RESULTS: Of the 221 URM student pharmacists within the 4 cohorts who submitted a statement, 38 statements (92% Hispanic students) met the inclusion criteria. Student hometowns and the identity domains of the individual, relational, and collective were selected a priori for the deductive analysis. Students most often referenced individual identity characteristics that fit under the Principles I, IV, V, and VII of the Code of Ethics for Pharmacists. Three themes emerged from the inductive analysis: (1) defining experiences and resulting realizations, (2) motivating forces, and (3) aspirations as a pharmacist. A working hypothesis was developed. CONCLUSION: The URM students' intersecting identities (race, ethnicity, socioeconomic class, and belonging to an underserved community) influenced their early professional identity formation. The desire to bring about racial uplift was observed among the Hispanic students as early in their P1 year through the School's required co-curricular reflection. Such reflective practice serves as an effective vehicle for the students to recognize their intersecting identities that impact their professional identity.

Knowledge and Perceptions of PharmD Students on Opioid Use and Misuse.

OBJECTIVE: This study aimed to measure the knowledge and perceptions of the student pharmacists toward opioid use and misuse. METHODS: This survey included student pharmacists from the first, second, and third years who participated voluntarily and anonymously. Differences in knowledge and perceptions among participants' responses were analyzed by comparing responses using the χ2 test. RESULTS: A total of 138 student pharmacists participated in the survey. All 3 class years reported that the most common age for opioid abuse and addiction is 18-25 years. The top reasons for opioid misuse were identified as easy access to drugs (82%), health conditions (85%), lack of knowledge (83%), and experimentation (82%). Over half of the students believed that healthcare providers, pharmaceutical companies, friends, and the community all have a shared responsibility in addressing opioid misuse. The majority of the student pharmacists also believed that education is the most effective way to combat opioid misuse. CONCLUSION: The student pharmacists at the University of Maryland Eastern Shore School of Pharmacy had a strong understanding of the dangers of opioid misuse. They identified 18-25 years as the age range most susceptible to opioid misuse. They also identified the most common reasons for opioid misuse, with some disagreement about whether prescription pills or street drugs were the main cause. However, the majority of students agreed that education is the most effective way to address opioid misuse. These findings highlight the need for ongoing education and awareness about the risks of opioid misuse and the role of education in addressing this public health crisis.

A Multicenter Study Assessing Burnout and Work Engagement in Student Pharmacists and Faculty Members.

OBJECTIVE: The objective of this study was to characterize work engagement and burnout as well as potential demographic factors associated with each student and faculty member at 2 pharmacy programs in the US. METHODS: A survey including the Utrecht Work Engagement Scale-9 (UWES-9) and a single-item burnout measure was conducted from April to May 2020. Demographic data including age range, gender, and other characteristics were also collected. Mean UWES-9 scores, scoring category results, and the proportion of the cohorts reporting symptoms of burnout were reported. Point biserial correlation was used to compare the relationship between UWES-9 mean scores and burnout rates. Regression analyses were also performed to assess variables predictive of work engagement and burnout. RESULTS: Students (N = 174) reported a mean UWES-9 score of 3.0 (SD = 1.1), while faculty members (N = 35) reported a mean of 4.5 (SD = 0.7). Over half (58.6%) of the students and 40% of faculty members reported symptoms of burnout. Faculty members demonstrated a strong significant negative correlation between work engagement and burnout (r = -0.35), while students did not (r = 0.04). Regression analyses found no significant demographic factors predictive of UWES-9 scores in students or faculty, while first year students were less likely to report burnout symptoms, and no significant factors for burnout were found in faculty. CONCLUSION: Our study found that work engagement scores and burnout symptoms were inversely correlated in pharmacy faculty members surveyed but lacked correlation in students. Larger, more robust studies should be conducted to further elucidate the relationship between work engagement and burnout.

Measuring and assessing well-being: A cross-sectional study of first- to third-year student pharmacists.

PURPOSE: Stress may negatively influence the health and academic performance of healthcare professional students and correlates with stress and burnout as a healthcare professional. This study measured student pharmacist well-being and compared the well-being of first- through third-year student pharmacists. METHODS: In fall 2019, the investigators administered an online survey to first- through third-year student pharmacists to assess student pharmacist well-being. Items included the World Health Organization-5 Well-being Index (WHO-5) and demographic variables. Descriptive and inferential statistical analyses were performed. Descriptive statistics were used to measure well-being, and a Kruskal-Wallis H test was used to determine whether there were differences between professional years. RESULTS: Approximately 64.8% of student pharmacists (n = 248 of 383) completed the survey. Overall, 66.1% of respondents were female (n = 164) and 31% of respondents were Caucasian (n =77), while 31% (n =77) were African American; the majority ranged in age from 24 to 29 years. There was not a statistically significant difference in WHO-5 score between the different classes (P = 0.183), with an average WHO-5 score out of 100 of 38.2 for first-year students, 41.2 for second-year students, and 41.04 for third-year students, showing poor well-being for students in all 3 professional years. CONCLUSION: Because of emergent evidence of increased stress and negative outcomes in university students, it is imperative that pharmacy programs expand their efforts in assessment of student pharmacist well-being. While this research manuscript revealed poor well-being in all 3 professional years, it did not identify a statistically significant difference in WHO-5 score between classes. Individualized well-being interventions in all professional years may help students improve their well-being.

Student Pharmacists' Perspectives Regarding a Virtually Delivered Research Proposal Course in the Doctor of Pharmacy Curriculum.

This study aimed to assess third-year student pharmacists' perspectives regarding a virtually delivered research proposal course. A 23-item questionnaire was distributed to third-year student pharmacists enrolled in a research proposal course over three weeks in April 2021. The questionnaire contained 15 Likert-scale items, seven descriptive items, and a free-text item for additional comments about the course. Items were summarized using descriptive statistics. Fifty-four student pharmacists (response rate = 40.9%) participated in the survey. The student pharmacists surveyed generally had a positive perception of the virtually delivered research proposal course with median scores ≥ 4 (indicating agreement) for the majority (13/15) of survey items. Students did not agree that there was no difference in their motivation to succeed in the virtual course versus an in-person course and did not agree that they were more likely to pursue a career that involves undertaking a research project. This study found that student pharmacists generally had a positive perception of a virtually delivered research proposal course. These findings offer some support for the provision of an online, virtually delivered research proposal course for student pharmacists. Further research with a larger sample of students from multiple pharmacy schools is needed to improve the generalizability of the results.