Potential Impact of Race and Ethnicity on Pharmacy Residency Match Rate and Match Participation.

OBJECTIVE: The purpose of this study was to investigate if a correlation exists between a student's self-identified race or ethnicity and their rates of participating in the match or matching with a pharmacy residency. METHODS: This retrospective cohort study included pharmacy graduates from 2016 through 2021 at two schools/colleges of pharmacy, a Historically Black College or University and a non-Historically Black College or University. The primary outcome was to compare the percentage of underrepresented minority (URM) students and non-URM students who successfully matched with a postgraduate year 1 pharmacy residency. The secondary outcomes compared rates of participation in the match and the effects of student-related factors that influenced match success and participation rates between URM students and non-URM students. RESULTS: Of the 900 included students, 273 participated in the match. The match rate among students participating in the match was 53.5% (146 of 273) with 50.3% (84 of 167) in the URM group compared to 58.5% (62 of 106) in the non-URM group (P = .186) successfully matching. Rates of match participation were lower for students identified as URM (26% vs 39.3%, P < .001). When adjusting for previously published predictors of match success, URM status did not significantly affect match rates or match participation. CONCLUSION: At two schools of pharmacy, URM students were less likely to participate in the match but just as likely to match to an American Society of Health-System Pharmacists residency in the univariable analysis. However, when adjusting for other characteristics, there was no difference in match participation or match success in students who self-identified as URM.

Reconsidering the residency training pathway for ambulatory care pharmacists.

Ambulatory care, commonly found in primary care settings, is a growing area of pharmacy practice supported by an expanding number of residency training opportunities in this setting. As this practice expands, the profession has chosen to adopt structures that define it as a specialty practice area, a departure from the medical profession. A key example of this definition is the profession's alignment of residency training for this setting within postgraduate year 2 standards. In this commentary, we explore the implications of this approach and share experience from more than 20 years of statewide ambulatory care residency training in Minnesota. We question whether current training expectations are rooted in an objective evaluation of the knowledge and skills required for ambulatory care pharmacy practice. Ultimately, we call on practice leaders to take account of the impact on current training expectations for learners and pharmacy workforce development and seek a rationalization of the training pathway for ambulatory care practice.

Exploring the problems and coping strategies of pharmacy internship in large general hospitals in China: from the perspective of preceptors.

OBJECTIVE: The role of the Hospital Pharmacy Preceptor (HPP) is pivotal in upholding the excellence of experiential training and fostering the professional growth of pharmacy interns. However, there is a lack of studies that provide an overview of pharmacy internships from the perspective of HPP. This study explores the experience and expectations of HPPs regarding existing problems and possible coping strategies in intern teaching. METHODS: This is a qualitative study that was conducted through individual interviews and focus group discussions. HPPs were invited as participants from large-scale tertiary hospitals in representative provinces of mainland China. Interview and focus group discussion data were analyzed using thematic analysis to see emerging themes from the data. Nvivo 12 was utilized for data management and processing. RESULTS: Eight individual interviews and two focus group discussions were conducted, involving 14 HPPs as participants. Upon the examination of the interviews and focus group data, four themes were summarized regarding HPPs' perceptions: 1) current presenting problems; 2) possible coping strategies; 3) something HPPs should do; 4) something interns should do. CONCLUSION: This study found that from the HPPs' perspective, the hospital-based pharmacy internship still has some problems from policy to practice, which need to be addressed by the joint efforts of the state, schools, internship bases, pharmacy preceptors, and students.

Perceptions of PGY1 pharmacy resident research, final projects, and associated publication outcomes.

PURPOSE: To describe the publication rate and the research landscape of postgraduate year 1 (PGY1) pharmacy residency programs within the Great Lakes Pharmacy Resident Conference (GLPRC) region. METHODS: This study was comprised of two elements. The first was a retrospective cohort evaluation of previously presented GLPRC research abstracts and publication rates. The second was a 45-question survey of current GLPRC PGY1 residency program directors (RPDs). The primary objective of this study was to evaluate publication rates of PGY1 abstracts submitted to the GLPRC. Secondary objectives included describing RPD perceptions of the value of research, identifying perceived barriers to research completion, and characterizing current and ideal components of residency research programs. RESULTS: A total of 447 PGY1 abstracts were reviewed; 47 (10.5%) resulted in manuscript publication within a peer-reviewed journal. There was no significant difference in publication rates between years (9.5% in 2013 vs 13.8% in 2016 vs 7.4% in 2019, P = 0.166). One hundred ten PGY1 RPDs in the GLPRC region were invited to participate in the survey, with 33 (30%) responses received. The majority of programs (94%) required manuscript submission to the RPD prior to graduation; however, only 12% required submission for peer-reviewed publication. Major barriers to research completion included lack of preceptor time and knowledge regarding the research and publication process, as well as lack of resident interest and knowledge of the process. CONCLUSION: The current publication rate of PGY1 research abstracts presented at the GLPRC remains at approximately 10%, which is unchanged from a previous investigation. RPD perceptions of the research process and barriers also remain largely unchanged or less favorable.

Assessment of Longitudinal Advanced Pharmacy Practice Experience Programs in Preparing Pharmacy Students for Residency Training.

OBJECTIVE: This study aimed to determine whether postgraduate year 1 (PGY-1) pharmacy residents felt more prepared for residency training after having completed a Longitudinal Advanced Pharmacy Practice Experience (LAPPE) program during pharmacy school. METHODS: This was a multicenter, two-arm, cross-sectional study among PGY-1 pharmacy residents. The primary outcome was self-reported residency preparedness. Secondary outcomes included self-reported competency in key indicators for success during early residency and matching with a preferred residency program. A survey was developed to obtain these data and was sent via email to all residency program directors of qualifying programs, who then redistributed it to PGY-1 residents in their respective programs. RESULTS: A total of 960 PGY-1 residents were included in the study. Of these, 180 (19%) reported prior participation in a LAPPE program. Longitudinal Advanced Pharmacy Practice Experience participants reported increased preparedness for residency training as compared to nonparticipants (mean 6.18 vs 5.72 on a 7-point Likert scale; difference 0.46, 95% CI 0.309-0.618). Longitudinal Advanced Pharmacy Practice Experience participation was also associated with greater self-reported clinical knowledge and skills (mean 5.18 vs 4.95, difference 0.23, 95% CI 0.093-0.372). Self-reported matching with a preferred residency program was common and similar between cohorts. CONCLUSION: Postgraduate year 1 residents who had completed a LAPPE felt better prepared for residency than those who had not completed a LAPPE. Prior LAPPE participation was also associated with greater self-reported clinical knowledge and skills at the start of residency training.

Implementation of a pharmacy residency wellness program: Impact on burnout and mindfulness and lessons learned.

BACKGROUND AND PURPOSE: Attention to wellness in the pharmacy workplace is occurring. To maintain accreditation, pharmacy residency programs must incorporate wellness and resilience initiatives. EDUCATIONAL ACTIVITY AND SETTING: Orlando Health created a pharmacy residency wellness program for post-graduate year one (PGY-1) and post-graduate year two (PGY-2) pharmacy residents to address wellness and burnout. The wellness program included assignment of a mentor, development of a personal wellness plan, completion of monthly reflections, and wellness and resiliency training. FINDINGS: Pharmacy residents anonymously completed the Oldenburg Burnout Inventory (OLBI) and Mindful Attention Awareness Scale (MAAS) at the beginning and end of the residency year. A total of nine pharmacy residents were eligible to participate in the wellness program. Eight residents completed the pre-survey, and seven residents completed the post-survey. No change was observed in the overall median OLBI score (pre-program = 35 [IQR 31.5-37.3] and post-program = 36 [IQR 31-37.5]; P = .683). Similar results were found on the OLBI for disengagement and exhaustion, correlating with low burnout risk. There was no change in the overall median MAAS score (pre-program = 3.7 [IQR 3.6-4.1] and post-program = 3.8 [IQR 3.5-3.9]; P = 1.000). Overall, feedback from the pharmacy residents after program completion was positive. SUMMARY: Pharmacy residents participating in the wellness program at our institution had low risk for burnout and a high level of mindfulness pre- and post-program completion. Pharmacy residents enjoyed participating in the wellness program and found the program to be valuable, supporting its continued implementation.

Implementation and Evaluation of a Residency Preparation Program for Fourth-Year Doctor of Pharmacy Students.

OBJECTIVE: To describe the impact of a formal residency preparation program on student match rates, and to evaluate student-reported advisement activities and perceptions of the residency application process. METHODS: An optional, noncredit-bearing, residency preparation program was implemented in professional year 4 (PY4) of the Doctor of Pharmacy curriculum. The program consisted of 4 residency preparation presentations and/or workshops: curriculum vitae writing, navigating the residency application process and American Society of Health-Systems Pharmacy Midyear Clinical Meeting, letter of intent writing, and interview skills. Students attended either virtually or in person, with 3 of the 4 sessions including small group breakout sessions. The program also included dedicated, 1-on-1 residency advisement with residency-experienced advisors. RESULTS: Residency match rates following program implementation increased from 74.3% (comparison group) to 87.5% (intervention group). More students in the intervention group reported that their advisor assisted them with curriculum vitae review, letter of intent review, and interview skills. In addition, the intervention group reported significantly more time spent meeting with their advisor during PY4 than the comparison group. Students found the program to be beneficial to their professional development, indicated that it helped them to obtain a residency position, and expressed that they would participate in the residency preparation program again. CONCLUSION: Implementation of a formal residency preparation program for PY4 students that included 1-on-1 dedicated residency advisement increased match rates and interaction between students and their residency advisor.

Implementing and evaluating a diversity, equity, and inclusion resident recruitment strategy.

PURPOSE: A recruitment strategy was designed to increase the racial diversity of applicants to the postgraduate year 1 pharmacy program at University of Michigan Health, Michigan Medicine (MM). This article describes MM's diversity, equity, and inclusion (DEI) residency recruitment approach, from conceptualization through implementation, and includes an evaluation of its effectiveness. SUMMARY: The report of the American Society of Health-System Pharmacists (ASHP) Task Force on Racial Diversity, Equity, and Inclusion, published in January 2021, provided a foundation for our recruitment approach. The approach consisted of establishing a residency DEI subcommittee, conducting outreach to under-represented students, and reducing bias in the process by amending the application screening rubric. The combination of these efforts resulted in a 5% increase in applicants from pharmacy schools with a high proportion of under-represented minority students. CONCLUSION: A diverse residency program benefits patients, trainees, and the larger healthcare organization. In addition, incorporating DEI into resident recruitment is required by the new ASHP Accreditation Standard for postgraduate pharmacy residency programs effective July 1, 2023. Evaluation of our recruitment efforts demonstrated targeted recruitment as an effective strategy to increase the diversity of a residency program's applicants. There may be additional barriers not addressed by our interventions to be further explored.

An Exploration of the Relationship Between Pharmacy School Admission Variables and PGY1 Pharmacy Residency Program Match.

OBJECTIVE: To explore the relationship between pharmacy school admission variables and matching to a postgraduate year 1 (PGY1) pharmacy residency program. METHODS: Demographic data, academic indicators, and application review scores were collected for the 2017-2020 Doctor of Pharmacy (PharmD) graduating classes. Multiple mini-interview (MMI) scores were collected for the 2018-2020 PharmD graduating classes. Postgraduate year 1 matching data were collected for all students. Bivariate analyses were performed comparing students who matched to a PGY1 residency versus those who did not match versus those who did not pursue a residency. Logistic regression modeling was performed to explore predictors of matching to a PGY1 residency program. RESULTS: A total of 616 students were included. Bivariate analyses revealed that students who matched to a PGY1 had a higher undergraduate grade point average, higher pharmacy college admissions test composite score, were younger in age, and were more likely to identify as female. Students who matched also scored higher on MMI stations with constructs related to integrity, adaptability, critical thinking, and why pursuing our school. Logistic regression modeling found that an increase in age was associated with lower odds of matching to a PGY1 (0.88 [0.78-0.99]) and an increase in composite MMI station score was associated with higher odds of matching (1.8 [1.31-2.47]). CONCLUSION: Several pharmacy school admission variables were found to be associated with successful matching to a PGY1 residency. These findings have the potential for impact at a programmatic level when evaluating the weight of certain criteria for admission decisions and at the individual student level when providing career services support.

"Following your dreams, and not killing yourself to do so": Black PharmDstudent perceptions of pharmacy residency.

OBJECTIVE: Residency training is a key element of advancing the roles of pharmacists in patient care. Diversifying the healthcare workforce is also crucial in reducing health disparities and improving health equity.1 The objective of this study was to investigate Black Doctor of Pharmacy students' perceptions of pursuing pharmacy residency training to aid pharmacy educators in creating and improving structures to support the professional advancement of Black student pharmacists. METHODS: A qualitative study employing focus groups was conducted at one of the top 20 colleges of pharmacy. Four focus groups consisting of Black students in years 2 through 4 of the Doctor of Pharmacy program were organized. A constructivist grounded theory approach2 was utilized to collect and analyze the data, which was organized into a conceptual framework. RESULTS: The elements of the framework developed showcase Black students' consistent negotiation between personal well-being and pursuit of professional advancement. This framework also highlights how the experience of navigating personal wellness is unique for Black students, rather than simply a work/life balance concern. CONCLUSION: The concepts in this framework may be valuable for colleges of pharmacy seeking to increase diversity in their residency pipeline. Targeted interventions to ensure adequate mentorship, mental health resources, diversity and inclusion efforts, and financial support will be necessary if the profession truly desires to expand increased diversity in clinical pharmacy.

A Systematic Review of Interventions Implemented by Pharmacy Programs to Improve Postgraduate Residency Placement.

OBJECTIVE: This systematic review aims to identify the impact of interventions implemented by pharmacy programs to support students pursuing postgraduate residency training. METHODS: We conducted a literature search through March 8, 2022 to identify articles that studied an intervention made by a pharmacy program aiming to prepare students to qualify for a postgraduate residency position. Data were collected to describe each study's methods, the included population, and outcomes and to evaluate study risk of bias. FINDINGS: Twelve studies met our inclusion criteria. The evidence base is limited to observational data with significant risk of bias. Pharmacy programs use various strategies to deliver training to students opting for the residency application process: elective courses, multiyear curricular tracks, introductory pharmacy practice experiences (IPPEs), and organized professional development events. Participation in these interventions was found to be associated with higher residency match rates, with exception of IPPE where match rates were not evaluated as an outcome. Curricular tracks and multicomponent professional development events were found to be associated with the largest improvement in match rates. Participation in electives or multicomponent professional development was found to be associated with improved student knowledge and confidence in interviews. Multicomponent professional development was also found to be associated with student preparedness for the match process. Curricular tracks and IPPE were found to be associated with improved student knowledge, whereas mock interviews were associated with improved student confidence. SUMMARY: Pharmacy schools support preparation of students for the residency application and interview process in a variety of ways. The current evidence does not support one strategy to be more effective than another. Until additional evidence emerges to guide decisions, schools should select training programs based on balancing the need to support student professional development with resources and workload.

How to phase II: Timelines, perceptions, and suggestions from PGY-1 residency program directors.

BACKGROUND: Phase II was implemented in 2016 to provide structure for applicants and unmatched residency pharmacy programs to interact. Previous literature has provided some approaches for this process; however, clarification on navigating the phase II process to successfully match for applicants and their mentors is still needed. In addition, with phase II occurring for >6 years, there is a need for continual evaluation. OBJECTIVES: The objectives were to describe (1) program phase II structure and timelines, (2) program personnel demand, and (3) perceptions of and suggestions for phase II from postgraduate year (PGY)1 residency program directors (RPDs) to provide clarity to applicants, mentors, and residency stakeholders. METHODS: A 31-item survey was developed including 9 demographic items, 13 program-specific timeline-based items, 5 skip-logic items on screening interviews, and 4 qualitative questions on the benefits, drawbacks, and suggested changes to phase II. The survey was disseminated to PGY-1 RPDs participating in phase II with available contact information in June 2021 and May 2022, with 3 weekly reminders. RESULTS: The survey was completed by 180 of the 484 RPDs participating in phase II (37.2% response rate). Programs participating in the survey had an average of 1.4 positions (± 0.7) open in phase II and 31 applicants (± 31) per open position. The timelines for screening applications, contacting applicants, and conducting interviews were variable. For qualitative data, RPDs appreciated the structured process and noted high-quality and geographic diversity of applicants in phase II. However, challenges reported were the quantity of applications, lack of time to fully review applications, and technical issues. Suggested changes included an extended phase II timeline, universal application deadline, and technical improvements. CONCLUSION: The structured approach of phase II was an improvement compared with historical approaches; however, variability exists in timelines for programs. Respondents identified further opportunities to refine phase II to benefit residency stakeholders.

Intersecting care through specialized pharmacists: A case report of residency rotation focused on the new horizon of cardio-oncology.

BACKGROUND AND PURPOSE: Cardio-oncology is a nascent discipline in the synergy of clinical cardiology and oncology, aiming to improve antineoplastic therapies, whilst minimizing cardiovascular toxicities. It requires a multidisciplinary approach with particular knowledge to build individualized care for patients. As part of multidisciplinary teams, pharmacists are uniquely positioned to play a role in the management of these patients, being responsible for monitoring adverse reactions and having an active approach in preventing drug-related morbidity. However, despite the existence of oncology and cardiology residency pharmacy programs, and the burden of cancer and cardiovascular diseases, there is a lack of data regarding pharmacists training focusing on cardio-oncology. EDUCATIONAL ACTIVITY AND SETTING: A 15-days rotation was built to develop knowledge and clinical skills on pharmacological cardiovascular management of patients in a hemato-oncology residency program. The hospital where the rotation was offered is a 900-bed university hospital in Porto Alegre, south of Brazil. The rotation was designed for a postgraduate year 2 (PGY2) onco-hematology pharmacy resident and mentored by two staff clinical pharmacists from the cardiology field. The rotation schedule was distributed to reach three different approaches of learning: theoretical, practical-theoretical and practical. Activities were proposed aiming to provide experiences in cardiac care for the PGY2 resident, and clinical activities with patients were developed in both inpatient and outpatient settings. After the end of the 15 days rotation period, an evaluation was carried out by the PGY2 resident together with the staff menthors. FINDINGS: This is the first cardio-oncology pharmacist rotation described in our country. The rotation was considered positive by residents evaluation on providing a clinical experience through cardiotoxicity management of oncology protocols. SUMMARY: Collaborations between cardiology and oncology clinical pharmacy teams, and the multidisciplinary teams as well, can help provide structured cardio-oncology rotation opportunities for pharmacy residents.being the team's specialist on antineoplastic agents monitoring and preventable drug related morbidity, the pharmacist can contribute to achieve better outcomes to patients with cancer.

Residency application content and considerations based on residency director review of a fictitious CV: What really matters?

PURPOSE: This research was conducted to evaluate the influence of a pharmacy residency candidate's prior work or research experience on the potential for selection for an interview. Additionally, residency program directors (RPDs) were asked to evaluate the importance of letters of intent and recommendation, rank the importance of typical curriculum vitae (CV) items along with general preferences, and provide advice for a standout CV. METHODS: This cross-sectional, survey-based study recruited RPDs to review a work-focused or research-focused fictitious residency candidate CV and complete a 33-question survey regarding interest in interviewing the fictitious candidate and their general perceptions of significant factors in interview candidate selection. RESULTS: A total of 456 RPDs responded to the survey, with 229 respondents assigned to evaluate the work-focused CV and 227 assigned to review the research-focused CV. Among RPDs who provided CV evaluations, 81.2% (147/181) of those who reviewed the research-focused CV and 78.3% (137/175) of those who reviewed the work-focused CV gave a positive evaluation (P > 0.05). Work experience and extracurricular activities were considered the most important CV sections, and high-quality advanced pharmacy practice experience (APPE) rotations and pharmacy work experience were perceived to have the highest correlation with success in residency. CONCLUSION: This work supports the importance of candidates creating a well-rounded CV in preparing themselves for residency. Pharmacy-related work experience and high-quality APPE rotations seem to be key in an RPD's opinions of predicted success in a residency program. The CV remains a vital document in the residency candidate review process, and it deserves a high degree of effort in ensuring it adequately reflects professional experiences.

Sculpting a teaching and learning curriculum to better meet the career needs of postgraduate year 1 and 2 pharmacy residents.

PURPOSE: To describe implementation of the University of Oklahoma College of Pharmacy (OUCOP) teaching and learning curriculum (TLC) for postgraduate year 1 (PGY1) and postgraduate year 2 (PGY2) residents, including the required components, evaluation structure, residency graduate outcomes and perceptions captured by a survey following program completion, generalizability to other institutions, and opportunities for future directions. SUMMARY: As part of their residency training, pharmacy residents are required to develop and refine teaching, precepting, and presentation skills. To meet the required and elective competency areas, goals, and objectives on teaching, precepting, and presentation skills, many American Society of Health-System Pharmacists-accredited residency programs have utilized TLC programs. OUCOP offers 2 distinct TLC programs for PGY1 and PGY2 residents, respectively. CONCLUSION: The OUCOP TLC program provided residents with opportunities for development of teaching and presentation skills in a variety of settings. The majority of residency graduates currently practice as a clinical specialist, and the majority lecture, precept, and deliver continuing education presentations. Graduates felt that the mentorship and diversity of teaching activities were the most beneficial qualities of the program. In addition, the majority noted that mentorship in lecture preparation was helpful in creating presentations after graduation. On the basis of the feedback from the survey, several changes have been made to better prepare residents for their postgraduate careers. TLC programs should conduct ongoing assessments to continue to foster the development of precepting and teaching skills for residents' future careers.

Development of a value-based care and population health internship for student pharmacists.

INTRODUCTION: Pharmacists assist in achieving desired outcomes and reducing costs of care within newer value-based payment models. The purpose of this article is to describe a summer internship for first- and second-year student pharmacists to gain exposure to value-based care. METHODS: University Health Network is a clinically integrated health network and accountable care organization in East Tennessee. Two student interns completed consecutive seven-week programs alongside clinical pharmacist specialists in the primary care settings of the network. Program requirements included direct patient care for chronic disease state management, topic discussions, formal writing assignments and presentations, and a quality improvement project. Student perception of internship activities was measured using a Likert type survey and free response questionnaire. RESULTS: Student interns responded positively to program requirements with feelings of enhanced preparedness for advanced pharmacy practice experiences and post-graduate residency positions. Additionally, interns perceived themselves as more competitive for post-graduate positions having completed the internship. CONCLUSIONS: As the US continues to move toward value-based payment models, student pharmacists must be well prepared to contribute to quality and population health initiatives. Student pharmacists benefit from an internship in a clinically integrated health network by gaining an improved understanding of the future of United States healthcare, an expanded clinical skillset, experience in demonstrating a pharmacist's value to the healthcare team, and the ability to overcome barriers to pharmacy services. A pharmacy internship within a clinically integrated health network may help prepare students to successfully contribute to value-based models of healthcare.