Resuscitation with macromolecular superoxide dismutase/catalase mimetic polynitroxylated PEGylated hemoglobin offers neuroprotection in guinea pigs after traumatic brain injury combined with hemorrhage shock.

BACKGROUND: Polynitroxylated PEGylated hemoglobin (PNPH, aka SanFlow) possesses superoxide dismutase/catalase mimetic activities that may directly protect the brain from oxidative stress. Stabilization of PNPH with bound carbon monoxide prevents methemoglobin formation during storage and permits it to serve as a carbon monoxide donor. We determined whether small volume transfusion of hyperoncotic PNPH is neuroprotective in a polytrauma model of traumatic brain injury (TBI) plus hemorrhagic shock. Guinea pigs were used because, like humans, they do not synthesize their own ascorbic acid, which is important in reducing methemoglobin. RESULTS: TBI was produced by controlled cortical impact and was followed by 20 mL/kg hemorrhage to a mean arterial pressure (MAP) of 40 mmHg. At 90 min, animals were resuscitated with 20 mL/kg lactated Ringer's solution or 10 mL/kg PNPH. Resuscitation with PNPH significantly augmented the early recovery of MAP after hemorrhagic shock by 10-18 mmHg; whole blood methemoglobin was only 1% higher and carboxyhemoglobin was 2% higher. At 9 days of recovery, unbiased stereology analysis revealed that, compared to animals resuscitated with lactated Ringer's solution, those treated with PNPH had significantly more viable neurons in the hippocampus CA1 + 2 region (59 ± 10% versus 87 ± 18% of sham and naïve mean value) and in the dentate gyrus (70 ± 21% versus 96 ± 24%; n = 12 per group). CONCLUSION: PNPH may serve as a small-volume resuscitation fluid for polytrauma involving TBI and hemorrhagic shock. The neuroprotection afforded by PNPH seen in other species was sustained in a species without endogenous ascorbic acid synthesis, thereby supporting potential translatability for human use.

International comparison of mitigation strategies for addressing opioid misuse: A systematic review.

OBJECTIVE: This systematic review compares strategies to mitigate opioid misuse among 6 different countries, including the United States. DATA SOURCES: A literature search was conducted to retrieve articles regarding policies, laws, and practices regarding opioid prescribing practices in 6 countries (United States, Australia, Chile, Japan, Norway, and South Africa). PubMed, Embase, PsychINFO, Google Scholar, and the National Guideline Clearinghouse were used with a single or combination of various keywords, including "opioid." STUDY SELECTION: Articles were included if they were published within the past 10 years and concerned opioid drug regulations, mitigation strategies for prescription drug abuse, the prevalence of opioid abuse, or guidance on treatment for noncancer pain. DATA EXTRACTION: Outcomes were defined as a composite capability score (CCS) developed by the researchers, which a set of metrics related to the laws and policies of the 6 countries compared. Each metric was scored as a "0" (the country has a negative factor or lack of capability) or "1" (the country has a positive factor or capability). Descriptive statistics were used for analysis. RESULTS: A total of 137 articles were reviewed, and 45 were included, including governmental documents. The United States had the highest opioid consumption, with 678 mg per capita, whereas Chile had the lowest with 13 mg per capita. Norway limits prescribing privileges to physicians only, which is a different practice from that in the United States. All the countries except Chile had opioid substitution treatment centers. All 6 had federal regulations to control opioid use and published strategic plans to manage opioid abuse. The higher a country's CCS, the better it was at managing opioid-related health care issues. CONCLUSION: Guidelines and laws in 6 different countries provided different management strategies for opioid-related health outcomes. The strategies that the United States could potentially employ included targeting the number of opioids prescribed per patient, limiting the type of clinicians allowed to prescribe opioids, and increasing opioid substitution treatment programs.

Coverage of pharmacogenetic tests by private health insurance companies.

OBJECTIVE: To assess the coverage of clinically relevant pharmacogenetic tests by the top 41 private insurance companies in the United States. DESIGN: Websites of insurance companies were searched for medical policies addressing 34 common and clinically relevant pharmacogenetic tests referenced by the Clinical Pharmacogenetics Implementation Consortium, PharmGKB, and Food and Drug Administration product labeling. Those policies were subsequently reviewed for the coverage of the tests by gene-drug pair and by company. Policies were subsequently reviewed to determine coverage of pharmacogenetic tests by gene-drug indication group (GDIG) and an insurance company. SETTINGS AND PARTICIPANTS: Not applicable. OUTCOME MEASURES: Within unique policy sets, the following were analyzed: (1) the number of times each GDIG was mentioned; (2) the percentage of times each GDIG was mentioned; (3) when mentioned, the number of times each GDIG was covered; (4) when mentioned, the percentage of times each GDIG was covered; and (5) regardless of being mentioned, the percentage of times each GDIG was covered. RESULTS: A total of 223 medical policies mentioning pharmacogenetic tests were retrieved, representing 34 unique policy sets from 41 companies. Thirty-three companies had their policies accessible on their website. Approximately 50% of GDIGs were unanimously mentioned in all policies but were covered only < 20% of the time. When mentioned in a policy, 7 GDIGs were uniformly covered, and 11 GDIGs were uniformly not covered. Overall, insurance companies covered approximately 40% of GDIGs mentioned in their policies. CONCLUSION: The medical policies addressing recommended pharmacogenetic tests were not readily accessible on websites of the top private health insurance companies. The coverage and payments of the tests varied by the company and gene-drug pairs and remain suboptimal.

Brief neonatal nutritional supplementation has sex-specific effects on glucose tolerance and insulin regulating genes in juvenile lambs.

BACKGROUND: The nutritional plane and composition during fetal life can impact upon growth and epigenetic regulation of genes affecting pancreatic ß-cell development and function. However, it is not clear whether ß-cell development can be altered by nutritional factors or growth rate after birth. We therefore investigated the effect of neonatal nutritional supplements on growth, glucose tolerance, and pancreatic development in lambs. METHODS: Newborn lambs were randomized to daily nutritional supplements, calculated to increase macronutrient intake to a similar degree as human breast milk fortifier, or an equivalent volume of water, for 2 wk while continuing to suckle ewe milk. Intravenous glucose tolerance test (IVGTT) was performed at 4 mo of age, and pancreata collected for molecular analysis. RESULTS: Supplemented lambs had slower weight gain than controls. In supplemented lambs, insulin response to IVGTT was increased in males but decreased in females, compared to same sex controls, and was unrelated to growth rate. mRNA expression of key genes in ß-cell development showed sexually dimorphic effects. Epigenetic change occurred in the promotor region of PDX1 gene with decreased suppression and increased activation marks in supplemented lambs of both sexes. CONCLUSION: Nutritional interventions in early life have long-term, sex-specific effects on pancreatic function.

Perceptions of Remediation Policies and Procedures in Pharmacy Education.

OBJECTIVE: This study aimed to (1) explore the perceptions of current remediation processes among pharmacy program administrators and faculty, and (2) identify factors surrounding successful or unsuccessful remediation in a pharmacy program. METHODS: This qualitative study used the following 3 stakeholder focus groups with distinct perspectives: didactic faculty, experiential faculty, and administrators. A screening survey was used to identify eligible participants, and quota sampling was used to represent various institution types and stakeholder experience. Focus groups were conducted using structured interview questions by an expert interviewer who was not part of the research team. Data were coded using the constant comparison method until consensus was achieved on the identified themes. RESULTS: Three themes associated with remediation were identified with 12 coded categories. The codes discussed by all 3 stakeholder groups included methods to identify students who need remediation, types of remediation, remediation challenges, consequences of remediation, remediation effectiveness, and necessary improvements to the remediation process. The didactic and experiential faculty groups discussed the management of remediation plans, methods of remediation prevention, and lessons learned from remediation. The timing of remediation was discussed by didactic faculty. The experiential faculty noted the need for preceptor development to provide timely feedback and ensure successful remediation. All 3 groups mentioned having clear policies and procedures for successful remediation. CONCLUSION: Overall, faculty and administrators had similar perceptions regarding remediation practices. The differences in concerns about remediation were most notable between the experiential and didactic faculty. While all 3 groups believed that remediation may be useful and necessary, challenges remain and monitoring is needed to determine the most effective practices, particularly in experiential education.

Perceptions and Utility of Course Evaluations in US Pharmacy Schools.

OBJECTIVE: This study aimed to describe the purpose, implementation, and perceived utility of course evaluations in pharmacy programs. METHODS: After a literature review, a 34-item survey was developed, pretested, and sent to assessment administrators at accredited pharmacy programs (N = 139) with at least 3 follow-ups. Descriptive and inferential statistics were performed in IBM SPSS Statistics software. RESULTS: A total of 90 programs responded (64.7% response rate). Most students (94%) were offered the opportunity to complete course evaluations. Some students completed evaluations during the course (47%), while others did so within 1 week of completion of the course (49%). Whether or not class time was given for students to complete the survey was often dependent on faculty choice (52.2%). Results were typically released after final grades were posted (92%), in time to use for the next semester of teaching (77%). Faculty were chosen to be evaluated by the number of teaching hours (50%) followed by all instructors (45.6%). Programs used the results for performance reviews by chairs (91%), course coordinator reviews (84%), and committee continuous quality improvement efforts (72%). Most programs did not provide faculty guidance on using evaluations (78%) nor development/mentoring (57%); only 22% of programs offered student development in completing evaluations. CONCLUSION: While most programs invite feedback from all students via evaluations, most did not provide guidance to faculty on how to use this feedback for faculty or course development purposes. A more robust process to optimize the use of course evaluations should be developed.

A National Survey of Perceptions Around Conditions Associated With Pharmacy Faculty Workload Equity.

OBJECTIVE: To assess pharmacy faculty members' perceptions of conditions associated with workload equity and factors that can improve workload equity. METHODS: A 26-item survey instrument was developed and distributed via email to members of the American Association of Colleges of Pharmacy Council of Faculties. Questions pertained to the workload distribution, fairness in assignment, and perception of the conditions associated with workload equity (transparency, context, credit, clarity, norms, and accountability) as well as institutional and individual demographics. RESULTS: A total of 662 responses were obtained (response rate 15.9%). Respondents' demographics were comparable to available national data. Approximately 41% of respondents reported their institutions did not have a written faculty workload policy. Most respondents reported their workload assignment was fair (highest with research/scholarship) but reported only moderate alignment between assigned and actual workloads. The rating level for what domains the primary decision maker uses to assign workload was highest for context, followed by credit, clarity, and transparency. Transparency was reported as the most needed condition to improve faculty perception of workload equity. Respondents also rated increasing trust between leadership and faculty and increasing productivity and accountability as the most important reasons to minimize workload inequities. CONCLUSION: This was the first national survey of pharmacy faculty perceptions around the conditions associated with workload equity. Though additional research is needed in this area, programs can work to implement strategies associated with all of the conditions, particularly transparency, to improve faculty perceptions of equity.

Gaps and Opportunities for Faculty Workload Policies in Pharmacy and Health Professions Education.

Faculty workload is difficult to delineate and quantify equitably because of the various factors and diverse roles that define faculty positions. This is especially true in health professions education, including pharmacy. Nonetheless, ensuring fair and transparent distribution of faculty workload is necessary for equity and engagement of the faculty workforce. While it is impossible to develop a uniform policy for all faculty, there can be a guide for how workload is developed and measured, especially for promotion or awarding of tenure, focusing on equity and transparency. Developing clear definitions of workload, setting mutually agreed expectations, and sharing transparent workload assignments and distribution within the institution may be needed. It is imperative to discuss an optimal policy for equitable and transparent workload in each institution and in academic pharmacy as a whole; a lack of this effort can create undue hardship for faculty, decrease productivity, potentially worsen faculty morale, and ultimately impair faculty retention.

Using Emotional Intelligence as a Framework for Students' Professional Identity Formation.

Emotional intelligence and professional identity formation (PIF) intersect at various levels. Professional identity formation requires acute observation of others in the profession and the ability to decipher intentionality in behaviors. The developing pharmacist must make a deliberate effort to emulate positive norms and values that coincide with those associated with the profession while deliberately ignoring those that are incongruent. To learn from others in the profession, social skills are required, so one can ask questions, determine the best course of action, set goals, grow, and maintain relationships, and ask for help. The ability to manage one's emotions regardless of external circumstances can be valuable for any profession. Self-regulation and self-assessment of one's emotions and motivations can be useful for reevaluating our perspectives and priorities as pharmacists. Emotional intelligence is a critical component of building, demonstrating, and improving PIF. This commentary will provide strategies to facilitate and solidify the connection between the two.

A Scoping Review of the Hidden Curriculum in Pharmacy Education.

Objective. The hidden curriculum has been defined as teaching and learning that occur outside the formal curriculum and includes the knowledge, skills, attitudes, behaviors, values, and beliefs that students consciously or subconsciously acquire and accept. It has been identified as an inherent part of learning in health professions education and may affect students' formation of professional identity. This scoping review investigated the definition and evidence of the hidden curriculum for pharmacy education.Findings. A comprehensive literature search was conducted for primary articles investigating the hidden curriculum in pharmacy education through August 2021. A total of five papers were included in the review: four papers from the United Kingdom and one from Sweden. The focus of each paper and the elements of the hidden curriculum, along with the study quality as assessed by the quality assessment tool, varied. Three papers focused on professionalism or professional socialization, and the other two focused on patient safety. All five studies used qualitative methods including focus groups and semistructured interviews of the students and faculty. Studies also identified approaches to addressing the hidden curriculum, such as integrating formal and informal learning activities, integrating work experiences, providing sustained exposure to pharmacy practice, and development of professionalism.Summary. The definition of the hidden curriculum varied across the five studies of varying quality. The evidence of the hidden curriculum was measured qualitatively in experiential and academic settings. Recognition of the impact of the hidden curriculum and strategies for addressing its negative effects are critical to the success of not only the students but also the pharmacy profession at large.

Examining Validity for the Pharmacy Affective Domain Situational Judgment Test.

Objective. With the integration of the affective domain in the pharmacy accreditation standards, it is important for programs to have methods for formatively assessing student competency in these areas. The objective of this study was to examine the validity evidence for a recently developed situational judgment test to assess the affective domain contained in the Accreditation Council for Pharmacy Education (ACPE) Standards 2016.Methods. After pilot testing items in multiple pharmacy schools, a revised 15-item situational judgment test instrument was developed measuring the affective domain as it relates to the pharmacy profession. The resulting Pharmacy Affective Domain Situational Judgment Test (PAD-S) was administered to students at three institutions and internal structure validity evidence was examined using item descriptives, Cronbach alpha, and results from a Rasch measurement model.Results. There were 559 valid responses included in the study. The items were of varying difficulty, with Rasch results confirming the hierarchy of items and suggesting that items were contributing to the measure. The Cronbach alpha was 0.70, suggesting acceptable reliability. However, the reliability items from the Rasch model were lower (0.65 and 0.66), indicating that the ranking of ability was limited, which may be due to fewer items of high difficulty.Conclusion. Overall, the PAD-S performed well as a measure of the affective domain. The PAD-S may be a useful formative instrument as part of a comprehensive assessment plan and may be less resource intensive than other measures.

We Must Do Better to Ensure Equity, Transparency, and Clarity in Service Workload.

Assessment of faculty workload is challenging due to the diverse set of definitions and expectations at individual schools/colleges of pharmacy. The service component of faculty workload is complicated to assess and evaluate due to institutional variances in policies and procedures for assigning service commitments and lack of clarity in how service is regarded toward promotion and tenure decisions. This commentary discusses the challenges of service as a component of faculty workload including lack of clear definitions and time dedicated to service. The commentary also presents potential solutions that schools/colleges should consider in defining service expectations. These solutions include strategies on how administrators should: set expectations, engage faculty at all ranks and series, and measure outcomes to ensure equity of service workload to build a culture of collective citizenship.

Perceptions and Practices for Evaluating Faculty Workload by Pharmacy Education Administration/Leadership.

OBJECTIVE: To assess how department chairs/administrators define, measure, and evaluate faculty workload to better understand practices within the Academy. METHODS: An 18-item survey was distributed to department chairs/administrators via American Association of Colleges of Pharmacy Connect. Participants identified if they are a primary decision maker for faculty workload, whether their program has a workload policy, how workload is calculated, and how faculty satisfaction with workload equity is measured. RESULTS: Of 71 participants initiating the survey, data from 64 participants from 52 colleges/schools were eligible for analysis. Leaders of practice departments reported that their faculty spend an average of 38% of their time on teaching (compared to 46% for non-practice departments), 13% on research (vs 37%), 12% on service (vs 16%), and 36% on clinical practice (vs 0%). Most survey participants (n = 57, 89%) are at schools/colleges with a tenure system, and about 24 participants reported that faculty workload metrics differ across departments/divisions. Teaching assignments and service are reportedly negotiable between faculty and supervisors, and workload expectations are widely variable. The majority indicated they do not analyze faculty satisfaction with workload fairness (n = 35) and faculty do not provide evaluative feedback on how supervisors assign faculty workload (n = 34). Of 6 priorities considered when determining workload, 'support college/school strategies and priorities' ranked highest (1.92) and 'trust between the chair and faculty' ranked lowest (4.87). CONCLUSION: Overall, only half of the participants reported having a clear, written process of quantifying faculty workload. The use of workload metrics may be needed for evidence-based decision-making for personnel management and resource allocation.

Considerations for remediation policy and procedures in pharmacy education.

INTRODUCTION: Despite the heterogeneous nature of remediation definitions, processes, and impact on learning, it is commonly understood as a process for identifying student deficiencies in knowledge, skills, and attitudes that need to be corrected prior to student progression in the program. COMMENTARY: Current issues related to remediation in pharmacy education include inconsistencies in practices and types within and among institutions, a lack of correlation to student academic success, effects on attrition both positive (student staying on-time for graduation) and negative (students sitting back one year), increase in faculty workload, and negativity or stigma associated with the student. IMPLICATIONS: Key considerations in developing and implementing remediation policies and procedures include being student-focused, providing a positive frame for remediation, implementing a clear process, and early identification of students who need help.

Rethinking the Pharmacy Workforce Crisis by Exploring Unconventional and Emerging Career Pathways and Training.

Given the limited availability of conventional pharmacy positions, pharmacy programs face a challenge in ensuring that all graduates obtain jobs that fulfill their goals and ambitions. Thus, it is imperative to explore and discuss unconventional but promising positions, specifically regarding their availability and needs. In exploring these positions, it is important to recognize technical and nontechnical skill sets that pharmacy graduates possess at graduation, identify unique pathways to help students explore job alternatives, and educate faculty and students about employment opportunities beyond the traditional setting if desired or necessary. Students must become aware of the opportunities that exist in both conventional (pharmacist clinician) and unconventional (pharmacist innovator) pharmacy careers and be able to articulate the translational skills from their training. Pharmacy programs and faculty can better support students by fostering the development and marketing of their skills.

Evidence and Strategies for Including Emotional Intelligence in Pharmacy Education.

Objective. This integrative review summarizes the literature addressing emotional intelligence among health care professionals and students to better define and incorporate it into the pharmacy curricula.Findings. Emotional intelligence is an essential attribute for relationship building, stress management, and self-regulation. Pharmacy students must develop and improve their emotional intelligence to support their development of successful relationships with patients, pharmacy colleagues, and other health care providers. In addition, awareness of one's own biases and emotions can help with behavioral regulation, which can facilitate enhanced communications with others. Increasing evidence suggests that emotional intelligence can influence academic success, the ability to provide compassionate and competent patient care, the ability to lead and influence others, and the ability to manage stress, all of which are important in pharmacy education. Educators can help learners develop emotional intelligence by designing activities that directly identify and target areas of weakness while leveraging areas of strength.Summary. This article discusses key background studies on emotional intelligence in the health professions literature and identifies specific methods and strategies to develop learners' emotional intelligence within the curriculum.

Multi-institutional Analysis of Student and Program Variables as Predictors of Performance on the NAPLEX.

Objective. Understanding student characteristics and risk factors for performance on the North American Pharmacist Licensure Examination (NAPLEX) may help schools and colleges of pharmacy target limited resources. This study aimed to evaluate two sets of Doctor of Pharmacy (PharmD) student variables for their effect on NAPLEX performance.Methods. Data were collected from five schools and colleges of pharmacy over three years (2016-2018). Relationships between variables were first examined with bivariate correlations, and then by a series of multiple regressions using a structural equation modeling approach. Two sets of analyses were conducted using the outcome variable of NAPLEX scaled score. The first set examined variables at admission to the program while the second set examined performance variables during the PharmD program.Results. Students' score on the Pharmacy Curriculum Outcomes Assessment (PCOA) had the highest bivariate correlation with their NAPLEX score, with area 4 and area 2 having the strongest correlations. The correlations of Pharmacy College Admission Test (PCAT) subtest scores with NAPLEX scores were significant but smaller. Admissions variables of incoming science grade point average (GPA) and PCAT area scores were significant predictors of performance on the NAPLEX, but these variables were entered in separate models as they explained the same variance (each approximately 15%). The PCOA area scores and GPA before starting advanced pharmacy practice experiences (pre-APPE GPA) were significant predictors and explained about 25% of the variance in NAPLEX scores.Conclusion Pharmacy students' PCOA area scores and pre-APPE GPA were significant predictors of their NAPLEX scores. Information in this study can be used by pharmacy schools to efficiently target support services to students for enhanced NAPLEX performance.

Embarking as "Captain of the Ship" for the Curriculum Committee.

This commentary examines the curriculum chair's responsibilities and discusses considerations when assuming this role, using a "captain of the ship" metaphor. From knowing the crew to managing a diverse set of responsibilities, the path to becoming an effective chair is challenging and each captain's stripe must be earned. Advice is provided to assist with understanding the curriculum and governance processes, as well as the chair's various roles and professional development. The need for leadership and management is also emphasized.

A Situational Judgment Test to Assess Students' Achievement of Accreditation Council for Pharmacy Education Standards 3 and 4.

Objective. For pharmacy students to successfully meet competencies related to Accreditation Council for Pharmacy Education Standards 3 and 4, it is essential for pharmacy programs to assess student progression in the affective domain. The purpose of this study was to develop and assess the validity of a situational judgment test (SJT) for evaluating student mastery of Standards 3 and 4.Methods. A multi-institutional faculty team developed an 18-item SJT that consisted of scenarios asking the respondent to rank the effectiveness of four response options mapped to Standards 3 and 4. The research team systematically reviewed the literature, created items, and deliberated until consensus was achieved. Subject matter experts (SMEs) reviewed and provided feedback on the instrument. Students from two institutions were recruited to participate in cognitive interviews about the finalized instrument. Cognitive interview data were analyzed to identify themes.Results. After edits were made to the instrument based on SME feedback, students (n=18) in the cognitive interviews identified item length as a concern and commented on item/response clarity and comprehensiveness. Data from the cognitive interviews were used to modify the SJT to reduce the length and clarify items. The result was two shorter versions of the instrument, both with similar mapping to all elements in Standards 3 and 4.Conclusion. Early steps in validating the SJT suggested that the instrument may be a promising tool to assess student progression in the affective domain. The SJT instrument is intended to provide evidence of student pharmacist development that occurs in the didactic, experiential, and co-curricular portions of pharmacy education. The instrument can serve as one part of a comprehensive assessment plan.

Systematic Review of Predictors of Success for the North American Pharmacist Licensure Examination.

Objective. Studies have examined possible predictors of success on the North American Pharmacist Licensure Examination (NAPLEX). This systematic review investigated the literature on potential predictors of success on the NAPLEX.Findings. Articles were included in the review if they studied student characteristics and academic performance as independent variables and NAPLEX scores and/or pass rates as an outcome. Data were extracted from each article for students' demographics or variables, sample size, methods of statistical analyses, and results reporting correlation or predictability. From 40 articles retrieved from the initial search and sorting, 20 studies were included in the final review per inclusion criteria. Three studies included all the pharmacy programs, 15 were single-institution studies, two were multi-institution studies, and four had been published as posters. Among 30 different variables identified as potential predictors of success on the NAPLEX, the most examined variables were student age at matriculation, having a prior degree, Pharmacy College Admission Test (PCAT) scores, cumulative pharmacy school grade point average (GPA), overall Pharmacy Curriculum Outcomes Assessment (PCOA) scores, and PCOA content areas scores. Positively correlated factors included PCAT scores, not having a prior degree, prepharmacy and pharmacy school GPA, institutional characteristics, and PCOA scores. Negatively correlated factors included older age at admission.Summary. Cumulative pharmacy school GPA and PCOA scores were predictors of NAPLEX success consistently in the studies. The effects of preadmission student characteristics on NAPLEX success varied and were not consistently correlated or predictive.