Notes

Modifying action behaviors throughout trade college pupils: the actual stepwise growth and also optimised content in the 'let's shift it' involvement.
In today's workforce, non-technical skills (NTS) are essential in determining an employee's ability to fit into an organization. However, it is unknown whether pharmacy students consider these skills essential to their future work or believe they are sufficiently trained. Therefore, this study evaluated student perceptions of the value of NTS as a pharmacist and their satisfaction with NTS training.

A 45-item survey was distributed to 111 fourth-year pharmacy students at Texas A&M College of Pharmacy in March 2019. Given the diverse nature of NTS, this study collected student perceptions about the 2016 Accreditation Council for Pharmacy Education Standard 4 Key Elements self-awareness, leadership, innovation, and professionalism. Results were analyzed utilizing descriptive statistics.

Approximately 84% (n=93) of students completed the survey. More students perceived professionalism as an important skill to have, followed by leadership, self-awareness, and innovation. Similar results were shown with students' satisfaction with NTS training. Also, results highlighted that students' satisfaction level with their NTS training and their belief regarding their strengths relied on two factors the number of advanced pharmacy practice experiences (APPEs) where NTS training occurred and the amount of time spent practicing the NTS.

These data add to the existing literature to support NTS training in experiential pharmacy education. While APPEs should not be the only setting where these skills are practiced in the curriculum, our study's findings may further guide curricular priorities and assessment strategies for NTS in the experiential setting.
These data add to the existing literature to support NTS training in experiential pharmacy education. While APPEs should not be the only setting where these skills are practiced in the curriculum, our study's findings may further guide curricular priorities and assessment strategies for NTS in the experiential setting.
To assess if exposure to diverse pharmacy career pathways influences the Doctor of Pharmacy (PharmD) student's career plans within the first month of an academic curriculum.

First year PharmD students were enrolled in a four-week course with a focus on introduction to core practice areas of pharmacy community, hospital, and managed care. Guidance was provided with resources and a pharmacist panel to aid in both self-learning and direct sharing about diverse areas of pharmacy practice extending beyond the core course practice areas. A survey was given at the beginning and at the end of the course to measure the influence of course activities on first year students' aspirations for varied pharmacy careers. All students completed the survey but needed to opt into the research for data to be collected. Chi-square, Fisher's Exact Test, and descriptive statistics were used in data analysis.

In this study of 508 first year pharmacy students, we found that 50.8% reported a change in their pharmacy career plans at the end of the course. Student interest in non-traditional career paths increased from 38.2% at the beginning of the course to 47.6% at the end of the course. As a result, students reported that they would select different electives (P<.001), pursue different pharmacy organizations (P=.0003), and explore new internship opportunities (P<.001). Overall, 98% found the course introduced them to pharmacy career paths they were previously unaware existed.

Early exposure to diverse pharmacy career pathways influences students' career plans.
Early exposure to diverse pharmacy career pathways influences students' career plans.
In-person Objective Structured Clinical Examinations (OSCEs) are used as assessments in most pharmacy programs, however, reports of virtual OSCEs and skills assessments are limited. With a pivot to virtual OSCEs necessitated by the COVID-19 pandemic, it is important to consider core competencies assessed as well as logistics, technology, and other factors.

The virtual redesign of a Capstone OSCE for third professional year pharmacy students at the beginning of the COVID-19 pandemic.

Core components of pivoting an in-person Capstone OSCE to virtual included an initial assessment of what was planned, what competencies were being assessed, and how this could be accomplished in the virtual realm. Key stakeholders such as students, testing and evaluation services, and faculty were included in the planning process. In addition to changes in OSCE delivery, grading processes and remediation were also modified.

This Capstone OSCE merged virtual education and skills-based assessments together out of necessity and provides an example of flexibility and nimbleness in times of great change. Although further assessment is needed, processes used and lessons learned are helpful for future, intentional planning of virtual or partially virtual skills assessments.
This Capstone OSCE merged virtual education and skills-based assessments together out of necessity and provides an example of flexibility and nimbleness in times of great change. Although further assessment is needed, processes used and lessons learned are helpful for future, intentional planning of virtual or partially virtual skills assessments.
Educational escape room activities are being implemented in various classroom environments to augment learning. These games are structured in a linear pathway, and all participants must complete riddles to arrive at the same answer and "escape the room."

Investigators created a multi-directional interactive learning activity where students were presented with a patient case. The activity required students to identify the presented infectious disease, interpret microbiology results, and select antibiotic treatment options. Students were required to provide dosing and antimicrobial stewardship metrics based on their treatment selection along with rationale. Upon completion of the activity, students participated in group discussions explaining the reasoning behind their selected treatment option. They also completed a satisfaction survey. Knowledge of antimicrobial stewardship principles was assessed via a multiple-choice exam. Exam performance was compared to the prior year when a traditional lecture format was utilized to teach the topic.

Of 194 students enrolled in the course, 138 completed the satisfaction survey. The majority (86.9%) indicated that they would recommend the activity and 88.2% considered it an effective tool for learning antimicrobial stewardship. There was a mean decline of 6.38% (P=.3) in correctly answered exam questions with the implementation of the activity compared to results from the previous academic year (N=185).

Students perceived the game as a valuable learning experience, but it did not result in an improvement in knowledge of antimicrobial stewardship as assessed by multiple-choice exams.
Students perceived the game as a valuable learning experience, but it did not result in an improvement in knowledge of antimicrobial stewardship as assessed by multiple-choice exams.
The purpose of this study was to assess impact on knowledge, communication skills, and self-confidence of an oral presentation through integrated learning within a pharmaceutical sciences course and a pharmacy practice course within the first year of a three-year, accelerated pharmacy curriculum.

First-year, first-quarter students were assigned to research, prepare, and give an oral presentation of an immunology topic pertaining to an autoimmune disease or an immune deficiency. In addition to assessments of content (immunology) and delivery (communications), students completed a 15-item, four-point Likert scale anonymous post-presentation survey, which provided an opportunity for the students to provide feedback about the assignments. Students were also encouraged to provide subjective feedback.

A total of 140 students (88%) completed the survey. Results indicated favorable student response to the assignments. On average, students viewed this activity as a positive experience (total mean=1.44 (95.71%)). Furthermore, students strongly agreed that the activity helped with public speaking and reinforced basic immune system concepts. Bemnifosbuvir price Analysis of student responses and comments indicated positive reaction to active learning and self-directed learning.

Overall results indicated an improvement in student confidence in ability to communicate specific material learned in a pharmaceutical sciences course. Curricular integration through oral presentations is one approach to increase student knowledge of pharmaceutical sciences and improve confidence and student self-awareness of personal communication skills.
Overall results indicated an improvement in student confidence in ability to communicate specific material learned in a pharmaceutical sciences course. Curricular integration through oral presentations is one approach to increase student knowledge of pharmaceutical sciences and improve confidence and student self-awareness of personal communication skills.
This study evaluated the impact of an emotional intelligence (EI) workshop as a tool to improve student pharmacists' self-awareness. The primary objectives were to assess the change in student pharmacists' self-awareness as measured by the Self-Awareness Outcomes Questionnaire (SAOQ) and identify trends in their self-reflection.

A four-hour EI workshop was delivered in a first-year required student pharmacist leadership course. The components of the workshop included an EI assessment via the Emotional Quotient Inventory (EQ-i 2.0) administered to student pharmacists outside of class, active learning class time that applied the principles of EI to leadership and group dynamics, and peer-to-peer discussions. Personal results of the EQ-i 2.0 were reviewed individually and in small groups. Student pharmacists completed a self-reflection and EI action plan outside of class. The SAOQ was completed before and after the workshop and the aggregated Likert scales were analyzed by paired t-tests.

After two consecutive course offerings of the workshop (N=100), there was a significant increase in the total SAOQ score as well as a significant increase for the three positive subscales reflective self-development, acceptance, and proactivity. There was no change in the negative subscale emotional costs. Student pharmacists positively perceived the workshop and reported that the activities motivated students to improve their interpersonal skills and increase extracurricular involvement.

Implementing an EI workshop is an effective curricular method to improve the affective domain of student development, specifically self-awareness.
Implementing an EI workshop is an effective curricular method to improve the affective domain of student development, specifically self-awareness.
In response to concerns about student stress and well-being, a volunteer wellness task force was formed to promote a culture of wellness at the school of pharmacy (SOP). The purpose of this paper is to describe the development and implementation of this pilot wellness program.

A task force was formed to design and implement a pilot wellness program for pharmacy students. Interventions included orientation to wellness program, sessions on nutrition and mindfulness, in-class brain breaks, and promotion of on-campus resources. Student wellness was assessed at baseline with a questionnaire including sociodemographic data, perceived stress levels using the Perceived Stress Scale (PSS-10), wellness practices, and use of wellness resources. Program feedback was obtained using a post-questionnaire to identify student perceptions and preferences for wellness activities.

Pharmacy year one through three students (n=166) were included in the pilot wellness program, with 92.2% and 88.8% completing the baseline and post-questionnaires, respectively.
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