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The manager was more likely than other pharmacy positions to report performing seven of the nine tasks within this EPA. Significant differences in five of nine tasks were found across pharmacies located in rural or more urban communities, including "assist in the evaluation of pharmacy technicians" and "identify pharmacy service problems and/or medication safety issues." Conclusion. This study provides empirical evidence suggesting that EPAs can be a useful means to assess outcomes in pharmacy education. © 2019 American Association of Colleges of Pharmacy.Objective. To identify work profile factors from the Career Pathway Evaluation Program, 2018 Pharmacist Profile Survey. Methods. Exploratory factor analysis was used to describe the underlying structures (factors) that best represented respondents' work profiles. Descriptive statistics and Analysis of Variance were used to describe the 17 different work categories listed in the survey. Results. Eleven underlying factors were identified for the respondents' work setting profiles. A description of these factors among the 17 different respondent career categories revealed variation that can be useful in describing the career categories in the APhA Career Pathway Evaluation Program for Pharmacy Professionals. Conclusion. The results revealed variation among pharmacist career types. The profiles constructed in this study describe the characteristics of various career paths and can be helpful for decisions regarding educational, experiential, residency, and certification training in pharmacist careers. © 2019 American Association of Colleges of Pharmacy.Objective. To evaluate change in the ability of third-year pharmacy students to identify drugs that increase fall risk after training in and experience using the Medication Falls Risk Assessment Tool (MFRAT). Methods. An assessment was administered to students prior to MFRAT use and after MFRAT use. The assessment consisted of 10 medication regimens for various chronic conditions (50 distinct drug choices with 30 correct answers and 20 distractors), and students were to identify fall risk increasing drugs (FRIDs). Using a flipped-classroom approach, students viewed an online presentation on FRIDs and then participated in instructor guided, in-class application of the MFRAT using student-collected data from an actual patient case. Students completed medication therapy management (MTM) documentation. The assessment data for students who had previously used the MFRAT (experienced) were analyzed separately from first time users (inexperienced). Results. Three assessment scores were evaluated number correct (maximum 30; higher score is better), number of distractors (maximum 20; lower score better), and a combined total score (maximum 50; higher score better). In inexperienced users (n=104), pre- and post-assessment means improved significantly for correct score (24.9 vs 29.5) and total score (39.4 vs 44.3). Among experienced users (n=10), pre- and post-assessment means improved significantly for correct responses (27.3 vs 29.7), distractors (7.0 vs 3.5), and total score (40.3 vs 46.2). Conclusion. The ability of both pharmacy students who had used the MFRAT previously and those who had not to correctly identify FRIDs increased on the post-assessment. © 2019 American Association of Colleges of Pharmacy.Objective. To understand students' lived experiences of academic difficulty in pharmacy school in relation to Tinto's conceptual schema of student departure. Methods. A descriptive, single case study design was chosen to explore academic difficulty in pharmacy school, and the unit of analysis (case) in this study was the experience of academic difficulty. Four students who had experienced academic difficulty in pharmacy school were recruited to participate in the study. Data sources included admissions applications, transcripts, emails to the lead researcher, and semi-structured interviews. Prior to analysis, the researchers created a coding dictionary to operationalize codes for textual analysis. Intercoder agreement was established at 97% agreement. Research validity was supported by triangulation of data, multiple researchers, and member checking. Results. Three of the four students were retained because of the synergistic reinforcement of academic and social integration based upon Tinto's schema. A fourth student was academically dismissed and departed the college, suggesting that too many social responsibilities in pharmacy college reduces time for academic integration, thereby diminishing the reciprocal potential between academic and social integration. Among the four students, seven main themes were identified student background, goal of becoming a pharmacist, academic integration during pharmacy school, social integration during pharmacy school, retention and departure, roles and responsibilities during pharmacy school, and wellness. Conclusion. The results suggest that Tinto's theory of student departure is applicable to students' experiences of academic difficulty. These student stories suggest that early identification of student support needs may help pharmacy programs improve student retention. © 2019 American Association of Colleges of Pharmacy.Objective. To examine pharmacy students' self-assessment and evaluator assessment of the global performance of skills required for effective interprofessional collaborative practice during an objective structured clinical examination (OSCE). Methods. Third-year pharmacy students completed three cases designed to evaluate the skills they would need to engage in effective interprofessional collaborative practice as part of a capstone objective structured clinical examination (OSCE). Students then also completed a brief survey regarding the quality of the cases and the Interprofessional Collaborative Competency Attainment Survey (ICCAS). Student performance on each of the three cases was assessed using the Global Rating Scale (GRS). Paired sample t tests were conducted to compare differences in mean change in ICCAS scores. Correlations between the GRS ratings and ICCAS pre- and post-assessment scores and changes in scores were examined. Results. One hundred twenty-four students participated in the study. The majority of students reported that the OSCE cases were realistic and of high quality. The average total ICCAS score (out of 7) was 5.1 (SD=0.8) at pre-assessment and 5.9 (SD=0.6) at post-assessment; the difference in scores was significant. The mean GRS scores (out of 5 points) for the three cases were 4.2 (SD=0.5), 4.5 (SD=0.6), and 4.6 (SD=0.5); and the mean score for the three cases combined was 4.4 (SD=0.3). A weak relationship was found between the total GRS and ICCAS post-assessment scores. Conclusion. Presenting pharmacy students with OSCE cases that focused on skills important to effective interprofessional collaborative practice was an effective means of assessing their skills and improving their self-assessment of interprofessional collaborative behaviors. © 2019 American Association of Colleges of Pharmacy.Objective. To create an IPE course that improved knowledge related to HIV history, prevention, and therapy, in health professions students and improved their interest and confidence in becoming interprofessional collaborative clinicians, specifically involved in the care of people living with HIV. Methods. A motivational design framework was used to create an interprofessional course that incorporated whole-task complex scenarios, team-based application, and experiential components. Multiple sources of quantitative and qualitative data, including the AIDS Education and Training Center evaluation tool and Interprofessional Collaborative Competency Attainment Scale instrument, as well as assignments and course evaluations, were collected and analyzed. Results. Fifteen students from medicine, nursing, and pharmacy participated in 2017, and 21 students from medicine, nursing, pharmacy, and social work participated in 2018. In both offerings, students rated the course experience positively and self-reported increases in confidence related to interprofessional competencies. Ninety-three percent and 68% of the students in 2017 and 2018, respectively, stated they planned to be involved in HIV care to some degree in the future. Students demonstrated high levels of knowledge of the AIDS Training & Education Center National HIV Curriculum at the end of the 2018 course offering. Conclusion. This educational course design provided an effective interprofessional learning experience and establishes a sustainable interprofessional format for teaching health professions students about HIV. © 2019 American Association of Colleges of Pharmacy.Objective. To describe students' experiences and perceptions of non-traditional student-preceptor learning models and evaluate the effectiveness of these models on students' learning experience. Methods. Pharmacy students who had completed at least one experiential rotation with a non-traditional learning model participated in semi-structured interviews. Models included peer-assisted learning (PAL; two or more students of same educational level), near-peer teaching (NPT; one or more junior students with one or more senior students), and co-preceptorship (CoP; two or more preceptors). Interviews were transcribed, coded, and analyzed for themes. Themes were mapped according to the Kirkpatrick model for evaluating educational training. Results. Twenty semi-structured interviews were conducted. Forty-three experiences (19 CoP, 14 PAL, 10 NPT) from 14 institutions were described. Many themes overlapped between the three models. In CoP, learners described increased preceptor availability and exposure to different patient care approaches. Challenges arose when preceptors had different expectations. Students overwhelmingly endorsed a multi-learner environment. Both PAL and NPT learners felt supported as collaboration with other learners was readily fostered. find more Potential challenges in PAL and NPT were difficulties when personalities conflicted and when there was a significant knowledge gap between the learners. All three models allowed for the development of skills, including communication and collaboration. Learners reported an enhanced approach to patient care and professional practice, including approaches to teaching as new preceptors. Conclusion. Pharmacy students and graduates valued their experiences in non-traditional student-preceptor models. Institutions may find support for using these precepting models to increase placement capacity. © 2019 American Association of Colleges of Pharmacy.Objective. To use institution-specific curricular outcomes as a framework to map skill development opportunities available through cocurricular involvement in pharmacy student organizations. Methods. Participants completed a modified Extracurricular Involvement Inventory individually to measure the intensity of their involvement in each student organization. Participants also completed the Co-Curriculum Outcomes Assessment Mapping Survey (COAMS) instrument as a group to indicate what skills (ie, curricular outcomes) they developed through involvement in a student organization and student organization activities, programs, and events, and to provide examples of these skills. Data sources were triangulated to map skill development opportunities in the co-curriculum to curricular outcomes. Results. The COAMS identified all curricular outcomes as skills students have the opportunity to develop through student organization involvement in the co-curriculum. Communication was the most common skill identified. Other common skills included professionalism and ethical behavior, collaboration and influence, and in-depth knowledge and proficient skills.
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