Notes

Considering reasons for specialized variability within the mechano-node-pore feeling pipeline and their influence on the reproducibility regarding single-cell mechanical phenotyping.
Objective. To determine how interprofessional education (IPE) in pharmacy has been studied, namely which disciplines have engaged in IPE research initiatives, the research methodologies that have been used, and what journals have published in this area.Findings. In the 145 IPE studies included in the review, the authors represented 13 different disciplines (3.2±1.5 disciplines per study). Pharmacy authors most commonly published with co-authors from nursing, medicine, and health management and support and most frequently served as first author or last author. The IPE activities involved 4.0 student disciplines (SD = 1.9) and 211.8 students (SD = 280.1), and most commonly included nursing (n = 104, 71.7%), medicine (n = 102, 70.3%), and health management and support students (n = 50, 34.5%). Most studies did not include an author from each student discipline involved in the IPE (n = 88, 60.7%). Further, a majority of studies used nonrandomized groupings (n = 103, 71.0%) with quantitative data (n = 74, 51.0%) and most were published in an interprofessional journal (n = 65, 44.8%) or pharmacy-specific journal (n = 45, 31.0%).Summary. Pharmacists have increased their engagement in IPE research as demonstrated by the number of articles published and authorship order position. However, mismatches between student disciplines and author disciplines on published papers elucidate opportunities to foster collaborations that position students for success within a collaborative healthcare environment.Objective. To identify themes, gaps, and sources of evidence from the literature regarding the Pharmacy Curriculum Outcomes Assessment (PCOA) to inform practice and additional areas for research in pharmacy education.Findings. Nineteen articles describing the administration and use of PCOA were identified. Since PCOA was made a curricular requirement by the Accreditation Council of Pharmacy Education in 2016, the focus of literature related to the PCOA has shifted from administration practices (four articles published before 2016 vs two articles published since) to determining models that may predict student performance on the assessment (two vs five articles) or how the examination might be used to predict future performance (one vs seven articles), especially on the North American Pharmacist Licensing Examination. While there is a growing body of literature focused on the PCOA's utility for measuring performance, few variables have been consistently used.Summary. This review found no studies with objectives that aligned with the initial intended use of the PCOA as defined by the National Association of Boards of Pharmacy, which included tracking individual student performance throughout the curriculum, benchmarking programs against other programs, and evaluating whether a program was meeting their desired outcomes. Additionally, no consensus across the Academy was found as to the proper use of the PCOA, and a paucity of literature exists regarding how the PCOA informs schools and colleges about the effectiveness of their curriculum. There is a need for the Academy to establish a uniform application for the PCOA in pharmacy schools, assess the resources that programs need to administer this required assessment, and determine the utility of the PCOA to measure curricular effectiveness and/or student performance.Objective. To perform a bibliometric analysis of pharmacy practice department chairs at US schools and colleges of pharmacy to determine factors associated with their level of scholarly productivity.Methods. Scopus was searched for all publications by pharmacy practice chairs from all pharmacy schools through August 11, 2020. Publication metrics (total number of publications and citations and the Hirsch-index (h-index), and year of first publication), as well as characteristics of the individual chair and institution were collected. Characteristics were compared across groups. A generalized linear model was used to determine the correlation between the total number of publications and h-index to school ranking by US News & World Report (USNWR).Results. One hundred forty-one pharmacy practice chairs were identified. The majority were male and at the rank of professor, with a similar proportion from public and private institutions. The median total number of publications and citations was 19 and 247, respectively, with a median h-index of eight. Compared with female chairs, male chairs had a higher median total of publications and citations and a higher h-index. Chairs at public institutions had a higher median total of publications and citations and a higher publication rate, h-index, and m quotient. The USNWR ranking for the school was significantly correlated with total publications and the h-index.Conclusion. Pharmacy practice chairs vary significantly in their scholarship productivity, although those at institutions with a larger emphasis on research were more prolific. Observed differences in the publication metrics of male and female chairs warrants further study to determine possible explanations for this finding and its potential impact.Objective. To conduct an innovative workshop activity using plastic building blocks to create a student-centric environment that encouraged development of creative thinking skills and self-reflection in undergraduate pharmacy students.Methods. Students were randomly allocated into small groups of four and assigned the role of either architect or team builder and tasked with creating a LEGO robot. Students were not allowed to speak during the activity. The architect was tasked with providing instructions to team builders on how to build the robot using nonverbal communication. After completion of the task, each group was asked to reflect on the exercise and share what they learned with the entire class. These discussions were video recorded and thematically analyzed.Results. The metaphorical models that students built served as a basis for discussion, problem-solving, and decision-making. Students described how this activity enabled them to mentally and visually link abstract concepts, such as decision-making and problem-solving, to actual practice. Three themes were identified from the qualitative study thinking with hands, listening with eyes; linking theory to practice; and learning through reflection.Conclusion. This activity offered a non-confrontational way to support communication and the learning process. The use of an interactive game can be a useful teaching strategy to create an active-learning environment, helping pharmacy students improve their social and cognitive skills, such as decision-making, problem-solving, and communication.Objective. To determine the impact of remote proctoring on the academic performance of Doctor of Pharmacy (PharmD) students.Methods. Ifenprodil This was a retrospective, observational study that compared first professional year (P1) and second professional year (P2) pharmacy students' scores on eight composite examinations administered in spring 2020 (n = 387), the final three of which were proctored remotely, to that of a historical cohort of pharmacy students who took the same examinations in spring 2019 (n = 368). To assess whether remote proctoring affected academic performance, spring 2020 scores for examinations 6, 7, and 8 were compared to those of a historical cohort who took the same examinations in person with a proctor present in spring 2019. Academic performance on examinations 1 through 4 was also compared between the two cohorts to evaluate any possible year-to-year variation in academic performance during non-remote circumstances. Mann Whitney tests were used to compare scores between the two cohorts.Results. The median scores of students in the spring 2020 cohort were significantly lower than the scores of the historical cohort on the first composite examination administered to P1 students after the implementation of remote proctoring. In contrast, median scores were significantly higher on two of the three examinations administered to P2 students using remote proctoring.Conclusion. Remote proctoring has minimal impact on pharmacy students' examination performance and its use should be considered to ensure academic honesty and security of testing content in a distance learning environment.Objective. To incorporate the My Life, My Story program into pharmacy learners' training and assess its impact on the learners' self-reported patient-centered care competencies.Methods. Fourth professional year (P4) pharmacy students and first and second year (PGY-1 and PGY-2) pharmacy residents at a veterans health care facility were instructed to identify a patient to interview during their rotation. link2 Following a guide provided to them, the learners conducted an interview and wrote their patient's story. Learners also completed anonymous, voluntary, pre- and post-activity surveys online intended to assess their patient-centered care competencies and report the impact of and overall perceptions about the experience. The total number of learners and stories were tracked by reviewing patients' medical records.Results. Between July 2016 and February 2019, 34 pharmacy learners completed 40 veterans' life stories. The participants included 28 P4 pharmacy students and four PGY-1 and two PGY-2 pharmacy residents. link3 Of the 34 learners, 9 (26%) completed the optional, anonymous pre-activity survey and 16 (47%) completed the post-activity survey. On a Likert scale (1=poor to 5=excellent), learners reported a significant improvement in their ability to let the patient tell their story, view the patient as a whole person, and show care and compassion. Overall, participants reported that the learning experience was a good use of their time to a great (56%) or large (28%) extent and helped them to foster a positive relationship with their patients.Conclusion. Integrating the My Life, My Story program into pharmacy learning experiences may assist in developing patient-centered care skills in the clinical setting.Objective. To describe the development and implementation of an advanced pharmacy practice experience (APPE) in leadership.Methods. A leadership APPE was created and continuously improved over five years from being mostly content-oriented to being more of an experiential offering by identifying and implementing rich, practical leadership experiences. Activities included PhotoVoice, Power of Full Engagement, What's Your Passion?, Transformational Leadership, Speech Acts, a Mindfulness Retreat, PeoplePack Dynamics, and a rowing experience at an Olympic training facility. After five years of developing and refining the APPE, faculty coordinators sought student feedback on the APPE beyond using a standardized APPE evaluation form students complete at the end of each rotation.Results. The majority of students agreed with all of the evaluation items. Items with the highest mean agreement included content from previous didactic leadership courses were reinforced in the rotation; relevance of the rotation to one's career; rotation objectives facilitated learning; and a variety of teaching methods helped in applying knowledge to future practice. Analysis of comments regarding the leadership APPE identified three main themes gratitude, development, and more connection.Conclusion. An elective APPE with the primary purpose of leadership training and development can be created and incorporated into the Doctor of Pharmacy curriculum. This leadership APPE can serve as an example for other institutions interested in implementing a similar experience.
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