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In general, a majority of students found that the learning objectives of each session were met, and > 90% found that sessions were beneficial and that they planned to implement what they learned. In the pre- and post-series assessment, students experienced statistically significant improvements in four of the five practices as well as in their perceived overall leadership skills (P less then .001). Implications This program represents an easily implemented option for schools of pharmacy to increase leadership development. Requiring a small amount of student commitment and faculty investment, meaningful gains in leadership skills and knowledge can be gained within the student population.
We describe a novel, interprofessional, experiential training involving pharmacy students in response to a health emergency in rural Montana (MT).

Fourth-year pharmacy students on clinical rotations were recruited to participate in screening events assessing effects of wildfire smoke in Seeley Lake, MT. Students were required to fulfill at least two hours of supplementary training in addition to education on human research guidelines. Students assisted with patient surveys (demographics, health, and respiratory), physiological testing with biomedical researchers, blood pressure and medication counseling, and spirometry specialists.

At least 20 pharmacy students have participated in this project in addition to nursing (n=8), public health (n=1), and social work (n=1) students. In initial and subsequent screenings, students worked alongside a team of biomedical researchers and faculty from the University of Montana. An initial cohort of 95 patients was recruited.

This unique experiential training opportunity has afforded pharmacy students access to rural community patient interaction and exposure to and performance of a variety of tests in response to an environmental health emergency. Furthermore, it enabled health professionals and researchers to assess individual and overall community health following an extreme wildfire smoke event, providing the groundwork for utilization of pharmacy students in healthcare responses to public health emergencies.
This unique experiential training opportunity has afforded pharmacy students access to rural community patient interaction and exposure to and performance of a variety of tests in response to an environmental health emergency. Furthermore, it enabled health professionals and researchers to assess individual and overall community health following an extreme wildfire smoke event, providing the groundwork for utilization of pharmacy students in healthcare responses to public health emergencies.
Management of a poisoned patient is a critical part of any health care professional's education. A new, innovative teaching platform was developed allowing students to try to "break out" of various kits, locks, and scrambled codes to build collaboration, problem-solving, and critical thinking skills - similar to the recently popular "escape rooms." Our purpose was to illustrate how this learning game can be utilized in pharmacy education to teach and apply clinical knowledge and evaluate its effectiveness on student-perceived confidence and competency in management of toxicologic emergencies.

Students participated as part of an acute care elective. They worked in small groups and were given the same test pre- and post-quiz for two cases. Students were also administered a survey about their confidence in managing toxidromes after completion of the activity.

Drastic improvements in test scores were observed with both cases' pre- and post-test. RCM1 Students also found the activity increased their knowledge of toxicology concepts and level of student-perceived confidence in managing similar cases. The majority of students were satisfied with the experience and thought it should be included elsewhere in the doctor of pharmacy curriculum.

The learning game was an effective and satisfying educational tool to understand and apply medical toxicology principles for pharmacy students. Additional implementation of this game would be preferred by most students and may aid in the education of other health care professionals on complex clinical management of toxicology cases.
The learning game was an effective and satisfying educational tool to understand and apply medical toxicology principles for pharmacy students. Additional implementation of this game would be preferred by most students and may aid in the education of other health care professionals on complex clinical management of toxicology cases.
This study evaluated the level of grit and its association with academic achievement among pharmacy undergraduate students in Malaysia.

This was a cross-sectional study conducted at a public university in Malaysia. Data were collected using an electronic, validated, pre-tested modified version of the short Grit scale between December 2019 and January 2020. Correlation between grit and self-reported cumulative grade point average (CGPA) was examined.

Of 444 students invited to participate, 247 completed the questionnaire (response rate 55.6%). Mean age was 21.4±1.5years, and 70.6% were female. The mean grit score was 3.1±0.4 (out of 5.0). Students had higher scores in the perseverance of effort subscale (3.3±0.7) than the consistency of interest subscale (2.9±0.5). Students with self-reported CGPAs ≥3.50 had higher mean grit (3.3±0.4) than those with CGPAs of 3.00 to 3.49 (3.0±0.4) and<3.00 (3.1±0.4) (P=.007). There was a significant correlation between self-reported CGPA with consistency of interest score (r=0.139; P=.03) and mean grit score (r=0.153; P=.02). There was no association between CGPA and the perseverance of effort score.

Pharmacy undergraduate students in Malaysia have a moderate level of grit. Academic achievement (CGPA ≥3.50) was significantly associated with consistency of interest and grit scores. Pharmacy educators should counsel students who experience academic setbacks on the importance of maintaining interest and sustaining efforts to improve their academic achievements.
Pharmacy undergraduate students in Malaysia have a moderate level of grit. Academic achievement (CGPA ≥3.50) was significantly associated with consistency of interest and grit scores. Pharmacy educators should counsel students who experience academic setbacks on the importance of maintaining interest and sustaining efforts to improve their academic achievements.
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