Notes

Upshot of patients together with lower back spinal channel stenosis as a result of discogenic beneath percutaneous laser disc decompression.
6%). Most (59%) alumni indicated that the best part of the program was the interprofessional interaction, and 69% suggested no further areas of improvement for the program.

A PharmD-Gerontology dual program is one way to enhance the workforce to care for the growing older population. This partnership approach should be considered by schools of pharmacy that also offer degree programs in gerontology.
A PharmD-Gerontology dual program is one way to enhance the workforce to care for the growing older population. This partnership approach should be considered by schools of pharmacy that also offer degree programs in gerontology.
Obtaining a residency has become more competitive as more pharmacy students seek postgraduate training. This is likely due to pharmacist positions increasing in clinical settings. To be fully prepared, students seeking residency positions should be trained for the interview process by their pharmacy school.

Mock residency interviews (MRI) were conducted at the Texas Tech University Health Sciences Center School of Pharmacy which included components of typical residency interviews. The primary outcome compared residency match rates for MRI participants vs. non-participants. Secondary outcomes evaluated student preparedness, student and faculty feedback, and satisfaction/benefit of the event along with comparison of school vs. national match rate and assessment of those matching compared to grade point average (GPA).

Match rates were similar between MRI participants vs. non-participants (75% vs. 73%) with significant difference in Phase I match rates between MRI participants vs. non-participants (75% vs. 51%, P = .007). MRI was significantly associated with Phase I matching in the multivariable analysis (odds ratio (OR) = 2.81, 95% CI 1.27-6.22). The overall school's match rate exceeded the national two out of three years in the quality improvement project period. GPA was the only other factor independently associated with Phase I matching (OR = 1.15, 95% CI 1.01-1.32). Students and faculty consistently reported positive feedback following participation.

MRI are valuable and are making a difference as indicated by improved Phase I match rates for those that participated. Students and faculty reported an increase in preparedness and overall satisfaction after attending MRI.
MRI are valuable and are making a difference as indicated by improved Phase I match rates for those that participated. Students and faculty reported an increase in preparedness and overall satisfaction after attending MRI.
Over the past decade, pharmacy school tuition and the subsequent amount of student debt has risen significantly. Additionally, the debt-to-income ratio for pharmacy school graduates increases, making it extremely important to manage personal finance during pharmacy school and beyond. To assess a personal finance elective's effect on students' financial literacy and confidence, a course evaluation study was pursued at Northeast Ohio Medical University (NEOMED).

NEOMED's College of Pharmacy graduating Classes of 2018 through 2021 completed a voluntary, anonymous survey to determine the need and interest for a finance elective in the curriculum. Survey results were grouped by enrollment in the personal finance elective course (i.e. students enrolled and students not enrolled). Students self-identified the category describing their knowledge and confidence in financial decision-making using Likert-style scales.

Of the 106 students who responded, 57 (54%) were not enrolled and 49 (46%) were enrolled in the p to make sound financial decisions impacting their careers and lives.
In order to gain exposure to hospital practice earlier in the education of doctor of pharmacy students, a recent curricular change by the faculty of pharmacy prioritized institutional sites for year two early practice experiences (EPE2s). The goal of this study was to assess whether year two student pharmacists were adequately equipped by the faculty to apply clinical concepts when providing direct patient care in an institutional setting.

At the study institution, four students rated the relevancy of clinical concepts covered in five pharmacotherapy courses to their EPE2 practice using a relevance score tool. Students self-evaluated their ability-to-practice (AP) these concepts at the start and end of the rotation using an AP score tool.

The students determined that all pharmacotherapy courses covered at least one clinical concept that was occasionally seen and applied to practice at the study institution, except for dermatology/ears, eyes, nose, and throat. All AP scores for relevant clinical concepts improved post-rotation except for dyslipidemia, which remained unchanged.

The year two students who participated in the pilot study had sufficient knowledge to apply pharmacotherapy concepts when performing supervised direct patient care at the study institution.
The year two students who participated in the pilot study had sufficient knowledge to apply pharmacotherapy concepts when performing supervised direct patient care at the study institution.
In fall 2017, West Coast University School of Pharmacy implemented ExamSoft for testing. Three courses in each didactic year employed ExamSoft. Prior to this, courses had Scantron-based exams. We surveyed the students to assess their perception of ExamSoft. We hypothesized that students' inherent bias towards technology affected their perception of ExamSoft.

To assess this hypothesis, we conducted a survey of all students. The survey contained questions about comfort with technology and nine questions on students' perceptions of ExamSoft and its usefulness.

The survey responses were stratified according to the preference of respondents towards technology and its use in exams. Respondents were stratified into three groups tech-embracers, tech-skeptics, and neutral. Our results showed that respondents classified as tech-skeptics tended to have a more negative view of ExamSoft and its perceived impact on their grades than students stratified as tech-embracers or neutral.

Our study suggests that students' inherent bias towards technology plays an important role in their perception of computer-based testing. Assessing incoming students' comfort with technology and student orientation activities to help acquaint students with new technology could help improve their acceptance of educational technology used for testing.
Our study suggests that students' inherent bias towards technology plays an important role in their perception of computer-based testing. Assessing incoming students' comfort with technology and student orientation activities to help acquaint students with new technology could help improve their acceptance of educational technology used for testing.
Pharmacy student-perceived stress may impact academic experiences. This research aimed to investigate whether there was an increase in student-perceived stress due to the COVID-19 pandemic.

Current pharmacy students were surveyed in May 2020 at a public pharmacy school that utilizes an active learning design and follows a flipped classroom approach. In addition to measuring perceived stress, the survey measured coping behaviors, self-efficacy, and emotional status. The collected data were compared with archived data that were collected for internal use in 2018. Student's t-test analyses were used to compare 2020 with 2018 data.

A total of 66 students completed the 2020 survey (response rate 26.2%) and 192 students completed the 2018 survey (response rate 63.2%). On a scale from 0 (never or not applicable) to 5 (multiple times each day), average student-perceived stress was 1.75 (SD = 0.93) in 2020. This value of perceived stress presented a slight, but not statistically significant, reduction from 1.85 (SD = 1.04) in 2018. Comparing 2018 and 2020 datasets showed no significant differences in coping behavior, self-efficacy, or emotional status.

Based on the sample with the lower response rate that completed the survey in 2020, student-perceived stress did not increase during online, remote learning associated with the COVID-19 pandemic as compared to the sample with a higher response rate prior to the pandemic. Perhaps the COVID-19 related changes were seamless to students due to their aptitude for remote, online learning.
Based on the sample with the lower response rate that completed the survey in 2020, student-perceived stress did not increase during online, remote learning associated with the COVID-19 pandemic as compared to the sample with a higher response rate prior to the pandemic. Perhaps the COVID-19 related changes were seamless to students due to their aptitude for remote, online learning.
The term "hidden curriculum" (HC) is a set of ethical, moral, and value-based teachings communicated in a non-explicit manner. Recent literature has described increasing awareness of the prevalence of the HC and potential negative impact on medical learners; however, this information is lacking in pharmacy resident education. Consequently, we conducted a survey study of United States pharmacy residents to learn their perceptions concerning the HC in pharmacy residency training.

A nationwide survey of pharmacy residents was conducted in June 2019. The survey assessed the following presence of negative HC (score 0 to 80), cynicism (score 0 to 25), burnout via Maslach Burnout Inventory depersonalization (MBI-D) (range 0 to 30), and emotional exhaustion via Maslach Burnout Inventory emotional exhaustion (MBI-EE) (range 0 to 54). Higher scores represent increased occurrences of each domain.

The mean HC score was 20 (SD 14.7), mean cynicism score was 9 (SD 5.5), MBI-D was 5.5 (SD 4.5), and MBI-EE was 24.2 (SD 12.4). Of those completing an MBI score, 40.4% (82/203) reported burnout in one area, while 15.8% (32/203) reported burnout in both areas. Residents reporting burnout had higher mean HC and cynicism scores.

Awareness to develop and grow cultures that minimize the presence of a negative HC is essential to improve postgraduate pharmacy training.
Awareness to develop and grow cultures that minimize the presence of a negative HC is essential to improve postgraduate pharmacy training.
There is limited research on burnout among students and faculty of health professions programs. This study was designed to assess burnout among students and faculty at a college of pharmacy (COP), college of optometry (COO), and school of physician assistant studies (SPAS).

The Professional Quality of Life Scale (ProQOL) was distributed to faculty and students at Marshall B Ketchum University (MBKU) COP, COO, and SPAS. Scores for burnout, compassion satisfaction, and secondary traumatic stress were compared between programs, faculty, and students.

Median secondary traumatic stress scores were statistically higher for respondents (students and faculty) in the SPAS (24 [interquartile range (IQR) 17-27]) vs. respondents in the COP (20 [IQR 18-26]) and COO (19 [IQR 16-22]). Faculty had statistically higher median compassion satisfaction scores (41 [IQR 34-44]) vs. students (36 [IQR 32-40]), while students had statistically higher median burnout scale scores compared to faculty (27 [IQR 23-32] vs. 21 [IQR 17-26]).
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