Objective: To describe the design and evaluation of a dashboard tool to assess the readiness for advanced pharmacy practice experiences (APPEs).Methods: The investigators developed a dashboard tool for the appraisal of APPE readiness consisting of indicators of pharmacy student knowledge, skills, and noncognitive attributes. For the 2018-2019 and 2019-2020 rotation years, a panel of stakeholders used the dashboard to evaluate APPE readiness. Students deemed not ready (5 or more dashboard indicators) had a remediation experience before the APPEs. The investigators monitored the students who were deemed ready but at risk for substandard performance (3 or 4 indicators or completion of remediation experience) and tracked the incidence of substandard performance for all APPE students. The outcomes were presented using descriptive statistics. Performance of the tool between years was compared using the chi 2 test.Results: For 2 APPE rotation cycles, the investigators evaluated readiness in 499 students. A total of 3 students were deemed not ready, and 78 students were considered at risk for substandard performance. The tool predicted 52.1% of students who experienced a substandard performance. It had a negative predictive value of 93.6% and a positive predictive value of 38.5% for substandard performance. The predictive value was similar across the risk categories of knowledge, skills, and noncognitive attributes.Conclusion: A dashboard tool facilitating holistic evaluation of APPE readiness was helpful in identifying students who were not ready for APPEs or at risk for substandard performance. The next steps include refinement of the tool through the evaluation of characteristics of students who experienced substandard performance and were not identified by the tool.

Objective: This study aimed to describe trends in social vulnerability (SV) among pharmacy students at a large public college of pharmacy, and to describe differences in SV by race and ethnicity using the Centers for Disease Control and Prevention Social Vulnerability Index (SVI).Methods: The SVI was determined for each student admitted between Fall 2017 and Fall 2022 using the submitted permanent address for each student in a deidentified fashion. International students and students not from the 50 US states were excluded from the analysis.Results: During the study period, 1427 pharmacy students met the study inclusion criteria and were included in the final analysis. Students from historically minoritized populations accounted for 53.4% (n = 763/1427) of students. The median SVI score for all students was 0.4091 (interquartile range [IQR]: 0.2091-0.6395), which is consistent with low/moderate SV risk. When considering SVI by race, students from historically minoritized populations had a higher median SVI (0.4807 [IQR: 0.2791-0.7071] vs 0.3562 [IQR: 0.1561-0.5523]), and were more likely to come from moderate/high SV regions compared with White students (odds ratio 2.00 [95% confidence interval: 1.609-2.486]).Conclusion: Among pharmacy students at a large public university, a substantial proportion of students had moderate/high SV risk, particularly those from historically minoritized backgrounds. Colleges and schools of pharmacy need to consider the unique needs of students from high SV backgrounds and provide intentional equity-based mitigation strategies to maximize the potential for student success for all.

To describe retention and remediation strategies at the University of Florida College of Pharmacy (UFCOP) that promote student success.

BACKGROUND AND PURPOSE:During the early months of the COVID-19 pandemic, experiential education became challenging as sites began to cancel scheduled rotations, and the University of Florida College of Pharmacy had to cancel the first advanced pharmacy practice experience (APPE) block. This was allowable given the excess number of experiential hours built into the curriculum.EDUCATIONAL ACTIVITY AND SETTING:To meet total program credit hour requirements, a six-credit virtual course was created to mimic an experiential rotation. This course was designed to bridge didactic learning with experiential learning. The course included presentation of patient cases, topic discussions, pharmaceutical calculations, self-care cases, disease state management cases, and career development.FINDINGS:Students provided feedback via a survey containing 23 Likert type questions and four open-ended questions. Most students agreed or strongly agreed that participation in self-care scenarios, small group discussions (calculations and topic discussion), and disease state management cases (preceptor dialogue and verbal defense activities) were valuable learning experiences. The verbal defense portion of the disease management case and the self-care scenarios were the most highly rated learning activities. Peer review activities in the career development assignments were seen as the least beneficial component of the course.SUMMARY:This course allowed students an opportunity to further prepare for APPEs in a unique learning environment. The college was able to identify students requiring additional support during APPEs and provide earlier intervention. Additionally, data supported exploring incorporation of new learning activities into the current curriculum.

The complicated and ever-growing roles of assistant and associate deans (A-deans) can often be compared to those of middle managers. With responsibilities that are rapidly expanding and often unclear or overlapping with other personnel, A-deans may face identity crises. Additionally, because they are often not at the full professor level, they may experience difficulty achieving promotion. In this commentary, the authors call for increased awareness of the challenges associated with these roles and suggest opportunities for change. To maximize effectiveness in their roles, the Academy and colleges/schools are encouraged to explore workload/expectations for A-deans and associated reward structures, including promotion and tenure guidelines with explicit recognition for the important role(s) they play. A-deans are also encouraged to advocate for infrastructure and responsibilities that support both their academic institution and their own individual professional goals.

PROBLEM DESCRIPTION:To decrease delayed graduation and student dismissal, we developed a systematic process to identify and intervene with students with academic challenge across the first three years of the curriculum.QUALITY IMPROVEMENT METHODS:Four strategies were implemented to support student academic success: early identification of academic challenge, supplemental instruction, tutoring, and remediation. Outcomes were tracked through the number of students requiring remediation, academic performance during remediation, and changes in delayed graduation and academic dismissal.RESULTS OF CQI INQUIRY:The number of students requiring remediation has decreased each year since implementation in 2017 to 2020 (54, 36, 30, and 21, respectively). The rate of successful remediation has ranged from 72% to 87%. Strategies to support student success have resulted in decreased delayed graduation and academic dismissal.INTERPRETATION AND DISCUSSION:Commitment to academic success was a culmination of resources to support students, including the investment in an academic performance specialist and paid supplemental instructors. A focus on student success has led to awareness of additional strategies that may be employed to enhance the student support program. These include creating a culture of no shame for receiving academic support and mandating some activities for students who do not maintain a minimum threshold.CONCLUSIONS:A holistic approach to academically support students that included preventive and interventional strategies was successful in decreasing delayed graduation and academic dismissal.

Background: To identify and classify methods for assessing professionalism across health profes-sion degree programs and identify gaps in the literature regarding types of assessments. Methods: The authors conducted a scoping review of articles published from database inception through 24 January 2020. Included articles described an assessment approach for professionalism in health profession degree programs available in full-text in the English language. Articles were classified based on profession, timing of assessment, feedback type, assessment type, professional -ism dimension, and Barr's modified Kirkpatrick hierarchy. Results: Authors classified 277 articles meeting inclusion criteria. Most articles were from medical ed-ucation (62.5%) conducted during didactic (62.1%) or experiential/clinical curriculum (49.8%). Few articles (15.5%) described longitudinal assessment. Feedback type was formative (32.2%) or summative (35%), with only 8.3% using both. Assessment types frequently reported included self-administered rating scales (30%), reflections (18.8%), observed clinical encounters (17.3%), and knowledge-based tests (13.4%). Ethical practice principles (65%) and effective interactions with patients (48.4%) were the most frequently assessed dimensions of professionalism. Authors observed balanced distribution among Barr's modified Kirkpatrick model at levels of reaction (38.3%), modification of perceptions and attitudes (33.6%), acquisition of knowledge and skills (39%), and behavioral change (36.1%). (C) 2021 Published by Elsevier Inc.

Objective. The purpose of this study was to develop, pilot, and validate a situational judgement test (SJT) to assess professionalism in Doctor of Pharmacy (PharmD) students. Methods. Test specifications were developed and faculty members were educated on best practices in item writing for SJTs. The faculty members then developed 75 pilot scenarios. From those, two versions of the SJT, each containing 25 scenarios, were created. The pilot population for the SJT was student pharmacists in their third professional year, just prior to starting their advanced pharmacy practice experiences. The students completed the two versions of the test on different days, approximately 48 hours apart, with 50 minutes allowed to complete each. Subsequently, students completed a questionnaire regarding the SJT at the conclusion of the second test. Results. Version 1 of the SJT was completed by 228 students, and version 2 was completed by 225 students. Mean scores were 390 (SD=20, range 318-429) and 342 (SD=21, range 263-387) on test versions 1 and 2, respectively. The reliability of the tests was appropriate (test version 1, α=0.77; test version 2, α=0.79). Students felt that the content of the tests was realistic with respect to pharmacy practice (90.1%), and that the tests gave them an opportunity to reflect on how to approach challenging situations (82.6%). Conclusion. We developed a reliable SJT to assess professionalism in PharmD students. Future research should focus on creating a personalized learning plan for students who do not meet minimum performance standards on this SJT.

The response to COVID-19 created a need to evaluate options and develop innovative solutions to assure students progressed towards graduation. Creating both a Community Pharmacy APPE Test-Out Option and a Virtual Community Pharmacy APPE was a positive experience which provided a vital resource for students who were unable to complete the traditional Community Pharmacy APPE due to the pandemic. This solution provided a unique opportunity to utilize the combined expertise of faculty to tailor the Community Pharmacy APPE based on the individual student’s previous experience and educational needs and meet both ACPE and graduation requirements. Further development of this option could prove useful as we move forward in these unprecedented times.

Objective. To identify the correlation between the Pharmacy Curriculum Outcomes Assessment (PCOA) and pre-pharmacy and pharmacy performance variables. Methods. Four years of PCOA data (2012-2015) were analyzed for students taking the assessment in the third professional year (P3). Using the Pearson correlation coefficient, data was correlated to a series of performance variables: pre-pharmacy grade point average (GPA), pre-pharmacy science GPA (pre-pharmacy science courses only), Pharmacy College Admission Test (PCAT) composite score, P3 pre-advanced pharmacy practice experience (APPE) GPA and the North American Pharmacist Licensure Examination (NAPLEX). Scores that were correlated at r ≥ 0.30 were added to a multivariate linear regression model to compare their unique contributions. Results. There was a moderate correlation between PCOA and PCAT (r=0.60), P3 pre-APPE GPA (r=0.60) and the NAPLEX (r=0.64). The multivariate regression analysis explained 60% of the variance of the total PCOA score, with PCAT making the largest unique contribution. Conclusion. The PCOA was moderately to strongly correlated to the pre-APPE GPA, thus providing an acceptable assessment of student learning. The PCOA was also moderately to strongly correlated to the NAPLEX, making it a useful tool in predicting performance and identifying students in need of further remediation before the NAPLEX.

Objective. To create a task force on recruitment, admission, and retention, and assess pharmacy students’ opinions and perceived value of the initiatives implemented. Methods. A task force on recruitment, admission, and retention was created at the University of Florida College of Pharmacy to build relationships between the college and incoming students and improve the admissions process. Admission and retention initiatives were implemented over a three-year period. All applicants who received an offer of admission, whether they accepted or declined, were invited to complete an online survey designed to solicit feedback on the admissions and retention initiatives. Results. The response rate to the survey was 80.3% in 2016 and 85.7% in 2017. The majority of students who responded reported that the admission and retention initiatives were helpful with regard to building connections with the college of pharmacy. In the three years after the task force implemented the admissions and retention initiatives, the admission yield (total number of students who accepted admission divided by the number offered admission) increased from 72.5% in 2015 to 79.5% in 2016 and 81.9% in 2017. Conclusion. Development of a task force specifically aimed to build relationships with students accepted to the college through strategic initiatives was instrumental in increasing admission yield and reducing the number of applicants who initially accepted an offer of admission and then chose not to attend the college.

Objective. To examine the relationship between the Pharmacy Curriculum Outcomes Assessment (PCOA) and the North American Pharmacist Licensure Examination (NAPLEX) using a large, multi-institutional sample of student scores. Methods. A matched dataset was obtained from the National Association of Boards of Pharmacy (NABP) consisting of examination scores for the 1,460 students who completed both the PCOA and the NAPLEX between 2012 and 2015 at six schools/colleges of pharmacy (S/COPs). Bivariate correlations were estimated for total and content area scores on both examinations. Students' total NAPLEX scores were predicted using linear regression models containing total and content area scores on PCOA and dummy variables for S/COP and year. Results. Students' PCOA total score and NAPLEX total score were significantly and moderately correlated (r= 0.54). All correlations between PCOA and NAPLEX total and content area scores were significant. and ranged from r=0.22 to 0.56. Regression results showed pharmaceutical and clinical sciences PCOA content scores were significant predictors of NAPLEX total score while basic biomedical sciences and social/behavioral/administrative sciences were not. The PCOA total and content scores accounted for 30%-33% of the variance in total NAPLEX score. Conclusion. Student PCOA and NAPLEX total and content area scores were significantly correlated, which is consistent with the findings of previous research. The somewhat modest proportion of variance in NAPLEX scores accounted for by PCOA scores illustrates the need for use of additional performance measures when evaluating student preparedness for the NAPLEX. This study provides important baseline data that can be used by S/COPs for comparison with their own student data as well as by researchers seeking to conduct additional analyses following recent changes in the PCOA and NAPLEX blueprints.

Background: To describe the development and outcomes of a post-graduate year two (PGY2) pharmacy-resident-directed ambulatory care pharmacy elective course in a Doctor of Pharmacy (PharmD) program.Educational activity: The elective course was offered to third-year PharmD students in the 2014 Spring Semester as a 1-credit-hour course, meeting for two hours per week for seven weeks. Weekly topics included ambulatory care pharmacy practice models, patient care, billing, and quality. Weekly quizzes and patient cases were used to engage students.Critical analysis of the educational activity: A total of 22 students completed the course. A pre- and post-course survey assessing student knowledge and confidence in knowledge showed significant increases in confidence in many areas. Significant increases in knowledge were observed in components of policies, procedures, collaborative practice agreements, and billing. Course and instructor evaluations showed higher than average scores when compared with other courses and instructors.Conclusions: The ambulatory care pharmacy elective course had a favorable student response and contributed to the development of the PGY2 resident. (C) 2015 Elsevier Inc. All rights reserved.

This paper aims to increase understanding and appreciation of formative assessment and its role in improving student outcomes and the instructional process, while educating faculty on formative techniques readily adaptable to various educational settings. Included are a definition of formative assessment and the distinction between formative and summative assessment. Various formative assessment strategies to evaluate student learning in classroom, laboratory, experiential, and interprofessional education settings are discussed. The role of reflective writing and portfolios, as well as the role of technology in formative assessment, are described. The paper also offers advice for formative assessment of faculty teaching. In conclusion, the authors emphasize the importance of creating a culture of assessment that embraces the concept of 360-degree assessment in both the development of a student's ability to demonstrate achievement of educational outcomes and a faculty member's ability to become an effective educator.

Objective. To assess doctor of pharmacy (PharmD) students’ mathematics ability by content area before and after completing a required pharmaceutical calculations course and to analyze changes in scores. Methods. A mathematics skills assessment was administered to 2 cohorts of pharmacy students (class of 2013 and 2014) before and after completing a pharmaceutical calculations course. The posttest was administered to the second cohort 6 months after completing the course to assess knowledge retention. Results. Both cohorts performed significantly better on the posttest (cohort 1, 13% higher scores; cohort 2, 15.9% higher scores). Significant improvement on posttest scores was observed in 6 of the 10 content areas for cohorts 1 and 2. Both cohorts scored lower in percentage calculations on the posttest than on the pretest. Conclusions. A required, 1-credit-hour pharmaceutical calculations course improved PharmD students’ overall ability to perform fundamental and application-based calculations.

OBJECTIVE:To investigate changes in and the impact of grading scales from 2005 to 2010 and explore pharmacy faculty and student perceptions of whole-letter and plus/minus grading scales on cumulative grade point averages (GPAs) in required courses.METHODS:Grading scales used in 2010 at the University of Cincinnati College of Pharmacy were retrospectively identified and compared to those used in 2005. Mean GPA was calculated using a whole-letter grading scale and a plus/minus grading scale to determine the impact of scales on GPA. Faculty members and students were surveyed regarding their perceptions of plus/minus grading.RESULTS:Nine unique grading scales were used throughout the curriculum, including plus/minus (64%) and whole-letter (21%) grading scales. From 2005 to 2010 there was transition from use of predominantly whole-letter scales to plus/minus grading scales. The type of grading scale used did not affect the mean cumulative GPA. Students preferred use of a plus-only grading scale while faculty members preferred use of a plus/minus grading scale.CONCLUSIONS:The transition from whole-letter grading to plus/minus grading in courses from 2005 to 2010 reflects pharmacy faculty members' perception that plus/minus grading allows for better differentiation between students' performances.

Objective. To implement and assess the effectiveness of a 2-course collaborative decision analysis project intended to help students understand the relevance of pharmacoeconomics to clinical pharmacy practice and provide them an opportunity to apply skills taught in pharmacoeconomics to a “real world” problem. Design. Students were assigned a pair of drugs, 1 commonly used as standard therapy and 1 newly approved, and conducted a decision analysis. The results were then used in a mock pharmacy and therapeutics (P&T) committee meeting. Assessment. Ninety-eight of 106 (92%) students completed a 4-question survey instrument. Ninety-six percent of students agreed or somewhat agreed that the decision analysis project met the learning objectives. Students felt the shared assignment influenced their choice of formulary drug, augmented understanding of factors influencing decisions, broadened their thinking about drug costs, and was a good approximation of a “real world” application. Conclusion. An innovative joint-course assignment proved to be a successful technique for teaching decision analysis.

Objectives: To evaluate the implementation of motivational interviewing in the required Doctor of Pharmacy curriculum by assessing student knowledge of motivational interviewing, ability to use motivational interviewing skills, and perceptions regarding motivational interviewing.Methods: Motivational interviewing was longitudinally incorporated into the curriculum at the University of Cincinnati James L. Winkle College of Pharmacy. Motivational interviewing was threaded through four courses in the curriculum during the first three years of pharmacy school.Results: Student knowledge was assessed by administration of a quiz, and the ability to use motivational interviewing was assessed during a role-play simulation with a faculty preceptor. The average score on the quiz was 50%. Student performance on the role-play counseling that incorporated motivational interviewing techniques was evaluated on a 30-point scale. The mean score improved each year: 21.9 (+/- 4.4) in 2008, 24.4 (+/- 3.4) in 2009, and 25.8 (+/- 3.6) in 2010 (2008-09, p < 0.001; 2009-10, p = 0.011). Students in the 2009 cohort were asked to complete a survey that assessed their confidence and perceptions with regard to communication skills and motivational interviewing, in particular. Seventy percent of students were confident or very confident in their understanding of the key principles of motivational interviewing.Conclusion: Incorporating motivational interviewing throughout the core curriculum of an entry level PharmD program provided opportunities for students to learn about motivational interviewing and practice this skill as their therapeutic knowledge grew. Formative assessment provided feedback to assist students in improving their health behavior change counseling. (C) 2011 Elsevier Inc. All rights reserved.