The Use of Podcast as a Teaching Tool for a Pharmacy Compounding Pre-Laboratory Lecture: A Survey Based Study

Objective: To determine the opinions of pharmacy students towards use of podcast as a replacement to a traditional pre-laboratory lecture for a compounding course. Methods: Second year pharmacy students were asked to view a podcast prior to their laboratory section as a replacement to an in-class pre-laboratory lecture. A voluntary survey was administered to obtain student feedback regarding the usefulness of podcasts and preferences for its use in future. Results: A total of 192 out of 232 students responded to the survey conducted during 2011, 2012 and 2013. Of these, 94% of respondents reported viewing entire/ parts of the podcast. Total of 44% viewed it multiple times. Of the students who watched the podcast, 91% reported it was an effective learning tool, and 47% suggested podcasts should be used as a replacement to traditional, in-class lectures. Conclusions: Students responded positively and preferred the podcast as either a replacement or as a supplement to traditional in-class lecture

Path to Success: Development of the Pharmacist Through the Continuum of Pharmacy School and Beyond

Objective: To explore the processes and opportunities provided in the co-curriculum of the Wegmans School of Pharmacy (WSoP) that contribute to the development of successful pharmacy graduates. Methods: Pharmacy career preparation begins at orientation with workshops on emotional intelligence, leadership, and the APhA Career Pathway Evaluation Program. During the P1 through P4 years, the optional Student Development Workshop Series (SDW) offers seminars for students on a variety of topics including time management, exam taking strategies/anxiety management, learning styles, personal “brand” creation, CV/portfolio development, and interview soft skills. All students may participate in the annual WSoP Career Day, which offers networking and career opportunities, including post-graduate training options. During the P4 year, there is opportunity for a structured Residency/Fellowship Preparation Program (RPP). Additionally, local pharmacy residents/fellows participate in a Residency Teaching/Learning Curriculum Program (TLC) to develop academic teaching and precepting skills. Results: The SDW program has been successful and well attended with greater than 90% of students finding the topics relevant to their post-graduate success. After the RPP, ASHP residency match results in the 2016 class yielded an improvement from previous years, with 76 % of applied students and 94% of ranked students matching programs in Phase 1. Of the TLC participants, 90% documented an improvement in multiple types of teaching skills. Implications: Based on data and student/faculty input, career development is reassessed and improved continuously at WSoP. In the near future, a method for tracking graduates will be designed to further monitor the impact of programs on student success

Pharmacy Team Leads Efforts for COVID-19 Vaccine Clinic for Underserved

Completing Advanced Practice Placement Experience (APPE) rotations in the midst of a pandemic such as COVID-19 left many pharmacy students across the state and country with frequent changes and cancellations to their schedules. As stressful and anxiety- producing as that can be, it also creates some unique opportunities. During one of my last rotations, I had the opportunity to participate in a Service-Learning Elective at St. Joseph’s Neighborhood Center in Rochester, N.Y., where we were able to design and execute the Center’s first COVID-19 vaccine clinic

The Use of Podcast as a Teaching Tool for a Pharmacy Compounding Pre-Laboratory Lecture: A Survey Based Study

Objective: To determine the opinions of pharmacy students towards use of podcast as a replacement to a traditional pre-laboratory lecture for a compounding course. Methods: Second year pharmacy students were asked to view a podcast prior to their laboratory section as a replacement to an in-class pre-laboratory lecture. A voluntary survey was administered to obtain student feedback regarding the usefulness of podcasts and preferences for its use in future. Results: A total of 192 out of 232 students responded to the survey conducted during 2011, 2012 and 2013. Of these, 94% of respondents reported viewing entire/ parts of the podcast. Total of 44% viewed it multiple times. Of the students who watched the podcast, 91% reported it was an effective learning tool, and 47% suggested podcasts should be used as a replacement to traditional, in-class lectures. Conclusions: Students responded positively and preferred the podcast as either a replacement or as a supplement to traditional in-class lecture

A Pre-Matriculation Pharmacy Calculations Module Enhances Student Performance in First Year Pharmacy Calculations Course

The P-zero (P0) program was implemented in the summer of 2022 to enhance the preparedness and academic performance of incoming P1 students. The aim of this study was to assess the impact of the pharmacy calculations module of the P0 preparation program on the academic performance of first-year (P1) pharmacy students in the core calculations course offered in the fall

Continuing Professional Education in Pharmacy: A pilot study of a new CPD program

Objectives: To develop, pilot and evaluate a CPD process among incoming P1 students. Method: A CPD process was developed by a faculty committee and implemented with the incoming P1 students during their orientation in August, 2009, with completion scheduled for March, 2010. Students were asked to follow a 4 step process: reflection and self assessment, creating a plan, carrying out the plan and evaluating the plan. Faculty advisors (N = 25) reviewed and approved each step. To help students self assess their learning needs, we adjusted the typical CPD process by guiding students to identify a learning outcome from a class syllabus or from a personal interest or volunteer activity. After completion of the first step, the students completed an on-line survey to assess the time required to complete the step and then identify the source of the learning objective. Faculty will be assessed in April to obtain their feedback on the process. Results: Students completed a survey (40/75) indicating that the majority of learning outcomes composed were personal (24/39), with the remainder coming from courses in their P1 year. The majority of student (31/39) reported that it took 30 minutes to 3 hours to construct the learning outcome. Implications: Students\u27 completing a simple CPD process is one method to expose future pharmacists to Continuous Professional Development. Workload issues for students and faculty are concerns when implementing a school wide program

Impact of a P-zero Pharmacy Preparation Program on First Year Pharmacy Student Performance

To address declining student academic performance, the P-zero (P0) pharmacy preparation program was created to orient and prepare students to the PharmD program. The objective of this study was to examine the impact of the P0 Program on student preparedness and performance in their first semester of pharmacy school

Improving Student Matriculation and Retention in an Online Pharmacy Pathway

Objective : To describe a series of coordinated efforts that have been enacted to improve student progression in the online pathway of a pharmacy program.Methods: A series of intentional retention efforts included engagement activities prior to the start of the program and throughout the academic year. The P-Zero program, a voluntary asynchronous course, was offered to students online the summer prior to their first academic pharmacy semester. The program consisted of six modules addressing time management, strategies for , wellness and improving performance, and included introductions to content from several courses that have been identified as high risk for student remediation within the P1 year. Estimated time commitments for online students, incorporating both academic and wellness activities, were shared with students upon program acceptance, followed by students completing a signed attestation of time commitment. A professional development hour and study hall block were built into course schedules throughout the year to further support student’s academic and professional development. Further wellness efforts have included the development of an ad-hoc Wellness Committee in addition to technology making mental health resources available to online students not able to directly access campus resources.Results: On-time retention rates after the first semester in the online pathway have increased from 77% to 83% for the classes of 2025 and 2026 respectively. Total retention has also increased from 94% to 97%, respectively.Conclusions: Successful student matriculation and retention within the pathway was improved through targeted initiatives. Student preparedness and wellness in addition to providing instruction on evidence-based time management strategies appear to be effective tools to improve progression through an online pharmacy pathway

Path to Success: Development of the Pharmacist Through the Continuum of Pharmacy School and Beyond

Objective: To explore the processes and opportunities provided in the co-curriculum of the Wegmans School of Pharmacy (WSoP) that contribute to the development of successful pharmacy graduates. Methods: Pharmacy career preparation begins at orientation with workshops on emotional intelligence, leadership, and the APhA Career Pathway Evaluation Program. During the P1 through P4 years, the optional Student Development Workshop Series (SDW) offers seminars for students on a variety of topics including time management, exam taking strategies/anxiety management, learning styles, personal “brand” creation, CV/portfolio development, and interview soft skills. All students may participate in the annual WSoP Career Day, which offers networking and career opportunities, including post-graduate training options. During the P4 year, there is opportunity for a structured Residency/Fellowship Preparation Program (RPP). Additionally, local pharmacy residents/fellows participate in a Residency Teaching/Learning Curriculum Program (TLC) to develop academic teaching and precepting skills. Results: The SDW program has been successful and well attended with greater than 90% of students finding the topics relevant to their post-graduate success. After the RPP, ASHP residency match results in the 2016 class yielded an improvement from previous years, with 76 % of applied students and 94% of ranked students matching programs in Phase 1. Of the TLC participants, 90% documented an improvement in multiple types of teaching skills. Implications: Based on data and student/faculty input, career development is reassessed and improved continuously at WSoP. In the near future, a method for tracking graduates will be designed to further monitor the impact of programs on student success