A Profile of Retirement Age Pharmacists in Illinois

Introduction: This manuscript describes the unexpected results from a routine state survey of pharmacist workforce patterns. It describes the background characteristics, practice activities, working conditions, compensation, and fringe benefits among registered Illinois pharmacists of typical retirement age (≥ 65 years old) still active in practice. Methods: A 4-page self-administered questionnaire was mailed to a random sample of 500 registered pharmacists residing in Illinois in early 2013. A reminder postcard was mailed to the whole sample at two weeks from the initial correspondence. Data collection concluded three months after the initial mailing. Results: Response rate was 44.8%. Half of all respondents reported to be active in practice (n =119, 54.1%); most of these pharmacists reported working part-time (n= 92, 41.8%). Further inspection revealed that all respondents were age 65 or older. The average respondent could be characterized as a married, Caucasian male of typical retirement age. Respondents wanted significantly less time spent in medication dispensing (63.4%) and more time providing patient care services (27.5%). As expected, most work-related characteristics were significantly different between part-time and full-time respondents with one exception: there were no major differences in hourly wages observed. Conclusion: Based on data from this survey, there is a substantial number of retirement age pharmacists in Illinois who continue to practice past the age of 65. A better understanding of pharmacist retirement trends is of importance to the profession as it has potential implications for pharmacy employers, educational institutions, and other stakeholders

Evaluating the Educating Pharmacy Students to Improve Quality (EPIQ) Program at Seven Colleges of Pharmacy

Objectives: To describe the implementation of the Educating Pharmacy Students to Improve Quality (EPIQ) program and assess instructors’ and students’ perceptions of the program. Method: Seven schools/colleges of pharmacy utilizing the EPIQ program were recruited to participate. Five of the seven schools collected data from students using a retrospective pretest-posttest questionnaire. Questionnaire items included: demographic/school questions, questions assessing students’ perceptions of their quality improvement knowledge, and questions assessing students’ perceptions of the importance of quality improvement and medication error reduction in pharmacy education. For student data, Rasch analysis was conducted to evaluate the change in pre- and post-questionnaire scores. Multiple linear regression was used to assess relationships between demographics/course variables and perception rating changes. Instructors using the EPIQ program at each of the seven participating schools were asked to complete a questionnaire, collecting both qualitative and quantitative data. Results: Students’ perceived their knowledge improved. The University the student attended (p = 0.02), completion of a class project (p = 0.03), and length of coverage of material (p = 0.01) were significantly related to the students’ change score. Students’ perceptions about the importance of quality improvement also positively changed. Instructors at all seven schools were positive toward EPIQ and all thought the program was useful. Instructors used the materials differently and some suggested programmatic improvements. Implications: The EPIQ program is a viable option for training pharmacy students about quality and safety

Evaluating the Educating Pharmacy Students to Improve Quality (EPIQ) Program at Seven Colleges of Pharmacy

Objectives: To describe the implementation of the Educating Pharmacy Students to Improve Quality (EPIQ) program and assess instructors’ and students’ perceptions of the program. Method: Seven schools/colleges of pharmacy utilizing the EPIQ program were recruited to participate. Five of the seven schools collected data from students using a retrospective pretest-posttest questionnaire. Questionnaire items included: demographic/school questions, questions assessing students’ perceptions of their quality improvement knowledge, and questions assessing students’ perceptions of the importance of quality improvement and medication error reduction in pharmacy education. For student data, Rasch analysis was conducted to evaluate the change in pre- and post-questionnaire scores. Multiple linear regression was used to assess relationships between demographics/course variables and perception rating changes. Instructors using the EPIQ program at each of the seven participating schools were asked to complete a questionnaire, collecting both qualitative and quantitative data. Results: Students’ perceived their knowledge improved. The University the student attended (p = 0.02), completion of a class project (p = 0.03), and length of coverage of material (p = 0.01) were significantly related to the students’ change score. Students’ perceptions about the importance of quality improvement also positively changed. Instructors at all seven schools were positive toward EPIQ and all thought the program was useful. Instructors used the materials differently and some suggested programmatic improvements. Implications: The EPIQ program is a viable option for training pharmacy students about quality and safety