Design and implementation of an elective career planning course for pharmacy students

Objective: The Accreditation Council for Pharmacy Education Standards 2016 encourage student pharmacists to examine and reflect on attributes necessary for professional and personal growth. Data from an AACP survey of recent graduates also indicated perceived deficiencies in career planning. Therefore, an elective course was created for 5th year students (0-6 program) to encourage self-assessment and preparation for post-graduate employment and personal development. The objective of this poster is to describe important elements of this course to aid faculty at other intuitions. Method: The course was designed after review of publications regarding career advancement and life-skills. Additionally, business faculty who had taught similar courses were consulted. The course has been team-taught for five years by two pharmacy faculty with speakers including business faculty, advanced pharmacy practice experience students, alumni and a financial planner. Topics and assignments have been revised based upon course feedback and past student suggestions. Results: Qualitative data is collected throughout and at the culmination of the course utilizing feedback cards, class discussion, and an online survey. Data collected through course evaluations show that 100% of students “agree” or “strongly agree” that they “gained an important skill set” by taking the course. Additional assessments include comparing students’ reported confidence and knowledge before and after the course and placement data upon graduation for students taking this course with those who did not. Implications: This course is easily implemented, well-received by students, and encourages student learning and development while also improving confidence in the area of personal and professional planning

Admission Criteria as Predictors of Student Success

Objective: Evaluate impact of various admission criteria elements (cognitive, behavioral) as predictors of first-term college GPA and on-time graduation. Methods & Results: Predictive models were developed to examine if the current admission criteria: high school GPA (HSGPA), ACT Composite score, interview score, etc are significant predictors for student success defined as first-term college GPA, on-time graduation among PharmD students at a direct entry private university. The study sample consisted of 395 pharmacy students matriculated as first-time freshmen students during fall 2007 through fall 2009. Results from the hierarchical linear regression analysis indicated that both HSGPA and ACT Composite score were significant predictors for first-term college GPA. After taking into account relevant demographic factors, the final model explained 22% of the total variance in first-term college GPA, with HSGPA accounting for 18% of the total variance and ACT Composite score accounting for only 3%. For predicting on-time graduation using the logistic regression method, HSGPA alone was the significant predictor while the model had no substantial impact on predicting on-time graduation (4% of the total variance). Further study is needed to develop a more comprehensive model involving behavioral or psychosocial factors impacting student success outcomes. Implications: This data was used to adjust relative weight of HSGPA and standardized tests scores in the application evaluation rubric. It is also being used to allocate student services resources for student retention initiatives

Training upcoming academicians through interviews of pharmacy resident teaching certificate leaders

Background: Discovering methods of Residency Teaching Certificate Programs (RTCPs) will allow for collaboration in developing best practices to ensure both high quality of programming and outcomes for participants. Objective: The primary objective of this project is to describe and compare how RTCPs are conducted in the state of Ohio. Secondarily, to identify current practices in assessing RTCPs in both programmatic effectiveness and individual resident teaching outcomes. Methods: The seven coordinators of the seven Ohio RTCPs (n=7) were contacted via email and asked to participate in an IRB-approved interview, either in-person or telephonically. Standardized questions were developed to inquire about six categories of interest: demographics/background, administration/logistics, content, assessment of the resident, program financing, and program continuous quality improvement (CQI). All seven programs participated in interviews. Data was coded by multiple members of the research team for presentation in aggregate form. Results: RTCPs include seminar days at the respective pharmacy colleges; however, the number, length, and content of seminars vary. The majority of programs (n=5) stated using inherited curriculum and materials passed down from previous coordinators. While each RTCP requires participants to submit a teaching portfolio, only three of seven programs assess the summative portfolios. All programs (n=7) award participants a certificate based on completion of requirements without a defined minimum performance standard. Two programs are collecting participant feedback after every session for CQI however no programs are completing an annual programmatic assessment of resident outcomes. The majority of coordinators (n=7) are interested in collaborating and sharing “best practices” between RTCPs in the state. Conclusions: Although published and available resources exist surrounding the development and delivery of RTCPs, in Ohio, their use varies greatly. The most striking outcomes highlighted the lack of resident and program assessment of outcomes in RTCPs. The research has brought forth ideas of ways to improve these programs through resident assessment, program assessment and also leads to reflection and innovation around the best way to deliver these programs

Training upcoming academicians through interviews of pharmacy resident teaching certificate leaders

Background: Discovering methods of Residency Teaching Certificate Programs (RTCPs) will allow for collaboration in developing best practices to ensure both high quality of programming and outcomes for participants. Objective: The primary objective of this project is to describe and compare how RTCPs are conducted in the state of Ohio. Secondarily, to identify current practices in assessing RTCPs in both programmatic effectiveness and individual resident teaching outcomes. Methods: The seven coordinators of the seven Ohio RTCPs (n=7) were contacted via email and asked to participate in an IRB-approved interview, either in-person or telephonically. Standardized questions were developed to inquire about six categories of interest: demographics/background, administration/logistics, content, assessment of the resident, program financing, and program continuous quality improvement (CQI). All seven programs participated in interviews. Data was coded by multiple members of the research team for presentation in aggregate form. Results: RTCPs include seminar days at the respective pharmacy colleges; however, the number, length, and content of seminars vary. The majority of programs (n=5) stated using inherited curriculum and materials passed down from previous coordinators. While each RTCP requires participants to submit a teaching portfolio, only three of seven programs assess the summative portfolios. All programs (n=7) award participants a certificate based on completion of requirements without a defined minimum performance standard. Two programs are collecting participant feedback after every session for CQI however no programs are completing an annual programmatic assessment of resident outcomes. The majority of coordinators (n=7) are interested in collaborating and sharing “best practices” between RTCPs in the state. Conclusions: Although published and available resources exist surrounding the development and delivery of RTCPs, in Ohio, their use varies greatly. The most striking outcomes highlighted the lack of resident and program assessment of outcomes in RTCPs.  The research has brought forth ideas of ways to improve these programs through resident assessment, program assessment and also leads to reflection and innovation around the best way to deliver these programs

Identifying Low Pharmaceutical Calculation Performers Using an Algebra-Based Pretest

Objective: To determine if a pretest assessing algebra-based problem solving skills could aid in identifying those who may underperform in calculations course assessments and if this provides additional value beyond pre-admission and demographic characteristics. Methods: Student pharmacists were screened for algebraic problem solving skills using an 18-item pretest taken the semester prior to a course containing pharmaceutical calculations content. These scores were compared to later performance on pharmaceutical calculations assessments. Linear regression models were computed to determine the relationship between pretest scores and pharmaceutical calculations performance, after controlling for pre-admission factors and demographic characteristics. Results: The median pretest score was 15 out of 18 possible points, with scores ranging from 5 to 18 correct. After controlling for age, gender, ACT scores, and high-school GPA, scores on the algebra-based, word-problem pretest were associated with performance on pharmaceutical calculation assessments. Conclusion: This research demonstrates the ability of a pretest, aimed at identifying deficiencies in algebraic problem solving skills, to identify those at risk of failing to obtain mastery of pharmaceutical calculations, even after controlling for demographics, prior grades, and prior standardized test scores. Identifying these students is a first step towards implementing tailored interventions to improve students\u27 algebra-based word problem skills in order to prevent deficiencies in pharmaceutical calculations mastery before class even begins