Assessment of Impostor Phenomenon in Student Pharmacists and Faculty at Two Doctor of Pharmacy Programs

Objective. To evaluate the prevalence of impostor phenomenon in student pharmacists and faculty members at two educational institutions in the United States.Methods. Participants anonymously completed an electronic self-report survey instrument that included the validated Clance Impostor Phenomenon Scale (CIPS) from April 2020 to May 2020. Demographic data including age range, gender, and other characteristics were collected. The Clance Impostor Phenomenon Scale scores were reported as means (SDs), and data were compared between institutions and demographic groups using t tests.Results. The overall mean CIPS survey score (N=209, 35.5% response rate) was 63.8 (SD=15.1). The mean student pharmacist CIPS score for Northeast Ohio Medical University (NEOMED) was 64.7 (SD=14.4) vs 63.8 (SD=16.1) for Sullivan University College of Pharmacy and Health Sciences (SUCOPHS), which was statistically similar. Mean faculty CIPS score for NEOMED was 59.2 (SD=14.0) vs 64.7 (SD=16.8) for SUCOPHS, which was statistically similar. Mean CIPS score for the combined student pharmacist group (NEOMED and SUCOPHS) was 64.3 (SD=15.1) vs 61.2 (SD=15.1) for the combined group of faculty members, which was statistically similar. Overall, most respondents fell in the “moderate” to “frequent” CIPS score classification range (36.4% and 44%, respectively).Conclusion. Impostor phenomenon feelings were common among responding student pharmacists and faculty members at the institutions surveyed; however, little is known about the implications of these findings. Future research should seek to elucidate factors predictive of or associated with impostor phenomenon as well as assess the impact of strategies to prevent or manage impostor phenomenon.     

A Pharmacy Faculty Academy to foster professional growth and long-term retention of junior faculty members

Objectives

Implement a Pharmacy Faculty Academy designed to foster professional growth of new faculty members in an outcomes-oriented, “frames”-based manner and to evaluate the impact on faculty satisfaction and retention rates.

Design

A Faculty Academy was designed based on critical themes relevant to junior faculty members and important symbolic, structural, human resource, and political considerations. The year-long program included concentrated sessions during the first 4 weeks of employment followed by longitudinal activities requiring an advancing level of faculty performance.

Assessment

Qualitative and quantitative metrics for engagement and professional growth improved dramatically during the implementation period. The 21 faculty members who completed the program from 2005-2007 provided positive feedback.

Conclusion

An individualized, systematic approach to faculty development resulted in more highly engaged and productive faculty members who were more likely to remain long term within the College.     

A Collaboration Among Health Sciences Schools to Enhance Faculty Development in Teaching

Those involved in providing faculty development may be among only a few individuals for whom faculty development is an interest and priority within their work setting. Furthermore, funding to support faculty development is limited. In 2010, an interprofessional, self-formed, faculty learning community on faculty development in teaching was established to promote collaboration on faculty development initiatives that have transference to faculty members across disciplines and to share expertise and resources for wider impact. The organic structure and processes of the faculty learning community created an environment that has not only resulted in an increased offering of faculty development opportunities and resources across the health science campus, but has created a rich environment that combines the knowledge, innovation, and experience to promote collaborative efforts that benefit all. The background, structure, processes, successes, and lessons learned of the interprofessional faculty learning community on faculty development in teaching are described.     

A Reflective Teaching Challenge to Motivate Educational Innovation

Objective. To describe a teaching challenge intended to increase faculty use of evidence-based and student-centered instructional strategies in the demanding school of pharmacy context with technology-savvy students.Design. A teaching challenge was created that required faculty members to incorporate a “new-to-you” innovative teaching method in a class, course, or experiential activity. The method was linked to at least 1 of 7 evidence-based principles for effective teaching. Faculty members were exposed to colleagues'' teaching strategies via brief voluntary presentations at department meetings.Assessment. A post-challenge survey provided assessment data about the challenge. Responses to a baseline survey provided additional information about what faculty members were already doing (52% response rate). Eighty-one percent of faculty respondents completed the challenge. A wide array of new strategies (13 categories such as flipped classrooms and social media) was implemented and 75% included the use of technology. Nearly all respondents (96%) thought that participation in the challenge was worth the effort and planned to participate again the following year. All faculty members intended to continue using their new strategy and 56% planned additional modifications with future implementations. The challenge demonstrated how multiple goals of curricular improvement, faculty development, and student-centered instruction could be achieved together.Conclusion. The teaching challenge motivated most of the faculty members to try something new to them. Links between evidence-based principles and day-to-day activities were strengthened. The new-to-you design placed the challenge within reach of faculty members regardless of their background, subject, or experience.     

Objective Structured Clinical Examinations (OSCEs) compared with traditional assessment methods

Objectives. To compare objective structured clinical examinations (OSCEs) and traditional assessment methods among recent pharmacy graduates.Methods. Individual student performance in OSCEs was compared with performance on traditional pharmacy-practice examinations at the same level of program study.Results. A moderate correlation was found between individual attainment in OSCE examinations and on traditional pharmacy practice examinations at the same level.Conclusions. OSCEs add value to traditional methods of assessment because the 2 evaluation methods measure different competencies.     

A Checklist for the Development of Faculty Mentorship Programs

Mentoring of junior faculty members continues to be a widespread need in academic pharmacy in both new programs and established schools. The American Association of Colleges of Pharmacy (AACP) Joint Council Task Force on Mentoring was charged with gathering information from member colleges and schools and from the literature to determine best practices that could be shared with the academy. The task force summarized their findings regarding the needs and responsibilities for mentors and protégés at all faculty levels; what mentoring pieces are in existence, which need improvement, and which need to be created; and how effective mentoring is defined and could be measured. Based on these findings, the task force developed several recommendations as well as the PAIRS Faculty Mentorship Checklist. Academic institutions can benefit from the checklist whether they are planning to implement a faculty mentorship program or are interested in modifying existing programs.     

Evaluation of a Train-the-Trainer Program for Cultural Competence

Objectives

To develop, implement, and evaluate the impact of a cultural competence train-the-trainer workshop for pharmacy educators.

Methods

A 2-day train-the-trainer workshop entitled Incorporating Cultural Competency in Pharmacy Education (1.65 CEUs) was provided to pharmacy faculty from schools across the United States. Baseline, posttraining, and 9-month follow-up surveys assessed participants'' (n = 50) characteristics and self-efficacy in developing and teaching content.

Results

At baseline, 94% of faculty members reported no formal training in teaching cultural competence. After completing the workshop, participants'' self-rated confidence for developing and teaching workshop content significantly increased. The number of participants who rated their ability to teach cultural competence as “very good” or “excellent” increased from 13% to 60% posttraining. Participants reported teaching 1 or more aspects of the workshop curriculum to nearly 3,000 students in the 9-months following training.

Conclusions

The workshop significantly increased faculty members'' perceived and documented ability to teach cultural competence. The train-the-trainer model appears to be a viable and promising strategy for meeting the American Council for Pharmacy Education accreditation standards relating to the teaching of diversity, cultural issues, and health literacy.     

Faculty Development Program Models to Advance Teaching and Learning Within Health Science Programs

Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school.     

Coaching for Success: A Residency Search Primer and Update for Preceptors and Faculty

Pharmacy residency programs have become increasingly competitive in recent years, and changes to the residency search and application process have altered the process for matching with a residency. In this article, major residency topics, from the benefits of residency training to searching for and ranking programs, are summarized. A discussion of tips and tricks for applying for residencies and interviewing for positions is included along with specific suggestions developed with data following the implementation of the Pharmacy Online Residency Centralized Application Service (PhORCAS). The article is organized in a question and answer format to help facilitate understanding of key concepts and common questions that may arise from applicants. Many changes have taken place in the residency search and application process in recent years, and the process of obtaining a residency is complex. Residency applicants and those advising applicants may find value in the answers to commonly asked residency application questions to help ensure the greatest chance of a successful residency match.     

Evaluation of Clinical and Communication Skills of Pharmacy Students and Pharmacists with an Objective Structured Clinical Examination

Objective. To evaluate how effectively pharmacy students and practicing pharmacists communicate and apply knowledge to simulations of commonly encountered patient scenarios using an objective structured clinical examination (OSCE).Design. Second-, third-, and fourth-year pharmacy students completed an OSCE as part of their required courses in 2012 and 2013. All students in both years completed identical OSCE cases. Licensed pharmacists were recruited to complete the OSCE and serve as controls in 2012. A survey assessed student perception and acceptance of the OSCE as well as student confidence in performance.Assessment. Licensed pharmacists had significantly higher clinical and communication skills scores than did pharmacy students. Student progression in communication and clinical skills improved significantly over time. Survey results indicated that students felt the OSCE was well-structured and assessed clinical skills taught in pharmacy school; 86% of students felt confident they could provide these skills.Conclusion. Objective structured clinical examinations can evaluate clinical competence and communication skills among professional students. Implementation of OSCEs may be an effective tool for assessment of the Center for the Advancement of Pharmacy Education domains.     

Perception of Pharmacy Students in Malaysia on the Use of Objective Structured Clinical Examinations to Evaluate Competence

Objectives

To assess bachelor of pharmacy students'' overall perception and acceptance of an objective structured clinical examination (OSCE), a new method of clinical competence assessment in pharmacy undergraduate curriculum at our Faculty, and to explore its strengths and weaknesses through feedback.

Methods

A cross-sectional survey was conducted via a validated 49-item questionnaire, administered immediately after all students completed the examination. The questionnaire comprised of questions to evaluate the content and structure of the examination, perception of OSCE validity and reliability, and rating of OSCE in relation to other assessment methods. Open-ended follow-up questions were included to generate qualitative data.

Results

Over 80% of the students found the OSCE to be helpful in highlighting areas of weaknesses in their clinical competencies. Seventy-eight percent agreed that it was comprehensive and 66% believed it was fair. About 46% felt that the 15 minutes allocated per station was inadequate. Most importantly, about half of the students raised concerns that personality, ethnicity, and/or gender, as well as interpatient and interassessor variability were potential sources of bias that could affect their scores. However, an overwhelming proportion of the students (90%) agreed that the OSCE provided a useful and practical learning experience.

Conclusions

Students'' perceptions and acceptance of the new method of assessment were positive. The survey further highlighted for future refinement the strengths and weaknesses associated with the development and implementation of an OSCE in the International Islamic University Malaysia''s pharmacy curriculum.     

Refinement of strengths instruction in a pharmacy curriculum over eight years

Objective

To develop, refine, and integrate introductory-level strengths instruction within a doctor of pharmacy (PharmD) curriculum.

Design

Over 8 years, student pharmacists completed the StrengthsFinder assessment tool and identified their top 5 Signature Themes (talents). They then participated in either Web-based learning modules or live workshops designed to facilitate professional development.

Assessment

Students preferred the live instruction over Web-based learning modules. Post-instruction evaluations demonstrated that students discussed their Signature Themes with peers, preceptors, and family members. Pharmacists working with students in strengths-related activities reported that the students applied the information in the practice setting. Both pharmacists and students recommended that this material be required for all students.

Conclusions

Identifying a role in pharmacy that aligns with one''s personal talents is critical for the success of pharmacy graduates. Strengths instruction is an important component of professional and career development, and can aid in identifying roles.     

Teaching Faculty about Substance Abuse: Evaluating Clinical Competence and Professional Development

Abstract

This report describes the evaluation of a faculty development program implemented to address the deficit in physicians' clinical and teaching competence regarding substance abuse. Participants in the university hospital program included faculty fellows from five departments. Annual, random chart audits assessed changes in rates of substance use documentation by residents supervised and not supervised by the fellows. Paired t tests assessed changes in fellows' knowledge. The report includes results from the fellows' program evaluations, interviews, and professional development, including publications, funding, research activities, and presentations. Charting of alcohol use by residents supervised by a faculty fellow improved significantly. Fellows also showed marked increases in knowledge and professional development. A longitudinal, interactive faculty development program is a viable means of increasing clinical and teaching skills. The required comprehensive evaluation is achieved through the use of multidimensional methods described above.     

A Peer Review Process for Classroom Teaching

Objective

Describe the planning, implementation, and faculty perceptions of a classroom peer-review process, including an evaluation tool.

Design

A process for peer evaluation of classroom teaching and its evaluation tool were developed and implemented by a volunteer faculty committee within our department. At the end of the year, all faculty members were asked to complete an online anonymous survey to evaluate the experience.

Assessment

The majority of faculty members either agreed or strongly agreed that the overall evaluation process was beneficial for both evaluators and for those being evaluated. Some areas of improvement related to the process and its evaluation tool also were identified.

Summary

The process of developing and implementing a peer-evaluation process for classroom teaching was found to be beneficial for faculty members, and the survey results affirmed the need and continuation of such a process.     

A Multiyear Analysis of Team-Based Learning in a Pharmacotherapeutics Course

Objectives. To evaluate the impact of team-based learning (TBL) in a pharmacotherapeutics course on pharmacy students’ ratings of faculty instructors and the course, and to assess students’ performance after implementation of team-taught TBL.Design. Teaching methodology in a pharmacotherapeutics course was changed from a lecture with recitation approach in 2 semesters of a 6 credit-hour course to a TBL framework in a 3-semester 3+4+5 credit hour course. The distribution of faculty of instruction was changed from 4 faculty members per week to 1 faculty per 1-credit-hour module. TBL consisted of preclass study preparation, readiness assurance (Individual Readiness Assessment Test and Group Readiness Assessment Test), and in-class application exercises requiring simultaneous team responses.Assessment. Retrospective analysis of student ratings of faculty and instructional methods was conducted for the 2 years pre-TBL and 4 years during TBL. Final course grades were evaluated during the same time period. Student ratings showed progressive improvements over 4 years after the introduction of team-based learning. When aggregated, ratings in the “excellent teacher” category were unchanged with TBL compared to pre-TBL. Improvements in faculty instructor approaches to teaching were noted during TBL. Group grades were consistently higher than individual grades, and aggregate course grades were similar to those prior to TBL implementation.Conclusion. Implementation of TBL in a pharmacotherapeutics course series demonstrated the value of team performance over individual performance, indicated positive student perceptions of teaching approaches by course faculty, and resulted in comparable student performance in final course grades compared to the previous teaching method.     

新入职药师核心能力的现状调查及对医院药师规范化培训的启示

目的：了解河南省新入职药师核心能力的现状,为制定医院药师规范化培训方案提供依据。方法：采用新入职药师核心能力问卷,对河南省21家三级综合医院2017年、2018年入职的182名药师进行调查。结果：新入职药师核心能力平均得分为（3.63±0.73）分,其中协调沟通能力维度得分最高,为（3.93±0.67）分,药学服务咨询能力维度得分最低,为（3.51±0.80）分。结论：新入职药师的核心能力处于中等水平,规范化培训除了各方面继续加强外,应更加注重培养药师的药学服务咨询能力、管理能力、批判性思维和专业实践能力。     

A Faculty Toolkit for Formative Assessment in Pharmacy Education

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.     

Essential Elements for a Pharmacy Practice Mentoring Program

Formal guidelines for mentoring faculty members in pharmacy practice divisions of colleges and schools of pharmacy do not exist in the literature. This paper addresses the background literature on mentoring programs, explores the current state of mentoring programs used in pharmacy practice departments, and provides guidelines for colleges and schools instituting formal mentoring programs. As the number of pharmacy colleges and schools has grown, the demand for quality pharmacy faculty members has dramatically increased. While some faculty members gain teaching experience during postgraduate residency training, new pharmacy practice faculty members often need professional development to meet the demands of their academic responsibilities. A mentoring program can be 1 means of improving faculty success and retention. Many US colleges and schools of pharmacy have developed formal mentoring programs, whereas several others have informal processes in place. This paper discusses those programs and the literature available, and makes recommendations on the structure of mentoring programs.