An Academician Preparation Program for Pharmacy Residents

Objective. To assess the evolution and effectiveness of the Academician Preparation Program to provide knowledge and skills in teaching and evaluating to pharmacy residents, as well as generate interest in academic careers.Design. Participants attended seminars and participated in additional teaching, precepting, facilitating, and evaluating activities. Residents maintained a teaching portfolio and met with a faculty mentor quarterly to review their progress toward completion of the requirements for the Academician Preparation Program certificate.Assessment. Since the program was first offered in 2005, it has expanded to 7 sites throughout the state. As of June 2012, 155 residents had completed the program and 20 (13%) had accepted full-time academic positions. Many others were serving as adjunct faculty members or preceptors. The majority of those enrolled in pharmacy residencies completed the program.Conclusion. An optional, organized academic preparation program was of interest to residents, fostered academic careers, and helped meet residency accreditation guidelines.     

An elective course to promote academic pharmacy as a career

Objective. To implement and assess an elective course that engages pharmacy students’ interest in and directs them toward a career in academia.Design. A blended-design elective that included online and face-to-face components was offered to first through third-year pharmacy studentsAssessment. Students’ knowledge, skills, and attitudes toward academic pharmacy were measured by pre- and post-course assessments, online quizzes, personal journal entries, course assignments, and exit interviews. The elective course promoting academic pharmacy as a profession was successful and provided students with an awareness about another career avenue to consider upon graduation. The students demonstrated mastery of the course content.Conclusions. Students agreed that the elective course on pharmacy teaching and learning was valuable and that they would recommend it to their peers. Forty percent responded that after completing the course, they were considering academic pharmacy as a career.     

Perceived Value of a Pharmacy Resident Teaching Certificate Program

Objective

To determine the value of completing a pharmacy resident teaching certificate program on graduates'' current positions of employment.

Design

Annually from 2003 to 2007, program graduates of the Indiana Pharmacy Teaching Certificate (IPTeC) program were invited to take a 13-question Web-based survey 1 year after completing the program.

Assessment

Fifty-three of the 62 graduates (85%) surveyed responded. Almost half of the respondents strongly agreed or agreed that having completed the IPTeC program helped them obtain their current position. More than 90% of respondents agreed or strongly agreed that the seminar participation and teaching experience from the IPTeC program helped them in their current position. About 80% of respondents would recommend the program to others.

Conclusion

Completing a pharmacy resident teaching certificate program helped some graduates obtain and excel in their current position.     

Assessment of factors influencing community pharmacy residents' pursuit of academic positions

Objectives

To determine the percentage of residents accepting faculty positions following completion of a community pharmacy residency program (CPRP) and identify influences to pursue/not pursue an academic career.

Methods

CPRP directors and preceptors across the United States were contacted and 53 community pharmacy residents were identified. The residents were invited to participate in surveys at the beginning and end of the 2005-2006 residency year.

Results

Forty-five residents (85%) completed the preliminary survey instrument and 40 (75%) completed the follow-up survey instrument. Of these, 36 completed both survey instruments. Initially, 28 (62%) respondents indicated a faculty position as one of their potential job preferences. After completing their residency program, 3 (8%) residents accepted faculty positions; and 3 (8%) others were awaiting offers at follow-up. Reasons for accepting a faculty position were positive teaching experiences and the influence of a mentor or preceptor. Reasons for not pursuing a faculty position included lack of interest, geographic location, disliked teaching experiences, lack of preparedness, and non-competitive salary.

Conclusion

Many community pharmacy residents consider faculty positions early in their residency but few pursue faculty positions. CPRPs and colleges of pharmacy should work together to enhance residents'' experiences to foster interest in academia.     

Assessing Outcomes and Perceived Benefits of a Professional Development Seminar Series

Objective. To evaluate the outcomes of alumni who were enrolled in a professional development seminar series during their doctor of pharmacy program.Design. A weekly development seminar series was administered over 5 semesters with the goal of bringing academic advisees together to help develop performance-based abilities, prepare them for entry into the profession after graduation, and provide exposure to different career opportunities.Assessment. A survey instrument containing 39 Likert-type scale items, 2 open-ended questions, and a 10-item demographic survey was created and content-validated to assess the effect of the seminar series on alumni advisees’ perceived outcomes and professional development since their graduation. The survey was electronically forwarded to advisees from the graduating classes of 2005 to 2012, and response data was collected with Qualtrics, a web-based survey service. A total of 36 percent of alumni responded to the survey. Respondents cited exposure to career alternatives and opportunities, development of presentation and communication skills, networking, and the importance of advisor/mentor relationships as benefits of the seminar series.Conclusion. The professional development seminar series has demonstrated a positive impact on alumni advisees’ career development and professional outcomes, most notably relating to career path exposure, communication skills, and advisor/mentor relationships.     

Developing the future of pharmacy through health-system pharmacy internship programs.

PURPOSE: A summer health-system pharmacy internship program developed outside the doctor of pharmacy curriculum is described. SUMMARY: The summer pharmacy internship program was implemented in 2002. The main goal of the internship program is to develop the profession of pharmacy by providing pharmacy students an opportunity to work in various practice settings within a health system. The internship is also designed to develop students' interest in health-system pharmacy by allowing them to meet and shadow pharmacists in various specialties. Learning objectives include the development of career goals, pharmacy technical skills (e.g., sterile preparation), drug literature review (e.g., journal club), pharmacy practice and practice leadership. Students are required to start their internship one week after the end of the school year and end it one week before the beginning of their next semester of classes. The internship is a paid position, with pay being commensurate with the student's current pharmacy school year. Students spend 40 hours per week in the program, with one weekend commitment. Approximately 75% of the intern's time is spent dispensing medications, and 25% is spent in meetings, working on projects, and shadowing pharmacists. Interns meet one-on-one each week with an assigned preceptor to discuss relevant pharmacy questions and career opportunities and to provide updates about current projects. Of the six interns who have graduated from pharmacy school since this program's inception, five have pursued careers in health-system pharmacy. CONCLUSION: The summer pharmacy internship program at Johns Hopkins Hospital exposes pharmacy students to various practice settings and helps them realize the career opportunities available in health-system pharmacy.     

Variables impacting an academic pharmacy career choice

Objectives

To identify the variables associated with an academic pharmacy career choice among the following groups: final professional-year doctor of pharmacy (PharmD) students, pharmacy residents, pharmacy faculty members within the first 5 years of academic employment, and clinical pharmacy practitioners.

Methods

A cross-sectional design Web-based survey instrument was developed using the online tool SurveyMonkey. The survey link was distributed via e-mail and postcards, and data were collected anonymously. Quantitative analyses were used to describe the 2,494 survey respondents and compare their responses to 25 variables associated with an academic pharmacy career choice. Logistic regression models were used to predict the motivators/deterrents associated with an academic pharmacy career choice for each participant group.

Results

Across all participant groups, the potential need to generate one''s salary was the primary deterrent and autonomy, flexibility, and the ability to shape the future of the profession were the primary motivators. Final-year pharmacy students who considered a career in academic pharmacy were significantly deterred by grant writing. The overall sample of participants who considered an academic pharmacy career was more likely to be motivated by the academic environment and opportunities to teach, conduct professional writing and reviews, and participate in course design and/or assessment.

Conclusions

This study demonstrates specific areas to consider for improved recruitment and retention of pharmacy faculty. For example, providing experiences related to pharmacy academia, such as allowing student participation in teaching and research, may stimulate those individuals'' interest in pursuing an academic pharmacy career.     

Computer skills enhance a hospital pharmacy residency training program

Hospital pharmacy residents participated in a program designed to introduce them to computer systems useful in pharmacy practice and to provide them with access to a variety of computer resources that could be helpful in completing their residency projects. Using existing computer facilities, various short courses and individual tutorials were employed to train residents in a variety of computer skills. These courses provided a useful vehicle for recent pharmacist graduates to acquire necessary computer skills not obtained during their academic training. Because the program provided residents with the tools needed for the management and analysis of large data sets, a marked increase occurred in the number of residency projects acceptable for publication in peer-reviewed pharmacy journals. Thus, residency projects improved in quality and faculty preceptors were more motivated to get involved in such projects.     

Development of a Pharmacy Residency Research Certificate Program

Background: Similar to teaching certificate programs, which have been incorporated in many pharmacy residencies to improve teaching skills, resident research certificate programs could provide residents with more exposure to biostatistics and research design. However, few research certificate programs have been described. Objective: To assess the impact of a research certificate program on residents’ attitude toward, confidence in, and knowledge of research. Methods: A resident research certificate program was created for the 2018-2019 residency class at our institution, which included 33 pharmacy residents (15 postgraduate year-1 [PGY1] and 18 PGY2 residents). The program consisted of 7 sessions aimed at providing residents with research training. To earn a certificate, participants were required to attend 6 or more sessions and achieve a score greater than or equal to 70% on a postassessment. An optional questionnaire assessing attitude, confidence, and knowledge was also administered at baseline and following the certificate program. Results: Of the 33 residents participating in the research certificate program, 21 (9 PGY1 and 12 PGY2) residents completed both the baseline and follow-up questionnaire and were included in the analysis. All items assessing attitude and 3 of 6 items assessing confidence improved significantly following the certificate program when compared to baseline (P < .05 for all). Median knowledge scores were no different on the baseline versus follow-up questionnaire (P = .54). Conclusions: After completing a research certificate program, resident knowledge scores did not differ from baseline, but attitudes toward research and confidence appeared to improve. Research certificate programs could be an avenue for providing pharmacy residents with increased exposure to and comfort with biostatistics and research design.     

Management seminar miniseries for training pharmacy residents

A management seminar miniseries for training hospital pharmacy residents is described. A series of lectures and workshops on the administrative aspects of hospital pharmacy practice are an integral part of a 2400-hour residency training program. Hospital pharmacy practice, clinical pharmacy practice, communication skills, and pharmacy administration and personnel management are the four major areas covered by the program. The section on pharmacy administration and personnel management is initiated in the middle of program after the residents have gained an appreciation of the intricacies of the department. The management workshops emphasize role playing and actual case-study analyses. The program's faculty members are members of the professional staff who have received formal training in the topics they teach. Twenty-two of this program's 53 graduates have assumed management positions. The management miniseries described can provide residents with the managerial skills they need to become effective pharmacy leaders.     

适应药学模式的发展,探索本科生实习改革

社会的发展促使医院药学工作模式、药师的工作内容发生变革，影响着药学专业毕业生的就业，反过来促进药学教学内容和模式的改革。毕业前实习阶段的教学关系到药学教育改革的成效。调查显示，药学专业本科毕业生在医院药房工作的比例较大，医院药学工作需要的不仅是科研型人才，更应该是综合型人才，才有利于药学事业的持续发展。为此，我们作了一些探索，改革了实习模式，实习分两个阶段，第一阶段让学生参加科研实践，学习科研工作的方法；第二阶段参加医院药学日常工作的同时进行调研，锻炼学生能力。新实习模式是科研实践和医院药学实践并重，强调科研工作的基本方法，培养学生独立工作解决实际问题的能力，培养学生爱岗敬业精神。通过五届毕业生的教学实践，初见成效。毕业学生能较快地适应工作，很快成为业务骨干。实习期的教育对学生思想和能力的影响是很大的。完善实习教育模式，当然还有许多路要走。     

Pharmacy Residents’ Pursuit of Academic Positions

Objective. To describe pharmacy residents’ interest in and pursuit of academic positions.Methods. An electronic presurvey and postsurvey were sent to pharmacy residents during the 2011-2012 residency year. The initial survey evaluated residents’ job preferences and interest in academia at the beginning of residency, and the follow-up survey focused on job selection and reasons for pursuing or not pursuing positions in academia.Results. Nine hundred thirty-six residents responded to the initial survey and 630 participated in both the initial and follow-up survey. Forty-eight percent of those responding to both surveys strongly considered a career in academia in the initial survey, 28% applied for an academic position, and 7% accepted a position. Second-year postgraduate residents were more likely than first-year postgraduate residents to apply for and be offered a faculty position.Conclusion. Pharmacy residents are interested in academia. While increasing interest among residents is encouraging for faculty recruitment, the academy should also encourage and develop adequate training experiences to prepare residents to succeed in these positions.     

An Accelerated,Practice-Based Model for Fostering Precepting Skills in Pharmacy Residents

Sound precepting skills are vitally important for all pharmacists and for the future of our profession. Residency training provides a fertile environment for the resident to learn and foster new skills. This article outlines an accelerated model for developing precepting skills in residents and provides helpful advice for residents seeking to gain experience as a preceptor.Key Words: resident, preceptor development, practice modelResidency training is a special experience in the life of a pharmacy professional. It is the one time in the residents’ pharmacy career when they are able to demonstrate and develop clinical knowledge, time management skills, and interpersonal communication techniques while practicing pharmacy, all under the watchful eye of an experienced preceptor. Preceptors give valuable feedback and advice that mold the residents as practitioners and prepares them for the next step in their career. This is an opportune time for the skills of effective preceptors to be passed down to preceptees. The American Society of Health-System Pharmacists (ASHP) requires residents to use the 4 preceptor roles that are employed in practice-based teaching to complete residency expectations.¹ Residents are extremely talented, highly motivated individuals. New residency graduates often accept jobs that require a portion of their time be dedicated to pharmacy students or residents on rotation. This may be their first experience acting as a primary preceptor. Residency programs should incorporate a structured model for developing preceptor skills for residents.The American College of Clinical Pharmacy recently released guidelines for resident teaching experiences.² This article expands on these recommendations and outlines an accelerated model that has worked at one institution and provides helpful advice for residents seeking to gain experience as a preceptor.     

The use of patient instructors to teach interviewing skills

A program which utilizes patient instructors (PI) to teach and evaluate interviewing skills of pharmacy students is described. The PIs were programmed with a history of either hypertension, chronic pulmonary disease, or congestive heart failure. Content areas within each history included past and present drug therapy, adverse drug reactions, drug interactions, as well as socioeconomic and other factors affecting therapy. The interviews were done with small groups of students and followed by PI evaluation of interview content and process. The majority of students felt the experience helped them assess and improve their interviewing skills and agreed the program should continue. The advantages of utilizing PIs to teach interviewing skills are discussed.     

Influence of a nontraditional master's degree on graduates' career paths.

Graduates' assessments of the University of Texas at Austin's nontraditional M.S. degree program in pharmacy administration were studied. A survey was constructed to assess the impact of the master's program on career advancement, to examine why pharmacists enrolled in the program, and to determine if the curriculum provided knowledge or developed skills that were practical or beneficial. The survey was mailed in April 1999 to all persons who had completed the program between 1990 and 1998. A total of 56 graduates responded, for a response rate of 90.3%. The three reasons for entering the program most frequently cited as most important were career advancement, personal development, and the desire to change job responsibilities. Thirty-four respondents (60.7%) reported receiving a promotion or changing jobs for a higher position while they were enrolled in the program or after completing it. Of these 34 respondents, 29 (85.3%) attributed their promotion or new job to the master's degree. On average, graduates reported that the knowledge and skills obtained through the program had been useful in their practice. The benefits of the program that were cited most frequently were management skills, competencies in areas of pharmacy business, opportunity to advance career, job satisfaction, and competitive advantage when applying for a job. A nontraditional master's degree program in pharmacy administration had a positive impact on the career paths of graduates.     

Attitudes of pharmacy students towards scientific research and academic career in Saudi Arabia

BackgroundAcademic research is an essential part of undergraduate and post graduate education to become qualified health care professionals. The objective of this study was to evaluate the attitudes of pharmacy students towards scientific research and/or academic careers in Saudi Arabia.MethodsA cross-sectional survey based study was conducted among pharmacy students at King Saud University. A self-administered questionnaire was implemented over a period of 3 months (January to March 2018).ResultsA total of 223 students returned the survey. More than one third students (66.3%) agreed that participation in research increased their interest in pursuing a career in research/academic pharmacy. Most students (75.3%) were interested in participating research during the course of study and 73.6% believed that research training should be a compulsory part of teaching curriculum. In addition, more than half of students (54.5%) were interested in higher studies such as PhD after graduation. Most of students (70.3%) ranked lifestyle (73.6%) and earning potential (70.3%) as an important factor for them when choosing a specialty.ConclusionsPharmacy students had positive attitudes towards research activities and they desired to be involved more in research publications. However, addressing the barriers and improving student participation will increase their interest in academic research.     

Perceptions of United Kingdom pharmacy lecturers about teaching pharmaceutical care

Pharmaceutical care is now regarded as the primary mission of pharmacy practice. To help ensure that this mission is fulfilled, pharmacy students need the clinical knowledge and skills that underlie pharmaceutical care, and pharmacy academics need to be aware of this concept and its applications. A survey was conducted of British pharmacy lecturers' views on teaching pharmaceutical care. Correlations between lecturers' characteristics (sex, teaching commitment and teaching experience) and the use of computer-aided learning (CAL) in teaching pharmaceutical care were also evaluated. Self-completion questionnaires were sent to 16 heads of departments of pharmacy practice, or their equivalent, for distribution. There was a 40 per cent response rate. Perceptions varied considerably in terms of the definition of pharmaceutical care, the difference between clinical pharmacy and pharmaceutical care, the application in practice settings, drug-related problems, knowledge and skills required and the barriers to teaching pharmaceutical care. Lecturers' characteristics were not related to views on either the use of CAL generally or the potential use of CAL in teaching pharmaceutical care. Many respondents agreed that a CAL program could be used to supplement pharmaceutical care teaching. Further studies on pharmaceutical care teaching are suggested.     

Chief resident in pharmacy residency programs.

PURPOSE: The frequency of chief resident positions in pharmacy residency programs and the roles and responsibilities of such chief residents are described. METHODS: A Web-based questionnaire was developed to determine the current state and interest of residency program directors (RPDs) in chief residency programs within pharmacy residency training. RPDs were identified through directories of the American Society of Health-System Pharmacists and the American College of Clinical Pharmacy. RESULTS: Of the 892 surveys distributed, 34 were returned as undeliverable and 335 responses were received (effective response rate, 39.0%). Over one quarter of respondents (28.4%) had a chief resident, resident-in-charge, or other leadership position for residents at their institution. Institutions with existing chief resident programs had larger programs. Common duties of the chief resident included serving as a liaison between residents and the RPD (91.4%), coordinating resident meetings (87.1%), coordinating educational programming (45.2%), and managing residents' schedules (44.1%). RPDs indicated interest in training programs designed to develop management skills and enhance leadership potential (72.7%). Of those RPDs whose institutions did not off er a chief resident position, 22% expressed interest in developing such a position. Programs with four or more residents were more likely to be interested in developing a chief residency program than those with smaller programs (34.3% versus 13.2%, p < 0.001). CONCLUSION: The majority of RPDs stated that their residency programs do not currently have a chief resident position. Programs with a greater number of pharmacy residents were more likely to have a current chief resident position or interest in establishing a chief resident position.     

Regional cooperative summer internship program for pharmacy students

A regional summer internship program for pharmacy students that was coordinated by seven hospitals is described. Recruiting for the Mid-Missouri Summer Intern Program began during the winter of 1987-88. Students were recruited from pharmacy schools throughout the Midwest and were provided with housing and financial compensation while in the program. Each participating hospital agreed to hire at least one intern and appointed a preceptor or coordinating pharmacist, who met with the intern regularly. Students got most of their training and work experience at their home hospital; however, they also rotated to the other participating hospital pharmacy departments. Students had to keep a daily diary of their activities and to complete individual special projects. At the end of the summer, students and preceptors completed a written evaluation of the program. Students indicated that the program provided a valuable and unique educational experience. Preceptors thought that fourth-year and fifth-year students were best suited for the program. The hospital pharmacy directors agreed that the opportunity to evaluate a student's work ethic and professional capabilities before offering a position was a benefit. A regional summer internship program was successful in introducing pharmacy students to institutional pharmacy practice.