scholarly journals Preceptor tips for navigating generational differences with introductory and advanced pharmacy practice experience students

2020 ◽  
Vol 18 (4) ◽  
pp. 2176
Author(s):  
Melinda J. Burnworth ◽  
Tracy K. Pettinger ◽  
Melissa S. Medina ◽  
Mary Niemczyk
Keyword(s):  
Learning Outcomes ◽  
Generation X ◽  
Generational Differences ◽  
Pharmacy Practice ◽  
Learning Preferences ◽  
Pharmacy Education ◽  
Practice Experience ◽  
Case Vignettes ◽  
Similarities And Differences ◽  
Meaningful Interaction

Ideally, precepting during introductory and advanced pharmacy practice experiences should be tailored to meet the individualized needs of learners. Understanding generational similarities and differences that exist between both learners and educators will facilitate meaningful interaction and improve learning outcomes. A common pitfall among preceptors is to judge the values of their pharmacy learners based on the stereotypes of the generations. This tends to be more evident when the preceptor’s generation differs from the generation of the learner. The following article describes generational attributes that influence experiential learning with general tips for how preceptors can use this information to enhance their interactions with learners. By comparing and contrasting the predominant generations in the current pharmacy education landscape (Baby Boomers, Generation X, and Millennials), the article will demonstrate how multi-generational interactions impact pharmacy education. As Millennials are the majority of experiential learners, the focus will be on their learning preferences and how preceptors can help engage these learners. Practical advice and tools on engaging Millennial learners will be reviewed. Case vignettes will demonstrate how to identify ways to tailor precepting to meet the needs of the learner, avoid common pitfalls, facilitate meaningful interaction, and, ultimately, improve learning outcomes.

scholarly journals Integration of a Virtual Dispensing Simulator “MyDispense” in an Experiential Education Program to Prepare Students for Community Introductory Pharmacy Practice Experience

Pharmacy ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 48
Author(s):  
Ashley E. Johnson ◽  
Jillian Barrack ◽  
Jill M. Fitzgerald ◽  
Diana M. Sobieraj ◽  
Lisa M. Holle
Keyword(s):  
Community Pharmacy ◽  
Experiential Education ◽  
Self Care ◽  
Pharmacy Practice ◽  
Pharmacy Education ◽  
P Value ◽  
Community Practice ◽  
Practice Experience ◽  
Group A ◽  
Group B

Background: Technology is increasingly used to enhance pharmacy education. We sought to evaluate student learning and preparedness for community introductory pharmacy practice experiences (IPPEs) after implementation of “MyDispense” into experiential education. Methods: Both first-year pharmacy students and assigned community IPPE preceptors were eligible. Students were stratified based on previous community pharmacy experience (< or ≥ 50 h), then randomized to complete MyDispense exercises before IPPE (group A) or after 24–32 h of IPPE (group B). We evaluated preceptors’ assessment of student readiness using a 6-item Likert scale survey and students’ readiness and opinion of MyDispense using an anonymous 9-item survey. Descriptive statistics were used to characterize data. The Mann–Whitney U test was used to compare groups and a p-value < 0.05 was considered statistically significant. Results: Of 177 eligible students, 155 were randomized and 56 completed study. Group A included 32 students; 56.3% had prior community practice experience. Group B included 24 students; 50% had prior community practice experience. Forty-eight preceptors were enrolled. Students who completed exercises before rotation received higher preceptor scores for patient counseling of self-care and of medications (p < 0.05 for both). Students self-assessed their counseling skills lower than all other skills; 30.4% and 42.9% of students felt mostly or always prepared to counsel for self-care and medications, respectively. Students found MyDispense straightforward, realistic, and appreciated the ability to practice in a safe, electronic, community pharmacy, patient-care environment. Conclusion: Simulation-based software, such as MyDispense, can enhance learner understanding of the prescription fill and counseling process in a community pharmacy practice setting.

scholarly journals Curriculum and Pharmacy practice experience offered for Pharm-D in Pakistan: needs and possibilities

2014 ◽  
Vol 3 (8) ◽  
pp. 313-317 ◽  
Author(s):  
Madiha Madiha ◽  
Chang-qing Yang
Keyword(s):  
Health Care ◽  
Health Care Professional ◽  
Pharmacy Practice ◽  
Pharmaceutical Journal ◽  
Pharmacy Education ◽  
Clinical Clerkship ◽  
Current Role ◽  
Practice Experience ◽  
Pharmacy Council

Pharm-D program was implemented 10 years ago in Pakistan in 2004. Since then perception of pharmacist as a health care professional became somewhat clearer among public but due to less availability of resources in Pakistan, their practice is so limited. Pharmacy Council of Pakistan has revised Pharm-D curriculum in 2011. Before this up gradation some academicians have highlighted lacking in previous curriculum, but many of them are still there in new updated syllabi. In this review we have presented a sketch of current pharmacy education and practice in Pakistan especially focusing Pharm-D curriculum. In the end by considering pharmacist’s current role, limitations in Pharm-D course and already published interventions for advancing pharmacy education in Pakistan, we have discussed some major improvements required to be done in curriculum and pharmacy practice experiential component (clinical clerkship) offered for Pharm-D degree in Pakistan.DOI: http://dx.doi.org/10.3329/icpj.v3i8.19406 International Current Pharmaceutical Journal, July 2014, 3(8): 313-317

Pharmacists Levels of Emotionality and Career Success Correlates

2014 ◽  
Vol 28 (3) ◽  
pp. 256-260 ◽  
Author(s):  
John M. Lonie ◽  
Nino Marzella ◽  
Richard Perry ◽  
Bupendra Shah ◽  
Jesal Jariwala
Keyword(s):  
Pharmacy Practice ◽  
Pharmacy Education ◽  
Self Awareness ◽  
Annual Income ◽  
Convenience Sample ◽  
Hours Worked ◽  
Entry Level ◽  
Work Related ◽  
Practice Experience ◽  
Big Picture

Objective: The objectives of this study were to (1) examine the relationships between Emotional Thinking Scale (ETS) scores and demographic variables such as income, years worked as a pharmacist, and hours worked per week and (2) determine the distribution of ETS scores among this sample of pharmacists. These objectives are significant to explore because they may provide important data regarding effective and ineffective pharmacist work-related behaviors that affect career and life success. Method: A convenience sample of practicing pharmacists was selected. Participants completed the 8-item ETS and a demographic survey. The ETS predicts how an individual’s thoughts might influence his or her emotions and behaviors. Researchers analyzed participant’s ETS scores with his or her demographic responses. Data were analyzed using SPSS statistical software. Results: One hundred twenty-five pharmacists completed the survey. Twenty-one percent of the sample scored between slightly high and very extremely high on the ETS. “often being incapacitated by strong feelings” correlated negatively with annual income r = −.309 ( P = .008); “relying on feelings to deal with complex situations” correlated negatively with annual income r = −.253 ( P = .026), with the “number of years practicing pharmacy” r = −.317 ( P = .007), and “number of hours worked each week” r = −.317 ( P = .007); and “focusing on details thus losing the big picture” was correlated negatively with annual income r = .215 ( P = .05). These findings are consistent with the previous ETS research. Conclusion: The variables of interest in this study were negatively but significantly related. Emotional thinking scores decreased with pharmacy practice experience and may be counterproductive for career goals. Entry-level pharmacy education and continuing education programs may help develop self-awareness to this issue.

scholarly journals Analysing student achievement of advanced pharmacy practice experience learning outcomes

2021 ◽  
pp. 838-843
Author(s):  
Richard O'Brocta ◽  
Nicole Paolini Albanese
Keyword(s):  
Student Achievement ◽  
Quality Improvement ◽  
Patient Care ◽  
Learning Outcomes ◽  
Pharmacy Practice ◽  
General Medicine ◽  
Care Community ◽  
Practice Experience ◽  
Practice Readiness ◽  
Met Expectations

Objectives: To assess the learning outcome achievement of the required Advanced Pharmacy Practice Experiences (APPE) for the purposes of accreditation, quality improvement, and practice readiness. Methods: At the end of each APPE rotation, students were evaluated on 11 professionalism criteria and 25 skills criteria via a rubric. For the four required rotations (ambulatory patient care, community pharmacy, inpatient general medicine patient care and hospital/health system pharmacy), professionalism and skills outcomes data for the class of 2020 were analysed. Results: A total of 6,293/6,303 (99.84%) of the professionalism ratings met expectations (received a score > 2). The median professionalism rating was 3. A total of 14,286/14,325 (99.7%) of the skills ratings met expectations (received a score > 3). The median skills rating was 4. Conclusion: Calculating and analysing APPE student achievement of learning outcomes supports accreditation standards, can be used for quality improvement and measures practice readiness.

scholarly journals Creation of a Pharmacy Student Longitudinal Rotation to Expand the Scope of an Antimicrobial Stewardship Program

Pharmacy ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 135
Author(s):  
Tiffany Ward ◽  
Jaela Fredenrich
Keyword(s):  
Antimicrobial Stewardship ◽  
Skin Testing ◽  
Pharmacy Practice ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Scope Of Practice ◽  
Antimicrobial Stewardship Program ◽  
Education Standards ◽  
Practice Experience ◽  
Stewardship Program

Allergy assessments and penicillin skin testing have emerged as a vital intervention for Antimicrobial Stewardship Programs (ASPs). Investment and involvement in such programs by ASPs, however, are often limited due to resources, time, and personnel constraints. Harnessing an underutilized resource, 4th-year advanced pharmacy practice experience (APPE) students, allows for expanded ASP involvement and scope of practice. We aim to outline and provide insight on how 4th-year APPE students serve as an asset to an ASP. Through our novel longitudinal rotation experience, APPE students complete penicillin allergy assessments, patient education, and work alongside a clinical pharmacist to refer patients for penicillin skin testing if appropriate. Students also achieve many of the education standards required by the Accreditation Counsel for Pharmacy Education (ACPE) for graduation within the Doctor of Pharmacy degree while developing a strong foundation in antimicrobial stewardship and gaining invaluable knowledge for their future. The addition of APPE pharmacy students to our ASP has also enabled our program to achieve its goals and expand involvement and reach within our facility.

scholarly journals Health-system implementation of a collaborative core curriculum for advanced pharmacy experiential education during the COVID-19 pandemic

2021 ◽  
Author(s):  
Courtney A Montepara ◽  
Rebecca R Schoen ◽  
Anthony J Guarascio ◽  
Jamie L McConaha ◽  
Paula J Horn
Keyword(s):  
Health System ◽  
Core Curriculum ◽  
Journal Club ◽  
Pharmacy Practice ◽  
Pharmacy Education ◽  
Transmission Risk ◽  
Practice Experience ◽  
Large Teaching Hospital ◽  
Academic Partner ◽  
Main Components

Abstract Purpose A collaborative advanced pharmacy practice experience (APPE) education model established within a healthcare institution during the coronavirus disease 2019 (COVID-19) pandemic is described. Summary The COVID-19 pandemic caused a nationwide disruption of APPE pharmacy education. Healthcare institutions faced the challenge of educating APPE students while attempting to simultaneously de-densify work areas and reduce transmission risk for employees and patients. A pharmacist coordinator and pharmacist academic partners at a large teaching hospital created a collaborative common core curriculum model for resourceful implementation of APPE education. Healthcare network pharmacists, clinical pharmacist academic partners, and pharmacy residents delivered the curriculum to 35 pharmacy students over a 9-week time period. Main components of the curriculum included patient case discussions, topic discussions, journal club presentations, live continuing education (CE) webinars, and development of pharmacy technician CE programs. A majority of students reported positive experiences working with a variety of preceptors from different specialties (81%) and collaborating with students from other universities (62%). Conclusion A health system can leverage institutional, network-wide, and academic partner resources to implement a collaborative APPE curriculum during challenging times such as those experienced during the COVID-19 pandemic.

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