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Asal NJ, Provisor EM, Ryu R. Peer mentoring in pharmacy programs: Recommendations for implementation based on a review of available literature. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:496-502. [PMID: 38692946 DOI: 10.1016/j.cptl.2024.03.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2023] [Revised: 03/20/2024] [Accepted: 03/26/2024] [Indexed: 05/03/2024]
Abstract
BACKGROUND Stress experienced by pharmacy students is on the rise and is negatively impacting student success. Pharmacy accreditation standards encourage schools to promote student success and well-being. Peer to peer student support is a largely under-investigated strategy to address this. The objective of this manuscript is to conduct a literature review on the development of peer mentoring programs for pharmacy students and describe best practices for successful implementation into pharmacy programs. METHODS This literature review identified studies using major databases, including PubMed, Embase, International Pharmaceutical Abstracts, and Education Resources Information Center. Search terms included [(peer mentor*) AND pharmacy]. Any study that involved peer assessment, peer tutoring, or peer learning within a course, faculty mentors only, non-pharmacy students, and/or did not implement a mentor-mentee relationship, was excluded. RESULTS Three studies met the criteria for inclusion. Mentorship programs varied with regard to duration, mentor recruitment, participant incentives, and overall structure. Various methods of analyses were employed. Despite major differences between the included studies, three themes were identified regarding development of peer mentoring programs: participation, support, and pairing. Active engagement led to higher perceived benefit and both mentors and mentees found the programs beneficial, agreed to recommend the programs to others, and provided positive feedback. IMPLICATIONS Successful mentoring programs should aim to incorporate the following characteristics to some degree: mandatory participation by mentor and mentee as well as support for mentors with training and faculty oversight. Peer mentoring programs have a positive impact on participants. More studies are needed to assess the effects of peer mentoring in pharmacy programs. This is the first known review of peer mentoring within pharmacy programs and identifies a gap in knowledge in this area. There is a paucity of data surrounding peer mentoring in pharmacy and its potential value as a tool to improve student well-being.
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Affiliation(s)
- Nicole J Asal
- University of Rhode Island College of Pharmacy, 7 Greenhouse Rd., Office 244A, Kingston, RI 02881, United States of America.
| | - Ellie M Provisor
- MaineGeneral Medical Center, 35 Medical Center Parkway, Augusta, ME 04330, United States of America
| | - Rachel Ryu
- Student Pharmacist, University of Rhode Island College of Pharmacy, 7 Greenhouse Rd., Office 244A, Kingston, RI 02881, United States of America; Clinical Pharmacist - Transitions of Care, Ronald Reagan UCLA Medical Center, 757 Westwood Plaza, Los Angeles, CA 90095, United States of America
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Rhoney DH, Chen AMH, Churchwell MD, Daugherty KK, Jarrett JB, Kleppinger EL, Nawarskas JJ, Sibicky SL, Stowe CD, Meyer SM. The Need for Competency-Based Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100706. [PMID: 38705241 DOI: 10.1016/j.ajpe.2024.100706] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2022] [Revised: 04/29/2024] [Accepted: 04/29/2024] [Indexed: 05/07/2024]
Abstract
OBJECTIVES While pharmacy education updates learning as new information arises, changes to learning experiences can trail behind current practices and technology. There have been multiple calls for radical changes in how health professions education is delivered to ensure patients are receiving high-quality care. Competency-based education has been one way discussed in the literature for how to handle this need to develop students who have a willingness to learn and can problem-solve. The goal of this review is to examine whether competency-based education is needed to drive the profession of pharmacy forward. FINDINGS To address, we collaboratively identified stakeholder perspectives to evaluate the need. The following stakeholders achieved consensus among the committee members: patients/society, learners, workplace/profession, and academic institutions. SUMMARY Based on those perspectives, needs, and gaps to address those needs were identified and are presented in this review.
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Affiliation(s)
- Denise H Rhoney
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Aleda M H Chen
- Cedarville University, School of Pharmacy, Cedarville, OH, USA.
| | - Mariann D Churchwell
- University of Toledo College of Pharmacy and Pharmaceutical Sciences, Toledo, OH, USA
| | - Kimberly K Daugherty
- Sullivan University College of Pharmacy and Health Sciences, Louisville, KY, USA
| | - Jennie B Jarrett
- University of Illinois Chicago College of Pharmacy, Chicago, IL, USA
| | | | | | - Stephanie L Sibicky
- Northeastern University School of Pharmacy and Pharmaceutical Sciences, Boston, MA, USA
| | - Cindy D Stowe
- University of Arkansas for Medical Sciences College of Pharmacy, Little Rock, AR, USA
| | - Susan M Meyer
- University of Pittsburgh School of Pharmacy, Pittsburgh, PA, USA
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Smith SR, Banuelos L, Trujillo N, Farihi D, Lee S, Truong S, Ly T, Dadiomov D, Kawahara N, Gavaza P. Adverse childhood experiences among California student pharmacists. Ment Health Clin 2024; 14:1-9. [PMID: 38312442 PMCID: PMC10836563 DOI: 10.9740/mhc.2024.02.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2023] [Accepted: 11/07/2023] [Indexed: 02/06/2024] Open
Abstract
Introduction Adverse childhood experiences (ACEs) are associated with higher mental and physical illness and substance use disorders in adulthood. However, little is known about the prevalence of ACEs among student pharmacists and the factors associated with exposure. Our objective was to determine the prevalence of ACEs, resilience, and maladaptive coping strategies among student pharmacists in California. Methods Student pharmacists from 14 California pharmacy schools completed a 24-item online survey in 2020. This survey instrument comprised the ACEs questionnaire and collected data on the students' demographic characteristics, coping strategies, and resilience. Results Most respondents were Asian/Pacific Islander (n = 186, 61.0%), female (n = 216, 70.8%), and aged between 25 and 31 years (n = 154, 50.7%). Many (n = 137, 44.9%) students had more than 1 ACE exposure; 66 students (21.6%) had more than 3 ACEs. Many students indicated that they were diagnosed or suspected to be diagnosed with a mental health condition (n = 105, 34.4%) and agreed/strongly agreed that they struggled to manage the workload of pharmacy school (n = 119, 39.9%). Respondents with higher ACE scores (> 3) were more likely to report struggling with managing the workload of pharmacy school, have or suspect having a mental health condition, drink alcohol in the last 12 months, and/or have multiple sexual partners than students with lower ACE scores. Discussion More than 1 in 5 student pharmacists in this study were exposed to more than 3 ACEs. The student pharmacists' ACE exposure was associated with higher likelihood of mental health conditions and high-risk health behaviors. Further studies are needed to investigate this topic among student pharmacists.
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Affiliation(s)
- Shawn R Smith
- PGY1 Pharmacy Resident, University of Maryland Medical Center, Baltimore, Maryland
- PGY1 Acute Care Pharmacy Resident, Stanford Health Care, Palo Alto, California
- PGY1 Pharmacy Resident, MemorialCare Long Beach Medical Center, Long Beach, California
- PGY2 Critical Care Pharmacy Resident, University of California Davis Health, Sacramento, California
- PGY1 Pharmacy Resident, Veterans Affairs Sierra Nevada Health Care System, Reno, Nevada
- Ambulatory Care Pharmacist, Kaiser Permanente-San Bernardino County, Fontana, California
- Assistant Professor of Clinical Pharmacy; Director, PGY2 Psychiatric Residency, University of Southern California Alfred E. Mann School of Pharmacy and Pharmaceutical Sciences, Los Angeles, California
- Associate Professor/Associate Dean, Community Engagement, Loma Linda University School of Pharmacy, Loma Linda, California
- Associate Professor/Department Chair, Loma Linda University School of Pharmacy, Loma Linda, California
| | - Leslie Banuelos
- PGY1 Pharmacy Resident, University of Maryland Medical Center, Baltimore, Maryland
| | - Nalea Trujillo
- PGY1 Acute Care Pharmacy Resident, Stanford Health Care, Palo Alto, California
| | - Destiny Farihi
- PGY1 Pharmacy Resident, MemorialCare Long Beach Medical Center, Long Beach, California
| | - Stephanie Lee
- PGY2 Critical Care Pharmacy Resident, University of California Davis Health, Sacramento, California
| | - Sharon Truong
- PGY1 Pharmacy Resident, Veterans Affairs Sierra Nevada Health Care System, Reno, Nevada
| | - Tracy Ly
- Ambulatory Care Pharmacist, Kaiser Permanente-San Bernardino County, Fontana, California
| | - David Dadiomov
- Assistant Professor of Clinical Pharmacy; Director, PGY2 Psychiatric Residency, University of Southern California Alfred E. Mann School of Pharmacy and Pharmaceutical Sciences, Los Angeles, California
| | - Nancy Kawahara
- Associate Professor/Associate Dean, Community Engagement, Loma Linda University School of Pharmacy, Loma Linda, California
| | - Paul Gavaza
- Associate Professor/Department Chair, Loma Linda University School of Pharmacy, Loma Linda, California
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Robinson ET, Cochrane ZR, Akiyode O, Chahine EB, Culhane JM, Do DP, Franson KL, Minze MG, Ross LJ. Envisioning the Future of Student Success: Report of the 2022-2023 AACP Student Affairs Standing Committee. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100559. [PMID: 37459913 DOI: 10.1016/j.ajpe.2023.100559] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Accepted: 06/27/2023] [Indexed: 08/04/2023]
Abstract
Over the past several years, traditional metrics have indicated declining student success within colleges and schools of pharmacy. Though students may be less well-prepared for professional school than in years past, once candidates are admitted to our institutions, we have a responsibility to effectively support their progression through the program. The 2022-2023 Student Affairs Committee was convened to evaluate and advance the construct of student success within Doctor of Pharmacy programs. The Student Affairs Committee was charged with identifying environmental factors affecting the ability of pharmacy students to be successful; determining how colleges and schools of pharmacy are currently meeting needs related to student progress; conducting a literature review to determine what academic support measures minimize attrition; and developing innovative suggestions and recommendations that better support student success. To accomplish this work, we conducted an extensive literature review and synthesis of evidence, engaged in professional networking across the Academy, and administered a wide-ranging student success survey to all colleges and schools of pharmacy. In this report, we explore the complex and interacting systems that affect learning behavior and academic success and offer a novel, comprehensive description of how the Academy is currently responding to challenges of academic and student success. Additionally, we envision the future of student success, offering 7 recommendations to the American Association of Colleges of Pharmacy and 5 suggestions to members of the Academy to advance this vision.
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Affiliation(s)
- Evan T Robinson
- Creighton University, School of Pharmacy and Health Professions, Omaha, NE, USA.
| | | | | | - Elias B Chahine
- Palm Beach Atlantic University, Gregory School of Pharmacy, West Palm Beach, FL, USA
| | - James M Culhane
- Notre Dame of Maryland University, School of Pharmacy, Baltimore, MD, USA
| | - Duc P Do
- University of Georgia, College of Pharmacy, Athens, GA, USA
| | - Kari L Franson
- University of Southern California, Alfred E. Mann School of Pharmacy and Pharmaceutical Sciences, Los Angeles, CA, USA
| | - Molly G Minze
- Texas Tech University, Health Sciences Center Jerry H. Hodge School of Pharmacy, Lubbock, TX, USA
| | - Libby J Ross
- Northern Virginia Dental Society, Annandale, VA, USA
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Cat TB, El-Ibiary SY, Lee KC. Evaluation of a Well-being Promotion (WelPro) Program on Advanced Pharmacy Practice Experience (APPE) Student Burnout. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100071. [PMID: 37316133 DOI: 10.1016/j.ajpe.2023.100071] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2022] [Revised: 01/16/2023] [Accepted: 02/15/2023] [Indexed: 06/16/2023]
Abstract
OBJECTIVE The objective of this study is to evaluate the Well-being Promotion (WelPro) program and its effect on burnout in Advanced Pharmacy Practice Experience (APPE) students at the University of California, San Francisco. METHODS A longitudinal cohort study evaluating the WelPro program was conducted in the class of 2021 (Transformation, a 3-year all-year-round curriculum, and Pathway (P), a 4-year traditional curriculum) APPE students. The primary and secondary aims were to evaluate changes in emotional exhaustion (EE) scores from the beginning of year (BOY) to end of year (EOY) for the class of 2021 students and compare EOY EE scores between the classes of 2021 (P) and 2020 (P) students using the Maslach Burnout Inventory-Human Services Survey for Medical Personnel (MBI-HSS [MP]) survey. Independent and paired t tests were used to evaluate EE scores; Wilcoxon signed-rank test and Wilcoxon Mann-Whitney rank sum test were used to evaluate ordinal data. RESULTS Evaluable survey response rates were 69.6% BOY and 57.7% EOY for the class of 2021 students and 78.7% EOY for the class of 2020 (P) students. No differences in EE scores were observed for the matched class of 2021 from BOY to EOY and between classes of 2021 (P) and 2020 (P) students. CONCLUSION WelPro did not change EE scores for class of 2021 APPE students. Given multiple confounding factors in the study, additional studies are warranted to determine the effectiveness of such a program on APPE student burnout.
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Affiliation(s)
- Tram B Cat
- University of California, San Francisco School of Pharmacy, San Francisco, CA, USA.
| | | | - Kelly C Lee
- University of California, San Diego - Skaggs School of Pharmacy & Pharmaceutical Sciences, La Jolla, CA, USA
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Eiland LS, Brown TR, Enderby CY, Luchen GG, Smith WJ, Trovato JA, Chisholm-Burns MA. The ASHP Section of Pharmacy Educators Crystal Ball project: Insight into the future of pharmacy education. Am J Health Syst Pharm 2023; 80:236-241. [PMID: 36318806 DOI: 10.1093/ajhp/zxac332] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Indexed: 11/27/2022] Open
Affiliation(s)
- Lea S Eiland
- Department of Pharmacy Practice, Auburn University Harrison College of Pharmacy, Auburn, AL, USA
| | - Tim R Brown
- Dean's Office, University of Georgia College of Pharmacy, Athens, GA, USA
| | - Cher Y Enderby
- Department of Pharmacy, Mayo Clinic, Jacksonville, FL, USA
| | | | - Winter J Smith
- Department of Clinical Sciences, University of Texas at Tyler Fisch College of Pharmacy, Tyler, TX, USA
| | - James A Trovato
- Department of Pharmacy Practice and Science, University of Maryland School of Pharmacy, Baltimore, MD, USA
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El-Desoky R, De La Cruz A, Thornton JD, Wanat MA, Varkey D. Identifying predictors of generalized anxiety among student pharmacists in response to the COVID-19 pandemic. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:34-42. [PMID: 36898886 PMCID: PMC9970934 DOI: 10.1016/j.cptl.2023.02.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2021] [Revised: 09/09/2022] [Accepted: 02/23/2023] [Indexed: 06/18/2023]
Abstract
INTRODUCTION To explore the prevalence of generalized anxiety (GA) among doctor of pharmacy (PharmD) students at an academic institution during the COVID-19 pandemic and use Alderfer's existence, relatedness, and growth (ERG) theory to elucidate which unsatisfied needs are predictive of higher levels of GA symptoms. METHODS This was a cross-sectional, single-site survey administered to first- through fourth-year PharmD students from October 2020 to January 2021. The survey tool included demographic information, the validated Counseling Center Assessment of Psychological Symptoms-62 tool, and nine additional questions developed to assess Alderfer's ERG theory of needs. Predictors of GA symptoms were evaluated using descriptive statistics, multiple linear regression, correlation analysis, and multivariable analysis. RESULTS A total of 214 of 513 students completed the survey (42%) . Among students, 49.01% had no-clinical, 31.31% had low-clinical, and 19.63% had high-clinical GA symptoms. The relatedness needs, which included feeling disliked, socially disconnected, and misunderstood had the strongest correlation (65%) to GA symptoms and was most associated with GA symptoms (β = 0.56, P < .001). Students who did not exercise experienced more symptoms of GA (P = .008). CONCLUSIONS Over 50% of PharmD students met clinical cut-offs for GA symptoms and the relatedness need was most predictive of GA symptoms among students. Future student-centered interventions should aim to create opportunities that increase social connections, build resilience, and provide psychosocial support.
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Affiliation(s)
- Rania El-Desoky
- University of Houston College of Pharmacy, Health 2, 4349 Martin Luther King Blvd Room 4349, Houston, TX 77204, United States.
| | - Austin De La Cruz
- University of Houston College of Pharmacy, Health 2, 4349 Martin Luther King Blvd Room 4349, Houston, TX 77204, United States.
| | - J Douglas Thornton
- University of Houston College of Pharmacy, Health 2, 4349 Martin Luther King Blvd Room 4055, Houston, TX 77204, United States.
| | - Matthew A Wanat
- Prescription Drug Misuse Education & Research (PREMIER) Center University of Houston College of Pharmacy, Health 2, 4349 Martin Luther King Blvd Room 4029, Houston, TX 77204, United States.
| | - Divya Varkey
- Pharmacy Leadership and Administration, University of Houston College of Pharmacy, Health 2, 4349 Martin Luther King Blvd Room 4027, Houston, TX 77204, United States.
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Steuber T, Settles T, Moseley L. Exploration of wellbeing in entering first year doctor of pharmacy students. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:1487-1494. [PMID: 36400710 DOI: 10.1016/j.cptl.2022.10.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Revised: 09/01/2022] [Accepted: 10/24/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION The purpose of this study was to assess wellbeing in entering first-year student pharmacists beginning their doctor of pharmacy degree program. METHODS This was a mixed-methods study conducted in entering first-year student pharmacists during their pharmacy school orientation. After their wellbeing orientation session, students were asked to complete a voluntary survey that asked students to rate their current level of wellbeing according to the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS). Students also wrote a reflection related to their wellbeing and perceptions. Qualitative analysis was completed for student responses to reflection questions to identify recurring themes. RESULTS One hundred thirty-one students attended the wellbeing orientation session and completed the reflection assignment. Of those, 87 (66.4%) completed the voluntary quantitative survey. On average, first-year student pharmacists indicated having a moderate level of wellbeing based on WEMWBS scores. Major themes that emerged as most influential on student pharmacist wellbeing included sense of optimism/self-care, social isolation and emotional connectedness, and uncertainty/worry/anxiety. CONCLUSIONS Entering student pharmacists had slightly lower than average levels of wellbeing based on WEMWBS scores. Pharmacy programs should continue to consider the importance of variables that impact student wellbeing (e.g., promotion of self-care, mental health, social and emotional connectedness).
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Affiliation(s)
- Taylor Steuber
- Auburn University Harrison School of Pharmacy, 301 Governors Drive SW, Suite 357, Huntsville, AL, 35801, United States.
| | - Trent Settles
- Erlanger Baroness Hospital, 975 East Third Street, Chattanooga, TN 37403, United States
| | - Lindsey Moseley
- Auburn University Harrison School of Pharmacy, 2229 Walker Building, Auburn, AL, 36849, United States.
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Cat TB, Du J, Chen C, El-Ibiary SY, Lee KC. Impact of a Well-being Promotion Training Program on Advanced Pharmacy Practice Experience Conference Leaders. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:ajpe8757. [PMID: 34893467 PMCID: PMC10159376 DOI: 10.5688/ajpe8757] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Accepted: 12/03/2021] [Indexed: 05/06/2023]
Abstract
Objective. The objective of this pilot study was to evaluate the attitudes and self-efficacy of advanced pharmacy practice experience (APPE) conference leaders after completing the Well-being Promotion (WelPro) training program developed at the University of California, San Francisco (UCSF) School of Pharmacy.Methods. The WelPro training program was developed to equip participants with the knowledge and tools to assist APPE students in distress and promote student wellness. After completing the WelPro training program, a 20-item survey was administered to 10 conference leaders via a web-based survey tool to assess their attitudes about burnout and self-efficacy in assisting students in distress. Descriptive statistics were used to characterize attitudes and self-efficacy.Results. Ten conference leaders participated in the training program. Of these, nine reported experiencing burnout in their careers, and all believed burnout within the pharmacy profession could be avoided. After the WelPro training program, confidence levels of the conference leaders significantly improved in the following areas: identification of students in distress, identification of resources for students, and recognition of when and how to refer students in distress.Conclusion. Increased self-efficacy of conference leaders to identify and assist students in distress could be translated into their improved ability to support students' overall well-being. The WelPro training program can serve as a model for similar wellness training programs that directors and preceptors in experiential education can implement at their institutions.
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Affiliation(s)
- Tram B Cat
- University of California, San Francisco School of Pharmacy, San Francisco, California
| | | | | | | | - Kelly C Lee
- University of California, San Diego - Skaggs School of Pharmacy & Pharmaceutical Sciences, La Jolla, California
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Zeeman JM, Hahn FT, McLaughlin JE. Implementation and evaluation of pharmaly houses as learning communities to promote community, wellness, and advising. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:1160-1168. [PMID: 36154961 DOI: 10.1016/j.cptl.2022.07.024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2021] [Revised: 06/14/2022] [Accepted: 07/20/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Although medical education has demonstrated learning communities promote wellness and community while supporting advising and mentoring, its application in pharmacy is limited. This study explored faculty and student perceptions of pharmacy learning communities (PLC), including structure, member interactions, and curriculum topics. METHODS PLCs involving first-year (PY1) student advisees, third-year (PY3) peer mentors, and faculty coaches were implemented. The PLC model included Pharmaly Houses, which were compromised of multiple Pharmalies, with each Pharmaly consisting of one faculty coach, two PY3 peer mentors, and approximately 10 PY1 advisees. PLC members were invited to participate in semi-structured focus groups, and transcripts were analyzed using inductive coding. RESULTS Three major themes and related subthemes emerged: strengths of the PLC structure (e.g., multiple perspectives, community, networking); interactions of Pharmaly members (i.e. faculty coaches, PY3 peer mentors, PY1 advisees); and feedback on PLC curriculum topics (e.g., topic consultation, continued learning). Participants indicated the multiple perspectives provided by Pharmaly members was a strength and highlighted the PLC structure facilitated a sense of community and belonging among Pharmaly members while promoting expanded networking within the House. While the PLC expanded networks, faculty and PY1 advisees desired more one-to-one interactions. Further, students reflected on how current PLC curriculum topics (e.g., wellness) prompted continued learning, reflection, and discussion outside the House or Pharmaly meeting. CONCLUSIONS Participants indicated PLCs can support student access to mentoring and advising, promote wellness, and foster a sense of community and belonging. The unique peer mentoring model further promoted community.
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Affiliation(s)
- Jacqueline M Zeeman
- Division of Practice Advancement and Clinical Education, Office of Organizational Effectiveness, Planning, and Assessment, UNC Eshelman School of Pharmacy, United States.
| | - Faustina T Hahn
- Division of Practice Advancement and Clinical Education, Center for Innovative Pharmacy Education and Research, UNC Eshelman School of Pharmacy, 301 Pharmacy Lane, Campus Box 7574, Chapel Hill, NC 27599-7574, United States
| | - Jacqueline E McLaughlin
- Division of Practice Advancement and Clinical Education, Center for Innovative Pharmacy Education and Research, UNC Eshelman School of Pharmacy, 301 Pharmacy Lane, Campus Box 7574, Chapel Hill, NC 27599-7574, United States.
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Mayberry K, Zapata LV, Byers M, Thurston MM. A Scoping Review of Well-being Assessment and Interventions in Student Pharmacists. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:8793. [PMID: 34507962 PMCID: PMC10159425 DOI: 10.5688/ajpe8793] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Accepted: 08/31/2021] [Indexed: 05/06/2023]
Abstract
Objective. To review the literature assessing student pharmacist well-being and the impact of well-being-associated interventions.Findings. Of the 15 studies included, six assessed student pharmacist well-being while nine evaluated the impact of a well-being intervention. While various approaches exist to assessing student pharmacist well-being, the body of literature suggests, overall, that student pharmacist well-being is poor. Since well-being is multifaceted and individualized, some pharmacy schools have identified various ways to incorporate tailored well-being activities, including mindfulness, into required, elective, and cocurricular experiences within the Doctor of Pharmacy program, with varying outcomes.Summary. This review highlights the limited and variable information available on the assessment of student pharmacist well-being as well as unique strategies to incorporate well-being initiatives into Doctor of Pharmacy curricula. Schools of pharmacy should identify the well-being needs of student pharmacists through a standardized well-being assessment instrument and provide meaningful well-being resources and interventions within the curriculum. There is a growing need for faculty to invest in student pharmacist mental wellness in addition to academic success. Future accreditation standards will inform the Academy on how to advance well-being initiatives.
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Affiliation(s)
| | | | - Michael Byers
- Mercer University, College of Pharmacy, Atlanta, Georgia
| | - Maria Miller Thurston
- Mercer University, College of Pharmacy, Atlanta, Georgia
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
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El Marnissi S, Ait El Cadi M. Évaluation du stress professionnel chez le personnel de la pharmacie hospitalière en situation de la pandémie SARS-COV2 (Covid-19). LE PHARMACIEN CLINICIEN 2022. [PMCID: PMC8469376 DOI: 10.1016/j.phclin.2021.09.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Objectif L’épidémie de pneumonie virale à Covid-19 représente un enjeu de santé publique majeur pour toutes les structures hospitalières y compris la pharmacie hospitalière qui a joué un rôle incontournable dans la prise en charge de cette crise. Cette étude vise à explorer le niveau de stress perçu chez le personnel des PUI pendant cette pandémie. Méthode Il s’agit d’une étude transversale qui a évalué 82 professionnels de santé des pharmacies hospitalières du Maroc, en utilisant une technique d’échantillonnage en boule de neige. Elle a évalué leurs caractères sociodémographiques, les conditions de travail, l’échelle de stress perçu (PSS), leurs émotions et leurs inquiétudes pendant l’épidémie. L’analyse statistique a été réalisée à l’aide du logiciel SPSS. Résultats La majorité des participants était des femmes (74,4 %) et des pharmaciens hospitaliers (67 %). Plus de la moitié des participants ont montré des niveaux de stress modéré (73,2 %). Parmi les variables examinées, seules les mesures de protection et l’information sur la situation via la hiérarchie ont montré une association significative avec la valeur du PSS (P = 0,036) et le niveau du stress selon le test Anova et le test Chi-2 respectivement. Conclusion Dans cette étude, le personnel de la pharmacie hospitalière a montré des niveaux de stress modéré au début de l’épidémie de Covid-19. Il est à noter que les caractères sociodémographiques n’ont pas d’impact sur le stress. La prise en considération des conditions sociales et sanitaires et la gestion du stress aiderait à atténuer le stress professionnel chez le personnel de la PUI pendant la pandémie.
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Wash A, Vogel S, Tabe S, Crouch M, Woodruff AL, Duhon B. Longitudinal well-being measurements in doctor of pharmacy students following a college-specific intervention. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1668-1678. [PMID: 34895677 DOI: 10.1016/j.cptl.2021.09.032] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2020] [Revised: 07/01/2021] [Accepted: 09/15/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND AND PURPOSE Supporting clinician mental health and well-being must start in the learning environment, especially as health profession students have been shown to have higher rates of mental illness than their peers pursuing other careers. This project aimed to support positive mental health in pharmacy students through small changes that faculty implemented both inside and outside of the classroom. EDUCATIONAL ACTIVITY AND SETTING In partnership with the Counseling and Mental Health Center, faculty received training, resources, and (in some cases) classroom observation and feedback on how to incorporate small changes that support student well-being. Assessments were performed each semester beginning in spring 2018 and ending in spring 2020. These included the Mental Health Continuum - Short Form (measuring positive mental health and well-being), the Theories of Intelligence Scale - Self Form for Adults (measuring growth mindset), the Sense of Belonging Scale (measuring five domains of social connectedness), and the Brief Resilience Scale (measuring resilience). Participating faculty were surveyed regarding how frequently selected activities were incorporated into their practice and how comfortable they felt supporting student mental health. FINDINGS Positive trends were seen throughout the project on the scales assessing growth mindset and sense of belonging. SUMMARY Supporting positive mental health in pharmacy students in the learning environment is important for both students and the quality and safety of the health care system. Future efforts should expand on this work by refining the measurements used, identifying more interventions, and evaluating the impact these efforts have as students become pharmacists.
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Affiliation(s)
- Andrew Wash
- Health Outcomes Division, University of Texas at Austin College of Pharmacy, 2409 University Avenue Stop A1930, Austin, TX 78712, United States.
| | - Samantha Vogel
- Clinical Assistant Professor, Division of Pharmacy Practice, University of Texas at Austin College of Pharmacy, 2409 University Avenue Stop A1910, Austin, TX 78712, United States.
| | - Sophie Tabe
- University of Texas at Austin College of Pharmacy, 5417 South Mopac Expy Apt 402, Austin, TX 78749, United States.
| | - Mitchell Crouch
- Central Texas Veterans Health Care System, 1901 Veterans Memorial Dr, Temple, TX 76504, United States.
| | - Althea L Woodruff
- Well-being in Learning Environments, University of Texas at Austin Counseling and Mental Health Center, 100 W Dean Keeton St, Austin, TX 78712, United States.
| | - Bryson Duhon
- Division of Pharmacy Practice, University of Texas at Austin College of Pharmacy, 2409 University Avenue Stop A1900, Austin, TX 78712, United States.
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Buige A, Nguyen M, Harris SC. Barriers to mental health care and stigma perception in doctor of pharmacy students across the United States. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1634-1645. [PMID: 34895673 DOI: 10.1016/j.cptl.2021.09.041] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2020] [Revised: 07/21/2021] [Accepted: 09/15/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Pharmacy students are significantly less likely than medical students to seek on-campus mental health services, though barriers are not well known. This study's objective is to expand on perceived barriers to seeking care for mental health concerns among doctor of pharmacy students in the United States. METHODS An institutional review board-exempt, online survey was disseminated to eight pharmacy programs' students assessing mental health barriers to care, resource interest, attitudes towards treatment, and stigma. Quantitative data were analyzed aggregately and by gender, program type, employment status, and education year. Free-text response analysis used thematic coding. RESULTS Common barriers to care included lack of time (20.2%), financial support or resources (13.2%), and preferring to solve the issue independently (13.2%). About half agreed their programs had sufficient resources to support mental health (58.4%). Suggested resources included on-site counselors (14.5%), pet therapy (13.4%), and wellness activities (12.3%). Students reported high rates of perceived internal stigma, yet low rates of stigma towards others. No significant differences were found among employment status or program type, but first-year students had more positive attitudes towards mental health treatment. Females were significantly more likely to agree mental health treatment was effective and less likely to view someone differently who received treatment. CONCLUSIONS Common barriers to care included lack of time, finances or resources, and concerns of being viewed differently. Additionally, substantial stigma exists, particularly public perception and concern for negative impact on future opportunities. Programs should take initiative to understand students' needs and interest in support services.
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Affiliation(s)
- Ashley Buige
- Virginia Commonwealth University Health System, 401 North 12th Street, Richmond, VA 23298, United States.
| | - Mimi Nguyen
- University of North Carolina Eshelman School of Pharmacy, 301 Pharmacy Lane, Chapel Hill, NC 27599, United States.
| | - Suzanne C Harris
- University of North Carolina Eshelman School of Pharmacy, 301 Pharmacy Lane, Chapel Hill, NC 27599, United States.
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15
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Holman SK, Folz HN, Ford B, Moore S, Moody A. Design and implementation of a pilot student wellness program at a school of pharmacy. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1471-1477. [PMID: 34799061 DOI: 10.1016/j.cptl.2021.09.017] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2020] [Revised: 06/15/2021] [Accepted: 09/14/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND AND PURPOSE In response to concerns about student stress and well-being, a volunteer wellness task force was formed to promote a culture of wellness at the school of pharmacy (SOP). The purpose of this paper is to describe the development and implementation of this pilot wellness program. EDUCATIONAL ACTIVITY AND SETTING A task force was formed to design and implement a pilot wellness program for pharmacy students. Interventions included: orientation to wellness program, sessions on nutrition and mindfulness, in-class brain breaks, and promotion of on-campus resources. Student wellness was assessed at baseline with a questionnaire including sociodemographic data, perceived stress levels using the Perceived Stress Scale (PSS-10), wellness practices, and use of wellness resources. Program feedback was obtained using a post-questionnaire to identify student perceptions and preferences for wellness activities. FINDINGS Pharmacy year one through three students (n = 166) were included in the pilot wellness program, with 92.2% and 88.8% completing the baseline and post-questionnaires, respectively. There were notable changes in wellness practices compared to baseline including an increase in weekly exercise and sleeping >4 hours a night. There was greatest use of and satisfaction with 5- to 10-min in-class wellness breaks. The mean student PSS-10 baseline score was 20.14 while the post-implementation mean score was 19.62. SUMMARY This study demonstrates the potential for implementing a faculty-driven wellness program despite limited resources. The design, implementation, and lessons learned from this pilot program may serve as a practical framework for institutions seeking to promote student wellness.
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Affiliation(s)
- Sarah K Holman
- Notre Dame of Maryland University School of Pharmacy, 4701 N. Charles Street, Baltimore, MD 21210, United States.
| | - Heather N Folz
- Notre Dame of Maryland University School of Pharmacy, 4701 N. Charles Street, Baltimore, MD 21210, United States.
| | - Bethany Ford
- Notre Dame of Maryland University School of Pharmacy, 4701 N. Charles Street, Baltimore, MD 21210, United States.
| | - Sherry Moore
- Notre Dame of Maryland University School of Pharmacy, 4701 N. Charles Street, Baltimore, MD 21210, United States.
| | - Ashley Moody
- Notre Dame of Maryland University School of Pharmacy, 4701 N. Charles Street, Baltimore, MD 21210, United States.
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16
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Cooley J, Larson S, Stevens A. What does experiential education look like in a global pandemic? Reflecting back and looking forward. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:881-884. [PMID: 34074522 PMCID: PMC8017443 DOI: 10.1016/j.cptl.2021.03.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Revised: 12/04/2020] [Accepted: 03/25/2021] [Indexed: 06/12/2023]
Abstract
PURPOSE The purpose of this reflection or wisdom of experience article is to describe and reflect on the impacts of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) on experiential education (EE) leadership and teams. Additionally, this reflection will shift the focus from the spring 2020 environment of SARS-CoV-2 to what EE teams and college administration can learn from those experiences. Moving forward, EE teams and administrators can be better equipped to proactively plan for future emergencies. DESCRIPTION Using the "What? So What? Now What?" model of reflection, this manuscript will broadly describe the experiences of three EE administrators and their teams during the SARS-CoV-2 pandemic. Proposed lessons learned as well as future planning strategies will be presented. ANALYSIS/INTERPRETATION The world of education was unprepared for the SARS-CoV-2 pandemic, and most sectors were left scrambling to adjust to new models very quickly with no planning or preparation. In the realm of pharmacy education, SARS-CoV-2 caused complete disruption for pharmacy students on rotations, clinical sites, preceptors, and EE teams. In reflecting on spring 2020, much can be gained and applied to future planning efforts so that institutions can be better prepared for future crises. CONCLUSIONS/IMPLICATIONS While still in the pandemic, schools must plan for the coming year. EE teams can work together to prepare for emergencies, craft contingency plans, and build additional capacity into their teams and available rotation offerings.
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Affiliation(s)
- Janet Cooley
- University of Arizona College of Pharmacy, 1295 N. Martin Avenue, PO 210202, Tucson, AZ 85721, United States.
| | - Suzanne Larson
- Midwestern University College of Pharmacy, Glendale, 19555 N 59(th) Avenue, Glendale, AZ 85308, United States.
| | - Alison Stevens
- St. Louis College of Pharmacy, 1 Pharmacy Place, St. Louis, MO 63110, United States.
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Arif SA, Moran K, Quiñones-Boex A, El-Ibiary SY. Student Stress Management and Wellness Programs among Colleges of Pharmacy. Innov Pharm 2021; 12. [PMID: 34345513 PMCID: PMC8326698 DOI: 10.24926/iip.v12i2.3478] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Objective: To describe the programmatic stress-related interventions that colleges of pharmacy are providing for their students. Methods: A paper-based questionnaire was distributed to 80 college teams who attended two consecutive offerings of the American Association of Colleges of Pharmacy institute focused on promoting student well-being. The five-part questionnaire consisted of: 1) tracking and assessment of perceived student stress levels, 2) the types and formats of stress-coping interventions that are offered, 3) the measured impacts of any stress-coping interventions, 4) the level of faculty/staff training and involvement in student stress remediation, and 5) institutional demographics. Results: Of the 40 college teams responding to the survey there were similar numbers of private (44%) and public (56%) institutions. More than half (57.5%) reported measuring student stress levels. The most common interventions offered were counseling (95%), academic advising (82%), physical exercise support (77%), and relationship building activities (70%). Topics offered in the curriculum were most often related to handling substance abuse (50%), time-management (45%), and finances (40%). A majority (79.5%) of schools reported they do not offer formal training on student stress and mental health to faculty and staff and do not formally assess the impact of stress and coping interventions. Conclusion: Colleges of pharmacy are addressing student stress and well-being, yet variability exists in terms of assessment, interventions, and didactic offerings. Multiple barriers to improvement remain and mediating barriers and determining assessments for coping and interventions may be next steps for Colleges of Pharmacy.
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Affiliation(s)
- Sally A Arif
- Midwestern University, College of Pharmacy-Downers Grove
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18
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Kiles TM, Garey KW, Wanat MA, Pitman P. A survey to assess experiences and social support of underrepresented minority doctor of pharmacy students. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:245-254. [PMID: 33641734 DOI: 10.1016/j.cptl.2020.10.015] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2020] [Revised: 09/30/2020] [Accepted: 10/18/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION There is little data regarding the experiences of underrepresented minorities in pharmacy school. The objectives of this project were to describe the perceived racial and social climate at a diverse college of pharmacy (COP) and to determine areas of opportunity to improve the experiences of underrepresented minority students. METHODS An electronic survey was administered to students from all four professional years at a COP in Houston, Texas. Students anonymously self-identified demographic information along with perceptions of racial climate using modified versions of previously validated survey instruments. The institution's social climate was assessed via several measures comprising composite survey scores. RESULTS A total of 126 students completed the survey. Overall, Black students had more negative racial experiences and fewer positive social experiences as compared to their peers. Hispanic/Latino student perceptions of the racial and social climate at our institution were more positive than average. Student recommendations were also captured. CONCLUSIONS Not all students experienced the same level of inclusion in the college of pharmacy. The diversity and inclusion initiatives undertaken at this COP appear to have been effective in the Latino student population. There is a need for further investigation and qualitative research to determine the best strategies for inclusion of Black students in COPs with diverse populations.
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Affiliation(s)
- Tyler M Kiles
- Post-Doctoral Academic Fellow, University of Houston College of Pharmacy, 4849 Calhoun Rd, Room 4019, Houston, TX 77204, United States.
| | - Kevin W Garey
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, United States
| | - Matthew A Wanat
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, United States
| | - Paige Pitman
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, United States
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19
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Babal JC, Abraham O, Webber S, Watterson T, Moua P, Chen J. Student Pharmacist Perspectives on Factors That Influence Wellbeing During Pharmacy School. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:ajpe7831. [PMID: 33012796 PMCID: PMC7523666 DOI: 10.5688/ajpe7831] [Citation(s) in RCA: 27] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2019] [Accepted: 02/07/2020] [Indexed: 05/22/2023]
Abstract
Objective. To explore first-year student pharmacist perspectives on the influence of individual, educational system, and health care system factors on their wellbeing during pharmacy school. Methods. As part of a required course, first-year student pharmacists were required to submit reflective essays detailing the factors that most significantly contributed to their wellbeing since starting pharmacy school. Reflections from students who consented to participate during the study period from February 2019 to July 2019 were included for analysis. Qualitative thematic analysis was performed using open and axial coding, hierarchical categorization, and representative theme determination through a process of iterative review and deliberation. Coders developed a codebook with operational definitions for each emergent code. Coders met biweekly with lead researchers to ensure consistency and reliability of data analysis and to address minor discrepancies in coding. All team members discussed and revised themes until consensus regarding final representative themes was achieved. Results. Forty-nine students (36.8% of the first-year class) submitted reflective essays for analysis. Five themes emerged for the factors most influential on student pharmacist wellbeing: workload; learning environment culture and values; meaningful pharmacy school experiences; relationships; and personal factors. Student pharmacists did not consistently identify health care system factors as influencing their wellbeing. Conclusion. Student pharmacists identified both education system and individual factors as influencing their wellbeing. Education systems should prioritize implementation of systematic strategies that address curricular and learning climate factors, maximize student engagement in meaningful experiences, optimize social connectedness, and provide individual student support.
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Affiliation(s)
- Jessica C. Babal
- University of Wisconsin-Madison, School of Medicine and Public Health, Madison, Wisconsin
| | | | - Sarah Webber
- University of Wisconsin-Madison, School of Medicine and Public Health, Madison, Wisconsin
| | - Taylor Watterson
- University of Wisconsin-Madison, School of Pharmacy, Madison, Wisconsin
| | - Pahder Moua
- University of Wisconsin-Madison, Madison, Wisconsin
| | - Judy Chen
- University of Wisconsin-Madison, Madison, Wisconsin
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20
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Hagemeier NE, Carlson TS, Roberts CL, Thomas M. A Longitudinal Analysis of First Professional Year Pharmacy Student Well-being. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:ajpe7735. [PMID: 32773830 PMCID: PMC7405294 DOI: 10.5688/ajpe7735] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2019] [Accepted: 11/18/2019] [Indexed: 05/22/2023]
Abstract
Objective. To assess and characterize Doctor of Pharmacy (PharmD) students' well-being across the first professional year (P1) and determine the relationship between the number of examinations taken, student grade point average, and well-being scores. Methods. All P1 students (N=76) enrolled at one college of pharmacy self-reported their career, community, financial, physical, social, and overall well-being on a weekly basis during the fall and spring semesters. Parametric statistical tests were used to examine the extent to which students' well-being scores varied throughout the academic year, the extent to which their domain-specific well-being scores predicted overall well-being scores, and the association between their well-being scores and the number of examinations they had taken in a week and their grade point average. Results. Overall and domain-specific well-being scores significantly decreased from the beginning to the end of fall semester. Students' overall well-being across the academic year was most frequently predicted by their career well-being, physical well-being, and social well-being scores. Career, community, physical, and overall well-being scores were significantly negatively associated with the number of examinations the students completed during the week. Students' self-reported overall well-being during the fall semester was positively associated with their fall semester GPA. Conclusion. Significant variation was found in students' domain-specific and overall well-being across the P1 year. These findings can guide both the development and timing of school interventions to promote student well-being.
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Affiliation(s)
- Nicholas E Hagemeier
- East Tennessee State University, Gatton College of Pharmacy, Johnson City, Tennessee
| | - Tucker S Carlson
- East Tennessee State University, Gatton College of Pharmacy, Johnson City, Tennessee
| | - Chelsea L Roberts
- East Tennessee State University, Gatton College of Pharmacy, Johnson City, Tennessee
| | - Morgan Thomas
- East Tennessee State University, Gatton College of Pharmacy, Johnson City, Tennessee
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21
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Brazeau GA, Frenzel JE, Prescott WA. Facilitating Wellbeing in a Turbulent Time. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:ajpe8154. [PMID: 32665725 PMCID: PMC7334346 DOI: 10.5688/ajpe8154] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/08/2020] [Accepted: 05/29/2020] [Indexed: 05/22/2023]
Abstract
The novel coronavirus 2019 (COVID-19) pandemic has changed the way we live, work, and study. As faculty members, staff members, and students attempt to create and maintain a new normal because of this pandemic, the preservation of wellbeing becomes the responsibility of each and every one of us. The pandemic has taught us not to presume the importance of wellbeing and has allowed us time to reflect on establishing new assumptions and beliefs about how and when we work and study; how to be more efficient in our work and home responsibilities; and above all, what is most important. We must support ourselves and our students by maintaining a routine, modifying work and coursework expectations, and seeking psychosocial support if needed. Focusing on promoting wellbeing through leadership will move our institutions forward to a brighter future beyond COVID-19.
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Affiliation(s)
- Gayle A. Brazeau
- Marshall University, School of Pharmacy, Huntington, West Virginia
- Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Jeanne E. Frenzel
- North Dakota State University, School of Pharmacy, Fargo, North Dakota
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - William A. Prescott
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
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22
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Fuller KA, Heldenbrand SD, Smith MD, Malcom DR. A Paradigm Shift in US Experiential Pharmacy Education Accelerated by the COVID-19 Pandemic. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:ajpe8149. [PMID: 32665722 PMCID: PMC7334342 DOI: 10.5688/ajpe8149] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/08/2020] [Accepted: 05/13/2020] [Indexed: 05/07/2023]
Abstract
The coronavirus identified in 2019 (COVID-19) has caused dramatic disruptions in pharmacy experiential education. Administrators and programs have worked to help external preceptors, faculty members, and students cope with the new realities of virtual or remote experiences and new or increased use of telemedicine. Clear and effective lines of communication as well as well-reasoned and resourced alternative plans are necessary to help manage the current issues and prepare for future challenges. Doctor of Pharmacy programs should enhance their focus not just on the physical health and well-being of students, faculty members, and external preceptors, but also on their mental and emotional health. The full scope of the impact of the pandemic on experiential education in pharmacy is still unclear, but this situation should serve as a stimulus for innovation and rethinking the paradigm of how pharmacy programs educate and prepare students for pharmacy practice.
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Affiliation(s)
- Kathryn A. Fuller
- University of North Carolina, Eshelman School of Pharmacy, Chapel Hill, North Carolina University of Arkansas for Medical Sciences, College of Pharmacy, Little Rock, Arkansas
| | | | | | - Daniel R. Malcom
- Sullivan University, College of Pharmacy and Health Sciences, Louisville, Kentucky
- Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
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Haas J, Pamulapati LG, Koenig RA, Keel V, Ogbonna KC, Caldas LM. A call to action: Pharmacy students as leaders in encouraging physical activity as a coping strategy to combat student stress. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:489-492. [PMID: 32336441 DOI: 10.1016/j.cptl.2020.01.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/12/2019] [Revised: 11/16/2019] [Accepted: 01/11/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Pharmacy students share a prevailing sense of stress. Many methods to increase student wellness are pharmacy program specific and faculty driven. This commentary is a call to action for student pharmacists to take shared ownership over improving the current crisis of student well-being. Schools of pharmacy should empower their students to guide the improvement of student wellness. Student-led wellness initiatives can take many forms; this commentary will focus on a student-led walking group as means to bolster wellness within a school of pharmacy. PERSPECTIVE Exercise activities promote school-life balance, and when initiated by peers, will naturally conform to their schedule and develop collegial support through socialization. Student pharmacists should begin with encouraging peers to engage in exercise as a positive coping mechanism. Students should lead their peers in developing activities and electronic device sharing to encourage socialization and positive coping mechanisms. IMPLICATIONS While many efforts are in place for faculty and schools of pharmacy to improve student well-being, little has been studied on the impact of student-led wellness programs. This article calls student pharmacists to take shared ownership over the student wellness crisis and find ways to intervene. Schools of pharmacy should empower students by providing supportive structures while allowing students to problem-solve and practice wellness themselves.
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Affiliation(s)
- Jamie Haas
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980533, Richmond, VA 23298-0533, United States.
| | - Lauren G Pamulapati
- Department of Pharmacotherapy and Outcomes Science, Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980533, Richmond, VA 23298-0533, United States.
| | - Rachel A Koenig
- Tompkins-McCaw Library for the Health Sciences, VCU Libraries, Virginia Commonwealth University, 509 North 12th Street, PO Box 980582, Tompkins-McCaw Library, Room 144C, Richmond, VA 23298-0533, United States.
| | - Victoria Keel
- Office of Admissions and Student Services, Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980581, Richmond, VA 23298-0581, United States.
| | - Kelechi C Ogbonna
- Office of Admissions and Student Services, Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980581, Richmond, VA 23298-0581, United States.
| | - Lauren M Caldas
- Department of Pharmacotherapy and Outcomes Science, Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980533, Richmond, VA 23298-0533, United States.
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24
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Clay CL, Pamulapati LG, Van Tassell BW, Koenig RA, Ogbonna KC, Caldas LM. Could recruiting former college athletes be the answer to less pharmacy student burnout? CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:357-362. [PMID: 32334749 DOI: 10.1016/j.cptl.2019.12.019] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2019] [Revised: 09/19/2019] [Accepted: 12/07/2019] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Student pharmacists are in a notable wellness deficit. Pharmacy organizations are issuing statements and providing resources addressing efforts to increase student wellness. This commentary suggests that institutions refocus recruiting efforts on students with experience balancing the demands of school, wellness, and mental health. PERSPECTIVE The purpose of this commentary is to start the conversation on increasing efforts to recruit candidates who already possess the resilience needed to perform in pharmacy school, with a focus on former college athletes. This piece in no way suggests decreased attention on wellness programs or efforts to reduce burnout. Former student athletes, through their training, have increased experience in resilience and may be less at risk for burnout. These candidates will likely have an increased team mentality and acceptance of constructive criticism. Additionally, this is an untapped resource for candidates as only 2% of collegiate athletes pursuing professional athletic careers. Of the 140 accredited pharmacy schools, 82.9% have an undergraduate program that offers at least one National Collegiate Athletic Association sport. IMPLICATIONS Schools of pharmacy should consider additional recruitment efforts and admissions criteria weight for former student athletes who meet the same standards as other candidates. As many pharmacy faculty direct significant effort toward the prevention of student burnout, perhaps an additional approach is to recruit students who are already capable of the expected demands. The athletic community may answer both the need for additional pharmacy recruits and provide a cohort with advanced abilities in stress management, wellness, and teamwork.
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Affiliation(s)
- Chadarryl L Clay
- Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980533, Richmond, VA 23298-0533, United States.
| | - Lauren G Pamulapati
- Department of Pharmacotherapy and Outcomes Science, Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980533, Richmond, VA 23298-0533, United States.
| | - Benjamin W Van Tassell
- Vice Chair for Clinical Research and Associate Professor, Pharmacotherapy and Outcomes Science, Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980533, Richmond, VA 23298-0533, United States.
| | - Rachel A Koenig
- Tompkins-McCaw Library for the Health Sciences, VCU Libraries, Virginia Commonwealth University, 509 North 12th Street, PO Box 980582, Tompkins-McCaw Library, Room 144C, Richmond, VA 23298-0533, United States.
| | - Kelechi C Ogbonna
- Associate Dean, Office of Admissions and Student Services, Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980581, Richmond, VA 23298-0581, United States.
| | - Lauren M Caldas
- Department of Pharmacotherapy and Outcomes Science, Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, PO Box 980533, Richmond, VA 23298-0533, United States.
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25
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Fischbein R, Bonfine N. Pharmacy and Medical Students' Mental Health Symptoms, Experiences, Attitudes and Help-Seeking Behaviors. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7558. [PMID: 32001889 PMCID: PMC6983890 DOI: 10.5688/ajpe7558] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2019] [Accepted: 06/24/2019] [Indexed: 05/07/2023]
Abstract
Objective. To examine and compare the prevalence of mental health problems, help-seeking attitudes, and perceptions about mental health problems among US pharmacy and medical students. Methods. A cross-sectional analysis was conducted using existing, anonymous survey data collected in the Healthy Minds Study during the 2015-2016 academic year. The analysis included 482 students (159 pharmacy students and 323 medical students) from 23 institutions in the United States. Analyzed topics included demographic characteristics, mental health status and symptoms, substance abuse, stigma related to mental health, help-seeking behaviors and attitudes, and mental health treatment perceptions. Results. Pharmacy and medical students experienced similar rates of depression (18% met clinical cut-offs), but pharmacy students were more likely to meet clinical cutoffs for anxiety (21% vs 11%). Pharmacy students were less likely to seek help from student counseling services (only 11% vs 49%) and also less likely to know where to seek help on campus if needed. Pharmacy students also reported having higher levels of stigma regarding mental health treatment. Conclusion. There are differences between pharmacy and medical students with regards to their experience of mental health symptoms, willingness to seek help, and perception of stigma. Despite the small sample, this analysis of national data indicates that opportunities exist to improve campus-based mental health education and offerings for pharmacy and medical students.
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Schommer JC, Gaither CA, Goode JV'KR, Owen JA, Scime GM, Skelton JB, Cernasev A, Hillman LA. Pharmacist and student pharmacist views of professional and personal well-being and resilience. J Am Pharm Assoc (2003) 2019; 60:47-56. [PMID: 31669419 DOI: 10.1016/j.japh.2019.09.006] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2019] [Revised: 09/13/2019] [Accepted: 09/13/2019] [Indexed: 11/26/2022]
Abstract
OBJECTIVES To describe the views of pharmacists and student pharmacists regarding (1) aspects of life and experiences that provide professional and personal satisfaction and fulfillment, (2) causes of stress, and (3) needs related to maintaining satisfaction and fulfillment. DESIGN A generic qualitative research design was used for collecting data from 380 pharmacists and 332 student pharmacists who wrote responses to an online survey hosted by the American Pharmacists Association (APhA) from November 17 to December 2, 2018, using standard data collection procedures applied by that organization. APhA uses its member and affiliate data files as its sampling frame and limits the number of contacts per year for each person in those files. De-identified responses from those who volunteered to write comments were sent to the research team for analysis. A conventional content analysis approach was applied for analysis of the text. Analysts convened to discuss emergent themes and develop operational descriptions. Key segments of text that best represented each theme were identified. Personal presuppositions were disclosed and were useful for developing group consensus for theme identification and description. Rigor was supported through assessment of credibility, confirmability, intercoder checking, transferability, inductive thematic saturation, and authenticity. SETTING AND PARTICIPANTS Participants are in the design since data already collected. OUTCOME MEASURES Not applicable. RESULTS Findings showed that pharmacists and student pharmacists are able to recognize and pursue achievement, recognition, responsibility, advancement, relationship, esteem, self-actualization, meaning, and accomplishment in both their professional and personal lives. However, external factors such as "workism" and individual factors such as "moral distress" were identified as areas of improvement that are needed for well-being and resilience. CONCLUSION Pharmacists' basic human needs are being met, but to improve well-being and resilience for pharmacists in both their professional and personal lives, there is a need for addressing both the external factors and individual factors that they encounter.
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