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Murry LT, Whittington B, Travlos DV. Continuing Professional Development Activities Provided by Continuing Pharmacy Education Providers. Am J Pharm Educ 2024; 88:100685. [PMID: 38490562 DOI: 10.1016/j.ajpe.2024.100685] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2023] [Revised: 02/19/2024] [Accepted: 03/07/2024] [Indexed: 03/17/2024]
Abstract
OBJECTIVE To describe continuing professional development (CPD)-related continuing pharmacy education (CPE) activities from 2018 through 2023. METHODS This was an exploratory study using CPE activities offered by US-based accredited providers from the Accreditation Council for Pharmacy Education Provider Web Tool. Activities were selected based on submission and expiration date, which included activities active from January 1, 2018 to December 31, 2023. The words "professional development" were used to search for CPE activities based on titles. Frequencies were calculated for provider type, delivery method, and activity types. Content analysis was used to identify categories, subcategories, and elements or components of the CPD cycle from activity titles and learning objectives. RESULTS A total of 204 activities were identified, with the most common provider type being college or school which provided 41% (n = 83) of the activities. Most activities were designed for pharmacists 76% (n = 156) and primarily delivered in a live seminar format (68%, n = 138) and used a single delivery method (92%, n = 187). Content analysis identified 7 categories and 23 subcategories of activities. Of the 7 activity categories, only 3 had subcategories which reflected elements or components of CPD: precepting and teaching; diversity, equity, and inclusion; and CPD process and principles. CONCLUSION This study identified that most CPE activities and learning objectives reflected educational interventions without the inclusion or use of the CPD cycle or process, suggesting that additional provider education on the implementation of CPD and differentiation between CPE and CPD may be necessary.
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Affiliation(s)
- Logan T Murry
- Accreditation Council for Pharmacy Education, Chicago, IL, USA.
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Vyas D, Park SK, Galal SM, Marrs JC, Williams E, Butler L. Using Emotional Intelligence as a Framework for Students' Professional Identity Formation. Am J Pharm Educ 2023; 87:100569. [PMID: 37419387 DOI: 10.1016/j.ajpe.2023.100569] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2022] [Revised: 06/26/2023] [Accepted: 06/30/2023] [Indexed: 07/09/2023]
Abstract
Emotional intelligence and professional identity formation (PIF) intersect at various levels. Professional identity formation requires acute observation of others in the profession and the ability to decipher intentionality in behaviors. The developing pharmacist must make a deliberate effort to emulate positive norms and values that coincide with those associated with the profession while deliberately ignoring those that are incongruent. To learn from others in the profession, social skills are required, so one can ask questions, determine the best course of action, set goals, grow, and maintain relationships, and ask for help. The ability to manage one's emotions regardless of external circumstances can be valuable for any profession. Self-regulation and self-assessment of one's emotions and motivations can be useful for reevaluating our perspectives and priorities as pharmacists. Emotional intelligence is a critical component of building, demonstrating, and improving PIF. This commentary will provide strategies to facilitate and solidify the connection between the two.
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Affiliation(s)
- Deepti Vyas
- University of the Pacific, Thomas J. Long School of Pharmacy, Stockton, CA, USA.
| | - Sharon K Park
- Notre Dame of Maryland University, School of Pharmacy, Baltimore, MD, USA
| | - Suzanne M Galal
- University of the Pacific, Thomas J. Long School of Pharmacy, Stockton, CA, USA
| | - Joel C Marrs
- University of Tennessee Health Science Center, College of Pharmacy, Memphis, TN, USA
| | - Evan Williams
- Roseman University of Health Sciences, College of Pharmacy, Henderson, NV, USA
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Senćanski D, Marinković V, Tadić I. A cross-sectional study comparing emotional intelligence and perceived stress amongst community pharmacists delivering and not delivering a new service. Int J Clin Pharm 2023; 45:1136-1143. [PMID: 36773208 PMCID: PMC9918812 DOI: 10.1007/s11096-023-01542-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2022] [Accepted: 01/11/2023] [Indexed: 02/12/2023]
Abstract
BACKGROUND Community pharmacists contribute substantially to public health and person-centred care. Emotional intelligence (EI) may help health professionals better engage with patients, handle stress in challenging situations and, presumably, better introduce and implement new services. AIM The study's aims were to compare the EI and perceived stress (PS) levels of community pharmacists who provided a new service to patients with diabetes with their controls who provided standard pharmaceutical services and to test the correlations between the two constructs. METHOD This study used a survey methodology. Well-validated instruments were distributed electronically to all participating pharmacists. To compare the continuous EI and PS data between the two study groups, the paired-samples t test was used. Pearson and Spearman's correlations were used to test the associations between EI and PS and their respective subdomains. RESULTS A total of 86 pharmacists participated in the study (n = 43 in each group). The study groups did not differ by any characteristic except gender. Their mean EI and PS levels were 120.95 ± 11.53 and 17.45 ± 4.55, respectively, with no difference between the groups. In both study groups, inverse correlations were found between PS and EI levels, with statistical significance in the control group and in the overall study population (r = - 0.611 and r = - 0.370, respectively). CONCLUSION Our results suggest that the introduction of the EI agenda into certification programmes for new community pharmacy services should be considered. The results also suggest that higher EI may have protective effects against PS. Additional research would clarify the need to invest more in such programmes.
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Affiliation(s)
- Dejan Senćanski
- Department of Social Pharmacy and Pharmaceutical Legislation, Faculty of Pharmacy, University of Belgrade, Vojvode Stepe 450, 11000, Belgrade, Serbia.
| | - Valentina Marinković
- Department of Social Pharmacy and Pharmaceutical Legislation, Faculty of Pharmacy, University of Belgrade, Vojvode Stepe 450, 11000, Belgrade, Serbia
| | - Ivana Tadić
- Department of Social Pharmacy and Pharmaceutical Legislation, Faculty of Pharmacy, University of Belgrade, Vojvode Stepe 450, 11000, Belgrade, Serbia
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Biju A, Wanat MA, El-Desoky R, Vu C, Varkey D. Evaluation of student emotional intelligence at various points in a pharmacy curriculum. Curr Pharm Teach Learn 2023:S1877-1297(23)00142-9. [PMID: 37355382 DOI: 10.1016/j.cptl.2023.06.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/28/2022] [Revised: 05/02/2023] [Accepted: 06/14/2023] [Indexed: 06/26/2023]
Abstract
INTRODUCTION The purpose of this study is to evaluate emotional intelligence in doctor of pharmacy (PharmD) students at various points in the curriculum. METHODS This was a cross-sectional, single site, observational study that included first- through fourth-year PharmD students, conducted from December 2021 to April 2022. The study used the Emotional Quotient Inventory, version 2.0 (EQ-i 2.0) to obtain student emotional intelligence scores. A survey in QualtricsSM (SAP) was used to obtain baseline characteristics. The primary endpoint was the mean total EQ-i 2.0 scores comparing professional years. Secondary endpoints included mean EQ-i 2.0 scores in the composite scales of self-perception, self-expression, interpersonal, decision-making and stress-management. Change in EQ-i 2.0 scores was evaluated using descriptive statistics and analysis of variance. Multivariable regression analysis identified associations between baseline characteristics and EQ-i 2.0 scores. RESULTS A total of 137 (137/485, 28.2%) students completed the EQ-i 2.0 assessment. The mean (SD) total EQ-i 2.0 scores were 98.1 (15.5), 92.2 (15.9), 92.4 (12.9), and 103.5 (13.1), for first-, second- (P2), third- (P3), and fourth-year (P4) students, respectively. A statistically significant increase in total EQ-i 2.0 scores was noted in P4 students compared to P2 and P3 students. Work experience and leadership roles within student organizations may be associated with an increase in total EQ-i 2.0 scores. CONCLUSIONS Emotional intelligence varied among students in different years of the pharmacy curriculum. P4 students were found to have the highest average emotional intelligence. The effect of curricular and co-curricular components on emotional intelligence development warrants further exploration.
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Affiliation(s)
- Asish Biju
- Department of Pharmacy Practice, University of Illinois Chicago College of Pharmacy, Rockford, IL, United States.
| | - Matthew A Wanat
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, United States.
| | - Rania El-Desoky
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, United States
| | - Catherine Vu
- University of Houston College of Pharmacy, Houston, TX, United States.
| | - Divya Varkey
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, United States.
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Cleven AJ, Renaud A, Larose-Pierre M, McQuade B, Griffin BL, Johnson C, Hughes JA. Associating Growth Mindset with Emotional Intelligence and Why It's Needed for Professional Identity Formation. Am J Pharm Educ 2023; 87:100110. [PMID: 37316137 DOI: 10.1016/j.ajpe.2023.100110] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2022] [Revised: 01/03/2023] [Accepted: 03/17/2023] [Indexed: 06/16/2023]
Abstract
Nurturing professional identity formation (PIF) is incumbent for the future of a pharmacist. The process of PIF incorporates norms, roles, and expectations of the profession into existing identities. This process can be particularly challenging when there are conflicting identities that provoke strong emotional experiences. Emotions are driven by beliefs and thoughts which serve as the catalyst for our reactions and behavior. Dealing with strong emotions can be uncomfortable, requiring proper regulation and management. Emotional intelligence and a growth mindset are fundamental traits that significantly influence a learner's ability to navigate the emotional complexities and thoughts associated with PIF. Although there is some evidence in the literature on the benefits of cultivating emotionally intelligent pharmacists there is a paucity of information on its association with growth mindset and PIF. Emotional intelligence and growth mindset are not mutually exclusive traits and development of both is needed for a learner's professional identity.
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Affiliation(s)
- Anita J Cleven
- Pacific University School of Pharmacy, Hillsboro, OR, USA.
| | - Amy Renaud
- Florida Agricultural & Mechanical University College of Pharmacy and Pharmaceutical Sciences, Institute of Public Health, Crestview, FL, USA
| | - Margareth Larose-Pierre
- Florida Agricultural & Mechanical University College of Pharmacy and Pharmaceutical Sciences, Institute of Public Health, Crestview, FL, USA
| | - Brianna McQuade
- University of Illinois at Chicago College of Pharmacy, Chicago, IL, USA
| | - Brooke L Griffin
- Midwestern University College of Pharmacy, Downers Grove, IL, USA
| | | | - Jeremy A Hughes
- Chicago State University College of Pharmacy, Chicago, IL, USA
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Larose-Pierre M, Cleven AJ, Renaud A, Hughes JA, McQuade B, Griffin BL, Johnson C. Reevaluating Core Elements of Emotional Intelligence in Professional Identity Formation for Inclusion in Pharmacy Education. Am J Pharm Educ 2023; 87:100082. [PMID: 37316129 DOI: 10.1016/j.ajpe.2023.100082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2022] [Revised: 12/31/2022] [Accepted: 02/22/2023] [Indexed: 06/16/2023]
Abstract
OBJECTIVES The objectives of this review are to (1) analyze the core concepts of emotional intelligence self-perception, self-expression, interpersonal relationships, decision-making skills, and stress management and their role in professional identity formation, and (2) investigate the methods and strategies to incorporate emotional intelligence in pharmacy education. FINDINGS A literature review of emotional intelligence in health care education was conducted by searching the electronic databases PubMed, Google Scholar, ProQuest, and ERIC. The following search terms were included: emotional intelligence, emotional quotient, in association with professional identity formation, pharmacy curriculum, pharmacy cocurriculum, entrustable professional activities, medicine, and nursing. Only full-length, free-access, English-text articles were included. Twenty articles addressed the inclusion and/or assessment of core elements of emotional intelligence in pharmacy education. Commonly taught, cultivated, and assessed core elements include self-awareness, empathy, and interdisciplinary relationships. Assessment tools used to evaluate emotional intelligence in pharmacy education are subjective, qualitative, and semiquantitative, and may include pre and postcourse surveys, event surveys, and questionnaires. SUMMARY The pharmacy literature is scarce on how best to analyze emotional intelligence and the role it plays in the pharmacist's education and practice. A comprehensive integration of emotional intelligence into the pharmacy curriculum is a challenging task and requires additional in-depth discussions on how best to incorporate it in the pharmacist's professional identity formation. The Academy will benefit from re-engaging its constituents in addressing the gaps of emotional intelligence in the professional curriculum in preparation for the Accreditation Council for Pharmacy Education 2025 standards.
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Affiliation(s)
- Margareth Larose-Pierre
- Florida Agricultural and Mechanical University College of Pharmacy and Pharmaceutical Sciences, Institute of Public Health, Durell Peaden Jr. Rural Education Campus, Crestview, FL, USA
| | - Anita J Cleven
- Pacific University School of Pharmacy, Hillsboro, OR, USA
| | - Amy Renaud
- Florida Agricultural and Mechanical University College of Pharmacy and Pharmaceutical Sciences, Institute of Public Health, Durell Peaden Jr. Rural Education Campus, Crestview, FL, USA.
| | - Jeremy A Hughes
- Chicago State University College of Pharmacy, Chicago, IL, USA
| | - Brianna McQuade
- University of Illinois Chicago College of Pharmacy, Chicago, IL, USA
| | - Brooke L Griffin
- Midwestern University College of Pharmacy, Downers Grove Campus, Downers Grove, IL, USA
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