Students' knowledge and perceptions of social determinants of health utilizing interactive computer simulation-based learning.

Introduction: The purpose of this study was to assess if using computer simulations as a supplemental tool for teaching social determinants of health (SDoH) would impact first-year pharmacy students' knowledge and perceptions of SDoH.

Methods: A brief lecture and online poverty game were followed by completion of two, in-class, computer-simulated SDoH clinical scenarios and corresponding case discussion. Students completed a pre- and post-quiz and perception survey with two open-ended questions.

Assessment Structure, Culture, and Resources at US AAVMC-Accredited Colleges of Veterinary Medicine.

While outcomes assessment is commonplace in colleges of veterinary medicine, no information is published on how veterinary colleges resource, administer, and view assessment. Consequently, this article has the following objectives: (a) to determine the current level of resources (personnel, committees, software) allocated toward education assessment and program evaluation in colleges of veterinary medicine, (b) to characterize any common organizational structures within colleges of veterinary medicine for assessment, (c) to determine assessment personnel (faculty and staff) perceptions regarding whether existing assessment resources and structures are sufficient, and (d) to examine the perceived strength of the culture of assessment. Our survey found that most assessment professionals had been in their position for 4 years or less and over 50% did not have formal assessment training.

Examining Validity for the Pharmacy Affective Domain Situational Judgment Test.

With the integration of the affective domain in the pharmacy accreditation standards, it is important for programs to have methods for formatively assessing student competency in these areas. The objective of this study was to examine the validity evidence for a recently developed situational judgment test to assess the affective domain contained in the Accreditation Council for Pharmacy Education (ACPE) Standards 2016. After pilot testing items in multiple pharmacy schools, a revised 15-item situational judgment test instrument was developed measuring the affective domain as it relates to the pharmacy profession.

An interprofessional activity involving pharmacy and physician assistant students aimed at reinforcing the patient care process.

Background: Pharmacy students should have the opportunity to practice applying the Pharmacists' Patient Care Process (PPCP) in an interprofessional environment. The purpose of this study was to compare the change in students' confidence in their ability to complete the five steps of the PPCP before and after participation in an interprofessional activity involving physician assistant (PA) students.

Interprofessional Education Activity: Second-year pharmacy students and second-year PA students completed an activity in teams of six (four pharmacy and two PA students per team) in which they applied the PPCP to a patient case to create a plan of care.

Challenges to Implementation of the Co-Curriculum in Accredited Pharmacy Programs.

To determine areas of concern, and challenges to implementing and assessing the co-curriculum in accredited Doctor of Pharmacy programs, along with how confident programs are in their ability to meet the co-curriculum requirement as mandated by the Accreditation Council for Pharmacy Education (ACPE). A survey was administered to all ACPE-accredited pharmacy programs to collect information regarding areas of concern, challenges, and confidence in their ability to meet the co-curriculum requirement. The frequency of responses to items are presented along with comparisons based on characteristics, including institution type, cohort size, most recent ACPE accreditation review, and supporting offices.

Knowledge and Attitudes of Student Pharmacists Regarding Polypharmacy and Deprescribing: A Cross-Sectional Study.

Pharmacists play a key role in deprescribing medications. Incorporation of this concept into pharmacy school curricula is important in ensuring that graduates can address the complex needs of an aging population. The aims of this study were to assess if and how student pharmacists were exposed to deprescribing within their curriculum, to assess students' perceptions regarding their attitudes, ability and confidence in deprescribing, and to assess if reported curricular exposure to this topic resulted in improved perceptions or objective knowledge assessment scores.

Implementation and evaluation of an advisement program focused on academic and career development.

Introduction: This research evaluated a formal academic and career advisement program implemented in a doctor of pharmacy program, which included a "Meet Your Advisor" luncheon and required faculty advisement sessions with an assigned faculty member.

Methods: The advising experience of students from two cohorts of first-year pharmacy students who received the formal advisement program (referred to as advisement cohort 1 and advisement cohort 2) were compared to the experience of a cohort of second-year students who entered prior to the formal advisement program (referred to as the pre-advisement cohort). All students completed a survey with both quantitative and qualitative questions regarding the advisement program.

Co-Curriculum Implementation and Assessment in Accredited Doctor of Pharmacy Programs.

To determine how accredited Doctor of Pharmacy programs implement and evaluate the co-curriculum requirement as mandated by the Accreditation Council for Pharmacy Education (ACPE). A survey was administered to all ACPE-accredited pharmacy programs to collect information regarding how co-curriculum models were being implemented, including types of activities, structure, learning outcomes, oversight, and assessment. The frequency of responses to items were presented to describe the general features of co-curriculum models.

A Study of the Relationship Between the PCOA and NAPLEX Using a Multi-institutional Sample.

To examine the relationship between the Pharmacy Curriculum Outcomes Assessment (PCOA) and the North American Pharmacist Licensure Examination (NAPLEX) using a large, multi-institutional sample of student scores. A matched dataset was obtained from the National Association of Boards of Pharmacy (NABP) consisting of examination scores for the 1,460 students who completed both the PCOA and the NAPLEX between 2012 and 2015 at six schools/colleges of pharmacy (S/COPs). Bivariate correlations were estimated for total and content area scores on both examinations.

Factors associated with cultures of assessment at US schools and colleges of pharmacy.

Introduction: Pharmacy education has standards for assessment that must be met, prompting many programs to develop cultures of assessment. This study assesses the extent to which assessment personnel perceive that a culture of assessment has been established within their schools/colleges of pharmacy (S/COPs) and determines whether a relationship exists between assessment structure and the perceived strength of the culture of assessment.

Methods: An electronic survey was administered to assessment personnel at 134 S/COPs.

Surveying the current landscape of assessment structures and resources in US schools and colleges of pharmacy.

Introduction: Expectations for assessment in higher education have increased in recent decades, prompting institutions to invest additional resources in this area. This study aimed to determine the resources, structure, and perception of assessment resources in United States schools and colleges of pharmacy (S/COPs).

Methods: Assessment personnel in S/COPs were surveyed electronically.