How Preceptors Support Pharmacy Learner Professional Identity Formation.

Objective: Pharmacy preceptors play a role in helping learners form professional identities during experiential education. However, it is not clear what specific roles and precepting strategies best foster professional identity formation (PIF). The objective of this study was to explore how preceptors support pharmacy learner PIF.

Could coping with your inner critic be the key to unlocking your scholarly writing?

Introduction: Though various barriers to productive writing habits exist in academia, scholarship is a critical part of faculty expectations. One barrier that has not been well addressed in the literature is the presence and interference of a negative inner critic, an internal voice or dialogue that criticizes work, halts creativity, and paralyzes writing.

Commentary: The purpose of this commentary is to describe the limited evidence-base and anecdotal strategies shown to support increased writing productivity by acknowledging and navigating the inner critic.

Reflections on an evolving pharmacist professional identity from two pharmacy educators.

Purpose: The purpose of this article is to describe the Professional Identity Formation (PIF) journeys of two Experiential Education (EE) Directors in a reflective narrative.

Description: Using the "What? So What? Now What?" model of reflection, this manuscript will describe the experiences of two EE administrators as they reflect upon the various pivotal moments of their career and professional transitions.

Analysis/interpretation: As pharmacy educators seek to be purposeful and intentional about guiding their students' journeys to form their own professional identities, they must first be willing to engage in their own self-reflection to explore their own journeys.

A preceptor development program using an interactive board game.

Background And Purpose: Colleges and schools of pharmacy and residency programs must be engaged in the purposeful development of their preceptors. Preceptor development needs vary widely from a new preceptor needing foundational preceptor skills to a more experienced preceptor who may wish to incorporate more sophisticated precepting methods such as layered learning or interprofessional precepting. It can be challenging to create preceptor development activities that meet these varied needs and keep preceptors of all levels engaged.

Interrogating Our Views on the Impact of Education-Related Scholarship.

From junior faculty members to seasoned full professors, pharmacy educators have likely all felt pressure to focus on peer-reviewed publication. Although publication is an important part of an academician's work, have we missed something critical by not focusing greater attention on a more inclusive conceptualization of education-related scholarship's impact? How can we describe the full impact of our education-related scholarship beyond traditional metrics (ie, publications, presentations, and grant funding) if the issue is not critically examined? With the growing expectations for scholarly teaching and interest in the Scholarship of Teaching and Learning in academic pharmacy in both the United States and Canada, this commentary examines and questions the current, often narrow, views on pharmacy educators' scholarly impact. In addition, it provides a new definition of education-related impact to encourage a more expansive view.

Promoting continuing professional development (CPD) through a novel CPD advanced pharmacy practice experience.

Background And Purpose: The Accreditation Council for Pharmacy Education Standards 2016 and the Entrustable Professional Activities highlight the importance of continuing professional development (CPD) in pharmacy education. Furthermore, pharmacy graduates must self-direct their learning to sustain professional knowledge, skills, and practice. An advanced pharmacy practice experience (APPE) dedicated to CPD can help meet standards of pharmacy education and prepare students for a career of lifelong learning.

Identifying Student Research Project Impact Using the Buxton and Hanney Payback Framework.

To determine whether evidence of the impact of student quality improvement projects and research projects on practice sites and the community can be identified using the Buxton and Hanney Payback Framework (BHPF). The BHPF was used to identify the broader impact of quality improvement projects and research projects conducted by the Doctor of Pharmacy (PharmD) class of 2020. The BHPF includes five domains of community impact: knowledge production, benefits to health or the health sector, benefits to future research, economic benefits, and policy and product development.

Student pharmacists' perceptions of their professional identity.

Introduction: Professional identity describes the internal feeling of belonging to a community, such that someone "thinks, feels, and acts" like a member of a profession. Clear professional identity formation can improve the transition from school to work. However, there is limited knowledge about student pharmacists' perceptions of their professional identity.

Improving and validating a rating scale to assess student pharmacists' perception of professional identity.

Background: There are limited data on the psychometric properties of instruments evaluating professional identity (PI) among student pharmacists.

Objectives: This study analyzed the psychometric properties of an instrument to assess student pharmacists' perception of their PI.

Methods: Data from a cross-sectional survey were used to establish validity and reliability evidence of student pharmacists' perception of PI using Rasch analysis.

A Tool for Creating Snapshots of Faculty Contributions to Pharmacy Education.

Most faculty members' contributions to pharmacy education are significant but often challenging to document and describe. In addition, contributions may go unrecognized or rewarded unless the work results in a publication or presentation. Drawing on a metaphor of the importance of a fisher taking a photo to capture memories of a successful fishing trip, this commentary examines methods for faculty to identify and organize their academic contributions.

What does experiential education look like in a global pandemic? Reflecting back and looking forward.

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.

Assessment of Interprofessional Collaborative Practices and Outcomes in Adults With Diabetes and Hypertension in Primary Care: A Systematic Review and Meta-analysis.

Importance: Interprofessional collaborative practice (ICP), the collaboration of health workers from different professional backgrounds with patients, families, caregivers, and communities, is central to optimal primary care. However, limited evidence exists regarding its association with patient outcomes.

Objective: To examine the association of ICP with hemoglobin A1C (HbA1c), systolic blood pressure (SBP), and diastolic blood pressure (DBP) levels among adults receiving primary care.

Expanding pharmacists' roles: Pharmacists' perspectives on barriers and facilitators to collaborative practice.

Objective: The pharmacy profession is shifting from transactional dispensing of medication to a more comprehensive, patient-centered model of care. Collaborative practice agreements (CPAs) extend the role of a pharmacist to initiate, monitor, modify, and discontinue drug therapies and provide other clinical services. Although collaborative practice has been shown to improve health system efficiency and patient outcomes, little is known about how pharmacists perceive CPAs.

Pharmacists' perceptions of the pharmacists' patient care process and performance in a simulated patient interaction.

Objectives: To (1) evaluate the use of the pharmacists' patient care process (PPCP) by licensed pharmacists through a simulated patient activity and (2) describe pharmacists' awareness and perceptions of the PPCP in the state of Arizona.

Design: Interviews were conducted to elicit pharmacists' perceptions and awareness of the PPCP. A simulated patient activity involved a role-play pharmacist-patient interaction in a community pharmacy setting.

Quality Improvement and Safety in US Pharmacy Schools.

To catalog the methods in which quality improvement (QI) and safety are taught in schools and colleges of pharmacy in the United States and showcase exemplar QI programs. This descriptive, multi-phase study included an online questionnaire, syllabi review, and phone interviews. The study was approved by the University of Arizona Institutional Review Board (IRB).

Implementation of an Interprofessional Medication Therapy Management Experience.

To measure the impact of an interprofessional experience (IPE) in medication therapy management (MTM) on students' attitudes and skills regarding interprofessional collaboration (IPC). This interprofessional MTM experience spanned three weeks, with health science students (medicine, nursing, nutrition, and pharmacy) meeting once weekly. The IPE facilitated interprofessional student collaboration via small-group sessions to conduct MTM consultations for patients with complex chronic conditions.

A co-curricular diabetes-specific elective with interprofessional students and faculty.

Background And Purpose: Develop and assess the effectiveness of an interprofessional co-curricular elective in improving pharmacy students' confidence in providing diabetes self-management education and support (DSMES) to patients.

Educational Activity And Setting: As part of an interprofessional collaboration, a student organized diabetes-specific enrichment elective, was offered originally to medical students and then extended to include pharmacy students. The interprofessional elective included an overview of diabetes and its prevention, medications, insulin therapy/administration, blood glucose monitoring, insulin pumps, nutrition and fitness.

Identification of Key Business and Management Skills Needed for Pharmacy Graduates.

To identify key business, management, and human resources skills needed by pharmacy graduates. Pharmacy preceptors were recruited for inclusion in one of four focus groups. At each focus group, participants were asked to complete a demographic questionnaire and to identify key skills that new graduates need but do not have.

Promoting a growth mindset in pharmacy educators and students.

Commentary: Mindsets are implicit theories that influence how individuals think, act, and respond. Those with a fixed mindset tend to resist learning opportunities; those with a growth mindset embrace learning opportunities. It is important that pharmacy educators work to shift the mindsets of their students toward a growth mindset in order to promote resilience, improve personal outcomes, and enhance attitudes toward learning.

Implementing the Pharmacists' Patient Care Process at a Public Pharmacy School.

The Joint Commission of Pharmacy Practitioners has provided the profession of pharmacy a patient-centered care model known as the Pharmacists' Patient Care Process (PPCP). This process will serve to provide consistency throughout the profession as it becomes incorporated throughout pharmacy practice and education. A description of the early stages of implementing the PPCP at one public college of pharmacy provides insights into opportunities for education and assessment.

Establishing the Validity and Reliability Evidence of Preceptor Assessment of Student Tool.

To evaluate the validity and reliability evidence of the preceptor assessment of student tool (PAST) which was designed to assess doctor of pharmacy (PharmD) student rotation performance. Evaluation data were loaded into WINSTEPS software to conduct a Rasch rating scale analysis. Validity evidence was examined from construct and content validity perspectives, and reliability was assessed via student and item separation index and reliability coefficient.

An Analysis of Quality Improvement Education at US Colleges of Pharmacy.

Analyze quality improvement (QI) education across US pharmacy programs. This was a two stage cross-sectional study that inspected each accredited school website for published QI curriculum or related content, and e-mailed a questionnaire to each school asking about QI curriculum or content. -test and chi square were used for analysis with an alpha a priori set at .

A cross-sectional survey of pharmacists to understand their personal preference of brand and generic over-the-counter medications used to treat common health conditions.

Background: Consumers are hesitant in choosing generic medications as they are under the assumption that they are not as safe nor effective as brand medications. However, pharmacists do have the education and training to know that this is not the case. The aim of this study was to determine pharmacists' preference of generic versus brand over-the-counter (OTC) medication for their personal use as self-treatment for various health symptoms.