COEPA ready: Innovative pedagogy for integrating social determinants of health in PharmD curricula.

Background: The American Association of Colleges of Pharmacy Curriculum Outcomes and Entrustable Professional Activities (COEPA) recognize the need for social determinants of health (SDH) education for pharmacy learners. However, there is a dearth of published strategies for incorporating comprehensive SDH education in Doctor of Pharmacy curricula. The objectives of this study were to: 1) highlight unpublished exemplars of SDH teaching models and 2) propose strategies for teaching SDH.

Impact of Pharmacy-Related Memes on Students' Professional Identity Formation.

Objective: Professional identity formation (PIF) is the process which one internalizes the values and norms of a profession, ultimately becoming a member of that profession. The objective of this study was to determine the perceived professional identities of pharmacists in memes and how pharmacy-related memes affect students' PIF.

Methods: Student pharmacists from a single academic institution participated in focus groups to discuss the concept of professional identity, view self-submitted pharmacy-related memes, and reflect on the memes' impact on their PIF.

Evaluation of technician immunization administration.

Objectives: To (1) assess technician and supervising pharmacists' attitudes and perceptions toward technicians administering immunizations after a technician training initiative, (2) describe the public health impact of technician-administered COVID-19 immunizations, and (3) describe best practices for technician-administered immunizations.

Design: A mixed-methods study collected quantitative and qualitative data.

Setting And Participants: Kentucky technicians who completed an immunization administration training, and their supervising pharmacists.

The intersectionality of professional and personal identity formation in a virtual pre-health pathway program.

Background And Purpose: To describe the development and implementation of professional and personal identity formation content in a virtual pre-health pathway program.

Educational Activity And Setting: Content within a six-week pre-health program for underrepresented and/or disadvantaged college students was redesigned to a virtual format with enhanced focus on professional and personal identity formation. Sessions on personal identity formation were also enhanced through a partnership with local mental health clinicians specializing in trauma-informed care and culturally relevant practices and strategies.

Evaluation of an Interprofessional Academic-Practice Partnership in End of Life Care.

The purpose of this mixed-methods study was to evaluate an interprofessional academic-practice partnership in end of life care by examining patient medication outcomes, the contributions of student pharmacists and a pharmacy preceptor to care teams, and student learning experiences. Retrospective chart review assessed polypharmacy differences in hospice patients with a primary terminal diagnosis of non-Alzheimer's dementia between two patient groups; Group 1 managed on interprofessional care teams within the pharmacy partnership, and Group 2, managed on teams without a pharmacist. Team members who interacted with student pharmacists and the pharmacy preceptor participated in semi-structured key informant interviews to document perceptions of pharmacy contributions to care teams and the organization.

Baseline Assessment of Systemic Racism Education in Pharmacy Curricula.

To determine, by survey, the inclusion of systemic racism education in US Doctor of Pharmacy (PharmD) curricula and identify barriers and facilitators to addressing this content. A survey was developed and distributed to curricular representatives at US colleges and schools of pharmacy. The survey assessed inclusion of systemic racism education in curricula, faculty involvement in teaching systemic racism content, barriers to adding systemic racism content in curricula, and future curricular plans.

Nailed it! Doctor of pharmacy learners' self-awareness of performance on authentic assessments.

Introduction: The primary objective of this pilot study was to determine the reliability and validity of an objective structured clinical examination (OSCE) self-awareness survey. A secondary objective was to assess learner self-awareness in OSCE performance.

Methods: A retrospective review of OSCE data from a single cohort in a three-year accelerated doctor of pharmacy program occurred.

Culturally Effective Care for Refugee Populations: Interprofessional, Interactive Case Studies.

Introduction: Within health sciences education literature, the majority of reported student experiences with refugee populations are limited to traditional, professionally independent, elective courses and extracurricular volunteer opportunities. A simulated patient exercise is a learning opportunity that helps participants engage with material in real time in a realistic environment, demanding higher levels of learning. This session utilized a simulated patient facilitator in interprofessional small groups to explore common health needs and barriers to care among refugee populations.

Changes in medical student implicit attitudes following a health equity curricular intervention.

Purpose: This study assessed the: (1) effect of an LGBTQI + health equity curriculum (eQuality) on implicit attitudes among first (M1) and second year (M2) medical students and (2) utility of dedicated time to explore implicit bias.

Method: Implicit biases were assessed at baseline using implicit association tests (IAT) for all M2s and a random sample of first years (M1A). These students were then debriefed on strategies to mitigate bias.

Interprofessional LGBT Health Equity Education for Early Learners.

Introduction: The eQuality project at the University of Louisville aims to train future physicians to deliver equitable quality care for all people by creating an integrated educational model utilizing the competencies identified in the AAMC's . This foundational interprofessional health equity session for early learners addresses knowledge and attitude milestones relating to interprofessional collaboration, professionalism, and systems-based practice competencies for lesbian, gay, bisexual, and transgender (LGBT) populations.

Methods: First-year medical students were assigned to interprofessional teams of approximately 10 health sciences students each.