A Qualitative Study of Underrepresented Minority (URM) Student Pharmacists' Intersectionality and Professional Identity Formation.

Objective: To determine how underrepresented minority (URM) student pharmacists' intersectionality affects professional identity formation early in their academic career.

Methods: A qualitative study was undertaken. All students from Classes 2022 through 2025 at Texas A&M University School of Pharmacy were required to engage in reflection on a personal statement of philosophy of practice early in their first year of pharmacy as part of the structured longitudinal co-curricular course requirement.

Gamifying the memorization of brand/generic drug names.

Background And Purpose: The objective of this study was to determine how the implementation of Quizlet, an electronic flashcard/quiz/gaming platform, affected the doctor of pharmacy candidate's ability to successfully complete quizzes based on brand and generic names of the most commonly used medications.

Educational Activity And Setting: Brand name, generic name, and class of Top 300 Prescription Medications were uploaded into the program in four different study sets. Students were encouraged to utilize the provided games to prepare for quizzes.

The IPE performance report: A tool for preceptor development.

Introduction: In order to promote interprofessional education (IPE) within the advanced experiential curriculum, the Office of Experiential Affairs (OEA) at Western New England University (WNE) created a process by which information regarding IPE at the practice sites is collected, verified, quantified, and used for preceptor development.

Methods: An interprofessional education preceptor survey (IPEPS), consisting of 43 standardized questions designed to assess IPE opportunities available at practice sites, was administered to 55 preceptors in spring 2016 using Qualtrics. Throughout the 2016-2017 academic year, students were required to document two interprofessional interactions that occurred during each of their four required APPE rotations.

Assessing experiential education factors contributing to a PGY1 residency match: Pharmacy residency program director and comparative student survey.

Objective: To compare and contrast experiential education perceptions of pharmacy residency program directors (RPDs) and doctor of pharmacy students in their last year of the curriculum for residency application considerations.

Methods: The New England Regional Departments of Experiential Education (NERDEE) consortium developed a 17-question survey to assess residency factors, including those related to experiential education. The survey was dispersed to advanced pharmacy practice experience (APPE) students from six colleges/schools of pharmacy and RPDs nationwide.

Design and Implementation of a Professional Development Course Series.

To design and implement a longitudinal course series focused on professional development and professional identity formation in pharmacy students at Western New England University. A four-year, theme-based course series was designed to sequentially and longitudinally impart the values, attributes, and characteristics of a professional pharmacist. Requirements of the course include: goal planning and reflective assignments, submission of "Best Works," attendance at professional meetings, completion of service hours, annual completion of a Pharmacy Professionalism Instrument, attendance at Dean's Seminar, participation in roundtable discussions, and maintenance of an electronic portfolio.

Promoting Professional Socialization Within the Experiential Curriculum: Implementation of a High-stakes Professionalism Rubric.

To describe the implementation of a high-stakes rubric to assess student professionalism in introductory and advanced pharmacy practice experiences (IPPEs and APPEs) to promote the professional socialization of students in the doctor of pharmacy (PharmD) program at Western New England University (WNE). A professionalism rubric was adapted from the literature to assess the professional behavior of students enrolled in experiential courses based on evaluation of the following criteria: appropriate communication skills with patients and providers, appearance and dress code, timeliness, and initiative. The rubric was implemented in the fall semester of 2013 as a high-stakes component of the assessment within all experiential courses.

Using Radar Plots for Curricular Mapping to Visualize Assessment in a New Doctor of Pharmacy Program.

OBJECTIVE. To initiate mapping of the curriculum to the core competencies of our program and to develop a novel and visually accessible method for communicating data to all stakeholders. DESIGN.