Utilizing Flip® as a platform to facilitate a group project in a socially distanced environment.

Background And Purpose: This study evaluated the perceived impact of using Flip (Microsoft Corp.) to facilitate a group project in a socially distanced environment.

Educational Activity And Setting: Student groups were assigned a self-care scenario, and students independently traveled to local pharmacies to identify a pertinent nonprescription product.

Impact of two methods for assigning groups in a team-based learning self-care course.

Introduction: Studies have examined the impact of team formation strategies to performance on team assessments and perceptions of team dynamics. This study assessed the impact of intentional vs. randomized team formation strategies on a semester-long self-care pharmacotherapy course taught using team-based learning.

A simulated patient experience in the self-care aisle utilizing Flipgrid as a platform for sharing nonprescription product information.

Background And Purpose: Students visiting local pharmacies can enhance their learning about nonprescription products while improving their understanding of the patient self-care experience. This study was designed to examine student perceptions of an activity utilizing Flipgrid to share a simulated patient experience in the nonprescription aisle.

Educational Activity And Setting: Student groups traveled to local pharmacies to review available products pertaining to a self-care scenario.

Developing a process to manage challenges encountered by experiential education administrators.

Introduction: This study explored preceptor and student related issues reported in pharmacy experiential education settings and solutions that experiential education administrators (EEAs) applied to inform a process to manage these challenges.

Methods: This mixed-methods study was conducted in two phases. In phase one, five EEAs from three schools of pharmacy collected quantitative and qualitative data over a two-year period on issues reported by students and preceptors and the solutions EEAs employed.

Changes in Pharmacy Students' Metacognition Through Self-Evaluation During Advanced Pharmacy Practice Experiences.

To explore whether metacognition can be improved in Doctor of Pharmacy (PharmD) students through routine self-assessment over a year-long advanced pharmacy practice experience (APPE) sequence. Differences between self-assessment scores and preceptors' scores for three cohorts of pharmacy students between 2015 and 2018 were compared between the first, second, and third trimester to determine whether students more accurately evaluated their performance over time. The primary endpoint was change in the absolute difference between student and preceptor evaluation (rubric and composite scores) between trimesters.

The Status and Adequacy of Preceptor Orientation and Development Programs in US Pharmacy Schools.

To identify current preceptor orientation and development programs at US colleges and schools of pharmacy and propose future initiatives for preceptor programs. An anonymous 28-item survey was administered in January 2017 to 128 experiential education personnel at accredited US schools and colleges of pharmacy. Data from completed survey instruments were tabulated and qualitative responses to open-ended questions were examined using thematic analysis.

Flipped classroom versus a didactic method with active learning in a modified team-based learning self-care pharmacotherapy course.

Background And Purpose: To examine the educational outcomes comparing flipped classroom method versus a didactic method with active learning in two semesters of a modified team-based learning (TBL) self-care pharmacotherapy course and explore student-identified preferences for teaching modality.

Educational Activity And Setting: Grade performance on readiness assurance processes, both individual (iRAP) and team (tRAP), and exam questions were compared in two semester-long course offerings. Additionally, students were surveyed pre- and post-course.

Perceived value of partnerships between schools of pharmacy and health systems.

Introduction: This study sought to quantify opinions of statewide health systems stakeholders regarding the value of partnerships with schools of pharmacy. Being better able to meet the needs of preceptors and their employers will allow schools to increase capacity of high-quality pharmacy practice experiences.

Methods: A brief survey was developed and administered to statewide contacts from systems currently partnering with member schools of the North Carolina Experiential Education Consortium.

A semester-long critical thinking course in the first semester of pharmacy school: Impact on critical thinking skills.

Introduction: To determine whether critical thinking improved after student-pharmacists participated in a semester-long critical thinking course in the first semester of pharmacy school.

Methods: Students took the Health Sciences Reasoning Test-Numeracy (HSRT-N) on the first and last day of the course. The overall HSRT-N score, percentile ranking, and eight sub-categories within the HSRT-N (analysis, interpretation, inference, evaluation, explanation, induction, deduction, and numeracy) were evaluated.

Health professions students' attitudes and perceptions of interprofessional biases.

Objective: The purpose of this study was to examine attitudes toward interprofessional, team-based care in first-year health professions students.

Methods: A cross-sectional questionnaire was administered to all first-year health professions students in their first semester at one university using the Interprofessional Attitudes Scale (IPAS). Kruskal-Wallis tests were used to analyze the data.

A Characterization of Student Reflections in an Introductory Pharmacy Practice Experience Discussion Course.

To characterize weekly student reflections in an introductory pharmacy practice experience (IPPE) discussion course meeting concurrently with IPPE rotations in institutional pharmacy. A qualitative analysis was conducted to identify themes within weekly reflective statements submitted by second year pharmacy students (P2) enrolled in an IPPE rotation and concurrent discussion course. Weekly reflections from the 2015-2016 offering of the course were reviewed by investigators to identify common themes via an iterative process.

Early Introduction to Professional and Ethical Dilemmas in a Pharmaceutical Care Laboratory Course.

Objective: To study the effects of an early professional development series in a pharmaceutical care laboratory (PCL) course on first-year pharmacy students' perceptions of the importance of professional attitudes and action.

Design: Three hundred thirty-four first-year students enrolled in a PCL course participated in a new required learning activity centered on development of professional attitudes and behaviors. Students discussed situational dilemmas in pharmacy practice in small groups, highlighting application of the Oath of a Pharmacist and the Pharmacists' Code of Ethics.

Development and Assessment of the Multiple Mini-Interview in a School of Pharmacy Admissions Model.

Objective: To describe the development, implementation, and evaluation of the multiple mini-interview (MMI) within a doctor of pharmacy (PharmD) admissions model.

Methods: Demographic data and academic indicators were collected for all candidates who participated in Candidates' Day (n=253), along with the score for each MMI station criteria (7 stations). A survey was administered to all candidates who completed the MMI, and another survey was administered to all interviewers to examine perceptions of the MMI.

A prescription analysis exercise in a pharmaceutical care laboratory course.

Objective: To assess the impact of a new prescription analysis exercise in a second-year pharmaceutical care laboratory course.

Design: A new prescription analysis exercise was created and implemented that shifted the focus from strictly identifying errors and omissions to identifying and correcting them. Students used electronic label templates and mock prescription materials to correct various errors and omissions commonly seen in practice.

A Spanish language module in a first-year pharmaceutical care laboratory course.

Objective: To assess the impact of incorporating Spanish language lectures and activities in a required Pharmaceutical Care Laboratory course on first-year doctor of pharmacy (PharmD) students' perceptions of and comfort level with Spanish-speaking patients and basic knowledge of Spanish pharmacy terms.

Design: The 6-week module consisted of attendance at a 1-hour lecture on medical Spanish and Hispanic culture, and completion of 4 small-group activities: drug and product information, patient information, counseling and side effects, and a written scenario that involved filling a prescription for and counseling a Spanish-speaking patient.

Assessment: All students enrolled in the Pharmaceutical Care Laboratory course in fall 2008 (153) and fall 2009 (152) completed a pre- and post-intervention questionnaire (100% response rate).