Motivating Language and Social Provisions in the Inculcation of Pharmacy Students' Professional Identity.

Professional identity formation in pharmacy students is a multifaceted, dynamic process stimulated through a variety of experiences, including those in structured classrooms, laboratories, experiential settings, and during interprofessional education. Meaningful faculty communications with students are a critical element in the development process.This commentary situates research findings from studies on communication practices within the frameworks of motivating language theory and social provisions theory to demonstrate how specific language from instructors can impact the formation of students' professional identity.

A historical overview of IPPE program administrators' roles and responsibilities at US colleges and schools of pharmacy.

Introduction: The objective of this research was to determine changes in introductory pharmacy practice experience (IPPE) program administrators' demographics, roles, and responsibilities over time, and reflect on internal and external forces resulting in these shifts. This information provides an opportunity for schools to improve functioning of their IPPE administrative offices.

Methods: A 2020 web-based questionnaire was sent to IPPE program administrators at 141 fully accredited and candidate status colleges and schools of pharmacy (hereafter referred to as schools).

Pharmacy Faculty Burnout: Cause for Concern that Requires Our Support and Use of Best Evidence.

Recent attention has been afforded to the concept of burnout and other quality of worklife issues among pharmacy faculty, underscoring the importance of organizational culture, citizenship, collegiality, and support. Support comes from the larger academic institution, the college/school, and individual colleagues. Evidence points to reassurance of worth, guidance, and positive affirmation as being among the most salient factors in mitigating burnout of faculty, who are caught in the midst of increasing demands and higher administrative burdens.

National Survey Exploring Drug Screening in Pharmacy Programs.

To explore drug screening programs, including requirements, policies, and procedures among pharmacy programs; frequency of drug-related incidents; and types of substances misused by pharmacy students. IRB-approved web-based and paper surveys were sent to pharmacy deans, experiential education faculty, and student affairs personnel at 135 US ACPE-accredited and candidate status programs. Descriptive statistics and chi-square test were used to analyze the data, identify relationships and draw conclusions.

Student observations of medication error reporting practices in community pharmacy settings.

Background: Medication safety practices and methods for reporting errors in community pharmacies are relatively unknown.

Objective: (s): The primary objective of this study was to describe student-reported data on medication safety and error reporting practices in community pharmacies, and secondarily describe student learning from this assignment.

Methods: Second professional year pharmacy students enrolled at Purdue University College of Pharmacy in the United States observed and recorded medication safety and error reporting practices as part of an experiential assignment.

Comparison of Student and Patient Perceptions for Medication Non-adherence.

To compare pharmacy students' perceptions with patients' reasons for medication non-adherence. Pharmacy students completing an experiential rotation recruited patients exhibiting medication non-adherence from community pharmacies and asked them to respond to statements about reasons for their medication non-adherence. Patient responses were ranked in order of prevalence and compared to self-reported student perceptions on reasons for non-adherence.

National trends in IPPE programs at US schools of pharmacy from 2008-2013.

Objective: To determine trends and challenges in introductory pharmacy practice experience (IPPE) programs from 2008-2013.

Methods: In 2013, a web-based survey was sent to IPPE program administrators at 107 fully accredited colleges and schools of pharmacy. The survey addressed administrative personnel, program structure, and quality assurance issues.

An introductory pharmacy practice experience on improving medication adherence.

Objective: To evaluate the impact of a medication adherence activity on introductory pharmacy practice experience students' perceptions of patient adherence as well as student development of empathy and confidence in patient counseling.

Design: Students participated in a personal medication simulation using an automated medication dispenser. Students then identified a patient with nonadherence and provided counseling on use of the dispenser.

Patient safety instruction in US health professions education.

Objective: To describe patient safety instruction in health professional curricula, including medicine, nursing, pharmacy, and dentistry.

Methods: A systematic review of the literature from 1966 through 2010 was conducted using 6 databases and based on 3 search criteria: safety management, patient safety, and curriculum.

Results: One hundred fifty-four articles were identified and 23 met inclusion criteria.

Laboratory session to improve first-year pharmacy students' knowledge and confidence concerning the prevention of medication errors.

Objectives: To implement a laboratory session into the first-year pharmacy curriculum that would provide active-learning experiences in the recognition, resolution, and prevention of medication errors.

Design: Students participated in medication error-prone prescription processing and counseling simulations, role-played communication strategies after a medication error occurred, and discussed an introductory pharmacy practice experience focused on prescription processing and prevention of medication errors.

Assessment: Students completed an assessment prior to and after completion of the laboratory on their knowledge of and confidence in identifying medication errors.

Active-learning laboratory session to teach the four M's of diabetes care.

Objective: To implement an active-learning methodology for teaching diabetes care to pharmacy students and evaluate its effectiveness.

Design: Laboratory instruction was divided into 4 primary areas of diabetes care, referred to by the mnemonic, the 4 M's: meal planning, motion, medication, and monitoring. Students participated in skill-based learning laboratory stations and in simulated patient experiences.