Initial Employment Plans of PharmD Graduates from Ten Public Colleges/Schools of Pharmacy, 2018-2022.

Objective: Since 2009, the Big Ten Pharmacy Assessment Collaborative has surveyed their Doctor of Pharmacy (PharmD) graduates regarding their first employment plans. The current study updates the results from 2013-2017, since which the nationwide demand for pharmacists decreased, then increased again due to COVID-19.

Methods: Quantitative first-position employment data from 2018-2022 were tracked among 6687 Big Ten PharmD graduates.

Rethinking the Pharmacy Workforce Crisis by Exploring Unconventional and Emerging Career Pathways and Training.

Given the limited availability of conventional pharmacy positions, pharmacy programs face a challenge in ensuring that all graduates obtain jobs that fulfill their goals and ambitions. Thus, it is imperative to explore and discuss unconventional but promising positions, specifically regarding their availability and needs. In exploring these positions, it is important to recognize technical and nontechnical skill sets that pharmacy graduates possess at graduation, identify unique pathways to help students explore job alternatives, and educate faculty and students about employment opportunities beyond the traditional setting if desired or necessary.

Factors associated with cultures of assessment at US schools and colleges of pharmacy.

Introduction: Pharmacy education has standards for assessment that must be met, prompting many programs to develop cultures of assessment. This study assesses the extent to which assessment personnel perceive that a culture of assessment has been established within their schools/colleges of pharmacy (S/COPs) and determines whether a relationship exists between assessment structure and the perceived strength of the culture of assessment.

Methods: An electronic survey was administered to assessment personnel at 134 S/COPs.

Surveying the current landscape of assessment structures and resources in US schools and colleges of pharmacy.

Introduction: Expectations for assessment in higher education have increased in recent decades, prompting institutions to invest additional resources in this area. This study aimed to determine the resources, structure, and perception of assessment resources in United States schools and colleges of pharmacy (S/COPs).

Methods: Assessment personnel in S/COPs were surveyed electronically.

Assessing Students' Impressions of the Cultural Awareness of Pharmacy Faculty and Students.

To determine pharmacy students' impressions of their faculty's interactions with diverse student and patient populations. Three student focus groups were convened. Eighty-four page transcripts were coded, and emergent themes were identified by qualitative analysis.

Pharmacy students' perceptions of cultural competence encounters during practice experiences.

Objective: To determine pharmacy students' perceptions regarding cultural competence training, cross-cultural experiences during advanced pharmacy practice experiences (APPEs), and perceived comfort levels with various cultural encounters.

Methods: Fourth-year pharmacy (P4) students were asked to complete a questionnaire at the end of their fourth APPE.

Results: Fifty-two of 124 respondents (31.