Promoting diversity, equity and inclusion awareness in clinical documentation through postgraduate year one training.

Background And Purpose: As healthcare providers increasingly focus on emerging issues of diversity, equity and inclusion (DEI) in patient care, less is known about the training in postgraduate year one (PGY1) pharmacy residency on DEI clinical documentation considerations. This pilot project explored whether training, discussion and self-reflection within a peer review activity promoted DEI self-awareness in clinical documentation through a centralized curriculum of a multisite PGY1.

Educational Activity And Setting: Building upon an established peer review of clinical documentation activity, PGY1 pharmacy residents practicing in ambulatory care settings received training on DEI considerations and completed small and large group discussions, a post-activity mixed methods survey with self-reflection prompts, and a three-month follow-up survey.

Integrating social determinants into pharmacotherapy courses: A case-based learning approach.

Background: The recognition of social determinants as major drivers of health outcomes has important implications for health care providers, including pharmacists. It is therefore imperative that providers have the requisite knowledge, skills, and attitudes to adequately address the contributions of social determinants of health (SDOH) alongside the impact of medical care on health and treatment outcomes. Case-based learning is a common practice in pharmacy education.

Resident perceptions of a resilience curriculum in a postgraduate year 1 (PGY1) pharmacy residency program.

Background And Purpose: Burnout is a growing concern among healthcare professions. Efforts to prevent burnout and promote wellbeing and resilience have been a focus of some medical training programs. Some interventions have been able to show a reduction in stress and burnout among residents.

Using a multisite and multi-health system pharmacy resident program model for care documentation quality improvement.

Objectives: To implement and evaluate a pharmacy resident documentation peer review process.

Setting: The University of Minnesota Postgraduate Year One Pharmacy Residency Program is a multisite program with 25 residents across 16 different health care organizations.

Practice Description: Sites within the program provide comprehensive medication management (CMM) services to patients in ambulatory care settings, including participation in the full patient care process of assessment, care plan development, follow-up, and appropriate documentation.

Preceptor and resident perceptions of entrustable professional activities for postgraduate pharmacy training.

Background: Following the development and implementation of entrustable professional activities (EPAs) as a collective graduation standard for pharmacy students, the University of Minnesota's multi-site post-graduate year one pharmacy residency program made a similar transition.

Educational Activity And Setting: An electronic survey was distributed to program preceptors and residents to describe the perceptions of using EPAs to assess performance.

Findings: Residents (66.

Experience with the script concordance test to develop clinical reasoning skills in pharmacy students.

Background: The script concordance test (SCT) is used to assess clinical reasoning and was originally developed for medical learners. The Accreditation Council for Pharmacy Education (ACPE) endorses the need for pharmacy students to develop clinical reasoning skills, but there is little documentation of use of the SCT for pharmacy learners.

Educational Activity: A script concordance test activity was designed for a diabetes and metabolic syndrome pharmacotherapy course.

Expanding Ambulatory Care Pharmacy Residency Education Through a Multisite University-Affiliated Model.

Introduction: As the health-care system evolves and shifts to value-based payment systems, there is a recognized need to increase the number of ambulatory care trained pharmacists.

Objective: The objective of this article is to describe the administrative structure of the University of Minnesota Postgraduate Year 1 (PGY1) Pharmacy Residency program and to encourage adoption of similar models nationally in order to expand ambulatory care residency training opportunities and meet the demand for pharmacist practitioners. Program Structure: The University of Minnesota PGY1 Pharmacy Residency program is a multisite program centered on the practice of pharmaceutical care and provision of comprehensive medication management (CMM) services in ambulatory care settings.

An interprofessional diabetes experience to improve pharmacy and nursing students' competency in collaborative practice.

Objective: To improve pharmacy and nursing students' competency in collaborative practice by having them participate in an interprofessional diabetes experience involving social networking.

Design: An existing elective course on diabetes management was modified to include interprofessional content based on Interprofessional Education Collaborative (IPEC) competency domains. Web-based collaborative tools (social networking and video chat) were used to allow nursing and pharmacy students located on 2 different campuses to apply diabetes management content as an interprofessional team.

A population-based cross-sectional study of health service deficits among U.S. adults with depressive symptoms.

Background: Depression is a psychiatric condition that affects approximately one in five U.S. adults in their lifetime.