A set of PharmD program curricular outcomes form the foundation of a doctor of pharmacy (PharmD) curriculum and are critical to the development of both the structure/courses of the curriculum and the assessment plan for the program. A goal for developing these outcomes is to craft a set of clear, concise, assessable statements that accurately reflect competencies of the generalist entry-level pharmacist or graduate of the first-professional doctor of pharmacy degree. This article will provide a review of one specific type of outcome, ability-based outcomes, and present a case study of how one college revised their PharmD program-level outcomes. A discussion of key elements for the successful adoption of these outcomes is also presented.
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| http://dx.doi.org/10.5688/aj720598 | DOI Listing |
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Addressing the Challenges of Providing Accommodations for Pharmacy Students With Disabilities Across Learning Environments.
Am J Pharm Educ
August 2021
University of Wisconsin-Madison, School of Pharmacy, Madison, Wisconsin
In accordance with the Americans with Disabilities Act of 1990 and the Accreditation Council for Pharmacy Education Standards 2016, schools and colleges are required to provide reasonable disability-related accommodations for eligible students enrolled in a Doctor of Pharmacy (PharmD) program. Strategies for providing reasonable and effective accommodations in didactic classrooms have been well defined. In contrast, PharmD programs often grapple with supporting learners requiring disability-related accommodations during skills-based laboratory and experiential learning performance assessments.
View Article and Find Full Text PDFPAEA End of Rotation™ Exams Accurately Identify Students at Risk of Physician Assistant National Certifying Exam Failure.
J Physician Assist Educ
December 2019
Shalon R. Buchs, MHS, PA-C, is the associate program director at the University of Florida Physician Assistant Program, Gainesville, Florida. Robert Baginski, MD, is the medical director at the Northeastern University Physician Assistant Program, Boston, Massachusetts. Jennifer M. Coombs, PhD, MPAS, PA-C, is an associate professor for the Division of Physician Assistant Studies at the University of Utah, Salt Lake City, Utah. Diane Duffy, MD, is the director of clinical education for the Department of Physician Assistant Studies at Elon University, Elon, North Carolina. Breann Garbas, DHSc, PA-C, is the director of evaluations at the University of Florida Physician Assistant Program, Gainesville, Florida. Trenton Honda, PhD, MMS, PA-C, is an associate professor and division chief for the Division of Physician Assistant Studies at the University of Utah, Salt Lake City, Utah. Amanda Moloney-Johns, MPAS, PA-C, is the director of clinical education for the Division of Physician Assistant Studies at the University of Utah, Salt Lake City, Utah. Ziemowit Mazur, EdM, MS, PA-C, is an assistant professor and associate program director for the Department of Physician Assistant Studies at Rosalind Franklin University of Medicine and Science, Chicago, Illinois. Melissa Murfin, PharmD, PA-C, is the chair and program director for the Department of Physician Assistant Studies at Elon University, Elon, North Carolina. Michel Statler, MLA, PA-C, is an associate professor for the Department of Physician Assistant Studies at the University of Texas Southwestern Medical Center, Dallas, Texas. Tracey Thurnes, MPAS, PA-C, is assistant director of Clinical Education for the Department of Physician Assistant Studies at Elon University, Elon, North Carolina.
Purpose: Physician Assistant Education Association (PAEA) End of Rotation™ exams are used by programs across the country. However, little information exists on the predictive ability of the exams' scale scores and Physician Assistant National Certifying Exam (PANCE) performance. The purpose of this study was to evaluate End of Rotation exam scores and their relationship with poor PANCE performance (PPP).
View Article and Find Full Text PDFComparison of pharmacy students' knowledge and self-efficacy to provide cessation counseling for hookah and cigarette use.
Curr Pharm Teach Learn
July 2018
Health Outcomes and Pharmacy Practice Division, College of Pharmacy, The University of Texas at Austin, Austin, TX.
Objectives: We aimed to assess pharmacy students' self-efficacy to provide cessation counseling for commercial cigarette and hookah tobacco use.
Methods: A cross-sectional study including PharmD students at a College of Pharmacy was conducted in Spring 2014. Confidence in counseling and perception of knowledge were self-rated and based on the Ask-Advise-Assess-Assist-Arrange follow-up (5A's) model and general tobacco cessation counseling skills.
Measuring preadvanced practice experience outcomes as part of a PharmD capstone experience.
Am J Pharm Educ
October 2014
The Ohio State University College of Pharmacy, Columbus, Ohio.
Objective: To describe a capstone experience to: 1) assess student preparedness for Advanced Pharmacy Practice Experiences (APPE) and 2) provide program-level assessment data.
Design: A capstone course was added immediately prior to APPEs. All capstone activities emphasized application and integration and were mapped to ACPE Appendix D, which details performance abilities expected of students prior to APPEs.
Writing PharmD program-level, ability-based outcomes: key elements for success.
Am J Pharm Educ
October 2008
College of Pharmacy, The Ohio State University, OH 43210, USA.
A set of PharmD program curricular outcomes form the foundation of a doctor of pharmacy (PharmD) curriculum and are critical to the development of both the structure/courses of the curriculum and the assessment plan for the program. A goal for developing these outcomes is to craft a set of clear, concise, assessable statements that accurately reflect competencies of the generalist entry-level pharmacist or graduate of the first-professional doctor of pharmacy degree. This article will provide a review of one specific type of outcome, ability-based outcomes, and present a case study of how one college revised their PharmD program-level outcomes.
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