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This study provides insight into the concept of second- and third-year pharmacy student clinical intervention documentation, with comparison to fourth-year documentation. Future studies exploring pharmacy student intervention documentation may be valuable (e.g., expanding pharmacy services, demonstrating student impact on patient care, strategies to best facilitate learning).

This study provides insight into the concept of second- and third-year pharmacy student clinical intervention documentation, with comparison to fourth-year documentation. Future studies exploring pharmacy student intervention documentation may be valuable (e.g., expanding pharmacy services, demonstrating student impact on patient care, strategies to best facilitate learning).

The impact of required self-directed activities (SDAs) measured by written exam on advanced pharmacy practice experiences (APPEs) has not been reported. The primary objective of this study was to determine the validity and reliability of a pre/post exam to measure knowledge when SDAs are incorporated into primary care APPEs. Secondary objectives included assessment of pre/post exam scores and students' perceptions of their learning through SDAs.

Two faculty implemented required SDAs and a pre/post-exam in their APPEs. Face and content validity were assessed using expert consensus. A retrospective exam of student performance from May 2016 to April 2018 was performed (n=42). Additional APPE assessment scores were also collected to determine correlations and establish criterion validity. Students who completed the APPE during May 2016 to February 2017 (n=17) were invited to complete an anonymous, 15-item cross-sectional survey to assess student perceptions of the activities. Differences in self-rated knowledge before and after the rotation were assessed.

Pre-exam and post-exam scores positively correlated with journal club and the APPE grading rubric and final scores. Overall, interrater reliability was excellent. Significant improvement was seen between pre-/post exam scores with a mean (SD) change of 21.5% (9.4%). Thirteen (77%) students completed the anonymous survey and rated their perceived knowledge significantly higher after completing the SDAs.

The pre/post exam was valid, reliable, and positively correlated with other graded assignments. Significant improvements in exam scores and survey results support SDAs as an effective teaching method on primary care APPEs.

The pre/post exam was valid, reliable, and positively correlated with other graded assignments. Significant improvements in exam scores and survey results support SDAs as an effective teaching method on primary care APPEs.

Up 15% of health professions students experience academic difficulties. We describe an early tracking system that effectively identifies and supports students with performance deficiencies. The objectives of this study were to discuss changes made in an academic success system at our new college of pharmacy, describe effectiveness of the updated program after one-year of use, and present changes that are being discussed based on the faculty and student feedback.

We conducted in-person faculty interviews using open-ended questions to evaluate the effectiveness of our original program for supporting students with academic difficulties called the Early Tracking System (ETS). We then developed a new program titled the Individualized Plan for Academic Success System (IPASS). We conducted more faculty interviews and a student survey after the implementation of IPASS to evaluate its effectiveness.

In the 2018-2019 academic year at our institution, IPASS was activated 291 times, of which there were 27 course faof students indicated satisfaction with IPASS.

There is little data regarding the experiences of underrepresented minorities in pharmacy school. The objectives of this project were to describe the perceived racial and social climate at a diverse college of pharmacy (COP) and to determine areas of opportunity to improve the experiences of underrepresented minority students.

An electronic survey was administered to students from all four professional years at a COP in Houston, Texas. Students anonymously self-identified demographic information along with perceptions of racial climate using modified versions of previously validated survey instruments. The institution's social climate was assessed via several measures comprising composite survey scores.

A total of 126 students completed the survey. Overall, Black students had more negative racial experiences and fewer positive social experiences as compared to their peers. Hispanic/Latino student perceptions of the racial and social climate at our institution were more positive than average. Student recommendations were also captured.

Not all students experienced the same level of inclusion in the college of pharmacy. The diversity and inclusion initiatives undertaken at this COP appear to have been effective in the Latino student population. There is a need for further investigation and qualitative research to determine the best strategies for inclusion of Black students in COPs with diverse populations.

Not all students experienced the same level of inclusion in the college of pharmacy. The diversity and inclusion initiatives undertaken at this COP appear to have been effective in the Latino student population. There is a need for further investigation and qualitative research to determine the best strategies for inclusion of Black students in COPs with diverse populations.

Many clinical faculty members are challenged by competing factors of scholarly productivity, education, service obligations, and patient care. A team-based approach has the potential to synergistically increase productivity and mitigate factors associated with burnout.

The purpose of this report is to discuss a prototype for a small, team-based, practice-oriented collaborative approach to advancing critical care pharmacy practice through research and education. Atamparib molecular weight Productivity was evaluated in the areas of scholarship and teaching.

This team was formed in 2017 and includes five critical care faculty across four campuses from a single academic institution. This collaborative has published peer-reviewed articles, secured grant funding, and developed novel teaching modalities.

Challenges encountered include timeline adherence, development of uniform data collection processes, clarifying roles and expectations for different projects, and authorship. This team may act as a prototype for clinical faculty teams to enhance engagement and scholarship productivity in a practice-based setting.