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In reflecting on spring 2020, much can be gained and applied to future planning efforts so that institutions can be better prepared for future crises.

While still in the pandemic, schools must plan for the coming year. EE teams can work together to prepare for emergencies, craft contingency plans, and build additional capacity into their teams and available rotation offerings.

While still in the pandemic, schools must plan for the coming year. EE teams can work together to prepare for emergencies, craft contingency plans, and build additional capacity into their teams and available rotation offerings.

The American Association of Colleges of Pharmacy Pharmacy Practice Section appointed a task force charged with developing a formal, national mentorship program for association section members. This manuscript provides insight into the creation of a mentorship program in a professional organization.

Eighteen task force volunteers were divided into four sub-teams, along with a chair and vice chair. Sub-team responsibilities were segmented into the following (1) mission and vision development, (2) structure and content, (3) assessment and impact, and (4) dissemination and scholarship. Task force members were surveyed to generate recommendations for creating a formal mentorship program within a professional organization and reflect on the process.

Seven of 14 eligible task force members completed the questionnaire (50% response rate). Most participants were mid-career, involved in a range of development aspects, and represented both committee members and leadership within the task force. The average time commitment was 15-19 hours over the year. The most common resource utilized was published literature and guidance documents. Identified needs included validated assessment tools, a wider range of exemplary programs to review, and guidance on broader organizational support. Strengths included organization and sub-team structure. Areas for improvement included coordination between sub-teams and resources available. Participants noted the challenges of creating a program to meet the diverse needs of a large membership.

This manuscript demonstrates the feasibility and evidence-based approach in creation of a mentorship program within a national organization.

This manuscript demonstrates the feasibility and evidence-based approach in creation of a mentorship program within a national organization.

The study objective was to determine differences in student pharmacists' knowledge, confidence, and preferences when the in-class portion of the American Pharmacists Association (APhA) Immunization Certificate was conducted in two different scheduling formats.

A two-phase, pre-post design was utilized to compare delivery layouts of the certificate program for first-year student pharmacists. In fall 2018, students completed the certificate in eight, one-hour sessions. In fall 2019, students completed the certificate in one, eight-hour session. A pre- and post-survey assessed confidence in immunization-specific skills and scheduling preferences. The APhA self-study and final exams and faculty created knowledge questions were utilized to assess student knowledge before, during, and after the course.

Student confidence in both fall 2018 and fall 2019 increased significantly between the pre- and post-survey. However, when comparing cohorts, no difference was found in self-confidence or knowledge. Students did tend to show preference for how the course was delivered. Students in fall 2018 slightly leaned towards eight, one-hour sessions (approximately 51%) while students in fall 2019 strongly leaned towards one, eight-hour session (approximately 72%).

Variation in scheduling of the in-class portion of the APhA Immunization Certificate was not associated with a difference in student confidence or knowledge. However, a difference in student preference for delivery was noted. It is important for instructors to consider student preferences along with best pedagogical practices to ensure learning when scheduling formats are selected.

Variation in scheduling of the in-class portion of the APhA Immunization Certificate was not associated with a difference in student confidence or knowledge. However, a difference in student preference for delivery was noted. It is important for instructors to consider student preferences along with best pedagogical practices to ensure learning when scheduling formats are selected.

The novel severe acute respiratory syndrome coronavirus 2 restricted student involvement in direct patient care. Virtual learning is an effective education strategy in pharmacy curriculums. This study aimed to evaluate student perceptions of virtual learning advanced pharmacy practice experiences (APPE) utilizing an electronic 12-question survey.

Virtual learning was developed and implemented, and students were surveyed at the end of the APPE. The survey was comprised of one open-ended and 11 Likert scale questions. It assessed implementation and use of virtual learning in place of a standard on-site APPE.

Responses were attained from 19 students. Questions regarding resources provided and virtual learning enabling autonomous, independent learning had the highest percent of strong agreement. compound library inhibitor No responses indicated strong disagreement. Three questions solicited >10% response rate of somewhat disagree, 16% associated with virtual learning helping the student become a better member of the healthcare team after graduation. Open-ended responses acknowledged appreciation of the virtual APPE and presented material. One in six students commented on the ability to apply the learned information to direct patient care. Feedback was delivered on consideration for increased utility of patient care-orientated applications to facilitate simulation of real-life patient cases.

Students who completed the virtual APPE were satisfied overall. Virtual teaching modalities may be incorporated into APPEs, particularly when direct patient care access is limited, but should not be used to completely replace the experience gained during direct patient care.

Students who completed the virtual APPE were satisfied overall. Virtual teaching modalities may be incorporated into APPEs, particularly when direct patient care access is limited, but should not be used to completely replace the experience gained during direct patient care.