1
40
4
-
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
URL Address
<a href="http://doi.org/10.1016/j.cptl.2018.08.007" target="_blank" rel="noreferrer noopener">http://doi.org/10.1016/j.cptl.2018.08.007</a>
Pages
1518–1523
Issue
11
Volume
10
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Assessment of a structured longitudinal professional identity development curriculum for pharmacy students.
Publisher
An entity responsible for making the resource available
Currents in pharmacy teaching & learning
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
2018-11
Subject
The topic of the resource
Professional development; Professional identity; Student pharmacist development
Creator
An entity primarily responsible for making the resource
Pokorny Anita; Boyle Jaclyn; Hoffman Alexander; Coffey Cory P; Schneider Stacey
Description
An account of the resource
BACKGROUND AND PURPOSE: To describe and assess a longitudinal Professional Identity Development (PID) curriculum at Northeast Ohio Medical Universities (NEOMED) College of Pharmacy. EDUCATIONAL ACTIVITY AND SETTING: Northeast Ohio Medical University, a four-year professional program, has assimilated its career development and advising program into the curriculum as a primary element of the Pharmacist Patient Care Experience (PPCE) course. The concept of PID focuses on student pharmacist career development. The goals for the PID module include guided self-assessment and goal-setting related to career choice with attention to work-life balance, community engagement and leadership. Students also work in small groups, called Professional Development Advising Teams (PDAT), led by a PDAT clinical advisor who is a practicing pharmacist. These meetings provide a forum to debrief self-assessment work and clinical experiences and make connections between the two. FINDINGS: A voluntary survey was administered to six classes of NEOMED alumni (2011-2016) to evaluate the longitudinal PID curriculum. Respondents found many aspects of the PID curriculum to be beneficial in the development of their professional identity and career planning journey. Most felt that PID sessions enabled them to effectively prepare for a career in pharmacy, with goal setting, Curriculum Vitae (CV) review, and career exploration most helpful in planning for their future careers. DISCUSSION: PID curricula are resource-intensive and require a firm commitment from administration and the faculty. Elements of the program can be adapted and utilized in a variety of different ways, making this model accessible to all pharmacy schools.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1016/j.cptl.2018.08.007" target="_blank" rel="noreferrer noopener">10.1016/j.cptl.2018.08.007</a>
Rights
Information about rights held in and over the resource
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
2018
Boyle Jaclyn
Coffey Cory P
Currents in pharmacy teaching & learning
Department of Family & Community Medicine
Department of Pharmaceutical Sciences
Department of Pharmacy Practice
Hoffman Alexander
NEOMED College of Medicine
NEOMED College of Pharmacy
Pokorny Anita
Professional development
Professional identity
Schneider Stacey
Student pharmacist development
-
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
URL Address
<a href="http://doi.org/10.1016/j.cptl.2017.05.002" target="_blank" rel="noreferrer noopener">http://doi.org/10.1016/j.cptl.2017.05.002</a>
Pages
750–762
Issue
5
Volume
9
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Toolkit for US colleges/schools of pharmacy to prepare learners for careers in academia.
Publisher
An entity responsible for making the resource available
Currents in pharmacy teaching & learning
Date
A point or period of time associated with an event in the lifecycle of the resource
2017
2017-09
Subject
The topic of the resource
*Academia; *Career; *Student preparation; *Training; Curriculum/trends; Education; Faculty; Humans; Pharmacy/*education/organization & administration; Pharmacy/*methods/organization & administration; Pharmacy/*psychology; Students; Universities/organization & administration/trends; Workforce
Creator
An entity primarily responsible for making the resource
Haines Seena L; Summa Maria A; Peeters Michael J; Dy-Boarman Eliza A; Boyle Jaclyn A; Clifford Kalin M; Willson Megan N
Description
An account of the resource
INTRODUCTION: The objective of this article is to provide an academic toolkit for use by colleges/schools of pharmacy to prepare student pharmacists/residents for academic careers. METHODS: Through the American Association of Colleges of Pharmac (AACP) Section of Pharmacy Practice, the Student Resident Engagement Task Force (SRETF) collated teaching materials used by colleges/schools of pharmacy from a previously reported national survey. The SRETF developed a toolkit for student pharmacists/residents interested in academic pharmacy. RESULTS: Eighteen institutions provided materials; five provided materials describing didactic coursework; over fifteen provided materials for an academia-focused Advanced Pharmacy Practice Experiences (APPE), while one provided materials for an APPE teaching-research elective. SRETF members created a syllabus template and sample lesson plan by integrating submitted resources. Submissions still needed to complete the toolkit include examples of curricular tracks and certificate programs. DISCUSSION AND CONCLUSIONS: Pharmacy faculty vacancies still exist in pharmacy education. Engaging student pharmacists/residents about academia pillars of teaching, scholarship and service is critical for the future success of the academy.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1016/j.cptl.2017.05.002" target="_blank" rel="noreferrer noopener">10.1016/j.cptl.2017.05.002</a>
Rights
Information about rights held in and over the resource
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
*Academia
*Career
*Student preparation
*Training
2017
Boyle Jaclyn A
Clifford Kalin M
Currents in pharmacy teaching & learning
Curriculum/trends
Department of Pharmaceutical Sciences
Department of Pharmacy Practice
Dy-Boarman Eliza A
Education
Faculty
Haines Seena L
Humans
NEOMED College of Pharmacy
Peeters Michael J
Pharmacy/*education/organization & administration
Pharmacy/*methods/organization & administration
Pharmacy/*psychology
Students
Summa Maria A
Universities/organization & administration/trends
Willson Megan N
Workforce
-
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
URL Address
<a href="http://doi.org/10.1016/j.cptl.2017.03.030" target="_blank" rel="noreferrer noopener">http://doi.org/10.1016/j.cptl.2017.03.030</a>
Pages
671–682
Issue
4
Volume
9
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Preparing students for residency interviews through a residency interview boot camp.
Publisher
An entity responsible for making the resource available
Currents in pharmacy teaching & learning
Date
A point or period of time associated with an event in the lifecycle of the resource
2017
2017-07
Subject
The topic of the resource
*Career Mobility; *Internship and Residency; *Interviewing skills; *Mock interview; *Residency training; Adult; Curriculum/trends; Education; Feedback; Female; Humans; interviews; Interviews as Topic/*methods/standards; Male; pharmacy residency; Pharmacy/*psychology; Pharmacy/methods; residency interviews; Students; Workforce
Creator
An entity primarily responsible for making the resource
Ulbrich Timothy R; Boyle Jaclyn A
Description
An account of the resource
BACKGROUND AND PURPOSE: To describe the offering of the residency boot camp activity at one college of pharmacy for students in their fourth professional year. EDUCATIONAL ACTIVITY AND SETTING: Student pharmacists in their final professional year of pharmacy school were invited to participate in a voluntary residency boot camp activity. Originally, the activity consisted of four parts: (1) guidance on preparing for residency interviews; (2) a 1:1 mock interview with a resident, faculty member, residency preceptor or area program director; (3) a review of the student's curriculum vitae (CV) and letter of intent; and (4) a review of the application timeline and process. Based on the feedback, the activity was changed to include five parts: (1) orientation/welcome session, (2) mock interview, (3) case presentation, (4) podium presentation, and (5) a debriefing session on the day's activities and to answer any remaining student questions about the residency application process. In the second offering of the residency boot camp, students were invited to complete a voluntary pre- and post-assessment of their perceived readiness for residency interviews. The activity has evolved based on student feedback to focus predominately on the group and 1:1 interviews. FINDINGS: Since starting the activity in 2013, 14 of the 21 students (67%) from the class of 2014, 16 of the 25 students (64%) from the class of 2015 and 24 of the 26 students (92%) from the class of 2016 that applied for residency training participated in the residency boot camp activity. For the Fall 2014 offering where a survey was conducted, the pre- and post-survey instrument used a Likert Scale, ranging from "strongly disagree" (score of 1) to "strongly agree" (score of "5"). DISCUSSION: and conclusions: Simulated exercises such as a residency boot camp can expose student pharmacists to important interview readiness skills. Student pharmacists involved in this activity demonstrated a perceived positive effect of such activities.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1016/j.cptl.2017.03.030" target="_blank" rel="noreferrer noopener">10.1016/j.cptl.2017.03.030</a>
Rights
Information about rights held in and over the resource
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
*Career Mobility
*Internship and Residency
*Interviewing skills
*Mock interview
*Residency training
2017
Adult
Boyle Jaclyn A
Currents in pharmacy teaching & learning
Curriculum/trends
Department of Pharmaceutical Sciences
Department of Pharmacy Practice
Education
Feedback
Female
Humans
interviews
Interviews as Topic/*methods/standards
Male
NEOMED College of Pharmacy
pharmacy residency
Pharmacy/*psychology
Pharmacy/methods
residency interviews
Students
Ulbrich Timothy R
Workforce
-
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
URL Address
<a href="http://doi.org/10.1016/j.cptl.2016.08.029" target="_blank" rel="noreferrer noopener">http://doi.org/10.1016/j.cptl.2016.08.029</a>
Pages
20–27
Issue
1
Volume
9
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Identifying motivators and barriers to student completion of instructor evaluations: A multi-faceted, collaborative approach from four colleges of pharmacy.
Publisher
An entity responsible for making the resource available
Currents in pharmacy teaching & learning
Date
A point or period of time associated with an event in the lifecycle of the resource
2017
2017-02
Subject
The topic of the resource
*Attitude of Health Personnel; *Barriers; *Faculty; *Focus group; *Instructor evaluation; *Motivators; *Student; Adult; Education; Educational Measurement/methods/*standards; Faculty/standards; Female; Humans; Male; Middle Aged; Motivation; Ohio; Pharmacy/*methods; Pharmacy/*psychology; Students; Surveys and Questionnaires; Universities/organization & administration
Creator
An entity primarily responsible for making the resource
McAuley James W; Backo Jennifer Lynn; Sobota Kristen Finley; Metzger Anne H; Ulbrich Timothy
Description
An account of the resource
OBJECTIVE: To identify motivators and barriers to pharmacy student completion of instructor evaluations, and to develop potential strategies to improve the evaluation process. METHODS: Completed at four Ohio Colleges of Pharmacy, Phase I consisted of a student/faculty survey and Phase II consisted of joint student/faculty focus groups to discuss Phase I data and to problem solve. RESULTS: In Phase I, the top three student-identified and faculty-perceived motivators to completion of evaluations were to (1) make the course better, (2) earn bonus points, and (3) improve the instructor's teaching. The top three student-identified barriers to completion of evaluations were having to (1) evaluate multiple instructors, (2) complete several evaluations around the same time, and (3) complete lengthy evaluations. Phase II focus groups identified a number of potential ways to enhance the motivators and reduce barriers, including but not limited to making sure faculty convey to students that the feedback they provide is useful and to provide examples of how student feedback has been used to improve their teaching/the course. CONCLUSIONS: Students and faculty identified motivators and barriers to completing instructor evaluations and were willing to work together to improve the process.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1016/j.cptl.2016.08.029" target="_blank" rel="noreferrer noopener">10.1016/j.cptl.2016.08.029</a>
Rights
Information about rights held in and over the resource
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
*Attitude of Health Personnel
*Barriers
*Faculty
*Focus group
*Instructor evaluation
*Motivators
*Student
2017
Adult
Backo Jennifer Lynn
Currents in pharmacy teaching & learning
Department of Pharmaceutical Sciences
Department of Pharmacy Practice
Education
Educational Measurement/methods/*standards
Faculty/standards
Female
Humans
Male
McAuley James W
Metzger Anne H
Middle Aged
Motivation
NEOMED College of Pharmacy
Ohio
Pharmacy/*methods
Pharmacy/*psychology
Sobota Kristen Finley
Students
Surveys and Questionnaires
Ulbrich Timothy
Universities/organization & administration