A need for a holistic residency application review process.
Soric Mate M; Robinson Jennifer D; Ulbrich Timothy R
JACCP: Journal of the American College of Clinical Pharmacy
2019
2019-06
<a href="http://doi.org/10.1002/jac5.1119" target="_blank" rel="noreferrer noopener">10.1002/jac5.1119</a>
The Effect of Pharmacy-Led, Small-Group Academic Detailing on Prescribing Patterns in an Ambulatory Care Clinic.
Adrenergic Beta-Antagonists -- Therapeutic Use; Adult; Ambulatory Care Facilities; Chi Square Test; Descriptive Statistics; Diabetes Mellitus; Education; Essential Hypertension -- Drug Therapy; Fisher's Exact Test; Human; Hyperlipidemia -- Drug Therapy; Medically Underserved Area; Metformin -- Therapeutic Use; Non-Traditional; Outcomes of Education; Pharmacy Service; Physicians -- Education; Prescribing Patterns -- Education; Statins -- Therapeutic Use; Type 2 -- Drug Therapy
Background: While academic detailing seems to be the most promising intervention to improve prescribing patterns, implementation could be challenging for small community practices. Objective: A pharmacy-led, interactive, and tailored small-group academic detailing in a federally qualified health center is described. The primary objective of the study was to determine if the small-group academic detailing improved the prescribing patterns of the medical providers for select disease states: type 2 diabetes mellitus (T2DM), hyperlipidemia (HLD), and essential hypertension (HTN). Methods: Prescribing patterns in a federally qualified health center were examined in relation to small-group academic detailing sessions from April 2010 to March 2015. The markers for improvement were the increase in utilizing metformin and statins in patients diagnosed with T2DM and HLD, respectively, and the reduction of β-blocker use in patients diagnosed with essential HTN. Changes in prescribing patterns were evaluated using Pearson's χ2 and Fisher's exact tests. Results: The average number of active, adult patients with T2DM, HLD, and essential HTN was 839, 1768, and 2547, respectively. Utilization of metformin in T2DM increased from 5.5% at baseline to 37.7%, statin utilization in HLD increased from 77.1% to 86.9%, and β-blocker use in HTN decreased from 17.9% to 13.8% (P < .005). Conclusions: A pharmacy-led, small-group academic detailing program improved and maintained appropriate prescribing patterns in an underserved community practice. This study serves as a successful pilot emphasizing the pharmacist's role as an educator and a resource to medical providers regarding appropriate medication use.
Awad Magdi H; Ulbrich Timothy R; Furdich Kenneth M; Schneider Stacy R; Gothard M David
Journal of Pharmacy Technology
2019
2019-04
<a href="http://doi.org/10.1177/8755122518818826" target="_blank" rel="noreferrer noopener">10.1177/8755122518818826</a>
Grade point average is an inappropriate measure of a residency candidate's knowledge and skills.
Education; screening; students
Accreditation standards set forth by the American Society of Health‐System Pharmacists note that postgraduate year one programs should have a formal process in place to screen candidates based upon predetermined criteria to ensure applicants have the appropriate qualifications to complete residency training. This standard encourages programs to have a set of consistent criteria and an objective approach to evaluate each applicant. As a result, many programs rely heavily on accessible metrics, such as grade point average (GPA), to quickly compare candidates. The GPA has many flaws that, if utilized by residency programs, could result in screening out highly qualified candidates early in the application review process who possess the skills that residency program directors covet, such as work ethic, passion, adaptability, leadership, research experience, communication skills, professionalism, cultural competency, and personality fit. To identify qualified candidates for postgraduate residency training, the application review process must be reexamined to promote a more holistic approach, going beyond the student's ability in the classroom. Further discussion is needed regarding the pros and cons of utilization of standardized and consistent assessments of residency applicants' knowledge, skills, behaviors, and attitudes to complete a holistic review of candidates as discussed in this article. Further research is needed to identify the factors defining a successful resident and tools to predict those factors. [ABSTRACT FROM AUTHOR]
Soric Mate M; Robinson Jennifer D; Ulbrich Timothy R
JACCP: Journal of the American College of Clinical Pharmacy
2019
2019-04
<a href="http://doi.org/10.1002/jac5.1076" target="_blank" rel="noreferrer noopener">10.1002/jac5.1076</a>
effect of an interprofessional pain service on nonmalignant pain control.
chronic pain; chronic pain; DISCHARGE planning; HEALTH literacy; HEALTH occupations students; INTERDISCIPLINARY education; LENGTH of stay in hospitals; MEDICAL appointments & schedules; MEDICAL care; MEDICAL personnel & patient; MEDICAL protocols; MEDICAL records; MEDICAL referrals; MEDICALLY underserved persons; medication therapy management; MORPHINE; opioid; pain management; pain management; PAIN measurement; PATIENT education; PATIENT satisfaction; pharmacist; pharmacists; RETROSPECTIVE studies; SUBSTANCE abuse; SURVEYS; TELEPHONES; THERAPEUTIC use of narcotics
Purpose The primary objective of this project was to evaluate an existing interprofessional, nonmalignant pain service by measuring the difference in patient pain scores (numeric rating scale-11) before and after a pharmacist-led pain education class and medication therapy management (MTM) visit. Secondary objectives included determining the percentage of pharmacist recommendations approved, patient satisfaction, and difference in immediate release (IR) and extended release (ER) opioid use before and after enrollment. Methods Baseline data were obtained from a retrospective chart review. Enrolled patients attended an educational pain class with the pharmacist. At the MTM visit with the pharmacist 3–14 days after the initial education class, the patient's pain score was assessed along with his/her medication use, and a care plan was developed and forwarded to the referring provider for implementation. Three months after the pain class and participation in the MTM visit, patients were contacted via telephone to complete a survey. The survey questions assessed patient satisfaction with the pain education program, their current pain score, and their knowledge of information covered during the pain class. Results Patients reported an average preenrollment pain score of 8.3/10 (n = 39) and a post-survey pain score of 5.6/10 (n = 39). The IR opioid use averaged 19.7 morphine equivalent daily dose (MEDD) at enrollment and decreased by 40% to 11.8 MEDD. The provider approval rate of the pharmacist-recommended interventions ranged from 80% to 92%, depending on the predesignated disease state category. Conclusion An interprofessional, nonmalignant-pain service including a pharmacist-led class resulted in a decrease in average pain scores and MEDD in an underserved population. [ABSTRACT FROM AUTHOR]
Coffey Cory P; Ulbrich Timothy R; Baughman Kristin R; Awad Magdi H
American Journal of Health-System Pharmacy
2019
2019-06
<a href="http://doi.org/10.1093/ajhp/zxy084" target="_blank" rel="noreferrer noopener">10.1093/ajhp/zxy084</a>
The effect of an interprofessional pain service on nonmalignant pain control.
chronic pain; pain management; pharmacist; medication therapy management; opioid
PURPOSE: The primary objective of this project is to evaluate an existing interprofessional, nonmalignant pain service by measuring the difference in patient pain scores (numeric rating scale-11) before and after a pharmacist-led pain education class and medication therapy management (MTM) visit. Secondary objectives include determining the percentage of pharmacist recommendations approved, patient satisfaction, and difference in immediate release (IR) and extended release (ER) opioid use before and after enrollment. METHODS: Baseline data was obtained from a retrospective chart review. Enrolled patients attended an educational pain class with the pharmacist. At the MTM visit with the pharmacist 3-14 days after the initial education class, the patient's pain score was assessed along with his/her medication use and a care plan was developed and forwarded to the referring provider for implementation. Three months after the pain class and participation in the MTM visit, patients were contacted via phone to complete a survey. The survey questions assess patient satisfaction with the pain education program, their current pain score, and their knowledge of information covered during the pain class. RESULTS: Patients reported an average pre-enrollment pain score of 8.3/10 (n = 39) and a post-survey pain score of 5.6/10 (n = 39). The IR opioid use averaged 19.7 morphine equivalent daily dose (MEDD) at enrollment and decreased by 40% to 11.8 MEDD. The provider approval rate of the pharmacist recommended interventions ranges from 80%-92% depending on the pre designated disease state category. CONCLUSION: An interprofessional, nonmalignant pain service including a pharmacist-led class resulted in a decrease in average pain scores and MEDD in an underserved population.
Coffey Cory P; Ulbrich Timothy R; Baughman Kristin R; Awad Magdi H
American journal of health-system pharmacy : AJHP : official journal of the American Society of Health-System Pharmacists
2019
2019-03
<a href="http://doi.org/10.1093/ajhp/zxy084" target="_blank" rel="noreferrer noopener">10.1093/ajhp/zxy084</a>
Assessment of community pharmacy residents' opinions regarding training beyond postgraduate year 1 residency.
Education; Internship and Residency; Pharmacy; Continuing; Pharmacist Attitudes; Patient Care – Education; Retail – Manpower
Ulbrich Timothy R; Brodman Monika L
American Journal of Health-System Pharmacy
2012
2012-09-15
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.2146/ajhp120097" target="_blank" rel="noreferrer noopener">10.2146/ajhp120097</a>
Portfolio preparation for residency candidates.
Internship and Residency; Job Application – Methods; Portfolio – Methods; Resumes – Methods
Rogers Jacalyn; Ulbrich Timothy R
American Journal of Health-System Pharmacy
2014
2014-08-15
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.2146/ajhp130297" target="_blank" rel="noreferrer noopener">10.2146/ajhp130297</a>
Evaluating the Changing Financial Burdens for Graduating Pharmacists.
Humans; Career Choice; Income; new practitioners; personal finance; Pharmacists/*economics; Salaries and Fringe Benefits/economics; student debt; Training Support/*economics; Students; Education; Schools; Pharmacy; Pharmacy/*economics
Objective. To compare new practitioners in 2009 and 2014 by modeling net income from available salary, expenditure, and student loan data. Methods. A Monte Carlo simulation with probabilistic sensitivity analysis was conducted to model net income for graduating pharmacists in 2009 and 2014. Mean and standard deviations were recorded for each model parameter. Student t-tests were used to compare the mean differences between 2009 and 2014 cohorts. Results. Pharmacist salary and disposable income were higher on average in 2014 compared with 2009. Consumer expenditures were higher in 2014, offsetting the higher salary resulting in a 2014 discretionary income that was less than in 2009 [95% CI: -$2,336, -$1,587]. Net income decreased from 2009 to 2014 for all pharmacy school types. Conclusion. Regardless of loan payment strategy, net incomes for pharmacists graduating from public and private institutions were less in 2014 compared with 2009.
Mattingly T Joseph 2nd; Ulbrich Timothy R
American journal of pharmaceutical education
2017
2017-09
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.5688/ajpe8175990" target="_blank" rel="noreferrer noopener">10.5688/ajpe8175990</a>
It's Time to Broaden the Conversation About the Student Debt Crisis Beyond Rising Tuition Costs.
Humans; Income; *debt; *personal finance; *student loans; Pharmacists/economics; Students; Education; Pharmacy; Pharmacy/*economics
Ulbrich Timothy R; Kirk Loren M
American journal of pharmaceutical education
2017
2017-08
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.5688/ajpe816101" target="_blank" rel="noreferrer noopener">10.5688/ajpe816101</a>
Debating the Effectiveness and Necessity of Tenure in Pharmacy Education.
Humans; *Career Mobility; *Faculty; debate; pharmacy education; promotion; tenure; Texas; Education; Pharmacy/*methods/trends; Pharmacy
Academic tenure is a controversial and highly debated topic. Is tenure truly outdated or does it simply need to be reformed? On one hand, the tenure system has shortcomings including deincentivizing productive faculty members, inconsistent application of tenure policies and procedures, and the potential for discrimination during tenure decisions. On the other hand, the tenure system is a long held tradition in the academy, essential in higher education to ensure academic standards and values are upheld in the best interest of students. It provides faculty members with the academic freedom to try innovative teaching strategies and conduct research and assists with faculty retention and recruitment. Regardless of one's opinion, the tenure debate is not going away and warrants further discussion. This paper represents the work of a group of academic leaders participating in the 2014-2015 AACP Academic Leadership Fellowship Program. This work was presented as a debate at the 2015 AACP Interim Meeting in Austin, TX in February 2015.
Asbill Scott; Moultry Aisha Morris; Policastri Anne; Sincak Carrie A; Smith Lisa S; Ulbrich Timothy R
American journal of pharmaceutical education
2016
2016-08
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.5688/ajpe80694" target="_blank" rel="noreferrer noopener">10.5688/ajpe80694</a>
Is the Public Service Loan Forgiveness program right for you?
United States; debt; loan forgiveness; loan repayment; student loan; Program Evaluation; Training Support; Financial – United States
Notareschi Vincent; Ulbrich Timothy R
American journal of health-system pharmacy : AJHP : official journal of the American Society of Health-System Pharmacists
2017
2017-10
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.2146/ajhp170082" target="_blank" rel="noreferrer noopener">10.2146/ajhp170082</a>
Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education.
Humans; Pharmacists; *Curriculum; Students; Education; *Learning; *Teaching; Quality Improvement; Outcomes of Education; Teaching Methods; Organizational Objectives; Portfolio; Hospital; Pharmacy; Pharmacy Service; Graduate/*organization & administration/standards; Internship; Nonmedical; Certification – Education; Curriculum Development – Standards; Faculty – Education; Graduate – Standards; Pharmacy – History; Pharmacy – Organizations
PURPOSE: Recommendations for the development and support of teaching and learning curriculum (TLC) experiences within postgraduate pharmacy training programs are discussed. SUMMARY: Recent attention has turned toward meeting teaching- and learning-related educational outcomes through a programmatic process during the first or second year of postgraduate education. These programs are usually coordinated by schools and colleges of pharmacy and often referred to as "teaching certificate programs," though no national standards or regulation of these programs currently exists. In an effort to describe the landscape of these programs and to develop a framework for their basic design and content, the American Association of Colleges of Pharmacy Pharmacy Practice Section's Task Force on Student Engagement and Involvement, with input from the American Society of Health-System Pharmacists, reviewed evidence from the literature and conference proceedings and considered author experience and expertise over a two-year period. The members of the task force created and reached consensus on a policy statement and 12 recommendations to guide the development of best practices of TLC programs. The recommendations address topics such as the value of TLC programs, program content, teaching and learning experiences, feedback for participants, the development of a teaching portfolio, the provision of adequate resources for TLC programs, programmatic assessment and improvement, program transparency, and accreditation. CONCLUSION: TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments.
Wright Eric A; Brown Bonnie; Gettig Jacob; Martello Jay L; McClendon Katie S; Smith Kelly M; Teeters Janet; Ulbrich Timothy R; Wegrzyn Nicole; Bradley-Baker Lynette R
American journal of health-system pharmacy : AJHP : official journal of the American Society of Health-System Pharmacists
2014
2014-08
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.2146/ajhp130657" target="_blank" rel="noreferrer noopener">10.2146/ajhp130657</a>
Students as catalysts to increase community pharmacy-led direct patient care services.
Humans; United States; Curriculum; Professional Role; Students; Program Evaluation; *Community-Institutional Relations; Community Pharmacy Services/*organization & administration; Cooperative Behavior; Delivery of Health Care/*organization & administration; Health Services Research; Patient-Centered Care/*organization & administration; Education; *Students; Human; Multicenter Studies; Validation Studies; Comparative Studies; Evaluation Research; Models; Educational; Pharmacy/methods; Pharmacy; Community-Institutional Relations; Health Care Delivery – Administration; Patient Centered Care – Administration; Retail – Administration
OBJECTIVE: To describe the impact on community pharmacy service development of a faculty-student-pharmacist collaborative program offered by five U.S. colleges. SETTING: Colleges of pharmacy and community pharmacies in Arizona, Illinois, Ohio, Utah, and West Virginia. PRACTICE DESCRIPTION: Partner for Promotion (PFP) is an elective, longitudinal advanced pharmacy practice experience (APPE) focused on enhancement of community pharmacy management skills, specifically the development and implementation of direct patient care services. This faculty-student-pharmacist collaborative model has been implemented in five U.S. colleges of pharmacy beyond the originating institution. EVALUATION: Data on pharmacy demographics and the impact of PFP on service creation and longevity at these partnering schools were reported via annual online surveys completed by faculty directors at each partnering college of pharmacy. RESULTS: Over a 3-year period, 19 pharmacy teams across five states worked to create a total of 15 direct patient care services, 12 of which were still being offered to patients at the time of data collection (80% longevity). The PFP program guided 38 students through the process of developing and implementing a sustainable service at a community pharmacy. All participating faculty from partnering colleges of pharmacy (100%) indicated that PFP model materials were "very useful" (4-point Likert scale; 1, not useful, to 4, very useful), and all five colleges plan to continue offering the program moving forward. CONCLUSION: The PFP model of training and service development can have a positive impact on the pharmacy profession, serve as an avenue for training students in the development of clinical services, and be a catalyst for establishing the growth of community pharmacy as a patient-centered, service-oriented partner in the health care system.
Rodis Jennifer L; Ulbrich Timothy R; Jennings Brandon T; Elswick Betsy M; McKinley Rebekah Jackowski
Journal of the American Pharmacists Association : JAPhA
2015
2015-12
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1331/JAPhA.2015.14261" target="_blank" rel="noreferrer noopener">10.1331/JAPhA.2015.14261</a>
Coaching for Success: A Residency Search Primer and Update for Preceptors and Faculty.
United States; Hospitals; Students; pharmacy student; postgraduate training; preceptor; residency; Education; Internship and Residency; Preceptorship; Faculty; Pharmacy; Online Services; Pharmacy and Pharmacology; Pharmacy – Evaluation
Pharmacy residency programs have become increasingly competitive in recent years, and changes to the residency search and application process have altered the process for matching with a residency. In this article, major residency topics, from the benefits of residency training to searching for and ranking programs, are summarized. A discussion of tips and tricks for applying for residencies and interviewing for positions is included along with specific suggestions developed with data following the implementation of the Pharmacy Online Residency Centralized Application Service (PhORCAS). The article is organized in a question and answer format to help facilitate understanding of key concepts and common questions that may arise from applicants. Many changes have taken place in the residency search and application process in recent years, and the process of obtaining a residency is complex. Residency applicants and those advising applicants may find value in the answers to commonly asked residency application questions to help ensure the greatest chance of a successful residency match.
Bright David R; Adams Alex J; Ulbrich Timothy R; Soric Mate M
Hospital pharmacy
2015
2015-06
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1310/hpj5006-467" target="_blank" rel="noreferrer noopener">10.1310/hpj5006-467</a>
Preparing students for residency interviews through a residency interview boot camp.
*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
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.
Ulbrich Timothy R; Boyle Jaclyn A
Currents in pharmacy teaching & learning
2017
2017-07
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<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>