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Although the American Association of Colleges of Pharmacy (AACP) Curriculum Quality Surveys (CQS) are required for programs to distribute and utilize as part of accreditation standards, programs face challenges in survey administration and timing, interpreting data and results, and following up on action plans. Because the CQS surveys are standardized, they can allow for greater comparison among institutions, yet interpretation of the items can vary considerably. Programs have flexibility in determining samples for administration and timing of administration (ie, number of years), but some participants (such as preceptors) can suffer from survey overload if multiple institutions administer in the same year. Determining thresholds for action and providing feedback to stakeholders on improvements made based on data triangulations can be daunting. These are a few of the elements that programs must consider when determining their own approach to the AACP CQS. Thus, the purpose of this Commentary is to describe good practices for using the AACP CQS, discuss challenges associated with the surveys, and recommend how to move the utilization of the surveys from good to great.

Increased awareness of social injustices and inequities highlight the relevance and importance of diversity, equity, inclusion, and accessibility (DEIA) in health care. Former and recent graduates of pharmacy schools remain deficient in their knowledge of DEIA topics such as unconscious bias, which can directly influence health outcomes in an undesirable manner. Particular DEIA areas that are pertinent to pharmacy practice include: race, gender, sexual orientation, gender identity, ability status, religion, socioeconomic status, and political beliefs. The American Association of Colleges of Pharmacy (AACP) affirmed its commitment to DEIA as a priority. However, existing gaps in knowledge of pharmacy graduates in this area have the potential to contribute to health disparities and inequities, which are significant public health issues. We call on academic pharmacy institutions and professional pharmacy organizations to elevate DEIA topics and to designate them as essential to both addressing health equity and improving care for underserved populations. We also implore licensing boards to require continuing education related to DEIA as a foundational step to closing the knowledge gap for pharmacists in this area.

Objective. To assess pharmacy student learning from co-curricular activities and map this to Accreditation Council of Pharmacy Education (ACPE) standards and the institution’s curricular outcomes. Methods. Student representatives of professional organizations at one college of pharmacy were asked to complete a 16-item questionnaire on behalf of their members about each cocurricular activity their organization completed. Descriptive statistics were used to characterize the results. Content analysis was conducted on open-ended questions, and resulting codes were mapped to ACPE Standards 2016 and curricular outcomes. Results. The majority (74%) of the 152 unique cocurricular activities reported were designated as community outreach events and an average of 15 (SD=43) student members participated in each activity. The most frequently selected domain by student representatives was “promoted professionalism” for 86% of activities. Upon distilling student representatives’ open-ended responses regarding their members’ learning, each response was assigned to one or more of 34 codes. The most frequently assigned codes to learning descriptions (36%) were for patient education and counseling. Conclusion. Representatives of student organizations characterized their members’ participation in cocurricular activities as opportunities for learning. The results from the content analysis aligned with the quantitative data collected. Cocurricular activities provide opportunities for Doctor of Pharmacy students to enhance their skills, knowledge, and attitudes in both pharmacy practice and personal areas that map to ACPE Standards 2016 and the college’s own curricular outcomes.

Introduction The objective of this study was to gain an understanding of whether pharmacy students are using Facebook® to create formal or informal workplace-based peer groups to learn from each other and share information while completing their advanced pharmacy practice experiences (APPEs). Methods Fourth-year pharmacy students from two colleges of pharmacy in the same geographical area were recruited by email to participate. Inclusion criteria were: completion of two or more APPEs, current assignment to an APPE rotation in the local area, and a Facebook® profile. Two focus groups, of eight students each were conducted on each of the two colleges’ campuses. An incentive to participate was provided. Thematic analysis was used to analyze responses. Results Students reported using Facebook® to learn about rotation expectations, roles/responsibilities, and preceptors. However, frequency and depth of interactions varied among the participants. Most participants noted that they prefer more private methods of communication to learn about APPE experiences. Students found Facebook® to be a good source of motivation and support during experiential learning. Discussion The use of social media sites like Facebook® may help students form “virtual” workplace-based peer groups during APPEs. Conclusion Pharmacy schools interested in providing support for formal workplace-based learning groups should consider using social media sites as one component of this program.

There has been a steady stream of evidence linking pre-pharmacy grade point averages, PCAT composite scores, and certain PCAT subtest scores to student success in pharmacy school. This commentary explores the link between PCAT writing scores and student success, provides some evidence linking writing to growth in critical thinking, and suggests requiring students to write beyond reflective exercises in order to improve their critical thinking skills.

Objective. To evaluate the short-term effectiveness of an online bridging course to increase the knowledge of struggling incoming students’ in crucial content areas within the Doctor of Pharmacy (PharmD) curriculum. Methods. An assessment was administered to all incoming first-year pharmacy students (N=180) during orientation to determine their foundational knowledge in key areas. Students who scored

“I don’t know, but I can look it up and get back to you.” Over the years, many faculty members have taught their students to respond to questions from health care providers and patients in this manner. Now more than ever “looking it up” takes seconds, and one needs to go no further than

Objectives This study characterizes the professional opinions of residency directors and pharmacy faculty members regarding the relative importance of first-year post-graduate pharmacy (PGY1) residency interview selection criteria. Methods Two survey instruments were distributed to PGY1 residency directors of all ASHP-accredited PGY1 programs and to pharmacy practice faculty members. Respondents identified and ranked the perceived importance of the interview selection criteria used in their application review process or student mentoring approaches, respectively. Results Response rates for completion of the survey instruments were 14.4% for faculty members and 25.5% for residency directors. Both groups of respondents indicated the importance of the synergy between a candidate's letter of intent and a residency program, as well as for letters of recommendation. PGY1 residency directors identified more criteria used for screening purposes, including cumulative grade point averages (GPAs) (94.4% versus 86.7%, p = 0.0017), previous work experience (85.3% versus 66.4%, p p = 0.0081). Conclusions Residency directors and faculty members consistently identify key criteria for residency selection, but better aligning faculty members' mentoring of students prior to the residency application process with interview selection criteria used by residency directors may increase students' success with obtaining residency interviews.

Frequently, if not weekly, I receive an email from a pharmacy faculty member, resident, or student who is conducting survey research and is requesting that I complete the survey, forward it to the appropriate faculty member to complete, or forward it to students. Scholarly inquiry is embedded in our

Objective. To compare pharmacy, osteopathic medicine, dental medicine, and physician assistant (PA) students' perceptions of e-professionalism. Methods. A 20-item questionnaire was developed and administered to four cohorts of health care professions students early in their first professional year. The questionnaire contained 16 scenarios in which a hypothetical health care student or professional shared information or content electronically and students were asked to indicate how much they agreed that the scenario represented professional behavior. Results. Ninety-four percent of students completed the questionnaire. More female students were in the pharmacy and PA cohorts. There were statistical differences in students' perceptions of e-professionalism in five of 16 scenarios. Specific differences were most often between the osteopathic medicine students and the other cohorts. Conclusions. The health care professions students surveyed had similar perceptions of e-professionalism. Of the four cohorts, osteopathic medicine students appeared less conservative in their approach to e-professionalism than the other cohorts.

Objective. To describe the landscape of teaching and learning curriculum (TLC) programs sponsored by US schools and colleges of pharmacy and evaluate their adoption of best practice recommendations. Methods. A 28-item electronic survey instrument was developed based on best practice recommendations published by the American Association of Colleges of Pharmacy (AACP), American Society of Health-System Pharmacists (ASHP), and American College of Clinical Pharmacy (ACCP) for the conduct of TLC programs. The survey instrument was electronically distributed to 137 accredited colleges and schools of pharmacy in the United States. Results. Eighty-eight institutions responded, resulting in a response rate of 64%. Sixty-one TLC programs were included in the final analysis. Seventy-five percent of TLC programs reported using best practice recommendations; however, 10% of respondents indicated they were not aware of the published recommendations. Inconsistencies among programs were noted in required teaching experiences, participant evaluation, and ongoing programmatic assessment. Conclusion. Most institutions offering TLC programs are aware of published best practice guidelines and have adopted a majority of the published best practices. However, considerable variability exists across the country. Development of a formal external validation process for TLC programs is necessary to ensure consistent quality.

To the Editor: We thank Drs. Wissman and Hogan for their response to our commentary, which appeared in the April 2018 issue of the Journal, “Smartphones, Memory, and Pharmacy Education.”[1][1] In their response, they recommended the use of smartphones in pharmacy education as not only devices to

In a statement published in the American Journal of Pharmaceutical Education in 2012, Svensson and colleagues called for a number of changes to our academy. One of those changes was to “prepare students to be innovative and create nontraditional career paths.”[1][1] According to Merriam Webster

Purpose: The primary objective of the study was to determine differences in drug information availability and preferences among pharmacists, nurses, and physicians in Illinois. Methods: A survey was mailed to a random sample of Illinois pharmacists, nurses, and physicians. The survey listed 25 common drug information resources and asked respondents to indicate familiarity with, access to, and preference for each resource. Demographic information was also collected. Results: Of 1,900 deliverable surveys, there were 283 responses, which included 106 pharmacists, 81 nurses, and 96 physicians for a response rate of 15%. Statistical differences among the three groups regarding availability, preference, and familiarity of drug information resources were detected in 20/25, 23/25, and 22/25 of the resources, respectively. Conclusions: Pharmacists appear more familiar with and have wider access to drug information resources than nurses and physicians. Heath care professionals have varied preferences for drug information resources.

To the Editor: Wewould liketo thank Dr. Copenhaver and colleagues for their interest in our work and for their letter regarding our recently published study, "Student Characteristics Associated with Successful Matching to a PGY-1 Residency Program." Our survey foundthat number of applications, number of interviews, pharmacy school GPA, and female gender were associated with a higher likelihood of matching to a residency for students at five different pharmacy schools across the United States. (1) Copenhaver and colleagues suggest that residency programs that focus only on objective data, including number of leadership positions and grade point average (GPA), may miss out on the valuable perspective that can be gleaned by looking at subjective data, including letters of intent and letters of recommendation. (2) We agree with these comments and feel that a wholistic approach, which takes into account subjective as well as objective information, is the best way to accurately and completely assess a candidate's "fit" for a particular residency program. Although our work was not intended to serve as guide for candidate selection, it did provide an interesting perspective on characteristics that were associated with matching from the students surveyed. The results of our survey found that higher GPA was associated with a higher likelihood of applying, getting an interview, and matching to a residency program. However, one can argue that the magnitude of the difference found (3.5 vs 3.7, delta of 0.2) was not "educationally" significant. Indeed, GPA is, in essence, a surrogate marker for candidate knowledge and aptitude, and there are inherent limitations in using it as such, as was discussed in our article. There seems to be inconsistency in the published literature regarding the value of GPA as a screening tool for pharmacy residency applicants. Some studies suggest that GPA is important, and others do not. In a recent survey, residency program directors (RPDs) appeared to place less emphasis on GPA than in the past. (3) Similarly, RPDs at large academic medical centers indicated that GPA was not among the most highly valued characteristics that programs used in screening tools in another survey study. (4) Another survey found that while only 13.4% of RPD respondents selected GPA as the most important selection criterion, 94.4% of these respondents use GPA as a selection criterion. (5) Although a specific GPA was not mentioned, a 2012 survey of RPDs noted that 98.9% of RPDs considered pharmacy school grades critically important when evaluating residency applicants. (6) A single site study spanning multiple years found that higher GPA was consistently associated with an increased likelihood of being invited for an onsite interview. (7) The disparity in the literature regarding the role of GPA in the screening and selection process may be explained by a number of factors, including differences in the volume of applicants, variations in screening tools used, changes in perspectives over time, or geographical differences in preferences for specific screening criteria. For example, as was noted in our discussion, our results may not be representative of all areas in the United States. Most of the pharmacy students that we surveyed were located in large, metropolitan areas with other pharmacy schools in the immediate area. Consequently, our survey respondents may have been applying to programs that receive a high volume of applications. It may be possible that residency programs located in areas with high competition for positions may be more willing to use quick and "easy" objective filters, such as GPA or number of leadership positions, to reduce what may seem an unmanageable number of applications. However, the characteristics of residency programs or RPDs as they relate to the choice and weight of residency application screening criteria have not been systematically studied. There remains a need for such research, so we can better mentor and guide our pharmacy students to succeed in the application, interview, and match process. …

Objective. To identify factors that influence student involvement and leadership within organizations and to assess the impact of involvement in organizations on professional skill development.Methods. A printed survey was administered to fourth-year pharmacy students at one college of pharmacy (N=202).Results. Most students (82%) indicated they were involved in at least one organization during pharmacy school and 58% reported holding a leadership position at some point. Factors with the largest impact on involvement in organizations were desire to present a well-rounded image to employers, ability to network, and interest in the activities sponsored by the organization. Involvement in professional organizations had a strong influence on their leadership, teamwork, confidence, and time-management skills.Conclusion. That presenting a well-rounded image to employers and having the ability to network with mentors and peers drove student involvement in professional organizations may be reflective of increasin...

To relate common online scenarios to tenets of professionalism, assess frequency of observed scenarios in 4 online domains, and compare second-year (P2) pharmacy students, fourth-year (P4) pharmacy students', and faculty members' perceptions of professionalism.A 63-item survey instrument consisting of scenarios of behavior in online domains was developed. Using a Likert scale, participants reported whether they had observed each scenario and whether each scenario was professional.Of the 296 participants who completed the survey instrument, 53% were P2 students, 49% were P4 students, and 68% were faculty members. Most of the observed scenario responses were for social networking sites. There were statistical differences among the 3 cohorts' perception over whether a scenario demonstrated professional behavior in 6 of the 10 most frequently observed scenarios, and 4 out of 6 of these scenarios were in the social networking domain.Second-year pharmacy students and faculty members were more in alignment with their perception of professionalism then P4 students, suggesting that P4 students may be more complacent in their perception of professionalism.

Objective. To identify predictors for postgraduate matching success. Methods. In April 2014, a survey was distributed to students at five schools of pharmacy in the United States assessing organizational involvement, research and work experience, postgraduation plans, match status, and demographics. Results. Five hundred seventy-seven students (82%) completed the survey. Applicants who matched had a higher median number of interview offers compared to those who did not match. Significantly more females than males applied for a residency program. Those who matched had a higher median pharmacy school grade point average (GPA) compared to those who did not. No differences were observed in the rates of matching when leadership positions, student organizational membership, or previous work experience were considered. Conclusion. For pharmacy students in this study, number of applications and interviews, pharmacy school GPA, and female gender were associated with a higher likelihood of matching.

To evaluate the effectiveness of a student response system on short- and long-term learning in a required second-year pharmacy course.Student volunteers enrolled in the course Drug Literature Evaluation were blinded and randomized to 1 of 2 groups. Group 1 attended a lecture in which the instructor used a student response system. Group 2 attended the same lecture by the same instructor an hour later, but no student response system was used. A 16-point unannounced quiz on the lecture material was administered to both groups at the end of class. Approximately 1 month later, both groups were given another unannounced quiz on the same material to test long-term student learning.One hundred seventy-nine (92.3%) students participated in both quizzes. Students who attended the class in which the student response system was used scored an average 1 point higher on quiz 1 than students who were assigned to the control group (10.7 vs. 9.7; p = 0.02). No significant difference was seen between the quiz 2 scores of the 2 groups (9.5 vs. 9.5; p = 0.99).The use of a student response system can positively impact students' short-term learning; however, that positive effect did not appear to last over time. Faculty members may want to consider the use of student response systems to enhance student learning in large lecture classes.

Objective. To determine the use patterns of social media among graduating pharmacy students, characterize students’ views and opinions of professionalism on popular social media sites, and compare responses about social media behavior among students seeking different types of employment. Methods. All graduating pharmacy students (n=516) at Purdue University, The University of Findlay, Butler University, and Midwestern University were invited to complete a survey instrument during the fall semester of 2011. Results. Of 212 (41%) students who responded to the survey, 93% (194/209) had a social media profile. Seventy-four percent (120/162) of participants felt they should edit their social media profiles prior to applying for a job. Conclusions. Many graduating pharmacy students use social media; however, there appears to be a growing awareness of the importance of presenting a more professional image online as they near graduation and begin seeking employment as pharmacists.

Objective. To determine the value of completing a pharmacy resident teaching certificate program on graduates' current positions of employment. Design. Annually from 2003 to 2007, program graduates of the Indiana Pharmacy Teaching Certificate (IPTeC) program were invited to take a 13-question Web-based survey 1 year after completing the program. Assessment. Fifty-three of the 62 graduates (85%) surveyed responded. Almost half of the respondents strongly agreed or agreed that having completed the IPTeC program helped them obtain their current position. More than 90% of respondents agreed or strongly agreed that the seminar participation and teaching experience from the IPTeC program helped them in their current position. About 80% of respondents would recommend the program to others. Conclusion. Completing a pharmacy resident teaching certificate program helped some graduates obtain and excel in their current position.