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Objective: To analyze the impact of a pharmacy student delivered presentation on prospective rural high school students' interest toward the pharmacy profession and knowledge regarding a career in pharmacy., Methods: Presentations about applying to pharmacy school, the Doctor of Pharmacy degree, and pharmacist careers were given at ten high schools across North Dakota and Minnesota by third year pharmacy students attending North Dakota State University. Each pharmacy student presenter received training to ensure that all high school students received clear and consistent information. A pre-post survey was used to understand the impact of the presentation on high school student interest and knowledge regarding a career in pharmacy. Data was analyzed using a chi-square test and McNemar's test., Results: Five hundred and eight students consented to the study and completed the pre-post surveys. Of these students, the largest group was high school juniors (number (n) = 239, 47%), followed by sophomores (n = 161, 32%), seniors (n = 104, 20%) and freshmen (n = 3, 1%). The majority of students attended school in North Dakota (n = 469, 92%). Similarly, most students planned to attend a four-year college (n = 451, 89%) and were interested in a medical/healthcare related career (n = 310, 61%). All interest and knowledge questions showed a statistically significant increase in score pre-post., Conclusion: Presentations delivered by pharmacy students to prospective rural high school students improved overall interest and knowledge regarding pharmacy school and the profession. Presentations are a useful tool for pharmacy programs to help promote their school and the profession of pharmacy., Competing Interests: Declaration of competing interest None., (Copyright © 2023. Published by Elsevier Inc.)

Background and Purpose: The National Collegiate Athletic Association (NCAA) requires schools to provide anti-doping education to student athletes. The purpose of this project was to assess the effectiveness of student pharmacist-led education on NCAA student athletes' knowledge of banned supplements and nutritional/dietary supplements., Educational Activity and Setting: Student athletes at one Midwest public university were provided a 20-min educational presentation on banned substances and nutritional and dietary supplements delivered by two student pharmacists. Student athletes were invited to complete a knowledge assessment at baseline and after the presentation. The assessment consisted of two demographic questions and 13 knowledge questions., Findings: Two hundred thirty-three student athletes provided matched pre- and post-intervention data for analysis. There was an increase in the mean knowledge scores (13 points maximum); 9.8 (75%) before and 11.1 (85%) after the intervention. Student athletes gained more knowledge in the topic areas of stimulant medications and identification of credible drug sources. They gained less knowledge in the topic area of anabolic steroid use., Summary: Student pharmacist-led education resulted in statistically significant increases in student athlete knowledge of banned substances and nutritional/dietary supplements. The educational presentation is adaptable and easily transferable to other universities. Schools of pharmacy should consider implementing student pharmacist-led education to student athletes to meet NCAA education requirements., Competing Interests: Declaration of Competing Interest None., (Copyright © 2023 Elsevier Inc. All rights reserved.)

Objective: The objective of this study was to evaluate the impact of alternative grading strategies on students' knowledge and confidence in a redesigned pharmacy skills laboratory course., Methods: Alternative grading strategies including revise-and-resubmit assignments, purposeful peer and instructor feedback, and self-reflection were used to partially replace traditional grading strategies. Pre-post knowledge and confidence surveys were administered to 3 consecutive cohorts of students. Cohort 1 (N = 65) was exposed to traditional assessment strategies and was used as the control arm. Cohorts 2 (N = 59) and 3 (N = 51) were exposed to alternative grading strategies and were used as the intervention arms. Cohort 3 completed an additional postsurvey to evaluate students' perceptions of alternative grading strategies., Results: Students enrolled in a pharmacy skills laboratory course at a single institution demonstrated increased pre-to-post knowledge and confidence when assessed using both traditional and alternative grading strategies. Students in the alternative grading cohort entered the course with statistically significant lower levels of knowledge of institutional pharmacy-related topics but exited the course with higher levels of knowledge of institutional pharmacy-related topics as compared to the traditionally graded cohort., Conclusion: Findings from the evaluation of a two-year course redesign indicated that transitioning from a traditional to an alternative grading strategy resulted in similar or higher learning outputs and a significant increase in students' confidence in institutional pharmacy practice skills and abilities., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023 American Association of Colleges of Pharmacy. Published by Elsevier Inc. All rights reserved.)

Objective: To determine the economic considerations, including cost-saving strategies, associated with nonsterile compounding education for students in schools and colleges of pharmacy across the United States., Methods: An electronic survey was sent to the American Association of Colleges of Pharmacy Pharmaceutics Section and Laboratory Instructor's Special Interest Group members. Quantitative and qualitative data were collected about the institution, student cohorts, compounding courses, equipment, budgets, personnel, and cost-saving measures. Descriptive statistics were calculated using SPSS. Open-ended responses were used by respondents if the primary question could not adequately capture their institution-specific information. These answers were added to the study findings., Results: Of 555 surveys sent, 46 were completed. Reported annual compounding budgets ranged from $3000 to $96,000. Reported annual equipment maintenance costs ranged from $400 to $18,000. Fifty percent of respondents reported students shared equipment, and 29.6% collected a lab fee from students to offset costs. Approximately half of respondents reported the use of cost-saving measures, including contract pricing, purchasing supplies in bulk, price comparisons, use of simulated drugs, re-use of personal protective equipment, and procurement of donations. Fifty percent of respondents employed laboratory assistants to support nonsterile compounding sessions, with paid positions ranging from $200 to $1000 per semester., Conclusion: Findings from this study may assist pharmacy administrators and course directors in evaluating the costs associated with nonsterile compounding education across the Academy and, more importantly, determining ways to reduce such costs while maintaining the intent and quality of these courses., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023 American Association of Colleges of Pharmacy. Published by Elsevier Inc. All rights reserved.)

Objective: To determine economic considerations associated with the facilitation of sterile compounding education for students in schools and colleges of pharmacy across the United States., Methods: An online survey was sent to members of the American Association of Colleges of Pharmacy Pharmaceutics Section and Laboratory Instructor's Special Interest Group. Quantitative and qualitative data were collected on general information about the institution, student cohorts, compounding courses, types of compounds prepared, equipment, budgets, personnel, and cost-saving measures. Descriptive statistics were calculated using SPSS. Open-ended responses were used by respondents if the primary question could not adequately capture their institution-specific information. These answers were added to the study findings., Results: Of 555 surveys sent, 40 were completed. Reported annual sterile compounding budgets ranged from $500 to $95,500. Twenty-two percent of respondents reported collecting a lab fee from students to offset associated costs. Seventy percent of respondents specified cost-saving measures, including the use of expired drugs, reusing supplies or personal protective equipment, price comparisons, simulated drugs, and donations., Conclusion: Findings from this study may assist pharmacy administrators and faculty in evaluating the costs associated with sterile compounding education and determining ways to reduce costs while maintaining the intent and quality of these courses., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.., (Copyright © 2023 American Association of Colleges of Pharmacy. Published by Elsevier Inc. All rights reserved.)

The goal of this Best Practice Review is to support researchers in successfully preparing and publishing qualitative research in pharmacy education. Standard practice from the literature and journals' guidance from related fields were reviewed, and recommendations and resources applicable to qualitative research in pharmacy education were compiled for researchers planning to conduct and publish qualitative research. This review provides recommendations, not requirements, for publication in the Journal and is intended to be a guide, especially for authors and reviewers relatively new to the field of qualitative research. Additionally, researchers planning to publish their qualitative research are advised to review available best practices and standards, such as the Consolidated Criteria for Reporting Qualitative Research checklist and the Standards for Reporting Qualitative Research. Given the diverse methodology of qualitative research, it is important for authors to provide sufficient details and justifications of selected methods for transparency and to report collected results in a manner that allows reviewers and readers to adequately assess the validity of their study and the applicability of the findings., Competing Interests: Declaration of Competing Interests None declared., (Copyright © 2023 American Association of Colleges of Pharmacy. Published by Elsevier Inc. All rights reserved.)

Objective. To develop and assess the impact of a learning module through the evaluation of students' knowledge of, perceptions of, and intent to provide telepharmacy and telehealth services. Methods. Second- and third-year students from two schools of pharmacy completed a telepharmacy and telehealth learning module and discussion questions. A postsurvey measured their knowledge, perceptions of, and intent to provide remote services. Results. Students scored an average of 94.8% on a post-knowledge assessment. The theory of planned behavior was used to develop a survey measuring intent to provide remote services. Mean scores (1=strongly disagree to 4=strongly agree) were attitude (mean=3.18, SD=0.36), subjective norm (mean=3.02, SD=0.43), behavioral control (mean=2.67, SD=0.41), and intent (mean=2.63, SD=0.59). Thematic analysis of discussion question responses found that students felt the delivery and quality of care was similar between in-person and remote care. Students felt that differences with face-to-face care included technology use and troubleshooting, perceived difficulty in building relationships, and, finally, the inability to provide device training, medication show-and-tell, and physical examinations. They felt telehealth services would expand in the next five years due to increased access, convenience, and cost savings. Conclusion. Upon completion of a learning module, students were knowledgeable about telepharmacy and telehealth. Students agreed that remote services positively impact patient care and would be well received by patients and providers. Students had lower intent to offer remote services upon graduation; thus, simulations and service management information should be added to curricula to prepare students for and develop student interest in telepharmacy and telehealth., (© 2023 American Association of Colleges of Pharmacy.)

Objective. To design and assess the use of a pharmacy student-delivered preceptor development program. Methods. A student-delivered preceptor development program was developed to ensure all preceptors received documented preceptor development. A menu of discussion topics and associated teaching sheets were created by the school's office of experiential education. On each rotation, advanced pharmacy practice experience (APPE) students led discussions with their preceptors on a topic chosen by the preceptor and submitted documentation of the education. Preceptors answered a survey related to the amount of information and time required for the program, their preference for different formats of preceptor development, one important thing they learned through the program, and future development topics of interest. Students were interviewed regarding their perceptions and use of the program. Results. A novel student-delivered preceptor development program resulted in documentation of preceptor development for all APPE rotations. Seventy-nine preceptors (31% response rate) participated in the survey. In their responses, preceptors generally agreed that they were able to customize their development and incorporate what they learned into practice, and that the program had a convenient format and was valuable for preparing students to be future preceptors. Students reported that the program improved their confidence in communicating with a supervisor and prepared them for precepting. Conclusion. A student-delivered preceptor development program improved documented preceptor development. The program allowed preceptors to customize development opportunities in a convenient format. It was perceived positively by preceptors who would recommend the program to other schools of pharmacy., (© 2023 American Association of Colleges of Pharmacy.)

Background and Purpose: This study was designed to promote students' engagement with course material through use of a wiki and to assess students' perceptions of and experience with wikis., Educational Activity and Setting: Students used a wiki to complete course assignments. A post-survey evaluated their experience and measured four constructs related to use of the wiki: perceived learning, communication and reflection, satisfaction, and frustration. Previous experience, demographic information, and comments regarding benefits and drawbacks were also recorded. Descriptive statistics and Cronbach's alpha were used to evaluate data. Thematic analysis was used to evaluate open-ended responses., Findings: Twenty out of 68 (29.4%) students participated in the study. Mean scores for attitude constructs were: perceived learning (mean = 4.0, SD = 1.3); communication and reflection (mean = 3.9, SD = 1.2); satisfaction (mean = 3.7, SD = 1.4); and frustration (mean = 4.2, SD = 1.6). Thematic analysis revealed students' feelings that the wiki was useful for collaborating, was helpful for keeping information organized, and created a valuable study tool. In contrast, students felt the wiki was not user friendly, and collaboration was limited., Summary: Students felt the wiki encouraged collaboration and was a useful way to organize and study course information. However, students reported low satisfaction with wiki assignments. Choosing a wiki that enhances course material is necessary to successfully support student learning., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Published by Elsevier Inc.)

Background and Purpose: The objectives of this study were to implement and assess a telepharmacy simulation for third-year students at two universities., Educational Activity and Setting: Using telepharmacy, students completed a prescription verification activity and a patient counseling activity. Students completed surveys at baseline and after both activities. Focus groups were conducted after the second activity. Descriptive statistics, Cronbach's alpha, paired t-tests, and qualitative analysis were used to evaluate data., Findings: There was a statistically significant increase in students' perceptions using telepharmacy to deliver patient education before (mean (M) = 2.68, SD = 0.36) to after the experience (M = 2.97, SD = 0.52). A comparison of attitudes toward and intent to provide telepharmacy services found no differences before and after the experience. Following each activity, students felt somewhat to very confident in their abilities to verify a prescription medication and to counsel a patient using telepharmacy. Students demonstrated slight gains in knowledge pre-/post- regarding the use of telepharmacy. Focus group comments referred to the activities as realistic and of value., Summary: A purposeful telepharmacy simulation impacted students' perceptions and knowledge on the use of telepharmacy. Students were confident in their abilities to verify and counsel on medications and felt the simulation helped them better understand the pharmacist's role in telepharmacy. However, students indicated little intent to explore telepharmacy-based opportunities in the future. The results support the development of a more robust simulation and incorporation of didactic content into pharmacy curricula to train students in the use of telepharmacy., (Copyright © 2021 Elsevier Inc. All rights reserved.)

Introduction: This study determined the need to calibrate preceptors' use of levels of entrustment (LOE) in the evaluation of students performing entrustable professional activities (EPAs)., Methods: Two introductory and four advanced pharmacy practice experience-focused cases were developed which described a fictional student, a practice site, and timing of a rotation. The cases included EPA-based tasks assigned to the student. Participants were to assign a LOE to the student for each EPA-based task., Results: Sixty of 317 preceptors participated in the study. Statistically significant differences in mean assigned LOE were found between preceptors by age (P < .05); between preceptors with differences in residency training (P < .05); and between preceptors who spent differing amounts of time with experiential students daily (P < .05)., Conclusions: Differences in assigned LOE were found based upon preceptor age, completion of a residency, and daily hours spent with experiential students. However, these differences did not result in changes to whether the student would pass or fail the rotation. Findings suggest that preceptors are consistent in assigning LOE to EPA-based tasks performed by students. In addition, preceptor development programming appears to be effective in establishing a standardized understanding of LOE among preceptors., Competing Interests: Declaration of competing interest None., (Copyright © 2021 Elsevier Inc. All rights reserved.)

Objective. To define essential skills for Doctor of Pharmacy (PharmD) graduates that are needed in the four most common sectors of pharmacy practice as determined by expert faculty who instruct within pharmacy skills laboratories. Methods. A three-round Delphi method was used to establish consensus. In the first round, participants were asked what skills were needed by students at entry to practice in community, health-system, ambulatory care, and managed care pharmacy settings. In rounds two and three, participants were asked to rate each skill with a level of importance using a 10-point Likert scale (1=not important to 10=very important). Results. In round one, participants produced a collective list of 289 essential skills. These skill statements were sent to participants in rounds two and three to assign a level of importance. After the third round, participants reached consensus using a mean level of importance for a final list of 69 community pharmacy skills, 47 health-system, 60 ambulatory care, and 15 managed care skills. These skills were then mapped to entrustable professional activities domains for schools and colleges pharmacy to use as a resource when assessing core competency development in the curriculum. Conclusion. The Delphi technique was used successfully with expert pharmacy skills laboratory faculty to identify laboratory-focused essential skills that recent PharmD graduates should have prior to entering community, health-system, ambulatory care, or managed care pharmacy practice. These essential skills can be used to guide curriculum development, develop milestone markers, and help ensure students are practice ready., (© 2021 American Association of Colleges of Pharmacy.)

Objective. To design and assess the use of an escape room for pharmacy preceptor development. Methods. An escape room for preceptor development that focused on the Pharmacists' Patient Care Process (PPCP), preceptor resources, and the school of pharmacy's mission and vision was created. Teams had to solve digital and practical puzzles to escape a pharmacy. The team to correctly solve all the puzzles the fastest was considered to have escaped the pharmacy. Escape room puzzles included digital locks, cipher wheels, a rebus puzzle, riddle, hidden object, and other puzzles. Preceptor's knowledge of the PPCP and perceptions of the game were evaluated using a pre- and post-activity test and survey. Results. Fifteen preceptors with a variety of practice sites and precepting experience participated in a matched pre-and post-activity survey. Preceptor knowledge of the order of the PPCP improved, with nine (60%) preceptors answering correctly before participating in the activity vs 13 (87%) after. However, the preceptors were less likely to correctly answer the type of approach the PPCP uses after completing the escape room activity, with 14 (93%) answering correctly before vs 10 (67%) after. Participants' perceptions of the game were positive and all preceptors agreed or strongly agreed that they would recommend participating in this activity to another preceptor. Conclusion. A preceptor development escape room was viewed positively by preceptors. Future research should focus on digital-only escape rooms for preceptors to increase availability and participation., (© 2021 American Association of Colleges of Pharmacy.)

Objectives: The objectives of this study were 3-fold: to determine if there are differences in the level of entrepreneurial orientation (EO) of pharmacists in 5 upper Midwestern states; to determine if the EO of the pharmacists differs with age, sex, employment status, practice setting, or practice role; and to determine if there is a positive assocation between trait emotional intelligence (EI) and EO., Design: Item analysis, descriptive statistics, 1-way analysis of variance, Tukey test, Levene test of homogeneity of variances, Kruskal-Wallis tests, Pearson correlation coefficients, and an independent samples t test were used to analyze survey data., Setting and Participants: Pharmacists in upper Midwest states., Outcome Measures: EO and trait EI of pharmacists., Results: Pharmacists practicing in different settings exhibited no differences in EO; however, statistically significant differences were found in the EO of pharmacists by sex, age, and practice role. Pharmacists who owned a pharmacy had higher mean EOs for the constructs risk-taking, innovativeness, proactiveness, and autonomy. A positive correlation was found between global trait EI and all constructs of EO, suggesting that global trait EI could be used to predict EO in individuals., Conclusion: It was identified that EO can be measured at the individual level. A high EO suggests that a person may have a higher interest or success with entrepreneurial activities. High levels of EO were found among pharmacists in the roles of owner or manager than those in the role of staff. A positive correlation was found between global trait EI and all constructs of EO, suggesting that global trait EI could be used to predict EO in individuals. Understanding EO at an individual level could be valuable to pharmacists who are interested in owning a pharmacy or in providing new patient services. A high trait EI could indicate greater entrepreneurial potential leading to greater career success., (Copyright © 2020 American Pharmacists Association®. Published by Elsevier Inc. All rights reserved.)

Background and Purpose: Educational games can be used to increase students' knowledge of diabetes management. Students perceive educational games to be valuable learning tools. This study evaluated the transferability of a serious game, the diabetes escape room, between skills laboratories in a traditional program and an accelerated program. The authors believe that this is a valuable addition to educational methods for students in any pharmacy program., Educational Activity and Setting: Faculty at an accelerated, three-year pharmacy program replicated a diabetes escape room previously used by a traditional, four-year pharmacy program. The diabetes escape room required students to compete in a team-based educational game in which they solved diabetes-themed puzzles. Students completed pre- and post-game knowledge assessments and a perception survey linked to activity participation. The accelerated program students completed an additional delayed post-game knowledge assessment., Findings: Students showed a statistically significant difference between pre- and post-game knowledge assessment scores at both institutions as well as in the delayed post-game knowledge assessment implemented at the accelerated program. Perception survey results were statistically significantly higher for the accelerated program, however both cohorts suggested positive perceived engagement with and usefulness of the escape room., Summary: The use of a diabetes escape room resulted in statistically significant gains in knowledge and positive student perceptions. The diabetes escape room is a transferrable activity that can be used by other colleges or schools of pharmacy., Competing Interests: Declaration of competing interest None., (Copyright © 2020 Elsevier Inc. All rights reserved.)

The novel coronavirus 2019 (COVID-19) pandemic has changed the way we live, work, and study. As faculty members, staff members, and students attempt to create and maintain a new normal because of this pandemic, the preservation of wellbeing becomes the responsibility of each and every one of us. The pandemic has taught us not to presume the importance of wellbeing and has allowed us time to reflect on establishing new assumptions and beliefs about how and when we work and study; how to be more efficient in our work and home responsibilities; and above all, what is most important. We must support ourselves and our students by maintaining a routine, modifying work and coursework expectations, and seeking psychosocial support if needed. Focusing on promoting wellbeing through leadership will move our institutions forward to a brighter future beyond COVID-19., (© 2020 American Association of Colleges of Pharmacy.)

Background and Purpose: Interprofessional education can be used to prepare healthcare graduates for teamwork. Simulations, when used with interprofessional education, create realistic clinical situations that promote teamwork. Faculty assessed changes in pharmacy and nursing students' competence in treating adult cardiac arrest and perceived readiness for interprofessional learning and teamwork., Educational Activity and Setting: Eighty-three pharmacy students and 57 nursing students participated in a high fidelity simulation focused on adult cardiac arrest as an expectation of their respective courses. This study took place at a single campus College of Health Professions located at a public land grant institution., Findings: The Readiness for Health Care Students for Interprofessional Learning Scale (RIPLS) and Team Skills Scale (TSS) were used to develop a survey administered prepost simulation. A paired t-test indicated statistically significant increases of mean values prepost (p < 0.001) for: teamwork and collaboration, professional identity, team skills, and competence. An independent sample t-test found no differences by gender or degree., Discussion: This research supports using simulation in interprofessional education to increase competence and promote changes in attitudes toward interprofessional learning and teamwork., Summary: An interprofessional simulation increased student's perceived competence and positively increased perceptions of learning and working with other health profession students., (Copyright © 2019 Elsevier Inc. All rights reserved.)

Objective. To design and evaluate the use of simulations in preparing students to identify and reduce medication errors and promote patient safety. Methods. Third-year pharmacy students used methods of root cause analysis (RCA) to determine the cause of a medication error in three simulated pharmacy settings. Before and after the activity, students completed an anonymous survey. They also completed a modified Healthcare Professionals Patient Safety Assessment instrument to measure changes in their knowledge, skills, and attitudes. Results. Ninety out of 165 students submitted complete data sets for analysis. Students demonstrated significant changes in knowledge, skills, and attitudes regarding medication errors. They felt they could find the cause of an error, identify factors leading to an error, and work with a team to prevent error recurrence. They also demonstrated an increase in knowledge about medication-related errors and the root cause analysis process. Conclusion. Students used RCA methods to discover medication errors in three simulated pharmacy settings. Students improved their knowledge, skills, and attitudes regarding medication errors through this process.

Objective. To design an educational game that will increase third-year professional pharmacy students' knowledge of diabetes mellitus disease management and to evaluate their perceived value of the game. Methods. Faculty members created an innovative educational game, the diabetes escape room. An authentic escape room gaming environment was established through the use of a locked room, an escape time limit, and game rules within which student teams completed complex puzzles focused on diabetes disease management. To evaluate the impact, students completed a pre-test and post-test to measure the knowledge they've gained and a perception survey to identify moderating factors that could help instructors improve the game's effectiveness and utility. Results. Students showed statistically significant increases in knowledge after completion of the game. A one-sample t -test indicated that students' mean perception was statistically significantly higher than the mean value of the evaluation scale. This statically significant result proved that this gaming act offers a potential instructional benefit beyond its novelty. Conclusion. The diabetes escape room proved to be a valuable educational game that increased students' knowledge of diabetes mellitus disease management and showed a positive perceived overall value by student participants.

Objective. To increase student pharmacist empathy through the use of an auditory hallucination simulation. Design. Third-year professional pharmacy students independently completed seven stations requiring skills such as communication, following directions, reading comprehension, and cognition while listening to an audio recording simulating what one experiencing auditory hallucinations may hear. Following the simulation, students participated in a faculty-led debriefing and completed a written reflection. Assessment. The Kiersma-Chen Empathy Scale was completed by each student before and after the simulation to measure changes in empathy. The written reflections were read and qualitatively analyzed. Empathy scores increased significantly after the simulation. Qualitative analysis showed students most frequently reported feeling distracted and frustrated. All student participants recommended the simulation be offered to other student pharmacists, and 99% felt the simulation would impact their future careers. Conclusions. With approximately 10 million adult Americans suffering from serious mental illness, it is important for pharmacy educators to prepare students to provide adequate patient care to this population. This auditory hallucination simulation increased student pharmacist empathy for patients with mental illness.

Background: Pharmacy education standards highlight the importance of effective communication skills and the use of technology to provide patient care. As technology evolves, pharmacists have opportunities to communicate in different and broader ways. Objective: The objectives of this study were 3-fold: to evaluate student ability to counsel via telepharmacy, to determine if there is a difference in students' abilities to counsel face-to-face or via telepharmacy, and to determine students' perceptions regarding patient consultation via telepharmacy. Methods: Professional pharmacy students completed a pharmaceutical care laboratory activity focused on communication via telepharmacy. Comparisons were made between students' ability to provide patient consultation via telepharmacy and face-to-face utilizing a faculty-developed rubric. Students also completed a questionnaire on their perception of utilizing telepharmacy technology to provide patient consultation. Results: Eighty-two second-year professional pharmacy students participated in the study. Results showed students are able to successfully provide patient consultation via telepharmacy without prior practice; however, there was a statistically significant difference between students' ability to counsel face-to-face and via telepharmacy ( P < .001). Overall, students were more successful at providing face-to-face consultation than via telepharmacy, and students who were first assessed on their ability to counsel face-to-face perceived a greater difference between telepharmacy and face-to-face consultation ( P < .05). Conclusion: Student-perceived differences between the 2 means of consultation and demonstrated a difference in their ability to counsel via telepharmacy and face-to-face. It appears that, when evaluating the need to teach professional pharmacy students how to provide patient consultation via telepharmacy, additional exposure to telepharmacy technology could be beneficial by enhancing student comfort and proficiency., Competing Interests: Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article., (© The Author(s) 2015.)

Objective: To design an educational activity and evaluate its effectiveness on increasing third-year pharmacy students' knowledge and confidence to recommend self-care products to patients., Design: Faculty members created a self-care activity, the Amazing Self-Care Race, for educational use in a pharmaceutical care laboratory course. Student teams worked competitively to complete 15 stations focused on self-care. A complex, real-world case was presented at each station. Student recommendations were presented to a facilitator. Prior to and following the activity, students were invited to complete an online anonymous survey instrument., Assessment: Eighty-six students completed presurvey and postsurvey instruments to assess their knowledge and perceived confidence to recommend a self-care product to a patient prior to and following participation in the Amazing Self-Care Race. Students demonstrated a significant increase in their ability and confidence to recommend self-care products following the activity (p<0.001)., Conclusion: The Amazing Self-Care Race is an effective educational activity that increases student knowledge and confidence in self-care therapeutics. The activity helped students to develop self-care skills, enabled them to learn through doing, encouraged them to synthesize information while making self-care recommendations, and helped them to develop confidence by thinking on their feet.

Objective: To evaluate 2 forms of simulation used to train and assess third-year pharmacy students' subcutaneous and intramuscular injection techniques., Design: A cross-over comparison was used to evaluate an injection pad vs a patient simulator injection arm to train students in injection administration., Assessment: Students completed a survey instrument rating their proficiency, confidence, and anxiety before and after each form of simulated practice. All students demonstrated competence to administer an injection to a peer after using both forms of simulation. Students' self-ratings of proficiency and confidence improved and anxiety decreased after practicing injections with both forms of simulation. The only significant difference in performance seen between students who used the 2 types of simulations was in students who first practiced with the injection pad followed by the injection arm., Conclusion: Student ability to administer an injection and their self-perceived levels of confidence, proficiency, and anxiety were not dependent on the type of simulation training used.

Objective: To develop and implement a medication therapy management (MTM) curriculum and assess students' skills and attitudes after the provision of MTM services to faculty and staff members., Design: Third-year students enrolled in a pharmaceutical care laboratory course received lectures and participated in MTM activities in preparation for an MTM encounter. Students conduced MTM sessions with university faculty and staff members, providing comprehensive medication review, blood pressure checks, and optional blood glucose and cholesterol (total cholesterol and HDL) screenings., Assessment: A faculty-developed rubric was used to evaluate students' ability to explain MTM to the participant and address medication-related problems. Students' responses on pre- and post-encounter survey instruments showed their confidence to provide MTM services, communicate with participants and other health care providers, and provide point-of-care screening services had increased., Conclusion: Incorporating MTM into an existing laboratory course increased students' confidence and perceived ability to provide MTM services.

Objective: To develop, implement, and evaluate the use of electronic medical records (EMRs) in disease state management activities to teach pharmacy students patient-centered care skills., Design: Faculty created 12 patient cases and an EMR for each simulated patient. Students used the information in the EMR to confirm the presence of a disease in their patient; to design and monitor an evidence-based patient-centered care plan, and document their assessment, medication, and monitoring recommendations; and to follow up in a SOAP (subjective, objective, assessment, plan) note format within the EMR., Assessment: A precourse and postcourse survey instrument was administered to assess students' perceived gains in knowledge and attitudes regarding the use of EMRs for learning patient-centered care skills. A grading rubric was used to evaluate each SOAP note., Conclusion: Implementation of disease state management activities involving EMRs improved pharmacy students' patient care skills.