Predictors of Stress and Burnout Among Pharmacy Faculty in the United States.

OBJECTIVE: Stress and burnout may impact pharmacy faculty's well-being, quality of life, and productivity. This research study aimed to assess pharmacy faculty's overall burnout and stress levels in the United States and identify the characteristics associated with these two constructs while controlling for faculty characteristics. METHODS: Five thousand two hundred forty-five faculty members were invited to participate in a survey between November 2021 and February 2022. Burnout was assessed using the Oldenburg Burnout Inventory. Stress was assessed using the Perceived Stress Scale. Bivariate analyses were used to identify potential predictors of pharmacy faulty perceived burnout and stress. The relationships between time allocation across different academic responsibilities and faculty's perceived burnout and stress were assessed using linear regression analyses. RESULTS: Out of 5,139 delivered invitations, responses were collected from 774 pharmacy faculty (response rate = 15.1%). Faculty exhibited moderate levels of burnout with an average score of 40.1 on a scale from 16 to 64. Additionally, they displayed moderate perceived stress levels with an average score of 18.2 on a scale from 0 to 40. Faculty displayed significantly more burnout and stress if they were unmarried, non-tenured, younger, female, had lower academic rank, or worked in pharmacy practice departments. Higher stress and burnout were associated with spending more time on teaching, whereas lower burnout and stress were associated with spending more time on administration. CONCLUSIONS: This study found that U.S. pharmacy faculty experience moderate levels of stress and burnout. Some demographic factors and time allocation for teaching and administrative tasks influence these levels.

Trends in the Number of Authors and Institutions in Papers Published in AJPE 2015-2019.

Objective. To investigate the number of authors and unique institutions per paper published in the American Journal of Pharmaceutical Education (AJPE) in 2015 through 2019, and to examine the number of authors and unique institutions for papers that were nominated for the Rufus A. Lyman Award in the same period.Methods. Articles published in AJPE from 2015 through 2019 were reviewed. Data collected for each article included article type, number of authors, and number of institutions.Results. Of the 811 articles published in AJPE during this period, the number of authors increased significantly from a mean (SD) of 3.5 (1.8) to 4.5 (2.2). The number of unique institutions also increased significantly from 1.7 (1.1) to 2.4 (1.8).Conclusion. There is a trend toward a greater number of authors and unique institutions for the publications in one pharmacy education journal. Explanations for this trend may include pressure to publish, increased research complexity, and expanded interprofessional collaboration.

Pharmacy student stress with transition to online education during the COVID-19 pandemic.

INTRODUCTION: Pharmacy student-perceived stress may impact academic experiences. This research aimed to investigate whether there was an increase in student-perceived stress due to the COVID-19 pandemic. METHODS: Current pharmacy students were surveyed in May 2020 at a public pharmacy school that utilizes an active learning design and follows a flipped classroom approach. In addition to measuring perceived stress, the survey measured coping behaviors, self-efficacy, and emotional status. The collected data were compared with archived data that were collected for internal use in 2018. Student's t-test analyses were used to compare 2020 with 2018 data. RESULTS: A total of 66 students completed the 2020 survey (response rate 26.2%) and 192 students completed the 2018 survey (response rate 63.2%). On a scale from 0 (never or not applicable) to 5 (multiple times each day), average student-perceived stress was 1.75 (SD = 0.93) in 2020. This value of perceived stress presented a slight, but not statistically significant, reduction from 1.85 (SD = 1.04) in 2018. Comparing 2018 and 2020 datasets showed no significant differences in coping behavior, self-efficacy, or emotional status. CONCLUSIONS: Based on the sample with the lower response rate that completed the survey in 2020, student-perceived stress did not increase during online, remote learning associated with the COVID-19 pandemic as compared to the sample with a higher response rate prior to the pandemic. Perhaps the COVID-19 related changes were seamless to students due to their aptitude for remote, online learning.

A Meta-Analysis of Outcomes Comparing Flipped Classroom and Lecture.

Objective. To examine the evidence of the effectiveness of flipped classroom compared to traditional lecture. Methods. Experimental and observational studies were included and obtained through searches of PubMed, Education Resources Information Center (ERIC), and Google Scholar. Publications from January 1, 2000 through July 1, 2017 were included. Studies were eligible for this research if: (a) the study compared student outcomes using flipped classroom versus lecture and (b) at least one outcome measure was final examination score or final course score. This analysis used a random effects model with weighted mean difference (WMD) as the outcome. Results. Six studies were included in the qualitative synthesis and five were included in the quantitative synthesis. To date, there has only been one prospective randomized comparison of flipped classroom to lecture in student pharmacist education. When comparing final examination scores, there was no significant difference between flipped classroom and lecture based instruction. Only two studies examined the effect of flipped classroom compared to lecture on final course score. This analysis also found no significant difference. Conclusion. Despite a lack of prospective randomized studies, findings from this meta-analysis suggest that flipped classroom may be associated with minimal gains in student knowledge compared to lecture. These findings are important because previous research has estimated that the flipped classroom requires more time to develop and implement. Future studies using prospective randomized designs need to be conducted before widespread adoption.

The opinion of preceptors and students of very early IPPE rotations delivered concurrently with didactic courses.

INTRODUCTION: The Marshall University School of Pharmacy had the opportunity to create an experiential education program where IPPE education was introduced in their P1 year and was concurrent with didactic coursework. The School begins the delivery of experiential education as soon as the sixth week of the first professional year. OBJECTIVE: To ascertain the opinion of institutional preceptors, community preceptors, and students after the first academic year to discern viewpoints on the effectiveness and value of very early P1 experiential rotations. METHODS: Institutional and community preceptors and students were assessed by anonymous survey in order to ascertain their respective opinions regarding early P1 experiential education. The results of the preceptors were further divided into institutional and community practice sites. This study was approved by the Marshall University Institutional Review Board. RESULTS: Key findings demonstrated that early rotations were perceived as beneficial to the student by both community and institutional preceptors, as well as, the students themselves. CONCLUSIONS: Most, but not all, preceptors felt early rotations were beneficial to their practice and the student. Institutional preceptors were less likely to perceive a benefit to their practice or to the student than were community preceptors. Students were positive about the early experience. The results of these surveys regarding early experiential rotations should help minimize concerns of both preceptors and those assigned responsibility for constructing experiential programs about implementing early experiential rotations in the curriculum.

Predictors of student performance on the Pharmacy Curriculum Outcomes Assessment at a new school of pharmacy using admissions and demographic data.

OBJECTIVES: To characterize student performance on the Pharmacy Curriculum Outcomes Assessment (PCOA) and to determine the significance of specific admissions criteria and pharmacy school performance to predict student performance on the PCOA during the first through third professional years. METHODS: Multivariate linear regression models were developed to study the relationships between various independent variables and students' PCOA total scores during the first through third professional years. RESULTS: To date, four cohorts have successfully taken the PCOA examination. Results indicate that the Pharmacy College Admissions Test (PCAT), the Health Science Reasoning Test (HSRT), and cumulative pharmacy grade point average were the only consistent significant predictors of higher PCOA total scores across all students who have taken the exam at our school of pharmacy. CONCLUSION: The school should examine and clarify the role of PCOA within its curricular assessment program. Results suggest that certain admissions criteria and performance in pharmacy school are associated with higher PCOA scores.

A new lexicon for polypharmacy: Implications for research, practice, and education.

Previous research suggests that polypharmacy is a significant challenge for health care systems. However, polypharmacy has been defined in at least 24 distinct ways, which has understandably caused confusion among researchers, educators, and students in health care. Previous definitions of polypharmacy capture what could be both inappropriate therapy, i.e. too many medications, as well as evidence-based therapy that is appropriate. Previous research has tried to focus on the number of medications a patient is prescribed to define polypharmacy; however only focusing on the number of medications a patient is taking may be of limited value in determining whether that patient will experience an adverse event. This paper proposes a lexicon change for polypharmacy. It suggests that in future research, polypharmacy be defined as patients going to more than one pharmacy for their prescriptions. The authors also proffer a new term, 'extraordinary prescribing,' to define patients who are taking medications that are either grossly excessive or not beneficial for that patient. This definition is different than the current use of polypharmacy because the number of medications a patient is taking is irrelevant, especially if that patient has multiple chronic diseases. This paper is meant to start a dialog within the health services research community to inform future research that examines why inefficient prescribing may harm patients and the broader health care system.

Credentialing of pharmacy technicians in the USA.

OBJECTIVE: This review will compare the USA and UK regarding pharmacy technicians' roles, it will summarize the current roles and responsibilities of pharmacy technicians in the USA, public perception of pharmacy technicians, pharmacy organizations' perspectives on pharmacy technician credentialing, academic programmes for pharmacy technicians, accreditation of pharmacy technician programmes, pharmacy technician certification exams and differing perspectives on the push for standardized technician training. It will conclude with observations regarding the importance of standardized pharmacy technician training. METHODS: Articles were identified via searches of PubMed and IPA from inception to November 2010 related to credentialing of pharmacy technicians. Search terms included pharmacy technician, pharmacy technician certification, pharmacy registration, technician education and technician requirements. Articles describing the roles and responsibilities of a technician, public perception of technicians, demographics, certification processes and the future of technician roles were included. An Internet search was also performed to identify articles in the lay press related to this topic. KEY FINDINGS: Providing a pharmacy technician with proper training and education is necessary for operating a successful pharmacy. In the USA, mandating a national standardized training programme is the source of the debate. Current rules and regulations regarding the training and education needed for a pharmacy technician vary from state to state in the USA. Attitudes of technicians towards standardized training may be difficult to change. CONCLUSION: This paper provides a review of pharmacy technicians' roles and responsibilities across different pharmacy settings. Although the literature provides some insight, more studies are needed to assess the value and impact of the knowledge and skills possessed by certified pharmacy technicians with standardized training compared with technicians with site-specific or limited training.

Academic pharmacy administrators' perceptions of core requirements for entry into professional pharmacy programs.

OBJECTIVES: To determine which basic and social science courses academic pharmacy administrators believe should be required for entry into the professional pharmacy program and what they believe should be the required length of preprofessional study. METHODS: An online survey was sent to deans of all colleges and schools of pharmacy in the United States. Survey respondents were asked to indicate their level of agreement as to whether the basic and social science courses listed in the survey instrument should be required for admission to the professional program. The survey instrument also included queries regarding the optimal length of preprofessional study, whether professional assessment testing should be part of admission requirements, and the respondents' demographic information. RESULTS: The majority of respondents strongly agreed that the fundamental coursework in the basic sciences (general biology, general chemistry, organic chemistry) and English composition should be required for entrance into the professional program. Most respondents also agreed that public speaking, ethics, and advanced basic science and math courses (physiology, biochemistry, calculus, statistics) should be completed prior to entering the professional program. The preprofessional requirements that respondents suggested were not necessary included many of the social science courses. Respondents were evenly divided over the ideal length for preprofessional pharmacy education programs. CONCLUSIONS: Although requirements for preprofessional admission have been changing, there is no consistent agreement on the content or length of the preprofessional program.

Pharmacy students' opinions on civility and preferences regarding professors.

OBJECTIVES: To determine the types of classroom behavior that pharmacy students consider uncivil, participation in such behaviors, what type of professor and classroom setting they prefer, and changes in these opinions over time. METHODS: A survey instrument was used to collect data about students' feelings concerning incivility, participation in uncivil behaviors, and preferences concerning classroom experience. Demographic data were used to identify characteristics of student populations and ensure the same students were studied over different time periods. RESULTS: Younger students felt cheating was the most uncivil classroom behavior while older students most disliked cell phone/beeper use. Chewing gum was least offensive for all groups. Students desired that teachers cared about their learning experience, but few would phone a professor at home. CONCLUSIONS: Differences in views concerning civility were found among pharmacy students in their first, third, and fourth years, which may indicate that students' beliefs, actions, and preferences change as they progress through the curriculum.