Pharmacy students' perspectives regarding co-curricular activities: Qualitative findings.

INTRODUCTION: This study was designed to understand better how co-curricular activities help pharmacy students develop professionally. Because the Accreditation Council for Pharmacy Education Standards require new pharmacy graduates to be competent and professional, and professionalism is often learned outside of the classroom, co-curricular activities are essential in developing these skills. We sought to gain students' own perceptions of a co-curricular program and the associated activities using qualitative methods. METHODS: A qualitative phenomenological analysis of transcripts of interviews with 10 doctor of pharmacy students was conducted. Students were interviewed in a semi-structured format. Transcripts of the interviews were reviewed and coded for recurring themes. RESULTS: The results highlight two themes: (1) professional identity enhancement and (2) professional advancement. The first theme was further divided into two subthemes: (a) enhanced self-understanding and (b) empathetic, better seeing patients as whole persons. The second theme was further divided into three subthemes: (a) co-curricular activities introduced students to different vocational options, (b) co-curricular activities enhanced students' leadership skills, and (c) co-curricular activities fostered students to better interact with their patients. CONCLUSIONS: Results from the present study can be utilized by doctor of pharmacy program administrators and faculty members who oversee pharmacy education. The findings redouble the value of co-curricular activities and suggest that they should be integral aspects of students' education and integrated into pharmacy expected program outcomes.

Development and perceptions of an academic success tool for pharmacy students.

OBJECTIVE: Some students may face challenges with graduate-level reading and writing, particularly in certain active learning pedagogies, such as team-based learning or peer instruction, which require extensive pre-reading. The objective of this study is to determine the perceived utility of an academic literacy (reading/writing) test for first professional year student pharmacists (P1s). METHODS: In a collaboration between pharmacy and linguistics faculty, an academic literacy assessment tool was developed using fall P1 course materials. After pilot testing and adjustments, the revised test was administered to all P1 students by trained facilitators, then scored. Students needing literacy support were identified, met with individually to debrief on the assessment, and offered a year-long, one-on-one tutoring program. P1 faculty participated in an end-of-semester focus group session to determine whether the assessment correctly identified students who benefited from literacy support, and to decide on the impact of subsequent support. Thematic analysis was performed on the data. RESULTS: A total of 13 students were identified as at-risk through the assessment. Since tutoring was optional, eight students met at least once, and two students met weekly during the ensuing semester. Faculty from the end-of-semester focus group 1) stated that the assessment accurately pre-identified students who struggled with literacy components of P1 coursework, and 2) expressed a wish for earlier identification of students with required instead of optional tutoring. CONCLUSIONS: Faculty perceived that the tool accurately identified students, but the timing and the volunteer nature of the follow-up tutoring limited the success of the assessment effort.

Integrating Health Literacy and Cultural Competency Concepts Across the Doctor of Pharmacy Curriculum.

Objective. To determine the longitudinal impact of integrating health literacy and cultural competency content throughout the professional pharmacy curriculum and the impact of additional changes made to the curriculum based on the results of a longitudinal analysis. Methods. Health literacy and cultural competency concepts were integrated throughout a four-year professional pharmacy curriculum. A cohort of students were assessed using health literacy and cultural competency survey instruments at baseline, the end of the fall semester of the first professional (P1) year, and the end of each subsequent academic year. From the four-year assessment, a need for additional reinforcement in the spring P1 semester was identified, so a health literacy activity was incorporated into an introductory pharmacy practice experience (IPPE) for two cohorts of students. The outcomes were compared to those of a single cohort of students who had completed their P1 year prior to integration of the additional content. A health literacy survey instrument was given at the beginning and after completion of the semester to assess change. Preceptors also completed a brief survey. Results. Curricular integration improved health literacy and cultural competency attitudes and self-perceived ability in P1 students, as assessed by the instruments. However, declines in students' health literacy and cultural competency were identified when the students were retested in the spring semester. After implementing the health literacy IPPE activity, the health literacy scores of P1 students in the two subsequent years improved. Preceptors also gave positive feedback on the utility of this activity. Conclusion. Integrating health literacy and cultural competency content throughout the curriculum resulted in improvement in students' scores in these areas from the first to the fourth professional year, but when there were no integrated activities, scores dropped. Implementing additional activities improved student-perceived HL skills. Thus, it may be important to ensure there is inclusion of content in each semester of the curriculum to maximize effects.