Revealing rural motivations in pharmacy students pursuing a graduate certificate program.

INTRODUCTION: To assist recruitment and retention efforts and influence the need for an increased supply of future rural pharmacists, this study examines perceptions and key motivators of pharmacy students who chose to participate in the Rural Pharmacy Health Certificate (RPHC) program and pursue pathways to rural practice. METHODS: We interviewed six RPHC students prior to or shortly after beginning their first semester in the RPHC program. Interview questions assessed applicants' reasons for pursuing the RPHC, perceptions of living in and providing healthcare in rural and small communities, awareness of barriers and health disparities in rural areas, and qualities needed to be a successful rural pharmacist. We analyzed data with the Sort and Sift, Think and Shift method, a common approach to qualitative data analysis. RESULTS: Interest in pursuing rural pharmacy grew out of growing up in a rural area, as well as a desire to serve and help others. Students expected that completing the RPHC would strengthen their skillsets to provide the best care by addressing barriers such as difficulty accessing care and health literacy. Being a learner of one's community was the primary quality identified as necessary to be a successful rural pharmacist. CONCLUSION: This study identified primary motivators and perceptions that led students to pursue a rural health program at one US pharmacy school. The results can be used to identify and train good candidates for rural pharmacy practice, strengthening the rural pharmacy workforce to better meet communities' needs.

Integrated curriculum in the United States pharmacy programs.

INTRODUCTION: In the last decade, significant changes in pharmaceutical sciences have influenced the delivery of pharmacy education in Pharmacy programs. Integrated curriculum is one such method considered. We aimed to describe the perceived level of integrated curriculum among PharmD programs in the US. METHODS: From October 26th, 2021, until January 18th, 2022, faculty administrators across 138 US pharmacy colleges were surveyed. Data was collected regarding each program's perceived curriculum integration and assessment integration. Characteristics of each college, including region and the type of school (public/private), were obtained from the PharmCAS website. Programs were categorized into high-integration and low-integration groups for analysis purposes. Descriptive and comparative analysis by the level of curriculum integration was performed. RESULTS: Overall, 60 colleges completed surveys (participation rate = 43.48%). Most schools were from the South region (38.33%) and public colleges (53.33%). The average perceived curriculum integration was 45% (SD = 23.69), while the average perceived assessment integration was 36% (SD = 25.52). Pharmacy practice [clinical sciences] (76.67%) was the most common discipline considered for integration, and the social and administrative sciences (21.67%) was the discipline least commonly considered for integration. Case-based learning (95%) was the most common pedagogy strategy to integrate knowledge from different disciplines. CONCLUSIONS: Integrated curriculum implementation in the US PharmD programs varied across colleges. While most programs integrated their clinical practice courses, social and administrative sciences was the course least commonly integrated. Very limited progress in assessment integration was perceived.

Promoting diversity, equity and inclusion awareness in clinical documentation through postgraduate year one training.

BACKGROUND AND PURPOSE: As healthcare providers increasingly focus on emerging issues of diversity, equity and inclusion (DEI) in patient care, less is known about the training in postgraduate year one (PGY1) pharmacy residency on DEI clinical documentation considerations. This pilot project explored whether training, discussion and self-reflection within a peer review activity promoted DEI self-awareness in clinical documentation through a centralized curriculum of a multisite PGY1. EDUCATIONAL ACTIVITY AND SETTING: Building upon an established peer review of clinical documentation activity, PGY1 pharmacy residents practicing in ambulatory care settings received training on DEI considerations and completed small and large group discussions, a post-activity mixed methods survey with self-reflection prompts, and a three-month follow-up survey. FINDINGS: Twenty-two residents participated in the peer review of clinical documentation activity, DEI training and discussions. Twelve residents completed the post-activity survey with reflection prompts; 6 (50%) reported similar previous DEI training prior to residency. After the DEI training and discussions, 12 (100%) agreed or strongly agreed that their awareness of DEI documentation considerations increased; 10 (83%) would document their submitted notes differently, while one resident was unsure and one would not make changes. Twelve residents completed the follow-up survey three months following the activity. Themes from the free-text responses on key learnings collected post-activity and three-month post (respectively) included: 1) new knowledge, increased self-awareness, and intended action and 2) increased self-awareness and changes in note-making convention. SUMMARY: Integrating DEI training, discussion, and self-reflection prompts into a peer review clinical documentation activity increased self-awareness and knowledge of DEI considerations and promoted intended changes in patient care documentation for pharmacy residents. Regardless of previous training, residents reported continued self-awareness and changes in documentation conventions continued three months later.

Ten simple rules for doing a postdoc in pharma.

Postdoctoral programs in the pharmaceutical and life science industry offer opportunities for personal and professional development, if you know why to join, what to expect, and how to prepare.

Assessment of mental health needs and barriers to care in students enrolled in doctor of pharmacy and pharmaceutical sciences programs.

INTRODUCTION: The purpose of this study is to identify doctor of pharmacy and pharmaceutical sciences students' perceived barriers to mental health care and interest in mental health interventions and to assess student attitudes and perceptions of mental illness. METHODS: A mixed-methods survey was given to 706 students participating in a doctor of pharmacy and pharmaceutical sciences curricula to assess students' perceived barriers to care, interest in mental health resources and interventions within their curricula, attitudes towards seeking treatment, and perceived stigma. The last section included free text responses in which students expressed additional comments unacknowledged by previous sections. Quantitative data was analyzed using descriptive statistics, and free text responses were analyzed using thematic coding. RESULTS: From February to March 2018, 256 responses were received out of 706 students with a response rate of 36%. The most cited barriers to seeking mental health treatment were lack of time, lack of finances, and stigma-related concerns (25%, 13%, and 11%, respectively) with the most desired interventions being the implementation of an onsite counselor and wellness space. A majority of participants (88%) believe professional help for mental illness is effective; however, 63% cited they were negatively impacted by internal stigma. Common themes addressed in the free text responses reinforced these ideas and included additional responses regarding the impact of school culture. CONCLUSION: Students within a doctor of pharmacy and pharmaceutical sciences program experience non-stigma and stigma-related barriers to seeking mental health treatment.

A retrospective analysis of the impact of disabling item review on item performance on computerized fixed-item tests in a doctor of pharmacy program.

OBJECTIVE: The decision to disable item review, or 'backward navigation,' during computerized-fixed item tests proved controversial among faculty at our institution. We sought to determine the effect of disabling backward navigation on performance of individual exam items and overall exam performance across multiple courses within a doctor of pharmacy program. METHODS: Exam items that were administered unchanged and without error or adjustment of scoring between 2016 and 2017 were eligible for inclusion. Included items were evaluated for change in difficulty index, point biserial, and discrimination index for the year when backward navigation was enabled to the year after the function was disabled. Performance on matching exam pairs in each time frame was compared for any changes. RESULTS: We screened 2033 items and identified 576 which met study inclusion criteria. There were no significant differences in overall item difficulty index, point biserial, discrimination index or performance of the 27% lowest-scoring students. There was a decrease of 0.95% for the highest-scoring students (z = -2.93, p = 0.003). We identified 15 pairs of exams that contained at least 30% identical items from 2016 to 2017. No difference was found in the percent score minimum, maximum, mean, median, or standard deviation. CONCLUSIONS: Although there was a statistically significant decrease in item performance for students with the highest scores on the exam, we were unable to demonstrate that disabling backward navigation had a significant impact on overall item performance or exam results.

Students' perceptions of global health competencies in the doctor of pharmacy (PharmD) curriculum.

INTRODUCTION: This study sought to determine pharmacy students' self-assessment of their level of competency in specified global health statements across various schools. It also evaluated attributes associated with competency and perception of importance, as well as explored students' perspectives on how best to incorporate global health content into pharmacy education. METHODS: Cross-sectional survey administered online to pharmacy students from three pharmacy schools in the United States. RESULTS: The self-assessed competency of pharmacy students in global health topic areas was low. Current or prior exposures outside of the PharmD curriculum to the global health content presented in the survey were significant indicators of self-assessed competency scores. Within individual participating schools, demographic characteristics such as gender, age category, speaking a non-English language, and progression through the PharmD curriculum were also significantly associated with competency scores reported. Most respondents (96%) agreed that relevant global health education should be incorporated into the pharmacy curriculum. CONCLUSIONS: Pharmacy students generally perceive global health competencies to be of great importance in practice, but acknowledge their deficiencies in this area. The current burden of global health education at the schools surveyed relies on individual student experience rather than curricular support. Ensuring that future pharmacists understand their role in global health teams and are able to achieve the necessary level of competency to function in interdisciplinary initiatives will require more strategic incorporation of relevant content into the curriculum.

A Pilot Study Regarding Pharmacy Law Education Across Doctor of Pharmacy Programs.

Objective. To describe the features of pharmacy law education in Doctor of Pharmacy (PharmD) programs in the United States. Methods. A review of the literature found no prior published data describing the delivery of pharmacy law education across PharmD programs in the United States. Members of the Pharmacy Law Educators Subcommittee of the American Society for Pharmacy Law (ASPL) developed questions for a survey. The survey was administered electronically to all 139 American Association of Colleges of Pharmacy (AACP) member institutions in the summer of 2016. A link to complete the 32-item online survey was distributed via email to the pharmacy law educator or associate dean at each AACP member institution. Results. Of the 139 PharmD programs surveyed, 49 completed the survey instrument, yielding a response rate of 35.2%. Variations between programs were found in the professional background of pharmacy law instructors and assessment strategies for pharmacy law courses, as well as in the structure and placement of the main pharmacy law course within the various curricula. Conclusion. This pilot study represents the first and only known attempt to examine delivery of pharmacy law education across colleges of pharmacy. The variations between programs found in this study highlight the need for further investigation into this area of pharmacy education.

Effect of a multimodal multidisciplinary training program on pharmacy residents' knowledge and confidence toward research and biostatistics.

INTRODUCTION: The optimal method to increase pharmacy resident knowledge and confidence toward research remains unknown. OBJECTIVE: This study evaluated the impact of a structured curriculum on pharmacy residents' knowledge, confidence and attitude toward biostatistics and research. METHODS: This prospective, multicenter study included pharmacy residents from 2016 to 2017. Residents underwent research training with (1) 60-hours of online modules delivered by multidisciplinary senior faculty (MD, PhD), (2) a 2-day interactive workshop delivered by experienced pharmacy researchers and (3) a mentored longitudinal research experience. Fifteen residents were invited to complete a questionnaire at baseline and again before graduation to measure knowledge, confidence and attitudes about research. Residents were followed for one additional year to measure peer-reviewed publications. RESULTS: Eleven (73%) residents provided complete responses to ≥1survey domain. At baseline, 27% of respondents reported being at least somewhat confident about their biostatistics and research skills (a favorable response for ≥5 of the 9 confidence items). At follow-up, 91% self-reported confidence. Self-reported familiarity with statistical terminology (a score of 4 or 5) increased from 19% at baseline to 82% at follow-up. The mean correct score on the knowledge items at baseline was 15 ±â€¯2.5 (total possible 28) and increased to 20 ±â€¯2.7 after training. By one year after graduation, 53% of residents published at least 1 peer-reviewed manuscript and 20 peer-reviewed publications as first or co-author with a median journal impact factor of 3.16 (IQR: 2.61-4.59). CONCLUSION: This study provides a framework for sustainable, multidisciplinary, multimodal research education that increased confidence and knowledge among pharmacy residents and resulted in tangible contributions to the scientific literature. Future studies should explore long-term knowledge gained and publications.

Reliability and Validity of a Checklist to Evaluate Student Performance in a Problem-Based Learning Group.

Objective. To validate a problem-based learning (PBL) evaluation checklist to assess individual Doctor of Pharmacy (PharmD) students' performance in a group. Methods. In 2013, a performance checklist was developed and standardized. To evaluate the reliability and discriminant validity of the checklist, pharmacy students' evaluation scores from 2015-2016 were assessed along with overall program grade point averages (GPA), and scores on knowledge and problem-solving examinations. Predictive analysis software was used to analyze the data. Results. Seventy facilitators generated 1506 evaluation reports for 191 (90 third-year and 101 second-year) students over eight PBL cases. The mean (SD) total score was 40.6 (2.5) for P3s and 39.1 (2.7) for P2s out of a possible 44.2 points. Students' scores improved each semester. Interrater reliability based on intraclass correlation coefficient for all cases was 0.67. Internal reliability as determined by Cronbach alpha was >0.7 for all binary checklist items across all cases. Discriminant validity assessed using Pearson correlation coefficient showed that the total score from the checklist did not correlate with knowledge or problem-solving examination scores. Conclusion. This unique PBL checklist proved to be a reliable and valid tool to assess student performance in small group sessions in a PharmD curriculum.

Implementation of a Continuing Professional Development Course in a Longitudinal Didactic Curriculum for Pharmacy Students.

Objective. To implement a continuous professional development (CPD) program in the didactic curriculum of a three-year Doctor of Pharmacy (PharmD) program, and evaluate associated outcomes. Methods. The initial CPD program was implemented in the didactic curriculum of the PharmD program in 2014-2015. Barriers were identified and strategies adopted to overcome the barriers. A revised CPD curriculum was implemented in the 2015-2016 academic year. Student and faculty evaluations of the course were conducted, and students' perceived capabilities in the various skills related to professional development were measured. Results. The student ratings of the course were acceptable (ranging from 3.3 to 4.2 on a 5-point Likert scale). First-year students rated the course higher than second-year students did. The majority of faculty members found the CPD curriculum valuable for students. Students perceived that their skills in oral, written and interprofessional communication, leadership, and time management had significantly improved after completing the course. Conclusion. Implementation of a CPD process during the didactic curriculum for PharmD students is feasible and beneficial to students' professional development. This CPD model provided students with an opportunity to develop self-directed lifelong learning skills and prepared them to transition to practice-based learning in their final year of the program.

Identifying opportunities for PharmD curricular reform by surveying oncology pharmacists about career preparedness and exposure.

INTRODUCTION: The primary objective of the study was to assess factors that predict pursuit of an oncology post-graduate year 2 (PGY-2) residency. Additional objectives included identifying the role of and exploring opportunities for PharmD curricula to increase student interest in the oncology field. METHODS: An anonymous 15-minute survey was developed and administered to oncology pharmacists and residents. Study participants were included if they were actively practicing as clinical pharmacists in an oncology setting in the US, maintained an active pharmacist license, and >18 years of age. Responses were analyzed using descriptive and inferential statistics. All results are reported in aggregate, with the exception of quotes obtained from open-ended responses. RESULTS: Eighty participants were included in analyses. After controlling for variance due to age, sex, race, years of practice, the number of oncology advanced pharmacy practice experiences (APPEs) correlated with pursuit of a PGY-2 residency in oncology (p = 0.047). Additionally, participants' perceived level of preparedness from didactic oncology training predicted pursuit of an oncology PGY-2 residency (p = 0.002). Emerging themes in pursuing oncology from open-ended items revealed that inclusion of supportive care in the didactic curriculum and having a family member or friend diagnosed with cancer were important factors. Additionally, participants' responses regarding PharmD curricula included recommendations to inform didactic and experiential education. CONCLUSIONS: The results support the need for reevaluation of oncology education in PharmD curricula. Further studies could explore specific aspects of didactic curriculum that impact the level of student preparedness, and which elements encourage a student pharmacist to seek further training in the oncology field.

A survey of pediatric degree option program graduates in a doctor of pharmacy curriculum: Confidence and initial employment position.

BACKGROUND AND PURPOSE: Graduates from the pediatric degree option program (PDOP) were tracked to identify confidence with pediatric pharmacotherapy and categorize initial employment following graduation. EDUCATIONAL ACTIVITY AND SETTING: The PDOP was established in 2011 and requires 16 credits of pediatric-focused didactic coursework and advanced pharmacy practice experiences. Thirty PDOP graduates completed a 30-item questionnaire to assess confidence in pediatric pharmacotherapy knowledge and skill statements and employment position following graduation. Responses were compared between those completing post-graduate pediatric pharmacy training and those who did not. FINDINGS: Nineteen (63.3%) graduates responded. All expressed "very high" or "high" confidence with dose calculations, first-line treatment selection for otitis media, and counseling caregivers on medications. However, <75% expressed "very high" or "high" confidence with identification of pharmacokinetic differences in neonates vs. children, utilization of growth charts, and counseling children. Ten (52.6%) respondents completed post-graduate training, and the remainder had an initial position in community or hospital pharmacy. There were no significant differences in pharmacotherapy skill and knowledge statements between those completing residency vs. those who did not. The most beneficial experiences reported were gaining clinical experience in pediatric pharmacy and medication safety. SUMMARY: Overall, PDOP graduates noted high confidence in pediatric pharmacotherapy skills and knowledge. Most felt that the PDOP influenced their initial career plans and made them more competitive for their initial position following graduation. The PDOP was well received and provided an opportunity for additional knowledge and skill development for students interested in pediatrics.

High-fidelity simulation increases pharmacy resident perceived competence during medical emergencies.

INTRODUCTION: Our objective was to assess postgraduate year one (PGY1) pharmacy resident perceived competence during medical emergencies before and after implementation of a longitudinal simulation training curriculum. METHODS: At the University of California San Francisco (UCSF) Medical Center, PGY1 pharmacy residents serve as primary code team responders for code blue, code sepsis, and code stroke, among other medical emergencies. In 2015, the UCSF Residency Training Program implemented a longitudinal simulation curriculum for PGY1 pharmacy residents. Throughout the residency year, residents participated in four simulation lab sessions that addressed various medical emergencies. To assess the impact that the simulation curriculum had on resident perceived competence during medical emergencies, a 19-question survey (13 clinical questions and six control questions) was distributed to the residents at the end of the residency year. Resident responses from the 2015 to 2016 and 2016 to 2017 surveys were compared to a control residency class from 2014 to 2015 who did not undergo the simulation curriculum. RESULTS: Simulation-trained PGY1 pharmacy residents reported significantly greater perceived competence in five of the twelve medical emergency scenarios (acute coronary syndromes, symptomatic bradycardia, supraventricular tachycardia, ventricular tachycardia, and cardiac arrest) as compared to non-simulation-trained controls. In addition, the PGY1 pharmacy residents felt that their performance as a clinical pharmacist would significantly improve as a result of the simulation curriculum. CONCLUSIONS: Incorporation of a longitudinal simulation curriculum into PGY1 pharmacy resident training can positively impact resident self-reported competence when performing essential pharmacist functions during medical emergencies.

Student perceptions of the value they bring to APPE sites.

INTRODUCTION: Partner institutions invest much time and effort into educating pharmacy students, and ideally students should be viewed as valuable to those sites. Prior studies have demonstrated the perceptions that preceptors and administrators have about the value of students at their sites. However, students' perceptions of their own value at practice sites have not been described. Students do have perceptions about their own value to sites, and such information could be useful in learning about potential areas in which students perceive they are making an impact on patient care. METHODS: Five hundred qualitative student responses to an evaluation question regarding perceived value were analyzed from a United States pharmacy school. Nineteen categories of value were extracted. Responses fit into multiple categories, resulting in 783 data points for analysis. The categories were analyzed overall and with respect to advanced pharmacy practice experience (APPE) type (acute care, community, hospital, ambulatory care, and elective). Descriptive statistics were used. RESULTS: Providing patient counseling (15.7%) and therapeutic recommendations (14.7%) were the highest perceived values. In adult acute care and hospital APPEs, "providing therapeutic recommendations" (24.4% and 19.1% respectively) were rated highest. In community, ambulatory care, and elective APPEs, "providing patient counseling" (25%, 23%, and 13.8%, respectively) was highest rated. CONCLUSIONS: Students perceive they are valuable to practice sites in several ways. These results demonstrate that students' self-reported perceptions of the value they bring to their sites are consistent with other literature reports based on perception of preceptors regarding student value to patient care.

Impact of co-curricular involvement on academic success of pharmacy students.

INTRODUCTION: The purpose of this study was to examine the relationship between participation in co-curricular activities and academic performance of pharmacy students enrolled in a traditional PharmD program. METHODS: Pharmacy students self-reported their activities in an online portfolio, allowing calculation of equivalent hours spent in co-curricular pursuits in a given academic year for each student during the six year period. Inferential statistics were used to elucidate the differences in co-curricular engagement by student rank, progression status, and leadership experience as well as differences in grade point average (GPA) by level of co-curricular participation and leadership experience. RESULTS: Participation in co-curricular activities was less for students earning a deficiency than students with satisfactory academic performance. Students who were very engaged in co-curricular activities earned higher GPAs on average and were more likely to hold a leadership position. Leaders earned higher GPAs, were less likely to incur academic deficiencies, and were more involved in all types of co-curricular activities than students who did not hold a leadership position. CONCLUSIONS: The results of this study offer evidence in support of the importance of co-curricular involvement to the development of the whole pharmacy student, including academic success. The provision of co-curricular opportunities by pharmacy programs provides personal and professional development opportunities to students and supports deep learning associated with improved academic performance and overall success.

An interprofessional clinical toxicology advanced pharmacy practice experience.

BACKGROUND AND PURPOSE: Clinical toxicology is a blend of science, research, and patient management practices involving human poisonings from exposure to natural and synthetic toxins. The objective of this study was to describe the components of an elective advanced pharmacy practice experience (APPE) in clinical toxicology at California Poison Control System (CPCS). EDUCATIONAL ACTIVITY AND SETTING: The APPE requirements included a mix of active participation in case management and supplemental educational exercises, case presentations and consultations, and a structured self-study component consisting of readings and on-line modules. In addition, there were two active learning activities, high acuity poisoning simulation scenarios utilizing a high-fidelity mannequin, and an antidote tasting session. FINDINGS: From April 2012 to October 2017, 82 student pharmacists completed this APPE. Pharmacy students completed 85 pre-simulation surveys and 80 post-simulation surveys. Survey results showed an increase in pharmacy student beliefs that a clinical pharmacist should be involved in the differential diagnosis and management of patients (60% pre-simulation vs. 78.8% post-simulation, p = 0.009). APPE pharmacy students completed an evaluation of the preceptors(s), site, and learning experience. The average score for all areas on the preceptor and site evaluations was >4.5 on a 5-point Likert scale. Qualitative data themes included student satisfaction with opportunities, feedback, and the interprofessional and collaborative environment. SUMMARY: An APPE in the CPCS was successfully designed and implemented. The APPE provides an interprofessional collaborative learning environment that allows student pharmacists to understand the unique role of the pharmacist in this setting.

Introduction of an integrated curriculum: Early outcomes and experiences within a large private university.

BACKGROUND AND PURPOSE: Curricular integration has long been advocated in healthcare education as a strategy to enhance academic experiences, facilitate higher-order learning, and bridge various disciplines. The study's purpose was (1) to assess the early impact of a new integrated pharmacy curriculum on course evaluations and learning of the clinical sciences when compared to the traditional curriculum and (2) to describe logistical enhancers and challenges that should be considered before and during the rollout of similar curricula. EDUCATIONAL ACTIVITY AND SETTING: An integrated curriculum was designed to combine the clinical (therapeutics) and basic sciences (pharmacology, medicinal chemistry) using an organ-system approach within a Doctor of Pharmacy (PharmD) program. Beginning in the second professional year, the nine-course sequence was delivered in a modified block format. Study outcomes compared data (course evaluations and exam performance) from the traditional and integrated curriculums. FINDINGS: When comparing student course evaluations, there were no significant differences. Student commentary conveyed concerns on the ability to retain and apply material within a modular block course series. There was positive feedback regarding the integrated workshop cases in the new curriculum. The mean percentage difference in student performance for respective clinical science topics ranged from +0.8 to -3.9%. SUMMARY: Results provide insight on a transitional period between traditional and integrated curricular approaches in a United States accredited PharmD program. Future efforts will include evaluating its impact on college-specific outcomes, curricular satisfaction, and student performance on various assessment activities.

PharmD graduates' perceptions of the impact of a teaching specialization.

INTRODUCTION: The purpose of this study was to evaluate graduates' perceptions of the impact of a teaching (education) specialization and identify aspects of the specialization that could be enhanced. METHODS: A 20-item online survey was emailed to graduates of the education specialization at Southern Illinois University Edwardsville School of Pharmacy. Data was analyzed using descriptive statistics. Regression analysis was used to examine (1) association between overall self-rated competence on abilities and skills as a teacher and the number of types of teaching experiences and (2) association between overall self-rated competence on abilities and skills as a teacher and history of holding a faculty position. Chi square was used to determine differences between the two cohorts in confidence areas. RESULTS: Fifty-six out of 69 alumni (81.2%) responded to the survey. Graduates reported high levels of confidence in most teaching abilities. There was a high level of agreement that the specialization enhanced motivation to teach. Regression analysis indicated statistically significant associations between self-rated competence on abilities and skills across a variety of teaching experiences (e.g., classroom lecturing, precepting, continuing education, staff training, lab instruction, facilitating small groups) and history of faculty employment. Enhanced skills in experiential education and teaching outside of academia were identified as further areas for development. CONCLUSION: The education specialization offered at Southern Illinois University Edwardsville School of Pharmacy may be an alternative entry level PharmD pathway for stimulating interest in academia. The majority of graduates agreed that they have applied the knowledge and skills to their careers.