Professional Fulfillment and Burnout in Fourth-Year Pharmacy Students and Risk Factors for the Future: A Mixed Methods Study.

OBJECTIVE: Many factors shape the professional identity of pharmacy students; however, little is known about the influence of well-being. Two aspects of well-being explored in this study include professional fulfillment and burnout. We describe the current levels of each among fourth-year pharmacy students, identify possible predictors, and uncover themes. METHODS: The Stanford Professional Fulfillment Index was used to measure professional fulfillment and burnout among students in the prior 2 weeks. Multivariable linear regressions were conducted to identify individual characteristics and activities as predictors of professional fulfillment and burnout. Upon completion of activities to foster personal wellness, student self-reflections were analyzed using thematic analysis to describe student-perceived barriers and facilitators of professional fulfillment and burnout. RESULTS: In total 54 students completed the Professional Fulfillment Index, wellness activities, and self-reflection. Having already completed the jurisprudence examination required for licensure and having a job upon graduation were statistically significantly associated with higher professional fulfillment scores. We identified that working in a non-pharmacy-related job, while completing practicums, was statistically significantly associated with higher work exhaustion scores. Themes uncovered from student self-reflections included a definition of wellness, how doing what you are supposed to be doing and working in a psychologically and physically safe environment contributes to professional fulfillment, and system-level factors leading to burnout. CONCLUSION: This study provides evidence of the importance of supporting pharmacy students in the completion of the steps to licensure, the value of exposure to a variety of pharmacist-related activities through experiential education, and well-being as foundational to professional identity.

What Types of Data are Pharmacy Education Scholars Using in their Abstracts for Poster Presentations?

OBJECTIVE: The objective of this study was to describe the data being used to support poster presentations in pharmacy education scholarship. METHODS: Research and education posters presented at the 2020 American Association of Colleges of Pharmacy Annual Meeting were unitized to isolate text to be coded, and two coders categorized the quantitative and qualitative data by type and source. Questionnaires, instruments, and exams were categorized as new (ie developed and used for this particular inquiry) vs. existing. Qualitative data types were categorized as interviews, focus groups, self-reflections, analysis of student work products (eg lab reports assessed for student understanding), comments (ie written or verbal comments), and other (eg course reports). RESULTS: Two hundred and sixteen abstracts were included in the analysis, with 80 (37%) of abstracts relying on data derived from respondent's perceptions. Further, 143 abstracts (66%) used at least one new questionnaire, instrument, or exam. In 57% of the cases where multiple data sources were used, the study involved interprofessional education (eg multiple health professions learners) or pharmacy student-investigator combinations, and 28 abstracts (13%) did not use pharmacy students as a source. Less than 5% of all abstracts analyzed used traditional qualitative methods of interviews and focus groups. CONCLUSION: This study can open conversations around how to improve the quality of pharmacy education research and the identification of areas within the scholarship of teaching and learning that may benefit from improvement.

Commentary: Making Space for Reading as a Faculty Member.

In academia, significant emphasis is given to the importance of writing. However, reading may be given less prominence in faculty work lives. The purpose of this commentary is to explore the educator's relationship with academic reading, habits that support this practice, and points of reflection for creating space for reading in our professional lives. The authors engaged in a reflexivity exercise and discussion of our own motivations, emotions, and experiences associated with reading, and how these may change across our careers. We discuss the need to make space for reading in our work, and additionally, provide recommendations for better integrating the habit of reading into our professional lives.

Pharmacist Prescribing at Inpatient Discharge in Alberta.

Background: Pharmacists in the province of Alberta may apply for additional prescribing authorization (APA), which allows them to independently prescribe medications. Currently, no literature exists about pharmacist prescribing for inpatients at the time of discharge. Objectives: The primary objective was to report the proportion of patients for whom inpatient pharmacists with APA prescribed at discharge across Alberta, Canada. Secondary objectives were to describe discharge interventions other than prescribing that were provided, enablers of and barriers to discharge prescribing, and differences in discharge prescribing by facility or population type, clinical area, and health care charting system. Methods: A descriptive, cross-sectional web-based survey of inpatient pharmacists with APA across Alberta was conducted over a 6-week period in early 2022. Results: A total of 104 respondents met the inclusion criteria. Under half (45/102, 44.1%) of the participants reported prescribing at discharge. Those that reported prescribing at discharge did so for only a median 14.5% of their patients. The most common enabler of discharge prescribing was a supportive care team, and the most common barrier was the presence of other prescribers. Pharmacists who did not report prescribing at discharge selected "discomfort with being responsible for the prescription" and "fear of professional liability" as barriers more often than those who did report discharge prescribing (51.0% [26/51] vs 33.3% [13/39] and 43.1% [22/51] vs 25.6% [10/39], respectively). The proportion of pharmacists who reported prescribing at discharge was greater with increasing population/facility size (30% [6/20] of pharmacists in settings that served small populations vs 50% [29/58] of those in settings that served large populations). Conclusions: Inpatient pharmacists who use APA at discharge reported prescribing for only a minority of patients, and discharge prescribing practices varied widely across the province. Future areas of research include how pharmacists can overcome barriers to prescribing at discharge.

Contexte: Les pharmaciens de la province de l'Alberta peuvent demander une autorisation supplémentaire de prescrire des médicaments de manière indépendante. À l'heure actuelle, aucune documentation n'existe sur la prescription de médicaments destinés aux patients hospitalisés au moment de leur congé par les pharmaciens. Objectifs: L'objectif principal visait à rendre compte de la proportion de patients à qui les pharmaciens en milieu hospitalier titulaires d'une autorisation supplémentaire de prescrire prescrivaient des médicaments au moment du congé en Alberta, au Canada. Les objectifs secondaires visaient quant à eux à décrire : les interventions au moment du congé, autres que la prescription; les obstacles et les facilitateurs de la prescription au moment du congé; et les différences en matière de prescription au moment du congé par type d'établissement ou de population, domaine clinique et système de dossiers de soins de santé. Méthode: Une enquête en ligne descriptive et transversale a été menée auprès de pharmaciens en milieu hospitalier titulaires d'une autorisation supplémentaire de prescrire en Alberta, sur un intervalle de 6 semaines au début de 2022. Résultats: Au total, 104 répondants satisfaisaient aux critères d'inclusion. Moins de la moitié (45/102, 44,1 %) des participants ont déclaré prescrire au moment du congé. Ceux-ci le faisaient pour seulement une médiane de 14,5 % de leurs patients. Le facteur le plus courant favorisant la prescription au moment du congé était une équipe de soins de soutien; l'obstacle le plus courant était la présence d'autres prescripteurs. Les pharmaciens ayant déclaré ne pas prescrire au moment du congé ont plus fréquemment indiqué comme obstacle le fait d'être « mal à l'aise à l'idée d'être responsable de la prescription ¼ et la « crainte de la responsabilité professionnelle ¼ que les pharmaciens ayant indiqué prescrire au moment du congé (51,0 % [26/51] contre 33,3 % [13/39] et 43,1 % [22/51] contre 25,6 % [10/39], respectivement). La proportion de pharmaciens ayant déclaré prescrire au moment du congé était plus élevée lorsque la taille de la population/de l'établissement était plus importante (30% [6/20] des pharmaciens dans des milieux desservant de petites populations contre 50 % [29/58] de ceux dans des milieux desservant de grandes populations). Conclusions: Les pharmaciens en milieu hospitalier titulaires d'une autorisation supplémentaire de prescrire ont déclaré prescrire pour seulement une minorité de patients au moment du congé, et les pratiques en la matière variaient largement dans la province. Les futurs domaines de recherche comprennent la manière dont les pharmaciens peuvent surmonter les obstacles les empêchant de prescrire au moment du congé.

Clinical decision-making by fourth-year pharmacy students: Towards an understanding of their uncertainty.

INTRODUCTION: Clinical decision-making is a critical process underpinning much of a pharmacist's daily activities. While it is known that pharmacists hesitate to make decisions, it remains unclear whether pharmacy students experience similar hesitancy. The objective of this study was to better understand the phenomenon of decision-making in pharmacy students. METHODS: This study was designed from a social constructivist paradigm using qualitative case study methodology. The purpose was to investigate issues related to hesitancy in clinical decision-making by fourth-year pharmacy students. Data were collected through observation of students engaging in simulations, post-simulation interviews, and written reflections. Data analysis included multiple stages of coding, followed by pattern identification and discovery of interrelationships. RESULTS: The primary themes relating to issues in pharmacy student clinical decision-making were relational factors, teaching and learning, degree of certainty, and personal characteristics. Relational factors include elements of relationships with patients and physicians as well as a sense of autonomy. The theme of teaching and learning included the sub-themes of formal education and learning in the real world. Degree of certainty included patient complexity, weighing risks and benefits, comfort in ambiguity, and a lack of information. Finally, personal characteristics associated with decision-making include personal experiences, leadership skills, and confidence. CONCLUSIONS: Pharmacy education needs to focus on ensuring preceptors can help model comfort in ambiguity, that assessments include the reality of practice, and ensuring ample practice of decision-making in a simulated environment.

Moving beyond professionalism: Pharmacy students understanding of professionalism and professional identity.

INTRODUCTION: Professional identity is who we are in the context of our chosen profession, a complex and dynamic process. The purpose of this study was to describe pharmacy students' understanding of the terms professionalism and professional identity and the elements of formal and informal curricular activities that may contribute to professional identity formation. METHODS: This anonymous cross-sectional survey was administered to pharmacy students in years one through five at all 10 Canadian pharmacy schools with the help of local Canadian Association of Pharmacy Students and Interns representatives. Students were first asked to define professionalism and professional identity and then were provided with a definition of professional identity to support their statements as to what experiences were meaningful in its development. Both an inductive and deductive approach were used for thematic analysis of written responses alongside descriptive statistics. RESULTS: A total of 172 students responded. Most students were from the University of Alberta and were evenly distributed through years one through four of pharmacy. Key themes emerged of the traditional view of professionalism, expanding the six tenets defined by the American College of Clinical Pharmacy to include responsibility and accountability. Pharmacy students' definitions of professional identity more often included facets of professionalism, but when prompted acknowledged teaching related opportunities, professional development, and role-modelling as playing a key role in professional identity development. CONCLUSIONS: Most pharmacy students were unable to formally define professional identity; however when prompted they did understand what it was and which experiences nurtured its development.

Reflective Practice: Co-Creating Reflective Activities for Pharmacy Students.

Reflective practice is important in pharmacy education to support skill development for decision-making, critical thinking, problem-solving, and in continuing professional development and beyond. Despite the importance of reflective practice in higher education and professional practice, reflection assignments are not universally embraced by students. This project was initiated due to recent interest in the co-creation of pharmacy curriculum by students and faculty. The purpose of this project was to develop reflection assignments for pharmacy students. The principles of the analysis, design, development, implementation, evaluation (ADDIE) instructional design framework guided the development of reflection assignment templates for three focus areas: personal development, professional development, and professional identity formation. Templates included background and definitions for these specific focus areas as well as objectives, instructions, guiding questions, assessment methods, and submission requirements. A previously tested assessment rubric was adopted for reflection assignments. Development involved target audience and expert reviews and a trial implementation was held in a year 3 patient care skills course. The co-creation process enriched the experiences of students and faculty involved in it. Future co-creation projects including groups of students, formal evaluation of outcomes, and impact on the program will further support integration of reflective practice in the pharmacy curriculum.

The impact of the COVID-19 pandemic on pharmacy students' personal and professional learning.

INTRODUCTION: The COVID-19 pandemic impacted both healthcare delivery and the education of healthcare students, with a shift to remote delivery of coursework and assessment alongside the expansion of the scope of practice of Alberta pharmacists. The objective of this research was to understand how the learning of pharmacy students at the University of Alberta was impacted by the COVID-19 pandemic. METHODS: A cross-sectional survey was distributed to 397 pharmacy students in years one through three. Students responded to three short-answer reflection questions: (1) how has the COVID-19 pandemic situation affected your learning; (2) from a pharmacy and pharmacy school perspective, what have you learned since the COVID-19 pandemic began; and (3) from a personal perspective, what have you learned about yourself since the COVID-19 pandemic began? A thematic analysis was undertaken of students' responses to these reflection questions. RESULTS: A total of 53 students responded to the survey (response rate 13%). Two major themes were identified across all three reflection questions, with several subthemes: remote learning (learning environment, knowledge transfer, knowledge retention, assessment) and mental health (appreciation, stress, extroversion, motivation). Adaptability, routine, professional identity, and the role of the pharmacist were also identified as less prevalent themes. CONCLUSIONS: Pharmacy students' responses led to the identification of several themes related to their learning given the changes brought about by the COVID-19 pandemic. This increased understanding of student perceptions has the potential to improve the remote delivery of education, support increased university-wide mental health resourcing, and shape pharmacy curriculum development.

Evaluation of care delivery by a novel multidisciplinary bone health clinic for patients at risk of glucocorticoid-induced osteoporosis.

Glucocorticoid-induced osteoporosis (GIOP) is a common condition associated with increased risk for fracture. Many patients receive suboptimal care. We created a novel GIOP clinic model which successfully fills a gap in osteoporosis care by providing multidisciplinary intervention in key components of GIOP preventive care to an underserved patient population. INTRODUCTION: This study characterizes the patient population referred to our novel glucocorticoid-induced osteoporosis (GIOP) clinic and evaluates how well the clinic performed in addressing key components of GIOP preventive care. METHODS: This population-based prospective cohort study derives data from patients reviewed at the University of Alberta Multidisciplinary Bone Health Clinic from January 2017 to September 2019. To create our clinic model, key components of GIOP preventive care were summarized based on current guidelines, and clear responsibilities were delegated to each multidisciplinary team member. A REDCap database was constructed, and each patient's multidisciplinary assessment was entered at each visit. Demographic and treatment data was extracted from our database. RESULTS: The clinic was able to achieve optimal GIOP preventive care in 60.1% of patients and in 78.7% of patients when excluding wait time. Of the 245 GIOP patients assessed, over half were females (56.7%) and the mean age was 56.7 years (range 16-95 years). Referrals were primarily made by specialists. Low-trauma fractures were reported in 24.9% of patients and 95.5% of patients had a baseline dual-energy X-ray absorptiometry (DXA). The mean current daily prednisone-equivalent dose was 14.1 mg. All patients received a recommendation for pharmacotherapy (100%) and the majority received counseling on vitamin D (98.8%), calcium (97.8%), smoking cessation (98.8%), alcohol reduction (98.4%), falls prevention (88.6%), and exercise (85.3%). CONCLUSION: Our novel GIOP clinic model successfully fills a gap in osteoporosis care by providing multidisciplinary intervention in key components of GIOP preventive care to an underserved patient population. Further studies are required to assess the real-world long-term outcomes of our model.

Pharmacy and medical students' competence and confidence with prescribing: A cross-sectional study.

INTRODUCTION: Previous research has shown that prescribing competence is weakly correlated with prescribing confidence. This questions whether undergraduate programs adequately prepare students and junior practitioners for safe and rational prescribing. The goal of this project was to investigate whether there are differences in prescribing competence and confidence between fourth year pharmacy and medical students at the University of Alberta. METHODS: A cross-sectional design measured prescribing competence using five case scenarios and prescribing confidence with a survey. All fourth-year pharmacy and medical students at the University of Alberta were eligible to participate. Answers to the cases were graded based on therapeutic appropriateness and inclusion of all legal requirements. The confidence survey assessed self-rated confidence of both assessment and prescribing skills. Chi-square tests were used to compare frequencies of prescribing errors and self-rated confidence. The Spearman correlation coefficient was used to explore the correlation between prescribing competence and confidence for both cohorts independently. RESULTS: Thirty-one pharmacy students and 16 medical students (response rate 24% and 10%, respectively) completed the assessment between December 2018 and March 2019. Pharmacy students had significantly more appropriate prescriptions and fewer inappropriate prescriptions than medical students. Both rated themselves as confident or very confident with prescribing, however neither group consistently included all the legal requirements of a prescription. There were no significant correlations between competence and confidence. CONCLUSIONS: There are differences in prescribing competence and confidence between pharmacy and medical students. This assessment identified deficits in prescribing skills that could be targeted by future educational initiatives.

The role and impact of the pharmacist in long-term care settings: A systematic review.

OBJECTIVE: Older adults in long-term care (LTC) are often frail and comorbid and have multiple medications. Although medication review by pharmacists has been integrated into LTC practice in many countries through policy and reimbursement models, the impact is variable in the literature. The purpose of our study was to review the literature regarding the impact of the pharmacist in LTC. DATA SOURCES: Four databases were searched from inception to September 2017, including Ovid MEDLINE, Ovid Embase, Ovid Evidence-Based Medicine Reviews (Cochrane Library), and Ovid International Pharmaceutical Abstracts. STUDY SELECTION: Studies in any language were included if they met the following criteria: (1) pharmacist involved in care, (2) quasi-experimental or experimental design, and (3) conducted in LTC. DATA EXTRACTION: Two reviewers independently reviewed the titles, abstracts, and full-text articles to determine if they met inclusion criteria, with a third researcher resolving discrepancies. Data of included studies were independently abstracted by 2 reviewers and confirmed by a third researcher. RESULTS: Twenty-six studies (total N = 20,228, median study duration = 12 months) met the inclusion criteria. Medication review was the most common intervention, evaluated in 24 studies (92%). Eleven studies (42%) reported on the total number of medications per patient, with 7 studies finding a statistically significant reduction in medication usage. Six studies focused on psychotropic medications, with 4 of those leading to a reduction in medication. Explicit medication appropriateness criteria showed improvement in 5 studies. Medication and health care costs were evaluated in 14 studies (54%), with 4 reporting a statistically significant reduction. Studies reporting hospitalizations (10, 38%) were moderately heterogeneous (I2 = 59%) and failed to demonstrate an impact. Studies reporting mortality (8, 31%) were less heterogeneous (I2 = 0%), but they also failed to show a change. CONCLUSION: There is evidence to support pharmacist intervention, primarily through medication review, to improve measures in medication appropriateness.

Competence and confidence with prescribing in pharmacy and medicine: a scoping review.

OBJECTIVES: Prescribing is a growing scope of practice for pharmacists. The objective of this scoping review is to explore themes within the literature related to prescribing competence and confidence in the disciplines of pharmacy and medicine. METHODS: Online databases MEDLINE, EMBASE and Global Health were used to identify articles from inception to October 2018. Articles describing either the competence or confidence of physician, pharmacist or student prescribing, including inappropriate prescribing and prescribing errors were included. KEY FINDINGS: After applying the inclusion and exclusion criteria, 33 eligible articles remained. Many studies demonstrate that medical students and junior doctors are not competent in prescribing when they enter practice, and their perceived confidence is often higher than their assessed competence. There were fewer studies about pharmacist competence and confidence with prescribing; however, they described pharmacists that felt competent to prescribe but lacked confidence. Themes from the review included self-awareness, lack of education and educational improvements, prescribing errors and resources, prescribing culture and barriers to prescribing, gender differences and benefits to prescribing. CONCLUSIONS: There is little consensus from the outcomes of these studies related to prescribing competence or confidence. While some reflect positively on prescribing competence and confidence, others show major deficits in competence and lack of confidence. Further research needs to be done to evaluate pharmacist competence and confidence with respect to prescribing.

What makes pharmacists successful? An investigation of personal characteristics.

OBJECTIVES: The primary objective of this study was to identify characteristics of pharmacists that contribute to their success. DESIGN: A working definition of success in pharmacy practice was derived from a scoping literature review and is based on the premise that successful pharmacists practice to full scope within the context of their practice setting. Semistructured individual interviews were conducted with selected pharmacists. Potential candidates were nominated by leading pharmacists in the field with the use of our prespecified definition of success. Lists from the nominators were compared, and pharmacists who appeared on more than 1 list were invited to participate. The interview tool was developed with the use of previous research on success in health care professions. SETTING AND PARTICIPANTS: Participants were 10 practicing pharmacists in a variety of locations (5 urban/5 rural) and practice settings (5 hospital/4 community/1 ambulatory care). OUTCOME MEASURES: Themes related to successful pharmacists practicing to full scope. RESULTS: Pharmacists meeting our definition of success were engaged in assessment and care planning, other expanded scope activities, and interpersonal activities and collaboration. The 10 interviewed pharmacists described motivation, critical thinking, emotional intelligence, core competencies, and work-life balance as significant contributors to their success. CONCLUSION: Several characteristics were identified as potentially related to success. These characteristics may be useful in pharmacists identifying areas for personal growth and development.

Admissions processes in North American pharmacy schools: To what extent are characteristics of practice success measured?

INTRODUCTION: The goal of preparing competent pharmacy practitioners starts with the admissions process, whereby skills and abilities can be screened to identify those individuals with a strong potential for success. This study sought to describe the admissions processes of top pharmacy schools in North America and identify the extent to which characteristics associated with professional success are measured. METHODS: An observational survey design was used to collect information to help characterize the admissions processes of 60 pharmacy schools. Online and centralized Pharmacy College Application Service data of admissions requirements were confirmed and further details were collected through a telephone or email cross-sectional survey. Data were analyzed using descriptive statistics. RESULTS: Online data indicate that every school (n = 60) requires prerequisite courses; 53 (88%) consider grade point average (GPA) and 45 (75%) consider the Pharmacy College Admission Test (PCAT). Most schools utilize interviews during admissions (94%), with 67% using a personal interview, 20% the Multiple Mini Interview (MMI), and 7% a combination of both. Of 60 schools contacted, 42% completed the survey. Most schools (92%) assess critical thinking and professional motivation; the personality traits of agreeableness and conscientiousness were considered by 83%. Personal interview was the most frequently cited method for assessing applicant characteristics. CONCLUSION: Current admissions practices in the top North American pharmacy schools are varied and continue to rely on traditional components including GPA, PCAT, and interviews. However, there is also a movement toward using standardized and validated measures of non-cognitive aspects potentially more predictive of success in pharmacy school and subsequent practice.

A randomized controlled study of practice facilitation to improve the provision of medication management services in Alberta community pharmacies.

BACKGROUND: The provision of medication management (MM) services by community pharmacists has not been as widely implemented as expected. The Promoting Action on Research Implementation in Health Services framework proposes that in addition to evidence of benefit and a practice context conducive to change, health professionals benefit from facilitation to support their efforts. However, the impact of facilitation on patient care services in community pharmacy has not been studied. OBJECTIVE: The primary objective of this study was to explore the needs of community pharmacists in improving the provision of MM services to patients, and secondarily to use external facilitation to support pharmacies in increasing the number of MM services provided. METHODS: Ten community pharmacies in Alberta, Canada were randomized to external task-focused facilitation or usual practice. Facilitators interviewed staff of each intervention pharmacy to determine current workflow and barriers and facilitators to service provision, and collaborated to address these site-specific barriers over 6 months. RESULTS: Barriers identified by all intervention sites related to the impact of MM on dispensing, lengthy documentation, inefficient use of follow-up opportunities to address lower-priority concerns, and inconsistent patient identification. Strategies to address these barriers were generally well received by sites, which noted that facilitation improved staff communication and encouraged reflection on current practices; however, MM counts across both groups decreased over the intervention versus baseline. This decline was likely due to the unanticipated effect of the influenza vaccination season occurring concurrently with the intervention period. CONCLUSIONS: External facilitation appears to be a feasible and acceptable method to support community pharmacy provision of MM services. However, as the scope of pharmacists' practice increases, serious consideration of how, and when, these services can be consistently offered must be made. Relevant stakeholders should consider strategies to mitigate the barriers identified in this study when introducing new services or evaluating existing programs to ensure their uptake within existing workflow demands. CLINICAL TRIAL REGISTRATION: Clinicaltrials.gov identifier NCT02191111.

Pharmacists' Perceptions Regarding Optimization of Antibiotic Prescribing in the Community.

BACKGROUND AND OBJECTIVE: The overuse of antibiotics in the community is a primary cause of antibiotic resistance. Community pharmacists are the most accessible health professionals and so they are in an ideal position to implement interventions to ensure the appropriate use of antibiotics. This study aimed to explore the role of community pharmacists in the optimization of antibiotic prescribing and utilization. METHOD: Four focus groups were conducted with community pharmacists in Perth, Western Australia. Audio-recorded data were compared with field notes, transcribed, and thematically analyzed. RESULTS: There were twenty-four participants in four focus group sessions. Four main themes were identified: patient perceptions and behaviors, prescribing behaviors, pharmacists' roles and responsibilities, and health care system interventions in relation to antibiotic utilization. A number of interventions that could be implemented by community pharmacists were identified. In addition to interventions that are currently in place in Australia, forward dispensing, improved interprofessional collaboration, an expansion of current prescribing role, and vaccination capabilities were also suggested. CONCLUSIONS: This study indicated that current scope of pharmacists' roles has room for more intervention strategies aimed at improving antibiotic prescribing and utilization in the community.