Factors impacting self-perceived readiness for residency training: results of a national survey of postgraduate year 1 residents.

OBJECTIVE: To examine the factors impacting postgraduate year 1 (PGY1) residents' self-perceived readiness for residency. METHODS: A total of 1801 residents who matched in American Society of Health-System Pharmacists (ASHP)-accredited PGY1 programs were e-mailed individualized invitations to take an online survey. The survey collected self-ratings of readiness for residency training competencies including time management and organization, foundational knowledge, clinical practice, project management, and communication. KEY FINDINGS: Data from 556 completed surveys were analyzed. Residents agreed they were ready to perform activities requiring time management and organization (median = 4, mean = 4.08), foundational knowledge (median = 4, mean = 3.83), clinical practice (median = 4, mean = 3.67), and communication (median = 4, mean = 4.05). Residents who completed at least 1 academic advance pharmacy practice experience (APPE), 5 clinical APPEs, or held a bachelors degree felt more confident than their counterparts in regard to project management (P < .001, <.001, and .01, respectively). CONCLUSION: PGY1 residents generally felt prepared for time management and organization, foundational knowledge, and communication residency training competencies. This was significant for those who completed 1 or more academic APPEs, 5 or more clinical rotations, or a bachelors degree. Study results may assist pharmacy schools in preparing students for residency training, prospective resident applicants in becoming more competitive candidates for residency programs, and residency program directors in resident selection.

Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education.

PURPOSE: Recommendations for the development and support of teaching and learning curriculum (TLC) experiences within postgraduate pharmacy training programs are discussed. SUMMARY: Recent attention has turned toward meeting teaching- and learning-related educational outcomes through a programmatic process during the first or second year of postgraduate education. These programs are usually coordinated by schools and colleges of pharmacy and often referred to as "teaching certificate programs," though no national standards or regulation of these programs currently exists. In an effort to describe the landscape of these programs and to develop a framework for their basic design and content, the American Association of Colleges of Pharmacy Pharmacy Practice Section's Task Force on Student Engagement and Involvement, with input from the American Society of Health-System Pharmacists, reviewed evidence from the literature and conference proceedings and considered author experience and expertise over a two-year period. The members of the task force created and reached consensus on a policy statement and 12 recommendations to guide the development of best practices of TLC programs. The recommendations address topics such as the value of TLC programs, program content, teaching and learning experiences, feedback for participants, the development of a teaching portfolio, the provision of adequate resources for TLC programs, programmatic assessment and improvement, program transparency, and accreditation. CONCLUSION: TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments.

Resources used to support postgraduate year 1 pharmacy residencies: survey of residency program directors.

PURPOSE: The results of a survey to identify personnel time, funding, and other resources used to support existing postgraduate year 1 (PGY1) pharmacy residencies and to determine potential residency program expansion are reported. METHODS: An electronic survey was distributed to PGY1 residency program directors (RPDs). Respondents were asked to provide demographic information and to characterize resources used to support their training programs. RESULTS: The survey response rate was 62%, representing 493 respondents. About 21% indicated their formal job descriptions identified them as a PGY1 RPD, and 8% replied that time expectations to perform the residency functions were specified. Up to 69% of respondents estimated that the time spent performing residency functions was 5-16 hours weekly. Other personnel who facilitated pharmacy residency logistics included administrative assistants, coordinators, and pharmacists, devoting approximately 1-8 hours weekly to the residency program. Half of respondents indicated their PGY1 programs received funding through the Centers for Medicare and Medicaid Services (CMS) pass-through reimbursement; 30% were not eligible, 11% had not considered such reimbursement due to the amount of work required, and 9% did not know if their sites received such funding. CONCLUSION: A survey of PGY1 RPDs collected a wide range of information about the resources used to support their programs and about future plans. Almost half of respondents anticipated expanding their PGY1 residency program capacity, and responses made it clear that adequate documentation was important for programs applying for CMS pass-through reimbursement and facing an audit.