Currents in Pharmacy Teaching and Learning最新文献

{"title":"Development and implementation of a Community Pharmacy “Bootcamp” activity – A pilot study","authors":"Tyler Marie Kiles ,&nbsp;Terry Weaver,&nbsp;Amanda Stallings","doi":"10.1016/j.cptl.2024.102205","DOIUrl":"10.1016/j.cptl.2024.102205","url":null,"abstract":"<div><h3>Objective</h3><div>The objectives of this study are to describe 1) the implementation of and 2) student performance and perceptions during an innovative classroom activity.</div></div><div><h3>Methods</h3><div>The Bootcamp was designed as an exercise in productive failure for second-year PharmD students enrolled in a community pharmacy elective course. A prescription verification exercise was introduced; however, students were intermittently interrupted with common community pharmacist tasks. To simulate these tasks (e.g.: receiving a phone call, counseling a patient, administering a vaccine, checking controlled prescription monitoring database etc.), students were directed by the instructor to perform other physical activities (e.g. walking around the classroom, doing jumping jacks, sending an email, etc.). After the activity, accuracy was assessed and each student uploaded a video reflection which were analyzed with content analysis.</div></div><div><h3>Results</h3><div>The activity was delivered in person in 2021 and virtually in 2022 during a two-hour class period. Of the 63 students, 86 % fully completed all 12 prescription verifications in the allotted time; however, the average accuracy was 53 %. Content analysis of video reflections generated three themes: unique and fun activity, importance of attention to detail, and enhanced understanding of pharmacy workflow from the pharmacist's perspective.</div></div><div><h3>Conclusions</h3><div>The Community Pharmacy Bootcamp was a fun and engaging way to expose students to the realities of daily practice in the community pharmacy setting. This activity was effective in helping students discover the need for development of further skills in addition to clinical expertise. This novel activity may be adapted to other environments including integration into required coursework.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102205"},"PeriodicalIF":1.3,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142432027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation of ungrading in the pharmacy curriculum","authors":"Elizabeth Monson ,&nbsp;Sydney Armbrust ,&nbsp;Allison Hursman ,&nbsp;Lisa M. Richter ,&nbsp;Jeanne E. Frenzel","doi":"10.1016/j.cptl.2024.102206","DOIUrl":"10.1016/j.cptl.2024.102206","url":null,"abstract":"<div><h3>Background</h3><div>Ungrading is an alternative assessment approach that focuses on feedback provided to students in place of grades. Giving feedback as opposed to grades has been shown to increase intrinsic learner motivation, promote deeper learning, and decrease stress and anxiety.</div></div><div><h3>Educational activity</h3><div>Four pharmacy faculty implemented ungrading practices into required pharmacy courses, including two pharmacy practice lab courses and two didactic courses. Specific strategies such as formative feedback, peer assessment, self-reflection, and small and large group discussions were incorporated to achieve the learning objectives for each course. This work provides details about the assignments and assessments used in each course.</div></div><div><h3>Critical analysis of educational activity</h3><div>Anonymous surveys were administered to faculty members and students at a Midwest School of Pharmacy. Faculty members expressed varying levels of satisfaction and stress related to grading assessments. They also shared their opinions on teaching courses without traditional grades. The student survey examined factors such as grade point average (GPA), study time, and enjoyment of the pharmacy program. It also captured general opinions about grades.</div><div>Based on survey results the implementation of ungrading practices helped students feel more prepared for advanced pharmacy practice experiences (APPEs). The findings contribute to the understanding of alternative grading approaches and their potential impact on student learning, well-being, and motivation. Rethinking assessment of student work may be a valid option for pharmacy schools, particularly in the setting of increased focus on student wellness and the educator's goal of increasing learning for all students.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102206"},"PeriodicalIF":1.3,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Describing the current landscape of pass/fail grading schemes within skills-based pharmacy curricula","authors":"Anna Nogid ,&nbsp;Mary E. Fredrickson ,&nbsp;Ashleigh L. Barrickman ,&nbsp;Courtney L. Bradley ,&nbsp;Angelina Vascimini ,&nbsp;Ava Jakab","doi":"10.1016/j.cptl.2024.102207","DOIUrl":"10.1016/j.cptl.2024.102207","url":null,"abstract":"<div><h3>Introduction</h3><div>Optimal methods for grading students in skills-based courses within pharmacy education have not been fully explored. This research aimed to assess the current landscape of pass/fail grading schemes within pharmacy skills-based courses and explore faculty perceptions of pass/fail grading schemes.</div></div><div><h3>Methods</h3><div>A 29-item, cross-sectional survey was electronically distributed to the American Association of Colleges of Pharmacy Laboratory Special Interest Group. The survey collected demographics, course grading schemes, faculty perceptions of student performance, and impact of implementing pass/fail grading schemes. Survey respondents were also invited to participate in semi-structured interviews, which were summarized due to limited participation. Descriptive statistics were used for analysis of survey data.</div></div><div><h3>Results</h3><div>Fifty-five participants responded to the survey, representing 23 pharmacy institutions. Most respondents (82 %) used a traditional grading system for final course grades in skills-based courses. Some respondents (40 %) used specification grading for skills assessment, and 64 % of respondents used pass/fail grading to assess specific skills. Most respondents perceived that the change to pass/fail grading either improved or made no difference in faculty workload, wellbeing, general faculty creativity, quality of feedback, timeliness of grading, grade grievances, and faculty preparation time. The main concern was decreased student motivation and engagement. Semi-structured interviews identified a need for specific, validated rubrics, importance of faculty buy-in, and lack of impact on faculty workload as a result of the change. Concerns about residency placement and student motivation were also identified.</div></div><div><h3>Conclusion</h3><div>There is variability in grading schemes used within skills-based pharmacy curricula. Faculty perceptions of pass/fail grading schemes are positive overall. Considering the limited number of institutions utilizing this grading scheme, additional research is needed.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102207"},"PeriodicalIF":1.3,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Don't worry, be APPE: Developing and refining a skills-based assessment of student preparedness for advanced pharmacy practice experiences","authors":"Natalie N. Gordon,&nbsp;Emily J. Christenberry,&nbsp;Sara C. Smith,&nbsp;Vicki Howe,&nbsp;Ian A. Mendez,&nbsp;Amanda M. Loya,&nbsp;Gabriel Frietze,&nbsp;Margie E. Padilla","doi":"10.1016/j.cptl.2024.102204","DOIUrl":"10.1016/j.cptl.2024.102204","url":null,"abstract":"<div><h3>Background</h3><div>The Accreditation Council for Pharmacy Education (ACPE) 2025 Standards charge pharmacy programs to assess student readiness for Advanced Pharmacy Practice Experiences (APPEs), but the method of assessment is not defined. This report describes the process of developing, implementing, and refining an APPE readiness assessment (ARA) that can be adapted to individual institutional needs and learning outcomes.</div></div><div><h3>Educational activity</h3><div>The ARA at The University of Texas at El Paso School of Pharmacy, a Hispanic-serving institution, is comprised of two practice areas: drug information and the Pharmacist Patient Care Process, each with multiple objective structured clinical examinations (OSCEs) to mimic how students will apply these skills in required APPE rotations. The ARA has been adapted for administration both virtually and in-person. Students are required to attain a 70 % average across all five OSCEs, with an opportunity to retest on any failed areas prior to progression into the APPE year.</div></div><div><h3>Critical analysis of the educational activity</h3><div>Since initial implementation in 2021, faculty experience and student performance informed changes to the assessment, rubrics, and integration of skills throughout the curriculum. The average overall ARA score was an 89.13 % in 2021 and ranged from 79.74 to 82.3 % in 2022–2024. Typically, less than 10 % of the class required re-testing, however, in 2023 16 % of the class had an ARA average less than 70 % requiring re-testing. Written skills are consistently the lowest performing area for students, potentially due to language discordance between students' preferred language and the language of the assessment.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102204"},"PeriodicalIF":1.3,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Retrospective study assessing student utilization of optional practice questions on pharmacy calculations final examination performance","authors":"Andrew McMillen ,&nbsp;Henry Brosch ,&nbsp;Kirolos Zakhary ,&nbsp;Stefanie Juzkiw ,&nbsp;Liz Fredrickson ,&nbsp;Katherine M. Tromp ,&nbsp;Ryoichi Fujiwara","doi":"10.1016/j.cptl.2024.102203","DOIUrl":"10.1016/j.cptl.2024.102203","url":null,"abstract":"<div><h3>Objective</h3><p>Pharmacists are often the last line of defense from medical errors caused by inaccurate calculations. Effective teaching and assessment of pharmaceutical calculations is essential in preparing students for successful pharmacy careers. This study aimed to elucidate the potential benefit of self-testing practice questions on final examination performance in a first-year pharmaceutical calculations course.</p></div><div><h3>Methods</h3><p>One-hundred and sixteen students across the class of 2026 and 2027 were given access to 110 online practice calculation questions eight days prior to the final examination. Retrospective analysis using Pearson's Correlation Coefficient and an Unpaired <em>t</em>-test was used to assess the effect of self-study practice questions on exam performance.</p></div><div><h3>Results</h3><p>A correlation between higher quiz scores and enhanced final examination scores was observed for both the class of 2026 and 2027. A greater number of attempts on practice quiz questions correlated with a higher score on the final examination for the class of 2026, but not the class of 2027. Also, an earlier first access date was associated with higher final examination scores specifically for the class of 2026.</p></div><div><h3>Conclusion</h3><p>This retrospective study was conducted to evaluate the use of practice calculation questions on final examination performance, and results reveal that the utilization of practice calculation questions positively correlates with improved final examination performance, notably observed in the class of 2026 but not in 2027. These findings suggest the potential efficacy of this preparatory method across various pharmaceutical courses and other calculation-based disciplines internationally.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102203"},"PeriodicalIF":1.3,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1877129724002351/pdfft?md5=d7aa842bd4070993bf7859b91cd1a02f&pid=1-s2.0-S1877129724002351-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the relationship between curricular placement of law courses and multistate pharmacy jurisprudence examination pass rates","authors":"Shane Tolleson ,&nbsp;Sandy Diec ,&nbsp;Daniel Listiyo ,&nbsp;Asma Al-Mallah ,&nbsp;Tyler Varisco","doi":"10.1016/j.cptl.2024.102202","DOIUrl":"10.1016/j.cptl.2024.102202","url":null,"abstract":"<div><h3>Objective</h3><p>To identify if there is a relationship between the placement of standalone pharmacy law courses within the PharmD curriculum and Multistate Pharmacy Jurisprudence Examination (MPJE) first-time pass rates.</p></div><div><h3>Methods</h3><p>Colleges of pharmacy were identified using the MPJE Passing Rates for 2019–2022 Graduates found on the National Association of Boards of Pharmacy (NABP) website. Characteristics of the pharmacy law content delivery within the curriculum were extracted from the program, Pharmacy College Application Service, American Association of Colleges of Pharmacy (AACP), and NABP websites. Pharmacy programs with standalone law courses, MPJE pass rates reported by NABP, and data that could be obtained via publicly available sources were included. To standardize between three year and four-year programs, law course delivery within the curriculum was measured as number of semesters (fall, spring, or summer) before graduation.</p></div><div><h3>Results</h3><p>One hundred nine schools met the inclusion criteria. Linear path analysis revealed no relationship between the number of semesters a law course was scheduled before graduation and 4-year average first-time MPJE pass rates and 4-year average all-time MPJE pass rates.</p></div><div><h3>Conclusion</h3><p>The findings did not show that earlier placement of pharmacy law courses predicted MPJE first-time pass rates. However, a strong correlation existed between NAPLEX and MPJE pass rates, suggesting NAPLEX performance may indicate overall licensure exam preparedness. Notable differences in pass rates were observed between public and private pharmacy programs, highlighting the need to investigate program characteristics impacting exam success. Further research is warranted to identify predictive factors for MPJE outcomes.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102202"},"PeriodicalIF":1.3,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Escape rooms in pharmacy education: More than just a game","authors":"Ife MacKenzie,&nbsp;Kiran Parsons,&nbsp;Ya Ping Lee","doi":"10.1016/j.cptl.2024.102201","DOIUrl":"10.1016/j.cptl.2024.102201","url":null,"abstract":"<div><p>An educational escape room is a form of game-based learning that has been shown to improve students' learning experience. A cardiovascular escape room was designed to promote the development of transversal skills and help students retain learned content knowledge in an integrated pharmacology and therapeutic unit in a Pharmacy course.</p></div><div><h3>Objective</h3><p>This study aims to design, pilot, and evaluate the students' self-perceived transversal skills, learning experience and knowledge acquisition from a cardiovascular educational escape room.</p></div><div><h3>Methods</h3><p>The model pharmacy at Curtin University was used as the room that students were challenged to escape. Students were required to acquire a four-digit safe code, with each digit derived from four separate briefcases containing different puzzles and clues. This code enabled students to unlock a lifesaving medication to successfully escape the room and rescue a fictional patient who had collapsed outside of the pharmacy. Each session was followed by a debrief to reflect on the learning experience.</p></div><div><h3>Results</h3><p>Fifty-four students participated in the study. Eight out of twelve groups successfully escaped the room. There was negligible difference in the score of the pre- and post-knowledge assessments. All students strongly agreed/agreed that the escape room was an effective way to review the cardiovascular content covered in the lecture and tutorial and that the activity should be continued for future students.</p></div><div><h3>Conclusion</h3><p>Students perceived the education escape room as a valuable learning exercise to help them retain content knowledge and develop transversal skills in the learning of integrated pharmacology and therapeutic within a Pharmacy course.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102201"},"PeriodicalIF":1.3,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1877129724002338/pdfft?md5=d3f1fac8a0f4b954096f32097883f193&pid=1-s2.0-S1877129724002338-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building Interprofessional Educational Bridges internationally: A reflection on our international partnership to equip future healthcare professionals with skills to care for rural and marginalized populations","authors":"Devin L. Lavender ,&nbsp;Virginia Fleming ,&nbsp;Blake R. Johnson ,&nbsp;Robin Southwood ,&nbsp;Elena C. Prendergast ,&nbsp;Lynn Glenn ,&nbsp;Alyssa Kingree ,&nbsp;Mary K. Steinbeck ,&nbsp;Tim R. Brown","doi":"10.1016/j.cptl.2024.102190","DOIUrl":"10.1016/j.cptl.2024.102190","url":null,"abstract":"<div><h3>Background</h3><p><em>Trans</em>-Atlantic collaboration between nursing and pharmacy programs for interprofessional education (IPE) is uncommon. A literature search revealed limited sources for comparison, leading to the creation of a stakeholder committee from four colleges: Augusta University College of Nursing and University of Georgia College of Pharmacy, representing the United States of America, and Robert Gordon University Schools of Nursing and Midwifery and Pharmacy and Life Sciences, representing Scotland. A proposal outlining an international IPE experience designed to prepare future healthcare professionals to collaboratively address the challenges facing rural and underserved populations by supporting improvements in access to care for both countries.</p></div><div><h3>Interprofessional activity</h3><p>Faculty were recruited from all four colleges to create six vignettes, three by each country, categorized as rural, marginalized, or global health. Faculty content teams were made up of a pharmacist and nurse from each country (e.g., USA pharmacist and USA nurse). Some vignettes utilized standardized patients, scripts, and filmed interactions to guide discussions. Others used a virtual platform offering an interactive mock patient scenario with prompts. The event took place virtually, over a five-hour period. An expert panel started the event by discussing scope of practice, practice models, and cultural diversity. Following the panel, student participants rotated through all six vignettes led by the faculty teams who created them.</p></div><div><h3>Discussion</h3><p>This experience was a first for all programs involved. Many lessons were learned throughout the experience, with both strengths and opportunities for improvement noted.</p></div><div><h3>Implications</h3><p>This report focuses on implementing an international IPE experience by highlighting successes and areas for improvement. Our hope is that by being transparent, other faculty within pharmacy and nursing contemplating the implementation of a similar experience can use this as a guide as they seek to address global health needs within their curricula and expand their IPE programs internationally.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102190"},"PeriodicalIF":1.3,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding of pharmacy students' knowledge of cannabis use disorders in recreational vs non-recreational use states","authors":"Jerusha Daggolu,&nbsp;Sourab Ganna,&nbsp;Sujit S. Sansgiry","doi":"10.1016/j.cptl.2024.102191","DOIUrl":"10.1016/j.cptl.2024.102191","url":null,"abstract":"<div><h3>Introduction</h3><p>Currently, the trend of legalizing recreational cannabis across the United States is experiencing rapid expansion. Cannabis Use Disorder (CUD) is a pattern of cannabis use leading to clinically significant impairment, manifested by at least two of the 11 criteria on DSM-5. The objective of this study is to compare the knowledge of CUD among pharmacy students attending pharmacy schools in recreational cannabis-legalized states to nonlegalized states.</p></div><div><h3>Methods</h3><p>This was a survey-based study using validated questionnaires distributed among students from ACPE-accredited pharmacy schools in the United States. The survey included a CUD knowledge section followed by section on student characteristics. Individual item knowledge scores for each question were assessed as well as the total knowledge score. Adjusted linear regression model was used to evaluate knowledge scores between legalized and nonlegalized states.</p></div><div><h3>Results</h3><p>A total of 513 students initiated the survey and 408 completed responses with 153 from recreational cannabis legalized states and 255 from nonlegalized states. The mean knowledge score in RC-legalized states was higher than nonlegalized states. After adjusting for covariates, the knowledge of pharmacy students in recreational cannabis legalized states were 40% higher than in nonlegalized states.</p></div><div><h3>Conclusion</h3><p>For future patient requirements, it may be necessary for students to receive formal education in pharmacy schools regarding CUD so that they can proficiently assist with their patient needs. Given that pharmacy students might relocate to different states, it is essential to ensure that they possess a comprehensive understanding of the specific regulations CUD across the United States.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102191"},"PeriodicalIF":1.3,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Spanish pathway program: Introducing, recruiting, and retaining Spanish-speaking students to the pharmacy profession","authors":"Angela Chu ,&nbsp;Trang (Susan) Nguyen ,&nbsp;David B. Rawlins","doi":"10.1016/j.cptl.2024.102188","DOIUrl":"10.1016/j.cptl.2024.102188","url":null,"abstract":"<div><h3>Background and purpose</h3><p>Although 19% of the US population is Hispanic or Latino, less than 5 % of pharmacists identify as Hispanic. To increase patients' access to Spanish-speaking pharmacists, we created a Spanish Pathway Program. This program is adaptable to other colleges or schools of pharmacy with high Hispanic or Latino populations or for addressing disparities in other underrepresented groups.</p></div><div><h3>Educational activity and setting</h3><p>The program was designed with three objectives: 1) attracting Hispanic, Latino, and/or Spanish-speaking students to pharmacy careers, 2) recruiting and retaining Spanish-speaking pharmacy students to the program with leadership development, mentoring, education, and networking opportunities, and 3) preparing students to serve Hispanic and Latino communities through experiential rotations and health outreaches. Outcomes included student application and retention rates, graduate job placement, and clinical interventions made by program students on experiential rotations in Hispanic/Latino communities.</p></div><div><h3>Findings</h3><p>Over six years, the program has grown from two students on one campus to 20 students from two campuses. Program retention is 97% with three-fourths of graduates securing community pharmacy careers. Students report positive patient interactions because of their ability to communicate in Spanish.</p></div><div><h3>Discussion</h3><p>This program successfully increased the number of Spanish-speaking pharmacists by increasing the number of Spanish-speaking students in our pharmacy program and subsequent employment in practice. We refined the program by adding a medical Spanish certification course and student projects which aid the Hispanic and Latino community.</p></div><div><h3>Summary</h3><p>The Spanish Pathway Program established at Roseman University has had six years of success increasing the Spanish-speaking pharmacist workforce.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102188"},"PeriodicalIF":1.3,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S187712972400220X/pdfft?md5=78500b833eca5aacdf7ea4d4f21e6eb3&pid=1-s2.0-S187712972400220X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}