Purpose A study was conducted to evaluate the accuracy of Google Translate (Google LLC, Mountain View, CA) when used to translate directions for use and counseling points for the top 100 drugs used in the United States into Arabic, Chinese (simplified), and Spanish. Methods Directions for use and common counseling points for the top 100 drugs were identified by 2 clinicians. This information was translated from English to Arabic, Chinese (simplified), and Spanish using Google Translate. Two nonclinician, bilingual native speakers of each language back-translated the Google Translate translation into English and determined if the sentence made sense in their native language. Two clinicians reviewed the back-translations to determine the clinical significance of each inaccurate translation. Results For the top 100 drugs, 38 unique directions for use and 170 unique counseling points were identified for translation. For the 38 directions for use, 29 (76.3%) of the Arabic translations were accurate, 34 (89.5%) of the Chinese (simplified) translations were accurate, and 27 (71%) of the Spanish translations were accurate. For the 170 counseling points, 92 (54.1%) of the Arabic translations were accurate, 130 (76.5%) of the Chinese (simplified) translations were accurate, and 65 (38.2%) of the Spanish translations were accurate. Of the 247 inaccurate translations, 72 (29.1%) were classified as highly clinically significant or potentially life-threatening. Conclusion Certified translators should be used to translate directions for use and common counseling points for prescription medications into Arabic, Chinese (simplified), and Spanish. Clinicians should be aware of the risk of inaccurate translation when Google Translate is used.

Introduction Self‐care therapeutics teaches students how to apply the Pharmacists' Patient Care Process to determine if a patient's concern is appropriate for self‐care and then independently prevent, diagnose, and treat the condition. Objective structured clinical examinations (OSCEs) have been shown to be a reliable and valid form of assessment used in pharmacy education. There is limited research examining the use of a community pharmacy‐based OSCE to evaluate self‐care clinical skills in first year pharmacy (P1) students. Objectives To evaluate P1 students' and facilitators' experiences and perceptions of a community pharmacy‐based OSCE. Student performance on the OSCE was evaluated as a secondary objective. Methods Students completed an OSCE that consisted of two patient cases. Students' experiences with the OSCE were collected using a standardized questionnaire. The questionnaire consisted of 41 questions that assessed four areas: attributes of the OSCE, quality of the OSCE performance, OSCE scoring and objectivity, and comparison with other assessment methods. Facilitator experiences and perceived value of the OSCE were assessed using a questionnaire. The responses were evaluated using a chi‐square test. Results Eighty‐eight students completed the OSCE and questionnaire. Students found the OSCE to be fair (91%) and cover a wide range of skills (76%). The majority of the students (91%) agreed that the OSCE provided opportunities to learn and was a practical and useful experience (86%). Approximately two‐thirds (66%) of the students felt that the OSCE provided a true measure of essential clinical skills needed in self‐care therapeutics. Fourteen facilitators participated in the OSCE and completed the questionnaire. Community pharmacists represented most of the facilitators (57%). Facilitators agreed that the OSCE tests the knowledge and skills needed to practice in community pharmacy (100%). Conclusion A community pharmacy‐based OSCE may be a valuable tool to assess clinical skills and provide clinical learning experiences for pharmacy students.

Activities used to evaluate clinical reasoning include the use of standardized patients, role play, and case studies. To provide a standardized student experience at a lower cost than a standardized patient, standardized patients were developed using an interactive video platform. The purpose of this article is to report pharmacy students’ perceptions of the interactive video standardized patients used to practice applying clinical reasoning in a self-care therapeutics course. Students participated in the following five methods to assess clinical reasoning: case studies, interactive patient videos, role play, case creation, and Zoom® polls. Four of the five methods (case studies, interactive patient videos, role play, and case creation) were used in small breakout groups consisting of two to three students. Upon completion of the small group work, Zoom® polls assessed the clinical reasoning of the entire class. Students completed a survey that assessed their level of agreement with 17 statements about the course on a five-point Likert scale and 2 questions that asked the students to rank the activities based on their experiences. There were 127 students that took the self-care therapeutics course, and 112 completed the survey (88%). Overall, the students preferred the Zoom® poll activity; however, of the four different methods utilized within the small breakout groups, the findings of our survey indicated that students preferred to receive fully written-out patient cases followed by the interactive patient videos. Additionally, the students thought that the written-out patient cases and interactive patient videos were most efficient for learning and recall. The interactive patient videos may be an alternative activity that allows students to demonstrate and assess their clinical reasoning for each patient case, in addition to seeing how this impacted their patient’s outcome.

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Access to healthcare services for underrepresented minority populations can be improved by having a diverse profession that reflects the diversity of the patient population being served. The criteria used for pharmacy school admissions may inhibit or strengthen the opportunities that URM students have to be accepted into the University of Arizona R. Ken Coit College of Pharmacy (COP) program. It is currently unclear how personal characteristics are associated with pharmacy school admissions at the COP. This study evaluates whether Hispanic ethnicity was associated with pharmacy school admission status, and secondarily, determines other characteristics associated with admissions. This retrospective database study used admissions data from 2005 to 2018. Completed applications were included in the analysis. The outcome variable was admitted versus not admitted to the pharmacy program. A multivariable logistic regression model was used to identify variables associated with admission status using an a priori alpha level of 0.05. A total of 2096 applicants were included in the analysis (mean age 25.1 ± 5.2 years, 59.9% female, 13.0% Hispanic). Hispanic ethnicity was not associated with admission status. Characteristics significantly associated with admission to pharmacy school were age, gender, high school attended, previous application to the college, and Pharmacy College Admission Test (PCAT) biology and chemistry scores. Although bias was not seen in the admissions process, this study highlights the need for intervention to ensure future cohorts better reflect the diversity of the region.