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Objective. To describe pharmacy residents' interest in and pursuit of academic positions.Methods. An electronic presurvey and postsurvey were sent to pharmacy residents during the 2011-2012 residency year. The initial survey evaluated residents' job preferences and interest in academia at the beginning of residency, and the follow-up survey focused on job selection and reasons for pursuing or not pursuing positions in academia.Results. Nine hundred thirty-six residents responded to the initial survey and 630 participated in both the initial and follow-up survey. Forty-eight percent of those responding to both surveys strongly considered a career in academia in the initial survey, 28% applied for an academic position, and 7% accepted a position. Second-year postgraduate residents were more likely than first-year postgraduate residents to apply for and be offered a faculty position. Conclusion. Pharmacy residents are interested in academia. While increasing interest among residents is encouraging for faculty recruitment, the academy should also encourage and develop adequate training experiences to prepare residents to succeed in these positions.

Objective. To assess the impact of the Patient Voices series by measuring change in student confidence to interact with patients from underserved communities, comparing student self-ratings of performance in this area with preceptor evaluations, and examining student perceptions of this content. Methods. A series of patient speakers and integrated simulation activities focused on underserved populations (ie,, the Patient Voices series) was embedded into a pharmacy skills laboratory curriculum. First professional year (P1) student self-ratings of confidence were compared on pre-and post-course surveys. Using evaluations from P1 introductory pharmacy practice experience (IPPE) rotations, student self-evaluation data were compared to preceptor evaluations of student performance. Open-ended responses to course evaluations (from first-and second-year PharmD students) and student reflections (from third-year PharmD students) were assessed using conventional content analysis to identify and characterize student perceptions. Results. Statistically significant increases were observed in P1 students' confidence to show empathy (mean, 4.22 to 4.70) and to interact with patients from underserved communities (mean, 2.24 to 4.22). Preceptor data on empathy was consistent with students' self-rated abilities, while student self-ratings on cultural sensitivity were higher. Qualitative analysis of course evaluation surveys and reflections revealed common themes identified by students such as understanding different perspectives, increased empathy for patients, and the value of including this content in the curriculum. Conclusion.Student confidence to interact with patients from a variety of underserved populations increased following the introduction of the Patient Voices series, and students perceived the series to be a valuable learning experience.

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