Objective. To describe the landscape of teaching and learning curriculum (TLC) programs sponsored by US schools and colleges of pharmacy and evaluate their adoption of best practice recommendations. Methods. A 28-item electronic survey instrument was developed based on best practice recommendations published by the American Association of Colleges of Pharmacy (AACP), American Society of Health-System Pharmacists (ASHP), and American College of Clinical Pharmacy (ACCP) for the conduct of TLC programs. The survey instrument was electronically distributed to 137 accredited colleges and schools of pharmacy in the United States. Results. Eighty-eight institutions responded, resulting in a response rate of 64%. Sixty-one TLC programs were included in the final analysis. Seventy-five percent of TLC programs reported using best practice recommendations; however, 10% of respondents indicated they were not aware of the published recommendations. Inconsistencies among programs were noted in required teaching experiences, participant evaluation, and ongoing programmatic assessment. Conclusion. Most institutions offering TLC programs are aware of published best practice guidelines and have adopted a majority of the published best practices. However, considerable variability exists across the country. Development of a formal external validation process for TLC programs is necessary to ensure consistent quality.
The objective of this study was to evaluate the prevalence of impostor phenomenon (IP) in student pharmacists and faculty members at two educational institutions in the US.Methods. An electronic self-report survey instrument including the validated Clance Impostor Phenomenon Scale (CIPS) was delivered anonymously from April 2020 to May 2020. Demographic data including age range, gender, and other characteristics were collected. CIPS scores were reported as overall mean (SD) and data were compared between institutions and demographic groups using Student's t tests.Results. The overall mean CIPS score for all survey respondents (N=209, 35.5% response rate) was 63.8 (SD=15.1). Mean student pharmacist CIPS score for NEOMED was 64.7 (SD=14.4) vs. 63.8 (SD=16.1) for SUCOPHS, which was similar. Mean faculty CIPS score for NEOMED was 59.2 (SD=14.0) vs. 64.7 (SD=16.8) for SUCOPHS, which was similar. Mean CIPS score for the combined student pharmacist group (NEOMED and SUCOPHS) was 64.3 (SD=15.1) vs. 61.2 (SD=15.1) for the combined group of faculty members, which was similar. Overall, most respondents fell in the "moderate" to "frequent" CIPS score classification range (36.4% and 44%, respectively).
Conclusion.Our study found that IP feelings were common among responding student pharmacists and faculty members at the institutions surveyed, though little is known currently about the implications of these findings. Future research should seek to elucidate factors predictive of or associated with IP as well as assess the impact of strategies to prevent or manage IP.
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