During the wake of the COVID-19 pandemic, many schools quickly transitioned their teaching and assessment strategies to online formats. In Spring 2020, a 3-station remote Objective Structured Clinical Examination (OSCE) was implemented for first-year pharmacy students. The day following the remote OSCEs students answered three open-text prompts about the remote OSCE experience: (1) “I liked...”, (2) “I learned…”, and (3) “I suggest…”. Responses were open-coded and frequency counts were calculated to determine the most prevalent codes. Concept maps were created to visualize and explore connections between the codes. Out of 157 students, 156 students completed the reflection assignment, a 99.36% response rate. The three major themes in the Liked data were: Logistics (n = 65, 41.7%), Differences In-person Versus Remote (n = 59, 37.8%), and Skill Development (n = 43, 27.6%). The three major themes in the Learned data were: Technology (n = 66, 42.3%), Communication (n = 58, 37.2%), and Skill Development (n = 56, 35.9%). The three major themes in the Suggest data were: Logistics (n = 89, 57.1%), Technology (n = 31, 19.9%), and Continuation of Remote OSCE (n = 31, 19.9%). Overall, the remote OSCE experience was well-received, and students described it as applicable to their future pharmacy practice. Future work should explore the design, implementation, and outcomes of remote OSCEs.
Objective. To identify student and school level predictors of pharmacy residency attainment. Methods. Data were collected from the American Association of Colleges of Pharmacy (AACP) and the Carnegie Classification of Institutions of Higher Education. Logistic multilevel modeling was used to examine the effects of select student and school level characteristics on pharmacy residency attainment, as indicated by students on the AACP Graduating Student Survey (GSS) from 2013 to 2015.Results. The dataset included 24,351 graduating pharmacy students from 101 schools and colleges of pharmacy. Predictors of residency attainment included working in an institutional pharmacy, female gender, student age, school age, and Research I classification. Nonsignificant variables included curriculum type, class size, and institutional control. Conclusion. Student and pharmacy school characteristics impact the likelihood of pharmacy residency attainment. Further research is needed to understand the mechanisms associated with these effects.
Concerns about the extent to which graduate programs adequately prepare students for the workplace have prompted numerous calls for reform. Understanding what employers look for in doctoral graduates can help schools better align graduate training with workplace needs. Twelve pharmaceutical scientists across diverse specialties and career pathways described the skills considered requisite for success in today’s science economy. Depth and breadth of knowledge, communication, collaboration, adaptability, research productivity, experiential training, and motivation and drive were among the themes identified. These results can be used to inform the development of doctoral curricula in the biomedical sciences.
Objective. To describe preceptor teaching challenges and preceptor development programming design preferences through a qualitative needs assessment. Methods. In 2018, 148 experiential education stakeholders across North Carolina (eg, preceptors, residency program directors, experiential faculty administrators, and practice site administrators) were invited to participate in 60-minute semi-structured interviews as part of a broad preceptor development needs assessment. Interview questions focused on:(1) precepting challenges, (2) positive and negative features of preceptor development programs and, (3) preferences of program design. Interview transcripts were coded using thematic analysis. Results. Forty-two participants completed interviews, including preceptors from various rotation types, residency program directors, experiential faculty administrators, and institution administrators. Participants identified numerous teaching challenges related to learner, preceptor, and institutional levels. Example responses from these groups included challenging teaching and learning situations, difficulty self-assessing teaching ability, and increasing institutional demands, respectively. Participants often noted there was inadequate time, resources, and support to effectively teach. Desirable preceptor development program features included practical strategies, collaboration with preceptors, delivery by education and practice experts, and topics specific to precepting experience. Participants identified live, on-demand, and webinar formats as acceptable if collaboration and engagement were included. Participants also desired unique training opportunities such as online platforms, coaching programs, and simulated learning environments. Conclusion.Preceptors face numerous teaching challenges and require sufficient time, support, and resources to develop their skills. Participants requested training that included on-demand, frequent sessions delivered through various modalities, collaboration opportunities, a choice in topics and delivery formats, and sessions from educational and practice experts.
The future is dependent on the STEM graduate education system, emphasizing the importance of STEM graduate programs in producing highly trained expert researchers. The cognitive apprenticeship (CA) framework provides guidance to experts (i.e., faculty) on how to explicate their knowledge through the creation of learning opportunities that foster and support students in developing expertise in a particular discipline. This review examines the current landscape of research focused on the use of the CA framework in STEM graduate education. The research suggests the CA framework is a useful and effective model for supporting faculty in cultivating rich learning opportunities for STEM graduate students.
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