Objective. To assess burnout and engagement in first-and second-year Doctor of Pharmacy (PharmD) students and to investigate their relationships to students' perception of their academic ability.Methods. An online survey that included three validated scales was administered in May 2017 to firstand second-year pharmacy students enrolled in didactic coursework at Touro University California College of Pharmacy. The Maslach Burnout Inventory was used to assess burnout and the Utrecht Work Engagement Scale was used to measure student engagement. To characterize academic ability, Academic Self-Perception, a subscale of the School Attitude Assessment Survey-Revised, was used. Regression analysis was performed using statistical software. Results. One hundred sixty-two students (81.4% response rate) completed the survey. Emotional exhaustion and professional inefficacy were negatively correlated with students' academic selfperception. Dedication was positively correlated with academic self-perception.
Conclusion.In pharmacy students completing the didactic portion of the PharmD curriculum, various engagement and burnout parameters correlated with academic self-perception.
This paper argues that successful transformation of the healthcare system requires inclusion of women at the top. Women are missing in top leadership roles in healthcare at a time when the US healthcare system faces daunting challenges. There is a documented need for diverse leadership teams with transformational leadership skills to successfully lead organizations, yet women who comprise three fourths of the healthcare workforce are sparsely represented in board rooms and in the senior executive suite. Through a review the literature the authors explain why this leadership gap persists and recommend strategies to increase gender diversity in leadership ranks of the healthcare industry. Studies from other business sectors are also examined for application in healthcare. A lack of focus on female career development and succession planning, often based on persistent stereotypes about women leaders is a major deterrent to advancing women in top leadership positions. A compelling case is made for immediate remediation of this issue and implementing strategies to fill the leadership gap with talented women leaders. There is a demand to increase the number of women in top leadership positions in healthcare to assist in overcoming the current crises facing the industry.
Objective. To compare the national average pharmacy school enrollment of underrepresented minorities (URM) with California pharmacy schools and identify barriers faced by URM pharmacy students during the application process. Conclusions. The average enrollment of URM students into pharmacy schools nationally has remained higher than California pharmacy schools during the study period. Furthermore, California pharmacy programs should develop strategies to alleviate the identified barriers and diversify pharmacy education.
Methods
Objective. To create and implement Individual Development Plans (IDPs) to assist pharmacy students in career planning and tracking ACPE 2016 Standard 4 for Personal and Professional Development.Methods. IDPs were completed by first-year Doctor of Pharmacy students and rated for addressing components of the four ACPE Standard 4 key elements (Self-Awareness, Leadership, Innovation and Entrepreneurship, and Professionalism). Faculty advisors were surveyed regarding the utility of IDPs.Descriptive statistics were used to evaluate the results.
The business community and most business schools are increasing their emphasis on the importance of qualitative skills, and especially on the importance of analytic and written communication skills (Guldridge & Byrne, 1990). This shift prompts management faculty to increase their use of term papers, and other forms of written assignments, in lieu of traditional examinations.Term papers are especially effective mechanisms for testing qualitative skills, such as the ability to correlate, to perform comparative analysis, to identify and prioritize critical variables in complex situations, to think cognitively, to apply concepts and principles, and, of course, to communicate. In addition to their superiority as testing mechanisms in these qualitative areas, term papers have a second advantage over traditional examinations: They are high-potential teaching mechanisms.The purpose of this article is to outline a technique that improves the pedagogical value of term papers and other written assignments. The tech-
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