Background Minorities have been disproportionately affected by the COVID-19 yet have the lowest COVID-19 vaccine rate. Vaccine hesitancy has been reported at higher rates in African-Americans and young adults. Objectives To assess COVID-19 vaccine hesitancy, determine the rationale for receiving or declining the COVID-19 vaccine, and propose strategies to address confidence in faculty, staff, and students at a rural historically black college and university (HBCU). Methods A study was conducted using an electronic survey administered to a convenient sample of 210 faculty, students, and staff at the University of Maryland Eastern Shore (UMES) a historical black college and university (HBCU) in a rural community. Results The majority of participants were 18-24 years old (69%), college students (73.89%), identified as a woman (70%), and African-American (70%). Eighty-seven percent of participants were non-hesitant (received one dose or intended to be vaccinated). Approximately 54% had already received at least one dose of a COVID-19 vaccine. Only 13% of participants were hesitant and did not plan to receive the COVID-19 vaccine. The most common rationale for vaccine hesitancy was mistrust of the healthcare system/government towards African-Americans. Conclusion The results show that vaccine hesitancy was low in the predominantly young-adult, African-American population at a rural HBCU. Opportunities exist for pharmacists and other accessible health care professionals to contribute to efforts aimed at decreasing vaccine hesitancy and improving vaccine confidence.
Background: Health care professionals commonly use mobile devices to retrieve drug information (DI) in clinical practice. The preference and frequency of such use by student pharmacists are not well understood. Objective: To investigate the preference and frequency of mobile phone application (app) use for retrieving DI among student pharmacists. Methods: DI specialists from 3 pharmacy schools generated a 13-question survey relating to students' preference and frequency of DI app use via their mobile phone. The survey was tested and electronically disseminated to all current P1 through P4 students from all 3 schools. Data were collected for student demographics, availability of mobile phone and DI apps, frequency of using DI apps, and whether DI apps were purchased. Data were analyzed descriptively and statistically. Results: About 74% (n = 221) of students reported using their mobile phone apps for retrieving DI. About 95% of the students used 1 to 3 apps for DI purposes and more than 85% used them a few times a week or more. About 17.6% of the students reported purchasing apps for the purpose of finding DI and that purchased apps are more accurate (27.6%), more comprehensive (36.2%), and more current (26.2%), compared with free apps. Conclusions: Student pharmacists used 1 to 3 mobile apps, at least a few times a week for DI. Some students purchased apps for DI use in addition to free subscriptions from their school. Students perceived purchased DI apps being more accurate, more comprehensive, and more up to date than the free apps.
Objective. To determine if there is a correlation between TOEFL and other admissions criteria that assess communications skills (ie, PCAT variables: verbal, reading, essay, and composite), interview, and observational scores and to evaluate TOEFL and these admissions criteria as predictors of academic performance. Methods. Statistical analyses included two sample t tests, multiple regression and Pearson's correlations for parametric variables, and Mann-Whitney U for nonparametric variables, which were conducted on the retrospective data of 162 students, 57 of whom were foreign-born. Results. The multiple regression model of the other admissions criteria on TOEFL was significant. There was no significant correlation between TOEFL scores and academic performance. However, significant correlations were found between the other admissions criteria and academic performance. Conclusion. Since TOEFL is not a significant predictor of either communication skills or academic success of foreign-born PharmD students in the program, it may be eliminated as an admissions criterion.
Objective. To characterize the religiosity and spirituality of final year pharmacy students and examine the impact on performance in pharmacy school and future practice.Methods. An electronic survey was sent to 308 students in their final year of pharmacy school at four universities (two private and two public institutions). Results. There were 141 respondents to the survey for a response rate of 46%. Key findings are religiosity/spirituality did not impact academic performance, students felt supported in their spiritual/religious beliefs, religiosity/spirituality had a positive impact on students' emotional/mental well-being, attending pharmacy school decreased organized religion, less than half of the students would work for a pharmacy not allowing the "right to refuse to dispense," students felt religiosity/ spirituality could affect health/medication adherence, and most students were not familiar with how to conduct a spiritual assessment. Conclusion. Pharmacy schools should find ways to acknowledge and support religiosity/spirituality for pharmacy students and for promoting holistic patient well-being.
Objective. To determine the ability of University of Maryland Eastern Shore School of Pharmacy's admissions criteria to predict students' academic performance in a 3-year pharmacy program and to analyze transferability to African-American students. Methods. Statistical analyses were conducted on retrospective data for 174 students. Didactic and experiential scores were used as measures of academic performance. Results. Pharmacy College Admission Test (PCAT), grade point average (GPA), interview, and observational scores combined with previous pharmacy experience and biochemistry coursework predicted the students' academic performance except second-year (P2) experiential performance. For African-American students, didactic performance positively correlated with PCAT writing subtests, while the experiential performance positively correlated with previous pharmacy experience and observational score. For nonAfrican-American students, didactic performance positively correlated with PCAT multiple-choice subtests, and experiential performance with interview score. The prerequisite GPA positively correlated with both of the student subgroups' didactic performance. Conclusion. Both PCAT and GPA were predictors of didactic performance, especially in nonAfricanAmericans. Pharmacy experience and observational scores were predictors of experiential performance, especially in African-Americans.
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