Characterization of clinical knowledge and problem-solving assessments employed in postgraduate year 1 pharmacy residency interviews

Abstract

Purpose Attainment of postgraduate year 1 (PGY1) residency positions has become increasingly competitive. Inclusion of clinical knowledge and problem-solving assessments in onsite interviews has increased in recent years. Characterization of these assessments is necessary for applicants to best prepare for interviews and for mentors to provide guidance. Methods An online survey was emailed to program directors of PGY1 pharmacy residency programs accredited by the American Society of Health-System Pharmacists (ASHP). Data were analyzed using descriptive statistics. Chi-square and Fisher’s exact tests were used to compare categorical data. The Mann-Whitney U test was used to analyze nonparametric continuous data. Results Of the 221 respondents, most identified their programs as based at community (48%) or academic (39%) medical centers. Ninety percent of programs reported inclusion of clinical knowledge and problem-solving assessments in the onsite interview process. The most common assessments included asking clinical questions (70%), development of a SOAP (subjective, objective, assessment, plan) note or care plan (42%), and formal presentations that applicants prepared prior to arrival (39%). Most programs (71%) reported incorporating multiple assessments, with 2 assessments included most commonly (43%). Clinical assessment performance accounted for 10% to 25% of the overall interview score in approximately half of programs. Conclusion During onsite PGY1 residency interviews, applicants must be prepared to participate in at least 1 clinical knowledge and problem-solving assessment, including answering clinical questions, developing a SOAP note or care plan, and/or delivering a presentation. Applicants should expect that these assessments will account for a substantial portion of the interview evaluation.

Surveying the selection landscape: A systematic review of processes for selecting postgraduate year 1 pharmacy residents and key implications

“…Factors assessed during interviews and their relative importance varied across articles, due in part to the use of different terms to describe similar attributes. Interviews were commonly used to evaluate subjective characteristics, such as communication skills and critical thinking skills, although the specific instruments used to evaluate these attributes were rarely described 32‐35 . Several articles described the use of interviews to evaluate candidates' clinical skills, thus these were also categorized as representing SJTs 12,35‐37 …”

“…Only four articles (7.8%) assessed SJTs 12,35‐37 . Three articles were nationwide surveys of RPDs, the majority of whom reported assessing clinical skills in various ways, such as presenting applicants with a case or scenario during interviews 35‐37 .…”

“…Only four articles (7.8%) assessed SJTs 12,35‐37 . Three articles were nationwide surveys of RPDs, the majority of whom reported assessing clinical skills in various ways, such as presenting applicants with a case or scenario during interviews 35‐37 . The fourth article assessed candidates' performance during a clinical‐focused interview and demonstrated that it was more strongly associated with residents' future performance compared with a traditional interview 12 .…”

“…Despite SJTs being a valid and reliable method for predicting performance, 9 very few studies have assessed their use in the selection of PGY1 residents. Most RPDs report assessing clinical skills during interviews, but this is more commonly done by asking clinical questions (70%) rather than asking candidates to design an assessment and plan based on a patient case (42%) 35 . As low‐fidelity simulations, SJTs can assume numerous formats (eg, paper, online, in‐person) and measure a variety of skills (eg, decision‐making, communication).…”

Preparing pharmacy trainees for a future in research and contributing to the medical literature

“…Introducing colleagues at other institutions to learners grows their professional networks, which may be relied upon later for completing postgraduate training, collaborating on multicenter research, and mentoring 31,32 . Furthermore, these experiences strengthen the breadth and depth of critical thinking abilities, which are an essential factor during postgraduate training and an impactful pharmacist career 33 …”