Evaluation of an elective course for preparing students to pursue postgraduate residency training

Hammond, Drayton A.; Rowe, Jordan M.; Wiley, Tessa; Painter, Jacob T.

doi:10.1016/j.cptl.2018.06.007

Cited by 10 publications

(2 citation statements)

References 17 publications

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“…Postgraduate preparation electives have been described in the literature with conflicting results (Bryles Phillips et al, 2012;Hammond et al, 2018;Cady et al, 2020;Cho et al, 2020) with various facets of the residency application. Despite enhanced confidence and familiarity with the application process, the presence of electives did not statistically correlate with improvement in school match rates in 2018 (Bryles Phillips et al, 2012;Hammond et al, 2018;Cho et al, 2020). The presence of a pharmacy residency preparation course was also not a positive predictor of high match rates by the school (Cady et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Innovative approach to career pathway mentorship for pharmacy postgraduate training

et al. 2023

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Introduction: This brief describes the results of two initiatives, a Postgraduate Training Seminar elective course and a P4 Postgraduate Mentorship Programme, on pharmacy residency match rates at a College of Pharmacy. Description of programmes: The Postgraduate Training Seminar elective course was developed to aid third-year pharmacy students interested in residency. The P4 Postgraduate Mentorship Programme was founded to help fourth-year students interested in postgraduate job attainment. Evaluation: For students participating in the elective, College of Pharmacy residency match rates varied in comparison to the national rates (2019: 55% vs 63%; 2020: 67% vs 65%; 2021: 94% vs 77%). In 2021, students who participated in both the elective course and mentorship programme achieved the highest match results compared to the national rate (2019: 38% vs 63%; 2021: 55% vs 77%). Future plans: Both initiatives will continue, with plans for the expansion of mentorship into the earlier years of the curriculum.

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Section: Introductionmentioning

confidence: 99%

Innovative approach to career pathway mentorship for pharmacy postgraduate training

et al. 2023

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“…While clinical acumen and pharmacotherapy is the focus of training, research is not required for graduation by accrediting bodies for pharmacy students 2 . However, many trainees who desire initial or additional postgraduate training positions (eg, residency, fellowship, or graduate school) complete elective research experiences during pharmacy school in an effort to refine these skills and/or believe that their applications will be viewed more favorably 3,4 . Furthermore, primary project management experience is required by the American Society of Health‐System Pharmacists (ASHP) for residencies; however, this currently may be accomplished through completion of a quality improvement project rather than a research project 5 .…”

Section: Introductionmentioning

confidence: 99%

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

Lichvar

Condeni

Pierce

2020

J Am Coll Clin Pharm

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Clinical research is a skill that can be honed and cultivated in the right educational environment. Creating experiences to maximize growth and interest in clinical research can occur both during pharmacy school and throughout postgraduate training. The purpose of this “how‐to” guide is to assist pharmacists, as well as their students and residents, with effectively structuring experiences and programs that instill and cultivate a lifelong desire to contribute to the medical literature. The overarching areas of focus are threefold: (1) identifying trainees and mentors, (2) crafting research training experiences, and (3) supporting continued interest and growth in research after completion of the initial experience. Early introduction of a positive research culture in the trainee experience through structured and thoughtful curricula and experiences can maximize learner potential. Several thoughtful steps and recommendations can maximize these experiences and opportunities for learners and new practitioners. Instilling and cultivating a lifelong desire to contribute to the medical literature in pharmacy trainees remains a challenge that is both worthy and necessary to pursue for the sakes of our profession, patients, and trainees.

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The effect of burnout on postgraduate year‐one pharmacy residents' pursuit of additional training

Hammond

Swanson

Rech

2020

J Am Coll Clin Pharm

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Background: The decision for postgraduate year one (PGY1) pharmacy residents to pursue additional postgraduate training (PGT) is impacted by a variety of internal and external factors. The purpose of this research was to evaluate burnout in PGY1 residents and its impact on the decision to pursue additional PGT, most commonly postgraduate year two (PGY2) training. Methods: Pharmacy residents were surveyed in February and March 2018 regarding burnout, demographics, and intention to pursue additional PGT. Two respondent groups were developed: additional PGT and no additional PGT. Burnout domains (emotional exhaustion, depersonalization, and personal fulfillment) and profiles (engaged, ineffective, overextended, disengaged, and burnout) were compared between groups. A multivariable logistic regression was conducted to determine variables associated with additional PGT pursuit. Results: Of 539 PGY1 residents who participated, 313 (58.1%) were in the additional PGT group. Those in the no additional PGT group scored higher in emotional exhaustion (median 24, interquartile range [IQR] 19-29 vs median 21, IQR 17-26)and depersonalization (median 11, IQR 9-13 vs median 11, IQR 9-13) and lower in personal fulfillment (median 14,). Following multivariable logistic regression analysis, not having the burnout profile (odds ratio [OR] 0.53, 95% confidence interval [CI] 0.29-0.98) and opportunity to complete PGY2 training at the PGY1 institution (OR 0.30, 95% CI 0.23-0.40) were associated with additional PGT pursuit. PGY1 residents in the no additional PGT group were categorized as more frequently having a burnout profile (36.3% vs 23.0%). Conclusion: PGY1 residents pursuing or planning to pursue additional PGT felt less burned out than those not pursuing additional PGT. Opportunity to complete PGY2 training at the resident's PGY1 institution and not having a burnout profile were associated with pursuit of additional PGT. K E Y W O R D S burnout, mental health, pharmacy, residency

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Evaluation of an elective course for preparing students to pursue postgraduate residency training

Cited by 10 publications

References 17 publications

Innovative approach to career pathway mentorship for pharmacy postgraduate training

Innovative approach to career pathway mentorship for pharmacy postgraduate training

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

The effect of burnout on postgraduate year‐one pharmacy residents' pursuit of additional training

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