Methods Used by Colleges and Schools of Pharmacy to Prepare Student Pharmacists for Careers in Academia

Abstract

Objective. To identify the methods used by US colleges and schools of pharmacy to prepare student pharmacists for academic careers.Method. An 18-item survey instrument was developed and distributed to US colleges and schools of pharmacy. Representatives were asked about faculty responsibilities, experiences in academia currently offered to student pharmacists, and representatives' perception of their student pharmacists' preparedness for careers in academia, including barriers in current programming. Results. Representatives from 96 colleges/schools responded. The vast majority (96%) provided academia-focused advanced pharmacy practice experiences (APPEs), 40% provided didactic coursework in academia, 28% offered a longitudinal research track, and 42% offered academia-focused independent studies. Teaching methods and creating learning objectives were the most common pedagogical content, while assessment activities were diverse. Time was the most prevalent barrier to providing training for academic careers; however, degree of student pharmacist interest, faculty inexperience, and lack of leadership support were also commonly reported. Conclusions: Colleges and schools of pharmacy vary in the extent to which they prepare student pharmacists for careers in academia. Advanced pharmacy practice experiences were the most common method of training offered. Standardization of training for academia may better promote this career path to student pharmacists.

Providing an Academic APPE Elective via Videoconference Between Off-campus Faculty and Students

“…7 While the majority of topics, content, and activities of this APPE parallel those inquired about by Haines and colleagues, this APPE provided students a unique experience to peer-evaluate a course syllabus and their peer-written test questions. 6 The faculty preceptor completed teaching reflections throughout the APPE experiences and was pleased with the design and outcomes of the rotation. Students were engaged throughout the APPE and seemed to enjoy the activities.…”

“…5 In 2015, Haines and colleagues found 96% of 96 responding US pharmacy schools offered an academic APPE as a method of exposing student pharmacists to academic careers, with the APPE being either a four-to six-week block or a longitudinal experience throughout one to two academic terms. 6 They also identified several perceived challenges to offering academic educational experiences to student pharmacists. The most commonly cited challenge was a lack of faculty time to provide an academic experience because of other workload demands.…”

“…The most commonly cited challenge was a lack of faculty time to provide an academic experience because of other workload demands. 6 The second most common perceived challenge was a lack of student interest. 6 Few published manuscripts describe design and outcomes of academic APPE electives.…”

“…6 The second most common perceived challenge was a lack of student interest. 6 Few published manuscripts describe design and outcomes of academic APPE electives. A review of the literature identified studies of academic APPE electives that were taught by a single faculty member or a team and on one or two campuses.…”

Australian dental practitioner perspectives on academic careers

“…In addition to increasing awareness and building capacity, student programs can also help identify those who are not suitable or not interested in an academic career, saving wasted time later 3 . In other health professions experiencing similar academic shortages, they have raised awareness of academic careers by developing workshops focused on the benefits of diverse faculty, 32 graduate mentorship programs 33 and advanced practical experiences; 34 these ideas could easily be translated in dental education.…”