Streamlining the process for initial review of pharmacy residency applications: An analytic approach

Objective. As the number of residents applying to pharmacy post-graduate year one (PGY-1) programs increases, the use of screening tools to assess candidate fit has become prevalent. However, these tools are unvalidated and the process of screening may be sub-optimal. Current methods are strongly weighted towards a sequential evaluation of cognitive abilities before an evaluation of emotional intelligence. Here we describe an analytical approach to evaluate the utility of a screening tool used to assess applicants to two pharmacy PGY-1 programs. Methods.Beginning with the 2014-2015 PGY-1 residency cycle, a proprietary scoring tool was developed for the purpose of pre-screening candidates who applied to both programs. The tool scored applicants based on six domains: community service, leadership experience, letters of intent, letters of recommendation, presentations/publication, and work experience.Results. The results of our study showed that applicants who were chosen to interview had significantly higher scores for all domains except work experience, as compared to applicants who were not Conclusions.The need for a tool that can differentiate between candidates' strength of application is a valuable asset when used correctly. Our results revealed opportunities to improve our screening tool based on the analytical approach taken in evaluating the tool.

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Screening Tool to Identify Qualified Pharmacy Residency Candidates

Veenhouwer

McCoy

et al. 2019

“…A multivariate analysis of factors that were significantly associated with invitation to interview at one residency program (Johns Hopkins Hospital) included professional association involvement, presentations, practices experiences, publications, pharmacy work experience, pharmacy school GPA, and skills and certifications. 7 Although extracurricular activities did not have a direct association with matching, students should not be discouraged from participating in these activities as they may learn valuable skills necessary for successful completion of a residency program.…”

Section: Discussionmentioning

confidence: 99%

“…6 At the Johns Hopkins Hospital, Ensor et al sought to streamline the approach to screening pharmacy residency applications. 7 Factors found to be most strongly predictive of offering an interview were professional association involvement, presentations, practice experiences, publications, work experience, GPA, and certifications. Theoretically, all of these preparation strategies and recommendations can increase students' chances of obtaining interviews and matching.…”

Section: Introductionmentioning

confidence: 99%

Student Characteristics Associated with Successful Matching to a PGY1 Residency Program

Phillips

McLaughlin

Rose

et al. 2016

Objective. To identify predictors for postgraduate matching success. Methods. In April 2014, a survey was distributed to students at five schools of pharmacy in the United States assessing organizational involvement, research and work experience, postgraduation plans, match status, and demographics. Results. Five hundred seventy-seven students (82%) completed the survey. Applicants who matched had a higher median number of interview offers compared to those who did not match. Significantly more females than males applied for a residency program. Those who matched had a higher median pharmacy school grade point average (GPA) compared to those who did not. No differences were observed in the rates of matching when leadership positions, student organizational membership, or previous work experience were considered. Conclusion. For pharmacy students in this study, number of applications and interviews, pharmacy school GPA, and female gender were associated with a higher likelihood of matching.

“…In the years preparing for postgraduate opportunities, including residency and fellowships, students are expected to seek opportunities for research experience and community service. 3 Cardell and colleagues surveyed lecture recording viewing habits of all first-year and second-year students at Harvard Medical School. The authors concluded 29.4% of medical students relied only on lecture recordings.…”

mentioning

confidence: 99%

Student and Faculty Member Perspectives on Lecture Capture in Pharmacy Education

Lach

McCarthy

2015

Marchand and colleagues examined student and faculty member perspectives on lecture capture in pharmacy education. The authors determined students appropriately used recordings to support their learning. Students and faculty members agreed that recordings enhanced student learning. However, faculty members perceived that access to recordings reduced class attendance and participation. Ten percent of students acknowledged using recordings very rarely as a substitute to lecture attendance, while half of the faculty members perceived that attendance had declined by 20% or more.1 It is our intent to provide new perspectives for consideration regarding the correlation between lecture recordings and attendance in future research.Events beyond those cited in the article (ie, illness and midterm examinations) that compete with lecture attendance among students with access to recordings are worth acknowledging.1 Rising costs of tuition, increasing student employment, and lifestyle pressures may make it more difficult for students to participate in the university experience. The US Census Bureau determined that of the 4.1 million graduate students in the country, 82% worked in 2011. Almost half (45.9%) of graduate students were full-time, year-round workers. 2The evolving landscape of pharmacy practice may also impact a student's decision to attend lectures. In the years preparing for postgraduate opportunities, including residency and fellowships, students are expected to seek opportunities for research experience and community service.3 Cardell and colleagues surveyed lecture recording viewing habits of all first-year and second-year students at Harvard Medical School. The authors concluded 29.4% of medical students relied only on lecture recordings. Instead of attending lectures, 65.4% of these students reinvested the time saved with accelerated lecture recordings in service, leadership, and research. 4 While determining a correlation between lecture attendance rates and access to lecture recordings, confounding factors are present, and changing.When asked about recordings, faculty members in Marchand and colleagues' study felt it was not possible to yield better learning results than lecture attendance. Despite this notion, faculty members reported no change in course grades relative to previous years.1 As lecture attendance and recordings consist of the same exact information, class averages should not change. Little research associates lower attendance rates and increased use of recordings with poor academic outcomes. 5,6 Student attendance itself is not a learning outcome; in other words, the independent act of attendance does not guarantee learning will occur.7 Too much faculty member focus on negative impact of lecture recordings may deflect future opportunities to leverage technology in an effort to create better teaching and learning practices, including lecture capture. Although displeased with the decline in attendance, it is encouraging that 100% of the surveyed faculty population indicated their lectures wo...