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Introduction: This study identified advanced pharmacy practice experience (APPE) activities students wish to pursue via a qualitative analysis of goal setting. It also aimed to understand student goal setting alignment with core Entrustable Professional Activities (EPAs)., Methods: SMART (specific, measurable, achievable, realistic/relevant, time-bound) goal data were reviewed, analyzed, and coded to develop an inductive thematic analysis. Overall frequency of SMART goal coding themes was analyzed using descriptive statistics, along with frequency of themes based on rotation type. Relative percentages of each rotation type were compared. A crosswalk between themes and EPA was created post-coding., Results: Several themes among student SMART APPE goals from one complete academic year were identified (n = 79). A total of 1690 SMART goals were categorized into 22 themes. The top five most frequently utilized themes represent 60.6% of all goals, and included "Assess, Select, Recommend Therapy" (19%); "Patient Communication" (15.4%); "Foundational Knowledge" (12.4%); "Interprofessional Collaboration" (7.9%); and "Workflow, Roles and Responsibilities" (6%). The core EPA Patient Care Provider Domain was most common and accounted for 46.4% of SMART goals. The remainder included Information Master (18.8%); Practice Manager (16.1%); Interprofessional Education Team Member (7.9%); Population Health Promoter (6.6%); and Self-Developer (3.6%)., Conclusions: Our analysis revealed that students set goals in alignment with the profession's primary focus of providing direct patient care however some EPAs were infrequently citied by students in their goal setting process which may mean there is less focus on these important skills., Competing Interests: Declaration of Competing Interest None., (Copyright © 2023 Elsevier Inc. All rights reserved.)

Introduction: Professional identity formation (PIF) is an essential component of pharmacy education. A student-focused holistic approach can be introduced through exposure to a variety of curricular and co-curricular activities. It is essential for students to not only participate in these activities but also to reflect on their actions and thoughts about those activities. The objective of this study was to better understand the experiences students identify as significant in their PIF., Methods: A mixed methods approach with qualitative thematic analysis was conducted for first-year (P1) and second-year (P2) student pharmacist end-of-year reflections to understand the types and impact of various experiences on PIF. Students identified which experience was most impactful; additional analysis based on this identification was conducted., Results: A review of 151 student reflections led to coding and analysis of 453 experiences. Co-curricular experiences were identified most frequently in both P1 and P2 groups (59.8% and 56.4%, respectively). Curricular experiences were more likely to be mentioned by P1 students than P2 students (28.8% vs. 9.8%, P < .001). P2 students were more likely to identify experiential rotations (17.9% vs. 6.4%, P < .001) or work (13.7% vs. 9.1, P < .001). Other experiences were cited less frequently but were ranked as most impactful by students. Students often identified experiences that allowed them to apply skills and knowledge and opportunities to attend seminars and lectures., Conclusions: When reflecting on experiences and their impact on PIF, student pharmacists discussed a variety of experiences but identified co-curricular opportunities most frequently as impactful., Competing Interests: Declaration of Competing Interest None., (Copyright © 2022 Elsevier Inc. All rights reserved.)

Introduction: The purpose of this study was to evaluate graduates' perceptions of the impact of a teaching (education) specialization and identify aspects of the specialization that could be enhanced., Methods: A 20-item online survey was emailed to graduates of the education specialization at Southern Illinois University Edwardsville School of Pharmacy. Data was analyzed using descriptive statistics. Regression analysis was used to examine (1) association between overall self-rated competence on abilities and skills as a teacher and the number of types of teaching experiences and (2) association between overall self-rated competence on abilities and skills as a teacher and history of holding a faculty position. Chi square was used to determine differences between the two cohorts in confidence areas., Results: Fifty-six out of 69 alumni (81.2%) responded to the survey. Graduates reported high levels of confidence in most teaching abilities. There was a high level of agreement that the specialization enhanced motivation to teach. Regression analysis indicated statistically significant associations between self-rated competence on abilities and skills across a variety of teaching experiences (e.g., classroom lecturing, precepting, continuing education, staff training, lab instruction, facilitating small groups) and history of faculty employment. Enhanced skills in experiential education and teaching outside of academia were identified as further areas for development., Conclusion: The education specialization offered at Southern Illinois University Edwardsville School of Pharmacy may be an alternative entry level PharmD pathway for stimulating interest in academia. The majority of graduates agreed that they have applied the knowledge and skills to their careers., (Copyright © 2019 Elsevier Inc. All rights reserved.)

Background and Purpose: To design and implement an undergraduate honors course for pre-health professional students that develops interpersonal skills through use of a variety of humanities., Educational Activity and Setting: A three credit hour course in an honors seminar sequence was developed by pharmacy practice faculty and with input from faculty in mass communications, philosophy, applied communication studies and history. The course utilized a variety of media such as literature, film, and podcasts to foster student discussion about a variety of health-related topics. Topics included public health, stigmatization, portrayals of health care providers, patient experiences, health care ethics, aging, and death and dying. Students were assessed using pre-class assignments and reflective writings as well as a formal written and oral presentation on a selected health-related book. A quasi-experimental design was used to assess the impact of the course on desired course outcomes., Findings: The first course offering was to 22 undergraduate pre-health professional honors students. Pre- and post-course surveys on students' perceptions and students' reflective writings revealed achievement of desired course outcomes. Post-course evaluations also revealed positive perceptions about the course., Discussion: The design of this course provided an outlet for students to read and enjoy various forms of media, while also meeting its goal of exposing students to a variety of humanities. The course allowed students to think critically about various health care issues, and to begin to develop interpersonal skills., Summary: The course could be adapted for pharmacy by developing affective domains of the Accreditation Council for Pharmacy Education (ACPE) Standards., (Copyright © 2017 Elsevier Inc. All rights reserved.)