Cedarville University Cedarville University

DigitalCommons@Cedarville DigitalCommons@Cedarville

Pharmacy Practice Faculty Publications Department of Pharmacy Practice

6-2019

Assessing the Ability of Student Pharmacists to Facilitate Human Assessing the Ability of Student Pharmacists to Facilitate Human

Immunodeficiency Virus Point-of-Care Testing Immunodeficiency Virus Point-of-Care Testing

Anna M. Staudt Cedarville University, annastaudt@cedarville.edu

Juanita A. Draime Cedarville University, juanitaadraime@cedarville.edu

Nicole K. Stute Cedarville University, nstute@cedarville.edu

MeiLing G. Norfolk Cedarville University, mgnorfolk@cedarville.edu

Zach Jenkins Cedarville University, zjenkins@cedarville.edu Follow this and additional works at: https://digitalcommons.cedarville.edu/

pharmacy_practice_publications

Part of the Higher Education Commons, Medical Education Commons, and the Pharmacy and

Pharmaceutical Sciences Commons

Recommended Citation Recommended Citation Staudt, Anna M.; Draime, Juanita A.; Stute, Nicole K.; Norfolk, MeiLing G.; and Jenkins, Zach, "Assessing the Ability of Student Pharmacists to Facilitate Human Immunodeficiency Virus Point-of-Care Testing" (2019). Pharmacy Practice Faculty Publications. 389. https://digitalcommons.cedarville.edu/pharmacy_practice_publications/389

This Abstract is brought to you for free and open access by DigitalCommons@Cedarville, a service of the Centennial Library. It has been accepted for inclusion in Pharmacy Practice Faculty Publications by an authorized administrator of DigitalCommons@Cedarville. For more information, please contact digitalcommons@cedarville.edu.

AACP REPORT

Abstracts Presented at the 120th Annual Meeting of the AmericanAssociation of Colleges of Pharmacy, Chicago, Illinois, July 13-17, 2019

ADMINISTRATIVE SERVICESCompleted Research

Admission Scores andCharacteristics in Relationto Performance Within PharmD Curriculum and onLicensure Examinations. Andrea J. Cameron, Univer-sity of Toronto, Robert P. Bonin, University of Toronto,Sara J.T. Guilcher, University of Toronto, John A. Pugs-ley, Pharmacy Examining Board of Canada. Objective:To describe admission scores, including multiple mini-interview (MMI), pre-pharmacy average (PPA) and Phar-macy College Admission Test (PCAT), and covariates(age, prior degree, re-application, gender), in cohorts ad-mitted in 2011 and 2012 to the PharmD program at Uni-versity of Toronto. To determine predictive validity ofadmission scores and covariates, with respect to year 3grade point average (GPA), year 4 advanced pharmacypractice experience (APPE) rotations, and scores on Phar-macy Examining Board of Canada (PEBC) QualifyingExaminations: multiple choice question (MCQ) andobjective structured clinical examination (OSCE).Methods:Descriptive statistics and correlations were de-termined for admission scores and covariates. Multiplelinear regression analyses were conducted with PPA,PCAT composite, andMMI scores as predictor variables.Dependent variables were Year 3 GPA, APPE scores(community and institutional), PEBC–MCQ and OSCEscores. Results: Consenting students admitted in 2011and 2012 with matched PEBC scores totaled 229(56.8% female) and 219 (64.8% female), respectively.Average age (22.0, 21.6), PPA (79.8, 80.3), PCAT(421.7, 422.5) and MMI % (62.5, 63.0) were similar. Inboth cohorts, PPA and MMI were significant predictorsfor annual Year 3 GPA. MMI was a significant predictorfor community and institutional APPE (2011); model notsignificant with 2012. For PEBC exam, PPA, PCAT andMMI were significantly predictive for MCQ; only MMIwas significant for OSCE. Implications: MMI was onlyadmissions predictor for PEBC OSCE, supporting MMIcontinued use. PPA, PCAT, age, prior degree and genderwere also significant in some models. Further analysis ofin-program course performance is occurring.

A PCOA “Gated Stakes” Model to Ensure Pro-ficiency Prior to Progression. Patrick J. Davis, The Uni-versity of Texas at Austin, Rochelle M. Roberts, The

University of Texas at Austin, W. Renee Acosta, The Uni-versity of Texas at Austin.Objective:Develop an admin-istrative process to take the PCOA from a “high stakes”(pass/no pass) model to a “gated stakes” exam in whichthe level of performance dictated differential levels ofremediation prior to progression. The lack of subject-level granularity in the PCOAmandated the identificationof amore diagnostic process that could (a) identify and (b)remediate deficiencies, (c) confirm proficiency, and (d) ifunsuccessful remediation, identify which course(s) needrepeating. Methods: Class results were normalized bysetting the score for the highest performing student as100% (range5100% to 55%). Students 1-StdDev belowthe mean were designated “grey zone” and those 2-StdDev below the mean were designated “red zone.” Ac-cess Pharmacy’s “McGraw-Hill NAPLEX ReviewGuide” was identified as the diagnostic/remediation/assessment tool. A validation study conducted withPCOA-successful students showed a direct correlationwith overall PCOA scores vs NAPLEX review scores(R250.7965) and set an acceptable cut score. Results:“Grey-zone” students were “gated” to identifying areasof deficiency, complete a narrative reflection, and meetwith their faculty mentor to address how those areaswould be addressed prior to and during the P4 year.“Red-zone” students were “gated” to identify areas ofdeficiency, remediate, and achieve the cut score set bythe pilot; all successfully remediated and were thenassigned faculty mentors for the P4 year. Implications:The Program Assessment Team has developed a processto extend the non-granular PCOA results to a “gatedstakes” process allowing for identification of deficiencies,remediation, and demonstration of proficiency prior toprogression.

AStory of 11 Rubrics. Suzanne Carbonaro,Univer-sity of the Sciences, Lisa Charneski, University of theSciences. Objective: To describe a process of facultyengagement in program-wide rubric creation Methods:To support assessmentwithin the competency-driven cur-riculum (fall 2018 start) development of program-widerubrics become a priority. Three faculty-centered work-shops followed by three surveys set the stage for collab-oration. Using tenets of Expectancy-value theory, facultyidentified key performance indicators of value to our

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

908

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

college in workshop 1. Informed by survey results, work-shop 2 focused on rubrics. In the next survey, facultyidentified rubrics of highest priority for developmentaligned to best rubric type (single point vs analytic). Asa result, small working groups were assigned to createrubrics for presentation at the final faculty workshop.Faculty input for needed revisions was elicited in the finalsurvey. Revised rubrics were then mapped to program-matic outcomes in our cloud-based assessment platform.Results: Eleven programmatic rubrics were created be-tween January 2018 throughDecember 2018. Those iden-tified as highest priority in the second survey (responserate 59%) included: (1) blood pressure; (2) communica-tion; (3) empathy; (4) patient care writing; (5) patientcounseling; (6) presentation; (7) reflective writing; (8)prescription dispensing; (9) participation (10) medicationhistory; and (11) device. The third survey (56% responserate) asked faculty to indicate whether the specific rubricwas “Ready for Use” (33-61%), “Minor Edits Needed”(39-67%), or “Major Revision” (6% of responses; 1/11rubrics). Implications: This process provided transpar-ency and faculty autonomy. The result is a faculty-reviewed bank of rubrics, applicable to various contexts,and accessible to stakeholders. Student performance canbe aggregated and tracked longitudinally.

Becoming Pharmacists: Exploring the Profes-sional Identity Formation of Student PharmacistsThrough Self-Authorship. Curtis G. Jefferson, Univer-sity of Washington. Objective: To explore how studentpharmacists conceive and experience the concept andprocess of professional identity formation (PIF) usingthe theoretical framework of self-authorship. Methods:Fourth-year student pharmacists participated in semi-structured interviews focusing on their expectations andexperiences over the course of pharmacy school. Tran-scripts of these in-depth interviews were reviewed usingan interpretative phenomenological analysis (IPA) ap-proach. Through this iterative analysis process, themesand superordinate themes were identified that captureparticipants’ experiences with PIF and the conditionsthat appeared most conducive to supporting this typeof development. Results: Three superordinate themesemerged as PIF domains: Defining the Profession, Build-ing Confidence & Competence, and Discerning Values.Development within each domain occurred across threedistinct stages that align with the self-authorship frame-work, which emphasizes the transition between definingone’s experiences based on external factors to relying onan internalized sense of understanding. A fourth superor-dinate theme, Significant Experiences, illustrated factorsthat helped to support participants in the PIF process:Early & Sustained Practice Opportunities, Exposure to

Multiple Practice Models/Settings, and a SupportiveLearning Environment. Implications: Programs shouldconsider the PIF of student pharmacists in addition tohelping them acquire the knowledge and skills necessaryfor practice. It is through PIF that students begin to un-derstand and internalize the broader context of the phar-macy profession. Earlier placement of curricular practiceopportunities, sustained engagement with practicethroughout the program, varied practice experiencesacross settings and practice sites, and an open and wel-come environment created by the faculty are potentialconsiderations for fostering student development in thisarea.

Common Practices and Decision-Making FactorsFaculty Use in Accommodating Pregnant Students.Katherine S.Wadas-Thalken,CreightonUniversity, LeahGeorges, Creighton University. Objective: To identifycommon practices and decision-making factors facultyused in supporting and accommodating pregnant stu-dents. Methods: An online survey was sent to faculty inone pharmacy program asking about their experiencesworking with pregnant students. Participants were alsoasked about their knowledge ofTitle IX and how it appliesto pregnant students. Results: One of the key findings ofthe study was that school policies and procedures were astrong decision-making factor for participants who haveworked with pregnant students in the past three years.Additionally, the findings revealed that faculty preferredaccommodations for pregnant students be centralizedwith the pharmacy school’s dean’s office. The findingsof this study suggest that university-level policies are lessinfluential on faculty decision making than school poli-cies and procedures. Lastly, only half of participants knewthat Title IX protected pregnant students from discrimi-nation. Implications: Nearly 75% of participants hadworked with a pregnant student in the past three yearsandmost participants relied on guidance from school pol-icies and procedures for how to work with these students.While participants were aware of legal implications whenworking with this population, only half of them knew thatTitle IX was a key law protecting pregnant students fromdiscrimination. Findings from the study suggested thatpharmacy schools should have clear policies and proce-dures for workingwith pregnant students and that central-izing decision-making with a dean may be more helpfuland effective.

Correlating Big 5 Personality Dimensions withAcademic Performance. Adam C. Welch, East Tennes-see State University, Debbie C. Byrd, East TennesseeState University. Objective: To explore correlations be-tween Big Five Personality Dimensions (Big 5) and aca-demic performance among PharmD students. Methods:

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

909

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

A 77-question electronic survey was administered to theclasses of 2017 and 2018 at one college. It was adminis-tered in the spring semester of the P4 year for the class of2017 and P3 year for the class of 2018.Mean scores werecalculated from responses to a five-point Likert scale forquestions related to the five personality dimensions(openness, conscientiousness, extraversion, agreeable-ness, and neuroticism).Mean scores were then correlated(Pearson) with grade point averages (GPAs) during theP1, P2, P3 years, and with scaled score on the NAPLEX.Results: There were 95 of 165 students (56.2%) in theclasses of 2017 and 2018 that completed the personalityassessment. The mean personality scores for all respon-dents were openness 3.99, conscientiousness 3.75, extra-version 3.44, agreeableness 3.59, and neuroticism 2.57.Sixty-six of the students had both personality scores andreleased NAPLEX scores. The personality dimensionwith the strongest correlation with NAPLEX was agree-ableness (r5-0.224), followed by openness (r5-0.185),extraversion (r5-0.121), conscientiousness (r5-0.118),and neuroticism (r50.030). Conscientiousness had thestrongest correlation with the cumulative GPA for boththe P2 (r50.151) and P3 (r50.125) year. Extraversioncorrelated the strongest with P1 GPA (r5-0.184). Impli-cations: Conscientiousness had a positive correlationwith grades during the didactic curriculum but a negativecorrelation with scores on the NAPLEX. With furtherexploration, correlations with personality dimensionsand indicators of success in pharmacy school could leadto novel uses of Big 5 Personality with admissions de-cisions.

Correlation of Student Performance on PCOAAreas toCorrespondingGPA. PamelaE. Fernainy,Leb-aneseAmericanUniversity, RoyKanbar,LebaneseAmer-ican University, Lamis R. Karaoui, Lebanese AmericanUniversity, Nibal Chamoun, Lebanese American Univer-sity, GhadaKhoury, Lebanese AmericanUniversity, YaraKuyumjian, Lebanese American University, HanineMansour, Lebanese American University, Aline Saad,Lebanese American University. Objective: This studyexamined the relationship between the performance ofpharmacy students in the Pharmacy Curriculum Out-comes Assessment (PCOA standard score) areas and thecorresponding Grade Point Average (GPA) in the Schoolof Pharmacy program. Methods: For that purpose, thefour PCOA areas were mapped to relevant courses inthe curriculum. The corresponding weighted GPA foreach of the 4 groups of courses was calculated. Pearsoncorrelation coefficient was computed between the PCOAarea standard score and the corresponding GPA. Analysiswas performed utilizing data collected over the past 4years, separately and collectively. When available, the

overall and per area PCOA standard score of P3 and P4students was compared. Results: When comparing per-formance, the overall PCOA standard score is signifi-cantly and positively correlated with the cumulativeGPA (r5 0.59, p,0.0001). When examining this rela-tionship per year, the correlation coefficient remainedsignificant (highest r50.74, p,0.0001 and lowestr50.36, p50.046). Furthermore, the correlations betweenPCOAarea score and corresponding areaGPA, computedutilizing cumulative 4-year data, were also significant(area 1 r50.43, p,0.0001; area 2 r50.47, p,0.0001; area3 r50.35, p,0.0001; area 4 r50.40, p,0.0001). How-ever, when computing this correlation per year, it wassignificant 3 out of 4 years in area 1, 2 and 4, and onlyonce in area 3. Finally, when comparing overall PCOAstandard score between P3 and P4, no significant differ-ence was noted, except for area 4 (ANOVA p50.01).Implications: The PCOA performance per area is mod-erately correlated with GPA in corresponding pharmacycourses.

Crossing the Technological Chasm: Implementa-tion of New Online Testing Tool in a Doctor of Phar-macy Program. Amy L. McLaughlin, University of theSciences, Lisa Charneski, University of the Sciences,Cathy Y. Poon, University of the Sciences, RobertMcCunney, University of the Sciences. Objective: Todescribe a cultural shift during implementation of a newassessment software and the process of faculty develop-ment leading to college-wide acceptance Methods: In2016-2017, implementation began with faculty “innova-tors” willing to pilot the technology for low-stakes assess-ments. Pilot results were shared along with a call forvolunteers to become “early adopters” for the followingyear. Coinciding with the launch of our competencydriven curriculum in 2018-2019, we entered the “earlymajority” phase with all required courses using the appli-cation. Faculty development was critical to this imple-mentation cycle. Initially, trainings were web-based andfocused on key administrators. To support the pilot and“early adopters” focused face-to-face sessions were of-fered. In the summer 2018, these trainings were expandedfor all faculty and administrative staff. The evolution ofquestion tagging was supported by faculty developmenttargeted at the college’s assessment committee who werecharged with recommending a structure that best sup-ported the curricular assessment plan. Student trainingswere also provided. Results: From the pilot year to now,participating courses grew from 3 to 18 and facultyadopters from 3 to 32 (an increase from 6% to 63% ofall board appointed faculty). Question tagging evolvedfrom tagging to Bloom’s taxonomy only, to the additionof programmatic outcomes (measurable abilities), PCOA

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

910

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

sub-topics, and a few additional key performance indica-tors (including calculation domains). Implications: Fac-ulty development throughout the implementation of anon-line testing tool lead to widespread acceptance. Thedata provided by this technology supports the robust as-sessment plan within our competency-driven curriculum.

Dual-Degree Opportunities in Pharmacy Pro-grams. Dawn E. Havrda, The University of Tennessee.Objective: With the changing job market, student phar-macists want to differentiate themselves and participatingin dual-degree programs is an option. The objective of thisstudywas to assess the prevalence and type of dual-degreeopportunities in colleges/schools of pharmacy.Methods:Information on dual-degree programs was obtained frompharmacy program websites and cross-referenced withthe listed dual-degree offerings in PharmCAS profiles.The number and type of dual-degree programs were cor-related to pharmacy program characteristics, includingpublic/private university, presence of an academic healthcenter, when the program was established, and the pres-ence of a branch campus. Results: Out of 141 pharmacyschools, 101 (71.6%) had at least one dual-degree pro-gram. Two or more dual-degree options were offered by62 (61.4%) programs. Dual-MBA was the most frequent(76.2%, n577) followed by a dual-MPH (41.6%, n542).Greater options of dual-degree programs were signifi-cantly associatedwith public universities (P50.002), pro-grams established prior to 1995 (P,0.0001), an academichealth center (P,0.0001), and the presence of a branchcampus (P50.011).Public universities were more likelyto have the dual-PhD (P50.004), and older programswere more likely to have the dual-PhD (P50.008),MBA (P50.004), and MPH (P50.038). Implications:Almost three-fourths of pharmacy programs have at leastone dual-degree program for their student pharmacists.Addition of dual-degree opportunities affords studentsopportunities to diversity their career path in a changingjob market.

Environmental Scan of Opioid-Related Activitiesin Academic Pharmacy. Dorothy F. Farrell, AmericanAssociation of Colleges of Pharmacy, Jeffrey O. Ekoma,American Association of Colleges of Pharmacy, LynetteR. Bradley-Baker, American Association of Colleges ofPharmacy, Thomas Maggio, American Association ofColleges of Pharmacy, Jeffrey P. Bratberg, The Univer-sity of Rhode Island, Andria F. Church, Palm Beach At-lanticUniversity, Sara E.Dugan,Northeast OhioMedicalUniversity, Thomas S. Franko,Wilkes University, DanielJ. Ventricelli, University of the Sciences, Matt Cipriani,American Association of Colleges of Pharmacy, CynthiaP. Koh-Knox Sharp, Purdue University, Jilla Sabeti,Western New England University, Otito F. Iwuchukwu,

Fairleigh Dickinson University, Talia Puzantian, KeckGraduate Institute. Objective: To draw a cohesive pic-ture of the efforts of colleges and schools of pharmacy toaddress the opioid overdose crisis.Methods: The Amer-ican Association of Colleges of Pharmacy (AACP) cre-ated and disseminated a survey to its institutionalmembers to obtain a detailed report of their opioid over-dose crisis-related activities. The initial call for responseswas made in July 2018 through the AACP Connect mem-ber portal and periodic reminders were sent through Sep-tember 2018.AACP staffmembers reviewed submissionsand continuously developed and refined overarching cat-egories and descriptive tags to code the submitted activ-ities. A volunteer committee of content experts comprisedofmembers of theAACPSubstanceUseDisorder SpecialInterest Group (SIG) helped develop the coding method-ology, define categories and tags and followed-up withnon-responding colleges and schools. Each activity wasindependently coded by two separate AACP staff mem-bers. Duplicate activities were removed and discrep-ancies in the coding process were resolved by consensusamong AACP staff members and SIG volunteers. Re-sults: Survey responses represented 104 schools andamounted to a total of 462 activities, which reduced to398 following removal of duplicate and non-opioid-focused submissions. Each activity was categorized asAdvocacy (4%), Education (65%), Service (23%), Prac-tice (8%) or Research (22%) with 20% of activitiesassigned to more than one category. A total of 59 tagswere defined to capture essential features of each activity.Implications:Academic pharmacy is broadly addressingthe opioid overdose crisis in their communities. AACPcan support schools by increasing awareness of and sup-port for their efforts among external stakeholders.

Helping Students Manage Stress During FinalExams.Daniel J. Hansen, South Dakota State University,Asha Hertler, South Dakota State University, NathanBylander, South Dakota State University. Objective:Evaluate the impact of a series of activities designed tohelp pharmacy students manage their stress during finalexams.Methods: In Fall 2018, student services personneldesigned a series of activities centered around helpingstudentsmanage their stress duringfinal exams.Activitiesincluded a midweek mindful study hall, yoga, a Fridayfinals refresh, and canine comforters.During themidweekmindful study hall and Friday finals refresh, studentsweregiven access to additional study space within the phar-macy building, where mindfulness activities (e.g. boardgames, arts and crafts, coloring) were set-up and snackswere provided. A self-administered questionnaire surveywith a 7-point Likert scale was developed to examinestudent perceptions after participating in the activities.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

911

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Results: Twenty-six P1 and P2 students completed thequestionnaire. All of the students (100%) agreed orstrongly agreed with the statements: “I am glad that theCollege offered this program as part of finals week”, “At-tending this program helped improve my overall well-being”, and “If offered, I would attend a similar programin the future.” Themajority of students agreed or stronglyagreed with the statements: “This program will help memanage the stress associated with finals week” and “Thisprogram helped me feel better prepared for finals week”,96% and 65% respectively. Implications: Student re-sponse to this program was positive, and results indicatethat it should be continued, and possibly even expanded,in future semesters. This program could be used as amodel for other schools of pharmacy looking to providesimilar opportunities to their students.

Inclusive Excellence Through a Structured Co-Curriculum at Texas A&MUniversity Rangel Collegeof Pharmacy. Simi Gunaseelan, Texas A&M University,Asim Abu-Baker, Texas A&M University, Debra L.Wood, Texas A&M University, Maria Benavides, TexasA&M University, Juan J. Bustamante, Texas A&M Uni-versity, Indra K. Reddy, Texas A&M University. Objec-tive: To promote inclusive excellence through a structuredco-curriculum. Methods: In accordance with ACPE’sguidance on developing a purposeful co-curriculum inPharmD programs, and congruent with the Rangel Col-lege of Pharmacy’s mission to serve rural health and un-derserved areas of South and Central Texas, the collegehas transitioned from a service learning IPPE model to astructured co-curricular program. The goal of this pro-gram is to create a culture of excellence towards diversityand inclusion while developing altruistic attitudes andvalues amongst students. This design entails college-approved clinical, interprofessional, non-clinical, and sim-ulation activities. As a measure of excellence in diversityand inclusion, the college has developed extensive com-munity outreachopportunities for targeting the rural, under-served and indigent populations of South and CentralTexas. Students are required to complete three co-curricularactivities during an academic year, including a requiredclinical activity. Learning experiences are mapped toCAPEeducational outcomes and students’ complete reflec-tions at the conclusion of their activities. Results: Since2017, students have provided health services to approxi-mately 5,760 members of the local and rural communitiesin the form of health andwellness screenings (4,009 hours),immunization clinics (741 hours), patient education ses-sions (1,025 hours), and camps for special needs (286hours). Students have also participated in university-wide annual student-led interprofessional DisasterDay simulations for 538 hours. Implications: Through

intentional co-curricular initiatives targeting diversityand inclusion, the college has defined excellence by pro-viding ongoing services in concert with other health pro-fessions to underserved, diverse populations in multipleregions of Texas while enhancing students’ competen-cies and professional growth.

Measuring the Overall Wellbeing of PharmacyStudents. Daniel J. Hansen, South Dakota State Univer-sity, James R. Clem, South Dakota State University,Omathanu P. Perumal, South Dakota State University,JeremyDaniel, South Dakota State University, Asha Hertler,South Dakota State University, Teresa M. Seefeldt, SouthDakota State University. Objective: To measure theoverall wellbeing of students in a Pharm.D. program.Methods:As part of the design process of a wellness planfor students enrolled in a Pharm.D. program, college per-sonnel designed a survey aimed to obtain a baseline as-sessment of their overall wellbeing. The survey asked avariety of quantitative and qualitative questions and wassent via email to all students. A portion of the quantitativequestions measured the degree to which students agreedwith a series of statements (7-point Likert scale). A chi-square test was used to evaluate differences between thenumber students who selected an agree-based responseversus non-agree amongst the classes (P1-P4). Results:The response rate was relatively strong (Overall – 50%,P1 – 59.8%, P2 – 47.4%, P3 – 42.9%, P4 – 49.4%).Amongst the fourteen questions analyzed, there was asignificant difference in the number of students whoagreed with the statement “I feel comfortable approach-ing college faculty or staff if I am concerned about aclassmate’s wellbeing” and “I feel comfortable approach-ing college faculty and staff if I am concerned about aclassmate’s mental health” (P-Value 0.048 and 0.029, re-spectively). In addition, there was a significant differencein howmanyP1 andP2 students agreedwith the statement“I would attend counseling myself” versus P3 and P4students (P-Value 0.006), with P3 and P4 students beingmore likely to agree with the statement. Implications:The results of this baseline survey will help inform col-lege personnel as they develop an overall wellness pro-gram for students in the Pharm.D. program.

Medina’s Key Elements of Active Learning asFramework for Faculty Self and Needs Assessmentof Preparedness. Elaine L. Demps, Texas A&M Univer-sity, Charlotte A. Farris, Texas A&M University, MerlynJoseph, Texas A&M University, Mardoqueo Martinez,Texas A&M University, Jose Hernandez, Texas A&MUniversity. Objective: Active learning (AL) is continu-ally being emphasized and implemented in the pharmacycurriculum. The objective of this study was to conduct afaculty self and needs assessment to determine the extent

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

912

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

to which our faculty perceived they already carried outAL and to gather their perceptions on how prepared theyfelt to implement effective AL across the P1 curriculum.Methods:A 19-question survey was administered in July2017 to all 50 college faculty. For validity, when design-ing the survey, Medina’s set of four key elements of ef-fective ALwas adopted as the theoretical framework. Forreliability, the draft survey questions were reviewed mul-tiple times and revised accordingly. Texas A&MUniver-sity Institutional Review Board determined this study didnot involve human subjects. Results: Thirty-five facultymembers, 70%, completed the survey in full. Majority ofthe faculty perceived that they carried out three of the fourkey elements during lectures: activate prior knowledge(74%), involve majority of students (89%), and providefeedback (91%). However, only 37% stated they pro-moted metacognition, another key element. Moreover,based on the analyses of the qualitative responses, facultyappeared to have misconceptions about what activitiesconstitute the key AL elements. Barriers to incorporatingAL that emerged as themes include: lack of student buy-inand lack of faculty know-how. Implications: Althoughmost faculty indicated they integrated AL in their teach-ing, misconceptions identified indicates the need for ex-tensive faculty development to define and model keyelements of AL. Student development on the benefits ofAL is also needed.

Novel Design of an Efficient Process forMeaning-ful Student Reflections and Feedback. Lisa Finn, Uni-versity of Maryland, Lisa Lebovitz, University ofMaryland.Objective:To devise an efficient and effectiveprocess to develop students’ affective domains that meetsaccreditation standards and elicits impactful data, withoutoverburdening students or faculty. Methods: Pharmacystudents are required to submit a Plan of Study (PoS) eachsemester. A faculty advisor then reviews the PoS and pro-vides feedback and approval. The PoS includes quantita-tive and qualitative questions on career preparedness,involvement and leadership in organizations, stress leveland workload. Students are also prompted to briefly re-flect onmeaningful recent experiences related to problemsolving, communication, patient advocacy, interprofes-sional teamwork, leadership and professionalism. Fi-nally, students develop future goals and action steps.Results: Students develop self-awareness and habits oflifelong learning. Faculty advisorsmeet regularly in smallgroups and individually to review their advisees’ experi-ences, stress, workload, career prep, and involvement;any student in crisis can be referred for intervention andsupport. Administrators monitor these class cohort data,and use it to demonstrate compliance with ACPE Stan-dards 3 and 4. Findings include: 88% of P1-P3 students

belong to at least one organization and almost half belongto 3 or more; one-third hold leadership positions. Over50% of P3s attended career planning events last spring;25% of P1s reported unmanageably high stress levels.Implications: This approach is an efficient use of timefor both students and faculty compared to requiring for-mal reflective assignments, which can be a disincentive tostudent participation. Faculty are able to focus on engag-ing in their advisees’ progress and personal growth in-stead of grading them.

Participant Perceptions of the Aggie StudentPharmacists Initiative for RecruitmentjRetentionand Education (ASPIR2E) Pre-Matriculation Pro-gram.Elaine L. Demps, Texas A&MUniversity, AmandaGalindo, Texas A&MUniversity, Amanda Galvan, TexasA&M University, Simi Gunaseelan, Texas A&M Univer-sity. Objective: Once recruited, retaining a diverse stu-dent body is instrumental in enhancing the learningexperience for all students as well as achieving racial/ethnic concordance between the future pharmacist andhis/her patients for improved patient care outcomes.The ASPIR2E Pre-Matriculation Program (PMP) in sum-mer 2018 was a 6-week, face-to-face and online, grant-funded initiative to retain underrepresented minority(URM) students. The objectives of this study were to un-derstand the student perceptions of the PMP: motivationsfor applying; the program’s effectiveness in enhancingthe participants’ transition to the P1 year; and areasof improvement. A separate study for determining theacademic effectiveness of the PMP was conducted.Methods: Twenty-four Class of 2022 members were se-lected to participate.Week 1was on campuswith housingand food.Weeks 2-5 were online.Week 6 was on campusbut without housing. Participants were guided by–andinteracted with–faculty, staff, and peer mentors. Studentperceptions were collected through pre/post PMP surveysand pre/post PMP focus groups. Texas A&M InstitutionalReview Board determined this study was not human sub-jects research. Results: Twenty-three participants com-pleted the program. The most common theme forapplying was to be successful in the PharmD curriculum;the PMPwas viewed as an effective vehicle. Peer relation-ships formed was the most important factor in transition-ing well to the first year. Suggested areas of improvementincluded content scope/emphases and instructional strat-egies employed. Implications: The PMP participantsmatriculated with a strong sense of belonging and anestablished network of peers, peer mentors, and faculty–social factors that enhance retention.

Prevalence of Depression and Anxiety SymptomsAmong Student Pharmacists. Andrew Smith, SamfordUniversity, Renee M. DeHart, Samford University,

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

913

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Rachel M. Slaton, Samford University, Katherine Smith,Samford University.Objective: The primary objective ofthis study was to quantify the presence of depression andanxiety symptoms amongfirst through fourth year studentpharmacists. Secondary objectives were to identify stu-dent subsets who reported these symptoms most andquantify use of university counseling services.Methods:This was a single center cross-sectional study among 474students. After obtaining Institutional Review Board ap-proval, the Patient Health Questionnaire-9 (PHQ-9, fordepression) and the General Anxiety Disorder-7 scalewere administered via an anonymous electronic surveyover a three-week period in fall 2018.Results: Two hun-dred fifty-five students completed the study (53.8% re-sponse rate). The majority were white females between22 and 25 years of age. Of responders, 40%had symptomsof at least moderate depression and 41%had symptoms ofat least moderate anxiety. Female students reported sta-tistically more anxiety than males. Other demographicsexamined (age, race, having children)were not associatedwith differences in depression or anxiety symptoms.Overall use of university counseling services was verylow among these students. Implications: Whether it bedue to counselor availability, campus geography, or gen-eral reluctance to seek help, use of our university coun-seling center was infrequent relative to student reportedsymptoms. Further steps need to be taken to ensure themental health of our future pharmacists. As a result of thisstudy, several new mental health initiatives have beenundertaken within the program, including suicide aware-ness training for faculty and optional weekly small groupdiscussions for students within the school, among others.

Student Professional Development Program’s Ef-fects on Student Self-Efficacy in Learning. Russell T.Attridge, University of the Incarnate Word, BethanyKalich, University of the Incarnate Word. Objective:Evaluate a professional development program’s effecton student self-efficacy in learning. Methods: A struc-tured educational session on evidence-based strategies foreffective learning (i.e., spaced practice, interleaving, re-trieval practice, elaboration, concrete examples, dual cod-ing)was provided to second-year student pharmacists as apart of a professional development program in fall 2018.The Student Self-Efficacy (SSE) Scale, a validated, 10-item, 4-point Likert scale survey, was used to assess SSEpre- and post-intervention in four domains: academic per-formance, skill and knowledge development, social in-teraction with faculty, and coping with academic stress.Matched responses were assessed using two-sided pairedt-tests.Results:Among 71 student pharmacists surveyed,65 (91.5%) completed the survey and consented to studyinclusion. Post-semester (vs. pre-) surveys demonstrated

numerical declines in SSE scores for all 10 items, indi-cating a decline in learning confidence. Statistically sig-nificant declines were noted for learning capability overtime (3.67 vs 3.31, p,0.001), efforts to achieve academicgoals (3.69 vs 3.49, p50.008), staying motivated (3.28 vs3.06, p50.047) and ability to be successful despite doubtsby others (3.62 vs 3.40, p50.034). Implications: Phar-macy programs are expected to facilitate student personaland professional growth. An educational session on cog-nitive learning strategies did not appear to facilitateimprovements in student self-efficacy in learning. Unac-counted confounders may have affected our results, in-cluding not accounting for the natural progression incourse difficulty and not evaluating student applicationof learning strategies. Continued efforts to evaluate andimprove student self-efficacy in learning are being devel-oped as a result of these data.

Student Professional Development Program’s Ef-fects on Student Self-Efficacy in Receiving Feedback.Russell T. Attridge, University of the Incarnate Word,Bethany Kalich, University of the Incarnate Word. Ob-jective: Evaluate a professional development program’seffect on student self-efficacy in receiving feedback.Methods: A structured educational session on feedback,followed by increased efforts to strengthen feedbackquality, was provided to second-year student pharmacistsas a part of a professional development program in fall2018. The FeedbackOrientation Scale (FOS), a validated,20-item, 5-point Likert scale was administered pre- andpost-semester to assess self-efficacy in feedback amongfour domains: utility, accountability, social awarenessand feedback self-efficacy. Matched responses wereassessed using two-sided paired t-tests. Results: Among68 student pharmacists surveyed, 65 (95.6%) completedthe survey and consented to study inclusion. Post-semester(vs. pre-) surveys demonstrated numeric improvement in15 of 20 (75%) items related to feedback self-efficacy inthe FOS. Statistically significant improvements werenoted in the utility and accountability domains, includingincreased agreement with “feedback contributes to mysuccess” (4.48 vs 4.28, p50.047) and “it is my responsi-bility to apply feedback to improve my performance”(4.55 vs 4.32, p50.006). No responses on the FOS post-survey had statistically-significant decreases in studentself-efficacy. Implications: Pharmacy programs are ex-pected to facilitate student personal and professionalgrowth necessary to demonstrate self-awareness, leader-ship, innovation, entrepreneurship and professionalism.This professional development activity led to modest im-provements in self-efficacy related to receiving feedbackin some aspects of the utility and accountability domains.We believe the faculty and student development efforts

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

914

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

related to this may improve student outcomes beyond thescope of this project, and additional efforts deserve ex-ploration to facilitate widespread development amongeach feedback domain.

The Impact of an Individualized Early Interven-tion System on Student Learning in a Competency-Driven Curriculum. Laura A. Mandos, University ofthe Sciences, Suzanne Carbonaro, University of the Sci-ences, Karen J. Tietze, University of the Sciences, LisaCharneski, University of the Sciences.Objective: To de-scribe the implementation of an early intervention systemand its impact on student achievement and progression ina competency-driven curriculum Methods: In conjunc-tion with a new, competency-driven doctor of pharmacycurriculum implemented in Fall 2018, the PhiladelphiaCollege of Pharmacy at University of the Sciencesdesigned a Learning Support program to provide a struc-tured process for student referrals and intervention. Basedon research of existing medical school programs, Learn-ing Support is designed to develop competencies and pro-mote student success. Relying on early intervention andindividualized assessments, the program utilizes action-able data, academic coaching, and faculty mentor teamsto identify and address the needs of students in, or trend-ing toward, academic difficulty. Learning Support trig-gers when students receive ,70% on major assessmentswithin a module. Additionally, a formal process wasdesigned to support students who failed to meet progres-sion standards at the conclusion of a module. The faculty/student referral process supports students with non-graderelated issues, such as professionalism. Results: Fall2018 data reveal (1) an increase in the proportion of P1students on the Dean’s List; (2) decrease in the proportionof P1 students failing to progress to the spring semester;and (3) decrease in the proportion of P1 students enteringprogram probation when compared to cohorts from theprevious 5 years. Implications: Learning Support advan-tages include assisting students with issues early and inreal-time. More students are able to stay with their cohortand progress to the next semester. However, the programdoes require designated resources, coordination withstakeholders, and specific timelines.

Understanding the Motivators of Pharmacy Stu-dents Pursuing a Pathway to Rural Pharmacy Prac-tice. Stephanie N. Kiser, University of North Carolina atChapel Hill, Antonio Bush,University of North Carolinaat Chapel Hill, Minnie McMillian, University of NorthCarolina at Chapel Hill, Anna Gross,University of NorthCarolina at Chapel Hill, Dzidzai Muyengwa, Universityof North Carolina at Chapel Hill. Objective: It is wellunderstood that rural communities experience healthprovider shortages, and most literature addressing this

workforce need focuses on physicians. To broaden un-derstanding of recruitment and retention efforts for futurerural pharmacists, this study explores perceptions and keymotivators of pharmacy students who have chosen to par-ticipate in a Rural Pharmacy Health Certificate (RPHC)program and pursue pathways to rural practice.Methods:Nineteen newly admitted RPHC students participated in30-minute research interviews structured with key ques-tions concerning motivation to pursue the program,RPHC’s impact on personal and professional goals,health disparities knowledge in rural settings, and per-ceived qualities needed to be a successful pharmacist ina rural setting. Interviews were transcribed verbatim.Multiple coders used several rounds of open coding todevelop a codebook and identify themes. Trustworthinessprocedures included consensus building and analyticmemos to promote reflexivity. Results: Several themeswere identified: Students’ growing up and volunteeringand/or working in a rural community led them to a “heartfor service” and pursuing the RPHC. Students expressedknowledge of two distinct disparities in rural areas: pa-tients’ access to care and health literacy. Students per-ceived key qualities of a successful rural pharmacistwere being a learner of and invested in the community.Implications: Many schools of pharmacy are makingefforts to address workforce needs in rural settings andimprove the health of rural communities. The data col-lected in this study could influence the design of recruit-ment and admission efforts to align with studentmotivators and be incorporated into curricular consider-ations for rural practice.

Using a Modified Delphi Technique to DetermineFaculty Priorities and Facilitate Faculty Satisfaction.Catherine J. Cone, Roseman University of Health Sci-ences, Elizabeth J. Unni, Roseman University of HealthSciences.Objective: The objective of this study is to de-scribe a qualitative, iterative approach using a modifiedDelphi technique to achieve consensus on faculty priori-ties that facilitate faculty satisfaction and uncover areas ofpride that recognize achievement and promote facultymorale. Methods: The Roseman University College ofPharmacy (RUCOP) Assessment Committee used amod-ified Delphi technique to gather information and formconsensus regarding facilitators of faculty satisfaction.Round 1 of the Delphi technique used an open-endedquestionnaire asking faculty to list three priorities to im-prove faculty satisfaction and one source of pride. Theresults from this round were analyzed qualitatively togenerate themes. Round 2 of the Delphi technique re-quired faculty to rank order the themes to establish prior-ities. Round 3was an open forum for faculty discussion toachieve final consensus. Results: Seventy-eight percent

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

915

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

of the faculty participated in Round 1 and 83% partici-pated inRound 2.ByRound 3, facultywere able to reach aconsensus for three priorities for RUCOP and three for theUniversity. Priorities identified for RUCOP includedworkload, recruitment and professional development.Priorities for the University included salary, benefitsand money for professional development. Implications:The Delphi Technique promoted proactive engagementfrom the faculty to determine their priorities for job sat-isfaction and establish goals for pharmacy administration.While providing anonymity, the holistic process allowedfaculty to rank priorities from all respondents to achievefinal consensus, in addition to giving them an opportunityto self-reflect on their work environment.

Using Signature Projects, Co-Curricular Tran-scripts, andReflective JournalWriting to Track Prog-ress to Programmatic Outcomes. Jeremy A. Hughes,California Health Sciences University, David G. Fuentes,California Health Sciences University, Ahmd Azab, Cal-ifornia Health Sciences University, Will Ofstad,Califor-nia Health Sciences University, Miriam Ansong,California Health Sciences University, Macie Luallen,CaliforniaHealth SciencesUniversity.Objective:To de-velop and implement a centralized method of document-ing and assessing student participation in co-curricularactivities, interprofessional education (IPE), as well asto track student development in professionalism and af-fective domains. Methods: Development of a portfoliosystem was initiated in response to a need for improveddocumentation of student activities and progress towardsmeeting global learning outcomes (GLOs). Project aimswere to intentionally document IPE and co-curricular ac-tivities and to assess student development in GLOs andaffective domains across the program. Students, facultymentors, and other stakeholders were identified, and de-sired outcomes were determined for each group. A liter-ature search was done to aid in developing a programdefinition of co-curriculum and in developing a categor-ical system of activity types, as well as to identify systemsfor reflective journal writing (RJW).Platforms, programoperations, and assessment methods evaluated. Results:Student portfolios were developed and implemented thatinclude signature projects, discussion boards, student-logged co-curricular events, and RJW. The PIE-RECAPmodel was utilized to capture student self-reflections,which were linked to ACPE Standards 1 through 4. In-formation is housed in Learning Management Software,and available to students and faculty for mentorship dis-cussions. The process was implemented simultaneouslyacross cohorts with trainings given during Orientationand mid-semester and a debriefing after assignment com-pletion. Implications: Professionalism blogs, RJW, co-

curricular transcripts, discussion boards, and signatureprojects can be used to assess student growth in GLOsand CAPEDomains, and can be used by to measure stu-dent participation in IPE and co-curricular activities.

Will Increased Co-Curricular Activity Lead toStronger Professional Engagement? Benjamin D.Aronson, Ohio Northern University, Kelly M. Shields,Ohio Northern University, Kristin K. Janke, Universityof Minnesota.Objective: To explore the relationship be-tween co-curricular experiences and professional engage-ment. Methods: Students enrolled in a 0-6 direct-entryPharmD program completed a survey assessing co-curricular experiences and professional engagement.Co-curricular experiences included student organizations(school-related and professional), leadership experiences,“high impact practices” (i.e., study abroad, research), andpharmacy employment. Professional engagement wasmeasured using a modified Student Pharmacist Inventoryof Professional Engagement (S-PIPE). Mann-Whitney Utests were used to compare engagement across experi-ences. Results: A total of 669 students participated(92.7% response rate). Students with pharmacy work ex-perience had significantly higher professional engage-ment than those without (p , .001). No differences inengagement were detected across those with leadershipexperience or participating in high impact practices. Outof 31 possible types of organizations, differences in en-gagement were only found for five. Students participat-ing in university-wide service organizations (p 5 .017),college committees (p5 .029), pharmacy student gover-nance (p5 .005), Phi Lambda Sigma (p5 .016), and theNational Community Pharmacists Association (p, .001)hadhigher engagement scores compared to thosewhowerenot. Implications: In this study, organizational member-ship and specific activities were not broadly associatedwith higher professional engagement. Consistent withprior literature, these findings indicate that not all co-curricular experiences will automatically lead to engage-ment.However, experiences focused on serving others (e.g.community, college, profession) and connecting with theprofession (i.e., pharmacy employment) were associatedwith higher engagement. In creating engagement, the char-acteristics of the co-curricular activities appear to matter.

Theoretical ModelsAfter the Crisis is Managed: Exploring the Well-

being of Student and Academic Affairs Leadership.Cherokee Layson-Wolf,University of Maryland, ShannonR. Tucker, University of Maryland, Andrew Coop, Uni-versity of Maryland. Objective: Be it academic perfor-mance, allegations of cheating, professionalism, mentalhealth, Title IX, probation, or dismissal, there is always

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

916

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

the prospect of a difficult discussion in the life of studentand academic affairs leadership. But how do we supportnew and existing leadership responsible for these difficultdiscussions with sometimes long-lasting consequences?This case study examines the informal and formal orga-nizational structures and wellness practices that supportnew and experienced leaders who are responsible for han-dling crisis on a day-to-day basis. Methods: This casestudy explores and contrasts the experience of StudentAffairs andAcademicAffairsAssociateDeans at theUni-versity of Maryland identifying practices and supportstructures that support wellbeing and prevent burnout incritical leadership positions. This retrospective explora-tion of the leadership transition process includes key fac-tors that would have improved onboarding was reviewed.Results: The major theme of dealing with difficult stu-dent issues in student and academic affairs is open com-munication. The associate deans of both offices are ableto accomplish this due to their physical location andregular check-ins. Prior working experience as facultyassisted with transitions of new leadership, and on-boarding training during transitions was key in readinessfor responsibilities. Implications: We believe that theclose working relationship between the leaders in theacademic affairs and student affairs office has been keyin handling student issues efficiently. An evaluation ofhow well these two offices work together in other insti-tutions may be warranted to determine areas of strengthsand improvement.

Creating a Legacy of Student Success in a TeamBased Learning Curriculum. David B. Romerill, TheUniversity of Texas at Tyler, Bradley J. Brazill, The Uni-versity of Texas at Tyler, Rahmat M. Talukder, The Uni-versity of Texas at Tyler, Kathleen A. Snella, TheUniversity of Texas at Tyler, Lane J. Brunner, The Uni-versity of Texas at Tyler. Objective: The program wasdeveloped to promote student retention through academicsuccess and professional engagement.Methods: The Of-fices of Student Affairs and Academic Affairs collabo-rated with the Departments of Pharmaceutical Sciencesand Clinical Sciences to each target one of 4 key domainsacross the curriculum in order to promote student suc-cess: study and communications skills (Student Affairs),self-assessment of progress in knowledge acquisition(AcademicAffairs), and development ofwriting (ClinicalSciences) and math skills (Pharmaceutical Sciences) toimprove academic performance within the PharmD cur-riculum. The domains were chosen to foster individualstudent confidence functioning within a team to solveproblems, to resolve interpersonal conflicts, and to takeresponsibility for personal development through self-as-sessment and reflection. Results: The class of 2023 will

be the first to participate in pre-matriculation program-ming (establishing baseline knowledge deficits, develop-ing study and communications skills). Self-assessment ofknowledge acquisition and development of writing andmath skills were introduced to current students during theSpring 2019 semester. Progressive communication skilldevelopment is planned for successive semesters of thedidactic curriculum. Comparisons of student retention,academic performance indicators, with student, facultyand preceptor surveys will be used to report effects. Im-plications: Providing appropriate tools from the outset topromote success in a team-based learning environmentwill build student confidence that, with time and rein-forcement, will increase engagement and retention.

Describing an Admissions SessionModel and Ac-tivity that Sets a Psychological Contract. David G.Fuentes, California Health Sciences University, JeremyHughes, California Health Sciences University, YuqinHu, California Health Sciences University, LianjieXiong, California Health Sciences University, MacieLuallen, California Health Sciences University, LeslieWilliams, California Health Sciences University, HopeLemons, California Health Sciences University, JeanetteMunn,CaliforniaHealth SciencesUniversity.Objective:Students applying to pharmacy school need to start think-ing about joining an organization for the next few years oftheir lives. Students need to know their own values andconsider their educational environment and specificwants and needs as a learner. Herein, we describe amodeland activity that primes students to experience our curric-ulum, and how theywill be learning in our program, all onthe day of their admissions interview. Methods: Facultymembers facilitate sessions on headache and acute coro-nary syndrome pharmacotherapy and walk studentsthrough the Michaelson Team-Based Learning (TBL)model during admissions days. Activities include an in-dividual and team readiness assessment, and various ex-amples of the active learning strategies incorporated inour teaching across the curriculum. Results: PharmDCandidate applicants (n593) were all able to engage ina team-based learning activity and it helped them under-stand and experience the program in its most authenticform to ensure that students’ expectations are alignedwithTBL methodology and that a psychological contract ismade more explicit to our pharmacy school applicants.Implications: Having an authentic approach to admis-sions and sharing with students the reality of our pro-gram’s structure can help students prepare for, andtransition into, our curriculum. Applicant to deposit con-version rates have increased to 77% from 56% before theTBL session was added. Other programs may be inspiredby this model to highlight their unique differentiators and

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

917

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

present them to students as they seek to draw in studentswho fit most in their organizational culture.

Development, Implementation andAssessment ofa Co-Curriculum in a New Accelerated PharmacyProgram. Sandra B. Caballero, Larkin University, LynneArric, Larkin University, Kathleen Jodoin, Larkin Uni-versity, Kenneth C. Jackson, Larkin University. Objec-tive: Larkin University College of Pharmacy developedand implemented a comprehensive co-curriculum pro-gram to promote the development of a more holistic phar-macist practitioner. The development, implementation,and assessment of the co-curriculum is described.Methods: The co-curriculum is monitored through Pro-fessional Development Units (PDUs), which are housedin an electronic portfolio. Students are first introduced tothe PDUs during their first course in the program. Stu-dents complete a career pathway assessment, 3-5 life-longSMART goals, and a leadership inventory. With that in-formation, students develop 3-5 life-long professionalgoals, and an action plan for areas of professional devel-opment. In accordance with the action plan, students self-identify PDU activities and program learning outcomes(PLOs) that support personal and professional develop-ment. Upon completion of the PDU, students complete areflection to identify how the activity relates to profes-sional goals. This reflection is reviewed by their facultyadvisor. Results: The co-curriculum was completed bythe inaugural class during the first two years of the pro-gram. Assessment of the co-curriculum identified theneed to create activities related to interprofessional col-laboration and innovation/entrepreneurship. The assess-ment of the co-curriculum also identified the need forimproved documentation and training of faculty and stu-dents on mapping to appropriate PLOs. Implications:The co-curriculum established at Larkin provides strate-gies for consideration by other programs related to imple-mentation including approaches for assessment toidentify areas for improvement.

Early Identification and Intervention of StudentsWho Struggle with Verbal and Written Literacy.Merideth Hoagland, Cedarville University, Jeffrey A.Bates, Cedarville University, Nathanael Smith, Cedar-ville University, Aleda M. Chen, Cedarville University,Rachel Stevenson, Cedarville University. Objective:Some students may face challenges with graduate-levelreading comprehension and writing skills, particularly incertain active learning pedagogies such as team-basedlearning or peer instruction that require significant pre-reading. The objective of this study is to determine theperceived utility of a reading/writing test and subsequentintervention for first professional year student pharma-cists (P1s).Methods: An academic literacy test (speaking/

writing) was developed using fall P1 materials with alinguistics faculty member with expertise in literacy as-sessment. After pilot testing and adjustments with non-P1students, the final test was administered to all P1 studentsby trained facilitators. Students at risk were identified,met with individually to debrief on the assessment, andwere offered a year-long, one-on-one tutoring programwith a trained staff member. P1 faculty participated in anend-of-semester focus group session with pre-specifiedguiding questions on whether the assessment correctlyidentified students with literacy issues and the impact ofthe intervention. Content analysis was performed on thedata.Results:A total of 13 students were identified as at-risk through the assessment. Since tutoring was optional,8 students met at least once and 2 students met weekly.Faculty from the focus group 1) stated that the assessmentaccurately identified students who struggled with literacycomponents and 2) expressed a wish for earlier identifi-cation of students with required instead of optional tutor-ing. Implications: Faculty perceived the tool accuratelyidentified students, but the timing and the volunteer natureof the tutoring limited the success of the intervention.

Structured Lunchtime Co-Curricular Program-ming to Improve Student Progress Towards AffectiveDomains and Global Learning Outcomes. Jeremy A.Hughes, California Health Sciences University, MacieLuallen, California Health Sciences University, DavidG. Fuentes,CaliforniaHealth Sciences University, AhmdAzab, California Health Sciences University, WillOfstad, California Health Sciences University, MiriamAnsong,California Health Sciences University, JonathanVelez, California Health Sciences University, WendyDuncan, California Health Sciences University. Objec-tive:To develop and implement a structured program thatallows students to participate in a robust and varied co-curriculum during the traditional school day of 9-5.Methods: Development of a lunch time co-curriculumwas initiated in response to the need for additional struc-tured and unstructured co-curricular activities in concertwith existing course schedules. Project aims were toschedule and structure programming to enhance studentprogress towards global learning outcomes and to kindlegrowth in students’ affective domains. Students, faculty,the Registrar, and other stakeholders were identified, anddesired outcomes were determined for each group. A lit-erature search was done to aid in developing core co-curricular elements that should be included. Platforms,program operations, and assessment methods were eval-uated.Results:A lunch time co-curriculum programwasdeveloped and implemented by the office of student af-fairs, across all cohorts simultaneously. Overviews of theco-curriculum were presented during Orientation and

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

918

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

program updates. Required elements included workshopson professionalism, ethical decision making, moralagency, APPE readiness, and cultural competency train-ing. Optional sessions included a weekly speaker series,dedicated time for student organizations, and career de-velopment programming. Structure and content were pro-vided by creating co-curricular portals within a learningmanagement system and an e-portfolio was developed tocapture student self-reflections, which were linked toACPE Standards 1 through 4. Implications:A structuredlunch time co-curriculum can be utilized to enhance stu-dents’ development in CAPE Outcomes, affective do-mains, and growth towards Global Learning Outcomes.

BIOLOGICAL SCIENCESCompleted Research

A New HPLC Method for the Determination ofLevodopa in Human Plasma; a Human Pharmacoki-netics Study. FawzyA. Elbarbry,PacificUniversity Ore-gon, VanNguyen,PacificUniversity, AlanMirka,PacificUniversity, Heather Zwickey,National University of Nat-ural Medicine, Richard Rosenbaum, Legacy Health.Ob-jective: The purpose of this study is to develop andvalidatea simple, inexpensive, sensitive, and accurateHPLC-UV method for the quantification of L-Dopa inlow volumes of human plasma. Moreover, the method isapplied to study the pharmacokinetics of L-Dopa in Par-kinson’s patients and to investigate the potential effect ofketogenic diet on L-Dopa’s pharmacokinetics.Methods:The method involves a simple protein precipitation pro-cedure to extract both L-Dopa and methyldopa, the in-ternal standard. The chromatographic analysis wasachieved on a Shimadzu LC 20A HPLC system equippedwith a Zorbax Eclipse XDB C18 column and an isocraticmobile phase consisted of 20 mM KH2PO4 (pH 2.5) andmethanol HPLC grade (95:5, v/v) run at a flow rate of 1ml/min for 10minutes. TheUVdetectionwavelengthwasset at 30 nm.Results: The method exhibited good linear-ity (R2 . 0.999) over the assayed concentration range(0.1-10 µg/mL) and demonstrated good intra-day andinter-day precision and accuracy (relative standard devi-ations and the deviation from predicted values were lessthan 15%). This method was also successfully applied forstudying the potential effect of ketogenic diet on the phar-macokinetics of L-Dopa in Parkinson’s patients. Implica-tions: Our data analysis indicates that ketogenic diet doesnot significantly affect the pharmacokinetics of L-Dopa

AQualitative Study ofEvaluatingPharmacyFac-ultyPerceptions onEmpathy inEducation.YuanZhao,Sullivan University, Lynn Z. Fuller, Sullivan University,Kimberly K. Daugherty, Sullivan University. Objective:Faculty attitude and demeanor in the classroom could

have a profound effect on students. Currently, there havebeen no studies undertaken to evaluate the empatheticcapacity of faculty, especially those who teach in healthcare professional programs. Our study aimed to evaluatepharmacy faculty perceptions on empathy in an educa-tional setting.Methods: A qualitative research approachwas utilized for this study. Semi-structured interviewswere conducted for ten faculty members randomly se-lected from the Pharmaceutical Sciences Departmentand the Clinical and Administrative Science Department.All interviews were transcribed, and an interpretive phe-nomenological approach was used to describe, code, andanalyze the experiences. Emergent themes from all datasources informed the findings about the faculty percep-tions on the role of empathy in education. Results: Fac-ulty had a consensus on the role of empathy in educationand believed it is important for building relationshipswithstudents and can enhance student learning. Most facultybelieved that while empathy is an innate ability, it can,however, be developed through life experiences and train-ing. Major challenges of being empathetic in an educa-tional environment include knowing when to draw a linebetween empathy and fairness to all students, holding allstudents to the same educational standards, and dealingwith time constraints. Implications:Empathy is a criticalskill and characteristic for health care profession educa-tors to have. Based on the results, empathy training mod-ules may be helpful to improve faculty’s empathy level.

Biological Therapy in Immune-Mediated Inflam-matory Diseases: A Comparative Analysis and Mar-ket Trend Forecast. Chi Phan, Roseman University ofHealth Sciences, Manas Mandal, Roseman University ofHealth Sciences. Objective: To determine the currentmarket value and projected potential market share ofTNF-a -targeting biologicals in autoimmune disease(s)affecting US and global population. Methods: Immune-mediated inflammatory diseases (IMIDs) are char-acterized by over-expressed inflammatory cytokines.Incidences of rheumatoid arthritis (RA) inUSandglobally,total market and comparative value of Tumor necrosisfactor alpha (TNF-a)-targeting biologicals’ with predic-tive future market trends were analyzed. Patients, cost oftreatment and market value/share of each biological werecalculated using available/ published data. Regressionanalysis and time series forecasting methods projectedthe potential and continuous market value based on Py-thon Platform. Compound annual growth rate (CAGR)with future projection was calculated based on marketreports. Results: RA affects ;1% of the global and;0.6% of the US adult population with a predictive in-crease in patients globally and in US. TNF-a-targetingbiologicals Humira�, Enbrel� and Remicade� are the

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

919

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

major drugs with Humira� enjoying the largest marketshare (45.6% in 2017). Globally, total anti-TNF-a drugsales for all inflammatory diseases increased consistentlybetween years 2013-2017 with continued predictive in-crease thru 2025. CAGR of global and US TNF-a inhib-itor market was ;6.4% (years 2013-2017), with apredictive CAGR of 7.1% globally (years 2018-2023).Implications: Biological drug treatment for IMIDs areincreasing with TNF-a targeting Humira� capturing thelargest market share with predicted further future growth.A comprehensive analysis of patient information, cost oftreatment, current market share and future trend of theTNF-a -targeting biologicalsmay help formulate policiesand also design a biological therapeutics course for in-terdisciplinary education.

Bridging the Great Divide: Survey of ActivitiesThatOrientNon-Pharmacist Faculty to the PharmacyProfession.SigridC. Roberts,PacificUniversityOregon,Kimberly K. Daugherty, Sullivan University, MargaritaV. DiVall, Northeastern University, Jennifer Lamberts,Ferris State University, Jeremy W. Vandiver, Universityof Wyoming, Lisa Lebovitz,University of Maryland.Ob-jective: To collect information on activities geared toorient non-practice faculty to the pharmacy profession,and to determine the outcomes of such activities and in-dividual perceptions of their importance. Methods: Wedeployed an IRB-exempt survey through the AACP Con-nect Council of Deans and Council of Faculty communi-ties. Respondents were asked to describe the importanceand primary purpose of activities, identify outcomes, rankeffectiveness, and provide examples. Rankings, selec-tions from drop-down menus, and comment-based ques-tions were administered.Results:Total respondents were158 individuals from 90 colleges and schools of phar-macy; 61% represented the pharmacy practice disciplineand 54% held no administrative role. The majority (82%)reported that it was extremely or very important to orientnon-practice faculty to the profession. More than half(52%) reported that the primary reason to support thisorientation was “to improve effectiveness of PharmD stu-dents’ ability to apply central principles of science topractice,” and 92% felt that fostering collegial relation-ships within and across academic units, disciplines, andprofessions was at least moderately important. Variousintentional activities were reported as fostering this ori-entation process, but only 17% rated these collective ac-tivities as extremely or very effective. Many (35%) notedlack of time as the biggest barrier, while smaller numbers(15% each) noted perceptions of silos/adversarial rela-tionships or lack of personal interest. Respondents sug-gested potential solutions including toolkits, integratedteam-teaching efforts, and shadowing. Implications:

Formalized activities, collegial attitudes, and leadershipsupport are necessary to instill a spirit of collaborationamongst faculty from diverse educational backgrounds.

Chemoprevention of Prostate Cancer in TRAMPMice by Alpha-Santalol. Ajay K. Bommareddy,WilkesUniversity, John Oberlin, Wilkes University, KaitlynBlankenhorn, Wilkes University, Aaron Knopp, WilkesUniversity, Sarah Hughes, Wilkes University, EricaMabry, Wilkes University, Isiah Pinkerton, Wilkes Uni-versity, Linda Gutierrez, Wilkes University, AdamVanWert, Wilkes University, Chandradhar Dwivedi,South Dakota State University. Objective: Investigatethe in vivo efficacy of a-santalol using TRAMP (Trans-genic Adenocarcinoma of Mouse Prostate) mice as amodel.Methods:Animal study approved by institutionalIACUC committeewas carried out according to standardsset by the committee. Two groups of 9 mice/group wereinjected i.p either 100 mg/kg of alpha-santalol in 5%Tween-80 saline solution (vehicle) or vehicle (controlgroup). Starting at 6 weeks, mice were injected for 20weeks (26 weeks final age) and sacrificed under CO2asphyxiation. Tumor/prostate samples collected were an-alyzed employing Immunohistochemical and Westernblotting analysis. Statistical analysis was performed usingGraph Pad Prizm software. Results: Analysis of tumor/prostate samples revealed a statistically significantdecrease in tumor incidence (11.1% vs 55.5%), aver-age wet weights of urogenital organs (0.31 6 0.05 vs.1.28 6 0.42 g) and prostate weight (0.13 6 0.03 vs0.28 6 0.10 g) in alpha-santalol-treated mice comparedto controlmice. The dorsolateral sections of prostate froma-santalol-treated mice exhibited decreased cell prolifer-ation (Ki-67 staining) in association with induction ofapoptosis (TUNEL-positive cells).Western blotting anal-ysis of prostate/tumor samples from a-santalol-treatedgroup revealed a decrease in surviving, XIAP, PCNA,cyclin D and CDC2 levels compared to control samples.c-RAF, a proto-oncogene was also down regulated inalpha-santalol treated group compared to the controlgroup. Implications:The study revealed chemopreventivepotential of a-santalol against development of prostatecancer in TRAMP mice by decreasing cell proliferation,and inducing apoptosis and warrants future studies for itsclinical development.

Comparing Student andPreceptor Perceptions ofAdvanced Pharmacy Practice Experience Readinessand Performance. K. Paige D. Brown, Campbell Uni-versity, Myrah Stockdale, Campbell University,Timothy J. Bloom, Shenandoah University. Objective:A sequential mixed methods design (QUAN. qual)was used to explore differences in student and preceptorperceptions of expectations and performance on first

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

920

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Advanced Pharmacy Practice Experience (APPE) rota-tions. Methods: Quantitative data were collected usingparallel anonymous surveys to preceptors and studentsfollowing the first APPE rotation in 2017 and 2018. Eachsurvey had Likert-type items centered on the themes ofpatient care, professionalism, communication, culturaldiversity, and foundational knowledge. Student and pre-ceptor survey responses from both years were pooled andanalyzed using a comparative analytical approach. Toboost credibility, confirmability, and dependability (Lin-coln and Guba. Naturalistic inquiry. Sage; 1985), thisanalysis was done independently by two team membersfollowed by discussions to find consensus. The results ofthe survey were used to develop interview questions forone-on-one semi-structured interviews with students andpreceptors to explore the quantitative data. Results:There was limited variability between student and pre-ceptor ratings when analyzing the five themes. For 26 of33 paired survey questions, students and preceptors hadthe same most frequent response. Students were morelikely than preceptors to rate their professionalism as pro-ficient and strongly agree they were able to interact withand counsel patients of diverse backgrounds. Preceptorswere less likely than students to agree that students haddifficulty with efficient searching of medical literature.Implications: When evaluating APPE preparation andperformance, students tended to rate themselves morehighly than preceptors in areas difficult to address in typ-ical didactic courses, supporting the importance of co-curricular and experiential activities.

Comparing Students and Faculty Perceptions at0-6, 3- and 4-year Schools/Colleges of Pharmacy.NinaPavuluri, Lake Erie College of Osteopathic Medi-cine, Timothy J. Bloom, Shenandoah University, LisaLebovitz,University of Maryland.Objective: This retro-spective study analyzed the summarized aggregate resultsof AACP curriculum quality surveys to study the percep-tions of faculty and graduating students at colleges/schools of pharmacy (C/SOPs) with three different pro-gram formats: 0-6 year, 3-year and 4-year.Methods:Peerschools were determined by program type, and results ofthe 2016 - 2018 curriculumquality surveys for faculty andgraduating students were extracted from the AACP sur-vey system. The total percentage of respondents who se-lected “Strongly Agree” and “Agree” on the Likert scalefor each item were calculated. Chi-square comparison ofproportions was performed to compare perceptions ineach population and to determine the statistical signifi-cance of differing perceptions between the three types ofC/SOPs. Results: Of the 141 programs included in thisstudy, eight were categorized as 0-6 year; sixteen as 3-year and 117 as 4-year programs. Students from C/SOPs

with 3-year programs indicated significantly (p,0.05)lower satisfaction with their preparation in “Approachesto Practice and Care”, but higher satisfaction with theirgeneral “Student Experience” and “Introductory Phar-macy Practice Experiences” when compared with 0-6year and 4-year programs. Faculty from C/SOPs with 3-year programs indicated significantly (p,0.05) highersatisfaction than those with 4-year and 0-6 year programswith “Administration”; “Infrastructure” and “Curricu-lum, Teaching and Assessment”. Implications:We hopeto share the information from this study to promote insightinto pathway comparability and potential drivers andstrategies to improve perceptions and satisfaction for stu-dents and faculty at different models of pharmacyschools.

Design, Oversight, and Assessment of a StrategicPlanning Initiative. Craig A.H. Richard, ShenandoahUniversity, Teresa A. Schweiger, Shenandoah Univer-sity, Robert DiCenzo, Shenandoah University. Objec-tive: Design a new strategic plan with the input ofappropriate stakeholders, create an oversight process forthe progressive achievement of goals, and assess facultyperceptions regarding strategic planning. Methods: Thedesign of a new plan was initiated in 2017, overseen by acommittee, guided by a management consultant, and in-corporated input from appropriate stakeholders. A strat-egy map and work plan were created to communicate,guide, track, and document the goals and achievementsof the strategic plan. A voting process was created for thefaculty to select the top annual priorities in the strategicplan to receive increased focus and resources. Data fromthe 2016, 2017, and 2018 ACPE faculty surveys werereviewed for changes in faculty perceptions about strate-gic planning. Results: Survey results show that 92.3% offaculty agree or strongly agree that their input wasrequested during the development of the current strategicplan, and 88.5% of faculty agree or strongly agree that theschool effectively employs strategic planning. The datademonstrates a significant improvement (p,.05) overprior years and are similar to, or greater than, nationalaverages. Implications: The initiatives used to developand oversee the strategic plan are associated with im-proved perceptions from the faculty compared to prioryears. The positive perceptions of the faculty are likelythe result of their valued involvement into the develop-ment of the strategic plan and their continued involve-ment into the steady achievements of the strategic plan.

Difference in Education Level Impacts StudentPerceptions of an Interprofessional Simulation.TeresaM. Seefeldt, South Dakota State University, Brittney A.Meyer, South Dakota State University. Objective: Inter-professional education (IPE) is an essential component of

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

921

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

health professions education. Accounting for differinglevels of education among student participants is a chal-lenge in IPE design. The objective of this study was toevaluate the impact of education level on student percep-tions of an interprofessional simulation. Methods: Aninterprofessional simulation involving pharmacy andnursing students was conducted in two different semes-ters. In the first semester, the simulation involved secondyear pharmacy students (n532) and final (fifth) semesternursing students (n541). Second year pharmacy students(n538) participated with fourth semester nursing stu-dents (n556) in the second semester. All students com-pleted a post-activity survey on student perceptions of thesimulation. Results: The survey response rate was 95%.A lower percentage of nursing students in the first semes-ter indicated the activity was excellent or very good com-pared to pharmacy students (39% vs 50%). Commentsfrom the nursing students on the open-ended questionsindicated frustrationwith the difference in education levelbetween the nursing and pharmacy students. After mov-ing the IPE simulation up one semester in the nursingcurriculum, the percentage of nursing students indicatingthe simulationwas excellent or very good increased (39%to 59%; p50.05); however, no changewas observed in thepharmacy students’ perceptions of the simulation. Over-all, the students felt their interprofessional teams func-tioned better in semester 2 compared to semester 1(p50.001). Implications: Health professional students’educational level should be considered when designingIPE activities. Further research should determine howeducational level impacts student learning in interprofes-sional simulations.

Effects of Brominated Flame Retardants on Cy-tokine Production by Mast Cells. Ethan D. King,West-ern New England University, Jonathan M. Mahoney,Western New England University, Dylan T. Krajewski,Western New England University, Warren M. Smith,WesternNewEnglandUniversity, ClintonMathias,West-ern New England University, Diptiman Bose, WesternNew England University. Objective: Polybrominateddiphenyl ethers (PBDEs), extensively used as flame-retardants, have been shown to cause neurotoxicity,immunotoxicity and endocrine disruption. However, theexact mechanisms are largely unknown. In this study, weexamined the effects of PBDE-mediated immunotoxicityin MC/9 mast cells. Methods: We assessed the effectsof two of the most commonly occurring brominateddiphenyl ether (BDE) congeners, BDE-47 and -99,and a metabolite of BDE-47, 6-OH-BDE-47 on MC/9mast cells. BDE-mediated cytotoxicity and mast celldegranulation was measured by MTS assay and b-hexosaminidase assay, respectively. Results: Our results

demonstrate that tetra-brominated BDE-47 and its 6-OHmetabolite can suppress cytokine release with increasingconcentrations, while penta-brominated BDE-99 de-creases IL-6 release only at higher concentrations(.20mM). Mast cell degranulation measured by b-hex-oaminidase also showed that BDE congeners decreaseddegranulation in a concentration-dependent manner. TheMC/9 cells were exposed to increasing concentrations oftheBDEcongeners and cytotoxicitywasmeasured at 24h.The tetra-brominated BDE-47 exhibited more potent cy-totoxicity (EC50 µM542.38, 24h) in comparison to thepenta-brominated BDE-99 (EC50 µM548.41) in theMC/9 cells. However, the 6-OH metabolite of BDE-47was more cytotoxic in comparison to its parent com-pound BDE-47, as well as penta-brominated BDE-99(EC50 µM525.82, 24h). Implications: Our results sug-gest that PBDE congeners can modulate cytokine releasein mast cells and the extent of inhibition is dependent onthe bromination of PBDEs. These results address theneed to better understand the molecular and cellularmechanisms by which PBDE exposure can mediateimmunotoxicity.

Effects of Implementation of Mini-ApplicationExercises on Individual Student Performance in aTeam-Based Learning Setting. Eugene Kreys, Califor-nia Northstate University, Ruth Vinall,California North-state University. Objective: The objective of this studywas to determine whether implementation of individualapplications (iBATs) improves student performance.Methods: Ninety-eight first year pharmacy students tak-ing the Cell and Molecular Biology & Biochemistrycourse participated in a randomized, cross-over study.The course consisted of three blocks: block 1 served asa mechanism to identify of high and low-preforming stu-dents, iBATs were administered for two randomizedgroups in a cross-over manner for only blocks 2 and 3.Separately among high and low-performing students, apaired t-test was used to compare average z-scoresbetween student performance on exams covering thematerial of blocks corresponding with and withoutiBAT implementation. A subgroup analysis based onthe Bloom’s taxonomy of exam questions was conducted.A questionnaire assessed students’ impression of iBATsimpact after each block exam. Results: Low-performingstudents participating in iBATs scored on average 4.7%and 2%higher for block 2 or 3 exams, respectively; result-ing in an overall increase of 0.29360.900 z-scores (p-value5 0.029). A subgroup analysis limited to criticalthinking questions resulted in an overall increase of0.40460.977 z-scores (p-value5 0.006).Majority of stu-dents reported that iBATs increased their ability to iden-tify knowledge gaps (88%), determine their proficiency of

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

922

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

critical thinking questions (91%), and increased studyingfollowing poor iBAT performance (83%), while few feltthat iBATs increased stress (30%), or reduced enjoymentof the course (46%). Implications: Implementation ofiBATs significantly improved exam performance of lowperforming students, especially on critical thinking examquestions. Generally, students felt that iBATs had a pos-itive impact on the course.

Evaluation of theEfficiencyofMixedSynchronous-Asynchronous Teaching of Biochemical Pharmacol-ogy in the PharmD Program. Ahmad Hanif, WestVirginiaUniversity,Werner J.Geldenhuys,West VirginiaUniversity, Julie Lockman, West Virginia University,Mohammed Nayeem, West Virginia University, Paul R.Lockman, West Virginia University, Marina GalvezPeralta,West Virginia University.Objective: To identifybest practices for a mixed synchronous-asynchronousteaching on Biochemical Pharmacology. Methods:Ninety-one P1 PharmD students were enrolled in thiscourse. Instructional sessions were offered in 15 min re-cordings vs. 50 min, intercalating assessment questionsthat were discussed during the review in-class weekly.Students’ preconceptions of asynchronous teaching priorto the course and their perceptions on best practices’ afterthe course were collected on two independent surveys.(Response rate 93%). Pre-post survey data were com-pared using Chi-square analysis (p,0.05). Results: Se-venty-nine percent of students were exposed for first timeto asynchronous teaching. Students’ responses preferred15min over 50min (84% vs 15%), learnedmore (48%vs.35%), convenience for saving time (69% vs. 26%), andpreferred choice (58% vs. 35%) on asynchronous vs. syn-chronous, whereas in-class format was better for theirinteraction with their classmates (18% vs. 78%). Stu-dents reported re-watching sessions more frequentlywhen 15min. videoswere offered. Students’ expectationsmatched with post-course survey except for time saving.While in the pre-course survey 91% of students antici-pated that asynchronous teachingwill bemore convenientto save time, only 69% kept that perception by the end ofthe course (Chi-square, p,0.0004). Implications: Themixed asynchronous-synchronous format is an attractiveapproach for students to learn and best practices should beinvestigated for different audiences. An emphasis on timeneeded to dedicate to asynchronous teaching shouldbe reinforced when introducing this teaching tool tostudents.

Incidence and Impact of Hypnotic MedicationUse on SleepQuality AmongYoungCollegiate Adults.Emily Cramer, Western New England University, SarahR. Lander, Western New England University, Wenola L.Tauro, Western New England University, Jilla Sabeti,

Western New England University. Objective: Objec-tives: Studies suggest an alarming percentage (. 60%)of university students self-identify as “poor sleepers”withcomplaints of difficulties falling asleep and problematicdaytime sleepiness. Factors underlying poor sleep qualityamong students remain unexplored. This study investi-gated the association between hypnotic medication useand objective measures of sleep quality in young colle-giate adults using ambulatory ECG recordings duringsleep at home. Methods: Methods: Participants (N 579 students) were instructed on a procedure for wearinga sleep data recorder device (SleepImage Technology)that collected autonomic markers of NREM/REM sleepstability. Hypnoticmedication use frequencywas queriedusing the standardized Pittsburg SleepQuality Index. Sta-tistical differences in sleep disturbance rates betweenhypnotic users and naıve subjects were tested by chi-squared analysis of proportions. Results: Results: ECGdata were successfully obtained in 77 (97%) participants.Data revealed elevated markers of disturbed sleep in 40%of cases. Twenty-four (30%) students reported past-month use of sleep medication to varying extents (lessthan once a week: 16%, N 5 13; once or twice a week:11%,N59; three ormore times aweek: 3%,N52). Self-declared ‘poor’ sleepers were evenly divided betweenthose reporting sleep medication use (47%) and medica-tion-naıve individuals (57%). However, ECG-markers ofdisturbed NREM sleep were robustly and positively cor-related with student’s hypnotic-medication use (x2 511.24, p 5 0.001). Implications: Conclusions: Resultsrevealed disturbed sleep patterns in a substantial number(40%) of students overall, but disproportionately higherrates of disturbed sleep in students using hypnotic medi-cations to varying extents.

Integration of ACPE Appendix 1 and PCOA Pre-scribed Toxicology Content Areas in PharmDCurric-ulum. Vishakha Bhave, Philadelphia College ofOsteopathic Medicine, Anuj A. Patel, Philadelphia Col-lege ofOsteopathicMedicine, Christopher J.Moses,Phil-adelphia College of Osteopathic Medicine, Avadhesh C.Sharma, Philadelphia College of Osteopathic Medicine,NaushadK. Ghilzai,Philadelphia College of OsteopathicMedicine.Objective: Toxicology is an important contentarea in a pharmacist’s knowledge arsenal, which is re-flected in it being part of the 2016 ACPE standards andin the NABP’s PCOA guidelines. However, the extent towhich these topics are covered in pharmacy curriculaacross the nation is not clear. Methods: This project de-scribes how changes were made in the toxicology courseoffered at Philadelphia College of Osteopathic MedicinePharmD program to comply with the ACPE and PCOAcontent areas. With the aim of graduating well rounded

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

923

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

pharmacists, PCOM School of Pharmacy revamped itstoxicology course to include topics such as bioterrorism,antidotes, drug overdoses, and non-drug toxicities (pesti-cides, natural toxins, household products, and substancesof abuse). Additionally, a nationwide review of the extentto which toxicology has been incorporated into pharmacyprograms across the country was conducted. Results:From 142 ACPE accredited pharmacy programs in theUnited States, 63 programs offer toxicology in some ca-pacity. Out of these, 38 schools offer toxicology as a re-quired course in their didactic curriculum and 25 as anelective. Ten programs do not have any information abouttheir course requirements and the remaining 69 programsdo not offer toxicology as a course. Each of the syllabiwere reviewed for coverage of toxicology topics.13 pro-grams include drug overdose, antidotes and non-drug tox-icity in their syllabi. Only 8 programs cover some form ofbioterrorism. Implications:Our results highlight a poten-tial deficit in coverage of Toxicology content areas inPharmD curriculum, especially topics such as non-drugtoxicities and bioterrorism.

Lipocalin 2 Deficiency Protects Against Acet-aminophen (APAP)-induced Acute Liver Failure in aMurine Model. Vishakha Bhave, Philadelphia Collegeof Osteopathic Medicine, Christine Okaro, PhiladelphiaCollege of Osteopathic Medicine, Christopher J. Moses,Philadelphia College of Osteopathic Medicine, Harish S.Parihar, Philadelphia College of Osteopathic Medicine,Rangaiah Shashidharamurthy, Philadelphia College ofOsteopathic Medicine. Objective: APAP overdose isthe most common cause of acute liver failure (ALF) inthe US. APAP overdose leads to centrilobular necrosisand sterile inflammation. Lipocalin-2 (LCN2), an acute-phase innate immune protein, is upregulated during liverinjury. However, its role in acute liver failure is not wellunderstood and is the objective of this study. Necrotichepatocytes release among other things, Damage Associ-atedMolecular Patterns such asHighMobilityGroupBox1 (HMGB1), which can mediate progression of liver in-jury. Cytoplasmic HMGB1 when bound to Beclin-1, canpromote autophagy. LCN2 can negatively regulate thisbinding.Wehypothesize that LCN2mediates progressionof liver injury by modulating the interplay between IL-6,HMGB1, and Beclin-1. Methods: WT and LCN2 KOmice were subjected to APAP overdose (400 mg/kg).Serum and tissue samples were collected over a timecourse and subjected to ELISA, Western blots, and co-immunoprecipitation. Results: LCN2 KO mice exhibitprotection againstAPAP overdose as assessed by survivalstudies, significantly less hepatocellular damage (ALTand AST), and higher liver regeneration (PCNA). Pro-and anti-inflammatory cytokine expression analysis ne-

gated the role of IL-10 in protection of LCN2KOmice. Incorroboration with higher PCNA activity in LCN2 KOmice, significantly higher IL-6 expression suggests itsrole in promoting liver regeneration. There was greatercytoplasmic HMGB1-Beclin-1 binding in LCN2 KOmice at 24hr compared to WT mice suggesting that theabsence of LCN2 promotes autophagy post APAP over-dose and thus protects against ALF. Implications: Thesefindings identify a novel mechanism for LCN2 mediatedprogression of APAP-induced ALF.

Machine Learning Based Method for AccuratePrediction of Breast Cancer. Tuan Tran, CaliforniaNorthstateUniversity, UyenM. Le,California NorthstateUniversity, Hieu T. Tran, California Northstate Univer-sity. Objective: Main objective of this study is to utilizeadvanced computing methods for accurate prediction ofbreast cancer based on preliminary clinical data.Methods: We used a well-known dataset provided bythe Wisconsin Breast Cancer Database. First, we per-formed data preprocessing to identifymissing values, out-liers and potential predictors. Next, we used the advancedmachine learning method, Random Forest, for modeling.To construct our model, data is randomly divided into70% for training and 30% testing. Performance is mea-sured by accuracy, sensitivity (true positive) and specific-ity (true negative). Results: The dataset included 698cases with 11 attributes. We identified 16 missing valuesand removed these associated observations. Analysisrevealed that 64.96% and 35.04% of cases were benignandmalignant, respectively. In addition, correlation anal-ysis showed that CellSize and CellShape are highly cor-related with coefficient of 0.91 (p-value 5 0.001). Thisfinding helps to eliminate one of the attributes in ourmodel to avoid multicollinearity. Our constructed modelachieved very high prediction accuracy of 97.63% with95% confidence interval of (94.56% - 99.23%). The resultis higher than our previously published accuracy of96.63%. Additionally, the model also achieved very highsensitivity and specificity of 98.55% and 95.89%, respec-tively. Finally, CellShape and ClumpThickness wereidentified as the twomost important predictors for detect-ing breast cancer. Implications: The study provided anaccurate and effective method for predicting breast can-cer. It opened up new avenue for early breast cancer de-tection and treatments. Our future work will performparameter fine-tuning to achieve higher accuracy.

Oxidant Production as a Possible Predictor ofHepatotoxicity of Herbal Supplements. Danielle L.Cruthirds, Samford University, Alexandria Lappe, Sam-ford University, Gregory S. Gorman, SamfordUniversity,Marshall E. Cates, Samford University. Objective: Theincidence of herbal supplement-associated hepatotoxicity

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

924

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

has increased steadily as the popularity of these productshas skyrocketed. Despite widespread use, many con-sumers are unaware of the safety and efficacy of theseproducts. For these reasons, additional research into po-tential mechanisms of toxicity is needed in this area. Ox-idant production as a mediator of hepatotoxicity has beenwell established in the literature.Methods:For this study,four herbal products and several combination productswere selected for analysis of their potential to induceoxidant production.Herbal products tested includedblackcohosh, dong quai, Ginkgo biloba, and valerian. A super-oxide dismutase (SOD) assay, used as a marker for oxi-dant production, was performed on each product.Additionally, high performance liquid chromatographywas performed on each product to identify differencesin compositions that may exist among different manufac-turers.Results:Results of the superoxide dismutase assayshowed considerable induction of activity by black co-hosh and dong quai of approximately 27% and 35% re-spectively. Minimal induction was seen with Ginkgobiloba. In addition, Ginkgo biloba exhibited protectiveeffects against black cohosh-induced increases in SODactivity. In general, all combination products showed lesssevere effects of increased activity compared to their sin-gle-agent controls. Induction of SOD activity correlatedwith supplement potential to cause hepatotoxicity; blackcohosh exhibits high potential for hepatotoxicity, Gingkobiloba, very little. Implications: The results of this studyreveal that oxidant production may be a possible mecha-nism of hepatoxicity of herbal supplements and maytherefore serve as a marker for evaluation of new productsafety.

Predictors of Substance Use Attitudes in HealthProfession Students: Interactions of Gender, Educa-tion and Self-Esteem. Wenola L. Tauro, Western NewEngland University, Emily Cramer, Western New En-glandUniversity, SarahR. Lander,Western NewEnglandUniversity, Jilla Sabeti,WesternNewEnglandUniversity.Objective:This study investigated factors predicting per-missive attitudes towards social drug use among healthprofessional students. The main questions investigatedwere: (1) does self-esteem and/or prior substance abuseeducation impact student drug use attitudes; and (2) dogender differences modulate the magnitude of these ef-fects.Methods: Participants were pharmacy student vol-unteers (N5 122; 92% completion rate) completing twovalidated instruments (SAAS and the Rosenberg Self Es-teem Scale), administered online at two times duringsemester. Participants had either completed or not com-pleted at least one elective course on substance abuseeducation. No incentives were provided for completingthe survey. ANOVAs and Tukey t-tests were run to de-

termine main effects of substance abuse education andself-esteemon permissive drug use attitudes. Hierarchicalmultiple regression was conducted to test if any maineffects were modulated by gender. Results: Overall,35% of students sampled held highly permissive attitudestowards social use of alcohol, marijuana and other drugs,with female students tending towards the non-permissivespectrum. Logistic regression revealed that both negativeself-esteem (T52.5, p50.013) and lack of substanceabuse education (T52.2, p50.03) facilitated increasedpermissiveness attitudes toward alcohol and marijuanause, once gender differences were accounted for. Theimpact of substance abuse education in reducing druguse permissiveness was evident in only the female butnot male participants. Implications: To foster positivechange in pharmacy student’s attitudes towards reduceddrug use permissiveness, educational interventions mustaddress both the gender-specific needs and self-esteemissues of students.

Receptor Expressed in Lymphoid Tissues(RELT) Immunostaining is Enhanced in Mice withInnate Immune Colitis. Leo R. Fitzpatrick, CaliforniaNorthstate University, Pachai Moua, California North-state University, George Talbott, California NorthstateUniversity, Robert O’Connell, Bolder BioPATH, Inc.,Jim Zapf, Visionary Pharmaceuticals, John K. Cusick,California University of Science and Medicine. Objec-tive:Receptor Expressed in Lymphoid Tissues (RELT) isa human Tumor Necrosis Factor (TNF) receptor that isexpressed most prominently in cells and tissues of thehematopoietic system. The role of RELT in intestinal in-flammation is unknown. Therefore, we evaluated immu-nostaining of RELT in the colonic tissue of mice withinnate immune colitis. Methods: Female CB-17 SCIDmice (n59) were injected by the intraperitoneal routewith 12 mg/kg anti-CD40monoclonal antibody to inducecolitis. A control group of mice (n54) were not injectedwith this antibody. Seven days later, mice were eutha-nized and colonic tissue collected for histology and im-munohistochemistry (IHC) evaluations. Histologicalpathology was evaluated using a twelve-point severityscale. Colonic IHC (n53 to 4 per group) was performedwith a specific antibody for RELT. Using captured IHCpictures, percent areas of immunostaining were analyzedwith an online grid software program. Results: Signifi-cant evidence of histological pathologywas present in theanti-CD40 injected mice (mean score 5 9.0 6 0.5), ascompared to naıve mice (mean score 5 2.6 6 0.2). IHCstainingwas sporadicwithin the colons of naıvemice. Themean percent area ofRELT stainingwas 35.16 3.7.Moreprominent RELT immunostaining (mainly in the laminapropria) was evident in mice with innate colitis (mean

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

925

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

percent area 5 54.5 6 3.4). Implications: These resultsdemonstrate that RELT immunostaining is enhancedwithin the colonic mucosa of mice with innate immunecolitis. Moreover, there is an apparent association be-tween colonic histological damage and RELT immuno-staining.

Relationship Between Empathy and Other Affec-tive Domains Among Student Pharmacists. AnnaRatka, St. John Fisher College, Sean T. Leonard, St. JohnFisher College, Chris Noel, St. John Fisher College.Ob-jective: Student pharmacists must develop proficiency inaffective competencies that are essential in delivery ofpatient-centered care. In our program, we explored thedegree to which empathy may be an overarching featurefor development in other affective areas. Objectives: (1)Explore how empathy changes longitudinally throughouttraining. (2) Evaluate relationships between students’level of empathy and their development within other af-fective competencies.Methods: Student development inaffective domains was tracked for several years. Studentswere assessed annually using a battery of psychometri-cally-supported measures that evaluate different compo-nents of affective development. Each measure waslocally-normed and scores were reported on a standardscale. Empathy was measured using the Kiersma-ChenEmpathy Scale, alongside measures for professionalism,communication, leadership, moral reasoning, and emo-tional intelligence. Scores were evaluated using regres-sion analyses, stratified by academic year. Effect sizeswere calculated to gauge the degree of empathic devel-opment. Results:Measurements from 471 students wereincluded in this project. Regression models for empathywere statistically significant for each year,withR-squaredvalues of 0.303 for P1s, 0.341 for P2s, 0.348 for P3s, and0.350 for P4s. The affective domains most strongly asso-ciated with empathy were emotional intelligence andmoral reasoning. Empathy scores increased with eachyear of training. The overall effect size for empathic de-velopment was positive but small (d50.33). Implica-tions: The understanding of relationships betweenstudents’ empathy and affective competencies may moti-vate pharmacy educators to inculcate empathy-enhancinginterventions into educational methods to help studentpharmacists develop and reinforce affective behaviorsand skills.

Science-Practice-Connect: Effective Activity toEnhance Student Life-Long Learning. Fawzy A.Elbarbry, Pacific University Oregon. Objective: TheScience-Practice-Connect (SPC) activity was implementedto integrate basic science knowledge into pharmacy prac-tice courses, promote application and critical-thinkingskills, and help students to be life-long learners.

Methods: Following first-year science or second-yeartherapeutics lectures, students were divided into groupswith an assigned drug. Each group received 50-minutes toreview the drugmonograph and propose scientific reason-ing behind three practice-related recommendations (e.g.drug interactions, dose adjustment, and contraindica-tions). The groups presented their findings to the rest ofthe class. An anonymous survey assessed the effective-ness of the SPC. Final exam questions were tagged todifferent learning domains, including “knowledge”, “ap-plication”, “analysis”, and “synthesis” as defined byBloom’s Taxonomy. These exam scores were comparedto those of similar questions in the previous 2 years toassess improvement in students’ learning. Results: Ourquantitative assessments compiled after4 courses pro-vided compelling evidence that students agreed that theSPC activity is an effective tool in helping them integratefoundational science concepts into pharmacy practice(97%), apply science to patient care (95%), improveknowledge base of drug information (96%), and promoteteam-based active learning and communications skills(95%).Although students significantly (P,0.05)scorebetter in questions tagged to “application”, “analysis”,and “synthesis” domains, no significant improvementwas detected for questions tagged to the “knowledge”domain when compared to the last 2 years. Implications:The SPC is an easy activity to implement and is effectivein promoting students’ learning and integrating curricularcontent in a learner-centered educational environment.

TwoYears ofData onaPedagogicalOpioidAbuseandOverdoseActivity for Student Pharmacists.KevinS. Murnane, Mercer University, Jill M. Augustine, Mer-cer University, Leisa L. Marshall, Mercer University, J.Grady Strom,MercerUniversity.Objective:Pharmacistsare at the front-line of combating the opioid crisis, yet thespeed of development of this crisis has created a void inthe training offered to student pharmacists. Our objectivewas to implement and assess a “hybrid” flipped-class-room activity designed to increase the motivation andconfidence of student pharmacists to address this crisis.Methods: Third-professional year Doctor of Pharmacystudents voluntarily completed pre- and post-activityattitude surveys regarding opioid abuse and opioid-overdose prevention. Students were assessed in two dif-ferent cohorts. The activity included pre-class readingmaterial developed by federal agencies and professionalpharmacy organizations, as well as Georgia-specific in-formation covering medical amnesty and local resourcesfor opioid-overdose prevention. The classroom sessionconsisted of a didactic lecture on opioid pharmacologyand opioid overdose, viewing of training videos, and en-gagement in extensive discussion. Results: Based on the

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

926

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Wilcoxon Signed Rank test, there were significantchanges in the survey areas related to student confidence;fewer changes were seen in the survey areas related tostudent motivation. Implications: The student pharma-cists in this study exhibited a high baseline motivation toassist in combating the opioid crises but lower confidencein the ability to intervene. A “hybrid” flipped classroomactivity increased the confidence of student pharmacistsin their understanding of the physical and adverse effectsof opioids and the application of reversal agents. In-creased confidence may support increased intervention.

U50488, a Kappa-Opioid Agonist, Attenuates Al-cohol Preference in Drosophila Melanogaster. MeganLongley, Xavier University of Louisiana, Krishna Shah,Xavier University of Louisiana, Starr Villavasso, XavierUniversity of Louisiana, Sunil Sirohi, Xavier Universityof Louisiana.Objective:Alcohol Use Disorder (AUD) isthe fifth leading risk factor for premature death and dis-ability worldwide, affecting 6.5% of the United Statespopulation. Based on studies utilizing vertebrate animalmodels, several neurotransmitters receptor systems, in-cluding opioid receptor system, have been implicated inmediating the effects of both acute and chronic alcoholexposure. However, it is unclear if similar mechanismsare intact and functionally regulate alcohol drinking be-havior in small invertebrate animal models (e.g., Dro-sophila melanogaster). Methods: The present studyinvestigated the effects of U-50488, a highly selectivek-opioid agonist, on alcohol preference in male Drosoph-ila melanogaster Canton S. (4-9 flies per vial; 10 vialstotal). First, initial baseline food (5% yeast, 5% sucroseand dye) intake was assessed using a capillary feederassay (CAFE). Following a stable food intake, flies weregiven capillaries containing either normal food with orwithout ethanol (15% ethanol) for 24 hrs. Following sta-bility, all flies received water (controls) or U50488 (treat-ment) mixed in food for 24 hrs and its effect on alcoholpreferencewas assessed on the following days in awithin-subject design.Results:A preference for food containingalcohol was developed over a period of three days. Im-portantly, this preference remained unaffected under con-trol (water) conditions, whereas U50488 pretreatmentabolished this effect. Implications:Previous studies haveshown that U50488 negatively regulate alcohol drinkingbehavior in rodents. The present study suggests the pos-sibility of a functionally similar system in the Drosophilawhich warrants further investigation to facilitate the drugdevelopment efforts for the treatment of alcoholism.

Validation of an Internal “Pre-Assessment forLearning and Mastery” Test as a Predictor of Aca-demic Performance.GhousM. Khan, Appalachian Col-lege of Pharmacy, CraigR.Mullins,AppalachianCollege

of Pharmacy. Objective: This study was done to assessthe validity of the “Pre-Assessment for Learning andMastery” (PALM) test with regard to selected preadmis-sion criteria, including Pharmacy College admission Test(PCAT) score, that are often used to predict students’academic performance. Methods: The PALM test is aninternal 50-question test derived from topics that aremostly covered in students’ prerequisite science courses.The test is administered to all students at the entry point sothat it can be used as a tool to assess students’ early aca-demic performance at the ACP, a three-year acceleratedDoctor of Pharmacy (PharmD) program. Students fromthe class of 2014, 2015 and 2016 were selected for thisstudy (n5194). Pre-admission data were obtained fromACP admission office. PALM test scores of individualstudents were assessed by linear regression analyses forany correlation with students PCAT scores, Science GPA(SGPA) andMath GPAResults: Significant positive cor-relation was found between the PALM test and PCATscores (r250.19, p,.001). Weak positive correlation wasalso seen between the PALM test score and MGPA(r250.03, p5.04). No correlation, however, could be dem-onstrated between PALM scores and SGPA. Implications:The PALM test as an internal instrument for assessmentcould be validated against PCAT score and MGPA, butnot against SGPA. Given that the PCAT score is knownfor its predictable value in assessing students’ academicperformance, the PALM test could be used as a potential,internal assessment tool for students’ early academic per-formance. This is important for an accelerated program.

Theoretical ModelsTraining and Engaging Pharmacy Residents to

Lead High Fidelity Simulation-Based Interprofes-sional Education Cases. Ashim Malhotra, CaliforniaNorthstate University, Welly Mente, California North-state University, Victor Phan, California Northstate Uni-versity, Hieu T. Tran, California Northstate University.Objective: ACPE mandates interprofessional education(IPE) for inclusion in pharmacy programs. We created aninnovative program to incentivize and engage pharmacyresidents by participation in high-fidelity simulation IPEcases for P2 and P3 students.Methods: The Post Gradu-ate Year 1 (PGY1) Pharmacy Residency at the CaliforniaNorthstate University College of Pharmacy (CNUCOP)and the Adventist Health Lodi Memorial (AHLM), andaffiliated residency programs, offers a comprehensive ex-perience in advanced clinical practice and academicteaching. The CNUCOP Residency program offered ourresidents opportunities to develop their teaching skills,facilitate team-based learning (TBL), and earn aTeachingand Learning Certificate. Residents interested in IPE

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

927

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

assisted with high fidelity simulation IPE cases betweenthe CNUCOP and the California State University Sacra-mento School of Nursing for P2 and N1 and P3 and N1students. The PGY1 residents were trained to developscripts for unfolding IPE cases, supervise student perfor-mance, assist with running the manikins, and debriefingafter the case. Results: Six pharmacy PGY1 residentscontributed to IPE events (N52) engaging large aggre-gate cohorts of students (N5200). The IPE cases focusedon Acute Pancreatitis and Congestive Heart Failure. Res-idents were trained in IPE principles in a formal trainingby the IPECoordinator,who also provided annotated IPE-case scripts for residents in the role of the consultingpharmacist. Residents also received training by the Res-idency ProgramDirector and CNUCOP faculty. Implica-tions:Our formal program for training PGY1 residents inIPE incentivized and engaged the next generation of thePharm.D. workforce in recognizing the significance ofinterprofessional education and practice.

CHEMISTRYCompleted Research

6 Hz Active Anticonvulsant Fluorinated N-Benzamide Enaminones and Their Inhibitory Neuro-nal Activity. Patrice L. Jackson-Ayotunde, University ofMaryland Eastern Shore, Isis J. Amaye, University ofMaryland Eastern Shore, Miguel Martin, University ofMaryland Eastern Shore, Thomas Heinbockel, HowardUniversity, Zejun Wang, Howard University, JuliaWoods,HowardUniversity.Objective:A library of four-teen novel fluorinated N-benzamide enaminones weresynthesized and evaluated in a battery of acute preclinicalseizure models. Three compounds (GSA 62, TTA 35, andWWB 67) were found to have good anticonvulsant activ-ity in the 6-Hz ‘psychomotor’ 44mA rodent model. Thefocus of this study was to elucidate the active analogs’mode of action on seizure-related molecular targets.Methods: The N-benzamide compounds were synthe-sized by amination of the respective b-diketones, fol-lowed by N-acylation of the enaminone intermediateswith corresponding aromatic acyl chlorides in a base-cat-alyzed reaction. The analogs were screened in the acuterodent seizure models at the NINDS, NIH Epilepsy Ther-apy Screening Program. Electrophysiology studies wereemployed to evaluate the compounds’ ability to inhibit 1)neuronal activity in central olfactory neurons,mitral cells,and 2) sensory-like ND7/23 cells, which express an as-sortment of voltage and ligand-gated ion channels.Whole-cell patch-clamp recordings were obtained fromthe mitral cells of the mouse main olfactory bulb andwhole-cell recordings from the ND7/23 cells. Results:We did not find any significant effects of the three com-

pounds on action potential generation in mitral cells. Thetreatment of ND7/23 cells with 50 µM of GSA 62, TTA35, and WWB 67 generated a significant reduction in theamplitude of whole-cell sodium currents. Similar treat-ment of ND7/23 cells with these compounds had no effecton T-type calcium currents. Implications: The findingsin the study indicate that the fluorinated N-benzamideenaminone analogs tested may have a selective effect onvoltage-gated sodium channels, but not calcium channels.

AnalyzingLearningWithinMedicinal Chemistryand Pharmacology.Adil K. Shivji, Lake Erie College ofOsteopathic Medicine, Daniel A. Offei, Lake Erie Col-lege ofOsteopathicMedicine, Daniel L.Austin,LakeErieCollege of Osteopathic Medicine. Objective: This studyfeatured structured enrichment sessions designed to pro-vide students opportunities to develop life-long learningskills through the context of medicinal chemistry andpharmacology content.Methods: Five enrichment activ-ities were developed each containing a self-study and livesession featuring unit-specific content (problem solving,metacognition, reading comprehension, case-based prob-lem solving, and structure-based therapeutic evaluation).The voluntary sessions were administered longitudinallyto 139 second professional year pharmacy studentsthroughout an academic quarter at the end of each unitduring the first course of an integrated pharmacology andmedicinal chemistry sequence. Students provided five-point Likert survey feedback at the beginning of thecourse, after the first activity, and at course conclusion.Survey questions were linked to self-assessment domainsof metacognition, content relevance, confidence, affec-tive response to content, and session specific themes.Results: Survey responses indicated significant im-provement in confidence (3.68 - 4.15) and metacognition(3.20 - 3.82) domains at the conclusion of the course, andsignificant improvement in affective domain followingthe first sessions that was maintained at the conclusionof the course (3.52 - 4.10 - 4.20). Perceived relevance ofcontent did not change significantly throughout the study.Implications: These observations are consistent with thenotion that interventions have a significant impact oncontent perceptions, which may be especially importantfor challenging disciplines. Concurrent introduction oflearning topics and application may positively influenceemotional response to learning, which may play a role inlatent confidence and self-awareness benefits. Furtherstudy is necessary to optimize these activities in order tomaximize impacts on learning outcomes.

A Novel Bridging Experience to “Close the Gap”in PharmD Student Readiness Prior toMatriculation.Bryson M. Duhon, The University of Texas at Austin,Walter L. Fast, The University of Texas at Austin, Korbin

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

928

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Evans, The University of Texas at Austin.Objective: Theobjectives of this study were to develop a bridging expe-rience with pre- and post-matriculation content that alsoincorporates active learning strategies and develop as-sessment methods to evaluate the impact of these experi-ences on student success. Methods: One difficulty oftenencountered while teaching first-year pharmacy studentsis thewide range of student proficiency in STEMsubjects.First, an incoming class of 123 PharmD students wereencouraged to complete online quizzes prior to the startof the fall semester. Student scores were released andlinks provided to on-line tutorial materials, allowing stu-dents to ‘diagnose’ areas where review might be helpful.Second, during on-campus student orientation, smallgroup active learning sessions were added to reinforcethe same concepts and were followed by a request to re-peat the same quiz taken earlier in the summer. Third,students were offered supplementary student-led tutorialsessions during the first few weeks of class. Assessmentsincluded scores from the summer quiz, scores from thesame quiz repeated after orientation activities, andmatched questions on the final exam. Students were alsoasked to provide narrative feedback.Results:Preliminaryanalysis indicates that more than half of the students feltthe program helped prepare them for the start of the phar-macy curriculum. Preliminary analysis of the chemistry-related experiences indicates that quiz scores before andafter the orientation experience increased 15-20 percent-age points. Implications: Early self ‘diagnosis’ of aca-demic deficiencies, active-learning exercises, and assistedreview sessions may be methods helpful to ‘leveling’ first-year pharmacy student STEMpreparedness and increasingstudent success.

A Sports Pharmacy APPE: Utilizing MedicinalChemistry as a Foundational Approach. Matthew J.DellaVecchia, Palm Beach Atlantic University, RichardJ. Marrero, Palm Beach Atlantic University, Jenna L.James, Walgreens Pharmacy, Trevor D. Vanscoy, CVSPharmacy, Jessica Lendoiro, Palm Beach Atlantic Uni-versity.Objective:To pilot a Sports PharmacyAdvancedPharmacy Practice Experience (APPE) utilizing medici-nal chemistry as a foundational approach. Methods:Three fourth-year student-pharmacists at Palm Beach At-lantic University (PBA), guided by amedicinal chemistryfaculty preceptor, researched known and emerging per-formance enhancing drugs (PEDs) during APPE rota-tions. General knowledge of PEDs and the perceivedvalue of pharmacists in sports was gauged among PBAstudent-athletes, athletic staff, and pre-APPE pharmacystudents via interviews, surveys, and small focus groups.Results: Survey participants (;75%, n5134) perceivedpharmacists as being a valuable resource to student-

athletes seeking information on medications and over-the-counter (OTC) supplements. During theAPPE, student-pharmacists demonstrated how legitimate medicationswere chemically similar to substances banned by sportsgoverning agencies. Upon comparing chemical struc-tures/pharmacophores of PEDs to those of various pre-scription drug classes, drugs and supplementswith knowntherapeutic function were reviewed to discern why ath-letes misuse these substances for athletic gain. Further-more, student-pharmacists educated student-athletes andathletic personnel on pertinent topics like marijuana insports, the importance of avoiding medication sharing,and deciphering an OTC supplement label. Detectionrisk-level by various analytical methods was discussed.Counseling points on potential adverse health risks posedby PED usage were outlined. Implications: Opportunityexists for expansion of this Sports PharmacyAPPEmodelhere at PBA as well as potential for implementation else-where. Pharmacists rely upon pharmaceutical science andpharmacy practice expertise to counsel patients on theutilization of medications and OTC supplements. Usingmedicinal chemistry as a foundational approach, phar-macists can readily translate this expertise to benefit the“patient-athlete”.

Dopamine D4 Receptor-Selective CompoundsReveal Structure-Activity Relationships that Engen-der Agonist Efficacy. Comfort A. Boateng, High PointUniversity, Sonvia L. Brown, High Point University,Michele S. Maddaluna, High Point University, R. Benja-min Free, National Institute of Neurological Disordersand Stroke, Alessandro Bonifazi, National Institute onDrug Abuse, Michael P. Ellenberger, National Instituteon Drug Abuse, Amy H. Newman, National Institute onDrug Abuse, David R. Sibley, National Institute of Neu-rological Disorders and Stroke, Chun Wu, Rowan Uni-versity, Thomas Keck, Rowan University.Objective: Tounderstand the receptor-ligand interactions that controlefficacy at Dopamine D4 Receptor (D4R) SubtypeMethods: A series of novel full-length N-(m-tolyl) acet-amide derivatives ligandswere synthesized by using stan-dard N-alkylation reactions. The compound m-toluidinewas converted to intermediate 2-chloro-N-(m-tolyl) acet-amide by reactingwith 2-chloroacetyl chloride. The com-pound 2-chloro-N-(m-tolyl) acetamide was then used toalkylate different arylpiperazine or arylpiperidine aminesin the presence of K2CO3 in CH3CN to yield the desiredtarget compounds. Their binding affinities were deter-mined using [3H]N-methylspiperone and [3H]7-OH-DPAT radioligand binding in HEK293 cells expressingdopamine D2-like receptors (D2R, D3R, D4R). Thesebinding studies were coupled with functional studies us-ing radioligand bindingb-arrestin recruitment and cAMP

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

929

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

inhibition displacement assays. We further performedcomparative molecular dynamics simulations of D4R incomplex with selected compounds. Results: To identifynew D4R-selective ligands, and to understand the molec-ular determinants of agonist efficacy at D4R, we synthe-sized and characterized a series of eighteen novel ligandsbased on the classical D4R agonist A-412997. Com-pounds were profiled using radioligand binding displace-ment assays, b-arrestin recruitment assays, cAMPinhibition assays, and molecular dynamic computationalmodeling. We identified several novel D4R-selective (Ki# 4.3 nM and .100-fold vs. other D2-like receptors)compounds with diverse partial agonist and antagonistprofiles, falling into three structural groups. Implica-tions: These studies have further extended our under-standing of receptor-ligand interactions that controlefficacy at D4R. The results provide insights to targeteddrug discovery leading to a better understanding of therole of D4Rs in neuropsychiatric conditions, includingAlzheimer’s disease and substance use disorders.

Introduction of Augmented Reality Modules intoPharmacy Medicinal Chemistry Lectures. ChaseSmith, MCPHS University–Worcester/Manchester,Matthew Metcalf, MCPHS University–Worcester/Manchester, Carolyn Friel,MCPHS University–Worcester/Manchester. Objective: Augmented Reality (AR) canbe exploited to provide a novel way for student visualiza-tion and understanding of complex three dimensional(3D) molecular interactions as compared to more tradi-tional methods. The work details the development of mo-lecular AR content into Medicinal Chemistry lectures.Methods: Molecular models were first obtained fromthe Protein Data Bank (PDB) (http://www.rcsb.org/) inPDB format. The files were first processed using the Uni-versity of California San Francisco (UCSF) molecularmodeling software package Chimera (https://www.cgl.ucsf.edu/chimera/) and then exported as 3D scenesfor secondary processing in the 3D software Blender(https://www.blender.org/). The final 3D content was ul-timately exported to be hosted online at Sketchfab(https://sketchfab.com/). The AR content was presentedduringMedicinal Chemistry lectures and visualized usingmolecular viewer’s on student mobile devices. Studentswere surveyed following their encounter with the ARcontent (approval protocol IRB100118S). Results: 51(19%) of the enrolled students responded to the post-lec-ture educational survey. Of the responder’s that eitherStrongly Agreed or Agreed: a) 88% thought the AR ap-plication was easy to use; b) 95% were able to visualizethe molecular interactions; c) 83% were able to manipu-late the visualization; d) 67% believed that the AR visu-alization helped them better understand the concepts

being taught and; e) 83% would like to see additionalAR content in the future. Implications: The positive re-sponse to the AR material indicates its potential to be-come a useful classroom tool for the active learning ofcomplex 3D concepts. Further refinement to enhance stu-dent interest in AR learning is also possible.

Mixed Cohort Biochemistry Retention Evalua-tion in a College of Pharmacy Curriculum Comparedto Other Professional Programs. David B. Cleary, Sul-livan University. Objective: It is important for educa-tional institutions to evaluate programmatic outcomes.Very little data is published concerning long-term bio-chemistry retention in pharmacy schools. This researchquantifies the retention of biochemical knowledge fol-lowing a ten-week biochemistry course in a three-yearcollege of pharmacy. The hypothesis for this researchis: a biochemistry course taught using standard method-ologies in an accelerated three-year college of pharmacyprogram produces the same outcome as a biochemistrycourse in other professional programs. Objective one is toquantify biochemical retention one year after a pharmacybiochemistry course. Objective two is to compare the cur-rent teaching effectiveness versus the effectiveness ofother professional programs. Methods: The teachingmethod utilized was lecture format with questions to ac-tively engage the audience. The course culminatedwith acumulative one hundred question multiple choice exam-ination. One year following the examination, all mem-bers of the cohort were invited to participate in aretention study consisting of retaking the same exami-nation. Each participant’s change in score from initialexamination to retake was calculated to determine eachparticipant’s retention score. Results: Although teach-ing methodologies vary across professions, universities,and time, these limitations do not seem to greatly impactthe average retention outcome. Data has been collectedand pooled for two cohorts (n59 and n537) revealing anaverage decrease of 28%knowledge. Implications:Thisresult is in good agreement with published data fromother professional programs implicating a true hypothe-sis. Continued collection of data is warranted to increasethe number of participants and significance of this re-search.

Phytotoxic Effects of NSAIDs on Pisum sativumLead to Animal Alternative Drug Assay. Tyler M.Holmes, MCPHS University–Worcester/Manchester,Gabriel Gabro, MCPHS University–Worcester/Manches-ter, Palak Bhambri, MCPHS University–Worcester/Manchester, Crystal Ng, MCPHS University–Worcester/Manchester, Matthew Metcalf, MCPHS University–Worcester/Manchester. Objective: Animal drug assaysare the gold standard proof of clinical safety and efficacy

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

930

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

prior to human trials. However, ethical concerns andIACUC protocols state attempts should be made to de-velop non-animal-based assays. This work describes thedevelopment of a plant based alternative assay for theacetic acid antiwrithing assay. NSAIDS were hypothe-sized to act as auxins in plants and an assaywas developedto detect the phytotoxic effects of NSAIDs in Pisum sat-ivum. Methods: Pisum sativum seeds were sprouted insphagnum moss and initial growth of root and shootlength were measured. Seedlings were then exposed tovarying concentrations of drug in a liquid growth solu-tion for 72 hours when growth characteristics were re-measured. Dose response curves were generated usingpercent change in growth. Results: NSAIDs producedphytotoxicological effects on root growth in a dose de-pendent manner in Pisum sativum sprouts. NSAID rootgrowth effects [example - naproxen LD50 23.1mM (95%CI 16.6-32.2, p,0.0001)] were similar to auxin effects[example - indole-3-butyric acid (IBA) LD50 1.7mM(95%CI 1.1-2.8, p,0.0001)] but significantly differentthan gibberellic acid (GA3), and acetaminophen (APAP)both no effect. For shoots all NSAIDS and auxinsinhibited growth (p,0.0001); GA3 enhanced growth(p50.0002); and APAP had no effect on growth. Impli-cations: In root and shoot growth, the NSAIDs producedsimilar effects to the auxins dissimilar to controls GA3and APAP. This data supports the hypothesis of auxin-like phytotoxic effects on Pisum sativum growth charac-teristics and the assay can serve as an animal replacementassay.

SAR Maps: A Student Friendly Approach toTeach Medicinal Chemistry in Integrated Courses.Kathleen M. Frey, Fairleigh Dickinson University. Ob-jective: Courses that integrate pharmacology, medicinalchemistry, and pharmacotherapy arewidely implementedin pharmacy curriculums. The integration of medicinalchemistry is often challenging given thematerial and timeconstraints. The objective of this educational study is toutilize structure activity relationship (SAR) maps as vi-sual aids to teach students medicinal chemistry in an in-tegrated course.Methods: Structure-activity relationship(SAR) maps were designed and implemented within anintegrated course focusing on cardiopulmonary diseases.Specific SAR maps used in lecture and class activitiesincluded the following: phenylethylamines (adrenergicagonists i.e. bronchodilators); arylimidazoines (antihy-pertensives i.e. clonidine); and aryloxypropanolamines(beta blockers). Students were assessed in class activities(formative), take home quizzes (low stakes), and exams(high stakes) for specific information surrounding drugstructure and the SAR map. Drug properties assessed in-cluded essential pharmacophores, pharmacodynamics,

physiochemical properties, metabolism, duration of ac-tion, and decision-making (Appendix 1, ACPE Stan-dards). These properties were highlighted in theprovided SAR maps. Results: Results from assessmentitem analysis reveal that students performed well on me-dicinal chemistry questions related to the SAR maps (i.e.89.8% correct on first exam). Students revealed in a sur-vey that they used the SAR maps to study medicinalchemistry for the exams. Implications: SAR maps areeffective tools that visually teach students key conceptsin medicinal chemistry. This millennial student-friendlytool is time-effective and promotes learning as opposed todrug structure memorization. The SARmap can be easilyimplemented in other integrated courses focused on var-ious disease states.

Synthesis of Potential Medicinal EnaminoneCompounds. Ivan O. Edafiogho, University of SaintJoseph, Yatish Parmar, University of Saint Joseph,AshleyA.Bill,University of Saint Joseph, OlaA.Ghoneim,University of Saint Joseph, Doreen E. Szollosi,Universityof Saint Joseph. Objective: The objective of this studywas to synthesize cyclohexenone enaminones and evalu-ate them for potential medicinal properties. Enaminonesare chemical compounds consisting of an amino grouplinked through a carbon-carbon double bond to a ketogroup. Methods: Different structural analogs of cyclo-hexenone enaminones were synthesized. We obtainedten new enaminone compounds (YP1, YP2, YP3, YP4,YP9, YP10, YP13, YP16, YP17, YP19) and three knownenaminone compounds (E121, JODI 19 and YP14).Results:We had previously reported E121 as being anti-convulsant, anti-inflammatory, analgesic, anti-tussive,anti-asthmatic, bronchodilatory, and immunosup-pressant. Therefore, we expected the new enaminonecompounds from this project to have a variety of phar-macological activities. Of significant importance is thesynthesis of YP9 which was confirmed by H-NMR spec-troscopy. It is expected to be anti-inflammatory by reduc-ing the production ofcytokines such as tumor necrosisfactor-alpha (TNF-alpha) and Interleukin-6 (IL-6) in aJ774 macrophage cell line stimulated with lipopolysac-charide (LPS). JODI 19was anti-inflammatory at 0.5mM.Implications:Our data indicate that the enaminone phar-macophore in our novel enaminone compounds is veryimportant in confering desirable pharmacological activityon the compounds.

The “First-Generation Effect” on Perceptionsand Academic Performance of Pharmacy Students.Donald Sikazwe, University of the Incarnate Word,Richard Haan, University of the Incarnate Word, SininA. Allahalih, University of the Incarnate Word, MatthewC. Garber, University of the Incarnate Word, Russell T.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

931

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Attridge,University of the IncarnateWord, Anita T.Mos-ley, University of the Incarnate Word, Tanja Stampfl,University of the Incarnate Word, Amy Diepenbrock,University of the Incarnate Word, RaghunandanYendapally, University of the Incarnate Word. Objec-tive: To evaluate perceptions and P1 academic perfor-mance of first-generation students compared to theirnon-first-generation peers at the Feik School of Phar-macy.Methods:Perceptions related to academic and per-sonal support were assessed through a 49-question surveyat the beginning of P2 or P3 years. Academic performancewas assessed using measures of student success (coursegrades, GPA, supplemental instruction enrollments, aca-demic infractions) from P1 year. Students were stratifiedby first-generation student status (defined as neither par-ent with a bachelor’s degree), and comparative statisticswere performed to analyze differences in perceptions andacademic performance between the two cohorts (first-generation students and non-first-generation students).Results: One-hundred twenty-eight (128) of 132 eligiblestudents (97% response rate) completed our survey, ofwhich 58 (45%) were first-generation students. In 47 of the49 survey questions, therewere no statistically-significantdifferences between groups; however, first-generationstudents had a lower perception of their academic success(p50.009) and were more likely to cite finances as one oftheir greatest barriers in school (86% vs. 64%; p50.005).From the fifteen P1 courses reviewed for academic per-formance, first-generation students had lower final coursegrades in two foundational science courses (A&P I,p50.006; Immunology, p50.037). Otherwise, no signif-icant differences were noted in measures of academicsuccess. Implications: Finances and a lower perceptionof academic success may be barriers for first-generationstudents. First-generation status may not hinder academicperformance at the graduate level. Programmatic, proac-tive interventions in identifiable challenging courses mayimprove perceptions and performance of first-generationstudents.

Utilizing Medicinal Chemistry to Solve a ClinicalClozapine andSucralfate Interaction.SusanL.Mercer,Lipscomb University, Lindsey Miller, Lipscomb Univer-sity. Objective: ACPE Standard 1 – Key Element 1.1requires that pharmacy graduates be able to develop, in-tegrate, and apply knowledge from the foundational sci-ences to evaluate the scientific literature, explain drugaction, solve therapeutic problems, and advance popula-tion health and patient-centered care. However, studentsoften struggle to see the correlation between science andpractice providing an opportunity for interdisciplinarycollaboration. Herein, we describe a clinical drug-druginteraction that was solved utilizing medicinal chemistry

principles. This case was presented after PY1 studentscompleted a unit on acid/base, pKa and ionization.Methods:A patient was prescribed 300 mg of clozapine;however, upon admission clozapine levels were undetect-able. During amedication review, the patient noted takingsucralfate 2 – 4 times daily. A structural evaluation ofclozapine indicated multiple basic functional groups withthree pKa values of 3.92, 7.75 and 15.90. The amines arefully ionized (NH1) in a stomach pH of 1-2. These ionsinteract directly with sucralfate; therefore, no free drug isavailable to elicit the desired CNS effects. Results: Therecommended therapeutic treatment options were to ei-ther eliminate sucralfate from the patient drug regimenor to administer clozapine via a route that avoids firstpass metabolism. Ranitidine was substituted for sucral-fate and clozapine levels increased appropriately to 206ng/mL. Implications: Evaluating drugs utilizing struc-ture, pKa and ionization principles directly impactedpatient outcomes. Integrating relevant clinical examplesto medicinal chemistry coursework highlights the appli-cation of foundational science to the clinical decisionprocess.

Theoretical ModelsA Model for Assessing Professional Association

Engagement. Emily F. Gorman,University of Maryland,Klarissa D. Jackson, Lipscomb University, Marc W.Harrold,DuquesneUniversity, Susan L.Mercer, LipscombUniversity, Matthew Metcalf, MCPHS University–Worcester/Manchester, Lisa Lebovitz, University ofMaryland, Shannon R. Tucker, University of Maryland,Kirsten F. Block, American Association of Colleges ofPharmacy, Raphael Franzini, The University of Utah,Andrew Coop, University of Maryland. Objective: Todevelop a model for quantifying engagement with theAmerican Association of Colleges of Pharmacy (AACP)for recipients of the New Investigator Award (NIA) in theChemistry sectionMethods: Assessing member engage-ment with a professional association is critical in deter-mining the success of programs such as the AACP NIA,because engagement leads to organizational growth and iskey to long term sustainability. The authors searchedpeer-reviewed and organizational literature for publishedmodels evaluating organizational engagement to create amodified scale to quantify engagement following theNIA.The model was then assessed using archetype per-sonas designed to mimic involvement patterns repre-sented in the Chemistry section. Results: The AmericanBar Association published an article assessing engage-ment of itsmembers with the following five tiers, explain-ing the tiers as a continuum: consuming, promoting,creating, serving, governing. The authors placed section

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

932

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

and organizational contributions under each category andproposed numerical scores for each (Consuming 1; Pro-moting 2; Creating 4; Serving 5 or 6; Governing 10). The“height” and “score” of the 6 archetype personas testedthrough the model increased with the number of yearspassed since receiving an NIA. Dividing the total scoreby the number of years after receipt of the NIA resultedin a normalized, comparable score. Implications: Thisapproach allows a comparable score for engagementwith an organization and has the potential to allow forlongitudinal analysis. Plans for a future study include ananalysis of data of actual NIA recipients and the develop-ment of a national model for member engagement withorganizations.

Mr. Chemistry Goes to Washington: A CaseStudy on Congressional Testimony. Andrew Coop,University of Maryland, Shannon R. Tucker, Universityof Maryland, Lisa Lebovitz, University of Maryland,Sandra N. Harriman, University of Maryland, RebeccaJ. Ceraul, University of Maryland. Objective: To de-scribe the experiences of a chemistry faculty membertestifying on the opioid crisis for the US Senate Health,Education, Labor, and Pensions (HELP) Committee.Methods: The author is a medicinal chemist with exper-tise in the design and synthesis of new opioid analgesicswith reduced abuse liability. In addition to publishing inhigh impact scientific journals, the author’s specialtyattracted public attention related to the current opioidcrisis. He has given interviews for newspapers, nationalperiodicals, television, and also panel discussions withthe public regarding the science of drugs of abuse. Thispublic exposure led to the author being invited to testifyin front of the US Senate HELP committee, chaired bySenator Lamar Alexander. Written testimony was re-quired to be submitted prior to the hearing. Results:Preparation for the testimony included discussions withthe University’s Government Affairs staff, the School ofPharmacy’s Office of Communications and Marketing,the American Pharmacists Association (APhA), andother professional organizations. Testimony focusedon the mechanisms of action of opioids, current devel-opment of effective non-addictive pain compounds, theneed formore research into alternative painmanagementtreatments, and the role of pharmacists in helping toensure that patients who use opioids do so safely andeffectively. It was a challenging and stressful experienceto explain the science of drug dependency to the audi-ence of laypeople. Implications: While chemistry ex-pertise was essential in testimony, understanding thecontext of science to the profession of pharmacy, pa-tients, and the public was important to provide contextto laypeople influencing public policy.

CONTINUING PROFESSIONAL DEVELOP-MENTCompleted Research

An Analysis of Learning Styles of the 21st Cen-tury Pharmacy Student. Emily V. Olivier, The Univer-sity of Tennessee.Objective: Recognition and alignmentof learning styles for both students and faculty in class-rooms has shown positive effects on learning outcomes.This study assesses for significant trends of learning stylesamong students transitioning from undergraduate stud-ies into a Doctor of Pharmacy program. Methods: Indi-vidual, de-identified data on student learning styles wascollected from the university’s Office of Student Aca-demic Support Services and Inclusion (SASSI), whichadministers the Inventory of Learning Styles Question-naire (ILS-Q) to each first-year pharmacy student at thebeginning of the PharmD program. Results of those stu-dents entering pharmacy school in Fall of 2017 and Fall of2018 were analyzed for statistically significant differ-ences across four categories of learning styles: active/reflective, sensing/intuitive, visual/verbal, and sequential/global. Results: Independent t-test data analysis forequality of means showed a significant difference in thefirst-year classes between Fall 2018 and Fall 2017 for thelearning style categories of sensing vs intuitive (2-tailedsignificance of 0.022). These results suggest that the Fall2017 group of students are more sensing learners, that is,they have a preference towards learning facts and beinggiven information versus intuitive learners who preferdiscovering information and relationships. No statisticaldifferences were noted between classes for the remainingthree categories. Implications: Results from this studysuggest that a larger retrospective analysis of ILS-Q sur-veys of first-year pharmacy students may provide evi-dence for enhancing teaching and learning methods toadapt to an array of learning styles that provide an effec-tive learning environment for current pharmacy students.

Application of Innovation and EntrepreneurshipCompetencies:ACapstoneProject inTransition to theProfession Course. Hoai-An Truong, University ofMaryland Eastern Shore, Marie-Therese Oyalowo, Uni-versity of Maryland Eastern Shore. Objective: The2013Center for theAdvancement of PharmacyEducationoutcomes and 2016 Accreditation Council for PharmacyEducation standards include Innovation and Entrepre-neurship as domain and competency for pharmacy grad-uates. The objective of this project is to describe theimplementation of a capstone project on the applicationof innovation and entrepreneurship competencies in aTransition to the Profession required course for final pro-fessional year student pharmacists.Methods:A capstonegroup project was developed by incorporating outcomes

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

933

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

on innovation and entrepreneurship, population-basedcare, problem-solving, pharmacoeconomics and practicemanagement. Students were required to identify a phar-macy practice issue for intervention and narrow to a spe-cific population based on literature search and healthstatistics. They had to conduct a Strengths, Weaknesses,Opportunities and Threats (SWOT) analysis, develop aspecific, comprehensive plan for intervention, incorpo-rate Pharmacist’s Patient Care Process, propose a busi-ness plan, including a budget and funding sources.Written reports and presentations to faculty and studentswere also required. Results: Eighteen groups of 3 stu-dents developed and presented innovation and entrepre-neurship projects with interventions on topics rangingfrom vaccination clinics to home visit, contraceptiveclinic, cancer prevention program, medication reconcili-ation tool, phone apps for smoking cessation and medi-cation adherence, foot care clinic and travel clinic.Proposed business plan and budget ranged from $200 to$980,000, with a total of $1.8 million for all 18 groups of54 students. Implications: Results suggested that stu-dents were innovative and entrepreneurial in developingcapstone projects on pharmacy-based services for patientcare with appropriate consideration of clinical, humanis-tic and economic outcomes.

CPD for CPD: Lessons Learned in Implementinga Professional Development Course Series.Kathryn A.Schott, Drake University, Cheryl L. Clarke, Drake Uni-versity. Objective: 1) To describe lessons learned afterthe first year of implementation of a six-semester continu-ing professional development (CPD) course seriesdesigned to meet Standards 2016 related to personal andprofessional development; and 2) To determine the im-pact of course modifications in pedagogical approach anddesign on student-reported course effectiveness and con-fidence on CPD skills. Methods: In response to studentfeedback from IDEA Center course evaluations after thefirst year of implementation, course modifications weremade including 1) fewer written reflection assignments;2) integration of journaling into classroom activities; 3)increased small and large group discussion; 3) enhancedclassroom culture of well-being; and 4) removal of tech-nology from the classroom. IDEA Center course evalua-tions and a student self-assessment of confidence relatedtoCPDskillswere compared using independent-sample t-tests for the first course in the series for the 2017 and 2018fall semesters. Results: Significant improvements oc-curred for 32 of 40 evaluation elements, including factorsmeasuring course and instructor excellence. Significantimprovements in learning objective achievement werenoted, including the development of teamwork skillsand ability to express oneself. Mean confidence scores

were significantly improved for 5 of 15 student self-assessment items including Writing SMART Goals,Receiving Feedback, Applying CPD, Working on an In-terprofessional Team, and Developing your PersonalBrand. Implications: Course modifications improvedthe majority of student-reported course effectivenessmeasurements and increased confidence in some skills.Responsiveness to student feedback is critical for im-proving learning outcomes and establishing best prac-tices for the personal and professional development ofstudents.

Describing an Immersive Leadership ElectiveEngaging Students in Self-Awareness and UniqueLeadership Mindset Development. David G. Fuentes,California Health Sciences University, Miriam Ansong,California Health Sciences University, Ahmd Azab, Cal-ifornia Health Sciences University, Wendy Duncan, Cal-ifornia Health Sciences University, Yuqin Hu,CaliforniaHealth Sciences University, Jeremy Hughes, CaliforniaHealth Sciences University, Farid Khalafalla, CaliforniaHealth Sciences University, Lorilee Perry, CaliforniaHealth Sciences University, Shaowei Wan, CaliforniaHealth Sciences University, Yuwei Wang, CaliforniaHealth Sciences University. Objective: Students are ex-pected to develop leadership skills in areas related to self-awareness as aligned with ACPE Standards and CAPEOutcomes. The opportunity to develop core leadershipknowledge and familiaritywith theoreticalmodels behindleadership can be enriched with focused electives in thisarea. Herein, we describe an elective in leadership thatwalks through self-awareness exercises, organizationalhealth aspects related to teams and teaming, and asksstudents to focus on the theme of developing a leadershipmindset. Methods: Weekly sessions for P1-P3 studentswith pre-readings, in-class activities, and application ofthe PIE-RECAP reflection model are used to documentstudent development and progress in their leadershipmindset. Pre- and post-surveys are used in varioussessions to provide students with additional time for re-flection. Results: Student engagement and satisfactionresults, as well as themes from student reflections on theirmost meaningful learning experiences will be shared.PIE-RECAP reflection themes will be connected to self-awareness and student reflection. Faculty and peer-feedback on reflections will be highlighted to show growthin the area of self-awareness, specifically highlighting howstudents reflected highly in the CAPE Outcome domainareas of self-awareness (4.1), communication (3.6), andleadership development (4.4). Implications: Programsreviewing this work will be able to take our elective andapply itwithin their elective or required curriculum, basedon their programmatic objectives.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

934

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Design of aContinuousProfessionalDevelopmentCourse Series. Leigh A. Hylton-Gravatt, Virginia Com-monwealth University, Emily P. Peron, Virginia Com-monwealth University, Nicole E. Omecene, VirginiaCommonwealth University, Jean-Venable R. Goode, Vir-ginia Commonwealth University, LauraM. Frankart, Vir-ginia Commonwealth University, Cynthia K. Kirkwood,Virginia Commonwealth University, Krista L. Donohoe,Virginia Commonwealth University. Objective: To de-scribe the creation of a four-part longitudinal course se-ries, Continuous Professional Development (CPD), thatspans theDoctor of Pharmacy curriculum.Methods:Fac-ulty recognized a need to systematically assess the affec-tive domain elements of the Accreditation Council forPharmacy Education Standards 2016. To accomplish thisgoal, the current Professionalism course was combinedwith theMentoring and Advising Program for Students totrack individual student professional growth throughoutthe Doctor of Pharmacy curriculum at Virginia Common-wealth University School of Pharmacy. The result is afour-part series of longitudinal courses that provide train-ing in professionalism, career planning, ethical decision-making, and cultural sensitivity under the guidance of afaculty mentor. In addition, the course series documentsstudent co-curricular experiences. Results: The CPDcourse series was implemented in Fall semester of 2018for first, second, and third-year pharmacy students. Stu-dent curricular focus groups provided feedback whichreflect a positive experience with the CPD courses afterthe first semester. Select student comments focused onimproved faculty guidance and enhanced career develop-ment through the APhA Career Pathway Evaluation Pro-gram for Pharmacy Professionals. Students also endorsedthe value of learning sessions about mindfulness, culturalsensitivity, and completing the CliftonStrengths� assess-ment. Reporting of required co-curricular experiences isongoingwith students submitting their activities via Goo-gle Forms. Implications: The CPD course series repre-sents a successful framework for assessing the affectivedomains of Standards 2016 combined with co-curricularactivity tracking. Results will need to be compared tomethods used by other schools of pharmacy to determinebest practices.

Effectiveness of an Interagency Collaboration onan Opioid Elective Course Offering. Jaqueline Y.Zavala, California Health Sciences University, MandeepRajpal, California Health Sciences University, Lina S.Vang, California Health Sciences University, MacieLuallen, California Health Sciences University, MichaelPrichard,Fresno County Department of Behavior Health,PattyHavard,CaliforniaHealth SciencesUniversity.Ob-jective:Opioid overdose deaths in the United States have

increased dramatically over the past decade. The epi-demic has encouraged health professional programs toassess pain management curricula within their school.An opioid elective course (OEC) was offered at the Cal-ifornia Health Sciences University (CHSU) in collabora-tionwith theDepartment of Behavioral Health, SubstanceAbuse Disorders, and Aegis Treatment Center. The pur-pose of this study is to report the effectiveness of an in-teragency collaboration on an OEC. Methods: Thecontents focused on the epidemics of opioid use disorders(OUD) and deaths, harm reduction with naloxone andCURES, role of pharmacists in the epidemic, reducingthe stigma associatedwith drug addiction, andmedication-assisted therapy (MAT). A 5-Likert Scale survey was de-veloped to assess knowledge and attitude on OUD andstigma. Results: A total of 32 students enrolled in theOEC, with 5/32 (16%) P1, 18/32 (46%) P2, and 9/32(28%) P3 students, and age ranging from 21 to 44 years.Of the “strongly agree” respondents, a total of 15/21(71.4%) of students rated that theOECpositively changedtheir viewpoint regarding patients suffering addiction; 25/32 (78.1%) of students stated enhanced awareness on therole of pharmacists in minimizing abuse risks in patients;and, 24/32 (75%) stated enhanced their knowledge onharm reduction benefit of naloxone in overdose reversal.Implications:Our data suggest that interagency collabo-ration for an OEC is effective in increasing pharmacystudents’ awareness to the opioid epidemics, role of phar-macists in reducing opioid misuse, and harm reduction.

Game-Based Interprofessional Education Event.Janna Roitman, Long Island University, Anna Nogid,Long Island University, Elizabeth Horsley, BrooklynHospital Center, Jane Shtaynberg, Long Island Univer-sity, Joseph P. Nathan, Long Island University, DominickFortugno, Long Island University, Julius Johnson, LongIsland University, Marion Masterson, Long Island Uni-versity, Bojana Beric, Long Island University, LisaGordon, Long Island University. Objective: To activelyengage LIU students in the health professions in a virtualgame-based interprofessional educational (IPE) simula-tion event and assess the event’s impact on students’ at-titudes toward working as an interprofessional healthcareteam. Methods: In November 2018, over 500 studentsfrom LIU School of Health Professions, LIU School ofNursing, and LIU College of Pharmacy participated in alarge-scale IPE event. A virtual game was developed byan interprofessional team of healthcare educators and re-flective of patient population that students may comeacross. The game presented a virtual scenario of a home-less man found on the street who was encountered by thestudents. Interprofessional teams of students worked col-laboratively to decide on care and treatment plans.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

935

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Students actively engaged with each other through dis-cussionwhile debating the benefits and limitations of eachoption. Students’ attitudes toward IPE were measuredusing InterprofessionalAttitude Scale (IPAS). The surveywas administered pre- and post-activity. IRB approvalwas obtained.Results: Preliminary IPAS results indicatethat after this event more than 90% of students felt wellprepared to define teamwork and be an integral part of theinterprofessional team. They expressed their confidencein explaining the roles and responsibilities of their ownprofession and other health professionals (more than 90%of students agreed or strongly agreed). Majority of stu-dents also agreed that this game taught them importanceof patient-and community-centeredness and cultural di-versity. Implications: An IPE game strategy was an ef-fective modality of IPE. Based on the success of thisprogram LIU is exploring further IPE initiatives.

Impact of Formative (Early) Assessment on Stu-dent Success. Henry North, Harding University, JamesM. Nesbit, Harding University, Melissa Max, HardingUniversity, Shawn Turner, Harding University, LanaGettman, Harding University, George Kwame Yeboah,Harding University, MaRanda K. Herring, Harding Uni-versity, Landry Kamdem, Harding University. Objec-tive: The goal of this study was to evaluate thecorrelation between personalized formative (early) as-sessment of student academic performance and success-ful progression in select courses of the pharmacycurriculum. Methods: Coordinators of didactic coursesand faculty teaching first-, second- and third-year phar-macy students at Harding University College of Phar-macy were asked to administer a quiz or an examduring the first two weeks of the semester. Courses inthe areas of basic biomedical and pharmaceutical sci-ences, social and administrative sciences, and clinicalsciences were included in this study. The initial studentacademic performance was analyzed in relationship topre-defined course level outcomes and instructionalmethods. Teaching and learning were modified and per-sonalized based on the initial assessment data. Studentacademic performance was reevaluated on future quizzesand exams. Student success was defined as an improve-ment in quiz or exam scores and successful completion ofa course. Results: The data demonstrates that students atacademic risk can be identified very early on in the se-mester and proactive student remediation can begin.Also,based on students’ strengths and weaknesses, teachingmethods can be modified to help improve student perfor-mance and promote successful completion of the course.Implications:Our data suggests that the use of personal-ized formative (early) assessment in didactic coursesleads to student success. Whether it has a similar impact

on overall student progression in a pharmacy curriculumand/or on first attempt NAPLEX passing rates, remains tobe elucidated.

Individual Development Plans for Tracking Lon-gitudinal Progression of Personal and ProfessionalDevelopment and 5-Year Professional Goals.MargaretSchulte, Touro University California, Vista Khosraviani,Touro University California, Rae R. Matsumoto, TouroUniversity California. Objective: To track longitudinalprogression of pharmacy students’ 5-year professionalgoals, knowledge and achievement of key elements ofPersonal and Professional Development using IndividualDevelopment Plans (IDPs). Methods: The Doctor ofPharmacy Class of 2020 (N584) completed IDPs duringthe first- (P1), second- (P2), and third-professional-year(P3) to identify career goals, evaluate skills, and formu-late action plans to achieve goals. Four key elements ofAccreditation Standards for Personal and ProfessionalDevelopment (Self-Awareness, Leadership, Innovation/Entrepreneurship, and Professionalism) were scored, andstudent 5-year professional goals statements were catego-rized by study investigators, with data summarized usingdescriptive statistics. Results: Analysis of the IDP as acumulative assessment tool showed growth in all ele-ments; notably Leadership development (78.6%) and at-tainment (61.9%), and Innovation/Entrepreneurshipdevelopment (69.0%) and attainment (23.8%) over thefirst three years of pharmacy school. In addition, Self-Awareness and Professionalism were addressed annuallyin nearly 100% of IDPs. The 5-year professional goalsshowed a large proportion expressing plans for residencyat least once (87.0%), with 56% of students reporting thesame goal, 52.4% adding specific details or expanding anoriginal goal, 6.0% adding a back-up goal, and 31.0%switching goals over the three reporting years. Implica-tions: IDPs can be used to track progression of personaland professional development in pharmacy students. En-tering their final year, students recognize the need forSelf-Awareness and Professionalism, but require furthergrowth in attaining Leadership and Innovation/Entrepre-neurship skills and finalizing career goals.

Needs Assessment for PGY1 Preceptors’ Profes-sional Development: A Cross-Sectional Study. SaraMahmoud, Hamad Medical Corporation, Sara Hayder,Hamad Medical Corporation, Dania Alkhiyami, HamadMedical Corporation, Hani Abdelaziz, Hamad MedicalCorporation, Wessam Al Kassem, Hamad Medical Cor-poration, Palli Abdelrouf, Hamad Medical Corporation,Rasha AlAnany, Hamad Medical Corporation, MozaAlHail, Hamad Medical Corporation. Objective: Theaim of this study is to assess the competency and profes-sional development needs of preceptors for the PGY1

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

936

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

pharmacy residency program (ASHP Accredited) atHamad Medical Corporation, Qatar. Methods: Beforethe survey: All preceptors attended the Residency Pro-gram Design and Conduct (RPDC) PGY1 workshop con-ducted by the ASHP & received orientation. Preceptordevelopment assessment rubric was created based onASHP criteria and literature review. The rubric was trans-formed to a self-assessment survey using online surveyapplication which was sent to all PGY1 preceptors.Results: The survey included 16 questions for self-assessment. Emails were sent to 18 preceptors. Responserate was 94% (n517) Being a pharmacy role model: Onaverage, preceptors rated themselves highly at 4.29/5 Pre-ceptors showed deficiency in being able to providewrittenfeedback. Teaching skills: All preceptors reported thatthey are efficient. However, lacked proficiency in chang-ing preceptor roles. Preceptors responses varied in beingable to provide tailored teaching strategies. Only 36%rated themselves as excellent. A portion of preceptors(17%) reported that they require improvement in beingable to teach management skills. Other required topicsincluded: critical conversation and management skills.Implications: On a global level, preceptor developmentrequires significant improvement especially for pharmacyresidency programs. In HMC, there are multiple areas forimprovement such as: teaching strategies, writing feed-back and presentation skills which will be addressed bydesigning a structured development program. There is aplan to create a certificate program specific to PGY1 pre-ceptors

SMART Pharmacy Program: Changing Practiceby Changing Education. Michael J. Rouse, Accredita-tionCouncil for PharmacyEducation, ArijanaMestrovic,Pharma Expert. Objective: Originally developed for theTurkish Pharmacists Association, the SMART PharmacyProgram has now been implemented or introduced in 12countries. The Program is designed to be a sustainable,evidence-based initiative based on the Continuing Pro-fessional Development (CPD) Model. Its objectives areto enhance practitioners’ competence, expand their scopeof practice, improve the quality of clinical services, andpositively impact patient and population outcomes.Beyond building knowledge and skills, the Program ad-dressesmotivation and commitment to change.Methods:Before implementation in a country, key stakeholdersare invited to an initial workshop that includes a SWOTAnalysis. National tools and frameworks are developed/adapted and trainers trained. Pharmacists are trained inCPD, other key principles and concepts, and a clinicalmodule. Pharmacists self-assess their competence andquality of services, apply their learning to the care ofpatients, measure the results in a standardized way, and

document everything in a portfolio.Results:Results havebeen achieved at the level of the individual pharmacist(improved competence; self-reported); the pharmacist’swork setting (improved quality of service; self-reportedusing standardized indicators of quality); and the patientlevel (several measures in asthma/COPD and drug relatedproblem identification, intervention, and resolution). Inaddition, positive impact has been observed at the na-tional (profession-wide) level. Implications: Since itslaunch in Turkey (2015), over 5000 Turkish pharmacistshave been trained in Asthma, Diabetes and Hypertension.InOman, excellent results have been achieved inAsthma/COPD and the Pharmacists Patient Care Process/DrugRelated Problems. Further expansion of the Program isexpected in 2019.

Student Self-Reported Co-Curriculars Prior toImplementation of a Formalized Co-Curricular Pro-cess. Leigh A. Hylton-Gravatt, Virginia CommonwealthUniversity, Cynthia K. Kirkwood, Virginia Common-wealth University, Krista L. Donohoe,Virginia Common-wealth University. Objective: To assess baseline co-curricular data of students prior to implementation of aformalized co-curricular process at Virginia Common-wealth University (VCU). Methods: A Google Formwas emailed out to all students in the P1-P3 year (Classof 2019-2021) in April of 2018 to assess participation inco-curricular activities. Students self-reported on thefollowing information: professional organization mem-bership(s), professional fraternity/sorority member-ship(s), current job status (# of hours worked/month),and types of co-curriculars completed (education, com-munication, cultural sensitivity, self-awareness, leader-ship, innovation/entrepreneurship, professionalism)Results:All students (n5370) completed the co-curric-ular Google Form (response rate: 100%).During the2017-2018 year, 87% of students (n5322) were a partof a professional organization. Students on averagewere a member of 2.65 professional organizations(range: 0-7). Sixty-eight percent of students (n5252)worked in a pharmacy, and on average worked28.7 hours/month (range: 5-96 hours/month). Almostall students (93%) completed at least one co-curricular activity. Based upon class, 94% of P1s, 86%of P2s, and 98% of P3s participated in at least one co-curricular activity. On average of those who completedco-curricular activities, students were involved in 5.8co-curriculars/year (range: 0-20). The co-curricular activ-ities that had the highest participation included self-aware-ness, cultural sensitivity, and professionalism activities.Implications: This baseline co-curricular data willbe used to compare participation in co-curricularsafter implementing a formalized co-curricular process

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

937

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

requiring participation in designated types and number ofco-curriculars throughout the year.

Use of Student Leaders in Implementation of Co-Curricular Activities.Meri D. Hix, Southwestern Okla-homa State University, Sarah J. Ramsey, SouthwesternOklahoma State University. Objective: To describe stu-dent-led development and execution of large-scale, pro-fessional development events Methods: Since 2014,students from Southwestern Oklahoma State University(SWOSU) College of Pharmacy’s Phi Lambda Sigma(PLS) chapter have chaired events to aid in improvedchemical dependency awareness and leadership skills de-velopment. The intent of the selected topics is to be spe-cific to the interests of the students themselves. Not onlyare the events used for professional development of theattendees, the chairs also practice and develop skills thatmay be useful in future endeavors. Student chairs areexpected to procure speakers, reserve venues, determineformats, communicate with stakeholders, advertise, andhost the events. Results: Now in their fifth year, theseevents have become large-scale, entirely organized bythe student chairs. The chemical dependency seminarhas evolved into community-wide event and requires ad-ditional attention due to the varied audience. The leader-ship seminar continues to be fully attended and hasincluded topics such as personality assessments, discus-sion with pharmacy leaders, and effective communica-tion. Both events count toward co-curricular participationand have varied in topic, format, and speakers to stay rel-evant to the current interests of our students. Student chairshave practiced leadership skills, overcome personal obsta-cles, revised their anticipated tasks. Implications: Studentleaders can be used in unique channels to further the mis-sion of a college of pharmacy. In so doing they have anopportunity to practice personal leadership and organiza-tional skills while providing a service to their co-studentsand the community.

EXPERIENTIAL EDUCATIONCompleted Research

Addition of a Hospital Unit-Based Experience toan Internal Medicine 1 Advanced Pharmacy PracticeExperience. Janet R. Fischer, South Dakota State Uni-versity, Patrick E.R. Watchorn, South Dakota State Uni-versity. Objective: The primary objective of this studywas to evaluate perceptions of fourth year pharmacy stu-dents regarding the inclusion of 2 to 3 weeks of a hospitalunit-based experience (UBE) during their Internal Medi-cine (IM) 1 Advanced Pharmacy Practice Experience(APPE). The UBE was designed to provide students withmore hands-on practicewith pharmacokinetics, notewrit-ing, and medication dose adjustments in renal dysfunc-

tion.Methods: Typical IM students round with a team ofproviders for five weeks. This model divided the rotationinto rounds with providers and assisting a pharmacist on adecentralized unit, each for 2-3 weeks. Both activitieswere supervised by faculty. At the end of the five-weekrotation, students were invited to complete a survey. Re-sults: Sixteen of 24 students involved completed the sur-vey. Students agreed each experience was valuable forlearning: 93.8% for rounding, and 87.5% for UBE. Eachexperience taught them skills and knowledge they wouldnot have learned in the other experience, with 81.3% inagreement for rounding and 68.8% in agreement forUBE.UBE specifically improved their skills in pharmaco-kinetics, evaluating dosages, and antibiotic stewardship.Seventy five percent of students felt that splitting the rota-tion between the two experienceswould bemost beneficialfor future IM rotations. Implications:Adding UBE to tra-ditional rounding on IM APPEs results in a high level ofsatisfaction from pharmacy students and allows them togain additional skills compared to rounding. Future rota-tions should be designed in a similar manner to improvesatisfaction and increase learning experiences for students.

A New Rubric: Using Entrustable ProfessionalActivities (EPA) to Track Student Progression in Ex-periential Rotations. Elizabeth Trolli, The Ohio StateUniversity, Donald Sullivan, The Ohio State University.Objective:Experiential activities bridge student learningfrom didactic coursework to clinical practice. The goal ofthis project was to analyze a newly updated evaluationproviding clinical preceptors the ability to access PharmDstudents’ progression toward attaining set EPA goals.Methods: The pilot was completed in 2018 with 105second year PharmD students. The experiential teammapped clinical activities completed on rotation to spe-cific EPAs resulting in twenty-three questions focused onclinical practice. Eight questions were selected specifi-cally for this study as they correlated directly to the Phar-macists’ Patient Care Process (PPCP). Preceptors weretrained on EPAs and the PPCP. The evaluation rubricwas divided into five levels allowing the preceptor andlearner to categorize the amount of supervision the stu-dent needed. The tiers of the possible responses started atone (student observe action only) up to amaximumof five(student could supervise junior colleagues). Results:Upon review of the data for the eight targeted questions,the average preceptor score for the level of current studentprogress towards the EPA was a 2.50/5.0. In comparison,the student self-evaluation response for the same eightitems scored an average of 2.49/5.0. The score averagessupported the projection score average of 2.5 for the pilot,confirming that EPA focused evaluations can be used tofollow progression of students. Implications: Colleges

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

938

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

and schools of pharmacy can use this method to trackstudent movement towards confident performance ofEPAs. Specifically, in experiential, educators can use thismethod to determine and identify areas of growth andwhere digress is occurring.

An Interprofessional Simulation: ReducingMed-ical Errors in Transitions of Care. Crystal Burkhardt,The University of Kansas, Candice Coffey, The Univer-sity of Kansas, Stephen Jernigan, Sarah Shrader, The Uni-versity of Kansas, Ashley Crowl, The University ofKansas, Dory Sabata, The University of Kansas, JessicaKalender-Rich,TheUniversity ofKansas.Objective:De-velop an interprofessional (IP) simulation that allowspharmacy and medical students to increase their confi-dence in medical error disclosure.Methods:A simulatededucational experience for pharmacy and medical stu-dents to emphasize the importance of IP collaborationin error disclosure was developed and implemented usingstandardized patient actors (SPA).All students completedpre-learning regarding medical error disclosure. Medicalstudents also completed a hospital discharge simulationwhile pharmacy students completed a medication recon-ciliation based on a recorded community pharmacistmed-ication therapy management (MTM) encounter andprovided patient’s discharge medical information. Phar-macy andmedical students communicated via a telehealthconference encounter to correct errors and optimize med-ications during the care transition. Faculty debriefed stu-dents regarding their IP experience following thesimulation. Quantitative data from a student completedpre-/post-simulation 5-point Likert scale survey wereevaluated. Qualitative data from the debriefs were evalu-ated for thematic findings. Results: Pharmacy and med-icine students completed the pre-simulation survey(N5173)whichwas compared to a pilot group of studentswho completed the post-simulation survey (N527). Stu-dents reported statistically significant improvements intheir confidence with disclosing medical errors and inuse of telehealth technology to communicate with otherprofessionals (p,0.005), and improved understanding ofMTM as performed by the pharmacist (p,0.005).Themes of team structure, leadership, and communica-tion emerged in the qualitative review. Implications:Thissimulation afforded pharmacy and medical students theopportunity to increase their confidence in communicatingan error, gain insight into telehealth as an alternative formof IP team communication, and increase their understand-ing of MTM provided by community pharmacists.

Assessing Patient Advocacy Through AdvancedPharmacy Practice Experience (APPE) Student Inter-ventions. Gretchen Jehle,MCPHS University–Worcester/Manchester, Kara Bonaceto, MCPHS University–

Worcester/Manchester, Nicole Carace, MCPHS Univer-sity–Worcester/Manchester, Brianne Morin, MCPHSUniversity–Worcester/Manchester. Objective: Reviewopportunities students engage in during APPE rotationsto advocate for patient’s health and wellness. Methods:While onAPPE rotations, fromAugust 2017 throughMay2018, students documented interventions using a fieldencounter in CORE ELMS. Preceptors were able to re-view and confirm the student’s field encounter and pro-vide feedback. A summary report was created by TheOffice of Experiential Education to review the categoriesof interventions related to patient advocacy. Followingreview, interventions related to patient advocacy weregrouped as health and wellness, financial, or medicationmanagement. Results: Four hundred twelve interventionfield encounterswere completed by students. Of the docu-mented interventions, 61.3% were categorized as healthand wellness, 1.6% were financial, and 28.5% were med-ication management. The remaining interventions, 8.6%,were not related to patient advocacy. Implications: Cen-ter for the Advancement of Pharmacy Education (CAPE)Outcomes have been adopted as our curricular outcomesfor the School of Pharmacy. CAPE 3.3 states that studentsadvocate for the patient’s best interests. APPE rotationsprovide opportunities for students to advocate for patientsand completion of interventions allow for review of out-come assessment data to support compliance with Ac-creditation Council for Pharmacy Education (ACPE)Standard 3.Future implications include an opportunityfor students to recognize and reflect on their role in patientadvocacy as it relates to Standard 4.1 (Self-awareness).

Assessment of APPE Grading Schemes Used byACPE Accredited Pharmacy Schools and Colleges.Jane Shtaynberg, Long Island University, Maryann Z.Skrabal, Creighton University, C. Leiana Oswald, Rose-man University of Health Sciences, Cheryl L. Clarke,Drake University, Angela S. Clauson, Belmont Univer-sity, Eric H. Gilliam, University of Colorado, Jennie B.Jarrett,University of Illinois atChicago, TinaKanmaz, St.John’s University, Jennifer Prisco, MCPHS University–Boston, Valerie L. Ruehter, University of Missouri-Kansas City. Objective: To determine APPE gradingschemes across ACPE accredited programs, their per-ceived attributes, and correlation to residency place-ments. Methods: A 12-question survey was developedand disseminated to schools/colleges of pharmacythrough the Experiential Education Section (EES) discus-sion board on AACP Connect in October 2018.Non-responders were contacted via email and phone with atleast three attempts made to reach each non-respondingprogram. Information provided by the American Societyof Health Systems Pharmacists (ASHP) regarding PGY1

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

939

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

and PGY2 residency match rates for 2016-2018 was cor-related to survey responses. De-identified data was ana-lyzed using descriptive statistics, logistic regressionmodels, and the FREQ procedure. Perceptions of schemeattributes were analyzed via thematic analysis. Study wasdetermined by IRB as non-human research. Results: Re-sponses were received from 122/140 (87%) pharmacyprograms. Forty-nine percent of respondents representedpublic institutions, sixty percent indicated they use lettergrades compared to forty percentwho use a pass/fail grad-ing scheme or “other.” The use of either grading methoddid not differ statistically when comparing public to pri-vate institutions, with roughly thirty percent of each usinga pass/fail scheme. Programs employing pass/fail gradingwere more likely to have students matched to PGY1 res-idencies (p-value , 0.001) than programs using lettergrading. There was no correlation betweenAPPE gradingand PGY2 placement during the same time period. Im-plications: This data represents APPE grading schemesacross the country and supports that Pass/Fail gradingdoes not hinder residency placements. Data may be usedby pharmacy and residency programs to determine opti-mal assessment and candidate considerations.

Assessment of Volunteer Preceptors at Collegesand Schools of Pharmacy in the US. Jane Shtaynberg,Long Island University, Tina Zerilli, Long Island Univer-sity, Harold L. Kirschenbaum, Long Island University.Objective: To identify the manner in which collegesand schools of pharmacy in theUS assess the performanceof volunteer preceptors who precept students in advancedpharmacy practice experiences (APPEs). Methods: Insummer/fall 2018, directors of experiential education(or equivalent title) at 140 colleges/schools were invitedto complete an online, self-administered questionnaire.Several attempts were made via email and phone to en-courage participation. Data were analyzed using SPSS(version 25). IRB exempt status was received. Results:Eighty-one (61%) of 132 fully accredited programsresponded (8 programs in candidate status were ex-cluded); all but one evaluate the performance of APPEvolunteer preceptors. 49% of respondents reported thatpreceptors can be promoted in rank, while 59% notedthere is a process to re-appoint preceptors. 99%of respon-dents use the same volunteer preceptor evaluation criteriaregardless of practice location. The most common attri-butes assessed by respondents were the preceptors’ acces-sibility, ability to provide feedback to students,communication skills and professional demeanor. Themost commonly reported assessment strategies weresummative student evaluations (100%), on-site evalua-tion of the preceptor by college/school personnel (86%),formative student evaluations (40%), student focus

groups (37%) and assessment of attendance/participationin required preceptor development programs (37%). Im-plications:Virtually all colleges and schools of pharmacyassess volunteer APPE preceptors. Given the importantrole of volunteer preceptors in ensuring students are pre-pared for pharmacy practice, the information providedhere will allow colleges/schools to review their assess-ment strategies keeping in mind the methodologies usedby other institutions.

A Sustainable Group Mentoring Program forProfessional Student Career Planning. Daniel Kudo,Keck Graduate Institute, Gregory Reardon, Keck Gradu-ate Institute.Objective: Formalized didactic and experi-ential courses help students to develop knowledge andskills needed to matriculate as practice-ready pharma-cists. However, feedback from senior students and alumnisuggests that the professional curriculum does not sufficefor adequate career exploration. To address CAPE Out-come 4 (personal and professional development), thislongitudinal intervention uses a faculty mentor as coachfor a stable group of students to identify areas of key in-terest and potential career paths that align with the four-year professional program. Methods: This co-curriculargroupmentoring process begins in the first semester of theP1 year with opportunities for drop-in during later years.Key elements of this group mentoring process includeopen voluntary participation, expressed commitment tocontinue active involvement, weekly-scheduled lunch-time group sessions, investigation of postgraduate andcareer choices with presentation of findings by individualmentees to the full cohort, opportunities for leadership,and direct involvement in advocacy legislative initiativesand with professional associations. Results: This groupmentoring program has completed the first three years ofoperation. Student feedback is favorable, particularly re-garding opportunities to examine careers with initial per-ceived affinity, contrasted with those initially consideredto be “undesirable.” This process has challenged precon-ceived assumptions of students regarding career choices,with several students changing their initially-selected ca-reer path prior to graduation. Formalized assessment ofsuccess of this mentoring program continues. Implica-tions: An individualized approach like this one permitspharmacy schools to achieve effective career mentoringwith economies of scale, when compared to traditionalone-on-one mentoring.

A Three-Year Analysis of Clinical Track Partic-ipation and PGY1 Residency Pursuit and Match Suc-cess. EmilyWitcraft,University of Maryland, Patricia A.Ross, The Johns Hopkins Hospital, Hyunuk Seung, Uni-versity of Maryland, Agnes A. Feemster, University ofMaryland. Objective: The objective was to examine the

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

940

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

influence of clinical track participation on Post-GraduateYear (PGY)-1 ASHP Residency pursuit and Match suc-cess. Methods: Students graduating between 2016-2018were included. Residency match information was ob-tained from ASHP. Students were categorized as partici-pants in the Match if they ranked programs prior to thesubmission deadline. The Fisher’s exact test was per-formed, and logistic regression analysis was applied forthe overall study period adjusting for age, gender andgrade point average (GPA). Odds ratio (OR) and 95%confidence interval (95% CI) were calculated. Results:A total of 164 students participated in the ASHP Resi-dencyMatch during the study period. 72.5%were femaleand the mean student age was 22.6 6 3.0. The meanstudent GPA was 3.53 6 0.26. 91 (19.9%) students par-ticipated in the clinical track program of whom 78(85.7%) pursued residency and 64 (82.1%) successfullymatched. Clinical track participants were more likely topursue a residency than non- participants (OR519.6, 95%CI5(10.3, 37.0)). In multivariate analysis, the most sig-nificant predictor of match success was clinical track par-ticipation (OR56.6, 95% CI5(2.9, 14.6)).Age andgender did not influence match success (OR50.9, 95%CI5(0.8, 1.1)) and OR51.7, 95% CI5(0.7-4.0)); how-ever, GPA may be associated with match success(OR51.3, 95% CI5(1.1-1.6)). Implications: Clinicaltrack students were highly motivated to pursue a PGY1residency. While other studies have explored the impactof non-modifiable characteristics on match success, weassociate clinical track participation and higher GPA,modifiable factors, with increased success in the PGY1residency match.

Case Study for Addressing Leadership and Inno-vator ACPE and CAPE Outcomes in an IndependentStudy. IanWatson,Drake University, Erin Ulrich,DrakeUniversity, Pramod B. Mahajan, Drake University. Ob-jective: To develop a research leadership educational op-portunity and determine what Accreditation Council forPharmacy Education (ACPE) and Center for Advance-ment of Pharmacy Education (CAPE) standards areachieved. Methods: A novel organizational structurewas created within the context of completing an entrepre-neurial grant. In an independent study course, the phar-macy student managed two undergraduate health scienceresearch assistants and reported to two faculty investiga-tors. Pharmacy student tasks included: schedulingweeklymeetings, identifying tasks to be completed, delegatingtasks, setting deadlines, managing undergraduate assis-tants through the entrepreneurial process, and sendingupdate emails to investigators. At the end of this educa-tional activity, the pharmacy student was asked to mea-sure their perceived growth in terms of ACPE and CAPE

standards with Likert response options. The student wasasked to provide further detail on what areas they valuedand how this opportunity aligns with the brand they wantto create for post-graduate job interviews. Results: Thestudent survey demonstrated a positive attitude towardtheir role on the research team and reflected personalgrowth. On a Likert scale the student indicated perceivedgrowth in ten objectives under CAPE Outcomes 4.2,Leadership, and 4.3, Innovation and Entrepreneurship,and two elements under ACPE accreditation Standard 4.Student reported ability to develop personal brand forpost-graduate job applications. Implications: Integratingstudents into unique co-curricular activities addressesbuilding skills in the standards, allows them to developtheir brand, and assists faculty in research. Pharmacyschools can follow a similar organizational structure inindependent studies, co-curricular activities, or cap-stones.

Characterization or Preceptor-Assessed APPECompetency Deficiencies to Inform Pre-APPE Cur-ricular Revision. Sandra W. Rosa, Albany College ofPharmacy and Health Sciences, Laurie L. Briceland,AlbanyCollege of Pharmacy andHealth Sciences,MeganVeselov, Albany College of Pharmacy and Health Sci-ences.Objective:ToCharacterizeAPPE competency de-ficiency such that processes can be standardized topromote competency on rotation as well as drive didactic(Pre-APPE rotation) curriculum changes. Methods: Forthe 2018-19 APPE cycle, preceptor-assessed competencydeficiencies of “Needs Improvement” (NI) and “Signifi-cant Deficiency” (SD) were collated under primary com-petency domain (Pharmacist Patient Care Process(PPCP), Communications, Professionalism, and Self-Di-rected Lifelong Learning (SDLLL)) and rotation type(Community, Ambulatory Care, Institutional, Inpatientand Elective) to characterizes areas in most need of im-provement. Results: For 224 students on 1568 APPEs,competency deficiencies were noted under PPCP (175);SDLLL (110): Communications (52); and Professional-ism (23). Deficiencies noted per rotation type follows:Inpatient (119); Institutional (58); Ambulatory Care(65); Community (65); and Elective (53). Implications:APPE competency deficiencies are evidenced across allrotation types and assessment domains, with InpatientAPPEs and PPCP being the most prevalent. Review ofdidactic curriculum focused on application of knowledge(i.e. Integrated Problem-Solving and Pharmacy Skillscourses), specifically in the Inpatient setting,may identifyopportunities for improvement. While the domainsSDLLL, Communication, and Professionalism may bebetter remedied on an individualized student reflectionbasis, focused teaching of the PPCP during didactic

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

941

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

curriculum could result in a 50% decrease in rotationaldeficiencies. Additional breakdown of deficiencies (i.e.number of competency domain deficiencies for each ro-tation type) should also be characterized for more specificcurricular revision implementation. Pre-APPE readinessefforts can be streamlined tomeet the demonstratedAPPEdeficiencies.

Comparison of Full-Time Faculty Preceptor andVolunteer Preceptor Evaluations of APPE Students.Ryan S. Ades, Manchester University, Ashley Cross,Manchester University, Sara N. Trovinger, ManchesterUniversity.Objective: To determine if students with vol-unteer preceptors get a different evaluation experiencethan students with faculty preceptors.Methods: A retro-spective analysis of preceptor evaluations of student phar-macists enrolled acute care or ambulatory care APPEsfrom June 2016 toMay 2018 was completed to determineif faculty preceptors weremore likely to give non-passingscores on evaluation questions as compared to volunteerpreceptors. Results were analyzed using a chi-square test.Results: 353 acute care and 303 ambulatory care rotationswere included in the evaluation.80% of the 20 preceptorevaluation questions of student pharmacists did not showa statistically significant difference when comparing fulltime faculty and volunteer preceptors. “No Pass” gradeswere assigned at the same rate for volunteer and facultypreceptors in ambulatory care rotations. Faculty precep-tors were more likely to assign a student a grade of “NoPass” in acute care settings than volunteer preceptors.Implications: These results are mixed concerning thedifference in rigor between faculty and volunteer precep-ted rotations. While individual questions are evaluatedmainly the same across both groups, there was a differ-ence found in the final grade assignment for students inthe acute care setting. This difference was not noted in theambulatory care setting. More research is needed to de-termine the need for faculty preceptors as quality assur-ance for APPE students.

Critical Thinking: Exploring Student and Pre-ceptor Perceptions and Expectations. Teresa A.O’Sullivan,University of Washington, Ali Lois Icenogle,University of Washington, Alexander Tu, University ofWashington, Rachel A. Allen, University of Washington.Objective: Pharmacy preceptors are frequently asked toassess student critical thinking skills, yet evidence is lack-ing about how preceptors define critical thinking or howpharmacy students’ and preceptors’ definitions of criticalthinking align. A qualitative study was conducted to bet-ter understand elements of critical thinking identified bypreceptors and students with the objective of improvinghow this skill is developed and assessed across the curric-ulum. Methods: Students and preceptors were surveyed

about how they define critical thinking. Replies to thesequestions were thematically analyzed. Data analysis con-tinued until saturation, where no new themes emergedfrom additional responses. Investigators independentlyconducted initial analyses, resolving discrepancies intheme identification until consensus was reached on thefinal themes.Results: Preceptor and student data yieldedthree themes: collecting and assimilating data, assessingdata, and decision-making. Student data yielded a fourththemeof needing extensive practice in critical thinking. Incollecting data, students noted usingmultiple informationsources, while preceptors focused on asking additionalclarifying questions. In the assessment theme, both stu-dents and preceptors identified deep analysis as an impor-tant element of critical thinking. Deep analysisincluded considering multiple perspectives when prob-lem-solving; anticipating outcomes and implications ofdecisions; and weighing the appropriateness and accept-ability of various solutions. When decision-making, stu-dents and preceptors emphasized the importance of awell-reasoned thought process, even in the absence ofcomplete data. Implications: These data, although froma single institution, will better define how students artic-ulate their clinical reasoning and decision-making pro-cess and preceptors’ model and assess critical thinking.

Designing Scholarship Opportunity for StudentsParticipating in International Advanced PharmacyPractice Rotations. Stephanie Lukas, St. Louis Collegeof Pharmacy.Objective:Design an opportunity to show-case and expand student learning on international Ad-vanced Pharmacy Practice (APPE) rotations through amentored scholarship opportunity.Methods: Four to fiveweeks prior to departing for their international APPE ro-tation, one-on-one meetings were set with students to de-scribe the optional scholarly poster activity in detail.Those interested in participating were given further in-structions, tips and templates and had regular communi-cation with a mentor. All international preceptors wereinvited to participate, and students could bementored by apreceptor or an Office of International Programs (OIP)faculty member. Posters were usually completed by theend of their five-week rotation. Results: Between May2018 and January 2019, 14 of the 34 international APPEstudents participated (41.2%), creating 7 posters. Two ofthe ten preceptors participated and took on the role ofmentor; the remaining posters were developed with thesupport of OIP. Most of the students who participatedwere considering a residency or a research-related career.All posters were (or will be depending on themonth of theAPPE) presented at St. Louis College of Pharmacy’s In-ternational Experiences Symposium. Three posters werealso presented at a regional global health conference.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

942

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Implications: International APPE rotations are a uniqueopportunity for students to learn not only about culture butto compare and contrast healthcare systems and in somecases be involved in research. If done with enough for-ward planning, it can also be an opportunity for students toexpand their scholarly knowledge and experience and tocreate a CV-worthy product.

Development and Assessment of a StandardizedPreceptor Encounter in an Introductory Practice Ex-perience Course. Anna Kabakov, Midwestern Univer-sity/Downers Grove, Kelly Lempicki, MidwesternUniversity/Downers Grove, Jill S. Borchert, MidwesternUniversity/Downers Grove. Objective: Simulations as-sist in preparation for experiential rotations. While stan-dardized patient-based simulations are well described, astandardized preceptor encounter modeling the day-to-day presentation of a patient to a preceptor has not beendescribed. Our objectivewas to develop and assess a stan-dardized preceptor encounter in a clinical IntroductoryPractice Experience (IPPE), the third course in a 3-coursesequence offered to a portion of the class each quarterfrom Spring of the second professional year throughWin-ter of the third year.Methods: During a mid-quarter andfinal standardized preceptor encounter, students reviewedan electronic medical record, then presented a patient to apreceptor. The preceptor assessed content, style, profes-sionalism, and answers to on-the-spot questions. Studentswere then given additional questions to research and doc-ument. Performance was summarized from mean scoresfrom Spring 2018 through Winter 2019. Student percep-tions of preparedness were summarized from post-eventsurveys.Results:Mean scores on the patient presentationto the preceptor were 93.8% (n5176, SD 6.3%) for themid-quarter event and 92.0% (n5178, SD 9.4%) for thefinal event. Feedback from students indicated thatthe mid-quarter encounter prepared them for their IPPErotation (n530, 77%) and the majority (n537, 94.9%)reported presenting patients during their IPPE rotation.Overall, students felt more prepared for APPE rotationsafter performing the simulations (n529, 74%). Implica-tions: Overall, students performed well on the standard-ized preceptor encounter and felt prepared for rotationsthrough classroom and simulation activities. Other insti-tutions may explore standardized preceptor encounters inorder to prepare students for this important component ofexperiential education.

Effect of Elective Pharmacy Courses on StudentPerformance During Advanced Pharmacy PracticeExperiences.Matthew A.Wanat,University of Houston,Kimberly A. Nguyen, University of Houston, Nancy D.Ordonez, University of Houston, J. Douglas Thornton,University of Houston.Objective: It is unknown whether

taking an elective didactic course improves performanceon related Advanced Pharmacy Practice Experiences(APPEs). The objective of this study was to compareperformance on select elective APPEs based on whetherstudents completed related elective didactic coursework.Methods: P4 students at University of Houston Collegeof Pharmacy who completed a Critical Care or PediatricsAPPE from 2014-2018 were included. Students weregrouped based on whether they completed either the Crit-ical Care (offered to P2) or Pediatrics (P1/P2) electivecourse. Overall student performance on the APPE rota-tion, and seven performance variables were recorded(Likert scale 1-5). Scores were compared using an un-paired t-test (alpha50.05). Results: A total of 151 stu-dents completed an elective APPE in Critical Care orPediatrics, with 56 (37%) completing the related didacticcourse. There was no difference in total rotation grade instudents completing the didactic elective course versusthose that did not (88.3% vs. 89.8%, p50.24). Studentsperformed similar in their ability to communicate withhealthcare providers (4.4 vs. 4.4, p50.88), knowledgeof guidelines (4.3 vs. 4.3, p50.51), and disease stateknowledge base (4.2 vs. 4.3, p50.28). Students who didnot take an elective course performed better in their abil-ity to prioritize patient problems (4.3 vs. 4.5, p50.036).Implications: There was no difference in overall APPEperformance and most individual outcomes in studentswho took a didactic elective course during their P1/P2year versus those that did not. This data supports ourcurriculum redesign decision to move elective coursesto the P3 year, closer to APPEs.

Evaluating Student Perceptions Using Two Inter-professional Assessment Instruments Following Di-dactic and Clinical Experiences. Vincent C. Dennis,The University of Oklahoma, Melissa A. Craft, The Uni-versity of Oklahoma, Dale W. Bratzler, The University ofOklahoma, Denise G. Bender, The University of Okla-homa, Christi Barbee, The University of Oklahoma,Melody J. Yozzo, The University of Oklahoma, StephenNeely, The University of Oklahoma, Margaret Robinson,The University of Oklahoma. Objective: To assess andcompare changes in student perceptions through admin-istration of two validated interprofessional survey instru-ments before and after didactic vs. clinical cohorts.Methods: Students from seven colleges/schools partici-pated in didactic and clinical cohorts during the 2017-2018 year. Didactic cohorts experienced two interactivesessions six months apart, while clinical cohorts experi-enced four outpatient clinical sessions once monthly.Baseline and post assessments included random assign-ment of 865 students to complete either the 14 item Col-laborative Healthcare Interdisciplinary Relationship

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

943

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Planning (CHIRP) instrument or the 27 item Interprofes-sional Assessment Scale (IPAS). Pittman’s test usingpermutations of linear ranks was used to determine dif-ferences in distribution of scores between baseline andpost assessments. Comparisons of pooled results weremade for the CHIRP total score, and IPAS total and sub-domain scores. For each score, three comparisons weremade simultaneously: 1) overall baseline vs. post-didacticcohort; 2) overall baseline vs. post-clinical cohort; and 3)post-didactic cohort vs. post-clinical cohort. Alpha wasadjusted to 0.0167 to account for simultaneous compari-sons. Results: Baseline and post-cohort survey responseswere 62.4 and 65.9% vs. 58.7 and 58.1% for CHIRP andIPAS, respectively. Students completing the clinical co-hort had significantly higher scores for the IPAS subdo-main of teamwork, roles and responsibilities in relation tobaseline and post-didactic cohort scores. No differenceswere seen for the remaining IPAS subdomain scores orCHIRP instrument total score. Implications: The IPASinstrument may discern changes in student perceptions inthe subdomain of teamwork, roles and responsibilities fol-lowing short-term clinical experiences involving diverseinterprofessional team members.

Factors that InfluenceAdvancedPharmacy Prac-tice Experience (APPE) Selection - 1 Year Later.Vicky Shah, Wilkes University, Kristina Powers, WilkesUniversity. Objective: To assess student perception offactors potentially influencing Advanced Pharmacy Prac-tice Experience (APPE) selections. Methods: WilkesUniversity Pharmacy students are required to complete1440 hours of experiential education during their finalyear of pharmacy school. Students must choose fromseven rotations which include ambulatory, community,inpatient general medicine, hospital/health system andthree electives. Third (P3) year professional studentscompleted an anonymous survey to determine what fac-tors impact their decision process when selecting rota-tions. Factors include area of interest, size of institution,location, future employment, preceptor reputation, rota-tion hours, faculty rotation, non-faculty rotation, peer rec-ommendation, cost/housing, level of difficulty, size ofinstitution, and if a residency is offered. The studentsranked up to five top factors which influenced their re-quired and elective APPE selection. Results: 93% of P3(68) students responded to the survey. The class selectedlocation as the number one factor which influenced theirdecision for selecting required rotations. The secondmostimportant factors were Area of Interest and Cost/Housingfor Ambulatory Care and Community rotations respec-tively. Peer recommendation was second most importantfor P3’s for InternalMed and Institutional rotations.Areasof interest in specialty was selected as the most important

factor for selecting elective APPEs. Implications: Loca-tion appears to be the driving factor for selecting requiredAPPE rotations. It would be beneficial to create a map ofrotation sites showing the location of the sites in relationto campus, along with the travel time. Further researchinto the factors that influence ranking on APPE electivesis warranted.

Faculty Perceptions of a Town Hall Model forEngagement in Data-Driven Decision Making. LisaM. Meny, Ferris State University, Mandy R. Seiferlein,Ferris State University, Aleda M. Chen, Cedarville Uni-versity, Elizabeth Wandling, Cederville University. Ob-jective: The AACP Curriculum Quality Surveys (CQS)are useful tools for gathering data for programmatic as-sessment and accreditation. Involving faculty in the anal-ysis process can be beneficial for interpretation andcontinuous quality improvement (CQI). One method toengage faculty is the use of a town hall model. The ob-jective of this project was to determine faculty percep-tions of participating in an AACP Faculty CQS TownHall. Methods: At two institutions, a standard town hallstructurewas implemented.Visual CQSdata reportswerecreated and distributed to faculty prior to the town hall.Items were flagged with star ratings (red: high, yellow:moderate, green: low) based on percent faculty agreementutilizing pre-determined benchmarks. A Town Hall ses-sion was held to gain faculty feedback regarding what itwould take to “agree” with flagged statements, therebyengaging them in the interpretation of the data for deci-sion making. Pre- and post-surveys (5-point Likert-type)were completed anonymously by faculty and assessedusing a Mann-Whitney U test. Results: Faculty (N548pre-survey, 26 post-survey) had significant improvement(p,0.05) in their awareness of the types of data used forCQI, how data are used, and their opportunity to partici-pate in the data use process. Faculty agreed they had op-portunities to provide feedback and felt comfortableengaging in the data use process (p.0.05). Facultystrongly agreed (median55) the Town Hall model wasa good use of their time. Implications: Faculty perceivedthe town hall model as a positive approach to CQI, anddiscussions provided assessment personnel with valuableinformation for data interpretation.

Global Health Learning Outcomes by CountryLocation and Duration for International Experiences.David R. Steeb, University of North Carolina at ChapelHill, Monica L. Miller, Purdue University, Ellen M.Schellhase, Purdue University, Jodie V. Malhotra, Uni-versity of Colorado, Jacqueline McLaughlin, Universityof North Carolina at Chapel Hill, Sarah A. Dascanio,University of North Carolina at Chapel Hill, Stuart T.Haines, The University of Mississippi. Objective: To

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

944

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

analyze student learning outcome differences by countrylocation and duration for international Advanced Phar-macy Practice Experiences (APPE). Methods: Amixed-methods study evaluated fourth-year pharmacystudents who participated in an international APPE atthe University of North Carolina at Chapel Hill, PurdueUniversity, and University of Colorado. A pre-post sur-vey was administered to evaluate self-perceived growthacross 13 Consortium of Universities for Global Health(CUGH) competencies with additional open-ended ques-tions and focus groups. Qualitative survey and focusgroup data went through a two-cycle open coding processusing a conventional content analysis approach. Quanti-tative data were analyzed using independent and pairedt-tests andmultiple linear regression.Results:Eighty-onestudents completed the survey with 22 opting to partici-pate in the additional focus group. Students whowent to alow-to-middle income country (LMIC) (n548) had sig-nificantly greater growth in all CUGH statements com-pared to those who went to a high-income country(n533). Rotation location in a LMIC and prior non-vacation travel were significant predictors of growth inthe regressionmodel.Qualitative themes for students goingto a LMIC suggested cultural progression, skill develop-ment, and altered patient care perspective while studentsgoing to a high-income country showed increased knowl-edge of healthcare system differences, pharmacy practiceand education, and an appreciation for alternative patientcare approaches. There were no differences for rotationduration. Implications: While learning outcomes dif-fered between high-income and LMIC APPE locations,both provided valuable learning opportunities that con-tributed to personal and professional development withgreater growth among students in LMIC experiences.

HowMayWe Help You? Experiential EducationAdministrators’ Solutions to Common Preceptor andStudent Issues. Lana M. Minshew, University of NorthCarolina at Chapel Hill, Charlene Williams, Universityof North Carolina at Chapel Hill, LisaM. Dinkins,Wing-ate University, Wesley R. Haltom, Wingate University,Kathryn Paige D. Brown,Campbell University, JacquelineMcLaughlin, University of North Carolina at ChapelHill.Objective: The purpose of this study was to identifythe specific issues that arise in pharmacy experientialeducation settings and the solutions Experiential Educa-tion (EE) administrators deploy to resolve the issues.Methods:Data were collected using a standardized formby four EEAdministrators from three different schools ofpharmacy over a two-year period. Data were compiledfrom the three study sites, de-identified, and descriptivestatistics and content analysiswere conducted.Results:Atotal of 221 issues were reported. Most issues were pre-

ceptor reported (n5156, 69%). The most frequent issuesidentified by preceptors were Student reliability/respon-sibility (n522, 14%), Student knowledge deficits (n520,13%), Student professionalism (n519, 12%), and Studentcommunication (15, 10%). The top three solutions ap-plied by EE administrators were Coach preceptor(n551, 24%), Coach student (n542, 20%), Meet withstudent (n540, 19%). The most frequent issues identifiedby students were Preceptor communication (n513, 20%),Preceptor relationships/respect to others (n58, 12%),Preceptor professionalism (n57, 11%) and Preceptorcare/compassion (n57, 11%). The top solutions appliedto issues identified by students were Meet with student(n520, 24%), Coach preceptor (n517, 21%), and Coachstudent (n515, 18%). Implications:The goal of the studywas to learn more about the issues and solutions that arisein pharmacy experiential education settings. The resultsare now being used to develop a model for preceptortraining, create student support systems, generate effec-tive quality improvement interventions, and enhance pol-icy and procedures framework for managing student andpreceptor issues in the experiential setting.

Identifying Interprofessional PatientCare inAm-bulatory Care Advanced Pharmacy Practice Experi-ences (APPEs).MaraA.Kieser,University ofWisconsin-Madison, Amanda Margolis, University of Wisconsin-Madison.Objective:To determine the extent of exposureto interprofessional and team-based patient care duringrequired ambulatory care Advanced Pharmacy PracticeExperience (APPE) pre and post implementation of Stan-dards 2016. Methods: New APPE courses were imple-mented to meet Standards 2016 during the 2017-2018experiential year. To assure quality and determine inter-professional practice opportunities in the new ambulatorycare course, students were surveyed regarding the fre-quency of their interprofessional interactions. Surveyswere completed during the 2016-2017 clerkship year(pre Standards 2016) and the 2017-2018 clerkship year(post Standards 2016). Students reported the frequencythey participated in or observed 19 interprofessional ac-tivities on a scale ranging from daily to none at all. TheChi-squared test was used to determine statistically sig-nificant differences. Results: There were 126 and 121students in the classes of 2017 and 2018 respectivelywho completed the survey. Students participating in thefollowing interprofessional activities at least 3-4 timesweekly are reported for the 2017 and 2018 graduates re-spectively: participated on an interprofessional team(36% vs 57%, p50.0014), made recommendations forpatient care on an interprofessional team (39% vs 67%,p,0.001), participated in an interprofessional clinic(48% vs 60%, p50.075), offered recommendations

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

945

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

face-to-face (16% vs 42%, p,0.001), participated in pa-tient interviews with other providers (15% vs 30%,p50.006), and responded to drug information questionsfrom providers (52% vs 63%, p50.094). Implications:Students experienced greater interprofessional experi-ences during the 2017-2018 year. Several factors mayhave contributed to this change including the progressionof ambulatory care and availability of electronic medicalrecords.

Impact of a Co-Curricular Program on Students’Perceptions of Personal and Professional Growth.Brenda Pahl, Cedarville University, Jeffrey A. Bates,Cedarville University, Zachary N. Jenkins, CedarvilleUniversity, Aleda M. Chen, Cedarville University. Ob-jective: With the ACPE Standards 2016, pharmacyschools/colleges must create co-curricular programs tolink to the curriculum, but an ideal approach is unknown.Thus, the objective was to describe co-curricular activi-ties and examine changes in student learning outcomesafter the first year of a co-curricular program. Methods:The pilot co-curriculum plan included 7 domains (repre-sented ACPE Standards 3/4 and program outcomes) withminimum expectations. Each student created a personaldevelopment plan and discussed it individually with theco-curriculum director. After students attended co-curricularevents, they completed a post-event form (event details;mini-reflection; 5-point quality rating) to receive credit.The co-curriculum director reviewed all mini-reflectionsand scored them with a 4-point, Likert-type scale. Pre-post first professional (P1) year, students completed asurvey on their perceived development in the domains’outcomes.Results: Students (N545) completed 1004 co-curricular hours in 2017-2018, with service as highesthours (mean6SD: 6.76 9.8). Over 90% of the reflectionswere at/above expectations. Students had significant pos-itive change (p,0.05) in all service, interprofessionalcollaboration, and spiritual growth outcomes. Changesin other domains were not across all outcomes (leader-ship: 3/5, professionalism: 1/4, personal/professional de-velopment:1/3). There were no changes in innovation/entrepreneurship. Implications: Student awareness ofand participation in co-curricular activities increased,and they expressed personal growth in several domains.These corresponded to topics that received greater focusin our pilot year. In addition, improved collaboration be-tween student organizations and student understanding ofthe importance of personal and professional developmentwas noted.

Impact of a Collaborative Advanced PharmacyPractice Experience Curriculum on Student-PerceivedAbility and Confidence. Elizabeth Covington, SamfordUniversity, Jeffrey A. Kyle, Samford University, Valerie

T. Prince, Samford University, Megan Z. Roberts, Sam-ford University, Mary A. Worthington, Samford Univer-sity. Objective: This study evaluated the impact of acollaborative Advanced Pharmacy Practice Experience(APPE) model on student-perceived ability and confi-dence related to care of adult and pediatric patients. Sec-ondary endpoints included impact on career plans andvalue of activities. Methods: Anonymous, voluntarypre-post surveys were completed by a student pharmacistcohort in a collaborative adult and pediatric hospital med-icine APPE model. The model included group discus-sions, video modules, patient cases, journal scans andcase presentations among student pharmacists and medi-cal trainees. Likert scale responses assessed student-per-ceived ability/confidence related to interprofessionalrelationships and decision-making skills for adult and pe-diatric patients. Post-graduate plans and student value ofmodel activities were also assessed. Fisher’s exact testwas performed to compare percentage of students select-ing a “4” or “5” on Likert scale questions, with “5” in-dicating highest confidence/ability. Results: From thecohort, 79 student responses (n544 pre-rotation, n535post-rotation) were obtained from May to December2018. Post-rotation, students showed an increase in con-fidence to practice pharmacy on an interprofessional team(36% vs. 100%, p , 0.0001). Significant increases werealso noted for therapeutic decision-making regarding an-tibiotics, anticoagulants, and pharmacokinetics for bothadult and pediatric patients. Among students completingthe post-survey, 43% stated the APPE changed his/hercareer plans. Video modules were the most valued com-ponent of the APPE model. Implications: A collabora-tive APPE model resulted in consistent increases instudent-perceived ability and confidence related to careof adult and pediatric patients. This APPEmodel could beadapted within different care settings and pharmacy cur-ricula.

Impact of an Interdisciplinary Acute Patient Sta-bilization Simulation on Attitudes Toward Interpro-fessional Collaborative Practice. Lisa F. Brennan,Wingate University, Samantha Ogle, Wake Forest Uni-versity, Deb Harding,Wake Forest University, KimberlyStanbery, Wake Forest University, Allison McBride,Wake Forest University, Modupe Akinola, Wake ForestUniversity, Paula Correa, Wake Forest University, JonGoforth,WakeForestUniversity, RoyStrowd,WakeFor-est University. Objective: To assess the effect of a stan-dardized-patient simulation embedded within a 2-weekmedical intern training course on physician, pharmacyand nursing students’ perceptions of interprofessional ed-ucation (IPE). Methods: Fourth-year medical students(n541), fourth-year pharmacy students (n517), and

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

946

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

nursing trainees (n522) worked in interprofessionalteams to simulate stabilization of an acutely ill standard-ized patient. Teams had physician, pharmacy, and nursepreceptors. Perceptions of IPE were assessed using thevalidated Student Perceptions of Interprofessional Clini-cal Education-Revised Instrument, version 2 (SPICE-R2,5-point Likert). Participants completed the SPICE-R2 sur-vey pre/post-simulation, with medical students also com-pleting on day 1 and day 14 of their course. Data analysiswas performed using Fisher’s exact test, Chi-square, stu-dent’s t-test, and ANOVA when appropriate. Results:All learners showed a statistically significant increasein perceptions of roles/ responsibilities (3.75 to 4.35,p,0.0001), patient outcomes from collaborative practice(4.29 to 4.63p,0.0001) and interprofessional teamworkand team-based practice (4.39 to 4.73,p,0.0001). No sig-nificant difference in mean change between disciplineswas found. Pharmacy student perceptions improvedacross multiple simulations, although improvement be-yond the first simulation was not statistically significant.Perceptions toward IPE throughout their course improvedfor MD students participating in the simulation (n541)compared to those who did not (n565) although the dif-ference was not significant (mean change 0.12 vs -0.03,p50.1011). Implications: Interprofessional collabora-tion during a standardized patient simulation improvedlearners’ perceptions of teamwork, roles and responsibil-ities, and effect on patient outcomes. These findings sup-port the incorporation of standardized patient-based IPEevents even in late-stage education of health profes-sionals.

Impact of Introductory Pharmacy Practice Expe-riences (IPPE) Remediation on Advanced PharmacyPractice Experiences (APPE) Performance. CourtneyR. Caimano, Albany College of Pharmacy and HealthSciences, Laurie L. Briceland, Albany College of Phar-macy and Health Sciences, Megan Veselov, Albany Col-lege of Pharmacy and Health Sciences, Sandra W. Rosa,Albany College of Pharmacy and Health Sciences. Ob-jective: To assess the impact that student specific reme-diation of deficiencies identified during IPPEs has onAPPE performance. Methods: At the completion of allIPPE and APPE rotations, preceptors evaluated studentson several competencies. Students receiving at least oneNeeds Improvement (NI) or Significant Deficiency (SD),while still possibly receiving a passing grade for IPPEs,were identified as needing remediation. Students receiv-ing two or more NI or SD on APPEs were identified tocomplete an Experiential Success Plan (ESP). APPE datafrom the Class of 2019 was reviewed with a focus onstudentswho completed IPPE remediation, and comparedto the Class of 2018, who was not required to complete

remediation. Results: In the Class of 2018, 15 of 33 stu-dents (45.5%) who would have completed IPPE remedi-ation, if initiative existed, completed 27 APPE ESPsacross all rotation types (community, institutional, ambu-latory care, inpatient, elective). In the Class of 2019, 9 of28 students (32.1%) who completed IPPE remediationresulted in 13 APPE ESPs across four of five rotationtypes (none in institutional). The total number of ESPscompleted by students identified as needing IPPE reme-diation decreased by 48% from the Class of 2018 to 2019.Implications: Implementation of remediation activitiesfollowing IPPE rotations decreases the number of perfor-mance deficiencies identified on APPE rotations; remedi-ated students may be more aware of improvementstrategies to employ on APPEs. Further review of datamay elucidate predictors of APPE performance defi-ciencies for students not required to complete IPPE re-mediation such that corrective strategies may beimplemented.

Impact of Student Pharmacists on Patient CareDuring a 5-Week Community Pharmacy APPE Rota-tion. Nicole M. Gattas, St. Louis College of Pharmacy,Roxane L. Took, St. LouisCollege of Pharmacy,MichelleJeon, St. Louis College of Pharmacy, George Vineyard,St. Louis College of Pharmacy. Objective: To describethe impact Advanced Pharmacy Practice Experience(APPE) students have on patient care during their five-week Community Care rotation at St. Louis College ofPharmacy. Secondly, to describe student or site charac-teristics that affect the number or time spent on interven-tions. Methods: Primary interventions and time spentreported by students on an online system were retrospec-tively assessed. Data from successful rotations during the2016-2018 academic years was collected along with stu-dent characteristics. Site types were categorized as chainretailer, regional grocery chain, independent, or other.Multiple descriptive and inferential analyses were per-formed. Data analyses are reported in aggregate and usingcorrelation analysis. Results: A total of 444 studentsdocumented 29,565 interventions over 620 hours. On av-erage over the rotation, students educated patients orhealthcare professionals 33 times, administered 12 vac-cines, provided 5 comprehensive medication reviews,monitored 5 medications, and clarified 3 medication or-ders. Students answered drug information questions, pro-vided access to medications, and altered prescriptiontherapy twice. Gender, ethnicity, rotation grade, and on-time graduation did not correlate to more interventions.Higher grade point average positively correlated with anincrease in time for interventions, but not number of in-terventions. On average per student rotation, more inter-ventionswere reported in the chain retailer setting (75) vs.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

947

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

regional grocery chain (70) or independent (51). Impli-cations:This is the first study to explore predictive factorsrelated to amount of APPE interventions in communitypharmacy. Students spend significant time providing avariety of care to patients, likely increasing amount andlevel of patient care provided at the site.

In House Geo-Optimization: A Unique Approachfor Nearby Introductory Pharmacy Practice Experi-ence (IPPE) Site Placements. Anita J. Cleven, PacificUniversityOregon, JacksonRoss,PacificUniversityOre-gon, HuyT.Hoang,PacificUniversityOregon,Melanie J.Belles, Pacific University Oregon, Fallon J. Hughes, Pa-cific University Oregon.Objective: In order to maximizestudent satisfaction and minimize travel time to sites, theOffice of Experiential Education (OEE) devised an in-house geo-optimization. A geo-optimization is an ar-rangement of students to sites such that the total distancebetween where students live and where they completetheir IPPE community rotations is as small as possible.Methods:Wefirst determined the distance between everystudent’s address and every potential site they could beplaced. This was accomplished by running a script inGoogle Sheets that converts an address to latitude andlongitude, and then using a formula that calculates thedistance between two points on the surface of the Earthbased on their latitude and longitude. We then input thisdata into the optimizer. The optimizer configures our siteavailability to produce a result that minimizes the totalsum of distances between sites, student addresses and isfeasible with site availability. Results: The smallest sumof total distances between sites and student addressestends to result in a large number of students being placedvery close to their sites, and a small but not insignificantnumber of students being placedmuch further away. Thispropelled us to set rules for the optimizer such that nostudent could be placed further than 15 miles away fromthe site. This resulted in the elimination of far-out siteplacements. Implications: Providing an in-house optimi-zation allows the OEE to enhance overall student satis-faction with site placements. Students are placed within areasonable distance from their residence.

Interprofessional Experiences Documented byIntroductory Pharmacy Practice Experience Stu-dents. Jennifer D. Arnoldi, Southern Illinois UniversityEdwardsville, Kate Newman, Southern Illinois Univer-sity Edwardsville. Objective: To describe interprofes-sional interactions documented by students completingintroductory pharmacy practice experiences (IPPE) at apublic university not affiliated with an academic healthcenter. Methods: Students in their first and second pro-fessional years are assigned to complete three IPPE rota-tions at community and institutional sites. Students

document the frequency and nature of their interactionswith other healthcare students and professionals. Thisstudy evaluated the documentation provided by studentsto determine the extent and nature of interprofessionalinteractions occurring in IPPE settings. Results: Thisstudy analyzed 429 evaluations from 148 students. Stu-dents indicated the frequency of their interprofessionalinteractions as Frequently (.3 times weekly), Periodi-cally ($ weekly but ,3 times weekly), Seldom(, weekly), or Never. In the community setting, 264students reported minimal interactions with other stu-dents [Never5208 (78.8%), Seldom521 (8.1%)] butmore frequent interactions with other healthcare profes-sionals [Frequently592 (36.4%), Periodically554(21.3%)]. Telephone interactions with nurses (n5121),physicians (n551), and physician’s assistants or nursepractitioners (n59) were most frequently described. Stu-dents completing institutional rotations (n5165) also re-ported infrequent interactions with other students[Never585 (51.5%), Seldom526 (15.8%)] but highlevels of interaction with other professionals[Frequently5116 (71.2%), Periodically535 (21.5%)],describing interactions with nurses (n597), physicians(n578), dietitians (n522), and physical/occupationaltherapists (n521). Implications: This study describesthe nature and extent of interprofessional interactions dur-ing community and health-system IPPE rotations, high-lighting room for expansion in interprofessionalcollaboration and education efforts. This datamayprovideuseful for faculty preparing students for IPPE rotationsand in developing and refining IPPE documentation tools.

Introductory Pharmacy Practice Experience(IPPE) SMART Goals: A Qualitative Analysis. KateNewman, Southern Illinois University Edwardsville,Jennifer D. Arnoldi, Southern Illinois UniversityEdwardsville, Maggie Clark, Southern Illinois UniversityEdwardsville. Objective: Standards 2016 emphasize theimportance of patient care skills and direct patient careexperiences in Introductory Pharmacy Practice Experi-ence (IPPE) rotations. Additionally, we strive to modeland enhance self-awareness and professionalism throughthe practice of specific, measurable, attainable, relevantand timely (SMART) goal setting. The goal of this projectwas to analyze and describe the skills and activities IPPEstudents identify during a required goal setting exercise.Methods: Two investigators independently analyzedSMART goal reflection papers written by pharmacy stu-dents after the completion of IPPE rotations during theirfirst and second professional years. Skills and activitiesdescribed by students were categorized using EntrustableProfessional Activities (EPAs) and the Pharmacists’ Pa-tient Care Process (PPCP) as a guide. Reviewers met to

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

948

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

compare coding results and resolve any differences. Re-sults: A total of 231 reflections were analyzed from 77students. A total of 788 goals were categorized into 22different task types. The most common tasks included:Observing the Function of a Health Care System(15.9%), Educating Patients and Professional Colleagues(13.6%), PreparingMedications (8.6%),Analyzing Infor-mation (8.1%) and Basic Medication Knowledge (8.1%).It was noticeable that many tasks were not represented inthe SMART goals as frequently as expected: CollectingInformation (2.4%), Establishing Patient-Centered Goals(1.9%),MedicationReconciliation (0.6%) andDocumen-tation (0.3%). Implications:This study highlighted a dis-connect between expectations of experiential faculty andstudent goals. This will inform changes to rotation prep-aration for students. EPA language may be a useful toolwhen preparing students to set SMART goals for futureIPPE rotations.

Preceptor Evaluation of Student Performance onRequired APPEsUsing EPATrust Statements.Erin L.Johanson, Roseman University of Health Sciences, C.Leiana Oswald, Roseman University of Health Sciences,Phillip Lawrence, Roseman University of Health Sci-ences. Objective: The purpose of this educational re-search was to measure preceptor evaluation of studentperformance on EPA mapped learning outcomes duringcore required APPE (Adult Acute Care, AmbulatoryCare, Institutional, and Advanced Community) rotationsutilizing a trust statement rubric with a 5-point scale.Methods: Preceptors evaluated student performancecompleting online evaluations at the mid-point and finalof all APPEs. The rubric utilized by preceptors to assessstudent achievement of 10 professionalism and 19 generallearning outcomes incorporated EPA trust statements inthe 5-point scale, wherein students were required toachieve a rating of 3/5 on each outcome to pass the rota-tion. Results: Evaluation data from May 2017-January2019, reported average scores of 4.48-4.73 on a 5.00-point scale for the 10 professionalism outcomes and4.18-4.46 on the 19 general learning outcomes on APPErotations. Overall, the highest level of trust achievedwas reported in professionalism outcome “Student isrespectful” (4,46/5.00). The lowest overall scoreswere reported in learning outcome “Demonstrate theknowledge and abilities to oversee pharmacy operations,including resource management, personnel, and tech-nology of the practice site” (4.18/5.00). Variationsexisted in rotation types with highest instances of indi-vidual scores of 5 on Advanced Community and lowestinstances on Adult Acute Care APPEs. Implications:Preceptor evaluation of student progression using EPAtrust statements across requiredAPPE rotations provides

evidence of student demonstration of activities requiredfor entry-level practice. Limitations include factors af-fecting student performance including timing of the ro-tation, site and preceptor variation, and student pre-APPE readiness (including IPPE performance) is worthyof future study.

Prescriber-Led APPE Rotations ImproveEntrustable Professional Activities Assessment in anInterprofessional Environment. Charles Douglas, Cal-ifornia Health Sciences University, MiriamAnsong,Cal-ifornia Health Sciences University, Ahmd Azab,California Health Sciences University, Jeremy Hughes,California Health Sciences University, Will Ofstad, Cal-ifornia Health Sciences University, Mary E. Solis, Adri-ana Sanchez, California Health Sciences University,Monica Singh, California Health Sciences University,David G. Fuentes,California Health Sciences University.Objective: Interprofessional Advanced Pharmacy Expe-riences (APPE) mandated by the 2016 ACPE standardsrequire students to interact with other providers duringrotations. Pharmacy programs are challenged to assessstudent progress towards Entrustable Professional Activ-ities (EPAs) in this new environment. Our objective wasto investigate student reflections for improving EPA as-sessment in prescriber-led rotations. Methods: CHSUoffers “prescriber-led” rotations in which students areactively involved in a practice setting with a physician.This rotation type is required for all students in our pro-gram. Thirteen physician practices, including GI, psychi-atry, oncology, pediatric and internal medicine wereestablished. Forty students in 2018-2019 cohort wereassigned to 6-week rotations. Thematic analysis was per-formed. Data were extracted from a modified Kirkpatrickassessment form and a focused IPE reflection essay com-pleted by every student. Each investigator coded dataseparately. On completion, codes were compared, dis-cussed, and codes modified, or new codes generated. Re-sults: Forty paired Kirkpatrick and IPE essays werecompleted. Ninety-five percent of students documenteddirect patient interactions, 90% of students reportedpatient counseling encounters, and 80% of students de-scribed close collaboration with healthcare professionals.Thematic analysis revealed three overarching themes.Topics included interprofessional communications, pa-tient communication, and consultation techniques, andmedication therapy in medical practice. Implications:Analysis informed faculty on revisions to current datainterpretation to better assess EPAs in this new environ-ment. Investigators also gained insight on barriers to ro-tation objectives, rotation design limitations, preceptortraining, and opportunities to enhance experiential learn-ing in prescriber-led APPE rotations.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

949

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Quality Assurance of APPE Assessment Tools.Sarah R. Peppard, Concordia University Wisconsin,Melissa L. Theesfeld, Concordia University Wisconsin.Objective: Developing assessment tools that reflect stu-dent performance during experiential rotations can bechallenging given the subjective nature of preceptor eval-uations and variability in practice at experiential sites.This analysis looked at the correlation between lettergrades derived from our APPE rubric and perceived lettergrades from preceptors.Methods: Final letter grades arecalculated by the Office of Experiential Education fromratings assigned by preceptors. A question on the finalevaluation for all APPE rotations asked preceptors to as-sign a letter grade based on the students’ overall perfor-mance. Rubric-derived letter grades were compared topreceptor-perceived grades for 4 consecutive academicyears (2014-2018). During the 2017-2018 academic year,preceptors were asked to provide comments on the finalevaluation if they believed that students earned less thanan “A” for their final grade. When grade discrepanciesexisted, preceptor comments were categorized. Results:A total of 2367 grades were evaluated.The rubric-derivedletter grade agreed with the preceptor’s perceived lettergrade in 1937 cases (81.89%).When grades disagreed andthe actual grade was higher than the perceived (n5413),preceptors didn’t indicate students were below expecta-tions on the rubric in in 290 cases (70%).Attitude andmotivation, knowledge application, and critical thinkingwere noted most frequently by preceptors as reasons theyperceived students did not earn an “A”. Implications:The majority of final letter grades received by studentsduring APPE rotations reflect the perceived grade frompreceptors. There is an opportunity to provide preceptoreducation to optimize the use of APPE assessment tools.

Residency Application Information RegardingAdvanced Pharmacy Practice Experiences Consid-ered Desirable or Necessary by Program Directors.Cheryl L. Clarke, Drake University, Robyn Cooper,Drake University. Objective: To determine how post-graduate year one (PGY1) residency program directorsperceive factors related to advanced pharmacy practiceexperiences (APPEs) when selecting candidates for resi-dency interviews. Factors examined included the 1) over-all influence of five categories of APPE-related factorsincluding location, structure, elective types, timing, andpreceptor references; 2) desirability of 75 APPE-relatedvariables; and 3) necessity of 75 APPE-related variables.Methods:Anonline cross-sectional nationwide survey of1,280 PGY1 residency program directors was conducted.Program demographics and survey data were collectedfrom 370 participants (29% response rate). Results:APPE preceptor reference letters were the most influen-

tial category while APPE timing factors were least influ-ential. Influence of APPE location and APPE structurewere second and third ranked, while APPE elective typeswere fourth ranked. Person-environment fit influencedvariables perceived as desirable, with respondents desir-ing factors similar to their own environment as an indica-tor of fit. Specific desired variables were submission oftwoAPPE preceptor reference letters and letter grades foreach APPE. Inpatient electives were considered highlydesirable as compared to a balanced elective mix. Neces-sity of APPE variables was rarely identified. Implica-tions: APPE preceptor reference letters were the mostinfluentialAPPE-related factorwhen selecting candidatesfor interviews. Two references from APPE preceptorswere desirable and necessary. Person-environment fitshould be considered by applicantswhen selectingAPPEsand preparing residency applications as programdirectorsdesire factors that are similar to their organization. How-ever, absence of desired APPE-related variables does notexclude an applicant, as few variables were considerednecessary.

Stress and Its Association with Advanced Phar-macy Practice Experiences (APPE)Among PharmacyStudents. Yinan Huang, University of Houston, ShreyGohil, University of Houston, Sujit S. Sansgiry, Univer-sity of Houston.Objective: To assess 4th year pharmacystudents’ perceived stress scale (PSS) score after their 6-week rotation and determine its associationwith students’satisfaction toward APPE and to explore factors associ-atedwith perceived stress.Methods:Perceived stresswasmeasured using 10 question Perceived Stress Scale(PSS10). Satisfaction toward APPE was measured basedon self-administered questionnaires. Independent samplet-test, ANOVA, Pearson’s r correlations and multivariateregression analysis were conducted.Results: There were122 students (93.9%) participated in the survey. The ma-jority were female (60.3%), single (83.3%), and livingwith family (67.5%). Mean PSS score was 22.1 (SD4.8). Mean APPE satisfaction score was 24.7 (SD 4.8).No significant differences were noted on stress based onvarying level of students’ satisfaction toward APPE. Fe-male students and students’ offsite working hour duringtheir APPEwere significantly associated with higher PSSscores. Ambulatory care course was significantly associ-ated with lower PSS scores. Implications: Further re-search could address causes of observed differences instress among rotation course types. Stress managementand work load workshops before APPE rotations may beconsidered by college administrators.

Student Perceptions Regarding an Interprofes-sional International Medical Mission APPE. Craig A.Kimble, Marshall University, Robert B. Stanton,

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

950

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Marshall University, Amber Payne,Marshall University,Tiffany V. Oldaker, Marshall University. Objective: As-sess student perspectives before and after an interprofes-sional international healthcare medical mission APPEcourse to Honduras. The goal is to understand how theexperiencemet student expectations, improved their abilityto work with other healthcare team members and changedtheir approach to empathy and care delivery. Methods:Surveys were developed to assess student perceptionsand experiences before and after the course using theQual-trics survey tool. Student participation was anonymous.There were 22 questions pre- and 26 questions on thepost-survey. The syllabus for this course was previouslydesigned for student safety and achievement of founda-tional objectives regarding clinical responsibility and theculture of Honduras. Survey results were compared toidentify changes in perspectives, such as, empathy, inter-professional learning opportunities and to ensure studentsmet course objectives. Students were also required tocomplete a structured reflection paper detailing their ex-perience and a presentation on the Honduran healthcaresystem or a disease state encountered. Results: APPEstudents completing the course were surveyed. Numberof students is limited due to group lodging space in Hon-duras.Response rate of surveyed students completingboth the pre- and post- surveys was 100%. Students withno exposure to thirdworld healthcare hadmarked changesin perceptions and empathy. One student participant wasfrom a third world country and had no change in percep-tions in empathy based on student reflection. Implica-tions: Results support the value of exposing students tothird world healthcare. Most students indicated this was alife-changing experience, which will affect them in theirapproach to providing care.

Students Provide Interprofessional Public HealthServices During Introductory Practice Experiences.Patricia L.Darbishire,PurdueUniversity,Marija Stefanoska,Purdue University. Objective: The purpose of this re-search was to study the impact of interprofessional team-work on health professional students, including theirperspectives on the benefits and challenges of workingwith each other. A secondary objective was to highlightthe impact of their collective work toward public health.Methods:Groups of three students in pharmacy, nursing,public health, dietetics, or health/kinesiology (n5801) atresearched, designed and delivered an interdisciplinaryhealth promotions project targeted toward a select com-munity-based population. Students reflected on their ex-perience and evaluated their peers’ contributions to theproject. Results: The researchers categorized the stu-dents’ group projects into 20 health-related topics, withthe most common being bone health, mental health, sub-

stance abuse, nutrition, and cold/flu prevention. The re-searchers analyzed quantitative and qualitative studentfeedback, noting that 92% of students found value inthe collaboration, while 90% believed they taught useful,discipline-specific information to their group members.The most common benefit described by students was theability to present their project or service to the audience ina well-rounded matter, with expertise coming from eachof the different disciplines. The most commonly notedchallenges were logistical issues, such as arranging plan-ning meetings. Implications: This research provides in-sight into successes and challenges when students frommultiple disciplines work together toward a commongoal. It also highlights the significance of each student’sindividual contributions, and the collective magnitudethat interdisciplinary, student-driven projects can maketoward public health.

The Impact of Exercise-Associated Learning onExperiential Student Perceptions Regarding Stressand Knowledge Retention. Melissa Ruble, Universityof South Florida, Jaclyn Cole, University of South Flor-ida.Objective: Physical activity is associated with manyphysical and mental health benefits including improve-ments in student learning and retention. The objective ofthis program evaluation was to determine the impact ofexercise-associated learning on student perceptions re-garding stress and knowledge retention. Methods: Aweekly exercise learning programwas created by facultyfor Adult Medicine APPE rotation students. Studentsalternated answering questions ranging in complexityon pre-assigned topics while the rest of the group com-pleted an exercise. Students were emailed an anonymousQualtrics(R) survey at the end of their rotation block toobtain perception data in the form of 5-point Likert Scaleand free response. Results: Thirteen students were sur-veyed after three 6-week rotations. Students providedpositive feedback, with all questions scoring an averageof 3.5 or higher. The exceptionwas studentmotivation tocomplete additional physical activity independently(mean 2.9). Perceptions suggested that this activity de-creased daily stress (mean 3.69, SD 0.947). Studentsstrongly agreed that repetition was helpful for learning(mean 5, SD 0), and retention of topics increased as aresult of this activity (mean 4.69, SD 0.48). This activitywas highly recommended for future rotations (mean4.769). Free responses identified benefits of teamwork,accountability for answers, and was supported by ajudgement-free environment. Implications: Studentshad positive perceptions regarding stress levels andknowledge retention. Results are limited by data froma small cohort who completed this specific rotation.However, the results suggest that this activity is well-

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

951

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

received by students on rotations and may be beneficialin additional practice settings.

The Interprofessional Learning Landscape ofPreceptors Supporting Advanced Pharmacy PracticeExperiences. Teresa H. Truong, The University of Okla-homa, Melissa S. Medina, The University of Oklahoma,Stephen Neely, The University of Oklahoma, Vincent C.Dennis, The University of Oklahoma. Objective: Evalu-ate how preceptors teach, assess, and/or expose pharmacystudents to interprofessional education (IPE) duringadvanced pharmacy practice experiences (APPE).Methods: Active APPE preceptors from hospital, com-munity, and clinical settings on required and electiveAPPEs were surveyed using a locally developed 17-itemelectronic survey. The survey included questions aboutwhich professions (healthcare students and providers)pharmacy students directly interacted with during APPErotations. The survey also assessed IPE concepts taught,what IPE activities were provided, and whether the IPEconcepts and activities were assessed. Results: The sur-vey response rate was 38% (181/477) with 161 (90%) ofthe responses coming from preceptors in required rota-tions. Nurses (83%) were the most common healthcareprovider pharmacy students interacted with, followed byadvanced registered nurse practitioners (69%), physicianassociates (68%), and medical attendings (49%).Phar-macy students most frequently interacted with medical(23%) and nursing students (21%).IPE concepts weretaught and practiced through observation (67%), discus-sion (64%), and direct interaction with other healthcareproviders (64%).Students are most commonly practicingIPE in the live clinical setting (84%), followed by patientcases (27%), standardized patients (24%) and presenta-tions (13%).Assessment of IPE knowledge, skills, andattitudes occurred in 44% (n579) of responses. Implica-tions: These results provide insight into the interprofes-sional learning environment supported for students bypreceptors during APPE rotations, which allows the Col-lege to determine whether additional exposure, activities,and assessments are needed to achieve desired outcomes.

The Use of a Three-Bucket Preferencing Systemto Familiarize Students With Health System Sites.Anita J. Cleven, Pacific University Oregon, Huy T.Hoang, Pacific University Oregon, Jackson Ross, PacificUniversity Oregon, Melanie J. Belles, Pacific UniversityOregon, Fallon J. Hughes, Pacific University Oregon.Objective: Rank-choice preferencing results in a forcedmental framing in which a 1st choice is better than a 2ndchoice, a 2nd choice is better than a 3rd choice and so on.This also results in a situation in which a student whoreceived first preference is perceived to have been givena “better” schedule than a student who received their 2nd

choice.We developed a three-bucket preferencing systemto shift students focus away from the location and rankchoice. Methods: The three-bucket system consists ofstudents ranking health-system introductory pharmacypractice experience sites as either, “highly interested.”“interested”, or “not interested” in Qualtrics. Studentsare provided with a site description document to helpfacilitate their choice ranking into the buckets. Results:The three-bucket systemwas rolled out for the first time toour P1 class in the Spring of 2018.77% of students gotplaced at sites they ranked highly interested and 22% ofstudents were placed at sites they ranked as interested.None of the students received sites placements in areasthey were not interested in. Students were able to famil-iarize themselves with health systems by reading the sitedescription document prior to ranking the health systems.Implications:Wedecided to use the same system to pref-erence core experiences for advanced pharmacy practiceexperiences. For all optimizations, we have been able toprovide over 90% of our students with a site assignmentthey indicated as “highly interested.”

Transitions of Care Education in Doctor of Phar-macy Curricula in the United States. Lisa A. Salvati,Ferris State University, Sophia A Dietrich, Ferris StateUniversity. Objective: Gather information on howSchools/Colleges of Pharmacy (S/COP) in the UnitedStates are embedding transitions of care (TOC) educationinto their curricula. Methods: A survey was developedand e-mailed to at least one faculty member or adminis-trator at each S/COP who was involved in curriculumdevelopment or experiential education. The survey gath-ered quantitative information on TOC educationmethods. Implementation barriers, current approachesto incorporating TOC, and benefits to incorporatingTOC into pharmacy education were also evaluated. Re-sults: At least one individual from 22 of the 143 S/COPcompleted the survey (15.4%). TOC learning opportuni-ties are established in 70.8% of the S/COPs. TOC educa-tion in didactic curricula occurs most commonly throughrequired courses embedded with TOC topics (45.5%),simulations (27.3%), elective TOC courses (22.7%),and elective courses with embedded TOC topics(22.7%). Within the advanced pharmacy practice experi-ence (APPE) curriculum, rotations with TOC opportuni-ties most commonly include inpatient (63.6%),ambulatory (45.5%), TOC electives (45.5%), electivesembedded with TOC topics (45.5%), and community(22.7%). Respondents believed the most common bar-riers for TOC education implementation include limitedfaculty experience, restricted curriculum time, and expe-riential site limitations. The most frequent ways S/COPsare educating on TOC are through didactic lectures,

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

952

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

APPEs, and didactic labs. The greatest benefits of incor-porating TOC education include improving patient out-comes, preparing students for patient care, and trainingstudents for team-based care. Implications: This surveyprovided information on current structure of TOC educa-tion in S/COP in the United States. Future research couldgather information on structure of TOC education withinother healthcare professions.

Using Key Indicators in Pre-APPE Performanceto Predict At-Risk Students on APPEs. Carinda Feild,University of Florida, Karen Whalen,University of Flor-ida. Objective: To evaluate the process for identifyingstudents who may be at risk for substandard performanceon advanced pharmacy practice experiences (APPEs)Methods:Prior to the 2018-2019APPEyear, experientialfaculty and administrators identified students potentiallyat risk of poor performance on APPEs. Students wereclassified as at-risk if they had at least one key indicatorin the areas of knowledge (PCOA 50th percentile orlower, GPA less than 2.5, Top 200 drug score below80%, revised plan of study), skills (OSCE remediation,low teamwork [CATME] scores), and attitudes/values(professionalism infractions). Student performance dur-ingAPPEswasmonitored, with substandard performancedefined as rotation grade C or lower, unacceptable pro-fessionalism assessment, or overall performance belowlevel of expectations. Using descriptive statistics, the in-vestigators assessed the accuracy rate of key indicators inpredicting substandard performance on APPEs. Results:The panel of key indicators had a 52.9% accuracy rate ofidentifying students with an overall performance assess-ment below the level of expectations for at least one ro-tation (10 predicted/17 actual), and a 46.7% accuracy rateof identifying students with an unacceptable level of pro-fessionalism (7 predicted/15 actual). The panel correctlypredicted 11 of 20 students (55%)who received a grade ofC or lower. Of the 36 students predicted to be at risk ofsubstandard performance, 15 underperformed in any cat-egory. Implications: The panel of key indicators per-formed modestly in identifying students at risk ofsubstandard performance on APPEs. Future steps includeexamining students with substandard performance notidentified by the panel to find other potential predictors.

Using Modified Trust Statements to EvaluateEPA-Based Learning Outcomes in Experiential Edu-cation. C. Leiana Oswald, Roseman University of HealthSciences, Phillip Lawrence, Roseman University ofHealth Sciences, Erin L. Johanson, Roseman Universityof Health Sciences. Objective: Report aggregate scoresprovided by preceptors to evaluate Entrustable Profes-sional Activities (EPA)-based learning outcomes for ex-periential rotations using modified trust statements.

Methods: In May 2018, evaluations forms incorporatingthe EPAs for pharmacists were implemented across IPPEand APPE rotations. A 5-point grading scheme modifiedfrom the trust statements published by Pittenger et al. inAJPE (2016) was simultaneously implemented. A mini-mum score of 3/5 was required for all learning outcomesto pass each rotation. The evaluation forms and gradingscale were reviewed by an Advisory Committee and ap-proved unanimously by faculty prior to implementation.Preceptor evaluation of student performance for each ro-tation was analyzed.Results:De-identified data was col-lected for 1147 rotations for 589 students (231 IPPE, 358APPE) across 2 campuses. Four IPPE rotations (commu-nity-based and institutional-based), and 4 APPE rotations(Adult Acute Care, Advanced Community, AmbulatoryCare, and Institutional) were analyzed. Average studentscores on learning outcomes ranged from 3.90 to 4.22 forIPPE rotations and 4.15 to 4.43 for APPE rotations. Thedistribution of scores was 1 5 0.64%, 2 5 0.00%, 3 528.13%, 45 38.94%, 55 32.29% for IPPE rotations, and1 5 0.02%, 2 5 0.30%, 3 5 14.02%, 4 5 45.21%, 5 540.45% for APPE rotations. Implications: ImplementingEPA-based learning outcomes into experiential rotationsis a novel concept. The formation of an AACPEPATask-force in 2018 shows the importance to pharmacy acade-mia. The data presented provides information related totrust statements and EPA-based evaluation forms as uti-lized by one experiential program.

Utilizing aMentored Teaching Experience to Im-prove Preceptor Feedback Skills. Kathryn A. Schott,Drake University, Cheryl L. Clarke, Drake University,Kristin S. Meyer, Drake University. Objective: 1) Todetermine the extent to which a 75-minute on-site feed-backworkshop strengthens preceptors’ confidence in giv-ing quality feedback; and 2) To determine the perceivedvalue of the format and content of the workshop.Methods: Fifteen pharmacist participants completed apre-survey to self-assess their confidence level in givingfeedback to students across eight competencies. Duringthe workshop, participants engaged in three case discus-sions through role-play with partners. Each participantreceived peer feedback using a standard rubric assessingeight competencies addressing feedback skills. Partici-pants completed the same survey assessing their confi-dence levels immediately following the workshop andagain six months later. Results: Descriptive statistics in-dicated a high degree of satisfaction with the workshopamong participants (mean scores for program effective-ness and perceived programvalue ranged from4.40 – 4.75on a 5-point scale). Paired samples t-tests revealed a sig-nificant difference across all 8 competencies immediatelyfollowing the workshop. After the six-month period, all 8

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

953

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

competencies remained significantly improved over thepre-workshop survey. No significant change occurredwhen compared to the post-workshop survey, indicatingretention of knowledge over time. Implications: A 75-minute on-site workshop format utilizing case studies androle-play is an effective means to assist preceptors in de-veloping confidence in giving quality feedback to stu-dents, residents, and peers/colleagues. This format maybe a useful method for delivering preceptor developmentin other topic areas.

Validation of an Interprofessional SocializationValuesScale forStudentPharmacists. Jennifer Danielson,University of Washington, Curtis G. Jefferson, Univer-sity of Washington. Objective: The objective was to de-velop and validate a tool for assessing student pharmacistvalues and self-efficacy in interprofessional teamworkat the University of Washington School of Pharmacy.Methods: A 12-item tool was developed based on a re-view of existing tools in the literature and interprofes-sional education learning goals at the University ofWashington School of Pharmacy. Inspiration for our toolwas taken from a previously published tool, the Interpro-fessional Socialization andValues Scale (ISVS). Our toolwas tested with a subset of students and refined, thencompleted by all second- and third-year students in aretrospective pre-post format as part of their interprofes-sional education curriculum following involvement in in-tentional interprofessional activities. Results: Analysisof data from two classes of student pharmacists (n 5251) showed a statistically significant difference betweenthe pre- and post-scores for each of the twelve items (p,0.001). A principal component analysis found that the 12items loaded on a single factor that met the criteria forunidimensionality. Internal consistency was excellent(a. 0.9), and no items had a low item-total correlation.Change between pre- and post- scores were greater forthird students than for second year students. Implica-tions: The tool and scale developed is a valid and reliabletool for assessing student pharmacist values and self-efficacy toward interprofessional education and practice.Continued use of the tool as part of longitudinal assess-ment is planned. Further work will also be done to assessthe applicability of the scale to other health professionsand institutions.

Variation by PGY1 Residency Type in Desirabil-ity and Necessity of APPE-Related Application Infor-mation. Cheryl L. Clarke, Drake University, RobynCooper, Drake University. Objective: To determine theextent there is variation in postgraduate year one (PGY1)residency program directors’ perceptions of the desirabil-ity and the necessity of factors related to advanced phar-macy practice experiences (APPEs) when selecting

candidates for residency interviews based on PGY1 resi-dency type. APPE-related factors examined included lo-cation, structure, elective types, timing, and preceptorreferences. Methods: An online cross-sectional nation-wide survey of PGY1 residency program directors wasconducted, resulting in a 29% response rate. Program de-mographics and survey datawere collected.Results: 50%of one-way ANOVA tests were statistically significant.21% of all pairwise comparisons for desirability weresignificant, with 74% of those demonstrating large effectsize. 10% of all pairwise comparisons for necessity weresignificant, with 62% demonstrating large effect size. Ex-amples of preferences by residency type were PGY1Pharmacy for more inpatient than outpatient electives in-cluding critical care, emergency medicine, and infectiousdisease; PGY1 Pharmacy with an ambulatory care focusfor anticoagulation and diabetes/endocrinology electives;PGY1 Community-based Pharmacy for independent andchain community pharmacies, and more outpatient thaninpatient electives; PGY1 Managed Care Pharmacyplacements at locations such as pharmacy benefit man-agement organizations, health plans, and managed careorganizations; and PGY1/PGY2 combination resi-dency placements at university-based hospital locations,more inpatient than outpatient electives, and a hospitaladministration elective. Implications: Differences inperceptions are explained by the concept of person-environment fit. Residency applicants should considerthis concept when selecting APPEs as APPE-related fac-tors demonstrating fit to the desired residency type areconsidered by directors as desirable and necessary.

Theoretical ModelsA Consortium Approach to Incorporating

Entrustable Professional Activities into the APPECurriculum. Lindsey H.Welch, The University of Geor-gia, Melody C. Sheffield, The University of Georgia,April Staton, Auburn University, T. Lynn Stevenson,Auburn University, Lori H. Syed, Mercer University,Patricia B. Naro, Samford University, Lena McDowell,Auburn University, James W. Fetterman, South Univer-sity, Lori J. Duke, The University of Georgia.Objective:To describe a novel process of incorporating EntrustableProfessional Activities (EPAs) into the APPE curricula ofa six member-school consortium. Methods: The South-eastern Pharmacy Experiential Education Consortium(SPEEC) is comprised of schools in Georgia and Ala-bama. In 2017, SPEEC began a process to incorporateEPAs into APPEs and to standardize the syllabi of thefour required APPEs. Individual EPAs were categorized(“required”, “if applicable”, “not required”) for each ro-tation type by subgroups tailored to member practice

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

954

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

experience.A consensus-based processwas used to createa final map to APPE types. Since letter grades wereassigned for APPEs, a Likert scale was developed to as-sess student performance on individual EPAs and calcu-late rotation grades. Assessment of entrustability wasintegrated for EPAdomains only to decrease survey fatigueanddid not contribute to grades.Results:Sevennewsyllabiand evaluation tools were created, including tools for out-patient and acute medicine specialties and non-patient-careexperiences. Evaluation tools were beta-tested by facultypreceptors and revised. Final review and approval was ob-tained from the schools’ curriculum and assessment com-mittees. The new syllabi and evaluation tools will beutilized during 2019-2020. Implications: While incorpo-rating EPAs in pharmacy curricula is encouraged, litera-ture is limited describing options for integrating them intovarious APPE curricula. As more schools incorporateEPAs, the SPEEC process highlights the benefits, forschools and preceptors, of consortium-based approachesdespite the challenges of individual school differences.Out-side of consortia, this process also presents an option forschools with non-pass/fail APPE curricula.

Final Push: Implementation of a ComprehensiveIntermittent Study Design for NAPLEX and MPJEDuring APPEs.TonyaDauterman,University of Findlay,Deborah Berlekamp, University of Findlay, TimothyM.Burkart,University of Findlay.Objective:To developand assess the benefits of a required study program for lastyear pharmacy students to enhance preparedness for phar-macy licensure Methods: Current literature describesboot camps and reviewmaterial for NAPLEXpreparationbut limit comprehensive plans were identified. Surveydata has been complied in various studies to identify com-mon NAPLEX preparation material and resources varyamong schools. The new approach is implementation of amultifunctional intermittent NAPLEX study plan using atheoretical model observation. Each student’s knowledgebase was assessed after twoAPPE rotations using the Pre-NAPLEX scores. Students identified their weaknessesafter the test and developed a study plan. Students wereassigned topic modules and assignments/quizzes, 3-4 permonth, based on their scores. An assessment was createdfor each topic requiring topic competency. Law wasreviewed over a 6-week period with final assessment re-quired to achieve .75%. A second Pre-NAPLEX wasadministered and competency required. Achieving com-petency at each phase was incorporated into the rotationgrades. Students not meeting competency were requiredto attend a 2.5-day review prior to graduation. Results:Each student took both Pre-NAPLEX exams, wrote afocused study plan, completed assigned monthly topicreviews and assessments, and completed law practice as-

sessment. Eight students were determined at risk perPre-NAPLEX scores and required to attend boot camp. Sevenof the eight passed the NAPLEX at first attempt. Impli-cations: Implementing a comprehensive study plan intostudent rotation grades duringAPPEs can help prepare forpharmacy licensure and provide advantages over otherreview models.

Putting the “IPE” in “IPPE”: A Framework forIntentional IPE-IPPEModels within PharmDCurric-ula. Brooklyn Cobb, University of the Sciences, JenniferN. Smith, University of the Sciences, Karleen Melody,University of the Sciences, Jason F. Zupec, University ofthe Sciences, Angela Bingham, University of the Sci-ences, Diane Hadley, University of the Sciences, CathyY. Poon, University of the Sciences. Objective: To de-scribe the framework of two intentional interprofessionaleducation (IPE) introductory pharmacy practice experi-ence (IPPE)models compared to a traditional IPPEmodelwithin a Doctor of Pharmacy (PharmD) curriculum.Methods: A comprehensive literature search was con-ducted to review IPE standards within PharmD experien-tial education and existing models within professionalcurricula. Two intentional IPE-IPPE models were devel-oped, alongside a traditional IPPE, to introduce learners tofoundational IPE concepts and allow them to develop keyskills necessary to succeed in IPE during their advancedpharmacy practice experiences. The IPE-IPPE modelswere compared and contrasted to a traditional IPPEmodel. Results: A schematic was created to showcasethe framework for each intentional IPE-IPPEmodel com-pared to a traditional IPPE model and demonstrate howeach align with the Accreditation Council for PharmacyEducation (ACPE) “Standards 2016” and American As-sociation of Colleges of Pharmacy’s Center for the Ad-vancement of Pharmacy Education (CAPE) 2013Educational Outcomes. Additionally, the IPE-IPPEmodels were compared and aligned to the Interprofes-sional Education Collaborative (IPEC) Core Competen-cies. The models were then evaluated for structure/design, setting, and degree of interactionwith other healthprofessional students and/or providers. Implications:These models offer insight in considering an intentionalIPE-IPPE framework within professional curricula ascompared to a traditional IPPE only. After demonstratingalignment with various standards and competencies, fu-ture research regarding the two structured, intentionalIPE-IPPE models will assess the development of learnerIPE competencies and readiness for interprofessionalpractice.

Reaching Progressive Curricular ObjectivesThrough an Older Adult Focused Longitudinal IPPE.Susie J. Crowe, East Tennessee State University, Jeffrey

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

955

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

A. Gray, East Tennessee State University, Katelyn M.Alexander,East Tennessee StateUniversity, BruceLarge,East Tennessee State University. Objective: To engagelearners in a longitudinal patient care experience span-ning the IPPE curriculum Methods: Through a partner-ship between the college of pharmacy and a large assistedliving facility, IPPE student groups were paired with se-nior residents beginning in their P1 year. Meetings con-tinued each semester between students and residents inthe resident’s home environment. All students were re-quired to participate while residents participated on a vol-unteer basis. General discussion topics were provided inadvance and included: life story work (P1), health historystory work (P2), and medication history work (P3). Stu-dents were encouraged to monitor resident’s personal,physical, and medical needs. The intention was for stu-dent groups to follow the same resident throughout. Eachstudentwas required to attend social activities and presenta group capstone reflection. Results: Over 240 studentshave aligned with one of 48 volunteer senior residentseach semester. General feedback from student evalua-tions has been positive. Specifically, students report thatinteractingwith their resident has enhanced their empathytowards older adult patients. Students also reported animproved awareness of potential barriers to health andwellness faced by seniors. Anecdotally, interactions havebeen well-received by older adult volunteers, facilitystaff, and faculty. Implications: The learning experiencewas designed to enhance critical interpersonal skills, in-cluding rapport building, empathy, and improved aware-ness of factors facing older adult patients. Developmentof foundational communication skills occurred over threeyears in scaled fashion. We believe ACPE Standards 2.1,2.4, 3.5, 3.6, and 4.4 can be addressed through implemen-tation of an older adult longitudinal IPPE experience.

Redesign of a Community Pharmacy AdvancedPractice Experience to Incorporate Entrustable Pro-fessional Activities (EPAs). Maria M. Mantione, St.John’s University, Carmela Avena-Woods, St. John’sUniversity, Emily M. Ambizas, St. John’s University,Laura Gianni, St. John’s University, Tina Kanmaz, St.John’s University, John M. Conry, St. John’s University.Objective: To redesign the syllabus for the required Ad-vanced Community Pharmacy Practice Experience to in-corporate the EPAs, map the learning experiences andassessments to reflect the EPA requirements, and designa performance assessment rubric.Methods: In December2017, the College’s administration began a redesign of allAPPEs to incorporate the EPAs. Individual work groupswere appointed for each required APPE. The communitypharmacy workgroup was comprised of 3 communitypharmacy faculty members and 2 affiliate preceptors.

The workgroup met consistently over the course of thespring semester to develop the new syllabus. Results:Several modifications to the APPE curriculum were pro-posed before the syllabus was redesigned. A pass/failsystem with a professionalism pre-requisite was adopted,and levels of entrustability were defined on a scale of 1-3.Twenty-three EPAs were chosen as learning outcomesand mapped to the Pharmacists Patient Care Process,CAPE 2013 outcomes, NAPLEX, MPJE and IPEC com-petencies. Five of the required learning outcomes wereidentified to be exclusive to the community pharmacyAPPE.A performance rubricwas developed. For success-ful completion of the experience, students must meet theprofessionalism pre-requisite; achieve a “Level 3” on the5 required community specific activities, and a “Level 3”on at least 70% of the remaining tasks. The syllabus wasapproved by the faculty for implementation inMay 2019.Implications: The redesigned advanced communitypharmacy experience will better assess student pharma-cists for practice readiness in the community setting.

LIBRARY AND INFORMATION SCIENCECompleted Research

Drug Information Redesign; Student Practice ofEvidence-BasedMedicine.MorganE.Ostinowsky,Uni-versity of Pittsburgh, JordanM. Serio,University of Pitts-burgh, Lorin B. Grieve,University of Pittsburgh, ColleenM. Culley, University of Pittsburgh.Objective: To eval-uate the redesign of the drug information (DI) section in afirst professional year (P1) course from a traditional struc-ture (lectures, focused practica, and high-stakes assign-ments) to an active learning structure of case-basedgroup-learning sessions with low-stakes assignmentsand follow-up opportunity. The redesign supports skilldevelopment through deliberate practice of discovery ofDI resources and information retrieval techniques withfaculty guidance. In class, groups use these skills to cre-ate evidence-based responses to assigned questions.Methods: Performance on twelve cases used with theP1 students were given to P3 students in one class session.These students experienced the traditional P1 DI struc-ture. Evidence-based responses were assessed for accu-racy, credibility and relevance of resources, format, andefficiency. A survey was administered in 2017 to solicitfeedback on the DI experience.Results:Mean case scorefor P1 students was 26.2 (2017) and 26.5 (2018) and P3students 26.4 and 25.4, respectively. On a case level,scores were equal between classes for 3 cases (2017 and2018), P1 scored higher for 4 cases (2017) and 7 cases(2018), and P3 scored higher for 5 cases (2017) and 2cases (2018). Survey responses were positive for the DIexperience. Implications: Results imply that the active-

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

956

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

learning DI experience prepares students for the rigor ofpracticing evidence-based medicine. Omission of de-tailed lectures regarding selection and use of availableresources poses initial challenges until students practice.This redesigned DI section format advances students be-yond prior surface learning and helps to get them to expertfaster.

Evaluating the Impact of Health Literacy Educa-tion on High School Students at Pharmacy Camp.MaRanda K. Herring, Harding University, Karlee Kopp,HardingUniversity, Lisa Acuff,HardingUniversity.Ob-jective: The purpose of this study was to evaluate theeffectiveness of a Pharmacy Camp lecture and active-learning workshop at improving high school students’understanding of health literacy and confidence in theuse of health literature.Methods: This project was grant-ed an IRB exemption. Informed consent was acquiredfrom all participants before the study began. Participantswere kept anonymous and answers were recorded forstudy purposes only. The eHealth Literacy Scale, a vali-dated, 8-item Likert-scale measure of eHealth literacy,was administered to Pharmacy Camp students beforeand after the completion of the health literacy workshop.A Wilcoxon Signed Rank-Test was utilized to evaluatedata.Results:Fifteen students participated in the activity,and fourteen completed the survey in its entirety. In gen-eral, students showed the most improvement in identifi-cation of health sources (3.4 vs. 4.5, p50.002) andvalidity of health sources (3.0 vs. 4.5, p50.001). Studentsshowed improvement in confidence in utilizing healthliterature to make personal health-related decisions (3.0vs. 4.5, p50.002). Implications: If repeated and with alarger scale of students, this workshop can give studentswho are already interested in healthcare the ability tocultivate their health literacy skills earlier. This approachcould easily be integrated into a high school health courseand pre-pharmacy programs or presented at public librar-ies or public health outreach events. However, futurestudy is needed to determine if students not interested ina career in healthcare would be as significantly impactedas the study group.

Evaluation of Student Pharmacists’ Ability Uti-lizing Drug Information Resources to Identify Drug-Drug Interactions When Unprompted. AshleyMontgomery,Manchester University, Robert D. Beckett,Manchester University.Objective: To evaluate students’ability utilizing drug information resources to identifyand manage drug-drug interactions (DDI) using drug in-formation resources when unprompted. Methods: Askills assessment was distributed to pharmacy studentsin their first- through third-year (P1-P3) of didactic study.Students were presented with three patient cases, each

with a new prescription; one contained a contraindicatedDDI, one aDDI requiring an intervention, and onewith noDDI as a control. Students evaluated each prescriptionand determined whether to fill it. Each prescribed drugwas previously unencountered in the curriculum. Re-sults:Of 215 eligible students, 168 completed the assess-ment (78.1% response rate). Of these, 26.2% were P1(n575, 58.7% response rate), 33.9% were P2 (n572,79.2%), and 39.9% were P3 (n568, 98.5%) students.Based on year of study, 20.5% of P1s, 87.7% of P2s,and 91.0% of P3s appropriately identified and managedthe contraindicated DDI (p,0.001) compared to38.6%, 70.2%, and 62.7%, respectively, for the DDIrequiring an intervention (p50.004). Appropriate man-agement of the control prescription did not differ byyear (84.1% vs. 87.7% vs. 94.1%, respectively,p50.227). Performance did not differ by gender,GPA, work experience, prior degree, resource, or pre-vious experience with the prescribed drug. Implica-tions: Student performance identifying and managingDDIs when unprompted mostly improved with eachprofessional year. Continued practice is needed to helpenhance pharmacy students’ ability to manage DDIs,particularly those that are not contraindicated but re-quire an intervention. A study limitation was despiteincentives for participation there was a low participa-tion rate by P1 pharmacy students.

“Flipping” Drug Information Responses: Use ofVideo Responses to Help Students Write Drug Infor-mation Responses. Sherrill J. Brown,University of Mon-tana. Objective: Assist students with revision of DIresponse papers to a shorter, focused response throughuse of video response activity. Methods: Third-yearpharmacy students are required to write a response to adrug information question. To help the students revise thepaper, a video response activity was added to help thestudent focus on the answer to the question and see howthe detailed information of the original paper can be sum-marizedmore succinctly. Each student recorded their ver-bal response to the question in a short video. At the end ofthe semester, students answered reflection questions ontheir writing process and their impression of the value ofthe video response assignment. Results: Most (74%) ofthe students felt that the video response activity helpedthem focus their response. Many of these students men-tioned that they used the video content to revise theirpaper. The video assignment did not alter the approachto the revision for the rest of the students, even if thestudents liked the assignment. In some cases, the studentsdid not like the assignment due to an aversion to watchingthemselves in a video, and some felt that more guidancewas needed for the assignment. Implications: The video

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

957

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

verbal response assignment helpedmost students produceconcise written DI responses. Based on student com-ments, the activity instructions will be revised to helpstudents select the video content and understand the linkbetween the verbal response and the revised paper.

Impact of Quizzes Embedded in Recorded Lec-tures on Student Performance and Engagement.Christopher S. Wisniewski, Medical University of SouthCarolina, Emily P. Jones, Medical University of SouthCarolina, Amy Wahlquist, Medical University ofSouth Carolina, Melissa Hortman, Medical Universityof SouthCarolina.Objective:To compare student gradesand viewing habits when taught via traditional or embed-ded-quiz pre-class videos. Methods: In a flipped courseusing videos for pre-class education, willing studentscompleted a demographic survey and baseline assess-ment. For 3 consecutive weeks mid-semester, studentswere randomized to complete pre-class quizzes via learn-ing management system (LMS) or embedded-quiz video(EQV). Unique views and total minutes viewed of pre-class videos were captured. All students took the samepost-class quiz via LMS. Perceptions of students in theEQV group were collected via survey. To test retention,student retook the baseline assessment at the end of thesemester. Average grades and viewing behavior werecompared between groups descriptively and statistically.Results: Student performance was comparable (n 5 27per group) at baseline (37.04% vs. 36.42%). Aggregategrade averages on pre- (LMS: 89.76% vs. EQV: 90.25%)and post-class assignments (LMS: 90.36% vs. EQV:88.27%) were also similar. Cumulatively, EQVs hadmore unique views (252 vs. 183) and minutes viewed(1887.65 vs. 1395.15 minutes). Knowledge retentionwas similar in the LMS (n5 25) andEQV (n5 19) groups(71.33% vs. 71.93%). The only statistically significantdifference between groups was total minutes viewed (P5 .03). EQV-group survey responses (n5 20/27) showedhigher engagement with EQVs (n 5 14/20). Those withpartiality preferred EQV quizzes overall (n5 11/19) andfor class preparation (n 5 9/12). Implications: Studentperformance was not affected by pre-class video method-ology, though students taught with EQV were more en-gaged with videos and preferred this educationalmethodology.

IncorporatingEntrustableProfessionalActivitieswith the Integration of Drug Information and BasicScience. Cambrey Nguyen, The University of Kansas,Judy Q. Wu, The University of Kansas. Objective: Theblending of drug information with basic science in a labsetting has not been described in the literature. The pur-pose of this project was to implement two learning oppor-tunities to integrate drug information (DI) with basic

science (translational science) and incorporate Entrusta-ble ProfessionalActivities (EPA) in a pharmacy skills lab.Methods: The PHAR 512 lab consists of introductory DIand translational science topics taught in the first-year fallsemester. Core EPAs (2, 10, 11, 12) were mapped out toall activities in the course. A lab focused on drug devel-opment was created to integrate both areas taught in thefirst half of the semester. The students completed an as-signment on pre-clinical concepts then answered drugavailability questions using DI references. The secondlearning opportunity required students to present a pre-clinical, clinical, or practice-based research article ingroups of five at the end of the semester. Student learningwas assessed through grades and perception was obtainedthrough a Likert based survey. Results: The mean scoresfor the drug development lab and presentations were 98%and 95%, respectively, and core EPAs were met throughcompletion of the activities. A total of 66/146 studentsfilled out the survey. The students agreed (50/66) the fo-cused learning opportunities helped to connect conceptsobtained throughout the course. Implications: The stu-dents’ responses indicated the content and assignments inPHAR512 helped integrate drug informationwith an areaof basic science. Future plans are to expand integration ofDI with other basic science courses while documentingprogression of EPAs.

Longitudinal Assessment of Pharmacy Students’Knowledge, Confidence and Skill in Interpretation ofEvidence-Based Medicine. Shweta R. Shah, Universityof Wisconsin-Madison, Amanda Margolis, University ofWisconsin-Madison, Connie K. Kraus, University ofWisconsin-Madison, Denise L. Walbrandt Pigarelli, Uni-versity of Wisconsin-Madison. Objective: To assess alongitudinal, evidence-based medicine (EBM) curricu-lum through pharmacy students’ knowledge, confidence,and understanding of EBM Methods: A series of foursurveys were administered to the graduating classes of2017 and 2018: 1) beginning of the P2 drug literatureevaluation course, 2) beginning of P3 year when studentswrite their first EBMpaper, 3) beginning of the P4 year, 4)and prior to graduation. The surveys included 5EBMself-evaluations questions using a 5-point scale (15poor to55excellent), 9 self-confidence questions (15none to55complete confidence), and 13 knowledge questions.EBM paper scores in the P3 and P4 years were an instruc-tor-assessed skill evaluation. Intention-to-treat (ITT)analysis was used for students who completed baselineand at least 1 other survey. Confidence and skills wereassessed using repeated ANOVA. Descriptive statisticswere used to characterize knowledge and EBM paperscores. Results: Out of 264 students, 224 were includedin the ITT analysis (85%). Average correct response to

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

958

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

knowledge questions improved from 35% at baseline to69% at graduation (p,0.05 for all questions).Mean con-fidence scores improved significantly from 2.6 at base-line to 4.0 at graduation (p,0.001). Mean self-assessedskills improved from 2.6 at baseline to 3.7 at graduation(p,0.001). The mean overall EBM paper scores in-creased by 1.1% from P3 (89.4) to P4 (90.4) year andthe proportion of students scoring .77% increased by2.6% from P3 (94.9) to P4 (97.4) year. Implications:This study provides strong evidence for the effectivenessof teaching EBM using a longitudinal curriculum de-sign.

Pharmacy and Medical Students’ Perception ofthe Utility of Evidence-Based Medicine in Practice.Jennifer M. Toth, The University of Mississippi, LauraJ. Nice, University of Louisville Hospital, HarrySchneider, Northeast Ohio Medical University, GraceGrzybowski, Northeast Ohio Medical University, PatrickJ. Gallegos, Northeast Ohio Medical University, MateSoric, Northeast Ohio Medical University. Objective:To compare pharmacy and medical students’ perceptionsof evidence-based medicine (EBM) and how student per-ceptions of EBM differs depending on year in the pro-gram. Methods: Pharmacy and medical students wereinvited to participate in an anonymous survey betweenMay 2017 and October 2018. The survey contained ques-tions regarding confidence in EBM skills, utility of EBMin practice, knowledge of EBM concepts, and demo-graphic information. Survey results were analyzed usinga chi-squared test. A logistic regression model was cre-ated to identify predictors of valuing clinical judgementover EBM.Results:Response rate was 28.9% (142 phar-macy and 150 medical students). Students valued EBMwith 89.8% agreeing that they will use EBM in clinicalpractice. Students that completed EBM coursework hadsignificantly lower rates of agreement that clinical judge-ment was more important than EBM when compared tostudents that had not taken the EBM course or those thathad started experiential rotations (21.3% vs 33.9% and41.4%, respectively, p50.004), regardless of student gen-der, college, previous research experience, or EBMknowledge. The groups had similar rates of agreementthat EBM is an important tool for practicing medicine,butmedical studentswere significantly less likely to agreethat EBM is an important tool for practicing pharmacy(90.8% vs 73.3%, p,0.001). Implications: Most stu-dents agreed EBM is useful in clinical practice, empha-sizing the importance of EBM in pharmacy and medicalcurriculum. This research suggests that more interprofes-sional EBM activities are needed to increase medical stu-dents’ understanding of the role of EBM for pharmacypractice.

PHARMACEUTICSCompleted Research

A Longitudinal Assessment of CompoundingSkills in a Pharmacy Laboratory Course. Deborah L.Elder, The University of Georgia. Objective: Determineif the compounding skills of pharmacy students (P2) im-prove after 10 weeks of hands-on compounding lab activ-ities. Methods: On week one, second year pharmacystudents (137) compounded 1mg/mL salicylic acid (SA)solution using SA, USP powder utilizing compoundingskill learned in P1 exercises. The same product was pre-pared after 10 consecutive weeks of compounding. Analiquot was removed from each preparation and storedat -20˚C.Samples were thawed at room temperature andsamples were prepared for analysis using visible lightspectrophotometry (540nm). A standard curve was con-structed to determine the concentration in. Percent accu-racy in each sample was determined. Results: Productanalysis at week one indicated 12.8% of all were below70%; 19.5% were between 70 to 89%; and 39.8% werewithin the desired 90 to 110% range (0.0095 to 0.011mg/mL) of accuracy; with approximately 27.8% above 110.After week 11, the percent of student products containingthe appropriate amount of SA (90-110%) was equivalentto week one. Implications: Compounding skills assess-ment provides feedback to both student compounders andinstructors. Analysis of active ingredients will be incor-porated into the course and account for 20% of the stu-dent’s grant. Instructor will use the data to counselstudents to improve their compounding skills throughoutthe lab course.

Content Analysis of Three Graduate Curricula inthe Pharmaceutical Sciences. Amanda Olsen, Univer-sity of North Carolina at Chapel Hill, JacquelineMcLaughlin,University ofNorthCarolina atChapelHill,Kim R. Brouwer,University of North Carolina at ChapelHill, Joseph Nicolazzo, Monash University, PhilipThompson, Monash University, Chris Porter, MonashUniversity, Stephanie Schorge, University College Lon-don, Adam Phillips, University College London. Objec-tive: The purpose of this study was to crosswalk or mappharmaceutical sciences graduate degree programs acrossthree schools of pharmacy to identify similarities anddifferences in the content of graduate school curricula.Methods: Lists and descriptions of the courses from eachdegree programwere obtained. The title, description, andcontent of all courses, as well as the expertise of the in-structors, were systematically complied into one dataset.Content analysis was used, and all course topics weremapped onto a Venn diagram representing each of thethree schools. Results: Each of the three pharmacyschools specialized in their own specific areas, while also

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

959

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

overlapping in others. For example, areas of individualspecialization included reproducibility, G protein recep-tors, pharmaceutical outcomes, health systems, and ther-mal analysis, while areas of overlap included drugdelivery, lab safety, and stem cell research. In addition,two areas for collaboration across the three schools werealso identified. Implications: Across the United Statesthere are approximately 80 universities with graduatedegree programs in the pharmaceutical sciences. How-ever, as evidenced by this study, graduate students mayobtain very different training depending on the schoolthey attend, as graduate school curricula vary widely. Byunderstanding what is being taught within and acrossprograms, the academy can work toward improving ef-ficiencies by sharing or creating content that strengthensour programs and, subsequently, the training of our grad-uate students.

Development and Validation of ImprovedReversed-Phase HPLC Stability-Indicating Methodand Forced Degradation Studies of Curcuminoids.AsishK.Dutta,NotreDame ofMarylandUniversity, Elli-son Park, Notre Dame of Maryland University. Objec-tive: Curcumin is found to have multiple therapeuticproperties including anticancer, anti-inflammatory, andanti-bacterial effects. It is obtained from turmeric root,and widely used as a common spice and taken as dietarysupplement. The objectives of the current study includedevelopment and validation of an improved stability-indicating Reversed-Phase HPLC method to detect andquantitate curcumin, its impurities, and degradants.Methods: Chromatographic system included the HitachiElite LaChrom Organizer with PDA detector. Isocraticseparation was achieved with 40%(v/v) Acetonitrile-60%(v/v) water-0.1%(v/v) TFA using PhenomenexSynergy Max-RP column, 20 min run time and columntemperature of 45˚C. Forced degradation studies includedacid and base reflux; dry heat, oxidation and reduction.Analytical method validation parameters included lowerlimit of detection (LLOD), lower limit of quantitation(LLOQ), linearity, and range of detection. Results: Cur-cumin and its impurities, demethoxycurcumin and bisde-methoxycurcumin were detected and resolved at 13.65min, 11.53 min, and 12.25 min, respectively. The degra-dation products, ferulic acid and vanillin, were foundthrough acid reflux, base reflux and oxidation, at 1.88min and 2.08 min respectively. Results from heat degra-dation and reduction were inconclusive. The LLOD andLLOQ was found to be 0.390 and 1.56 mcg/mL, respec-tively. The range of detection was found to be from0.390-250 mcg/mL. The linearity was determined to be0.390-250 mcg/mL. Implications: Curcumin, its impuri-ties and degradation products were successfully detected

using the improved and partially validatedHPLCmethod.Future studies include full validation of the analyticalmethod and its application to formulation developmentand characterization.

Engineering the Immune System: Implications ofNanoparticle Designs on Modulating Inflammation.Ryan M. Pearson, University of Maryland, Jackline JoyMartin Lasola, University of Maryland. Objective: Sep-sis remains a common clinical condition resulting in thou-sands of deaths and costing billions of healthcare dollarsannually in the United States alone. Moreover, treatmentstrategies to limit the overexaggerated immune responsein sepsis has thus far failed to successfully limit morbidityandmortality. Here, we test a new approach to treat severeinflammation using immunomodulatory cargo-less nano-particles. Methods: Polymeric nanoparticles were pre-pared using a single-emulsion method from poly(lacticacid) (PLA) or poly(lactic-co-glycolic acid) (PLGA)and either neutral or anionic stabilizing surfactants. Celluptake was assessed using confocal microscopy and flowcytometry. Inflammatory cytokine secretions influencedby particle treatment under lipopolysaccharide (LPS)stimulation were measured using ELISA. LPS-inducedendotoxemia studies were carried out in vivo by admin-istering a single dose of nanoparticles prior to a lethalchallenge of LPS intraperitoneally (i.p) to mice.Results:Nanoparticle formulations were prepared with similarsizes (400 to 600 nm) and different charges dependingon the type of surfactant utilized (-50 to -20 mV). Nano-particles prepared fromPLAweremore effective at inhib-iting in vitro inflammatory cytokine secretions bymacrophages than those prepared from PLGA. LPS-induced endotoxemia studies showed that i.p. administra-tion of anionic PLA particles prior to a lethal challenge ofLPS dramatically improved the survival of mice. Impli-cations: This work contributes to the fundamental andfunctional understanding of nanoparticle properties andsurface chemistry on modulating inflammatory re-sponses. We believe that nanoparticles are a promisingtreatment strategy to treat a variety of inflammation-associated conditions.

Enhancement of StudentKnowledgeBeyondLec-ture Using Play-Doh� and Beads to Construct Con-centration-Response Curves. Forrest L. Smith,HardingUniversity, AshleyMalkowski,HardingUniver-sity, Jim Tarrant, Harding University. Objective: Maxi-mum Effect-(Emax), Effective Concentration-(EC50),and potency-ratio values are difficult for P1 students tolearn during lecture. Knowledge- and skills-based class-room activities promote learning. The hypothesis testedthat student creation of concentration-response curves,and associated calculations, result in higher post-activity

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

960

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

test scores than same day pre-test scores after lecture.Methods: A repurposed ashtray receptacle served as theextracellular fluid containing the beads “drug”, while thePlay-Doh� surface in a container was the receptor field.Large and small beads constituted different drugs. Stu-dent groups measured %binding (as E/Emax) at increas-ing concentrations of beads until saturation at the Emax.EC50 and potency-ratio was calculated. Questions an-swered after lecture (post-lecture), and the same ques-tions answered after the activity (post-activity) assessedthe activity’s effectiveness to improve knowledge onEmax, ED50, and potency-ratio. A survey at the endmeasured for affective skills in Domains 3 and 4 ofCAPE 2013. Results: Large and small bead values dif-fered significantly: EC50: 21-beads (95%CL 29 to 24)and 57-beads (95%CL 54 to 60), Emax values of 57 and123 beads, respectively, and 2.7-fold potency-ratio.Post-activity test scores were significantly higher thanpost-lecture scores. Students agreed or strongly-agreed(3.5 of 4.0 scale) with Domains 3 and 4 of CAPE 2013,indicating significant engagement in problem solving,communication, self-awareness and motivation in thegroup activity (goodness of fit x2). Implications: Class-room modeling of laboratory-based concentration-response curves increased learning, and is ideal for largestudent classes. The affective behaviors engaged mayindicate that certain traits are necessary for group suc-cess on activities.

Evaluation of a Compressed Pharmaceutical Cal-culations Course in First-Year Pharmacy Students.David Mastropietro, Nova Southeastern University,Devada Singh-Franco, Nova Southeastern University,Sean T. Leonard, St. John Fisher College, Michael D.Dressler, Nova Southeastern University. Objective: Toevaluate students’ performance on summative assess-ments administered during a compressed-format courseand again nine weeks later in an end-of-semester “BringBack” course.Methods:TheCollege of Pharmacy imple-mented a new curriculum where a Pharmaceutical Calcu-lations coursewas compressed from a traditional 15-weeksemester course to a 4-day immersive course deliveredover two weeks. During the compressed course, 203 stu-dents completed three individual and team readiness as-surance tests (iRAT/ tRAT) administered via Examsoft�.From these assessments, six questions, each with a diffi-culty index,0.80were selected, revised (values and drugnames) and re-administered during the “Bring-Back”course. Each question was assigned a single point foranalysis. Students’ scores during the compressed course(pre) and the “Bring-Back” course (post) were analyzedusing a within-subjects ANOVA in SPSS (version 25).Results: Pre- and post-assessment scores were calculated

from203 students. Comparedwith pre-assessment scores,there was a statistically significant improvement in meanscores post-assessment (3.68 vs. 4.16, p,0.001). A lim-itation was the small number of questions allowed to beadministered post-assessment. Implications: Implica-tions: The compressed calculations course incorporatedteam-based learning activities to increase student en-gagement and peer-to-peer teaching during didactic ses-sions. The purpose of the “Bring Back” course was toevaluate retention of key concepts from previously-taught courses within the semester. Overall, there wasan improvement in students’ performance post-assess-ment, utilizing questions that were considered “difficult”based on item analysis of each pre-assessment question.However, further research with a larger number of ques-tions administered post-assessment will improve reli-ability of the assessment.

Impact of an External One-Day Workshop onPharmacy Students’ Confidence in Their Compound-ing Skills. David Mastropietro, Nova Southeastern Uni-versity, Devada Singh-Franco, Nova SoutheasternUniversity, William R. Wolowich, Nova SoutheasternUniversity.Objective: To evaluate impact of an externalone-day compounding workshop on the confidence ofpharmacy students using advanced technologies in pre-paring nonsterile preparations and of procedural pro-cesses for sterile and hazardous compounding.Methods: An interactive compounding workshop wasembedded within a 7-week summer elective course. Stu-dents were exposed to the following activities: interactivelectures, team-based exercises, and hands-on preparationof dosage forms. LP3 Network™ provided the workshopat their state-of-the-art facility in Aventura, FL. This fa-cility has additional resources and technologies whichbroadens students’ experiences beyond the classroom set-ting. In the sixth week of the course, students who volun-tarily attended the workshop were invited to complete apre-/post-workshop questionnaire that assessed their con-fidence using a 5-point Likert scale (not at all confident—very confident). Eight questions assessed confidence us-ing advanced technologies and determined understandingof protocols for sterile and hazardous compounding. Datawere analyzed using NCSS 12.0.8 Statistical Software.The Friedman test compared pre-/post-intervention re-sults.Results: Fifteen students completed both the work-shop and the pre-/post-questionnaire. Self-reportedconfidence was significantly improved among studentsin using advanced technologies: semi-automatic capsulefilling machine, electronic mortar and pestle, ointmentmill (p# 0.05 for all). Students’ confidence of the func-tions and operations performed within various environ-ment (e.g., nonhazardous, hazardous) were significantly

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

961

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

improved after exposure to certified cleanrooms (p# 0.05for all). Implications:Limited exposure to compoundingenvironments may result in unawareness of the provisionof personalized medicine through compounding. Expo-sure to up-to-date compounding equipment and hands-onlaboratory experiences can help improve students’ confi-dence in compounding skills.

Increased Student Knowledge of Differences inIR- and ER-Metoprolol Formulation Dissolution in aStomach-Duodenum Model. Rana A. Abdulamir, Har-dingUniversity, KofiL. Sefah,HardingUniversity, JacobL. Hatvany, Harding University, Jim Tarrant, HardingUniversity, George Kwame Yeboah,Harding University,Forrest L. Smith, Harding University.Objective: Imme-diate Release-(IR) and Extended Release-(ER) differ-ences between drugs are often difficult for students toconceptualize. Knowledge- and skills-based activitiespromote learning. The hypothesis tested that studentlearning and skills occur by observation of significantdifferences in the rate of IR- and ER-metoprolol release,and by significant improvement in post-test scores onproperties of extended release drugs.Methods:P1 groupsadded 50-mg IR- and ER-metoprolol tablets into 50-ml0.01 N-HCL, 37-C, stir-paddle 150-rpm, using publishedstomach-duodenum methods measuring drug-disolution.Timed stomach samples were: 10-40-min, followed byduodenal neutralization at 40-min with 100-ml 0.5 M-Na-phosphate buffer with samples at 50-min, 1-h, 2 h 4-h, 6-h, 10-h, 18-h. Serial 1:1 dilutions and UV-fluores-cence detection brought emission spectra within range ofmetoprolol standard curves for quantitative values. Pre-/posttest assessed for improved knowledge on extendedrelease drugs. A survey at the end measured for engage-ment of affective skills in Domains 3 and 4 CAPE 2013.Results: IRmetoprolol achievedmaximal concentrationswithin 10-min and remained so for 18-h. ER metoprololconcentrations were significantly lower, and slowly in-creased to IR concentrations at 18-h. Post-test scoresweresignificantly higher than pre-test scores. Students agreedor strongly-agreed (3.5 of 4.0 scale) withDomains 3 and 4of CAPE 2013, indicating significant engagement ofproblem solving, communication, self-awareness andmotivation in the group activity (goodness of fit x2). Im-plications: Skills-based activity in a laboratory settingcomparing IR to ER drug release increased student learn-ing. The affective behaviors elicited may indicate certaintraits are necessary for groups to succeed on activities.

Influence of an Algorithm on the TherapeuticDrug Monitoring Decisions of Pharmacy Students.Laura M. Fox, Presbyterian College. Objective: Phar-macy students often struggle with the conceptual prob-lem-solving process required for therapeutic drug

monitoring (TDM) calculations and decisions. Algo-rithms have been used successfully in chemistry, engi-neering, law, nursing, and medicine education; thus, aTDMAlgorithmwas implemented in a pharmacokineticscourse to enhance student success in TDM decision mak-ing.Methods: Scores from TDM cases completed duringpharmacokinetics coursework over four years were com-pared between years prior to the implementation of theTDM algorithm and after implementation. To further testthe impact of the algorithm, a TDM assessment was ad-ministered to pharmacy student volunteers who were ran-domly assigned to the experimental group (algorithmprovided) or control group (algorithm withheld); thescores between groups were compared. Student opinionsof learning resources that influenced their success in de-signing and adjusting dosage regimens were gatheredvia a survey. Results: Scores on TDM cases were signif-icantly higher in years when the TDMalgorithmwas usedcompared to years prior to implementation. There was nosignificant difference in P4 scores; however, P3 studentsin the algorithm group scored significantly higher on theTDMassessment than did those in the control group.Moststudents rated the TDM algorithm as very to extremelyhelpful. Implications:Students find algorithms helpful inmaking decisions during the problem-solving process andthe implementation of a TDM algorithm successfully im-pacted student performance in designing and adjustingdosage regimens. Algorithms can be used to aid studentsin solving difficult, or multi-step problems to aid them inclinical decision making.

InVitroAnalysis of Embelin inCombinationwithAfatinib for Treating Breast Cancer. Michael Dan-quah, Chicago State University. Objective: To examinethe anticancer effect of afatinib and embelin alone or incombination on proliferation, apoptosis and migration ofMDA-MB-231 breast cancer cells. Methods: Antiproli-ferative effect was assessed using MTT assay, apoptosisdetermined using flow cytometry and XIAP expressiondetermined using ELISA. Results: The antiproliferativeeffect of afatinib and embelin was found to be dose andtime-dependent in MDA-MB-231 cells. Afatinib wasmore potent that embelin regardless of time or concentra-tion. IC50 values for afatinib were 5.65 µM and 0.75 µMat 24 h and 48 h, respectively. In contrast, IC50 values forembelin were 7.31 µM and 1.74 µM at 24 h and 48 h,respectively. As determined using combination indexanalysis, simultaneous combination of afatinib and embe-lin was synergistic (CI 5 0.18) at ED75 following treat-ment for 24 hours. Also, sequential treatment of afatinibfollowed by embelin exhibited a synergistic effect (CI50.15). Combination of afatinib and embelin was morepotent in inducing apoptosis compared to monotherapy.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

962

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Additionally, combination of afatinib (5µM) and embelin(5 µM)more effectively downregulated XIAP expressionin MDA-MB-231 breast cancer cells compared to mono-therapy. XIAP expression decreased by; 27% for com-bination therapy compared to ; 10% and ; 13% forembelin and afatinib, respectively. Implications: Anti-cancer effect of afatinib and embelin in MDA-MB-231breast cancer cells was found to be dose and time-depen-dent. Combination of afatinib and embelin is more potentin inhibiting MDA-MB-231 breast cancer cell prolifera-tion compared tomonotherapy and the anticancer effect isschedule dependent.

Longitudinal Analysis of Student Attainment ofKey Proficiencies in Integrated Pharmacotherapeutic(IPT)Courses.AjoyKoomer,Marshall B. KetchumUni-versity, Rajesh Vadlapatla,Marshall B. KetchumUniver-sity, Ashleigh-AnneAu,Marshall B. KetchumUniversity,Edward Fisher,Marshall B. Ketchum University.Objec-tive: To analyze trends in student performance in com-mon categories that transcends across IntegratedPharmacotherapeutic (IPT) courses. Methods: The Col-lege of Pharmacy has implemented ExamSoft� in the FallQuarter of 2016 to administer didactic assessments to itsinaugural class of 2020 cohorts. It has offered eight IPT(six in P2 and two in P3) courses to date accounting fornearly thirty percent of the didactic curriculum. The testitems have been categorized to key standards such asACPE Appendix 1 content areas, CAPE 2013 out-comes/COP PLEO(s) and Bloom’s Taxonomy domains.In order to perform this analysis, the student scores areclassified into four segments: lowest, class average, stan-dard and highest.Results:Trend analysis usingMicrosoftExcel 2016 indicated that class average scores for studentperformance in Bloom’s categories showed a linear de-creasing trend, comparing six P2 IPT courses with allrequired courses in P2 curriculum. Class average studentscores for eight IPT courses increased for Patient Assess-ment, Patient Safety, Pharmacotherapeutics, ClinicalPharmacokinetics and Pharmacology when compared tostudent performance in P2 IPT courses. Lowest scores forstudent performance in eight IPT courses in ACPE 1 Bio-medical Sciences emphasis area showed an increasingtrend that fit to a linear regression equation. Implications:This study throws light on student performance at microlevel in IPT courses that evaluate students on challengingcognitive concepts. In addition, the analysis reveals thatprobable student adaption to this course series that maycontribute to increased categorized scores for the entireIPT sequence.

Male Enhancement Nutraceuticals Sold Online inthe USA: Claim, Pharmaceutical Quality, and SafetyAssessments. Mark Mikhail, University of Saint Joseph,

HarshvirKaur,University of Saint Joseph, Jessica Sweeney,University of Saint Joseph, Nadine Amine, Universityof Saint Joseph, Cindy Zheng,University of Saint Joseph,NadaAhmed,AlexandriaUniversity, Heba Eassa,Univer-sity of Saint Joseph, DoreenE. Szollosi,University of SaintJoseph, Mohamed I. Nounou, University of Saint Joseph.Objective: The American market is invaded with maleenhancement nutraceuticals, which claim to be of naturalorigin and may represent a great health safety threat toconsumers. They are sold claiming major therapeutic useson online retail stores, such as Amazon and eBay. Thisproject objective is to investigate the safety, efficacy andquality parameters of products declaring therapeutic treat-ment of erectile dysfunction as an alternative to phospho-diesterase-5 inhibitors (PDE5Is).Methods: The analyzedproducts, purchased from Amazon, were AlphaManXL,Leyzene™, GoldenX™, Organic Maca™, BigRize™,Men’s Testosterone Booster™, and Horny Goat Weed™.High- performance liquid chromatography (HPLC) andnear infra-red (NIR) were used to determine the contentof the nutraceuticals under investigation. Physical proper-ties were also assessed using content uniformity andweight variation test together with friability testing.SeDeM analysis was used to investigate the pharmaceuti-cal quality and inter and intra batch variabilitywithin prod-ucts1. Results: Different products contained undeclaredPDE5Is with variable heterogeneous amounts per singledose. They were of poor pharmaceutical quality and con-sistency; confirmed by HPLC, NIR, content uniformity,weight variation, dissolution, friability, and SeDeM dia-gram analysis as a quality control and assurance tool. Im-plications: The male enhancement nutraceuticals soldonline in the American market claimed to be 100% naturaland safe, targeting men who cannot safely use PDE5Is.These products are illegally marketed with therapeuticclaims without any physician supervision or regulation.Our results corroborate that these products pose a majorthreat to customers’ lives due to the presence of adulteratedpharmaceuticals and questionable quality profiles.

Pharmacy, Nursing, and Physician AssistantStudies Student Self-Report and Perceptions Regard-ing ClassroomEtiquette. Eytan A. Klausner, South Col-lege, Kandi D. Pitchford, South College, James L.Schmidhammer, University of Tennessee at Knoxville,Billie R. Phillips, South College. Objective: To investi-gate pharmacy, physician assistant studies, and nursingstudents’ self-report regarding their classroom etiquetteand perceptions regarding classroom etiquette.Methods:A survey regarding classroom etiquette was administeredto first year, pharmacy, physician assistant studies, andnursing students (156 responders). Statistical analysiswas performed to determine differences among various

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

963

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

student behaviors and perceptions, and among students ofthe three academic programs. Results: Most students(.84%) indicated that arriving late to class, leaving theclassroom during lecture without returning, initiating aconversation with a peer during lecture, and conductingnon-class-related activitieswith electronic devices duringlecture are unprofessional. Forty percent of students in-dicated that leaving and returning to the classroom is pro-fessional. Students self-reported that tardiness andleaving and returning to the classroom during lectureare not rare. Most students (52%) indicated that it is ac-ceptable to have a conversation with a peer while theprofessor is teaching if the conversation is directly relatedto the lecturematerial.Most students (68%) indicated thata conversation between two or more students that occursin close proximity interferes with their learning process.More students reported that their academic performanceis adversely affected by non-academic use of laptop ortablet devices compared to the use of cell phones. Impli-cations:This study suggests that there is room to improvestudent classroom etiquette in various academic settings.Moreover, this studymay bring a greater awareness to theissue of classroom etiquette, thereby encouraging facultyand administration to evaluate, and/or better enforce pol-icies related to classroom etiquette.

Predicting Student Performance in HSRT-N Us-ing Admission Requirements and Academic Perfor-mance. Ajoy Koomer, Marshall B. Ketchum University,Rajesh Vadlapatla, Marshall B. Ketchum University,Edward Fisher,Marshall B. Ketchum University.Objec-tive: To demonstrate correlation between student attain-ment of “critical thinking and quantitative reasoningskills” in a standardized assessment and COP requiredevaluation tools. Methods: “Health Sciences ReasoningTest- Numeracy (HSRT-N)”, developed by Insight As-sessment, San Jose, CA, has been administered to theclass of 2020 for three consecutive years starting at thebeginning of Fall quarter, 2016. Student performance in“overall” and eight sub-categories of HSRT-N for eachadministration has been correlated with PCAT scores,Pre-Pharmacy overall GPA, Pre-Pharmacy scienceGPA, admissions interview scores, P1, P2 didactic GPAsand IPPE I, II scores. IBM SPSS 25.0 has been used forstatistical analysis.Results:Results indicated that studentscaled scores in “Overall” section of HSRT-N correlatedstrongly (r5 0.62-0.68, p ,0.05) with PCAT perfor-mance, for all three administrations of the critical thinkingassessment. For first administration of HSRT-N, “Deduc-tion”, “Inference” and “Numeracy” sub-categories ofHSRT-N showed strongly correlations with PCAT scores(r5 0.68-0.74, p,0.05). Different sub-categories ofHSRT-N showed strong statistically significant correla-

tions with PCAT for different administrations. Linear re-gressionmodels generated by stepwise procedure in SPSSindicate that PCAT scores account for 38 to 46%variation(p,0.05) in HSRT-N “Overall” score, regardless of thetiming of administration. Similar trends were reported forvarious sub-categories of the critical thinking assessment.Implications: Our limited study indicates the usefulnessof PCAT as a predictor for student performance in a stan-dardized assessment that measures critical thinking andnumeracy skills.

Pre-Formulation Study of Atenolol, EnalaprilMaleate and Hydrochlorothiazide Mixtures. AmusaS. Adebayo, Sullivan University. Objective: Conductpre-formulation drug-drug and drug-excipients interac-tions study on a triple drug combination of atenolol, ena-lapril and hydrochlorothiazide (AEH). Develop HPLCanalytical method for combination therapy of AEH As-certain the feasibility of co-formulating atenolol, Enalap-ril and hydrochlorothiazide for patients with compellingindications, whose goal for the systolic BP and diastolicBP are above 20 mm Hg or 10 mm Hg respectivelyMethods:Single, binary and ternarymixtures of atenolol,enalapril, hydrochlorothiazide and some common tabletexcipients were subjected to differential thermal analysis.Also, samples stored under temperature stability pro-grams were analyzed at regular intervals using validatedHPLC method. Results: Binary mixtures of atenolol andenalapril maleate formed a eutectic mixture at 97.4ºC andat binary composition of 40% (w/w) atenolol and 60% (w/w) enalapril maleate. Intimate contact in the solid state ofatenolol and enalapril maleate will give rise to eutecticformation due to depression of the melting points of in-dividual components,whichmay complicate downstreamprocessing during granulation drying and tableting. Itmay also induce some physical changes in dosage formduring storage, shipping and handling. No sign of chem-ical interactions was observed in HPLC study of mixturesthat were stored under temperature programs. Implica-tions: There is need for an alternative formulation ap-proach that would prevent physical mixing of atenololand enalapril during blending and co-compression withhydrochlorothiazide. Results have implications for co-compounding of other drugs with potential applicationas combination therapy as this type of hidden physicalinteraction may impact product stability and drug-releasecharacteristics.

Stability of Dexamethasone Sodium Phosphate inIntravenous Admixtures. Fang Zhao, St. John FisherCollege, Ina Buga, St. John Fisher College, Joy Uzoma,St. John Fisher College, Kristin Reindel, St. John FisherCollege, KaterynaRashid,St. JohnFisherCollege, TuongDiep, Rochester Regional Health, Pamela McCartan,

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

964

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Rochester Regional Health. Objective: Diluted IVsolutions of dexamethasone sodium phosphate (DSP)are often used in prophylactic treatment of chemotherapy-induced nausea and vomiting. However, there is limiteddata to support the selection of diluents, storage condi-tions, and beyond-use dates. This study was designed toinvestigate these parameters. Methods: DSP injection100 mg/10 mL vials were used to prepare the IV admix-tures in two diluents and at two drug concentrations (0.08or 0.4 mg/mL). The admixtures were packaged in PVCbags and stored at room temperature or under refrigera-tion for up to 14 days. On day-0, 1, 3, 7, and 14, each IVbag was inspected visually, and a sample was withdrawnfor pH and HPLC analysis.Results: The freshly preparedadmixtures of DSP appeared clear, colorless, and free ofparticulates. The initial pH values were 6.4-6.8 and 7.0-7.8 for bags in 0.9% sodium chloride and 5% dextrose,respectively. The initial DSP concentrations of all sam-ples were within 96 – 100% of the expected values. Overthe 14 days of storage at room temperature or refrigera-tion, no significant change was observed for the visualappearance of any IV bags. The pH of all samplesremained within one pH unit from the initial values.The HPLC results confirmed that all samples retained94 – 100% of original drug concentrations. Implications:IV admixtures of 0.08 - 0.4 mg/mL DSP are compatiblewith 0.9% sodium chloride and 5%dextrose in PVCbags.These admixtures are also chemically and physically sta-ble for up to 14 days when stored at room temperature orunder refrigeration.

Using Student-Generated Questions With an Au-dience Response System for Student-Centered Assess-ment. Lloyd F. Alfonso, D’Youville College.Objective:To assess the use of student-generated questions as a testpreparation activity in a pharmaceutical sciences course.Methods: First year pharmacy students in a pharmaceu-tical sciences course worked in teams of 7 to 8 to writemultiple-choice test questions based on previously taughtcontent. The questions were then tested and graded usingan audience response system and a rubric. Accuracy, us-ability, difficulty index, adherence to instructions andmapping to learning objectives were the criteria consid-ered in the grading rubric. The entire question bank wasmade available to the students as a study aid for the test.The students were also administered a post-activity sur-vey.Results: Based on the survey responses students feltthe activity greatly improved their understanding of thecontent and performance on the test. Students also indi-cated an appreciation for higher-level question writing.The audience response system component of the activitypromoted in-class discussions about the material. Testscores indicated better student performance compared

to previous years. Implications:Using student-generatedquestions coupled with the audience response system in-creased student engagement and independent researchinto the content. This activity complemented the didacticcomponent of the course by promoting collaborativelearning and improved student performance on the test.

PHARMACY PRACTICECompleted Research

AACP Research and Graduate Affairs Commit-tee: Needs for Research Leadership DevelopmentAmong U.S. Pharmacy Schools. Marina Kawaguchi-Suzuki, Pacific University Oregon, Stacy D. Brown, EastTennessee State University, Kathryn E. Meier,Washing-ton State University, Dorothy F. Farrell, American Asso-ciation of Colleges of Pharmacy, Kirsten F. Block,American Association of Colleges of Pharmacy, KevinT. Fuji, Creighton University, R. Kiplin Guy, Universityof Kentucky, Cassandra E. Nelson, University of Mary-land, Sridhar Anand, St. John Fisher College, Ami M.Vyas, The University of Rhode Island, James M.O’Donnell, University at Buffalo, The State Universityof New York. Objective: To investigate current trainingneeds for research leadership among U.S. pharmacyschoolsMethods:Facultymembers serving on theAACPResearch and Graduate Affairs (RGA) Committee devel-oped two surveys: one designed for administrators withoversight of faculty research and the other for faculty.Both surveys were reviewed by the RGA committee andAACP staff, including the AACP Institutional Researchteam. The administrator questionnaire was disseminatedby sending a request to Deans to forward to relevant re-spondents. The AACP mailing list was used to reach fac-ulty members. Responses were anonymously recordedwith Qualtrics from November 2018 to January 2019.Results: Fifty-seven and 540 responses were collectedfor the administrator and faculty questionnaires respec-tively. Institutions designated as “R1: Doctoral Universi-ties - Highest research activity” (N517) or “R3: DoctoralUniversities - Moderate research activity” (N513),according to Carnegie classifications, dominated the ad-ministrative responses. Most institutions required or rec-ommended research activity regardless of different typesof their faculty. The largest number of faculty responseswere submitted by PhD scientists (N5189), followed byresidency-trained pharmacists (N5188). According tothe faculty questionnaire, 56.1% disagreed with the state-ment, “My university provides sufficient training for meto lead a research group.” Both faculty members and ad-ministrators listed “how to lead a project by collaboratingwith other researchers” as the most preferred webinartopic, suggesting a need for faculty development in this

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

965

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

area. Implications: Research is designated as an impor-tant part of faculty responsibility. However, there are un-met needs for faculty research leadership developmentamong U.S. pharmacy schools.

A Case-Based, Interprofessional Activity to En-hance Student Understanding of Professional Rolesand Clinical Knowledge. Sara K. Richter, St. Louis Col-lege of Pharmacy, Justinne Guyton, St. Louis College ofPharmacy, Christina Angel,Washington University in St.Louis, Megan Wren,Washington University in St. Louis.Objective:To evaluate the change in asthma and inhaler-related knowledge, in addition to perceptions of physician-pharmacist interprofessional collaboration, followingan interprofessional education activity. Methods: Thisstudy enrolled second-year medical and pharmacy stu-dents following completion of pulmonology-related cour-sework. Students worked in groups of six (two medicalstudents with four pharmacy students) to complete a pa-tient case focused on asthma management. Each profes-sion was instructed to provide education within theirgroup; medical students provided instruction on physicalexamination, while pharmacy students provided instruc-tion about inhaler devices and administration technique.Asthma and inhaler-related knowledge was assessedpre- and post-activity with a quiz developed by studyinvestigators. Student perceptions about roles and re-sponsibilities for collaborative practice were assessedpre- and post-activity with portions of the Student Per-ceptions of Interprofessional Clinical Education(SPICE-R2) instrument. Results: 335 students partici-pated in the activity (111 medical, 224 pharmacy).Scores on the knowledge-based quiz increased frompre- to post-activity in both medical (65% vs. 85%,p,.001) and pharmacy (82%vs. 91%, p,.001) students.The post-activity SPICE-R2 instrument showed that per-ceptions improved in 68% and 48% of medical and phar-macy students, respectively. Perceptions decreased in5% of both medical and pharmacy students. Ninety-one (82%) medical students and 196 (88%) pharmacystudents found this activity to be useful in their learning.Implications: Utilization of a case-based, interprofes-sional activity improved student knowledge and under-standing of roles within a healthcare team. This activitycan be adapted to incorporate other disease states andshould be further investigated to determine impact onlong-term knowledge retention and perceptions.

ACLS Training in the PharmD Curriculum Re-veals Need for Reinforcement and Repetition of Skill-Based Competencies. Susan E. Smith, The University ofGeorgia, Andrea Sikora Newsome, The University ofGeorgia, W. Anthony Hawkins, The University of Geor-gia, Michael J. Fulford, The University of Georgia, Beth

Phillips, The University of Georgia.Objective: To inves-tigate an association between students’ perceptions andactual performance after completing advanced cardiovas-cular life support (ACLS) training in the Doctor of Phar-macy curriculum. Methods: ACLS training wasincorporated into the third-year pharmacy curriculumthrough a two-hour didactic lecture followed by a two-hour simulation-based experience. Students were admin-istered a pre- and post-instruction assessment consistingof 18 questions evaluating perceptions and 10 questionsevaluating knowledge. Perceptions were evaluated usingthe Dreyfus model and were subsequently dichotomizedas not competent (novice, advanced beginner) or compe-tent (competent, proficient, expert). Knowledge questionswere mapped to perception questions to identify any as-sociations. Results: All students (n5133) completed theassessment. In the post-instruction assessment, studentperceptions were generally consistent with knowledge.Knowledge demonstrated on the pre-instruction assess-ment often exceeded perceptions, representing a lack ofconfidence related to ACLS skills (e.g. ability to recog-nize cardiac arrhythmias: 16%perceived competent; 67%demonstrated knowledge). In contrast, student percep-tions exceeded knowledge in two areas: ability to performchest compressions (79% perceived competent; 59%demonstrated knowledge); and the ability to deliverbreaths (57% perceived competent; 31% demonstratedknowledge). Implications: Student knowledge and con-fidence improved significantly after receiving in-class in-struction. Student confidence was elevated in the pre-instruction assessment on skills that are taught in the Ba-sic Life Support (BLS) course and expanded upon inACLS. High ratings of competence are likely a result ofBLS training, which students receive during the P1 year.The lower than expected performance in these areas po-tentially highlight that skills-related competencies re-quire repetition and reinforcement.

Advancing Pharmacist Medication ManagementThrough Academic Public/Private Partnerships.Thomas E. Buckley, University of Connecticut, MarissaC. Salvo, University of Connecticut, Nathaniel M.Rickles, University of Connecticut. Objective: To dem-onstrate the implementation and outcomes of two phar-macist-based Medication Therapy Management (MTM)programs through a School of Pharmacy and Departmentof Public Health (DPH) partnership. Methods: ThroughCDC grants, the pharmacy school and DPH developedand implemented two unique MTM programs targetingunderserved populations: (1) the SHAPE programthrough community pharmacies, and (2) the WISE-WOMAN program through a community health workerteam in ambulatory clinics. Pharmacists obtained MTM

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

966

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

certification. Faculty and students facilitated: projectmethodology, database management, MTM implementa-tionwith structured assessment of drug therapy problems,MTM documentation, and evaluation of clinical out-comes. Using the Plan-Do-Act framework, the partner-ship also engaged in frequent quality improvements toenhance the programs. Reports were prepared and find-ings disseminated at professional meetings and to policy-makers. Results: In 5 years of SHAPE, 354 patients withhypertension and/or diabetes were seen in 30 pharmaciesfor an average of 3 visits. In 2 years ofWISEWOMAN, 43patients with hypertensionwere seen for an average of 2.1visits. Both programs identified nearly 5.5 drug therapyproblems per patient with 80% partially or fully resolved.The programs resulted in substantial improvement ofclinical outcome measures. Implications: Partnering astate agency, school of pharmacy, and the communitycan optimize pharmacists’ accessibility and improve pa-tient outcomes. Pharmacy schools can play key roles inthe feasible incorporation ofMTM into public health pro-grams. By understanding community barriers and provid-ing critical MTM support services, pharmacy schools canimprove the likelihood MTM programs are effective andsustainable.

Advancing the Practice of Pharmacy inKentuckyThroughEducation of Protocol-DrivenCare.MistyM.Stutz, Sullivan University, Mary K. Probst, Sullivan Uni-versity. Objective: As a result of newly approved regu-lation (201 KAR 2:380), pharmacists in Kentucky cannow initiate the dispensing of non-controlledmedicationsand other professional services via a prescriber-approvedboard-authorized protocol. In an effort to transform andadvance pharmacywithin our state, our goal was to createand deliver interactive training modules to prepare stu-dents for this next step of practice.Methods: This educa-tion was piloted in a didactic elective entitled AdvancedCommunity-Based Practice. Students completed self-paced, interactivemodules specific to protocol authorizedconditions, including tools for implementation. Studentsthenmet as a class to apply their knowledge and skills in acase-based format. Results: Results were collected bothon the pedagogy of the course through survey, as well asthe increase in student knowledge based on pre and postassessments. Our survey response rate was 67% and stu-dents either agreed or strongly agreed that the courseconstruction and delivery was an effective way to learnthe material. Knowledge of content also increased froman average score on the pre-test of 50.89% to 73.11% onthe post-test. After controlling for the fact that we had asmall sample size, we still observed an increase of 22.2%,which was statistically significant. Implications: Basedon positive student feedback, these educational modules

will be modified to meet the ACPE standards for continu-ing education and the required training for pharmacists tobegin initiating protocol driven care. Research will con-tinue on this project to determine the overall impact on thepharmacist’s delivery of protocol-driven care.

A Multi-Faceted Approach to Prepare StudentPharmacists for Residency Placement Success.MeganWillson, Washington State University, Cheyenne C.Newsome, Washington State University. Objective: Toexamine how a multi-faceted approach affected student’sability to secure a pharmacy residency position post-graduation. Methods: WSU Office of Research Assur-ances has found that the project is exempt from the needfor IRB review. Two optional programs were developedto prepare student pharmacists for the residency process.One opportunity was an elective residency preparationcourse in which students learned and applied skills to besuccessful in the ASHP residency application process.Students also were provided an opportunity to applyfor a residency modeled schedule APPE rotation se-quence, APPE residency block schedule. The APPE res-idency block schedule includes 4-6 rotations at a singlesite to foster students’ clinical and leadership skills. Res-idency placement data from the National Matching Ser-vice was compared for students who participated in oneor both of these elective opportunities to students whodid not. Results: Sixty-seven students registered for theNationalMatching Service. Students who participated inthe residency preparation elective course, APPE resi-dency block schedule, or both had a 50% (16/32) accep-tance into a residency program. Students who completedneither the course or APPE residency block schedule hada 28.6% (10/35) acceptance rate into a residency posi-tion. Implications: Incorporating a residency prepara-tion course and or residency modeled block APPEscheduling could increase rates of securing an ASHPresidency placement. This information should encour-age other programs to consider implementing targetedapproaches to enhance students’ success in securing aresidency.

A Multi-Pronged Approach to Teaching Pallia-tive and End-of-Life Care to Student Pharmacists.Meredith L. Howard, University of North Texas HealthScience Center, Marian Gaviola, University of NorthTexas Health Science Center, Adenike Atanda, Univer-sity of North Texas Health Science Center.Objective:Toevaluate the impact of a coordinated multi-pronged ap-proach to teaching end-of-life care on student pharmacistperceptions, knowledge, and confidence. Methods:Within our curriculum, topics surrounding end-of-lifecare have historically focused on pharmacotherapy withminimal time spent on conversation practice and empathy

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

967

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

development. In spring 2019, we conducted an all-daysession incorporating various teaching approaches (i.e.didactic lecture, Konstanz Method of Dilemma Discus-sion, Death over Dinner workshop) to prepare students toengage in these difficult discussions. A 21-item survey,administered at three time points (pre, mid, post),assessed student pharmacists across three domains: per-ceptions, confidence, and knowledge. Additionally, stu-dents completed post-session reflections. Results:Ninety-six students participated in the session, with91%completing the pre-survey, 69%completing themid-point, and 59% completing the post-survey. Forty-nine(51%) completed matched survey responses across alltimepoints. There was significant improvement in 13(62%) of the survey items across three domains: 43% ofitems related to perception, 43% knowledge, and 100%confidence. Post-hoc analysis showed significant im-provements in 12/13 survey items between overallpre-session and post-session survey results, with mostimprovements occurring in the confidence domain. Im-plications:Amulti-pronged approach to teaching end-of-life care to facilitate difficult discussions surroundingdeath improved confidence, perceptions, and knowledgeamong student pharmacists. Given its success, this multi-pronged, day-long approach including didactic sessions,large group discussions, and the Death over Dinner work-shop will continue as a required activity within the cur-riculum to prepare students for conversations surroundingdeath and dying within their professional and personallives.

Analysis of an Interprofessional Education AcuteCare Simulation Activity. Valerie L. Ruehter, Univer-sity of Missouri-Kansas City, Bradley J. Erich,Universityof Missouri-Kansas City, Michael Scott, University ofMissouri-Kansas City, Maqual R. Graham, Universityof Missouri-Kansas City, Stefanie Ellison, University ofMissouri-Kansas City, Emily Hillman,University of Mis-souri-Kansas City. Objective: Accreditation standardsfor schools of pharmacy and medicine require inter-professional, interactive learning to train students to ef-fectively function within a healthcare team. Wehypothesized that teams would collaborate to providehigh quality patient care, with positive characteristicsfor interprofessional collaboration. Methods: An acutecare simulated activity was designed and piloted for allpharmacy students (P3) in the third year of the profes-sional program. Third (M3), fourth M4) and sixth (M6)year medical students were invited to participate. Teamsof P3, M3, and M4 students assessed a standardized pa-tient presenting with an acute illness, developed a plan,and presented treatment recommendations to an M6 stu-dent serving as the attending physician/evaluator. Student

teams were assessed using an analytical checklist andJefferson Teamwork Observation Guide (JTOG). Stu-dents completed a post-simulation survey to determineachievement of learning objectives, growth regardingteamwork, and overall value. Study was determined byIRB as non-human research. Results: All 48 teamsachieved passing scores on the analytical checklist. Av-erage score for the JTOGwas 49 with a range of 31 to 56.Survey results show 95% of students Agree to StronglyAgree that simulation learning objectivesweremet. Teamstrengths included building rapport, understanding/capi-talizing on profession-specific roles, and respect. Overall,91% of students Agree to Strongly Agree that the simu-lation was a valuable learning experience. Implications:Collaboration during an interprofessional simulation ac-tivity resulted in effective team behavior and helped stu-dents identify components of team approaches to patientcare. Similar simulations can be replicated to prepareteam-ready health professions students.

A Nationwide Survey of Pharmacy Students’Knowledge and Perceptions RegardingMedical Mar-ijuana.Karen E. Moeller, The University of Kansas, J.M.McGuire, Belmont University, Brittany L. Melton, TheUniversity of Kansas. Objective: The goal of the studywas to measure pharmacy students’ knowledge and atti-tudes towards medical marijuana and assess educationalneeds. Methods: A nationwide anonymous survey wasdistributed to pharmacy students. Equal numbers ofschools were randomly selected based on geographicalregions, private versus public universities, and the state’slegal status ofmedicalmarijuana. The survey consisted ofthe following sections: (1) demographics and personalfactors (2) knowledge assessment of indications and ad-verse effects of medicinal marijuana and (3) attitudesassessment (5-point Likert scale questions). Data was an-alyzed using descriptive statistics and chi-square for dif-ferences between groups. Results: Data from 629students were analyzed. The majority of students whocompleted the survey lived in states where medical mar-ijuana was legalized (61%), attended public colleges(53%), were female (68%) and had a median age of 23years. Overall, 91% of students believed that medicalmarijuana should be legalized nationally and 62% be-lieved in legalization of recreational marijuana. A lownumber of students could correctly identify indications(14.9%) and side effects (7.0%) of marijuana using a70% passing score. Students who had an in-depth discus-sion about medical marijuana in pharmacy school weremore likely to be knowledgeable about marijuana indica-tions than those who did not have a discussion, p50.04.Only 28% of students indicated they felt knowledge re-garding medical marijuana. Implications: This survey

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

968

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

showed a knowledge gap among pharmacy students re-garding medical marijuana; however, students whoreceived instruction on the topic were more knowledge-able. With increasing legalization of marijuana, this cur-ricular gap needs to be addressed.

An Evaluation of an Escape Room Activity in aPharmacy Capstone Course. Bethany Sibbitt, Cedar-ville University, Myriam Shaw-Ojeda, Cedarville Uni-versity, Katherine Perry, Cedarville University,Kathrine Distel, Cedarville University. Objective: Phar-macy capstone courses serve dual purposes: reviewingoverarching principles necessary for entry-level prac-titioners and addressing new developments prior to ad-vanced practice pharmacy experiences (APPEs).Meetingboth objectives often proves challenging for faculty andlearners alike. This study evaluated student perceptionsof an “escape room” activity in an oncology-focusedcapstone session. Methods: A multi-challenge escaperoom activity was developed to review basic science,clinical, and patient care concepts pertaining to breastcancer. Third-year student pharmacists (n548) enrolledin the capstone course worked in teams to complete fivecomplex challenges addressing facets of pharmacother-apy and patient care. After completion, students providedfeedback via anonymous survey regarding their percep-tion of this novel activity. Results: All teams completedthe activity with completion time ranging from 60-80minutes. The post-event survey, completed by 30% ofthe class, provided insight into logistical and educationalaspects of the activity. Approximately 50% of respon-dents felt this was a good review activity and 80% saidit was more useful than an individual review activity. Themajority of respondents affirmed the ability to practiceskills and apply knowledge throughout the game. Impli-cations: Overall, a majority of respondents said theyenjoyed this activity and would recommend it be usedagain for future cohorts. In the future, challenges shouldbe varied to leverage the strengths of many team mem-bers, allowing higher engagement. A goal of completingthe activity rather than racing other teams to finish firstmay reduce stress and allow focus to remain on academicsrather than on the clock.

A Novel Approach to Teaching Medication Rec-onciliation in aSkills-BasedLaboratoryCourse.DavidE. Matthews, The Ohio State University, John D. Bickel,TheOhio StateUniversity, JoshuaW.Gaborcik,TheOhioState University, Anna C. Haas-Gehres, The Ohio StateUniversity, KristyM. Jackson, TheOhio State University.Objective: To develop a novel learning activity to simu-late realistic medication reconciliation in the hospital set-ting. The activity required students to use multiplesources in order to collect, assess, and document informa-

tion obtained during a complex patient encounter. Thissimulation expands upon activities described in existingpharmacy education literature by incorporating greatercomplexity and requiring use of practical informationsources. Methods: Laboratory faculty and hospital pre-ceptors collaborated to develop a live, interactive simu-lation of medication reconciliation. The simulation wasconducted in the second professional year (P2 year) of thePharmD program during Autumn 2017 and 2018 semes-ters. The activity required students to consult five sourcesof information: (1) A patient; (2) the patient’s caregiver;(3) a community pharmacist; (4) a simulated prescriptiondrug monitoring program (PDMP) report; and (5) a sim-ulated EMR. Each source contributed information thatwas necessary to obtain and document an accurate med-ication list. Students were invited to complete a survey atthe end of the course to gauge their perceived confidencein completing medication reconciliation. This study wasdetermined to be exempt from review by The Ohio StateUniversity IRB. Results: A total of 178 out of 254 stu-dents across both semesters responded to the survey. Ofthe respondents, 75.3% “strongly agreed” that they feltmore confident in their ability to complete a medicationreconciliation, and 96.1% either “strongly agreed” or“agreed.” Implications: A complex, multicomponentsimulation effectively increased students’ confidence intheir ability to complete medication reconciliation.

A Picture’s Worth a Thousand Words: An Info-graphic Assignment to Visually Transform ClinicalTrial Information. Stephanie L. Sibicky, NortheasternUniversity, Alexa A. Carlson, Northeastern University.Objective: Infographics present information in a visuallystriking way. Compared to written text alone, visuals in-crease readability 80% and content including images re-ceives 90% more views than those without. Despite theincreasing use of infographics in fields likemarketing andsales, few organizations utilize infographics or have pub-lished about using infographics as a teaching and learningtool. Methods: During an Advanced Pharmacy PracticeExperience (APPE), we created an assignment for stu-dents to create an infographic about a clinical trial tofoster creativity, communication, and visual literacyskills to post to ourAPPE rotation blog.Utilizing differentinfographic creation websites (e.g., Piktochart, Canva),students transformed pertinent trial information into aninfographic. The Infographic Design Rubric (IDR) pub-lished by Kibar and Akkoyunlu was used for assessment(1 – Unacceptable, 2 – Needs Work, 3 – Competent, 4 –Exemplary). Results: Eleven infographics were gradedusing the IDR by two faculty members. Median scoreranges for content generation (3-4), visual design/big pic-ture (3), text (2.5-4), and colors/visual (2-4). Based on

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

969

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

informal feedback, students enjoyed creating info-graphics, were able to better understand pertinent clinicaltrial information, transformed information in a meaning-ful way, and saw value in sharing infographics to thepublic.We are interested in further dissemination of info-graphics to the public by linking through other socialmedia platforms (e.g., Twitter). Implications: There isincreasing potential for the use of infographics as ameansfor students to transform health information for otherhealth care professionals and educating the public.

Applications forPharmacyPractice:ANovel Lon-gitudinal Integrated Course. Miranda G. Law, HowardUniversity, Imbi Drame, Howard University, YolandaMcKoy-Beach, Howard University, Simeon Adesina,HowardUniversity.Objective:Todevelopand implementa novel integrated didactic course that advances practicalclinical skills and holistic understanding of semestercourse content. Methods: The Application for PharmacyPractice (APP) course series was launched in Fall 2018 forstudents in their first didactic year and co-coordinated byboth clinical faculty and pharmaceutical sciences faculty.The course convened once every three weeks for threehours (for 5 total sessions) and was designed to reinforcesemestermaterial through integrated activities that encour-aged holistic understanding without introducing new con-tent. Each session included an individual closed-bookclinical case (graded with points), a team open-book activ-ity (gradedutilizing anEntrustable ProfessionalActivities-based rubric), and a debrief session. Students wereexpected to achieve EPA’s at level one for their P1 year(observation). All activities were developed through inte-gration of course material submitted regularly by each ofthe semester’s course coordinators, reflecting content fromsix courses. Results: Students passed the course with anaverage course grade of 80.3% (StDev 3.2%). Majority ofstudent feedback on the course was positive and studentsbelieved the course helped them to: 1) understand real-lifeapplications for semester material, 2) think critically, 3)hone time management skills, and 4) review all semestercourse material consistently. The course also enhancedtheir ability to work in teams. Implications: A fully in-tegrated course can prepare student pharmacists, beginningtheir first year, to apply course content to pharmacy prac-tice activities in an integrative manner, thus preparing stu-dents to better achieve high levels across EntrustableProfessional Activities upon graduation.

Applying Educational Gaming Success to a Non-sterile Compounding Escape Room. LaurenM. Caldas,Virginia Commonwealth University, Heidi Eukel, NorthDakota StateUniversity, AbigaleT.Matulewicz,VirginiaCommonwealth University, Elena V. Fernandez,VirginiaCommonwealth University, Krista L. Donohoe, Virginia

Commonwealth University.Objective:To design and ex-pand on serious educational gaming techniques by creat-ing an escape room to increase third-year professionalpharmacy students’ knowledge of nonsterile compound-ing.Methods: Faculty adapted the design andmethods ofa diabetes escape room to create a nonsterile compound-ing escape room. The escape room gaming environmentused a simulated locked room, time limit, and rules inwhich student teams completed multiple puzzles focusedon advanced topics of nonsterile compounding. All par-ticipating students completed a pre and post knowledgeassessment. A previously validated 12-item survey onstudent perceptions of educational escape rooms wasmodified and administered at the end of the activity.Results: All students (n530) completed the knowledgepre- and post-assessment and perception survey (100% re-sponse rate). Three out of four student teams successfullyescaped the room. Students’ performance on the knowl-edge assessment scores significantly improved from amedian of 50% (IQR: 33.3%, 66.7%) for pre-assessmentscore to amedian of 83.3% (IQR: 66.7%, 83.3%) for post-assessment score, p-value ,0.0001. Students agreed orstrongly agreed that the escape room activity was helpfulto their learning. Implications: A nonsterile compound-ing escape room increased student knowledge andresulted in positive student perceptions of the teachinginnovation. Escape room educational games may be suc-cessfully translated from diabetes topics to nonsterilecompounding.Other content areas in pharmacy educationmay be explored in the future.

A Simple Evaluation Tool for Pharmacy StudentCo-Curricular Service Learning Experiences.Michelle R. Musser, Ohio Northern University. Objec-tive: Service learning provides a valuable co-curricularexperience for students and augments health care in localcommunities. An evaluation tool is necessary to assessstudent performance and reflection, track co-curricularlearning outcomes, and document service learning im-pact. A simple, online tool is described that meets theseprogrammatic needs. Methods: Pharmacy students at arural, private college of pharmacy are required to com-plete service learning experiences during their profes-sional program. Following each service learning event,each student completes an evaluation and documentationof the experience, triggering a preceptor evaluation of thestudent using an online survey tool. Data was collectedfrom 1924 student responses and their respective precep-tors for evaluation over an academic year. Results: Theonline tool allowed documentation of 6509 hours of ser-vice and care for over 39,000 patients throughout theacademic year. Common event locations, patient interac-tions, and services were identified. Opportunities to

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

970

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

improve student exposure to interprofessional practice,innovation, and mentorship during service learning werenoted. Preceptor evaluations were completed for 78% ofstudent experiences. Preceptor evaluations were over-whelmingly positive; common feedback included a needfor students to increase clinical confidence, but praisedstudents’ professionalism. Student self-assessment wassupported by preceptor feedback. Implications:A simpleonline tool allowed data on a large service learning pro-gram to be evaluated and documentation. Tracking ofservice learning opportunities allows program improve-ment and expansion, while student self-assessment andpreceptor feedback allows evaluation of student perfor-mance and learning outcome documentation.

Assessing Pharmacy Students’ Knowledge andAttitudes About Naloxone. Annette T. McFarland, But-ler University, Prachi Arora, Butler University, ErinHays,ButlerUniversity, Lauren Porter,ButlerUniversity.Objective: Over 72,000 Americans died from an opioidoverdose in 2017. Despite the availability of naloxone, asafe and effective reversal agent, distribution of the opioidantagonist is controversial and stigmatized. This studyassessed pharmacy students’ knowledge and attitudesabout naloxone. Methods: Second year pharmacy stu-dents were surveyed pre-post opioid epidemic lecturesto assess their knowledge about naloxone and attitudestoward dispensing it in a community pharmacy setting.Attitude questions were adapted from a past, validatedsurvey instrument. Participants ranked the following nal-oxone dispensing scenarios on a 5-point Likert scale: her-oin user, person taking prescription opioids for chronicpain, mother wanting naloxone for her daughter with opi-oid use disorder (OUD), patient in recovery for OUD, anda college student wanting to carry naloxone. Chi-squareand Mann-Whitney two sample tests were conducted forpre-post survey comparisons. Statistical significance wasdetermined at p,0.05. Results: The majority of studentscompleted the pre (n5104) and post (n5107) survey. Post-intervention, students’ knowledge regarding naloxone in-creased significantly (p,0.05). Stigma towards ‘likelihoodof getting in trouble with the law’ decreased significantlyfor 3out of the 5 scenarios (p,0.05) as did students’ attitudetowards ‘inviting a heroin user to a dinner party’ and ‘beinghis/her colleague at work’ (p,0.05). Implications: Afterthe intervention, students’ knowledge and attitudes aboutnaloxone changed significantly, especially towards heroinusers. Study results suggest the need for continued efforts toreduce stigma surroundingOUDas pharmacists play a vitalrole in combating the opioid epidemic.

Assessing Student Knowledge and ConfidenceFollowing a Prescription ReviewModule.Alex J. Luli,University of California, San Diego, Renu F. Singh, Uni-

versity of California, San Diego, Jennifer Namba, Uni-versity of California, SanDiego, ChristinaMnatzaganian,University of California, San Diego, Nathan A. Painter,University of California, San Diego, Panteha Kelly, Uni-versity of California San Diego, Brookie M. Best, Uni-versity of California, SanDiego, David Bao,University ofCalifornia, San Diego, Eduardo S. Fricovsky, Universityof California, San Diego. Objective: To assess studentknowledge and confidence with performing commonly-encountered community pharmacy related tasks follow-ing completion of a prescription review module.Methods: First-year student pharmacists completed aseven-hour, faculty-developed prescription review mod-ule within a Pharmacy Practice course. Prior to the mod-ule, students watched videos introducing them to variousaspects of community pharmacy operations. Modulelearning objectives included: orientation to a communitypharmacy setting and workflow; utilizing online phar-macy resources, supplies, and tools needed to dispenseprescriptions; reviewing prescription orders for errors;verifying filled prescriptions; transcribing verbal orders;and dispensing medications. A ten-question knowledgeassessment and ten-question confidence survey were ad-ministered prior to and after completion of the module.Two-sided Wilcoxon signed rank tests (a50.05) wereused for comparisons. Results: Seventy-two students(100%) completed the knowledge assessment. Knowl-edge scores significantly improved after completion ofthe module, with a median pre-assessment score of 40%and post-assessment score of 70% (p,0.001). Seventy-one students (98.6%) completed the confidence survey.The prescription review module significantly improvedstudent confidence on all ten pre-post survey questions(p,0.001). Implications: A faculty-developed prescrip-tion review module within a first-year Pharmacy Practicecourse significantly increased first-year student pharma-cists’ knowledge of common community pharmacy dis-pensing-related tasks and improved self-confidence intheir skills.

Assessing Student Pharmacists’ Perceptions ofPrescription Adjudications in a Pharmacy PracticeLab. Anthony L. Walker, The University of Louisianaat Monroe, Raghda K. Elsayed, The University of Louisi-ana at Monroe, Stacy Starks, The University of Louisianaat Monroe. Objective: To assess student pharmacists’knowledge of prescription adjudications in a pharmacypractice lab setting. Methods: Eighty-four student phar-macists enrolled in PHRD4049 lab course completed twoprescription adjudication labs two weeks apart. Five coreEntrustable Professional Activity (EPA) domains wereincorporated throughout each laboratory exercise. A vol-untary, post-prescription adjudication survey was

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

971

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

administered after each lab. This study received IRB ap-proval. Results: The survey response rates were 98%(n582) and 87% (n573), respectively. While approxi-mately 57%of studentsworked in a community pharmacyat the time of this activity, only 37% indicated previousexposure to insurance and/or prescription adjudication,and of those, half were not confident taking care of in-surance issues. After the second lab, 84%were confident.Students’ perceived inability to complete a new insuranceentry decreased from34% to 11%, and their anxiety levelsabout prescription adjudication also decreased from 20%to 10% after completion of the second lab. Completion ofthe two prescription adjudication labs exposed each stu-dent to planned activities within Core EPA Domains 1-5.Implications: Introducing prescription adjudication andinsurance in a pharmacy practice lab setting have a pos-itive impact on students’ confidence in solving prescrip-tion adjudication issues. Embedding Core EPA Domainsinto pharmacy practice lab exercises assist in educatingfuture pharmacy graduates. Further studies may be war-ranted due to a small sample size.

Assessing Students’ Knowledge and Perceptionsof Urine Drug Testing Following a Pharmacy SkillsLaboratory. Jessica M. Bates, The University of Kansas,Brittany L. Melton, The University of Kansas, Karen E.Moeller, TheUniversity of Kansas.Objective:This studyaimed to evaluate changes in pharmacy students’ knowl-edge of urine drug testing (UDT) interpretation, confi-dence and attitudes regarding use of UDT before andafter a skills laboratory Methods: Third-year pharmacystudents completed a self-assessment survey before andafter a skills laboratory that included instruction on UDT.The 42-item survey consistent of 3 domains. The firstdomain collected demographic and prior experience withUDT. The second domain consisted of seven multiplechoice knowledge questions on UDT. Lastly, the studentswere asked a series of Likert scale questions on confi-dence in UDT interpretation and attitudes regarding thepractice of UDT. Demographics were assessed using de-scriptive statistics, and changes in perception of urinedrug screens were evaluated usingMann-Whitney Uwithan a-priori alpha of 0.05. Results: The majority of stu-dents who completed the survey were female (62.9%),white (85.4%), and non-Hispanic (97.7%), with a medianage of 23 years. Before the laboratory, only 38.6% wereable to answer 70% of the knowledge questions correctly.However, after instruction this changed to 63.9%,p50.001.After the laboratory, statistically significantincreases in student confidence interpreting UDT(p,0.001), confidence interpreting if a sample is adulter-ated (p,0.001), knowledge of what drugs can be detected(p,0.001), and comfort answering questions about urine

drug testing (p,0.001) were found. Implications: Pro-viding students with education and training on UDTimproved students’ knowledge and confidence in inter-preting UDT. To our knowledge there is no literature todescribe instructional methods on UDT in pharmacyschools’ curriculum.

Assessing the Ability of Student Pharmacists toFacilitate Human Immunodeficiency Virus Point-of-Care Testing. Anna Staudt, Cedarville University,Juanita A. Draime, Cedarville University, Nicole K.Stute,CedarvilleUniversity,MeiLingG.Norfolk,Cedar-ville University, Zachary N. Jenkins, Cedarville Univer-sity. Objective: The advent of HIV point of care testing(PoCT) has helped increase the ease of access to HIVtesting in the outpatient setting. As community pharmacycontinues to expand, it is crucial student pharmacists areexposed to PoCT in the classroom setting for proper in-struction. Otherwise, the first exposure may occur whenworking as a pharmacist in a community pharmacy. Ourobjectivewas to train student pharmacists to performHIVPoCT and educate patients on the results and implicationsof testing. Methods: Following a didactic HIV lecture,second-year student pharmacists learned to perform theOraQuickADVANCE�RapidHIV-1/2AntibodyTest ina one-hour workshop. Participants were then assessedduring a skills lab on their ability to provide PoCT, in-terpret results, and counsel patients with a 4-point Likertscale. Sample kits were used to perform testing and sim-ulated results were provided. Data were analyzed usingdescriptive statistics. Results: Students showed compe-tency in their patient interaction, knowledge, and skillswhen performing the HIV PoCT. In total, 92.7% of stu-dents were able to describe the purpose of the test, and97.6% of students were able to interpret the results cor-rectly. Students scored a mean of 41.68 points, with amaximum score of 50. Implications:Results of this studysuggest that training student pharmacists to perform HIVPoCT may allow them to administer the test and counselpatients on results in an outpatient setting. Future studiesshould examine the likelihood that patients will seektraining from PoCT-trained pharmacists.

Assessment of a Lecture Series to Prepare Doctorof Pharmacy Candidates for Postgraduate Training.Abir Kanaan, MCPHS University–Worcester/Manches-ter, Katherine Carey, MCPHS University–Worcester/Manchester, Cheryl R. Durand, MCPHS University–Worcester/Manchester, Aimee D. Dawson, MCPHSUniversity–Worcester/Manchester, Adriana Cabrera,MCPHS University–Worcester/Manchester, KristineWillett,MCPHSUniversity–Worcester/Manchester.Ob-jective: A Postgraduate Readiness Education Program(PREP) was developed to promote and help students

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

972

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

prepare for postgraduate (PG) training. Student feedbackwas obtained to assess the usefulness of the program.Methods: The PREP included a series of 5 sessions tar-geting various topics relevant to PG training. The sessionswere presented by faculty, current PG education trainees,or representatives from career services. Student attendeeswere asked to evaluate each session by using a rubric thatranked on a 1-5 Likert scale the content importance andpresentation, aswell as the usefulness of content on careerplanning and knowledge development. At the end of theseries, a focus group was held to obtain additional studentfeedback.Results:Approximately, 108 students attendedeach session, and 44% completed each session’s evalua-tion rubric. Overall, the series received positive feedbackwith 4.72 point average on all questions for all sessions.The session on interviewing skills had the highest ratingsfor importance of topic (4.97 points), usefulness (4.91points) and personal knowledge gain (4.88 points). Feed-back from written comments and focus group suggestedincreasing the time for each session, particularly for thequestion-and-answer period, providing more informationon thematching process, navigating various PG educationresources, and clarifying timelines for research involve-ment. Students also suggested recording these sessions forlater viewing and incorporating information regardinggraduate study programs. Implications:The PREP seriesaimed to prepare PharmD students for postgraduate train-ing was successful based on student feedback. Modifica-tions will be made on future offerings to incorporatestudent suggestions.

Assessment of Antimicrobial PharmacokineticsCurriculum in Schools and Colleges of PharmacyAcross the United States.Gary Fong, Chapman Univer-sity, Elias B. Chahine, Palm Beach Atlantic University,Julie Ann Justo,University of South Carolina, NavaneethNarayanan, Rutgers, The State University of New Jersey,EmilyHeil,University ofMaryland, Kayla R. Stover, TheUniversity of Mississippi, Jonathan C. Cho, The Univer-sity of Texas at Tyler, Zachary N. Jenkins, CedarvilleUniversity, ConanMacDougall,University of California,San Francisco. Objective: To identify when and howantimicrobial pharmacokinetics is taught in pharmacycurriculums.Methods: An online survey was distributedto 118 schools and colleges of pharmacy across theUnitedStates in 2018. Participants were asked to complete a 30-minute questionnaire that covered when and how antimi-crobial pharmacokinetics is taught and assessed at theirinstitution. Results: The survey response rate was 46%(54/118). Of the 35 programs with a traditional progres-sive curriculum, 34 (97%) had a basic science pharmaco-kinetics course, 16 (46%) had a clinical pharmacokineticscourse and 28 (80%) had a therapeutics course that cov-

ered clinical pharmacokinetics. Of the 19 programs withan integrated block curriculum, 17 (89%) had a princi-ples/foundations block and 13 (68%) had an organs/sys-tems block that covered clinical pharmacokinetics.Vancomycin and aminoglycoside were the most commonantimicrobials taught. The predominant andragogy waslecture, which accounted for 64% of didactic time in pro-grams with a traditional progressive curriculum and 51%in those with an integrated block curriculum. Mostcourses used summative assessment with numerical re-sponses and offered partial credit.More than two thirds ofparticipants felt that they needed more time to teach clin-ical pharmacokinetics and about half felt that studentswere adequately prepared at beginning of clinical rota-tions. Approximately one third of participants stated thatthey were undergoing significant changes in their phar-macokinetics curriculum. Implications: Schools and col-leges of pharmacy in the United States demonstratedinconsistency in teaching and assessing pharmacokinet-ics. This study may help understand gaps, establish bestpractices and create standardized materials in teachingantimicrobial pharmacokinetics.

Assessment of Factors Related to Pharmacy Stu-dent Success in Completing Objective StructuredClinical Exams (OSCEs). Lena M. Maynor, West Vir-ginia University, Ashleigh L. Barrickman,West VirginiaUniversity, Marina Galvez Peralta,West Virginia Univer-sity. Objective: To determine predictive factors forOSCE performance in third year (P3) pharmacy students.Methods: Students completing OSCEs in the P3 Spring2018 semester were eligible for study inclusion. Datawere collected, including age, previous degree, institutionfor pre-pharmacy coursework, cumulative grade pointaverage (GPA), grades in Systems-Based Therapy(SBT) courses, Pharmacy Curriculum Outcomes Assess-ment (PCOA) exam score, and formative and summativeOSCE scores. Additionally, students were surveyed re-garding total intern hours completed prior to the start ofthe P3 Spring semester. Correlation analyses were per-formed using Spearman R test, double-tailed, p ,0.05.Results: Seventy-one of 72 (98.6%) eligible students par-ticipated in the study.There was a moderate correlationbetween performance in formative OSCEs and summa-tive OSCEs (r 0.45).Moderate correlations were foundbetween summative OSCE scores and cumulative GPAand average grade for SBT courses (r 0.43 and 0.41,respectively).Weak correlations were found betweensummative OSCE scores and completion of communityintern hours and PCOA score (r 0.32 and 0.20, respecti-vely).A moderate correlation was found between forma-tive OSCE scores and average grade for SBT courses (r0.40).Weak correlations were also found between

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

973

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

formative OSCE scores and cumulative GPA and com-pletion of community intern hours (r 0.34 and 0.24, re-spectively). Implications: In our cohort, we foundmoderate correlations between OSCE scores and bothperformance in SBT courses and cumulativeGPA.Under-standing predictors of performance on OSCEs will bevaluable as we integrate additional OSCEs throughoutour curriculum and guide students in their preparationsfor courses with a significant OSCE component.

Assessment of Patient Goals in Pharmacist-Operated Workplace Wellness Program. AlisonWalton, Butler University, Prachi Arora, Butler Univer-sity, Samantha Stephens, Butler University, MichelinaDiFatta, Butler University. Objective: To determine therate SMART goals were achieved in pharmacist-operatedworkplace wellness program. Methods: A retrospectivechart reviewof patientswho completed at least one annualwellness consult (AWC) with the pharmacist betweenApril 1, 2015 and April 1, 2017. Patients with identifiedhealth concerns (body mass index and hemoglobin A1c)during AWC were placed in health coaching (HC) Track1. Patients set two wellness-related SMART goals duringAWC or HC appointments, regarding sleep, weight, di-etary, preventative health, healthcare provider establish-ment, physical activity, mental health, and other. Goalprogress was classified as goal obtained, progress made,no progress made, or forgot goals. Percentages of patientsobtaining their goal(s) were determined within each HCtrack. Results: Sample constituted 335 patients (meanage 44; 65% females): 147 in Track 1 and 188 in Track2 (classified at last visit). The most common goals set bypatients were physical activity (47%), dietary (28%), andweight (14%). Sixty percent of patients in Track 1 and63% in Track 2 obtained at least one goal with 22% inTrack 1 and 25% in Track 2 obtaining both goals. Patientsachieving the first goal under Track 1 (37%) were signif-icantly different than Track 2 (44%); however, no suchdifferenceswere found for the second goal. Implications:Pharmacists in a health coaching role could facilitate pos-itive behavior change through achievement of wellness-related goals. In order to succeed, workplace programsneed to expand pharmacists’ role to help employees, spe-cifically with health concerns, achieve their personalizedgoals.

Assessment of Pharmacists’ Patient Care ProcessModel in Smoking Cessation. Dhara D. Shah, AtlanticHealth System, Elly S. Oh, Atlantic Health System, Ana-semonAioub,AtlanticHealth System, Anita Siu,Rutgers,The State University of New Jersey, Lucio Volino,Rutgers, The State University of New Jersey, RupalMansukhani, Rutgers, The State University of New Jer-sey.Objective: To assess the confidence and retention of

the Pharmacists’ Patient Care Process Model (PPCP) andits application to smoking cessation in a teaching envi-ronment.Methods: Pharmacy students in their third pro-fessional year of pharmacy school attended two 80-minute smoking cessation lectures and two interactivecounseling sessions. Pre- and post-surveys were admin-istered in order to assess the students’ retention of thePPCP Model and their confidence in utilizing the PPCPModel when counseling patients on a newly introducedtopic. The outcomes of this study included the incidenceof self-identified confidence in the students knowledge inunderstanding the PPCP Model; comfortability in apply-ing the PPCP Model to any disease state; and the percentof students able to retain and conduct each step within thePPCP Model. Results: A total of 163 students were in-cluded in the study; a majority of the participants were offemale gender, age 20 to 24 years old, andAsian ethnicity.Therewas a significant increase in students’ knowledge ofand confidence in understanding the PPCP Model andtheir comfort in using this model while counseling insmoking cessation after attending the targeted lecture(p,0.001). Additionally, there was a significant increasein students’ ability to collect, assess, plan, implement, andfollow-up when counseling a patient on smoking cessa-tion (p,0.001). Implications: This study demonstratesan effective approach and method to teaching and imple-menting the PPCP Model to pharmacy students.

Assessment of Student Knowledge, Awareness,and Perceptions of Women’s Health Issues in Phar-macyPractice.CourtneyA.Robertson,TheUniversity ofLouisiana at Monroe. Objective: To evaluate students’knowledge of women’s health, assess attitudes toward itsimportance in practice, and observe perceptions of issuesaffecting healthcare in women. Methods: Nineteen stu-dents enrolled in a 15-week elective course focusing onwomen’s healthcare, related disease states, social issues,and health disparities through open topic discussions,case studies, individual reflections, and final presenta-tions. Students completed IRB-approved pre- and post-surveys regarding their knowledge of women’s healthtopics and a final survey of attitudes and perceptions re-lated to the course, importance of women’s health in prac-tice, desired changes in topics, and advice to futurestudents. Statistics were calculated for pre- and post-sur-vey items and compared using theWilcoxonSigned-RankTest with a5 0.05. Results: All responses indicated sta-tistically significant increases in knowledge of women’shealth issues with mean scale changes p,0.00097. Stu-dents strongly agreed their understanding of roles in pro-viding care (89.47%), empathy toward women withmedical issues (89.47%), and confidence in their abilityto respond to needs of female patients in pharmacy

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

974

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

settings (94.74%) had increased, and strongly agreed thecourse was beneficial to their education experience(100%). Implications: Pharmacists can provide optimalcare and education to women through identification, dis-cussion, and active engagement in related health and socialissues. Throughout this elective, students were able to in-crease their knowledge and awareness of women’s health-care needs. Hopes for future women’s health coursesinclude class expansion, additional active learning activi-ties, and implementation of second elective course featur-ing suggested topics into the didactic curriculum.

Assessment of Student Learning Through Multi-site TopicDiscussion Series UsingWeb-BasedConfer-encing Technology. Sweta M. Patel,Mercer University,Lydia C. Newsom,Mercer University, MariaM. Thurston,MercerUniversity, Jennifer B. Elliott,MercerUniversity,Kendra R. Manigault. Objective: Incorporation of tech-nology into the didactic curriculum is required by theAccreditation Council for Pharmacy Education. How-ever, the use of technology during Advanced PharmacyPractice Experiences (APPE) is less well defined. Theprimary objective of this study was to assess students’knowledge in clinical decision-making through a multi-site topic discussion (TD) series using web-based confer-encing during ambulatory care APPEs. Methods: A fivesession faculty-led TD series was conducted during eachfive-week ambulatory care APPE at five distinct clinicalsites June 2016 through October 2018. The TD seriesutilized WebEx� that provided audio and visual feedsfor all attendees. Students were assigned required read-ings, guided questions, and patient cases to complete priorto each TD. A student knowledge assessment was admin-istered before and after TD series. Results: During thestudy period, 144 students participated in the study. Atotal of 143 (99.3%) students took the pre-assessmentand 116 (80.6%) took the post-assessment. Overall stu-dent mean scores on knowledge-based and clinical deci-sion-making questions improved from 55.2% at baselineto 65.6% at the end of the 5-week experience. Post-as-sessment scores increased for all seven disease states cov-ered in the TD series. Implications: Participation infaculty-led web-based TD series during ambulatory careAPPEs was associated with an increase in students’knowledge assessment scores. This type of TD seriescould potentially be applied to other specialties of phar-macypractice, inwhichmultiple preceptorswith differentgeographical practice sites could collaborate to provide amore beneficial and enriching experience for studentpharmacists.

Assessment of the Impact of a Leadership Devel-opment Workshop on Perceived Leadership Ability.Lisa M. Richter, North Dakota State University, Allison

Hursman, North Dakota State University, Elizabeth R.Tupper, North Dakota State University. Objective: Todesign, deliver and assess the impact of a leadership de-velopment workshop on pharmacists’ and student phar-macists’ perceived leadership ability. Methods:Pharmacists and student pharmacists completed an op-tional six-hour leadership development workshop fo-cused on personal and professional growth. Topicsincluded: ability to change practice; financial analysisand pitching an idea; goal setting and time management.Participants completed pre- and post-workshop question-naires with fifteen 4-point Likert scale questions(15strongly disagree; 45strongly agree). Cronbach’s al-pha was used to test internal reliability and a paired sam-ple t-test was used to compare differences in pre- andpost-workshop perception. Results: Thirty-four partici-pants completed both questionnaires (pharmacists,N517; student pharmacists, N517). Three conceptualconstructs from the questionnaires were identified andall of them had an alpha. 0.7 indicating a strong internalreliability. The data also revealed a statistically signifi-cant increase among participants in perceived ability tochange practice (3.4660.42 vs 2.9560.42, p, 0.001),perceived financial analysis skills and ability to pitch anidea (3.1060.34 vs 2.1860.70, p, 0.001), and perceivedskills in goal setting and timemanagement (3.4460.39 vs2.9960.36, p, 0.001) after the workshop completion.Implications: An intensive leadership developmentworkshop has value in changing perceptions of leadershipability of pharmacists and student pharmacists. Addi-tional studies are needed to determine if these improve-ments in perceptions translate into improved leadershipskills.

Change in Pharmacy Students’ Attitudes of Pedi-atric Topics After Participation in Pediatric Phar-macy-Focused Skills Lab. Jordan Ballou, TheUniversity of Mississippi, Amanda Capino, The Univer-sity of Mississippi. Objective: School of Pharmacy cur-ricula vary in incorporation of pediatric-related topics.Specifically, there are differences in learning experiencesavailable, when courses are offered, and contact hours.The purpose of this studywas to determine how the imple-mentation of a pediatric-focused skills laboratory experi-ence would influence student’s comfort level andconfidence regarding pediatric topics.Methods: The pe-diatric pharmacy activitywas incorporated in the requiredskills laboratory sequence for second-year students. Theactivity included pre-readings, a pre-lab lecture, and a 2-hour laboratory session. Three pediatric topics werecovered: measuring devices and dosing errors, childrenand caregiver communication, and nonprescriptionrecommendations. All students (n5102) received the

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

975

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

pre-questionnaire one week before the lab, and the post-questionnaire after completion of the lab via Qualtrics.Both questionnaires assessed perceptions of counselingpediatric patients, confidence in communication withchildren and caregivers, and confidence in making clini-cal recommendations. Results: A total of 81 studentscompleted the pre-lab questionnaire and 49 students com-pleted the post-lab questionnaire. In the pre-questionnaire,29.49% of students did not feel comfortable counselingpediatric patients. This decreased to 18.37% in the post-questionnaire. Level of complete confidence in appropri-ate dose recommendations for children increased from2.7% to 26.53% after the session. Additionally, after thelab session, 28.57% of students reported being com-pletely confident in calculating correct mL of medica-tions, compared with 5.4% on the pre-questionnaire.Implications: After the skills lab, some students’ levelof comfort and confidence regarding pediatric relatedtopics improved.However, not all students were comfort-able/completely confident which suggests the need formore pediatric-focused activities throughout the curricu-lum.

Change in Student Preparation for and PerceivedValue of thePharmacy Curriculum Outcomes Assess-ment (PCOA). Michael G. Kendrach, Samford Univer-sity, Elizabeth A. Sheaffer, Samford University.Objective: Compare survey scores of students’ PCOApreparation, anticipated results, and perceived value ofthe PCOA when they were second-year versus third-yearstudents. Methods: The Class of 2020 students at oneschool completed an internet-based survey immediatelyafter finishing each PCOA (taken Jan 2018 and Jan 2019).The students were informed of the survey purpose andthat results would remain confidential. The PCOA is cur-rently a low-stakes assessment at this school. UniversityIRB approval was obtained for this survey. Results: Atotal of 94 students completed the survey each year. Themajority of students still devoted no preparation timeprior to and during Christmas break (91-95%) but the re-sponse to “no time devoted to prepare after Christmasbreak” increased from 64% to 78%. Significantly fewercompleted the NABP practice PCOA as P3s (35% vs67%). The mean score for students’ perceived value ofthe PCOA decreased from 5.31 to 4.84 (10-point scale).Mean self-assessment scores (5-point scale) decreased forself-preparation (1.84 to 1.49) but increased for attempt toanswer all questions correctly (3.67 to 3.82) and antici-pated results (2.39 to 2.76). The two most common re-sponses for using the PCOA results remained the same:“personal awareness of my strengths and weaknesses”and “prepare for next year’s PCOA or NAPLEX”. Impli-cations:Survey results from this class of students indicate

they prepared less for the PCOA and they perceived thePCOA value less as P3s versus P2s. Besides developingSMART goals, additional uses of the PCOA results forindividual students are being developed.

Changes in Stress Level and Stress-Related Fac-tors in First-year Pharmacy Students.ChristinaA. Spi-vey, The University of Tennessee, Sara Stallworth, TheUniversity of Tennessee, Marie A. Chisholm-Burns, TheUniversity of Tennessee. Objective: Previous studiesnoted that stress levels change over time as students prog-ress through healthcare curricula. The objective wasto longitudinally assess stress among first-year studentpharmacists and determine how levels and sources(‘stressors’) of stress change during the first semester ofthe PharmD program.Methods: Surveys were conductedduring orientation and late in the first semester of phar-macy school. Data were collected using the PerceivedStress Scale (PSS) and Pharmacy Environmental Survey(PES), modified from the Dental Environmental Survey.Paired-sample t-tests were conducted to compare meanscale scores from the first and second survey administra-tions. Results: Participation was 99.5% (201 of 202) and78.2% (158 of 202), respectively, on the first and secondadministrations. Significant increases in mean PSS andPES summary scores were found between the first andsecond survey administrations. Significant increaseswerealso noted on individual school-related stressors from thePES: quantity of classwork, grades and exams, feedback,peer competition, cheating, completing graduation re-quirements, rules, attendance requirements, academic ex-pectations, response to student needs, atmosphere, lack ofinput in school decision-making, lack of confidence, fearof failing, and insecurity about professional future. Per-sonal stressor scores (eg, lack of relaxation time, physical/mental health, home atmosphere, roommate relations)also increased significantly. Implications: Significant in-creases in stress were experienced by first-year pharmacystudents during their first year of pharmacy school. Thisstudy has important implications for understanding howstress levels and individual stressors change over time,which can lead to development of improved strategiesto address student pharmacist stress.

Collaborative Use of a Mock-Trial as Teaching-Assessment Activity in Required Courses at Two In-stitutions. Ettie Rosenberg, West Coast University,Hoai-AnTruong,University ofMaryland Eastern Shore,Shih-Ying Hsu, West Coast University, Reza Taheri,RxPrep. Objective: To describe cross-institutional col-laborative implementation of a mock-trial in first-year(P1) required courses at two pharmacy programs.Methods: After proving mock-trial is an effective self-directed learning strategy at one institution, faculty

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

976

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

collaboration across two institutions implemented par-allel mock-trials at their respective programs for twosubsequent years. Collaboration included learning ob-jectives, standardized procedures, debate topics, anduse of identical assessment tools. P1 cohorts at each pro-gram were divided into teams to research, prepare, anddebate “for” and “against” controversial pharmacy prac-tice topics in courtroom format. Descriptive statisticswere used to analyze faculty-judge scores, student-jurorscores, student-peer evaluations, and overall scores.Each program obtained Institutional Review Board ex-empt approval for this study. Results: A total of 222 P1student-pharmacists in parallel mock-trials (two institu-tions; different courses) debated identical topics (2017:N5117; 2018: N5 105).Faculty-judge scores, student-juror scores, and student-peer evaluations all showedcomparable means (difference ,1 point) and compara-ble range between two institutions in 2017 and 2018. Theonly exception found in 2018 faculty-judge scores re-ported a 1.16-point difference in means between pro-grams. Mean overall scores (across institutions/trials)fell between 55-57/60 points. Implications: The resultsfor student assessment by different evaluators demon-strate consistent student performance in mock-trialsacross two institutions and courses, irrespective of othervariations. Considering these mock-trials were imple-mented at two institutions with varied features (tradi-tional 4-year versus concentrated 3-year program;public versus private program; east versus west coastdemographic), the describedmock-trial project can poten-tially be replicated and adopted as an innovative approachfor collaboration and/or competition between other insti-tutions.

Comparing Different Standard-Setting Method-ologies for a High-Stakes OSCE. David J. Caldwell,University of Arkansas for Medical Sciences, Ashley N.Castleberry, The University of Texas at Austin, BenjaminS. Teeter, University of Arkansas for Medical Sciences.Objective: To describe the effects of different scoringand standard-setting methods for a high-stakes objectivestructured clinical examination (OSCE) Methods: Datafrom a high-stakes, 10-station OSCE were used to modelthe effects of two variations in item scoring and threemethods of standard setting. Two standard-setting ap-proaches, the borderline group (BG) and borderline re-gression (BR) methods, used standardized participantglobal ratings to calculate case- and exam-level passingscores, each with two versions of checklist scoring:weighted and unweighted skills items. The third ap-proach, the Ebel method, used expert judgments of indi-vidual checklist items to calculate passing thresholdsbased on the construct of a borderline student. This mod-

eling yielded five versions of exam results for compari-son.Results:The Ebelmethod yielded the lowest passingscore (65.8%) with no student failures, while the BRmethod with weighted checklist items resulted in thehighest passing score (77.0%) with 14 failures. Theweighted and unweighted BGmethods gave similar pass-ing thresholds to the Ebel method (67.7%, 66.3%, respec-tively) and neither resulted in failures. The unweightedBR method was similar to the weighted version (75.3%;11 failures). Implications: Approaches to calculatingpassing standards for performance-based exams likeOSCEs may result in different rates of student failures.Some methods rely on global performance ratingsassigned by standardized participants, and others relyon judgements by content experts. The validity of eachapproach is supported by existing literature, so carefulconsideration must be given to the exam purpose whenselecting standard-setting methodology.

Comparison of Performance During AdvancedPharmacy Practice Experiences (APPEs) AfterOnline and On-Campus Curricular Pathways. PaulReynolds, University of Colorado, Jason Brunner, Uni-versity of Colorado, Megan E. Thompson, University ofColorado, Kari L. Franson,University of Colorado, Mon-ika M. Nuffer, University of Colorado, Erica J. Rhein,University of Colorado, Rachel Wagmaister, Universityof Colorado, Shaun E. Gleason, University of Colorado.Objective: The University of Colorado offers three Doc-tor of Pharmacy (PharmD) pathways, including an onlineentry-level International-Trained PharmD (ITPD), anonline post-baccalaureate North American-TrainedPharmD (NTPD), and an on-campus Entry-LevelPharmD (ELPD). Differences between APPE preceptorassessment of clinical domains (communication, profes-sionalism, practitioner skills) for online and on-campuspathways have not been previously described.Methods:Preceptor evaluations of APPE performance were retro-spectively collected across a three-year period for allpathways. Clinical domains were evaluated on a 5-pointscale (55beyond entry-level performance, 45entry-levelperformance, 35entry-level performance with limita-tions, 25beginning performance, 15not ready for ad-vancement). Overall performance was categorized byletter grade. ANOVA or Kruskal-Wallis were used forclinical domains and Chi-squared analysis for lettergrades. Results: 2811 preceptor evaluations wererecorded (ELDP52696, NTPD569, ITPD546). Al-though ELPD students scored significantly (P50.01)higher in overall performance (91% vs 88% A; 6.8% vs7.4% B, 0.09% vs 1.8%C; 0.04% vs 2.8% F), both onlineprograms scored significantly higher (P,0.05) thanELPD on preceptor evaluations of every clinical domain.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

977

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Median communication scores were 4.9 for ITPD, 4.8 forNTPD, and 4.4 for ELPD.Median professionalism scoreswere 5.0 for ITPD, 5.0 for NTPD, and 4.5 for ELPD.Median practitioner skills scores were 4.7 for ITPD, 4.7for NTPD, and 4.3 for ELPD. Implications: Preceptorevaluations of APPE clinical performance remain similaracross online and on-campus programs. Although gradeswere statistically different, this difference was unlikely tobe academically meaningful. Limitations include retro-spective nature of the data, subjective preceptor evalua-tions, heterogeneity of rotations, and large differences insample size between pathways.

CoordinatedStudent Success Initiative forP1 andBeyond: DoAcademic Success Plans Improve StudentRetention?Laurie L. Briceland,Albany College of Phar-macy and Health Sciences, Kimberly Keyes, Albany Col-lege of Pharmacy and Health Sciences, Jeffrey M.Brewer, Albany College of Pharmacy and Health Sci-ences, Luk Schmonsky, Albany College of Pharmacyand Health Sciences, Cindy Jablanski, Albany Collegeof Pharmacy and Health Sciences. Objective: To de-scribe our 2018-19 Student Success Initiative and impactof implemented Academic Success Plans (ASPs) on stu-dent progression/retention. Methods: A three-prongedcoordinated student success initiative, shared by Centerfor Student Success (CSS) and School of Pharmacy andPharmaceutical SciencesAcademicAffairs (SoPPS-AA),was developed to 1) provide foundational student successsupport via CSS P1 Orientation Student Success Work-shop plus optional CSS workshops semester-long; 2) im-plement a process for mid-semester identification ofstudents struggling academically via CSS gradebooktracking, with follow-up via CSS and faculty advisormeetings; and 3) enroll students entering the semesteron academic probation into a newly developed SoPPS-AA/CSS initiative, the Academic Success Plan (ASP), inwhich the student works with CSS to complete an Aca-demic Probation Self-Assessment and Probation Im-provement Worksheet, and then develops a formal planfor improvement, with critical reflection exercise. Re-sults: 34 P1 to P3 students entered the fall 2018 on aca-demic probation and were asked to complete an ASP; 26(76%) completed the ASP. At semester end, of the 34probationary students, 27 (79%) progressed; 6 of thesestudents had not completed the ASP. The remaining 7students were either dismissed (3) or assigned new pro-bation; of these 7 students, 2 had not completed the ASP.Implications: Initial results of student success initiativesincluding ASP have resulted in positive progression/retention. Our next steps are to compare the progression/retentiondata to years priorwhenASPwasnot inplace, andto survey students/advisors on merits of ASP.

Correlation Between Types of Advanced Phar-macy Practice Experiences (APPEs) and NAPLEXPass Rates. Tibb F. Jacobs, The University of Louisianaat Monroe, JamieM. Terrell, The University of Louisianaat Monroe. Objective: At our institution, P4 pharmacystudents are required to complete seven APPEs, with aminimum of two APPEs with a faculty preceptor and therest with non-faculty preceptors. The purpose of this proj-ect was to determine if the number of APPEs with facultypreceptors influences NAPLEX pass rates and test scores.A secondary objective was to determine if there was acorrelation between number faculty APPE preceptorsand individual NAPLEX test scores.Methods: The num-ber of APPE faculty preceptors and NAPLEX pass ratesfor 179 pharmacy graduates from 2016 and 2017 wereincluded in this project for statistical analyses. Chi-squareand linear regression were used to calculate results. Re-sults:Analyses revealed that the 179 pharmacy graduateshad anywhere between one and five faculty APPEs. Theaverage number of faculty APPE preceptors among stu-dents was 2.4. Of the 179 pharmacy graduates, 80%passed the NAPLEX on the first attempt. Chi-square testrevealed no significant difference for the number of fac-ulty APPE preceptors andNAPLEX pass rates (p50.234)There was no correlation between number of faculty pre-ceptors and NAPLEX scores (r50.0181). Implications:There was no significant difference or correlation foundfor number of faculty preceptors and NAPLEX pass ratesor test scores. Our results are limited by a small samplesize from only one pharmacy school. Further research,including additional classes, will be conducted to deter-mine if increasing faculty preceptors influencesNAPLEXpass rates and test scores.

Correlation of Emotional Intelligence with Aca-demic Success in the First Professional Year.ElizabethM. Lafitte, TheUniversity of Louisiana atMonroe, LaurelA. Sampognaro, The University of Louisiana at Monroe,Gina C. Craft, The University of Louisiana at Monroe.Objective: This research aims to investigate the relation-ship between self-reported emotional intelligence (EI)using the EQ-i 2.0, pre-pharmacy academic achievement,and success in the first year of the professional pharmacyprogram. Specifically, the correlations between EI andfirst semester grade point average (GPA) and qualificationfor early intervention will be reported.Methods:All stu-dentsmatriculating in the Fall of 2018 completed the EQ-i2.0, a validated self-report of emotional intelligence,which provides normed competency scores in fifteenareas of emotional intelligence and overall emotional in-telligence score. Correlations statistics for total EQ-iscores, each of the fifteen domains, pre-pharmacy aca-demic variables, and first semester GPA were calculated.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

978

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Results: There was no correlation between total EQ-iscore and first semester GPA (r 5 -0.023). None of the15 areas on the assessment had strong correlation withfirst semester GPA, however self-expression, indepen-dence, and assertiveness had weak negative correlations(r 5 -0.216, -0.186, -0.179). Among the positive correla-tions,while stillweak, self-actualization and self-perceptionhad the strongest correlations with first semester GPA(r5 0.182, 0.161). The cohort’s pre-pharmacy academicachievement as measured by their pre-pharmacy GPA,math and science GPA, and composite score on the Phar-macy College Admission Test strongly correlated withtheir first semester GPA. Implications:While strong cor-relations among many variables were not established inthis cohort of students, continued study of correlationsbetween emotional intelligence and individual courseperformance may reveal insights about which studentsare likely to struggle or succeed in our professional phar-macy program.

Cultural Readiness and Impact: Perspectives ofInterprofessional Student/Faculty Medical Mission-aries and Natives They Serve. Lisa Hong, Loma LindaUniversity, Jennie B. Jarrett,University of Illinois at Chi-cago. Objective: Cultural competence is critical for ef-fective integration of a medical mission team. There islimited information regarding the interaction of mission-ary and native perspectives of cultural competency andmedical mission value. Our study aimed to determinewhether student/faculty missionaries have baseline cul-tural competence to understand the needs of their under-served community and in turn, whether natives areculturally prepared for missionaries. Methods: ThisIRB approved researchwas a prospective,mixedmethodsdesign. Missionaries completed Qualtrics� surveys re-garding their service along with the Intracultural Effec-tiveness Scale (IES), which assesses skill for interactionwith natives on three dimensions: continuous learning,interpersonal engagement, and hardiness. Each dimen-sional component is scored on a scale of 1 to 7 (7 beinghighest/culturally competent). Natives were interviewedor completed a written survey describing their perceptionof mission service and cultural competency. Results:Missionaries (n56) from various departments and levels(pharmacy, physician assistant, and speech pathology)averaged an overall IES score of 3.78 6 0.34 and mostbelieved education was more valuable than service. Na-tives (n58) averaged 3.886 0.99 for missionary culturalawareness and most found equal value in the educationand service provided by missionaries. Administrative na-tives (n53) found development of relationships of highestvalue. Implications: Overall, student/faculty missionar-ies and natives are only moderately culturally competent.

The IES may identify focus areas for incorporating cul-tural competency into school curriculum and faculty de-velopment programs. Given differences in what isperceived as valuable, communication and a needs assess-ment may optimize relationship building and the educa-tion or services provided.

Current Status of College-Sponsored Postgradu-ate Teaching and Learning Curriculum (TLC) Pro-grams. Velliyur Viswesh, Roseman University ofHealth Sciences, Amy H. Sheehan, Purdue University,Tracy Sprunger, Butler University, Jacob P. Gettig,Mid-westernUniversity/Downers Grove, Jaclyn Boyle,North-east OhioMedical University.Objective:To describe thecharacteristics of college-sponsored teaching and learn-ing curriculum (TLC) programs, or teaching certificateprograms, and evaluate alignment with best practice rec-ommendations. Methods: A 28-item electronic surveyinstrument was developed based largely on best practicerecommendations from AACP/ASHP and ACCP. Thesurvey was designed using Qualtrics software and distrib-uted via email to the 137 accredited colleges of pharmacyin the United States. Items focused on demographics andcontent, delivery, evaluation of, and resources related toTLC programs. Participation was incentivized by a nom-inally priced gift card, and data were analyzed descrip-tively. Results: Response rate was 63% (86/137), fromwhich 61 institutions had a TLC program, completed thesurvey, and were included in the analysis. Public institu-tions comprised 51% of respondents, and TLC programshad been offered for an average of 8.6 years. Most TLCprograms utilized a variety of teaching modalities to de-liver content (e.g. lectures, small-group) and taught resi-dents a variety of educationally relevant topics (e.g. activelearning, classroom teaching). About 61% required resi-dents to precept APPE students and 49% had residents’teaching formally evaluated by students. Notably, 28% ofTLC programs did not undertake any programmatic as-sessment or continuous quality improvement on an atleast semi-regular basis. Approximately 90%of TLC pro-grams were aware of published best practice recommen-dations, with about 75%of colleges reporting having usedthese recommendations in planning TLC programs. Im-plications: Despite high awareness and reported use ofbest practice recommendations, components, deliveryand assessment of college-sponsored TLC programs ap-pears to be inconsistent.

Curricular Integration of PopulationHealth andthe IHI Model of Improvement through Interprofes-sional Community Engagement. Veronica S. Young,The University of Texas at Austin, Jennifer K. Seltzer,The University of Texas at Austin, Lydia Aguilera, TheUniversity of Texas at Austin, Lucas G. Hill, The

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

979

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

University of Texas at Austin, W. Renee Acosta, TheUniversity of Texas at Austin. Objective: ACPE stan-dard 11 mandates the integration of interprofessionaleducation (IPE) into pharmacy curricula. The Institutefor Healthcare Improvement (IHI) triple aim provides aframework for developing IPE experiences that seek toaddress population health. This is a programmatic de-scription of a required third-year course that engagesstudent pharmacists with their local community to ad-dress social determinants of health (SDOH) in the con-tinuum of care. Methods: Initial planning requiredagreement between three diverse regional campuses,programmatic approval, and support from communitystakeholders. The course blends project-based learningand the IHI improvement model as the teaching peda-gogy. Community-identified projects align with HealthyPeople 2020.Students, faculty, and near-peer mentorsare matched with projects based on interests or expertiseto form diverse teams. Interprofessional collaborationsare integrated. Program outcomes include assessingtypes of interprofessional interactions, project deliver-ables, and value to the community. Results: There were22 projects completed over two semesters. All projectsaligned with Healthy People 2020 and addressed SDOH.Examples of project categories included health promo-tion, health empowerment, access to health and socialservices, program evaluation, and quality improvement.Targeted populations included underserved communi-ties, youths, seniors, college students, teachers, commu-nity health workers, and health professionals. Projectdeliverables varied substantially. Implications: Curric-ular integration of population health through interpro-fessional community engagement required extensiveplanning and coordination, sufficient faculty support,and community ownership. Students developed skillsin real-world project management, problem solving,critical thinking, entrepreneurship, and leadership. Pro-jects allowed students to develop an appreciation ofSDOH and the significance of interprofessional collab-oration in the continuum of care.

Description of a Transitions of Care and Tele-medicine Simulation Lab Activity. Danielle M. Cande-lario, Rosalind Franklin University of Medicine andScience, Kathleen Cunningham, Rosalind Franklin Uni-versity of Medicine and Science, Sneha Srivastava, Rosa-lind Franklin University of Medicine and Science.Objective: Transitions of Care (TOC) has become aunique clinical practice area requiring trained health careprofessionals however there is limited literature describ-ing TOC education in the didactic curriculum. The pur-pose of this study is to describe and evaluate a TOCsimulation activity incorporated into the second year of

a Doctor of Pharmacy curriculum. Methods: Studentpharmacists received a TOC lecture, followed by a one-hour session for simulation case work-up. Students thenparticipated in two distinct simulation encounters: a dis-charge encounter utilizing automated mannequins and atelemedicine follow-up encounter with standardized pa-tients. Six medication-related problems (MRPs) withinthe spectrum of the activity were incorporated. Activitydocuments were collected to identify student competencyin TOC. Study was approved by the Institutional ReviewBoard.Results: 59 student pharmacists in 16 teams com-pleted the activity. Twelve (75%) and 14 teams (87.5%)accurately identified the discharge and telemedicine en-counter MRP respectively. All teams provided medica-tion education and 94% of teams identified Primary CarePhysician follow-up was needed post discharge. Tenteams (62.5%) utilized effective interview sequence andstructure during both encounters. Implications:This sim-ulation activity was strategically designed to expose stu-dent pharmacists to core concepts of TOC. Studentssuccessfully completed tasks associated with TOC, how-ever, effective communication and patient interviewingskills were not effectively incorporated. Activity chal-lenges included resources, financial support and SP train-ing. Utilizing case-based learning and simulation toreinforce and master TOC concepts may be a beneficialway for students to be more effectively trained to deliverimpactful TOC services.

Design and Validation of Structured IncrementalMeasurement of Deliberate and Objective SimulationExperiences-Pilot (SIM DOSE-P). Michael Thomas,Samford University, Georges Adunlin, Samford Univer-sity, Mary A. Worthington, Samford University, Eliza-beth Covington, Samford University, Megan Z. Roberts,Samford University, Jennifer W. Beall, Samford Univer-sity, Jeffrey A. Kyle, Samford University. Objective: Tovalidate and describe methods, instruments, and rubricsused for a simulation-based activity. Methods: Fourthyear pharmacy students were recruited to complete aone-day simulation experience. Participants were briefedon the expectations which included completing two anon-ymous surveys, writing a SOAP note, and watching avideo-recorded debrief. Two trained simulation staffserved as the voices for the high-fidelity mannequins.Two licensed pharmacists assessed the SOAP notes usinga rubric developed based on pharmacy’s Entrustable Pro-fessional Activities (EPA). Kappa statistics and simplepercentage agreement were calculated to test interraterreliability. At conclusion, participants were led througha focus group relating to overall experience, and to solicitfeedback on face and content validity of the survey in-struments. Results: Student participants’ feedback of the

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

980

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

survey instruments was positive. There was generalagreement that the high-fidelity simulation-based activitywas well accepted, and challenged them to develop cog-nitive, technical, and behavioral skills through the use ofmannequins, and working medical equipment. Partici-pants experienced some difficulty using unfamiliarcomputers to upload SOAP notes. There was a low levelof agreement (41.67%, k5 0.19) between the raters forSOAP notes, which highlights the need to provide ratertraining. Implications: The overall design is feasible ona larger scale with some modifications such as allowingpersonal computer use and further training on the as-sessment rubric. Based on these results, the full studywill commence using a larger participant pool and ad-ditional cases.

Designing a Comprehensive Curriculum Map toAssess Educational Outcomes in an AcceleratedPharmD Program. Terrick A. Andey, MCPHSUniversity–Worcester/Manchester, Kaelen C. Dunican,MCPHS University–Worcester/Manchester, AbirKanaan, MCPHS University–Worcester/Manchester,Linda M. Spooner, MCPHS University–Worcester/Manchester, Gretchen Jehle,MCPHS University–Worcester/Manchester, Carroll-Ann W. Goldsmith, MCPHSUniversity–Worcester/Manchester. Objective: The Ac-creditation Council for Pharmacy Education (ACPE)Standard 10.7 requires pharmacy programs to map theircurriculum to provide continuous quality improvementand assessment of educational outcomes. Pharmacy ad-ministrators and faculty are often challenged with identi-fying a platform that allows a systematic and thoughtfulapproach tomapping, to inform assessment and curricularrevisions. The objective of this project is to describe afaculty-designed and led process for continuously assess-ing an accelerated PharmD curriculum. Methods: AQualtrics-based survey was designed to assess a 34-month accelerated PharmD curriculum by mapping allcore courses to educational outcomes and learning objec-tives adopted from ACPE Standards 1-4/CAPE Educa-tional Outcomes 2013. The survey design alsoevaluated the depth and breadth of the curriculum byassessing pedagogical and student self-assessmentmethods, as well as levels of learning and performance(Zelenitsky et al., 2014). Additionally, professional out-comes relating to interprofessional education, and re-quired portfolios activities were captured. Results:After the survey was designed, workshops were sched-uled to orient faculty on themapping process and to solicitfeedback on the usability of the survey. Course coordina-tors provided feedback on how levels of learning shouldbe captured. The survey was modified accordingly andadministered to course coordinators after each semester’s

offering. Data were then analyzed to identify gaps, min-imize redundancies, and ensure increased rigor in skills-based activities. Implications: The process was thought-fully designed to address ACPE accreditation require-ments and allow faculty to identify and addresscurricular gaps. Future plans are to incorporate the Phar-macists’ Patient Care Process and link outcomes toEntrustable Professional Activities.

Determining the Impact of Self-Assessment andPeer Review in a Simulated Telepharmacy Labora-tory Experience. Kimberley J. Begley, Creighton Uni-versity, Karen O’Brien,CreightonUniversity, Jennifer A.Tilleman, Creighton University, Eric B. Hoie, CreightonUniversity. Objective: To examine the effect of self-assessment and peer review in a simulated telepharmacyexperience with first-year pharmacy students. Methods:First-year students enrolled in a pharmacy laboratorycourse completed a simulated telepharmacy consultationwith faculty portraying patients. In this one-on-one videorecorded activity, faculty assessed students’ ability to ob-tain a comprehensive medication history. Students ana-lyzed their case and submitted an assessment andrecommendation for their patient. Students were thenpaired with a classmate and scored their partner’srecorded consultation using a faculty-designed rubricand reflected on their own performance. Results: Two-hundred-ninety-nine students submitted completed dataactivity sets for analysis. Scores ranged from16 to 30withan average of 93%. Student peer review scores were com-pared to faculty assigned scores. The percent absoluteagreementwas 60%.Most scoring disagreement occurredon the subjective communication rubric components, ver-sus the objective content/process elements. Studentswrote a one-page guided reflection on their perceptionof the activity. Pharmacy faculty collected qualitativedata and conducted theme analysis. Most prominent the-matically, students believed this exercise provided a real-world experience that allowed them to consider their rolesas practicing pharmacists. A second recurring theme wasstudents’ increased confidence in their skills and abilities.A final theme identified students developing a patient-centered attitude, recognizing they could affect qualityof care. Ninety-eight percent (n5294) of students foundthis activity beneficial and worth repeating. Implica-tions: Reflecting on their role as a pharmacist in a simu-lated environment allows students the opportunity toanalyze their performance, identify areas for growth,and cultivate self-awareness.

Developing Empathy in First-Year PharmacyStudents Utilizing an In-Class Video Conference witha Parkinson’s Patient. Stephanie Enz,Butler University,Marcos A. Oliveira, Butler University, Prachi Arora,

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

981

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Butler University. Objective: To determine if pharmacystudents’ empathy improved through an in-class videoconference focused on a Parkinson patient’s medicationand illness experience. Methods: Through a lecture in acourse module, first-year pharmacy students were intro-duced to the concepts of empathy, clinical empathy, andpatients’ medication/illness experience. A Parkinson’spatient case, discussing patient’s experiences includingfear and anxiety related to his illness/medications, waspresented. After the lecture, students underwent an inter-vention, which comprised of a live, video-conference andinteractive in-class interview of the Parkinson’s patient’sillness/medication experiences. Pre-post survey designwas used to determine the change in empathy beforeand after the intervention, with a ten-question survey in-strument. All the responses were recorded using a 5-pointLikert scale. Pre-post comparisons were conducted usingMann-Whitney-U-test. Statistical significance was deter-mined at p,0.05. Two open-ended questions were alsoincluded to capture students’ reflections.Results: Samplecomprised of 130 and 127 students pre and post the sur-vey, respectively. Statistically significant improvement inempathy was observed for all the questions (p,0.05).Likelihood of achieving an empathic response in thepost-survey (vs. pre) was.70% for 4 of the 10 questions.These four questions measured students’ empathy to-wards patient’s chronic illness, medication experience,side effects and patient’s non-compliancewith dailymed-ication. Implications: Learning theoretical concepts ofempathy are important, however, incorporating live ses-sions of patients with chronic/end-stage illness could sig-nificantly improve students’ empathy. Empathy is anessential construct of patient-care; therefore, pharmacystudents need to undergo effective interventions to honetheir empathic skills/responses early in their education.

Development of aLeadershipElective for StudentPharmacists. Lindsey E. Dayer, University of Arkansasfor Medical Sciences, Seth D. Heldenbrand,University ofArkansas for Medical Sciences, Schwanda K. Flowers,University of Arkansas for Medical Sciences.Objective:ACPE Standard #4 relays the importance for colleges toprovide a holistic approach to teaching. A LeadershipElective was developed in 2016 for students to improvetheir leadership skillswith a focus on all-around growth ofleadership and self-awareness. Methods: Three facultymembers participated in the design. A maximum of 12students per class is accepted. Classroom and off-campusactivities were designed to cultivate student sociobeha-vioral skills related to core strengths, emotional intelli-gence, leadership styles, leading change and developingmindfulness, as well as networking. The class culminatedwith students participating in a leadership related debate.

Results: 33 students have participated over the previous 3years.2018 participants evaluated their leadership skillsin a pre/post evaluation. Twelve students took the pre-survey and nine took the post survey. On the pre-survey,students scored themselves the lowest on “I consider my-self a leader among my classmates” and “I am good atnetworking with others in my profession” with a 3.4 and3.3 average out of a 5-point Likert scale, respectively (15strongly disagree and 55 strongly agree).On the post-elective survey, students’ average for “I can better iden-tify leadership skills within myself” and “This electivehas taught me strategies to build collaborative relation-ships” were a 4.4. Students also reported benefits from theteam-building activities. Implications: It’s important forfuture pharmacists to develop leadership skills. Theyshould be self-aware as well as able to effectivelymanagerelationships. This elective is important for students togain a better understanding of these “difficult to teach”topics.

Development of an Ambulatory Care ExperienceCourse to Advance Patient Care Skills for the Outpa-tient Setting. Ashleigh L. Barrickman, West VirginiaUniversity, MeganM. Elavsky,West Virginia University,Gretchen M. Garofoli, West Virginia University. Objec-tive: To describe the development and implementation ofa new ambulatory care experience course focused on pre-paring learners to practice in the outpatient care setting.Methods: An updated Ambulatory Care Experiencecourse was re-developed and implemented in fall 2018that focused on patient care skills and preparing studentsto appropriately manage chronic conditions in an outpa-tient setting. This course included interprofessional edu-cation, comprehensive medication review simulations,discharge counseling, student-led topic discussions, andpatient care activities. The students similarly completed amedication therapy management certificate through a na-tional program. Students were surveyed at the conclusionof the course to provide feedback on the individual coursecomponents and overall course content.Results:Twenty-nine (29) students (90%) completed the course survey.The majority of students (96.5%) agreed or stronglyagreed that the activities achieved the goals and purposeof the course. Student comments indicate that the mostimpactful component of the course was the opportunity todevelop and apply the skills necessary to provide medi-cation therapy management to patients. Implications:Overall, this innovative Ambulatory Care Experiencecourse was well-received by students and has helped stu-dents apply and advance the knowledge and skills intro-duced in the didactic curriculum. Courses that providethese opportunities aid in preparation for advanced phar-macy practice experiences (APPEs) and are integral to

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

982

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

pharmacy curricula. Coursework that advocates for ad-vanced skills and teamwork involvement, especially inambulatory care, is instrumental when educating the nextgeneration of pharmacists.

Does a Pharmacy Readiness Education Program(PREP) Support Academic Progression? Van T.Hellerslia, Temple University, Michael Borenstein, Tem-ple University, Jennifer L. Andres, Temple University,Justina Frimpong, Temple University, Anisha Grover,Temple University, Margaret A.Miklich, Temple Univer-sity, Ina Lee S. Calligaro, Temple University.Objective:A one-week preparatory program called Pharmacy Read-iness Education Program (PREP)was implemented out ofa concern for a reduced national applicant pool potentiallyresulting in acceptance of less academically competitivestudents. This study seeks to evaluate the impact of PREPon academic progression.Methods: Students with lowerentering grade point averages (GPA) were required toattend PREP as a condition of admission. This retrospec-tive study compared students in the REQUIRED cohort tostudents who were not required but chose to attend (OP-TIONAL) and to students who were not required and didnot attend (CONTROL). The primary endpoint was theproportion of students with academic progression into thesecond semester of Professional Year (PY)-1. Secondaryendpoints included GPA for Infectious Disease, Medici-nal Chemistry and Immunology, and academic progres-sion to PY-2. Results: Of the 140 registered studentsinvited to PREP, 24 students were in the REQUIREDcohort.Sixty-one students and 50 students were in theOPTIONAL and CONTROL cohorts, respectively. Fivestudent records were excluded due to medical leave orfailure to matriculate. The primary endpoint of academicprogression to second semester was 100% in the RE-QUIRED cohort, 96.7% in the OPTIONAL cohort and94% inCONTROLcohort (p50.37 betweenREQUIREDversusOPTIONAL; p50.22 betweenREQUIREDversusCONTROL). Similar results were found for all secondaryendpoints. Implications: Students required to attendPREP had a lower enteringGPA but were able to progresscomparable to students with higher entrance GPAs. Com-ponents of the program that drive success are being ex-plored.

Does a Redesigned Introductory Pharmacy Prac-tice ExperienceBetter Prepare Students forAdvancedPharmacy Practice Experience? Van T. Hellerslia,Temple University, Pete Watkins, Temple University,Leigh A. Godfrey Webber, Temple University, JenniferL. Andres, Temple University. Objective: This studyevaluated through focus groups and surveys whether amore rigorous Introductory Pharmacy Practice Experi-ence (IPPE) helped students develop the necessary skills

and confidence for Advanced Pharmacy Practice Experi-ence (APPEs).Methods:An innovative Neurology IPPEoffered to pharmacy year 3 (PY-3) students provided di-rect patient care and interprofessional education (IPE)experiences reflective of an inpatient clinical APPE rota-tion.PY-3s collaborated with medical students to provideindividualized secondary stroke prevention education andoptimize stroke pharmacotherapy. Focus group inter-views and survey data were collected from PY-3s andreflective written statements were obtained from faculty.Data was analyzed, and themes were derived inductively.Results: Of the 19 PY-3s who completed the NeurologyIPPE in 2017-2018, 14 completed an online survey and 10participated in a focus group Themes derived from stu-dent interviews and survey data revealed that studentsfound the experience to be both rewarding and challeng-ing. In particular, students felt they had a positive impacton patients, applied their classroom learning to the real-world, andwhile theywere sometimes intimidated duringthe IPPE they left feeling more prepared for APPE.Themes derived from faculty reflective statements wereachievement of student APPE readiness, student successat higher-order thinking and complex problem solving,and exposure to IPE. Implications: IPPEs that requirehigher order thinking and complex problem solving canhelp students gain the confidence and skills to success-fully complete APPEs.

Drivers of TechnologyEnhancedLearningAdop-tion Within Colleges of Pharmacy. Reid C. Proctor,Mercer University, J. Grady Strom, Mercer University.Objective:To identify institutional drivers of technologyenhanced learning (TEL) adoption by faculty at collegesof pharmacy and to recommend steps for institutions totake to support TELadoption.Methods:TELwas definedas the application of digital technologies to support teach-ing and learning. Faculty members of the American As-sociation of Colleges of Pharmacy were asked tocomplete a survey that would gather their perceptions asto which institutional drivers have the greatest influenceon their decisions to adopt TEL. Survey responses werestratified by demographics and analyzed. Results: Fivehundred and four usable survey responses were collected.Faculty members indicated levels of significance for 19items identified in the literature that may influence theirdecisions to adopt TEL. The highest rated item was “re-liability of various systems (i.e. campus internet accessand online learning management system)”. Ninety-onepercent rated this item as being of moderate or significantinfluence. Colleagues sharing their success with TEL tosupport teaching was also highly rated by a majority ofrespondents (80%). Implications: The survey resultsfrom the current study may provide guidance to leaders

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

983

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

at colleges of pharmacywho seek to promote the adoptionof TEL among their faculty. The reliability and availabil-ity of technical systems used to deliver TEL are a toppriority. Opportunities for faculty colleagues to sharetheir successes with TEL should be facilitated.

Drug Information Questions Answered ThreeDifferent Ways in a General Medicine Elective. Ste-phanie L. Sibicky, Northeastern University, Jason W.Lancaster, Northeastern University, Adam B. Woolley,Northeastern University, Michael J. Gonyeau,Northeast-ern University, Mark Douglass, Northeastern University,Alexa A. Carlson, Northeastern University. Objective:To describe the use of three different methods to answerdrug information questions (DIQs) in a general medicineelective. Methods: In 2018, faculty changed DIQs fromwritten responses only to three types: written, video-recorded (vlog), and live-response. Vlogged DIQs wereadded as students felt less prepared to communicate withhealthcare providers. Students post written responses tothe course discussion board with references and searchstrategies. Vlogs are recorded answering the DIQ speak-ing to a provider. Written and vlogged DIQs are postedwithin 24-hours. Live-response DIQs are answered in-person during a mock-rounding experience within 15minutes. Rubrics utilized for assessment have beenmapped to Ability Based Outcomes, CAPE Outcomesand EPAs. Student perceptions were gathered via Qual-trics� survey to 2015-2018 cohorts for feedback. Re-sults: Students strongly agree (4) that DIQs are valuable(2015, 4; 2016 3.89; 2017, 4; 2018, 4) and agreed/stronglyagreed (3-4) that theywerewell prepared to communicatewith the medical team (2015, 3.4; 2016, 3.1, 2017, 3.28;2018, 3.29). Students felt that vlogged DIQs helped themcommunicate with other providers (59.14), organizingthoughts (58.57), and making persuasive arguments(59.29), compared to written DIQs (scale from written[0] to vlogged [100]). The average scores in 2018 onwritten DIQs was 24.9/27 (92%), vlogged 36.75/39(94%), and live 49.2/52 (95%) and data is being analyzedfor the 2019 cohort. Implications: Utilizing three dif-ferent approaches to answering DIQs offered studentsthe opportunity to strengthen written and verbal commu-nication skills as well as respond in a live, real-worldsituation.

Drug Monograph Creation and Presentation to aSimulated Pharmacy and Therapeutics (P&T) Com-mittee. Puja Patel, Marshall B. Ketchum University,Azita Alipour,Marshall B. KetchumUniversity, JoycelynM. Yamzon,Marshall B. KetchumUniversity, Elvin Her-nandez, Marshall B. Ketchum University. Objective:Measure student pharmacists’ perceptions about theirability to create a drug monograph and present findings

and recommendations to a simulated P&T Committee.Methods: A 13-item survey, based on a five-point Likertscale of agreement, was administered to second-year stu-dent pharmacists enrolled in a Drug Information, Infor-matics and Literature Evaluation course before and afterdrug monograph preparation and presentation to a simu-lated P&TCommittee. Descriptive statistics such as mea-sures of central tendencywere used to analyze continuousand ratio level data. For categorical variables, we con-ducted chi-square tests to compare statistical differencesof student perceptions before and after the intervention.Levels of significance were set to alpha5 0.05. Results:Student pharmacists’ perceptions of their ability to criti-cally evaluate the utility of adding the drug under reviewto an organization’s current formulary were statisticallysignificant and improved between pre- and post-study in-tervention (p5 0.011). There was a statistically signifi-cant improvement (p50.018) in student perceptions oftheir ability to critically evaluate other medications avail-able in the current formulary and identify if there is valueadded to including the drug under review to formulary.Additionally, there was a statistically significant im-provement (p50.007) in student perceptions of their con-fidence in preparing a drug monograph on APPErotations. Implications: As student pharmacists per-ceived themselves as more confident in preparing a drugmonograph and making recommendations to a simulatedP&T Committee after this activity, we find promise inimplementing similar activities in drug informationcourses.

Effect of Being in the Same vs Different TeamsAcrossRequiredCourses: Students’ Performance andSatisfaction. Yulia A. Murray, MCPHS University–Boston, Lana Dvorkin Camiel, MCPHS University–Boston,Michele L.Matthews,MCPHSUniversity–Boston, MariaD. Kostka-Rokosz, MCPHS University–Boston, LisaPadgett, MCPHS University–Boston, Jennifer Goldman,MCPHS University–Boston, Joseph Ferullo, MCPHSUniversity–Boston, Paul J. Kiritsy, MCPHS University–Boston, Catherine Taglieri, MCPHS University–Boston,Gary Tataronis, MCPHS University–Boston. Objective:To examine if there is a correlation between academicperformance and satisfaction for students working in thesame vs different teams in two required third year courses(Over-the-Counter Drugs and Pharmacotherapeutic Sem-inar).Methods: Students were divided into two sections.Section A had the same teams of students across bothcourses, while section B had different teams in the OTCand Seminar courses. At the end of the semester, studentswere electronically surveyed to assess their satisfactionand academic performance. Results: Out of 280 enrolledin the courses, 275 students consented to participate. The

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

984

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

results presented are based on strongly agreed/agreed stu-dents’ responses of students in the section A (OTC andSeminar) versus section B (OTC) versus section B (Sem-inar). Students reported that teamwork: 1) contributed toearning a better grade on team assignments – 92% vs 86%vs 86%; 2) helped to develop a better overall learningstrategy – 75% vs 77% vs 83%: 3) made it easier to un-derstand the content of courses better – 73% vs 79% vs82%. Students were satisfied working in their teams –94% vs 91% vs 82%. Students in section A felt teamworkhelped to establish deeper supportive relationships withteammates versus those in section B - 82% vs 68% andhad preference for being assigned to work in the sameteams in the future - 69% vs. 36%. Implications: Famil-iarity with the environment appears to be predictive ofstudents’ future preferences for assigned teamwork place-ment.

Effect ofObservationVersusActiveParticipationon Self-Reported Interprofessional Collaborative Be-haviors. Nicholas M. Fusco, University at Buffalo, TheState University of New York, Kelly Foltz-Ramos, Uni-versity at Buffalo, The State University of New York.Ob-jective: The purpose of this study was to compare thechange in pharmacy students’ self-reported competencetoward interprofessional collaboration between those stu-dents that were active participants and those that wereobservers of an interprofessional simulation-based learn-ing (SBL) experience. Methods: Second- and third-yearpharmacy and senior nursing students participated in aninterprofessional SBL experience. Third year pharmacystudents and senior nursing students were divided intoteams of four (two from each profession) and were theactive participants. Second year pharmacy students wereobservers. All pharmacy students were asked to completea brief demographic survey and the Interprofessional Col-laborative Competencies Attainment Survey (ICCAS) af-ter the SBL experience. Paired sample t-tests wereconducted to compare differences in mean change inICCAS scores. Differences in pre and post ICCAS scoresbetween observers and active participants were analyzedusing analysis of variance (ANOVA) methods. Results:A total of 130 (95%) second and 121 (92%) third yearpharmacy students participated in the interprofessionalSBL experience and completed the survey for an overallresponse rate of 94%.Compared to second year pharmacystudents, both the mean pre [4.94 (SD50.97) vs. 5.23(SD50.93)] and mean post [5.94 (SD50.69) vs. 6.23(SD50.68)] total ICCAS scoreswere higher for third yearpharmacy students; this was statistically significant.There was no difference in the mean change from pre topost between second- and third-year pharmacy students[1.00 (SD50.89) vs. 0.99 (SD50.81)]. Implications:

Both observation and active participation in an interpro-fessional SBL experience may increase pharmacy stu-dents’ self-reported competence toward interprofessionalcollaboration.

Effects of Mindfulness Meditation on Mindful-ness,MentalWell-Being andPerceived Stress.ThereseI. Poirier, Southern Illinois University Edwardsville,Irene Zollars, Southern Illinois University Edwardsville,Junvie Pailden, Southern Illinois University Edwards-ville. Objective: The purpose of this study was to inves-tigate the effects of mindfulness meditation using theHeadspace™ app on mindfulness, mental well-beingand perceived stress in pharmacy and nursing students.A secondary objective was to evaluate the health promot-ing lifestyle behaviors of these students and its relation-ship to mindfulness, mental well-being, and perceivedstress. Methods: P1, P2, and P3 pharmacy students andsophomore and junior undergraduate nursing studentswere recruited to participate. Students were instructedto meditate using the Headspace™ app for at least 10minutes per day for four weeks. Students at baseline com-pleted the health promoting lifestyle profile (HPLP II).Data was collected from the pre/post surveys usingthe Five Facet Mindfulness Questionnaire (FFMQ),Warwick-Edinburgh Mental Well-Being Scale(WEMWBS) and Cohen Perceived Stress Scale (PSS).Results: One hundred students enrolled in the study in-cluding 92 pharmacy and 8 nursing students. Seventy-percent of the participants completed the study. Onlyone participant was excluded in the post data analysisdue to non-adherence with the protocol. The data revealsthat for all scales the intervention was associated withenhanced mindfulness and mental well-being and de-creased perceived stress. Further analysis indicated thatcontrolling for various health promoting lifestyle behav-iors preserves the positive impact of mindfulness medi-tation as demonstrated Implications: Mindfulnessmeditation uniformly and independently improved theparticipants overall mental health. The data supports afeasible option for minimizing stress and maintainingmental well-being in demanding professional programs.This study encourages students and professional schoolsto adopt these practices in their curriculum.

Engaging Health Profession Students of a LargeUniversity to Address the Opioid Crisis. James W.McAuley, The Ohio State University, Nicole Kwiek,The Ohio State University, Jacqueline Loversidge, TheOhio State University, Gregory Nixon, The Ohio StateUniversity, Monica Robinson, The Ohio State University,Kelly Speirs, The Ohio State University, Kelsey K.Schmuhl, The Ohio State University. Objective: To de-scribe the planning, implementation, assessment, and

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

985

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

continuing efforts of a large Interprofessional Education(IPE) session focused on the opioid crisis. Methods:Addressing the opioid crisis requires the skills and leader-ship of all health professions disciplines. Thus, an inter-professional steering team of faculty and students createda large IPE event focused on mitigating the opioid crisis.Second-year students from Dentistry, Medical Dietetics,Medicine, Nursing, Occupational Therapy, Optometry,Pharmacy and Physical Therapy were required to com-plete pre-work before they attended a 2.5-hour IPE ses-sion. After a brief keynote address and small groupdiscussions, attendees listened to short talks by traineeson innovative opioid-focused projects. The active phaseof the session had each small group of attendees developan action plan to address the crisis. Then, interested at-tendees had the opportunity to form IP teams to furtherdevelop and implement selected action plans.Results: Alarge cohort (n5832) of health professional students par-ticipated in this student-led, engaged IPE session. A totalof 84 action plans were generated by the small groupstudent teams. Student feedback showed that the sessionobjectives were met. A small portion of students (n536)expressed interest in the implementation phase and havecreated interprofessional teams in 4 opioid-crisis areas:naloxone, community education, 1st opioid prescription,and developing a certificate for health profession stu-dents. Implications: This active IPE session facilitateda large cohort of students to learn from, with and aboutother professions regarding the opioid crisis and sup-ported self-selected students to take next steps to combatthis contemporary issue.

Enhancing a Pharmacotherapy Course With aFlipped ClassroomApproach Based on Cognitive Sci-ence of Learning Principles. Tiffany R. Shin, The Uni-versity of Kansas, Crystal Burkhardt, The University ofKansas, Robyn E. Kelton, TheUniversity of Kansas, Ash-ley Crowl, The University of Kansas, Ryan Funk, TheUniversity of Kansas, Sarah Shrader, The University ofKansas. Objective: Determine the impact of a flippedclassroom approach based on cognitive science of learn-ing principles on student performance and experience in apharmacotherapy course. Methods: The flipped class-room method in this study utilized cognitive science oflearning principles including pre-class learning (pre-view), in-class application to cases (retrieval and elabo-ration), and after-class learning (spaced retrieval) in arequired pharmacotherapy course. During 2017, oneinstructor utilized this flipped classroom method for amodule. During 2018, this method expanded to four in-structors covering four modules and two-thirds of thecourse. All other modules used traditional lecture-basedmethods. The samemultiple-choice exam questions were

used both years. An ANOVA test compared the deidenti-fied exam performance between teachingmethods in bothyears. A voluntary anonymous student survey used a 5-point Likert scale (15strongly agree, 55strongly dis-agree) to evaluate the students’ experience. Comparisonswere analyzed with the independent t-test. Results: The2017 and 2018 classes included 132 and 137 students,respectively. During the 2 years, exam performance wassignificantly better with the flipped classroom method(n5146 questions) compared to the traditional method(n5262 questions) (89%, 85%, respectively;p50.001).Students in 2017 and 2018 agreed that “theflipped classroomhelpedme learn,” though the 2017 classhad a more favorable survey rating (1.43, 2.18, respec-tively, p,0.001). Students felt podcast-based pre-workhelped them learn better than reading-based pre-work(2.18, 3.39, respectively, p,0.001). Implications:Implementing a flipped classroom approach based oncognitive science of learning principles positively im-pacted student performance and experience in a pharma-cotherapy course.

Enhancing Application and Long-Term Reten-tion of Clinical Knowledge Using an ExtracurricularNon-Credit Course. Kimberley J. Begley, CreightonUniversity, Kevin T. Fuji, Creighton University. Objec-tive: To assess a semester-long extracurricular, non-credit course for third-year Doctor of Pharmacy studentsdesigned to reinforce foundational clinical concepts andapply them to patient care-oriented activities. Methods:The course used a case-based instructional design withintegrated repetitive rules and patterns illustrated by thecases, and teaching techniques such as “talk out loud”strategies. Learning was assessed by an end-of-coursefocus group and open-ended survey after the third Ad-vanced Pharmacy Practice Experience (APPE) in theirfourth year. A qualitative content analysis approach wasused to analyze responses, with two investigators inde-pendently coding all data, followed by meetings to dis-cuss codes and categories, and identify emerging themes.Results: A total of 24 students completed the course andall assessments. Focus group themes were: a) preparationfor APPEs; b) benefit from a low-stakes approach; c)small group discussions enhanced learning; d) repetitionof material; and e) connected different courses together.Open-ended survey results revealed that students directlyconnected course learning with 162 clinical interventions(drug-drug interactions, therapeutic duplication, inappro-priate duration of therapy, drug-disease interaction, drug-allergy interaction, other) made across APPEs in 16different practice settings. Survey themes were: a) re-emphasized benefit of repetition; b) long-term confidence;and c) looking at the big picture to solve clinical problems.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

986

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Implications: Student learning can be facilitated throughextracurricular efforts to complement required didacticcourses. Providing studentswith opportunities for applyingclinical decision-making in the context of patient cases isimportant for reinforcing core clinical knowledge and canbe done in a low-stakes environment.

Escape Room Activity and Impact on StudentPerceived TeamDynamics.Emily Eddy,Ohio NorthernUniversity, Kelly M. Shields, Ohio Northern University,Michelle R.Musser,Ohio NorthernUniversity, Jessica L.Hinson,Ohio Northern University.Objective: To designand assess a small-group escape room activity impact onperceived student team dynamics. Methods: Students(n5141) in a required self-care course were assigned intogroups for group projects throughout the semester. Priorto starting their academic group work, all groups partic-ipated in an “escape room” activity consisting of sequen-tial puzzles that revealed patient case information to allowfor students to develop a patient treatment recommenda-tion. After the activity, student perception of the activityas well as group dynamics were assessed using numericalpeer rating and free response questions. Results: Prioryear peer evaluations of group members were comparedto current year evaluations. The average peer groupmem-ber rating in the year priorwas 92.7%compared to 93.8%;showing no significant difference in scores. Commonthemes regarding positive aspects of the activity includedserving as a good ice breaker and opportunity to learn/work as a team. Students also learned about team mem-bers’ problem-solving abilities and personalities. Notedchallenges involved logistics including, space, ability tosolve problems and familiarity with the activity. Impli-cations: An escape room activity was well received bystudents and allowed students to get to know their groupmembers and their strengths prior to engaging in futureacademic projects, despite limited impact on team dy-namics. Limitations of the activity included time to com-plete the activity and uncertainty in directions. While itdidn’t improve student reported team dynamics, the ac-tivity was well received and offered an alternative teambuilding activity.

“Escape the OTCAisle”: An Evaluation of a Self-Care Focused Escape Room. Kate Newman, SouthernIllinois University Edwardsville, Miranda J. Wilhelm,Southern Illinois University Edwardsville. Objective:To develop and assess an escape room activity utilizingtime-sensitive, team-based puzzles, over-the-counter(OTC) counseling information and patient cases for anadvanced self-care elective course. Methods: “Escapethe OTC Aisle” was developed to help students practicecase-based OTC recommendations, have hands-on coun-seling experience and review self-care clinical pearls in

addition to applying communication and teamwork skillsas encouraged by AACP’s 2014 recommendation of se-rious gaming in pharmacy education. The room has beenused for 2 years with some modifications after the firstoffering to enhance learning opportunities and the diffi-culty of the room. A 9-question anonymous survey ofLikert-scale questions was created and distributed at thecompletion of the escape room to gauge student percep-tion of learning. Results: Over 2 years, 90% (50/55) ofstudents who completed the escape room completed thesurvey. Ninety-eight percent of students reported theyenjoyed the activity and 96% would like to have moreof these types of activities in the curriculum. All respon-dents agreed the escape room allowed them to gauge theirknowledge of self-care topics (46% agree, 54% stronglyagree) and 94% stated the activity enhanced their learningof self-care content (32% agree, 62% strongly agree).Additionally, 82% of students agreed or strongly agreedthat this activity made them feel more comfortable inrecommending OTC products. Implications: “Escapethe OTC Aisle” was perceived to be an enjoyable anduseful tool to help students gauge their understandingand enhance their learning of self-care content. The roomwill continue to be utilized in the advanced self-carecourse.

Evaluating an Education Specialization forPharmDGraduates.Therese I. Poirier, Southern IllinoisUniversity Edwardsville, Katelyn M. Fryman, SouthernIllinois University Edwardsville.Objective:The purposeof this study was to evaluate graduates’ perceptions of theimpact of an education specialization and aspects of thespecialization that could be enhanced. Methods: Anonline survey was emailed to PharmD graduates of theeducation specialization program. The survey consistedof 12 demographic questions, 18 confidence statements,14 motivation statements and 3 open-ended questions.Datawas analyzed using descriptive statistics. Regressionanalysis was used to examine: 1) association betweenoverall self-rated competence on abilities and skills as ateacher and the number of types of teaching experiences,and 2) associations between overall self-rated compe-tence as a teacher andhistory of holding a faculty position.Results: Fifty-six out of 69 alumni (81.2%) responded tothe survey. Graduates reported high levels of confidenceinmost teaching abilities. Therewas a high level of agree-ment that specialization enhanced motivation to partici-pate in teaching. Regression analysis indicated significantassociation between self-rated competence and participa-tion in variety of teaching experiences and history ofholding a faculty position. Enhanced skills in experientialeducation and teaching outside of academia were identi-fied as further areas for development Implications: The

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

987

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

specialization can serve as an alternative entry-level ap-proach to increasing student interest in academia and in-creasing confidence levels in various teaching skills. Themajority of graduates were able to apply the knowledgeand skills to their current careers.

Evaluation and Analysis of Student Characteris-tics as a Predictor of Success in Pharmaceutical Cal-culations. Ashlee Mattingly, University of Maryland,Cynthia J. Boyle,University ofMaryland, SimonKeegan,University of Maryland. Objective: Pharmaceutical cal-culations are an integral part of pharmacy practice and areheavily weighted in the NAPLEX exam. Therefore, cal-culations are an important component of pharmacy edu-cation. Students should master pharmaceuticalcalculations to become competent practitioners, and yetsome students struggle with this important component ofthe curriculum. This study aims to identify factors thatmay be predictive of success on a high-stakes calculationcompetency examination so that appropriate interven-tions can be made to ensure students’ success.Methods:Students were given an algebra assessment at the start ofthe semester to establish baseline calculation compe-tency. Additionally, demographic information, collegeGPAs, PCAT scores, and student pharmacy score appli-cation ratings were compiled. At the end of the semester,students’ scores were analyzed according to whether ornot they passed the calculations final exam, and the var-ious elements were analyzed using descriptive statistics.A T-test was performed for continuous variables and achi-square test or Fischer’s exact test were performed forcategorical variables in order to compare means and fre-quency distribution between passed and unpassed stu-dents. A multivariate regression model was built usingstepwise selection. Results: After bivariate analysis, as-sociations between performance and undergraduate sci-ence GPA, PCAT chemistry percentile, verbal abilitypercentile, quantitative ability percentile, admissions in-terview score, and algebra assessment score were signif-icant (p,0.05). With stepwise multiple regression,science GPA, PCAT chemistry percentile, and mean of4 quizzes were the strongest predictors of success. Impli-cations: This data suggest that certain parameters may beuseful in identifying students who are at risk of failinghigh-stakes pharmaceutical calculations.

Evaluation of a Capstone Course Developing Pa-tient Work-Up Skills Using the Pharmacists’ PatientCare Process (PPCP). Beth Phillips, The University ofGeorgia, Andrea Sikora Newsome, The University ofGeorgia, Russell Palmer, The University of Georgia,Katie Smith, The University of Georgia, Stephanie Phan,The University of Georgia, Daniel B. Chastain, The Uni-versity of Georgia, Christopher Bland, The University of

Georgia. Objective: The 2016 Accreditation Standardsplace emphasis on incorporating the PPCP into thePharmD curriculum. The purpose of this study was toevaluate student perceptions and skill development in pa-tient work-up for a course developed in a new curriculumand identify areas for improvement in future course of-ferings. Methods: Using a simulated electronic healthrecord, students were expected to work-up complex pa-tient cases and identify drug-related problems utilizingthe PPCP individually, prior to class discussion. Studentswere assessed on these skills through weekly quizzes andtwo practical examinations, involving timed patient casework-ups with subsequent presentation of drug-relatedproblems and treatment plans in order of priority to fac-ulty in a controlled environment. Student feedback wasgathered through interview and end of course evaluations.Results: Student performance (n5134) significantly im-proved from the first to second practical examinations(p,0.05, paired student’s t-test). A significant correlationbetween overall quiz average and performance on thefinal practical examination (Pearson’s Correlation,p,0.05) was identified. Student confidence in ability toperform skills listed in the course using an adapted Drey-fus Model significantly improved from the beginning tothe end of the semester (p,0.05, Wilcoxon SignedRanks). Students performing well on the practical exam-inations consistently used a systematic approach for pa-tient work-up. Feedback for course improvementincluded minimizing variability in weekly case formatand quizzes, modeling presentations, and opportunityfor small group practice and feedback. Implications:The course improved student skill and confidence in pa-tient work-up utilizing the PPCP. Valuable feedback wasobtained to guide course updates.

Evaluation of a Formative Assessment Tool in aPharmacy Calculations Course. Dana A. Brown, PalmBeachAtlanticUniversity, CatherineD.Harrington,PalmBeach Atlantic University. Objective: To evaluate theimpact of an assessment tool, the Critical Question As-sessment (CQA), on improvement in student performanceon the subsequent exam (following implementation of theCQA) and final course score in a pharmacy calculationscourse. Methods: As a means to increase chances forstudent success, a CQA was implemented in a required,first year pharmacy calculations course. This tool is givento studentswho perform less than 70% (i.e. passing grade)on any intra-semester exam. The student must addresseach question that was missed, classify the rationale ofwhy it was missed, and provide a corrected answer. De-identified data regarding subsequent examination andcourse performance was analyzed from students enrolledin the class from Fall 2013 through Fall 2018.Results:A

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

988

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

total of 172 students completing a total of 266CQAswereincluded in this analysis. Seventy-one percent of studentswho completed a CQA passed the next exam, while 29%of students did not. Students needing 1 or 2 CQAs (N 5148) were highly likely to pass the course (95%), thoseneeding more than 2 (N 5 24) were not as successful(29%) (Chi Square 75.1, p , 0.05). Implications: Thisanalysis demonstrates the potential value of a formativeassessment tool on student performance and overall suc-cess in a pharmacy calculations course. Simply “viewing”a grade in a learning management system does not closethe loop on reflective assessment. Thus, this type of as-sessment tool could be beneficial in courses inwhichmathis a significant component.

Evaluation of an Elective Course to EnhanceWell-Being and Self-Awareness. Katherine S. Wadas-Thalken,Creighton University, Kevin Powers,CreightonUniversity, Amy Pick, Creighton University. Objective:To develop and implement an elective course focused onimproving skills for well-being and self-awareness andhow both impact student success. Methods: Twenty-three students participated in a new elective course,PHA 348 Well-being and Student Success, in Fall 2018.The course was taught online, utilizing videos, readings,discussion boards, and assignments. Students completedthe Grit scale the second week of the course and again inthe final week. In a final reflection essay, students dis-cussed what they learned and how they will implementthe lessons in the future. Finally, students completed asurvey about how effective the course was in improvingtheir well-being. Results: Twenty-two students com-pleted the pre and post tests of the Grit scale. The averageincrease in Grit was significant at .36 (p,.001). Classparticipants (n523) reported a mean of 4.74 (high of 5)indicating they had a better understanding of how well-being impacted their student success. Students rated theusefulness of the course at 4.7 (out of 5). Themes from thefinal essay revealed that students gained insight for iden-tifying when their well-being decreased and strategies forimproving healthy well-being. Topics regarded useful tostudents’ learningwere spirituality, emotional health, andphysical health. Implications: The initial offering of thiscourse was successful in improving students’ well-beingand self-awareness. This elective course will continue tobe offered. Certain elements of the course may be inte-grated into the required Professional Development courseseries.

Evaluation of an Instrument to Students’ Per-sonal and Professional Development During the Fac-ulty Advising Process. Justine S. Gortney, Wayne StateUniversity,Minakshi Lahiri,Wayne StateUniversity.Ob-jective: To evaluate performance of a novel Faculty Ad-

visor Assessment of the Advisee (FAAA) tool within adidactic curriculum in a two-year pilot. Methods: TheFAAA is a 5-item tool we developed for longitudinalassessment of students’ personal and professional devel-opment. Using the FAAA, faculty advisors assess theirstudent advisees’ values, engagement, self-awareness,professionalism, and leadership yearly. Question anchorsdescribe characteristics exhibited in the student thatmatch categories of beginning, emerging or engaged.De-identified aggregate cohort reports were evaluated todetermine consistency of the FAAA’s performance. De-scriptive statistics, student’s t-tests and Cronbach’s alphawere used for data evaluation. The hypothesis was that nodifferences would exist within the individual class cohortcomparisons and more student behavior would beassessed as “engaged” as they progressed through thecurriculum designated as exempt. Results: 563 students(P1 n5203, P2 n5177, P3 n5184) were evaluated forwinters 2017 and ‘18. The FAA showed high internalconsistency with Cronbach’s alpha of 0.875 (n5258)and 0.887 (n5305). Comparing mean instrument scoresvia t-test, no differences were seen comparing P1 or P2classes of 2017 and 2018; 13.63 vs 14.1 (p50.31); 16.13vs 16.75(p50.0)3. P3 cohorts were 17.09 vs. 17.95,p50.03. Stepwise increases aligning to “engaged” wereobserved comparing class years in most characteristics(e.g., P1-12, P2-38, P3-51% were engaged respectively).Implications:A simple to use 5-item tool showed cohortgrowth in personal and professional development andcould be used to provide objective assessment of studentsin longitudinal advisor-advisee relationships.

Evaluation of an Objective Structured ClinicalExamination (OSCE) to Assess Student Interprofes-sional Skills and Behaviors. Fred Doloresco, Universityat Buffalo, The State University of New York, Jaime L.Maerten-Rivera,University at Buffalo, The State Univer-sity of New York, Yichen Zhao,University at Buffalo, TheState University of New York, Kelly Foltz-Ramos, Uni-versity at Buffalo, The State University of New York,Nicholas M. Fusco, University at Buffalo, The State Uni-versity of New York.Objective: To examine an objectivestructured clinical exam (OSCE) evaluating interprofes-sional collaborative practice.Methods: Third-year phar-macy students completed three interprofessional OSCEcases. Students then completed a survey that includedseven questions on the quality of the cases and the In-terprofessional Collaborative Competency AttainmentSurvey (ICCAS), which is a retrospective pre and postinstrument. Student performance on each case wasassessed using the Global Rating Scale (GRS). Pairedsample t-tests were performed to compare differences inmean change in ICCAS scores. Correlations between the

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

989

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

GRS ratings and ICCAS pre, post and change scores wereexamined.Results:A total of 124 students participated inthe study. Overall, the students reported that the OSCEcases were realistic and of high-quality. The average totalICCAS scale (out of seven) score at pre- was 5.07(SD50.78) and at post- was 5.87 (SD50.58); this differ-ence was statistically significant. The mean (SD) score(out of five) for the three cases were 4.17 (SD50.45),4.54 (SD50.56) and 4.58 (SD50.46); and the mean forthe three cases combined was 4.43 (SD50.31). Implica-tions: The interprofessional OSCE developed was effec-tive at providing realistic scenarios that both assessed andimproved students’ interprofessional collaborative be-haviors.

Evaluation of a Pharmacists’ Patient Care Process-Based Patient Presentation Rubric in a GeneralMedicine Elective Course. Jason W. Lancaster, North-eastern University, Alexa A. Carlson, Northeastern Uni-versity, Stephanie L. Sibicky, Northeastern University,Adam B. Woolley, Northeastern University, MarkDouglass, Northeastern University, Michael J. Gonyeau,NortheasternUniversity,MargaritaV.DiVall,Northeast-ern University. Objective: Describe development, vali-dation, and the inter-rater reliability a newly createdrubric. Methods: Between 2015 and 2017, 36 studentsenrolled in a 16-week general medicine elective course.Students completed three case presentations, graded in-dependently by faculty using a standardized, nine-item,rubric. Faculty created the rubric with dimensions andcriteria developed by consensus with iterative refine-ments. Dimensions were mapped and validated to thePharmacists’ Patient Care Process and the Center forthe Advancement of Pharmacy Education EducationalOutcomes. Rubric dimensions evaluated competenciesrelated to students’ ability to provide a concise summary,patient work-up related to the Collect and Assess stepsand competencies related to the Plan, Implement, andFollow-up steps, oral presentation and organizationalskills, and their ability to respond to questions. Inter-raterreliability was determined via intra-class correlation co-efficient via two-way model using absolute agreement.Statistical analysis was conducted with SPSS Statistics,Version 25 forWindows.Results: 216 rubric evaluationswere analyzed from 108 unique student presentations.The median score was 85% (range 65-100). The ICC co-efficient ranged from 0.4 to 0.949, 95% CI 0.51 – 0.993;and 85% (N5184) of rubric evaluations demonstrated anICC coefficient $0.7. Implications: Our rubric demon-strated strong inter-rater reliability and allows for gener-ation of learning outcomes data and has broadapplicability across a variety of setting including didacticcourses, skills labs, and experiential training. Addition-

ally, the findings demonstrate that faculty should feelempowered to develop, and evaluate, assessment toolsto evaluate student performance, especially as curricularchanges are implemented such as introduction of thePPCP.

Evaluation of In Room Versus Live Stream Eval-uation Methods During a P1 Practical Assessment.Sneha Srivastava, Rosalind Franklin University of Med-icine and Science, Danielle M. Candelario, RosalindFranklin University of Medicine and Science, ViktorijaBarr, Rosalind Franklin University of Medicine and Sci-ence.Objective:This study assesses student performanceand perception of in-room evaluation versus live-streamremote evaluation for a pharmacy skills practical coun-seling assessment. Methods: A counseling practical isrequired of first-year students enrolled in a Skills Labcourse they were given 20 minutes to counsel a patienton two different insulin delivery systems. Students per-formed one counseling session with a faculty evaluator inthe assessment room and then to an adjacent room, wherethey completed a second counseling session regardinginsulin pen use while a faculty member utilized SimCap-tureⓒ evaluate via live-stream. A validated evaluationform was utilized. Students and evaluators were sent ananonymous, voluntary survey to address knowledge, con-fidence and perceptions of both evaluation methods. Re-sults: 50 out of 61 students that participated in thepractical completed the survey. Mean score on the prac-tical assessmentwas 91.8%. 45.7% felt having an in-roomevaluator made them nervous but only 28.3% felt it neg-atively impacted their performance. Students did not be-lieve a live-stream evaluator made them nervous (69.6%)and most did not feel it negatively impactedperformance (73.9%). Students preferred live-stream toin-room evaluation (56.5% versus 32.6%). 80% of eval-uators preferred live-stream evaluation. Implications:Practical assessments serve to evaluate effective and ap-propriate practice-based skills. To ensure faculty are pro-viding optimal evaluation methods, this study providesthe foundation for further studies that evaluate best prac-tices for assessing practical skills which can greatly influ-ence the pharmacy curriculum.

Evaluation of Patient Counseling Rubrics Uti-lized in Schools and Colleges of Pharmacy. JenniferL. Mazan, Midwestern University/Downers Grove,Vasudha Gupta, Roseman University of Health Sciences,KristenM.Cook,University of NebraskaMedical Center,Courtney L. Bradley, High Point University, Rashi C.Waghel, Wingate University. Objective: The Accredita-tion Council for Pharmaceutical Education (ACPE) Stan-dards and Core Entrustable Professional Activities(EPAs) list patient education and effective

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

990

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

communication as essential competencies in pharmacyeducation. A universal tool to assess student proficiencyin patient education is essential but has not been devel-oped. The objective of this project is to describe currentpractices in evaluating patient counseling within the di-dactic curriculum at colleges of pharmacy. Methods: Acover letter and questionnaire was sent to all members ofthe AACP Laboratory Instructors SIG (Lab SIG) with aninvitation to submit a patient counseling rubric. Descrip-tive statistics were used to analyze the questionnaireitems. An inductive approach was used for data analysis,which was completed independently by two members ofthe Lab SIG and then compared to build consensus toestablish common themes. Results: Five major themesemerged but with considerable variability in content.More than 76.4% of tools included an introduction. Morethan 58.9% of tools collected subjective information andassessed patient’s prior medication knowledge. Morethan 93.8% included correct drug information and coun-seling points. The majority (93.8%) included verificationof understanding, but only 41.2% of tools included a clos-ing statement. Both verbal and non-verbalwas assessed in93.8% of the evaluation tools. Implications: The com-mon themes of introduction, collecting information,counseling session, follow-up, and communication skillsshould be incorporated when developing a standardizedpatient counseling rubric. A limitation is that data may besubject to non-response bias as the number of respondentsrepresents 12.7% of the colleges of pharmacy across thecountry.

Evaluation of Student Perceptions of Introduc-tory Pharmacy Practice Experiences. Jaclyn Boyle,Northeast Ohio Medical University, Zachary N. Jenkins,Cedarville University, Thad Franz, Cedarville Univer-sity, Charles Cather, Northeast Ohio Medical University,Nicole K. Stute,Cedarville University, Nicole G. Harper,Cedarville University, Alison Dittmer, Northeast OhioMedical University, Christy Hartline, Northeast OhioMedical University. Objective: Introductory PharmacyPractice Experiences (IPPEs) are focused on sharpeningthe student’s knowledge, skills, abilities, and attitudesrelated to becoming an effectivemember of the healthcareteam. However, there is no evidence to describe studentperceptions surrounding IPPE curricula across colleges ofpharmacy. This study gathered perceptions of IPPE rota-tions from pharmacy students in their first through thirdyear professional years.Methods:Apre- and post-surveyinstrument was administered to 367 first through thirdyear professional students from two colleges of pharmacyat the beginning and end of the 2017-2018 academic year.Each survey utilized questions with Likert scalesdesigned to detect differences in student expectations

and experiences related to IPPE training. Questions pri-marily focused on demographics, objectives, goals, inter-professional teamwork, application of knowledge, andpreceptor engagement. Students ages 18 and older whowere enrolled at the participating institutions were eligi-ble for inclusion in this study. Survey completion wasvoluntary, and students were not incentivized to partici-pate. Results: Sixty-seven students completed the pre-and post- surveys with matching, identifiable data foranalysis. Twenty-nine items demonstrated a more posi-tive perception of IPPEs between the pre- and post-surveys (p, 0.05). Eight items demonstrated a differenceby institution (p,0.05), while three items demonstrateda difference between professional years (p,0.05). Impli-cations: Student expectations of IPPEswere significantlyless positive in the pre-survey than in the post-survey.Future studies should examine the implications of theseresults on student IPPE performance and methods to im-pact student perception of the value of IPPE training.

Evidence of Learning:What Diabetes Camp doesfor Pharmacy Learners. Nancy E. Kawahara, LomaLinda University, C.J. Jacobson, Loma Linda University,Heather P. Whitley, Auburn University. Objective: Todetermine the learning that occurs when pharmacylearners volunteer as medical staff at diabetes camp.Methods:National list-serves were used to identify phar-macist who precept pharmacy learners at diabetes camps.Pharmacists were asked to share a pre-camp (completedprior to arriving at camp) and a post-camp (completedwithin one week following camp) electronic survey withtheir pharmacy learners. The survey was comprehensiveand produced too much data to present in a single poster.Therefore, this poster will focus on how learners shiftedup the Bloom’s taxonomy continuum for the termscarbohydrate ratio, insulin sensitivity factor, ketones, hy-poglycemia, hyperglycemia, glucagon, glucometer, con-tinuous glucose monitor, and insulin pump. The levels ofblooms taxonomy were converted to a Likert scale with 1corresponding to the lowest and 5 corresponding to thehighest level of understanding in order to facilitate dataanalysis. Results: For all terms assessed, except glucom-eter, the pre-campmean compared to the post-campmeanwere statistically significant with a P-value of,0.001.Within most pharmacy curriculums students aretrained to performblood glucose finger sticks so it was notsurprising that the pre and post-camp values for glucom-eter, while still statistically significant (P-value 0.03),were not as dramatic as the gains seen on the other items.Implications:The opportunity to participate in a diabetescamp experience allows pharmacy learners to gain prac-tical application exposure that gives them the ability tocement the learning that has been started in the classroom.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

991

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Extrinsic Assessments in a Competency-DrivenCurriculum: Implementation and Impact on StudentConfidence. Jane Bowen, University of the Sciences,Tyan F. Thomas, University of the Sciences, SuzanneCarbonaro, University of the Sciences, Islam M. Ghazi,University of the Sciences, Peter J. Harvison, Universityof the Sciences, Lisa Charneski, University of the Sci-ences.Objective: To describe the implementation of ex-trinsic assessments and their impact on student confidencein a competency-driven curriculum. Methods: Philadel-phia College of Pharmacy implemented an integrated,modular, competency-driven curriculum, which includesextrinsic summative assessment reassessments (ESARs).ESARs are pass/fail, occur twice per semester, and arestructured periods where the curriculum pauses for pro-grammatic evaluation of students’ retention and integra-tion of prior knowledge/skills. Students unsuccessful onanyESARcomponent are referred to learning support andcomplete an individualized reassessment. A pre/postESAR self-efficacy survey was administered to studentsto assess their confidence in knowledge/skills from priormodules, using a five-point Likert scale.Results: Eighty-one P1 students completed 2 ESARs in fall 2018. For bothESARs, 87.7%-100% of students passed knowledge as-sessments, including general knowledge and commonlyused drugs, and 50.6%-99% passed skills assessments,including calculations, blood pressure, patient counsel-ing, communication with a provider, compounding, andself-care triage. All but 2 students successfully passed theindividualized reassessments on their first attempt. Over-all, students’ confidence in knowledge/skills increasedafter ESARs. The largest increase in student confidencewas in calculations (doses and dilutions) (p,0.05) andblood pressure. Students felt least confident in calcula-tions (creatinine clearance) and molecular biology. Im-plications:Although time and resource intensive, ESARsare valuable assessments of student retention and integra-tion of previously learned material. ESARs increase stu-dents’ confidence in knowledge/skills and trigger earlyidentification of students who are at risk and need addi-tional learning support.

Factors Associated with Perceived Stress in FirstThrough Third Year Pharmacy Students: A PilotStudy. Sarah Holman, Notre Dame of Maryland Univer-sity, Andrea R. Gauld, Notre Dame of Maryland Univer-sity, Jennifer L. Bailey, Notre Dame of MarylandUniversity, Heather Folz, Notre Dame of Maryland Uni-versity. Objective: The purpose of this study is to assessthe current state of student wellness in a pharmacy pro-gram and factors associated with perceived stress.Methods: First through third year pharmacy studentscompleted a baseline survey which included demograph-

ics, current personal wellness practices, and the validatedPerceived Stress Scale (PSS). Data were analyzed usingdescriptive statistics, analysis of variance (ANOVA) andanalysis of covariance (ANCOVA). Results: One hun-dred fifty-three students completed the survey. The mostcommon wellness resource used on campus was the fit-ness center (27%) followed by group fitness classes (4%).No students reported sleeping greater than eight hours pernightwith 83% reporting six hours or less. Themajority ofstudents denied misuse of alcohol (63.7%) and illicitdrugs (96.7%). Two-thirds of students reported exercisingless than one hour per week. The average PSS score was20.2 (range 0-40) indicatingmoderate stress. After covar-iate adjustment, factors with significant differences inmean PSS scores were class year (p50.007), hours ofsleep (p50.005), and school life balance (p,0.001). No-table factors not associated with differences in mean PSSscores were commute time, number of dependents, exer-cise, andwork hours. Implications:With 85%of studentsreporting moderate to high stress there is a clear impetusfor attention to student wellness and stress reduction indidactic pharmacy school curricula. These results mayhelp to guide future targeted interventions by pharmacyprograms and provide opportunity to address ACPE Stan-dard 4.1 regarding self-awareness.

Factors Influencing the Involvement of Doctor ofPharmacy Students inResearch/Scholarship Projects.Tracey L. Mersfelder, Ferris State University, MinjiSohn, Ferris State University, Heather L. Girand, FerrisState University. Objective: To determine factors thatstimulate or hinder student pharmacists to participate inresearch/scholarship during a Doctor of Pharmacy pro-gram. We hypothesize that participation is associatedwith student-specific and academic environment charac-teristics. Methods: An electronic questionnaire was de-veloped to assess factors that motivate or hinder studentpharmacists to engage in research/scholarship with fac-ulty. The surveywas emailed to all students enrolled in theprogram and all faculty. To increase response rates, stu-dents were provided class time to take the survey. Re-sponses were collected anonymously and used toperform qualitative analysis. Results: A total of 426 stu-dents (73% response rate) and 35 faculty (78% responserate) participated. Motivational factors that were ratedhigh by both students and faculty were interest in thetopic, comfort level in working with faculty, energeticquality of faculty, and becoming more competitive forpost-graduate training. Students indicated that research/scholarship benefiting the profession/medical communitywas important to them, while faculty believed that pursu-ing a position that requires research/scholarshipwas a keymotivational factor for students. The most highly rated

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

992

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

barrier was lack of time. Implications: Prior to the sur-vey, student participation in research/scholarship withfaculty was inconsistent, and little was known about fac-tors that lead student pharmacists to engage in research/scholarship. There was agreement regarding some moti-vating factors; however, differences did exist betweenstudent and faculty beliefs. Addressing these differencesmay help increase student involvement in research/schol-arship in the future. The study is subject to potential non-response bias, and the findings may not correctly reflectnon-respondents’ perception.

Faculty Development Book Club Series – APhenomenographic Assessment of Perceptions and anEvaluation of Impact.Carinda Feild,University of Flor-ida, Karen Whalen, University of Florida. Objective:This study evaluated a live book club series faculty de-velopment program through a phenomenographic baseddescription, analysis, and understanding of the faculty’sperceptions of the book club experience and its impact.Methods: Ten experiential program faculty workingacross the state participated in a book club series. Thebooks were discussed at live meetings and debriefing ses-sions were held to capture the faculty experience. A phe-nomenographic analysis was conducted to examine thedimensions of variation among the faculty with the goalof describing the relationship between faculty and partic-ipation in the book club. Results: Most faculty felt theprocess helped build a collaborative teaching/practicecommunity. Some cited the in-person meetings as vali-dating their professional experiences while others feltsharing expanded their knowledge and skills. Severalnoted that the live interactionwould bemost remembered.Others stated the process made them feel less alone/iso-lated and some felt more likely to reach out to the com-munity for assistance. Some noted the book club processwould change how they worked with students and pre-ceptors, while others cited it would impact how theyworked with those outside the workplace. Based on fac-ulty experience, the process has developed a rhizome inanother teaching community within the college. Implica-tions:A live book club process may help develop collab-orative teaching/practice communities by through variedmechanisms decreasing isolation and creating sharedknowledge. This may be particularly impactful wherefaculty are physically or intellectuallyworking separatelyand may give rise to other communities with the workplace.

Faculty Perceptions of Simulation Training Ma-terials and Sessions: Evaluating the Implementationof a Simulated Case. Nicole R. Winston, Augusta Uni-versity, Matthew Tews, Augusta University, AmandaKleinheksel, Augusta University. Objective: To assess

faculty perspectives of training for, and the subsequentexecution of a simulated case for third-year students.Methods: Faculty volunteers (n522) were provided withonline training materials and attended at least one in-per-son group training sessions. The individual simulationspresented a myocardial infarction utilizing high-fidelitymannequins. Faculty were tasked with providing thevoice of the patient, evaluating each student’s perfor-mance, and debriefing the student after their session. Fol-lowing the simulations, an online survey wasadministered to the faculty including both quantitativeand qualitative items. Descriptive statistics were used tosummarize quantitative items. Themes from open-endedquestions were developed using the Glaser’s constantcomparative method. Results: Twenty-one survey re-sponses indicated 76% worked in a clinical setting and52% had previously participated simulations. Respon-dents reported spending an average of 38 minutes (618minutes) with online material. The majority agreed thatthe online (86%) and face-to-face (100%) training ses-sions were useful. In addition, 20 respondents indicatedthat they plan on using simulation to teach students basedon this simulation experience. Open-ended question ana-lyses supported Likert-style item results. Additionalthemes that emerged included smooth workflow(n513), student performance variability (n58), the abil-ity to evaluate students’ clinical reasoning (n57), and theutility of simulation (n55). In terms of improvement,participants suggested prioritizing online training mate-rial (n53) and providing a patient script to respond tocommon questions (n53). Implications:Results suggestthat faculty felt well-prepared to facilitate the simula-tions, which they perceived positively. The training ma-terials and survey may serve as a resource for othersimulation programs.

Feasibility of Longitudinal Assessment of thePharmacist Patient Care Process from Didactic Cur-riculum to APPE Performance. Khaled A. Elsaid,Chapman University, Siu-Fun Wong, Chapman Univer-sity. Objective: To evaluate the feasibility of evaluatingstudent performance related to the pharmacist patient careprocess (PPCP) in the didactic curriculum and examinewhether it predicts student performance on APPEs.Methods:We utilize a composite electronic examinationapproach during the didactic curriculum. Across six tri-mesters, 30 composite exams are administered. Items aremapped to our institutional student learning outcomes(SLOs) statements. Domain 2 of our SLOs reflects theessential components of the PCPP. We also evaluate stu-dent performance on domain 2 in APPEs. We used linearregression and computed Pearson’s correlation coeffi-cient (r). Other statistical analyses included reporting

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

993

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

mean performance and 95% confidence interval (CI) andStudent’s t-test for two group comparisons using p,0.05.Results:A total of 1,920 items were mapped to domain 2SLO over 6 trimesters of study. Students performed sig-nificantly better (p,0.05) on items mapped to gatheringinformation (77.5%; CI: 75.7 to 79.1) and evaluating cur-rent therapies (77.5%;CI: 75.8 to 79.1) compared to itemsmapped to developing treatment plans (72.9%;CI: 71.0 to74.9) and managing therapy (72.9%; CI: 71.0 to74.9).There was a significant, albeit weak, correlationbetween domain 2 performance and cumulative APPEperformance (r50.32; p,0.01).Mean cumulative APPEperformance of our top 25% domain 2 performers wassignificantly higher than corresponding performance ofthe bottom 25% domain 2 performers (p50.02). Impli-cations: Evaluation of student competency related to thePCPP in the didactic curriculum can be a valuable tool toidentify areas of improvement and assess student pre-paredness for advanced experiential experiences.

Financial Literacy in Pharmacy Students. AdamB.Woolley,NortheasternUniversity.Objective:The av-erage educational debt incurred by Doctor of Pharmacystudents continues to rise. Money management skills arenot formally taught within our curriculum. The goal ofthis research is to assess the financial literacy of pharmacystudents at baseline, identify gaps in knowledge, and im-plement an educational intervention that may help im-prove their comfort level with money managementstrategies Methods: An IRB approved pre-post surveybased, prospective study including a sample of P1-P4pharmacy students. Students were invited to attend avoluntary one-hour lecture about financial literacy. Apre-survey was administered to assess baseline financialliteracy pertaining to credit,moneymanagement, income,savings and investment. A lecture was delivered that em-phasized key points within each domain. Afterwards, apost survey was administered, on a Likert scale of1(strongly disagree)-5(strongly agree), to assess student’ssatisfaction with the presentation and further interest infinancial literacy resources. Results: The pre-survey wascompleted by 58 participants with an average correct re-sponse rate of 61.4%. The correct response rates variedacross the domains of spending and credit (65.8%), in-come (65%). savings and investment (57.2%), andmoneymanagement (51.9%). Mean post survey responses indi-cated that students enjoyed the activity (4.5), were confi-dent in applying lessons from the activity to their ownfinances (4.4) and were interested in learning more aboutfinances (4.7).All participants demonstrated considerableinterest in additional resources and course offerings tofurther increase financial literacy. Implications: Phar-macy students demonstrated average financial literacy.

Educational interventions may improve student confi-dence and warrant further investigation.

Focusing in on Training Upcoming Academi-cians: Interviews of Pharmacy Resident TeachingCertificate Leaders in Ohio. Emily Eddy, Ohio North-ern University, Brittany L. Long,Ohio Northern Univer-sity, Lindsey Peters, Ohio Northern University.Objective: Though residency teaching certificate pro-grams (RTCP) are common, there is a lack of standardi-zation and published research on what content andrequirements should be included within the programs tobest prepare residents for a career in academia. The ob-jective of this project is to better identify and comparehow residency teaching certificate programs are struc-tured in Ohio. Methods: Ohio RTCP coordinators werecontacted via email and asked to participate in an IRB-approved interview, either in-person or telephonically.Standardized questions were developed focusing on sixcategories: demographics/background, administration/logistics, content, resident assessment, financing, andcontinuous quality improvement. Interviews wererecorded, documented, and coded. Data was analyzedand reported in aggregate form. Results: All seven col-leges were interviewed, representing 186 RTCP partici-pants this year. Logistics including scheduled meetings,content covered, required activities, and faculty involve-ment were not consistent. One consistency is all programsrequire a teaching portfolio and completion, rather thandemonstrated competency, of required activities.Throughout all the programs existence, only 2 partici-pants did not earn the certificate. Programfinances varied;29% of RTCP pay the residency programs and 14% getpaid by the residency programs. Program assessmentranged from no routine assessment to grant-funded qual-ity improvement, withmost programs lacking annual pro-grammatic review. Six programs (86%) expressedinterest in developing a standard set of requirementsand in increasing collaboration across RTCPs. Implica-tions:This research is the second step in a program reviewand inquiry into the most effective content, deliverymethods, resident assessment, and program evaluationfor a residency teaching certificate program.

Focusing Student Academic Support on Self-Reg-ulated Learning Strategies: Where to Begin? ShaunaM. Buring,University of Florida, Aaron O. Thomas,Uni-versity of Florida. Objective: Objective: To identify therelationship between self-regulated learning strategiesand academic performance in pharmacy students.Methods:Methods: An inventory of self-regulated learn-ing strategies was delivered to 3PD students via an onlinesurvey. Students were asked to respond to each statementusing a 7-item ordinal scale of describing how often they

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

994

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

used the SRL strategy (never to always). Amultiple linearregression model was used to identify key self-regulatorylearning strategies that significantly impacted academicperformance in an integrated series of “therapeutics”courses in (Patient Care 6, 7 and 8) in the third profes-sional year.Results: Results: 212 students completed theinventory. A significant proportion of the total variation(28.7%) in Patient Care grades was predicted by six keyself-regulated learning strategies (F(6,205)5 13.762, p,0.001). These included watching videos faster than 1X,not attending help sessions, waiting until the last minuteto study, asking the professor questions to clarify under-standing,watching the instructional videos before comingto class, finishing all studying before playing video gamesor socializing. The majority of students (89.7%) indicatethe frequently/very frequently/always watch the instruc-tional videos prior to class. However, only 40.6% fre-quently/very frequently/always ask questions of theinstructor when they do not understand a concept. Impli-cations: Implications: We identified self-regulatorylearning strategies most impactful upon student academicperformance in didactic, integrated pharmacotherapycourses. Recognition of these strategies will allow us tocoach students on the self-regulated learning strategiesthat aremost likely to support individuals to improve theirown academic performance.

Foundations of Pharmacy Course Hybridizationto Improve Student Engagement. Laurie L. Briceland,Albany College of Pharmacy andHealth Sciences, Court-neyR. Caimano,AlbanyCollege of Pharmacy andHealthSciences, Megan Veselov, Albany College of Pharmacyand Health Sciences, Jeffrey M. Brewer, Albany Collegeof Pharmacy and Health Sciences, Sandra W. Rosa,Albany College of Pharmacy and Health Sciences, CindyJablanski, Albany College of Pharmacy and Health Sci-ences. Objective: To describe the conversion of the P1Foundations of Pharmacy (FoP) face-to-face (F2F) courseto an online hybrid as an attempt to improve student en-gagement with course materials, faculty, and peers.Methods: FoP is a 1-credit required course for P1 stu-dents across two campuses. Prior student course evalua-tions indicated minimal student engagement with thecourse material, faculty, and peers; some suggested for-mat conversion to online. Faculty received detailedinstruction in online course development through enroll-ment in an instructional online development course, andpersonalized instruction from a college instructional de-signer. Seven of 14F2F sessionswere converted to online.Online activities aimed to increase students’ engagementwith course faculty, material, and peers and included twodiscussion boards, PharmacyCareer Exploration employ-ing VoiceThread and cultural competency incorporating

interprofessional nursing students; and Top 100 Drugs UShould Know (DUSK) quizzes employing gamificationvia Quizlet and Kahoot. Writing assignments and open-book examination were retained. Course assessment in-cluded student evaluations and focus group discussionwith instructional designer.Results: The twomost favor-able activities within the course noted by student evalua-tions was the inclusion of DUSK gamification/quizzesand the career exploration discussion board; the hybridnature was in general favorably received. Areas in need ofimprovementwere overload of content/work for a 1 creditcourse, too many faculty involved, and a disconnectamongst course content. Implications: The discussionboard and gamification were the most favorable aspectsof the course. Based on student feedback, the hybrid na-turewill continue, and course content/assignmentswill bereduced.

Grit in Pharmacy Faculty: An Analysis of TwoUniversities. Taylor D. Steuber, Auburn University,Sarah A. Nisly,Wingate University, Christopher Gillette,Wake Forest University. Objective: To assess Grit-Sscores among pharmacy faculty across two universitiesand to evaluate if there was a correlation between Grit-Sscores and productivity in the domains of teaching, schol-arship, and service. Methods: A 36-item electronic sur-vey was administered to pharmacy faculty members attwo universities. Data collected included demographics,Grit-S scores, and measures of quantitative measures ofproductivity in the areas of teaching, scholarship and ser-vice. Non-parametric and correlational analyses wereconducted to test if higher Grit-S scores correlated withother variables. Results: Faculty had an average Grit-Sscore of 3.68. Higher Grit-S scores had a moderate posi-tive correlation with the number of peer-reviewed publi-cations in 2017. However, there was no significantcorrelation between Grit-S scores and components of fac-ulty productivity in teaching, service, and remainder ofscholarship productivity measures for the previous aca-demic year or career. Implications: Grit-S scores werenot correlated with higher productivity in most compo-nents of faculty workload. Pharmacy faculty have highGrit-S scores; however, the implications of this are un-known.

Identification of Physical Examination Skills to beTaught and Performed in a Skills Laboratory. Sara K.Richter, St. Louis College of Pharmacy, Justinne Guyton,St. Louis College of Pharmacy, Patrick M. Finnegan, St.Louis College of Pharmacy. Objective: To identifywhich physical exams students should be expected to per-form upon graduation in order to prioritize learning op-portunities and teaching in a pharmacy practice skills labsetting. Methods: All members of the American

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

995

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Association of Colleges of Pharmacy (AACP) PharmacyPractice Section were invited to participate in an anony-mous survey in which they were asked to identify at whatlevel a graduating pharmacy student would need to knowor perform/teach various physical exams.A list of thirteenphysical examswas compiled by study investigators. Par-ticipants were asked to characterize pharmacy graduatelevel of skill as: 1) do not need to know about or perform/teach, 2) may know about but do not need to perform/teach, 3) must know about but do not need to perform/teach, 4) must know about and may perform/teach, or 5)must know about and be able to perform/teach. Addition-ally, participants were asked to identify physical examsthey have performed on patients in the past 12 months.Data were analyzed using descriptive statistics. Results:A total of 450 unique surveys were analyzed. Physicalexams scoring the highest on the rating scale includedtaking vital signs (mean54.73), basic life support(mean54.70), and monofilament exam (mean54.08).The most commonly performed physical exams in the past12 months included: taking vital signs (73% performed),monofilament exam (38% performed), and neurological/mental status exam (23% performed). Implications: Re-sults of this survey may be utilized to guide faculty onwhich physical examination skills should be taught andpracticed in a pharmacy skills lab curriculum.

Identification of Top Drug Information Assess-ment Within United States PharmD Curricula.Michelle M. Bottenberg, Drake University, Carrie Koe-nigsfeld, Drake University, Nicholas Lehman, DrakeUniversity, Erin Engbring, Drake University, AmyKukacka, CVS/Target. Objective: To identify currentprocesses and procedures utilized in teaching and assess-ing pharmacy student knowledge of Top Drug (Top 200/300) Information. Methods: Following a literature re-view, an 18-item questionnaire was sent via Qualtrics todepartment heads/chairs at US colleges of pharmacy uti-lizing the AACP mailing list for department heads (n 5117). Demographics and information regarding currentassessment practices were collected (courses taught in,years in curriculum, sources utilized, assessment strate-gies, mandatory pass score, etc.) This studywas classifiedexempt by the institution IRB. Results: Fifty-six surveyswere collected (response rate 48%). There was a higherprivate institution response (57% vs 43%) and even dis-tribution for schools accredited before and after 1980(48% and 52% respectively). Only 5 institutions reportedassessing Top Drug Information during P4 year. TopDrug Information is mainly taught/assessed in skills lab(63%) while a specific stand-alone course was offered at13 institutions. The most common learning sources iden-tified were Access Pharmacy (43%) and institution-cre-

ated lists (43%). Many institution representatives (57%)selected they would not change Top Drug Informationteaching/assessment at their institution. Implications:While Top Drug Information is not a part of the 2016ACPE standards, teaching/assessing it is suggested byACPEguidance documents. Guidance is lacking on sourceof Top Drug Information leading to variance in schools’teaching approach. Further research into standardization ofTop Drug Information would help insure streamlining ofbaseline knowledge for future pharmacists.

Impact of a Hallucination Simulation and Schizo-phrenia Speaker on Mental Health Stigma in Phar-macy Students. Stephanie L. Hsia, University ofCalifornia, San Francisco, Jordan Brooks, University ofCalifornia, San Francisco, Emily Yao,University of Cal-ifornia, San Francisco, Katherine Gruenberg, Universityof California, San Francisco, Patrick R. Finley, Univer-sity of California, San Francisco. Objective: The goalwas to evaluate effects of a schizophrenia speaker coupledwith a hallucination simulation onmental health stigma inpharmacy students. Methods: Hallucination simulationsimprove empathy, but produce mixed effects on socialdistance and attitudes, whereas direct contact with mentalhealth patients improves social distance and attitudes.Wetherefore hypothesized that combining these interven-tions would decrease mental health stigma without wors-ening social distance and attitudes. 121 pharmacystudents listened to a schizophrenia speaker and thencompleted tasks while listening to an auditory hallucina-tion simulation. Students completed the Opening MindsStigma Scale for Health Care Providers (OMS-HC) priorto the speaker and after the simulation. Students were alsoasked to describe how their perception changed.Results:63 (52%) of the students completed both surveys. Wil-coxon-signed rank tests and thematic qualitative analysisof comments were conducted. There was a decreasein overall OMS-HC score (p50.005), specifically inthe attitudes (p50.004) and disclosure/help-seeking(p50.005) subscales. There was no change in the socialdistance subscale (p50.182). Students described newawareness, reduced stigma, sympathy/empathy, inspira-tion/admiration, discomfort, and a changed approach topatient care. Sympathy/empathy was the most commontheme and commonly co-occurred with patient care. Im-plications: Combining a schizophrenia speaker with ahallucination simulation decreased mental health stigmaamong student pharmacists across domains of attitudesand disclosure/help-seeking, with no effect on social dis-tance. Students voiced feelings of sympathy/empathywhen describing their changed perception, another impor-tant domain of stigma. Coupling a hallucination simula-tion with a schizophrenia speaker may potentially

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

996

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

mitigate negative effects of the simulation on social dis-tance.

Impact of an Advanced Cardiovascular Pharma-cotherapy Elective on APPE Preparedness. MeredithL. Howard, University of North Texas Health ScienceCenter, Caitlin Gibson,University of North Texas HealthScience Center. Objective: During the Advanced Phar-macy Practice Experience (APPE) year, students mustdemonstrate competency on skills and assignments thatmay not be emphasized during the didactic curriculumwhich may limit APPE preparedness. The objective ofthis study is to determine if an elective course comprisedof common APPE activities improves APPE readiness.Methods: Third-year students (P3s) enrolled in two con-secutive years of an Advanced Cardiovascular Pharma-cotherapy elective completed activities including ajournal club, drug monograph, topic discussion, oral casepresentation, and clinical controversy presentation. Stu-dent perceptions of APPE readiness were assessed viapre- and post-course surveys and a follow-up post-surveyduring the P4 year. Results: Twenty-five students wereenrolled over two years; 18 completed the survey, andnine completed the P4 survey. Students reported in-creased confidence in analyzing patient data, creatingand implementing individualized care plans, applyingbiomedical literature to patient care and to formulary de-cisions, and delivering evidence-based presentations,(p,0.05). Students identified journal club and topic dis-cussions as the most valuable course activities after thecourse. P4s reported the elective prepared them for APPErotations at a 7.6 on a scale of 1-10. P4s reported that thepatient care activities the elective most prepared them forwere creating patient presentations (56%), obtaining sub-jective and objective information for a patient case (44%),and applying biomedical literature to patient care (44%).Implications: Integrating APPE activities into a didacticelective improves student-perceived readiness for rota-tions during the third year and helped students preparefor several key patient care activities on APPE rotations.

Impact of a Personal Lifestyle Goals Assignmenton Pharmacy Student Empathy. Heather Folz, NotreDame of Maryland University, Jonathan Thigpen, NotreDame of Maryland University. Objective: To assess theimpact of a lifestyle goal assignment on student empathyMethods: As an assignment in a complementary medi-cine course, third year pharmacy students created twopersonal lifestyle goals and a journal regarding their prog-ress over a five-week period. To assess changes in empa-thy, students voluntarily completed the 15-itemKiersma-Chen Empathy Scale (KCES) at three distinct times: A)baseline - prior to assignment, B) “pseudo-baseline” - atweek 5 based on how they would now rank themselves at

baseline, and C) final - at week 5 based on how theycurrently felt. Analysis was conducted using paired t-tests. Results: Twenty-nine students (56%) completedall three surveys. Mean KCES scores (range 15-105) forA vs C increased 1.800 points (85.80 vs 87.60, respec-tively; p50.201). Statistically significant increases werefound for three questions regarding 1) the necessity forhealthcare practitioners to be able to comprehend some-one else’s experiences (p50.021), 2) the ability to expressunderstanding of someone’s feelings (p50.023), and 3)comprehending someone else’s experiences (p50.004).Mean scores between B vs C showed a non-statisticallysignificant increase of 1.674 (86.63 vs 88.30, respec-tively; p50.078). The two “baseline” surveys results Avs B had similar mean scores (86.14 vs 86.97; p-val-ue50.580). Implications: Results support that practicalassignments like this may help students better relate topatients’ experiences when making lifestyle changes.This study provides an easily adaptable model for othercourses seeking to promote empathy while also support-ing the idea of self-awareness as outlined in ACPE Stan-dard 4.1.

Impact of Applied Improvisation on StudentPharmacists’ Patient Communication Skills. AnneLaDisa, Concordia University Wisconsin, Sarah Ray,Concordia University Wisconsin. Objective: Excellentcommunication skills are essential in clinical pharmacypractice. Applied improvisation (AI) offers an innovativestrategy to strengthen students’ communication skills.Studies have reported AI use in medical education andwhen incorporated into a single required pharmacy stu-dent course. There is little data on the effectiveness of AIto enhance communication skills when a coordinated AIcurriculum is incorporated throughout several pharmacystudent courses. Our research aims to discover if studentswho participated in AI exercises demonstrate superiorcommunication skills during a simulated patient encoun-ter (SPE) compared to students who did not participate inAI exercises. Methods: Beginning with the graduatingclass of 2020, AI exercises were incorporated into 5courses between the first-professional year and third-professional year. In the third-professional year, aftercompleting the AI exercise series, students participatedin an SPE in an Applied Patient Care course which re-quired skilled communication use. Students’ communi-cation skills during the encounter were evaluated by aninvestigator using an internally validated rubric. Stu-dents’ ability to listen well, use empathetic responses,and display confidence and spontaneity were evaluated.Rubric ratings for theClass of 2020 (AI participants) werecompared to the Class of 2018 (non-AI participants).Results: Sixty-seven AI participants and 75 non-AI

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

997

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

participants were evaluated in the SPE. AI participantsperformed better at listening/responding and spontane-ity/confidence, p5.024 and p5.016 respectively. Impli-cations: AI participants demonstrated superiorcommunication during the SPE compared to non-AI par-ticipants. The AI curriculum is a valuable strategy forstrengthening students’ communication skills.

Impact of a Strength Finders and Conflict Man-agementWorkshop onGrowthMindset, Communica-tion, and Teamwork. Courtney L. Bradley, High PointUniversity, Julie B. Cooper, High Point University, Eliz-abeth Jeter, High Point University. Objective: Healthprofessions focus on interprofessional education (IPE)with a goal of health system improvement. Many earlyIPE interventions lack direct instruction on teamworkskills and measures of mindset shown to impact teamfunctioning. The purpose of this study was to determineimpact of a teamwork skills workshop on self-viewsof growth mindset, communication and teamwork.Methods: A multi-week workshop was developed forfirst-year pharmacy students. The workshop includedcompletion of StrengthFinders2.0, a classroom sessionon identifying individual and team member strengths, aclassroom session on situational communication toolsand group conflict resolution models, and two simulatedpharmacy situations requiring group conflict resolution inthe laboratory setting. An IRB approved pre-post studymeasured change in growthmindset, teamwork, and com-munication between beginning and end of one semesterusing validated survey instruments. Change over semes-ter in which the workshop was delivered to the interven-tion group (Fall 2018) was compared to a control groupthat did not receive the workshop (Fall 2017) applying theWilcoxon Signed Rank Test. Results: Over the semesterthe control group growth mindset decreased, 3.25to3.10.The intervention group demonstrated an increase ingrowth mindset, 3.12to3.17, communication, 2.92to3.14,and teamwork, 3.22to3.30. Change over semester for con-trol and intervention groups were statistically different forall three categories,.0.01,.0.01, and 0.04 respectively.Implications: The teamwork skills workshop improvedself-views. An early workshop may provide necessaryteamwork skills for healthcare improvement. Limitationsinclude size and unprofessional design. Future work willfocus on longitudinal measurement of self-views to deter-mine the long-term impact of teamwork training interven-tions.

Impact of Curricular Change on Student Confi-dence and Potency Accuracy in a Required Com-pounding Course. Robert P. Shrewsbury, University ofNorth Carolina at Chapel Hill, Sarah Mislan, Universityof North Carolina at Chapel Hill. Objective: Three in-

dicators were evaluated to determine if students per-formed better and felt more confident about theirperformance in a required compounding course that wasre-designed due to curricular transformation. Methods:Self-efficacy surveys were given to students in both thelegacy program (LP; longer, fewer preparations/lab) andthe transformed curriculum (TC; shorter, more prepara-tions/lab) at the start and end of a semester to assess theirconfidence in compounding skills and determined if theself-analysis of their preparations improved their confi-dence. Students in both groups compounded the samethree preparations and potency (percent of label) was de-termined. Results: Students in both groups reported in-creased confidence at the semester’s end, with TCstudents showing more dramatic increases. TC studentsreported a significant decrease in their perception thatself-analysis would affect their compounding ability(9.3861.12 to 8.9861.18) while LP students had a sig-nificant increase (8.0962.18 to 8.6861.82). The meanpreparation potencies were statistically different. How-ever, the mean of the TC hydrocortisone medication stickwas outside the acceptable range of the course’s criteria.Implications: Overall confidence in compounding skillswas found to be 70%, and the addition of the self-analysisof preparations increased confidence to 85%. The potencyresults suggested that equivalent competency in the twogroups was possible for preparations that involved simplesolutions or filled fixed volume molds. The hydrocorti-sone medication stick data indicated that understandingthe science of compoundingmay requiremore knowledgeor time that provided in the transformed curriculum.

Impact of Disabling Item Review on Computer-ized Fixed-ItemTests.Michelle L. Caetano, TheUniver-sity of Rhode Island, Jayne Pawasauskas, The Universityof Rhode Island.Objective: The decision to disable itemreview, or ‘backward navigation,’ during computerized-fixed item tests proved controversial among faculty. In-vestigators sought to determine the effect of disablingbackward navigation on performance of exam items.Methods:Exam items that were administered unchangedand without error or adjustment of scoring between 2016and 2017 were eligible for inclusion in the analysis. In-cluded items were evaluated for change in difficulty in-dex, point biserial, and discrimination index from oneyear when backward navigation was enabled to the oneyear after the function was disabled. The study wasdeemed exempt by the Institutional Review Board. Re-sults: Investigators screened 2033 exam items and iden-tified 576 items that were administered which metinclusion criteria. There were no statistically significantdifferences in the point biserial or discrimination index.There was a small, but statistically significant decrease in

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

998

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

itemdifficulty index (mean change -0.74%, p value 0.047,95% CI 0.01% - 1.47%) indicating that fewer studentsselected the correct answer when item review was dis-abled. This change in the item difficulty index appearedto be driven primarily by a statistically significant de-crease for the highest-scoring students (mean change-0.95%, p value 0.008, 95% CI 0.25% - 1.65%); and asmaller, non-significant decrease for the lowest-scoringstudents. Implications:Although there was a statisticallysignificant decrease in item performance, given the smallmagnitude of the effect, it is believed that disabling back-ward navigation is unlikely to significantly impact studentperformance on computerized-fixed item tests.

Impact of MiniMedTM 670G Hybrid Closed-Loop (HCL) System on Glycemic Control; A Retro-spective Single Center Study. Maryam T. Fazel, TheUniversity of Arizona, Saleh Alqifari, The University ofArizona, Ahmad Alamer, The University of Arizona,Merri Lou Pendergrass, The University of Arizona. Ob-jective: MiniMedTM 670G hybrid closed-loop (HCL)insulin pump system with SmartGaurdTM technologyoffers Auto Mode basal insulin delivery based on pa-tient’s sensor glucose readings. The primary outcome isto determine the correlation between Time in Auto ModeandSensorGlucoseTime inRange (SG-TIR) of 70-180 g/dL. Secondary outcomes include correlation of SG-TIR toHbA1c, correlation of Time inAuto-Mode to HbA1c, andchange in average HbA1c from baseline. Methods: Aretrospective cohort study via chart review was conduct-ed. Adult patients with type 1 diabetes mellitus at anacademic medical center endocrinology clinic who wereswitched to the MiniMedTM 670G HCL System eitherfrom multi-dose insulin injections or another insulinpump with or without a continuous glucose monitor wereincluded. Pearson’s Correlation Coefficient (r) was usedto assess the correlation between variables in questionwithin 9 months of switching. The a priori a level was0.05. Results: Twelve patients with average baselineHbA1c of 8.2% (1/- 1.6) included. Time in Auto Modecorrelated positively with SG-TIR (r50.8; P50.002).There was no correlation between SG-TIR and HbA1c(r5-0.18; p50.576). There was an inverse correlationbetween Time in Auto-Mode and HbA1c (r5-0.65;p50.023). There was a significant reduction in HbA1cfrom baseline (-0.61, CI 0.25-0.97) (p50.003). Implica-tions:MiniMedTM 670G HCL system Auto Mode basaldelivery appears to be effective in reducing HbA1c inpatients with type 1 diabetes mellitus.

Impact of Pharmacists’ Patient Care Process(PPCP) Activity on Student Perception of APPEReadiness.Ayse Elif Ozdener, Fairleigh Dickinson Uni-versity. Objective: To assess student perceptions of

APPE readiness after the completion of a PPCP activityin a didactic course Methods: A five-point Likert scalequestionnaire assessing perception of APPE readinesswas disseminated using SurveyMonkey to 76 studentsafter the completion of a 2-week PPCP activity in a P3didactic course. As part of the PPCP activity, studentsused a simulated electronicmedical record (EMR), talkedto a simulated patient to collect information and imple-mented their recommendation to a simulated provider.Participants’ responses were anonymous. Results:Thirty-three students completed the post-PPCP activityquestionnaire (43.4%). Sixty-three percent of studentsstrongly agreed or agreed the PPCP activity preparedthem for APPE rotations. Sixty-seven percent stronglyagreed or agreed that they feel more confident in identi-fying the patient’s most acute problem, conducting a pa-tient interview, and assessing the patient’s subjective andobjective information. Seventy-three percent stronglyagreed or agreed they are more confident in collectingpertinent patient information from an EMR. Fifty-fivepercent strongly agreed or agreed that they feel moreconfident writing a SBAR note and fifty-eight percentstrongly agreed or agreed they aremore comfortable com-municating their recommendation to another healthcareprovider. Sixty-one percent strongly agreed or agreedthey are more confident in monitoring drug therapy andfollowing-up with a patient. Implications: This 2-weekPPCP activity had positive outcomes on student percep-tion of APPE readiness. Based on these results, more ofthese activities will be added to didactic curriculum toboost student pharmacists’ confidence with the patientcare process.

Impact of Student-Driven Educational Model forReinforcing Clinical Knowledge of Common Medica-tions. Kim Vo,Marshall B. Ketchum University, TiffanyTsai,Oregon StateUniversity, JessinaC.McGregor,Ore-gon StateUniversity, TanyaL.Ostrogorsky,Oregon StateUniversity, Harleen Singh, Oregon State University.Ob-jective: The objective of this study was to measurechanges in student knowledge and confidence after com-pletion of a student-driven peer teaching course on com-monly prescribed medications designed to preparestudents for pre-APPE readiness assessments. Methods:All students (n598) enrolled in P3 Pharmacy Practice“RxReady” course were assigned a specific medicationat the beginning of the term. Twenty-four students wererandomly selected to teach their peers, with faculty over-sight, about the assigned medication. Assessmentmethods included weekly quizzes, pre- and post-test,and anonymous surveys about the teaching modality.Pre- and post-tests items were analyzed using a paired-ttest. The study was deemed exempt by the Oregon State

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

999

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

University Institutional Review Board. Results: Ninety-two (95.8%) students showed improvement between thepre- and post-test, with a mean percentage increase of15% (SD510.7%; p,0.001). There was no differencein mean percent change in pre- and post-quiz scores forstudents who presented in class compared to those whodid not (16.9% [SD510.2%] versus 14.5% [SD510.9%],p50.333). The difference in themean change between thepre- and post-quiz was higher in students who passed thepre-APPE exam on their first attempt compared to thosewho had to retake it (16.2% [SD59.8%] vs 9.1%[SD59.1%], p50.017). Implications: This pedagogicalapproach targets gaps in knowledge in pharmacotherapybased on previous year cohorts’ performance on pre-APPE readiness assessments. The results indicate thatthe RxReady course was an innovative active learningpedagogy, to enhance pre-APPE preparedness.

Impact of Student Pharmacist TeachingWithin aDiabetes Self-Management Education Class. KendraR. Manigault, Maria M. Thurston, Mercer University,Adam Gates, Jill M. Augustine, Mercer University. Ob-jective: To assess: 1) student knowledge of diabetes be-fore and after teaching a diabetes self-managementeducation (DSME) class and 2) student self-perceptionsof aptitude and confidence before and after teaching theclass.Methods: Students assigned to the study investiga-tors’ ambulatory care advanced pharmacy practice expe-rience (APPE) between June 2016 to April 2018 wereincluded in this IRB approved study. Students randomlyassigned to the intervention group taught a DSME classwhile students in the control group did not teach a DSMEclass. All students completed a 10-item diabetes knowl-edge pre/post evaluation to assess student knowledge ofdiabetes at baseline and during week 3 or 4 of the APPE.Students completed a pre/post 14-item Likert scale eval-uation to assess aptitude and confidence. Results wereanalyzed using t-test to compare the differences in knowl-edge scores and to compare difference in aptitude andconfidence questions. Results: Forty-five students wereincluded: 26 students in the intervention and 19 in thecontrol. Intervention students had a significant improve-ment in their knowledge scores (81.7% post-interventionversus 68.4% pre-intervention, p,0.001).Control stu-dents did not have a significant change in knowledgescores from pre- to post-evaluation (68.0% versus74.1%, p50.48).Additionally, intervention students hadsignificantly higher gain in confidence compared to thecontrol group (intervention511.9 improvement versus6.7 improvement in control, p50.003). Implications:Student pharmacist participation in a DSME class led tosignificant improvement in diabetes knowledge, aptitude,and confidence. This supports the concept that students

learn thematerial better if they are required to teach othersthe same material.

Impact of Virtual Patient Cases and Student Per-formance Within a Disease and Therapeutics Course.Ryan G. D’Angelo, University of the Sciences, Justin J.Delic,University of the Sciences, Jennifer N. Smith,Uni-versity of the Sciences. Objective: Use of virtual patientcases (VPCs) has increased within healthcare education.This novel technology can utilize branching decisionpoints to simulate clinical decision-making for a virtualpatient. VPCs encourage critical thinking and providereal-time formative feedback. This study aimed to evalu-ate the impact of VPCs on student exam performancewithin a single course. Methods: Four VPCs (two re-quired and two optional) were developed for content onexams during the 2017-2018 academic year. Studentexam question performance for topics with an associatedVPC was compared between students who accessedVPCs more than once vs. only once for required VPCsand between students who accessed VPC one or moretimes vs. not at all for optional VPCs.Results: For topicswith requiredVPCs, there was no significant difference inmean exam performance for students accessing the VPCmore than once compared to students accessing the VPConce (75% vs 73%, p5NS; 71% vs 66%, p5NS). Fortopics with optional VPCs, there was a significant differ-ence in mean exam performance for students accessingthe VPC one or more times compared to students notaccessing the VPC (76% vs 69%, p5,0.01; 83% vs68%, p5,0.01). Implications: Although the use ofVPCs did not universally enhance performance on exams,this study shows that VPCs can be a useful tool for addi-tional self-study. Different content, varied levels of examquestion difficulty, and differences in student motivationare possible confounding variables. Data from this studywill assist determining how VPCs are used effectively inthe curriculum.

Implementation and Impact of an AcademiaLearning Experience for PGY2 Residents: A Three-Year Experience. Jane Bowen, University of the Sci-ences, Angela Bingham, University of the Sciences,Sanchita Sen,Mercer University.Objective: To describethe implementation and impact of an academia learningexperience for postgraduate-year-2 (PGY2) pharmacyresidencies in Critical Care and Pharmacotherapy.Methods: Faculty at the Philadelphia College of Phar-macy created a required academia learning experiencefor PGY2 residents to gain experience in the 3 facultyroles of teaching, service, and scholarship. A pre and post5-point Likert-type scale survey was administered to res-idents to determine the impact of the learning experienceon their confidence in faculty roles in academia. Survey

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1000

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

questions captured previous postgraduate teaching, ser-vice, and scholarship experiences and 22 questionsassessed confidence in these 3 areas pre and post learningexperience.Results: This study included 8 residents over3 years with most having prior small group facilitationand experiential co-precepting experiences, but minimallecture and primary precepting experiences. Five (62.5%)residents completed a prior teaching certificate programand 1 (12.5%) completed an academia rotation. Residentslacked prior academic committee experience and 3(37.5%) had peer-reviewed publications. The experienceresulted in a mean percent increase in responses of“agree” and “strongly agree” that the residents were con-fident in academia-related topics, scholarship, and teach-ing of 93.75%, 68.75%, and 59.38%, respectively. Noresidents felt confidently prepared for a career in acade-mia before the experience, but after 87.5% “agree” and“strongly agree” that they feel confident. Implications:Implementing a required academia learning experiencefor PGY2 residents can be time-intensive, but signifi-cantly improves their confidence in teaching, service,and scholarship, and overall preparation for academia.

Implementation of a Naloxone Distribution Pro-gram at a Large, Public, University Health CenterPharmacy. Kelsey K. Schmuhl, The Ohio State Univer-sity, Jason Goodman, The Ohio State University, PhillipAnderson, The Ohio State University, D’Arcy Oaks, TheOhio State University, Jennifer L. Rodis, The Ohio StateUniversity. Objective: Naloxone is an important harmreduction strategy available to combat the opioid epi-demic, however, stigma and lack of access often limitits use. This study collected perceptions of students, fac-ulty and staff about naloxone and overdose preventioneducation and informed strategies to improve access tonaloxone on The Ohio State University’s (OSU) campus.Methods:A 10-question, multiple-choice, IRB approvedsurvey was distributed via email through the OSU dailybulletin and on paper at OSU’s Student Health CenterPharmacy between July 15, 2016 and September 30,2016. Data from written and electronic surveys were an-alyzed in aggregate using descriptive statistics. Results:736 total surveys were collected.66% of respondents re-ported being affected by addiction (61.7% of 18-25-year-old participants versus 68.6% 25 years and older). 76.6%of respondents had heard of naloxone (59.4% of 18-25-year-old participant and 87.4% 25 years and older;p,0.001).37.5% of respondents knew naloxone wasavailable without a prescription from a pharmacy (24%of 18-25 year old participants versus 44.6% of respon-dents 25 years and older; p,0.001). 16.9%of respondentsreported interest in getting a naloxone kit if they wereavailable at the pharmacy while 37% answered ‘maybe’

to the same question. 52.5% of respondents stated theywould be interested in education about preventing andresponding to overdoses while an additional 26.4% an-swered ‘maybe’ to the same question. Implications:Study results informed the development of a naloxoneand overdose prevention education program at OSU’sStudent Health Center.

Implementation of a Pre-Work Requirement in aPharmacotherapy Series. Stephanie M. Schauner, Uni-versity of Missouri-Kansas City, Eric A. Wombwell,University of Missouri-Kansas City, Karen L. Hardinger-Braun, University of Missouri-Kansas City, Kendall D.Guthrie, University of Missouri-Kansas City, Maqual R.Graham,University of Missouri-Kansas City.Objective:To assess student and faculty opinions and perceptionsof classroom engagement after initiating structured pre-lecture assignments and quizzes within the Pharmaco-therapy series. Methods: Pre-lecture work was added tothe Pharmacotherapy series in fall 2018 to encourage stu-dent review of previously taught coursework, enhanceengagement in the classroom, and allow instructors tofocus on clinical application of concepts. A pre- andpost-course survey was developed and administered tostudents. In addition, a survey was created and adminis-tered to faculty at the end of the fall semester.Results:Allstudents (N5135) completed the surveys and 81% of fac-ulty (N513) responded. The majority of student respon-dents (N597, 70%) reported completing pre-lectureassignments throughout the semester. Ninety (67%)students reported a positive degree of perceived en-hancement of their in-class learning by completing thepre-lecture assignments, however 60% of students re-ported that pre-work did not encourage them to engagein the classroom. Most of the students felt that the pre-work was a useful learning aid (45% agreed or stronglyagreed), 36% were neutral, and 19% disagreed orstrongly disagreed. Faculty survey data suggests that in-structors value the addition of pre-work with the major-ity (53.8%) reporting the pre-work allowed them tospend less time re-teaching previous coursework con-tent. Implications: Pre-lecture assignments and quizzesadded to a Pharmacotherapy course series providedstructure to lecture readings and positively enhanced inclass learning, however it did not encourage classroomengagement.

Implementation of a Review Process to AssessContent in a Pharmacotherapy Curriculum. KendallD. Guthrie, University of Missouri-Kansas City, Eric A.Wombwell, University of Missouri-Kansas City, Stepha-nie M. Schauner, University of Missouri-Kansas City,Maqual R. Graham, University of Missouri-Kansas City,Karen L. Hardinger-Braun, University of Missouri-

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1001

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Kansas City. Objective: To evaluate content in a phar-macotherapy course series using the American College ofClinical Pharmacy (ACCP) Pharmacotherapy DidacticCurriculum Toolkit. Methods: Coordinators utilized theACCP toolkit to map topics across an 18 credit hourcourse series. Instructors were surveyed to provide addi-tional insights on the lecture topics and time allotment.The percentage of covered tier one and two topics as de-fined by the toolkit were calculated. Simultaneously, thecourse structure was assessed using student evaluationsand the institutional course review process.Results:Datawas generated from the 2017-2018 academic year. Thecourses covered 79% of tier one and 49% of tier twotopics. For the 2018-2019 year, the series was increasedby one credit hour. Two courses in the series were restruc-tured from two three-hour lectures weekly to three two-hour lectures. Realignment of time occurred allowing anaverage of two hours per tier one topic and one hour pertier two topic. Topic addition and reorganization resultedin 100% coverage of tier one topics and 68% of tier twotopics. Implications:TheACCPToolkit was an effectivetool to review content in a pharmacotherapy curriculum.By incorporating this review, missing topics were identi-fied and topics requiring practice competency upon grad-uation were enhanced. Despite falling under the nationalaverage for pharmacotherapy credit hours, the course se-ries was still able to incorporate all tier one and the ma-jority of tier two topics.

Implementation of a Suicide Prevent TrainingProgram.Megan Willson,Washington State University,Christina R. Buchman,Washington State University, Jen-nifer D. Robinson, Washington State University, JulieAkers, Washington State University, Kimberly C.McKeirnan, Washington State University. Objective:To describe the impact of an innovative suicide trainingactivitymeasured through a pre- and post-training survey.Methods:Our team revised a state-mandated pharmacistsuicide prevention training program to fit the format of alaboratory course. A WSPA trainer taught the course tostudent pharmacists during a 2-hour laboratory session.Pre- and post-training survey questions were adminis-tered to gather student pharmacist opinions regardingthe importance of this training and comfort engaging ina discussion with a patient about suicide. Results: One-hundred fifty-eight student pharmacists completed thetraining and survey. Forty-six percent of students (74/158) reported having previous personal experience withsuicide. Thirty-six percent of students (57/158) reportedthey know someone who may need help and intend toreach out to them after completing this training. Eighteenpercent of students (30/158) said “yes” to the statement,“From what I just learned, I have decided to seek help for

myself.” Implications: Suicide claims the life of one per-son every 12 minutes and is the second leading cause ofdeath for individuals aged 15-34. A recent survey of over67,000 undergraduates from 108 universities indicatedthat 24% of college students reported suicidal ideationand 9% attempted suicide. The research team wasastounded at the number of students participating in thetraining who intended to seek help for themselves orsomeone else after completing this training program. Uti-lization of this student pharmacist suicide preventiontraining model could be implementable in a variety ofcourses and settings and added to the curriculum at anyuniversity in the country.

Implementing an Innovative Assessment Ap-proach inaPharmacotherapyCourse.EricA.Wombwell,University of Missouri-Kansas City, Stephanie M.Schauner, University of Missouri-Kansas City, MaqualR. Graham, University of Missouri-Kansas City, KarenL. Hardinger-Braun,University of Missouri-Kansas City,Kendall D. Guthrie, University of Missouri-Kansas City.Objective: To implement and evaluate an innovativeelectronic examination in a pharmacotherapy courseintermixing case-based assessment, multiple-choice,and short-answer questions. Methods: Exams withinour pharmacotherapy course historically comprised 4-to-5 patient cases. Students provided handwritten assess-ments and plans for 2-to-4 drug-related problems percase. This assessment method resulted in 1) significanttime to complete exams, limiting assessable content and2) instructor dissatisfaction due to substantial time burdenfor grading. To increase the number of diseases assessedper exam, and consequently strengthen course rigor, mul-tiple-choice and short-answer questions were added toexams. Case-based questions were retained to align as-sessment with the pharmacist patient care process(PPCP). To improve instructor satisfaction and limit timeanswering cases, students typed assessment and plan re-sponses for only the highest-priority drug-related prob-lem identified in each case. Examswere administered andgraded through an electronic assessment platform (Exam-soft�). Five exams were administered during the course,each incorporating approximately 30 multiple-choiceand/or short-answer questions and 4-to-5 case-basedquestions. A post-semester survey of student and instruc-tor perceptions was administered. Results: The numberof diseases assessed in the course doubled from 24 to 53.Course rigor intensified with 74% fewer A’s achieved.Nearly all students (94%) reported the course preparedthem to carry out the PPCP. Instructors responded approv-ingly, 100% desired continuation of the new assessmentmodel. Instructors preferred the new assessment model(92%) and reported it better assessed student

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1002

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

comprehension of material (85%) versus the previousmethod. Implications: This innovative examinationmethod increased assessable content, increased courserigor, and improved instructor satisfaction.

Implementing Portfolios with Formative Assess-ment of Professionalism and EPA Proficiency for anEntire 2501 Cohort. Catherine Taglieri, MCPHS Uni-versity–Boston, Jennifer Prisco, MCPHS University–Boston, Anela Stanic,MCPHS University–Boston, MatthewR. Machado, MCPHS University–Boston, Gerard G.D’Souza,MCPHSUniversity–Boston.Objective: Imple-ment a process for faculty to individually verify studentself-assessment of professionalism and Entrustable Pro-fessional Activity (EPA) proficiency. Methods: Associ-ated with portfolio requirements, a Qualtrics� surveywith 19 professionalism questions and 15 EPA questionswas distributed to 269, 286 and 301 PY1, PY2 and PY3students, respectively. Utilizing the School’s One-to-OneStudent FacultyEngagement (OSFE) Program, facultymetwith individual students to discuss their self-evaluationsurvey responses. Results: Average self-rated profes-sionalism scores on a 6-point scale (05not yet aware to55always) were 4.34(PY1), 4.39(PY2) and 4.5(PY3).Average EPA proficiency scores on a 6-point scale(05not yet aware to 55does and teaches others) were0.96(PY1), 1.65(PY2) and 2.38(PY3). Year-to-yearchanges were statistically significant (ANOVA p,0.01)only for EPA proficiency scores. In professionalism, thelowest rated item for all three student cohorts was “I ex-ceed expectations of others.” In EPAs, “Educate patientsand professional colleagues regarding the appropriate useof medications” and “Identify patients at risk for preva-lent diseases in a population” were the lowest rated skillsin PY3. Implications: Using the portfolio, year oneimplementation established the feasibility of collectingactionable data across the 3 cohorts. OSFE meetings arerequired annually, at a minimum, and will allow for con-sistent formative feedback on student self-assessments asthey progress through the curriculum. The EPA data echoother measures of curricular performance and have impli-cations for curricular revision. Combined with existingmechanisms in the experiential curriculum, this approachis the cornerstone of the School’s plan for compliancewith ACPE 2016 Standards 4 and 24.

Incorporating a Virtual Patient Case into a Re-quired Course in a Doctor of Pharmacy Program.Brooke D. Fidler, Long Island University, Tamara Gold-berg, Long Island University, Roda Plakogiannis, LongIsland University, Elaena J. Quattrocchi, Long IslandUniversity, Chosang Tendhar, Long Island University.Objective: Investigate the impact of virtual simulationon students’ exam scores pertaining to diabetes.

Methods: The data (10 diabetes questions on each test)for this studywas collected from second professional yearstudents in 2017 (n5202) and 2018 (n5190). Students in2017 utilized a traditional paper case during a hyperten-sion/diabetes pharmacotherapy workshop. Students in2018 used an interactive virtual patient simulation (IVPS)case during the same hypertension/diabetes pharmaco-therapy workshop. IVPS involved students verbally ask-ing questions to the virtual patient to obtain a medicalhistory to determine the best treatment for this patient.We used SPSS to compute descriptive statistics and per-form Independent Sample t-test. A six-item survey (five-point Likert type scale) was also administered after thecompletion of a virtual patient workshop to assess stu-dents’ perceptions of utilizing this teaching technique.Results: The mean scores were 6.74 and 7.27 for 2017and 2018, respectively. Students exposed to the IVPSperformed better. The mean difference of 0.53 was statis-tically significant, t (390)5 -2.88, p, 0.05. The studentsurvey results demonstrated that the mean scores of eachitemwas greater than 3 (out of 5). Our results suggest thatstudents endorsed the usefulness of virtual learning. Im-plications: The findings of this study support the effec-tiveness of a virtual patient in enhancing students’diabetes knowledge. Furthermore, it has implicationsfor pedagogy. Specifically, the use of virtual learning intoother disease state discussions in pharmacotherapeuticcourses could be equally beneficial.

Incorporating Community Engaged Learning inPharmacy Elective Courses to Enhance StudentLearning About Minoritized Populations. AnisaFornoff, Drake University, Sally L. Haack, Drake Uni-versity. Objective: Two new pharmacy electives,centered on minoritized populations, incorporated com-munity engaged learning strategies. Faculty engagedwithlocal community partners to intentionally integrate ser-vice-learning to meet learning objectives. Courses weredesigned to address issues identified in a campus climatesurvey at this institution. Methods: The first course em-bedded a food insecurities service-learning experience.Students served local community partners while alsoworking virtually alongside student teams from an insti-tution in Guadalajara, Mexico, impacting food insecu-rities in both local and global contexts. A LGBTQhealth course threaded a community partner throughoutthe term to engage students in policy and advocacy. Also,students created continuing education coursework with afocus on a LGBTQ health issues geared toward publicschool teachers. Students used critical reflection activitiesto demonstrate achievement of course learning objec-tives. Community partner and student feedback was gath-ered. Results: The faculty and community partners

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1003

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

successfully created and delivered a mutually beneficialpartnership that positively impacted student learning.Course evaluations, partner feedback, and assessment ofcritical reflection activities indicated that students exam-ined personal cultural assumptions and unconscious bias.Students were able to practice interpersonal communica-tion skills to demonstrate respect for other perspectivesand cultures. Implications: Community engaged learn-ing projects can impact student learning in relation toissues experienced bymarginalized populations. Throughengagement in the community in areas of social justice,students can gain experience outside of the classroomrather than only using didactic and case-based methodsof teaching. Lessons learned and future opportunities forassessment will be explored.

IncorporatingLeadershipDevelopmentPlanninginto Pharmacy Education: An Evaluation of BestPractices. Mary M. Bridgeman, Rutgers, The State Uni-versity of New Jersey, Jenelle Sobotka,University of Cin-cinnati. Objective: To identify approaches for personalprofessional leadership development planning to derivebest practices for incorporating leadership developmentplanning in pharmacy curricula. Methods: A literaturereview was performed to inventory existing leadershipdevelopment plan templates, processes, and strategiesfor student pharmacists. A query of Medline databasesthrough June 2018 was conducted utilizing the terms:“Education, Pharmacy” [MeSH] or “Students, Phar-macy” [MeSH]; “pharmacy education” or “pharmacy stu-dent” or “pharmacy curriculum” or “pharmacycurricula”; “leadership” or “leadership development”.Available English language data from reviews, abstracts,evaluations, and references from literature pertaining toleadership development in pharmacy curricula wereextracted. Results: A total of 373 references were iden-tified; upon further evaluation, 58 of these were identifiedto more completely reflect the scope of leadership devel-opment planning in pharmacy education. This reviewidentified a need for a leadership development plan toinclude aspects of multimodal leadership developmentfor student pharmacists, encompassing formal curricular,co-curricular, and extracurricular activities. Leadershipdevelopment planning should include competency areas,including self and other focus, knowledge, behavior, cog-nitive domain, and affective domain. Curricular mappingof leadership opportunities and training can address gapsin the curriculum or in a learner’s development. Implica-tions: Use of leadership development planning, at pres-ent, is limited and unstructured according to a literaturereview. Student leadership development planning shouldbe intentional, with a thought to desired competency areasfor development and assessment of the desired skills. Fi-

nally, leadership development planning must include anopportunity for self-reflection in order to provide deeperassessment and insight into areas of leadership develop-ment needed.

Incorporation of Branched-Logic Survey Soft-ware for Patient Case Assessments in Pharmacother-apy Courses. Paul Reynolds, University of Colorado,Scott W. Mueller, University of Colorado, Ashley E.Glode, University of Colorado, Meghan N. Jeffres, Uni-versity of Colorado, Erica J. Rhein, University of Colo-rado. Objective: Educational pedagogy that addresseshigher orders of clinical reasoning in a pharmacy curric-ulum can be time-intensive to develop, implement, andassess. Digital branched-logic surveys create interactive,simulated patient cases that allowapplication of therapeu-tic knowledge in a low risk setting. Methods: Patientcases were created for three oncologic and two infectiousdisease scenarios utilizing the Qualtrics� survey platformfor two curricular programs, distance-based and third yearon-campus pharmacy students. Branched-logic providedfeedback based on student answers to various discretequestions, which allowed students to explore therapeuticdecision-making while witnessing simulated outcomes inreal-time. A log of student decisions also allowed instruc-tors to provide class-wide feedback. Student percep-tions of the survey were collected via a 5-point Likertscale (SA5Strongly Agree, A5Agree, N5Neutral,D5Disagree, SD5Strongly Disagree). The chi-squaredtest was used to compare perceptions by program andscenario.Results:A total of 496 surveys were completedfor the 5 clinical scenarios. Overall, students preferred thesurveys to clinical note writing (SA/A582%, SD/D57%). Students found the surveys valuable to learning(SA/A599%, SD/D51%) and that feedback from thesurveys was useful to their learning process (SA/A599%, SD/D50%). No statistically significant differ-ences were observed between pharmacy programs or casetype. Implications: Branched-logic surveys were pre-ferred and enjoyed by students. It provides a log ofdecision-making trends that can allow for targetedfeedback by instructors. Initial survey construction istime-intensive, but efficient provision of feedback andmodification of existing cases improves overall instruc-tor efficiency. Further research is needed regardingbranched-logic surveys and academic performance.

Influence of Program Type, Curricula Delivery,and Demographics on Test Anxiety: A Multi-SiteStudy. Kimberly K. Daugherty, Sullivan University,Stephen Neely, The University of Oklahoma, Daniel R.Malcom, SullivanUniversity, Alicia S. Bouldin, The Uni-versity of Mississippi, Kristopher Harrell, The Universityof Mississippi, Melissa S. Medina, The University of

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1004

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Oklahoma, Kristen Pate, The University of Mississippi,Michelle O. Zagar, The University of Louisiana at Mon-roe, Adam Pate, The University of Mississippi. Objec-tive: There are limited data available regarding testanxiety in health professions students. The purpose of thisstudy was to determine the prevalence of test anxiety inpharmacy students and to explore possible related factors.Methods: Students from four pharmacy schools in theirfinal year of the curriculum were asked to complete theCognitive Test Anxiety Scale-2 (CTAS). Comparisonswere made to determine differences in gender, race, cur-ricula delivery, and program length. Results: A total of176/361 students across the four schools completed thesurvey (mean5 48.8%; range 41.1-61.3%). Respondentswere mostly female (59.0%) and Caucasian (71.6%).Most (55.0%) students were classified as moderate-highanxiety with a median anxiety for the NAPLEX of 75(scale 0-100). Only 4% of students reported receivingaccommodations for text anxiety, though most (71.0%)reported seeking help when needed. No difference onCTAS-anxiety level was found between genders buttrended towards more males having low anxiety (54.2%vs. 38.5%). Female students reported a statistically higherlevel of NAPLEX anxiety (80.5% vs 70%). Race was notstatically different for any variable. CTAS-anxiety levelgroups differed by type of program: the three-year pro-gram hadmore students in high-anxiety; hybrid/PBL pro-grams had more in moderate-anxiety; and the integratedmodular-based program had more in low-anxiety.NAPLEX anxiety did not differ between programs. Im-plications: There was a high prevalence of test anxietyamong students, with many reporting anxieties about tak-ing the NAPLEX. Three-year and hybrid/PBL programswere associated with more anxiety than modular-basedprograms, but further research is needed.

Instructors’ Reported Successes and Barrierswith a Teaching Electronic Medical Record for Phar-macy Student Learning. Olga O. Vlashyn, Purdue Uni-versity, Omolola A. Adeoye, Purdue University,Kimberly S. Illingworth Plake, Purdue University, JamieL. Woodyard, Purdue University, Zachary A. Weber,Purdue University, Debra K. Litzelman, Regenstrief In-stitute, Alissa L. Russ, Purdue University. Objective:Some pharmacy programs are implementing teachingElectronic Medical Records (tEMRs), but best practicesfor incorporating tEMRs into pharmacy practice are un-known. Our objective was to examine instructors’ earlyexperience with a tEMR in order to improve future use inpharmacy education. Methods: This mixed methodsstudy was guided by the technology acceptance model(TAM). Instructors from one college of pharmacy wereinvited to participate in 30 to 60-minute, semi-structured

interview and a web-based survey. Interview transcriptswere analyzed with a hybrid, deductive and inductiveapproach by two independent analysts. Analysts dis-cussed discrepancies until reaching consensus. The43-item survey collected baseline data on instructors’ ex-periences with the tEMR, and items were measured on a7-point Likert scale. Quantitative analyses included de-scriptive statistics. Results: Interviews were conductedwith seven pharmacy instructors. Qualitative data analy-sis revealed several major themes, including benefits andbarriers to tEMR use (6 and 8 subthemes, respectively).The survey was completed by ten pharmacy instructors.Most instructors agreed or strongly agreed that the tEMRwas useful for teaching (44.4%). However, most instruc-tors strongly disagreed that they were satisfied with iden-tifying patient cases (55.6%), and they found it difficult toget the tEMR to do what they wanted (40.0%). Overall,instructors had a generally favorable attitude towards us-ing the tEMR for teaching (50.0%). Implications: Thisresearch provides valuable insights on both benefits andbarriers for pharmacy instructors as they utilize a tEMRfor student learning. Our research findings may aid otherpharmacy programs and promote more effective use oftEMRs in pharmacy education.

Integration of Modified ‘Career Pathway Evalu-ation Program’ in a Pharmacy Curriculum. AnnParks, Concordia University Wisconsin, Emily Bryant,Concordia University Wisconsin, Michael C. Brown,Concordia University Wisconsin.Objective: To describethe ‘Career Pathway Evaluation Program’ (CPEP) usagein the Introductory Pharmacy Practice Experiences(IPPEs) and to summarize 5 years of career and criticalfactor assessment tool results for Pharm.D students.Methods: CUWSOP requires IPPE curriculum as a partof a four-course series during the first and second year ofthe Pharm.D program. IPPE-3 focuses on career explora-tion, including amodified version of theAPhACPEP.Ourcourse involves components of the original pathways pro-gram (some of the exercises and the assessment tool) andformal participation in a Career Pathways Poster Fair. AllP2 students were required to participate and to submittheir assessment tool results. Data were collected anony-mously via a survey to the course management website.Results: There were 326 (95.6%) respondents to the sur-vey. Respondents’ most common career matches in-cluded ambulatory care (71.85%), health systempharmacy outpatient (65.51%), office-based medicationmanagement (45.69%), and independent communitypharmacy (43.63). Ambulatory Care and Health SystemPharmacy Outpatient were in the top three matches for allfive cohort years. Respondents’ most common criticalfactors were ‘helping people’ (61.02%), ‘interaction with

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1005

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

patients’ (49.38%), and ‘job security’ (41.93%). Impli-cations: Our course has been successful in helping stu-dents identify potential careermatches. These assessmenttool results describe a predominant interest in ambulatorycare roles, which aligns with their interest in helping peo-ple and interacting with patients. Future research mayinvolve investigating a possible association between theCPEP results and student selection of APPEs and elec-tives, further training, and/or careers.

International Advancement of Pharmacy Educa-tion Through a Global Self-Assessment Tool.MirandaG. Law, Howard University, Hyunuk Seung, Universityof Maryland, Abby A. Kahaleh, Roosevelt University,Jessica Lyons, Howard University, Isatu Bah, HowardUniversity, See-Won Seo, Albany College of Pharmacyand Health Sciences, Miranda Sertic, University ofZagreb, Toyin S. Tofade,Howard University.Objective:In 2017, the International Pharmaceutical Federation(FIP) published the Nanjing Statements on pharmacyand pharmaceutical sciences education, detailing 67adopted statements by 37 countries. The researchobjective is to develop a global quality assurance self-assessment tool (SAT) based on the FIP Nanjing State-ments. Methods: All 67 statements were evaluated andassigned one of the following nine categories: 1. Didacticstudent competencies, 2. Experiential student competen-cies, 3. Workforce development, 4. Academic develop-ment, 5. Quality assurance, 6. Pharmacy advocacy, 7.Organization operation, 8. Continuing professional de-velopment, and 9. Inter-professional education. State-ments containing constructs in more than one categoryreceived a secondary category. Afterwards, Likert-scaleand multiple-choice questions were developed. State-ments that contained multiple individual concepts weredivided into multiple questions. The final survey wasreviewed by five U.S. pharmacists, a statistician, andthree international pharmacists for face validity. TheSAT was tested by four schools of pharmacy, two inthe U.S. and two international pharmacy programs.Based on the reviewer’s suggestions from the pilot, re-visions were made to a few questions and concepts in theself-assessment instrument. Results: The survey takesapproximately 25 minutes to complete online via Qual-trics. The SAT includes a total of 35 items, 21 questionsreflecting the intent of FIP’s Nanjing Statements, and 14on demographics. The SAT can be completed by facultyor administrators. Implications: The SAT allowsschools and colleges of pharmacy worldwide to evalu-ate their institutions against globally recognizededucational standards. It allows for quality assurance as-sessments for institutions unaccredited by national phar-macy organizations.

International Survey of Interprofessional Educa-tion in PharmacyProgramsOutside theUnited States.Ayse Elif Ozdener, Fairleigh Dickinson University, Mal-gorzata Slugocki, Fairleigh Dickinson University, JulieKalabalik, Fairleigh Dickinson University. Objective:To assess attitudes, standards, implementations, and bar-riers associated with interprofessional education (IPE) innon-US pharmacy programs Methods: One hundredseven non-US pharmacy programs were invited to com-plete a 14-question survey. Programs were identified us-ing the International Pharmaceutical Federation andAmerican Association of Colleges of Pharmacywebsites.The surveywas disseminated usingQualtricsXM.Resultswere collected anonymously.Results:Twenty-four phar-macy programs responded to the survey (22.4%).Most ofthe respondents (95.7%) agreed or strongly agreed thatIPE is important to teach and interprofessionalism is rel-evant to pharmacy practice. Eighty-seven percent statedthat pharmacy students in their programs expressed in-terest in IPE. Approximately one-third of respondentsstated that an organization that creates IPE standards forpharmacy programs exit in their country. Over half ofrespondents (56.5%) incorporate IPE into their curricu-lum; 39.1%plan to integrate it in the future. Two commonbarriers to IPE implementation included lack of interestfrom other disciplines and lack of dedicated time andspace in the curriculum to build an IPE program. Impli-cations: Although the study is limited by low responserates, the findings reveal themajority of respondents offerIPE in their curriculum or plan to incorporate it in thefuture. Only one-third have IPE educational standardsset within their own country. This study highlights theneed for the development of tools designed to supportcollaboration between disciplines for providing IPE innon-US pharmacy programs.

Interprofessional Collaboration Between StudentPharmacists and Student Psychologists. Linda D.Logan, The University of Georgia, Andrew Darley, TheUniversity of Georgia. Objective: To describe and eval-uate an interprofessional experience for student pharma-cists and student psychologists serving on behavioralhealth teams. Methods: P2 and P3 student pharmacistsprovide pharmacotherapy recommendations to graduatepsychology students, nurses, and social workers duringsupervisory staffing rounds at two community mentalhealth centers. Student pharmacists are paired with stu-dent psychologists and are responsible for providing druginformation, therapy recommendations, and whenrequested attend client sessions to provide direct patientcare. Students completed the Interprofessional EducationCollaborative (IPEC) Competency Survey Instrumentbased on the IPEC Core Competencies and answered

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1006

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

questions describing their previous experience on inter-professional teams and their opinion of participating theseinterprofessional teams. Study results were analyzed us-ing descriptive statistics. Results: Forty-one of 42 stu-dents (98%), representing pharmacy (17), psychology(22) and social work (2) returned completed surveys. Sur-vey results showed that 95% of students’ responsesagreed or strongly agreed with the statements in theValues and EthicsDomain, 89% in the Roles andRespon-sibilities domain, 86.9% in the Interprofessional Commu-nication Domain and 82.9% in the Teams and TeamworkDomain. Statements in the Teams and Teamwork domainwith the highest number of neutral, disagree, and stronglydisagree responses pertain to describing the team workprocess (29%), describing roles and practice of effectivehealth care teams (26.8%) and constructively managingdisagreements (26.8%). Implications: This experienceprovided student pharmacists the opportunity to serve asmedication experts on an interprofessional behavioralhealth team. Findings indicate that both pharmacy andpsychology students self-perceived high competence inthe attributes required of successful team members.

Interprofessional Debate Activity as a Method ofLiterature Evaluation: A Two-Year Analysis. TaylorD. Steuber, Auburn University, Haley M. Phillippe, Au-burn University, BradleyWright, Auburn University, Mi-randa R. Andrus, Auburn University. Objective: Toassess the impact of interprofessional debates as an alter-native activity to journal club on perceived pharmacy-physician relationships and literature evaluation skills.Methods: Third year family medicine residents andfourth year pharmacy students participated together inan interprofessional debate activity. A pre-survey usingthe 10-item SPICE-R2 instrument (Likert scale;15strongly disagree through 55strongly agree) was ad-ministered to the participants via Qualtrics at the begin-ning of the APPE rotation year to gauge interprofessionalteamwork perceptions. Post-surveys were administereddirectly after the debate throughout the year and matchedto assess changes in perceived pharmacist-physician re-lationships and included questions to gauge perceptionsof literature analysis and other skills via this method.Matched survey results were analyzed using descriptivestatistics. Changes in perceptions of the SPICE-R2 instru-ment were analyzed using Wilcoxon Signed Rank test.Results: Fifty-five participants (18 medical residentsand 37 pharmacy students) have participated in 9 uniqueinterprofessional debates over a two-year time period.Thirty-five participants (64%) completed both the pre-and post-surveys. Level of agreement increased on thepost-survey for each item on the SPICE-R2 instrumentand was statistically significant for 7 out of 10 questions

(p,0.05). Overall, participants agreed or strongly agreedthat the debate activity improved their literature evalua-tion, problem-solving, critical thinking, teamwork andcommunication skills. Implications:The debatewaswellreceived as a method of literature evaluation by both fam-ily medicine residents and pharmacy students. Partici-pants reported positive and improved perceptions ofworking with an interprofessional team, as well as im-proved literature evaluation skills and other skills.

Interprofessional Training for Health ProfessionStudents on Opioid Use Disorders. Gina M. Baugh,West Virginia University, Mark P. Garofoli, West Vir-ginia University, Erin L. Winstanley,West Virginia Uni-versity. Objective: The objective of this study is todescribe health profession students’ experiences andopinions about patients with opioid-use disorder (OUD)and to summarize the evaluation results of an Interprofes-sional Program Educational (IPE) event on OUD.Methods:An anonymous pre-event survey (n5138) col-lected information on attendees’ experience and opinionsabout OUD patients. The post-event survey (n5143) col-lected information on the attendees’ evaluation of theevent and identified opportunities to improve future ses-sions.Results:Forty percent of attendees reported havinga friend or family member who has/had an OUD. Lessthan a third reported that they would be uncomfortableworking with OUD patients (29.1%) or would prefer notto interact with OUD patients (27.7%). The overall eventevaluation results were very positive and 85.5% reportedthat the information would change or influence their clin-ical practices. Analysis of the open-ended responsesfound that the content was informative (n536); the at-tendees liked the inclusion of statistics (n519) and thatthe content was locally-focused (n513). Attendeeswanted to learn more about OUD patient assessmentand management (n513), treatment (n512) and patientcommunication (n56). Implications: Health professionstudents have more favorable opinions of OUD patientsthan previous research has found, and this may, in part, beexplained by their personal experiences. Overall, healthprofession students want to learn more about the manage-ment of OUD patients.

Justification andDevelopment of a Scholar inGe-riatric Pharmacy Certificate Track. Julie A. Testman,University of Charleston, Leah A. Hall, University ofCharleston.Objective: The healthcare needs of an agingpopulation present an opportunity for students to gainspecialized knowledge and differentiate themselves inan increasingly competitive marketplace. The justifica-tion and development of a geriatrics track will be de-scribed. Methods: A literature search identified limitedemergence of specialty tracks with varying design

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1007

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

embedded in PharmD programs. Pharmacy students weresurveyed using a five-point Likert scale to assess per-ceived need, benefits, and interest in pursuing a geriatricstrack. Track outcomes and activities were developed tooptimize geriatric patient care, with emphasis on socialdeterminants of health and age-related changes that influ-ence therapy management. Application requirementswere defined with a maximum of four students selectedper cohort. Faculty workload considerations and univer-sity approval processes were addressed. Results: Surveyresponse rate was 59% (120 of 203 students). Respon-dents somewhat or strongly agreed: the curriculum shouldprovide a focused geriatrics track (84.48%); the track willassist in student recruitment (77.58%); specialized train-ing would be valuable to future employers (91.38%); andthey would be interested in pursuing the track (47.42%).The track consists of 14 didactic and experiential credithours, two projects embedded in other courses, 100 vol-unteer hours, community outreach, research, and profes-sional meeting attendance to be completed longitudinallythroughout the P2-P4 years. Marketing materials weredeveloped for prospective and current students. Implica-tions:Upon successful track completion, students will beawarded a Scholar in Geriatric Pharmacy certificate rec-ognized on the official transcript. This provides a frame-work in which schools may develop concentrations ingeriatrics or other areas.

LeaderAcademy:ALayeredApproach to Learn-ing Leadership.Kristy L. Brittain,Medical University ofSouth Carolina, Cathy L. Worrall,Medical University ofSouth Carolina, Alan R. Spies, University of South Car-olina. Objective: Leader Academy is a team-based co-curricular experience for pharmacy students to buildscommunication skills and foster leadership. The programcouples’ team-based leadership development during thefirst year of the curriculum with course-based team activ-ities. Methods: An emotional intelligence assessment,EQi 2.0 is administered to students during their first pro-fessional year. Students are led, by facilitators through aseries of programs targeted at improving communicationskills through the use of GiANT Worldwide tools. Stu-dents participate in monthly sessions and are assignedactivities that occur within required curricular courses.Students conduct peer/self-assessments through CATMESMARTERTeamwork. The EQi 2.0 will be administeredagain at the end of the Leader Academy program. Re-sults: Student emotional intelligence data was analyzed.On average, students scored lower in the areas of Asser-tiveness (97), Stress Tolerance (100), Emotional Expres-sion (100) and Independence (101). The lowest overallcomposite scores were Self-Expression (100) and StressManagement (101).An anonymous survey asked students

to address the value and relevance of the GiANTWorld-wide tools introduced, how often they used the tools andif they had taught a tool to someone else. Implications:Students indicate that they find the tools valuable andrelevant to their life. The group facilitator approach hasallowed the students to grow throughout the program,thus providing more buy-in by greater numbers of stu-dents. There are specific areas of focus within emotionalintelligence where we can continue to build skills inself-expression and stress management. Students arealso able to utilize their EQi2.0 reports to set SMARTgoals.

Mapping of a Clinical Skills Course Sequence totheEntrustable ProfessionalActivities. Jill S. Borchert,Midwestern University/Downers Grove, Lea E. delaPena, Midwestern University/Downers Grove, JenniferJ. D’Souza, Midwestern University/Downers Grove,Denise M. Kolanczyk, Midwestern University/DownersGrove, Kelly Lempicki,Midwestern University/DownersGrove, Jennifer L. Mazan, Midwestern University/Downers Grove, Jeffrey Wieczorkiewicz, MidwesternUniversity/Downers Grove. Objective: Clinical Skills isa 3-course sequence spanning the second and third pro-fessional years designed to develop a student’s skillsin communication and identifying and assessing drugtherapy problems. Throughout the sequence, studentscompletemultiple simulation-based activities. These ac-tivities are potential methods in which to provide in-struction and evaluation to build upon in experientialtraining. Entrustable Professional Activities (EPAs) rep-resent a baseline set of specific activities and tasks thatshould be performed by new pharmacy graduates. EPAsmap to the Pharmacists Patient Care Process (PPCP).Our intent is to describe this course sequence and howthese simulations map to EPAs and PPCP.Methods:Allsimulations throughout the sequence were mapped to theEPAs by the course directors. Descriptive statistics wereused to summarize the domains covered, potential over-laps and gaps.Results:The 31 eventsmapped to 5 of the 6EPA domains (patient provider, interprofessional teammember, population health promoter, information masterand practice manager), but not self-developer. Activitiesmapped to 12 of 14 core statements with the most fre-quently assessed tasks as collecting (90%, n528) andanalyzing information (89%, n525), and utilizing evi-dence (89%, n525). Using the 2016-2017 AACP Aca-demicAffairs Committee crosswalk, all steps of the PPCPwere represented. Implications: Mapping confirms thesequence is designed with repetition of activities forskill-building. Existing activities within the sequencemay be suitable formilestone assessment.Mapping needsto be expanded to other courses for amore comprehensive

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1008

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

picture to identify potential gaps in the curriculum as awhole.

Mapping Postgraduate Year-one Pharmacy Res-idency Graduation Standards to the Core EntrustableProfessional Activities. Jean Y. Moon, University ofMinnesota, Sarah K. Schweiss, University of Minnesota,Jody L. Lounsbery,University of Minnesota, Amy L. Pit-tenger,University of Minnesota.Objective:Compare theAmerican Society of Health-system Pharmacists (ASHP)postgraduate year-one (PGY1) pharmacy residency com-petency areas, educational goals, and objectives to theAmerican Association of Colleges of Pharmacy (AACP)Core Entrustable Professional Activities (EPAs) and cor-responding domains. Methods: Using a consensusmodel, the two guidance documents were compared andmapped. The ASHP required competency areas, goals,and objectives for PGY1 pharmacy residencies weremapped to the AACPCore EPAs for new pharmacy grad-uates. The criteria for each ASHP objective and the ex-ample supporting tasks of the EPA statements werereviewed. Results: ASHP included one additional tierwhen comparing organizational levels (i.e. goals) com-pared to AACP. All of the 15 AACP Core EPAs mappedto at least one ASHP education objective. All of theASHP education objectives mapped to the Core EPAsexcept for one objective in the Patient Care and four inthe Leadership andManagement competency areas. Im-plications: With only a slight difference in organiza-tional structure and a small gap between ASHPeducation objectives and AACP EPAs, tracking of pro-gression from new pharmacy graduate to postgraduatepharmacy resident may be possible. More consensusaround leveling and general use with EPAs will providefurther insight.

Mentoring Near-Peers: Understanding the valuein a Developing Pharmacist. Priti Patel, University ofFlorida, Carinda Feild, University of Florida, LindseyM. Childs-Kean, University of Florida. Objective:“Near-peer” mentoring allows Doctor of Pharmacy stu-dents to engage with college or high school students ex-ploring careers in pharmacy. However, the meaning thatstudents draw from such experiences specifically, whenthese experiences are not required, is relatively unknown.The purpose of this study was to understand PharmDstudents’ expectations when undertaking near-peer men-toring roles and to discover what they learn or experiencein these activities.Methods:Second- and third-year phar-macy students were invited to participate in activitieswhich allowed them tomentor near-peers. These includedCollege of Pharmacy recruitment and information ses-sions, PharmCAS workshops, and PharmCORP presen-tations. Near-peer mentoring occurred one-on-one or in

larger groups, depending on the activity. Pharmacy stu-dents were given anonymous reflective writing promptsthatwereused tounderstand their goals for participation innear-peer mentoring.Results: Eighty-five percent of par-ticipants were female and one hundred percent par-ticipated in multiple near-peer mentoring activities.Twenty-nine percent were the first generation in theirfamilies to attend college. “Improving public speaking”and “helping others” were common reasons for partici-pating in near-peer mentoring. The pharmacy studentswere pleased that they were able to share their “journey”to pharmacy school. Other positive aspects were the abil-ity to “advocate,” “generate interest” in their profession,and “inspire.” Implications:Near-peer mentoring can bea valuable experience for pharmacy students, in additionto peermentoring. This can help PharmD students acquirevaluable skills in communication, service, and advocacy.Reaching out to local community colleges, high schools,and middle schools may provide educational opportuni-ties for both parties.

Motivational Design to Grab Attention, EstablishRelevance, BuildConfidence, andAchieve SatisfactionAbout Evidence-Based Medicine. Jody L. Lounsbery,University of Minnesota, Shannon L. Reidt, Univer-sity of Minnesota, Amy L. Pittenger, University of Min-nesota.Objective:To evaluate an online, evidence-basedmedicine (EBM) course created using motivational de-sign principles. Methods: An online EBM continuingeducation coursewas designed and delivered to pharmacyresidents. The validated Instructional Materials Motiva-tion Survey (IMMS) survey and an open-ended surveybased on Keller’s Attention, Relevance, Confidence, Sat-isfaction (ARCS) components were used to evaluate thedesign and instructional materials. A mixed-methods ap-proach was used to analyze the quantitative and qualita-tive data sources.Results:Twenty-six (96%) participantssuccessfully completed the course. The overall meanscore for the course was 87%. The mean IMMS scorewas 126.2 (SD514.6). Mean scores for individual ARCScomponentswere relevance 3.8 (SD51.0), confidence 3.7(SD51.1), attention 3.4 (SD51.1), and satisfaction 3.0(SD51.0). Design principles identified as being positiveinfluencers of the ARCS components included organizedand logical flow of activities, realistic examples andpersonalized application expectations, a manageableamount of effort and enough flexibility to fit into the busypractice position, and reminder prompts regarding up-coming due dates. The use of multiple learning formats(videos, readings, online discussions, etc.) emerged asespecially positive influences of confidence and satisfac-tion. Implications: EBM can be a challenging topic forpharmacy learners.Motivational design was an effective

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1009

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

strategy to help learners gain knowledge and skills re-lated to EBM.

Multi-Institutional Assessment of the Impact ofTwo Educational Activities on Student Cultural Com-petence. Lakesha M. Butler, Southern Illinois UniversityEdwardsville, Aleda M. Chen, Cedarville University,Nancy Borja-Hart, The University of Tennessee, Anasta-sia L. Armbruster, St. Louis College of Pharmacy, SallyArif, Midwestern University/Downers Grove, AngelaRiley, Binghamton University, The State University ofNew York, Natasha J. Petry, North Dakota State Univer-sity. Objective: To appropriately meet the new ACPEStandards 2016, students should be prepared to engagewith diverse patient populations. Thus, the objective wasto determine the change in student pharmacist culturalcompetence after engaging in two classroom activities.Methods: Six institutions implemented 2 educational ac-tivities in different cohorts of student pharmacists. Stu-dents viewed movie clips focused on stereotypes andcompleted the Social Identity Inventory to gain awarenessof self-biases. Before and after the activities, studentswere asked to anonymously complete a modified versionof the Clinical Cultural Competency Questionnaire,which measures skills (4 items), knowledge (3 items),encounters/situations (5 items), and attitudes (2 items)related to cultural competency. There also were 2 addi-tional questions post-activity related to the educationalactivities (5-point Likert-type). Data were analyzed usingdescriptive statistics andMann-WhitneyU tests.Results:A total of 291 students in their P1, P2, or P3 year com-pleted the activities. All skills and knowledge items sig-nificantly improved along with 4 encounter items(p,0.001). One encounter and none of the attitude itemssignificantly improved. Students indicated a median re-sponse of 4 (“quite a bit”) that the 2 activities made themmore aware of their own biases and stereotypes. Implica-tions: Incorporation of unique active learning activitiesresulted in improved cultural competence skills andknowledge. Although changes in attitudes were not sig-nificant, students already had a high baseline median re-sponse. Overall, these activities were easily implementedacross institutions, required little preparation by facultymembers and could be replicated in other institutions toaddress Standards 2016.

New Curriculum, New Technology: Analysis ofan iPad Initiative. Clark Kebodeaux, University of Ken-tucky, Jeff J. Cain, University of Kentucky, Patrick J.McNamara, University of Kentucky, Frank Romanelli,University of Kentucky. Objective: Technology con-tinues to play an increasing role in student learning andengagement but research regarding the use of devicessuch as iPads for health professions education is sparse.

Concurrent with a new curriculum, University of Ken-tucky College of Pharmacy (UKCOP) provided iPads atno cost to incoming pharmacy students in Fall 2016.Thisstudy aimed to provide foundational information regard-ing student iPad use as well as general perceptions of theinitiative. Methods: Two qualitative survey tools weredeveloped. The first survey was administered to profes-sional (PY1) students at orientation while the second wasadministered at the conclusion of the academic year. Sur-veys were anonymous and included two cohorts from Fall2016 to Spring 2018.Descriptive statistics were used toanalyze the data. Results: 286 students completed theinitial survey (99%RR; 286/288)while 236 students com-pleted the second survey (82%RR; 236/288). 32% (n590)already owned an iPad prior to entering the program. 93%of students (n5265) felt that the iPad program positivelyinfluenced their perception of UKCOP as an innovativeeducational institution. At the conclusion of the PY1 year,79% (n5187) identified the iPad as ‘very crucial’ or ‘cru-cial’ to their educational experiences and beneficial edu-cational applications includednote-taking (77%, n5182),delivery of presentations (5%, n512), and word process-ing (5%, n511). Implications: Students felt the iPad ini-tiative positively impacted their perception of theeducational experience at UKCOP. Student feedbackwas used to improve implementation of the iPad initia-tive. Future researchwill focus on faculty perceptions andadministrative burdens associated with the program.

Paging Future APPE Students! A Mock Round-ing Simulation in a General Medicine Elective. AlexaA. Carlson, Northeastern University, Stephanie L.Sibicky,NortheasternUniversity,MarkDouglass,North-eastern University, Jason W. Lancaster, NortheasternUniversity, Adam B. Woolley, Northeastern University,Michael J. Gonyeau, Northeastern University. Objec-tive: In a P3 elective general medicine course, studentscompleted an open book, open-note, open-internet mockrounding activity including EMR cases intended to sim-ulate an APPE rounding environment and student res-ponsibilities (e.g., reading eMAR, responding to druginformation questions (DIQ), verbally making recommen-dations).Methods: Pharmacy faculty and APPE studentsportrayed medical attendings and residents, and 14 P3 stu-dents were divided into four medical teams, with one ad-ditional APPE student moderating to keep time and grade.Each student was assigned a patient EMR before class,with new information discovered during rounds promptinga timed DIQ assignment. A mixed quantitative-qualitativeanalysis based on grading rubrics and a survey of studentswas used to evaluate this simulation. Results: Thirteenstudents (93%) completed the activity, with an averagegrade of 78% (range 59-97) on their performance with

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1010

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

the DIQ. Some students struggled with the 15-minutetimeframe and re-summarizing the DIQ when present-ing. Seven students completed a post-class survey,where 92% agreed/strongly agreed that the mock-round-ing was valuable to the course/professional develop-ment. When ranking class activities from most (1) toleast (7) helpful, mock-rounds scored a mean 2.7, indi-cating its utility which correlated with the 85.7% agree-ment that students felt well prepared to communicatewith the medical team. Implications: Amock-roundingsimulation reinforced skill development while preparingstudents for expectations of APPEs. Greater variety ofpatient cases with more standardization of DIQs will beimplemented.

Patient Safety and Quality Improvement Educa-tion in US Professional Pharmacy Programs: Implica-tions for Curricular Development. Jennifer Chang,University of Washington, Brenda S. Bray, WashingtonState University, Gordon Sproul, University of Washing-ton.Objective:To compare and contrast coverage of rec-ommended patient safety (PS) and quality improvement(QI) competency themes in pharmacy curricula and toidentify effective course delivery models.Methods: Thiscross-sectional studywas conducted via an electronic sur-vey using CatalystWeb Tools. The survey included ques-tions about program demographics and coverage ofcompetency themes recommended for health profes-sionals at the competent skill level as summarized in asystematic review by Moran and colleagues departmentchairs from 117 accredited US pharmacy schools/col-leges were contacted to identify an appropriate facultyrepresentative who was invited to complete the survey.Responses were analyzed using descriptive statistics toidentify PS andQI coverage, competency gaps and coursedelivery models. Results: Forty-two faculty representa-tives were identified from 117 institutions. Twenty-fivefaculty completed the survey. A combined 91.6 percent ofPS and 86.4 percent of QI competency themes were con-sistently covered across pharmacy curricula. The mostcommonly missed PS competency theme was Popula-tion-Based Care, while Personal and ProfessionalAccountability for Quality was the largest QI gap. Astand-alone (PS & QI) course model was associated withthe most consistent coverage of the recommended com-petency themes. Implications: An analysis of PS and QIcompetency themes across a sample of US PharmD pro-gram curricula suggest a high degree of inclusion of rec-ommended competency themes. The findings suggest anopportunity to reach consensus on the essential PS and QIcompetencies in pharmacy education. The recommendedcompetency themes provide a framework for curriculardevelopment.

Performance on Objective Structured ClinicalExaminations as Predictors for Pharmacy PracticeReadiness. Kathryn L. Kiser, South College, BrittanyM. Schmidt, South College, Karen S. Mark, South Col-lege, Tyler S. Dougherty, South College, Kimberly L.Zitko, SouthCollege, RichardA. Breeden, South College.Objective: To determine if performance on objectivestructured clinical examinations (OSCEs) can predict ad-vanced pharmacy practice experience (APPE) readinessand practice readiness.Methods: Student pharmacists ina three-year accelerated program (n588) completed fiveOSCEs during didactic year two. Student performancedata collected from each OSCE included analyticalchecklist scores mapped to the pharmacist patient careprocess (PPCP) and communication scores on a GlobalImpression Scale (GIS). APPE readiness data includedrotation grades; additional data included required versuselective rotation and if preceptor was a full-time facultymember. Practice readiness data included North Ameri-can Pharmacist Licensure Examination (NAPLEX) first-attempt exam scores. Data was analyzed using multiplelogistic regression to developmodels for predictors. First-attempt NAPLEX pass was set as the dependent variablefor practice readiness and earning a score .85% on arequired APPE was the dependent variable for APPEreadiness. Results: The average GIS score in the degreeof logic communication domainwas the best predictor forAPPE readiness (p 50.034), while average analyticalchecklist scores in the PPCP plan and implement do-mains were additional variables for predicting APPEreadiness. The general medicine APPE rotation gradewas the best predictor for practice readiness (first-attempt pass of the NAPLEX; p 5 0.026). The averageanalytical checklist score in the PPCP assess domainwasanother variable to predict success in passing theNAPLEX. Implications: Utilizing these predictors willallow for identification of students at risk of poor perfor-mance on APPEs and the NAPLEX. This will enableimplementation of targeted programs to assist studentin successful progression.

Pharmaceutical Care of theTransgender Patient:Student Perceptions of Integrated Lecture&Case Ac-tivities. Annie A. Nebergall, The Ohio State University,John D. Bickel, The Ohio State University, Colleen A.Dula, TheOhio State University, StacyA. King, TheOhioState University, David E.Matthews, TheOhio State Uni-versity. Objective: Despite well-documented disparitiesin healthcare for transgender patients, limited literatureexists regarding inclusion of transgender health topics inpharmacy education.We developed, and assessed the im-pact of, transgender health content integrated withinskills-based laboratory curriculum. Methods:

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1011

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Transgender health content was introduced in the first andthird professional years (P1 and P3) of a skills-based lab-oratory series. Identical didactic content was delivered inboth the P1 and P3 classes. Students were asked to com-plete a pre-class survey assessing knowledge and confi-dence in providing care to transgender patients. Didacticmaterial introducing definitions and treatment guidelineswas delivered, followed by discussion with a transgenderpatient regarding their healthcare experiences. A post-class survey examined change in students’ understandingand perceptions of transgender patient care. First-yearstudents also completed an individual patient counselingexercise in which a standardized patient portrayed a non-binary person preparing to initiate hormone therapy. Re-sults: 54% of first-year (P1) students and 31% of third-year (P3) students responded to both surveys (n568 P1students, 41 P3 students). 95% of respondents rated theactivities as useful in preparation for practice. 97% ofrespondents (94% of P1s, 100% of P3s) were able to lo-cate standards of care for transgender patients followingthis content, compared to 12% and 11%, respectively,who could do so prior to this unit. Implications:Students’preparedness and confidence in their ability to participatein the delivery of healthcare to transgender patients im-proves with integrated didactic & active-learning exer-cises. A majority of respondents viewed this material asa valuable addition to the curriculum.

Pharmacist and Intern Knowledge and Concernsof the Pharmaceutical Use of Cannabinoids Prior toLegalization. Erin L. Johanson, Roseman University ofHealth Sciences, Rachel Marie Belcher, Roseman Uni-versity ofHealth Sciences.Objective:The purpose of thisproject was to identify active pharmacist and pharmacyintern demographics, knowledge, and concerns regardingthe pharmaceutical use of cannabinoids prior to legaliza-tion ofmedicinal use of cannabis (nowpassed) inNovem-ber 2018 in Utah. Methods: Voluntary participantsincluded actively licensed pharmacists (n 5 3289) andinterns (n5 761) with email addresses provided throughthe Utah Division of Occupational and Professional Li-censing. Following IRB approval, the 23-item survey,adapted from an instrument utilized in Minnesota priorto implementation of a statewide medical cannabis pro-gram, was sent electronically through Qualtrics in Octo-ber 2018. Results: 35% of respondents were concernedabout how theUtahMedicalCannabisActwill affect theirpractice. 62% were concerned. regarding safety of can-nabis use (i.e., drug interaction, contraindications andadverse reactions). 75% were concerned about the con-sistency in quality of medical cannabis products. 55%were concerned or extremely concerned about the limitedevidence of therapeutic benefits from cannabis. 73%were

unprepared to provide counseling to patients using med-ical cannabis as a part of their medical regimen. Implica-tions: Implications of this study have the potential toaddress gaps in preparedness of pharmacy professionalsof medical cannabinoid use for patients by providing abaseline of information needed to better understand theexisting knowledge and concerns of the medicinal use ofcannabinoids as well as identify trends in demographicvariables. Future studies are needed to identify provisionof education and training for pharmacists and interns in allstates who have legalized patient utilization of cannabi-noids.

Pharmacy Student Attitudes Toward DevelopingCurriculum for a Micro-Credential in the Pharma-cist’s Patient Care Process. Robert G. Wahler, Univer-sity at Buffalo, The State University of New York, JaimeL. Maerten-Rivera, University at Buffalo, The State Uni-versity of New York, Erin M. Slazak, University at Buf-falo, The State University of New York, Sarah Lynch,Binghamton University, The State University of NewYork, Ashley Woodruff, University at Buffalo, The StateUniversity of New York, Kalpesh J. Desai, University atBuffalo, The State University of New York, Anne E. Reed,University at Buffalo, The State University of New York,John H. Wild,University at Buffalo, The State Universityof New York. Objective: To examine students’ attitudestowards teaching and learning, Pharmacist’s Patient CareProcess (PPCP), micro-credentials and group work thatwas derived from participation in a teaching and learningtheory elective course.Methods:A Teaching and Learn-ing Theory elective course included a project-based ac-tivity where students worked in instructor-assignedgroups (3 students) to develop content for a Pharmacists’Patient Care Process (PPCP) micro-credential. Fifteenstudents participated in the course and all students com-pleted a survey designed to measure attitude toward theirgroup work, and understanding of teaching and learning,the PPCP and micro-credentials. All items used a 7-pointLikert rating scale. Survey questions were grouped to-gether to form scales using themean across all items. Eachscale had a minimum of four items. Descriptive statisticswere examined. Results: The mean group work scalescore (out of 7) was 5.94 (SD51.57); most students ratedthese items highly, however, a few students disagreed thattheir group was cohesive and/or developed a closer re-lationship than other groups. Across the understandingitems, students reported that understanding increasedthe most in the scale on teaching and learning (M55.77,SD51.46), followed by micro-credentials (M55.51,SD51.78), and PPCP (M55.33, SD51.74). Implica-tions:This study demonstrates that learning and applyingnew information through project-based group work can

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1012

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

be beneficial and satisfying for students. Students re-ported the highest understanding in teaching and learningoverall which confirmed this elective’s outcomes. Whilestill positive, students’ PPCP understanding was lowerthan other areas likely due to extensive PPCP training inother courses.

Pharmacy Student’s Perception on the Curricu-lar Integration of the Pharmacist PatientCareProcessModel. Soumana C. Nasser, Lebanese American Univer-sity, Nibal Chamoun, Lebanese American University,Yara Kuyumjian, Lebanese American University, HaniDimassi, Lebanese American University. Objective: Todescribe the introduction of pharmacist patient care pro-cess (PPCP) process during the second professional yearof a pharmacy program, and to compare students’ percep-tion of their preparedness to apply the process in experi-ential rotations during the third professional year.Methods: In spring of 2017, PPCP was introduced intothe Pharmaceutical Care and Dispensing Laboratorycourse. Students’ self-perception of preparedness to applyPPCP was assessed via a survey composed of questionsrelated to PPCP skillsets. The pre-PPCP lab cohort (con-trol group) took the survey after the completion of theirexperiential rotations. The PPCP lab cohort (interventiongroup) took the same survey prior to taking the course, atthe end of the course and then following the completion oftheir experiential rotations. The Pearson’s and McNemarChi-square tests were used for statistical analysis. Re-sults: The findings indicate that the intervention groupsignificantly improved students’ perception of their pre-paredness to apply a standardized pharmacist care processto verify a prescription (p50.032), to collect relevant pa-tient information (p50.013), and to develop an individualpatient-centered care plan (p50.031). The interventiongroup not only improved students’ preparedness aftercompletion of the course, but also maintained a positiveimpact in the following year when assessed after experi-ential rotations (P,0.001). Implications: Introduction ofPPCP model within a dispensing laboratory course priorto students’ introductory experiential rotations developsstudents’ preparedness and establishes a bridge betweentheory and practice.

Pharmacy Students’ Perceptions of the Effective-ness of a Mock Interview Program for PGY1 Inter-view Preparation. Jamie M. Terrell, The University ofLouisiana at Monroe, Tibb F. Jacobs, The University ofLouisiana at Monroe. Objective: As competition forPGY1 positions increases, students must be extremelyprepared for their residency interviews. Faculty at ourinstitution offered an opportunity for P4 students to par-ticipate and practice their mock interview (MI) skills. Thepurpose of this project is to assess students’ perceptions of

the effectiveness of the MIs. Methods: Students partici-pating in each mock interview were surveyed before andafter the interviews to determine how comfortable theywere with their current interview skills and activities theyparticipated in prior to the interviews, and also how ef-fective they perceived the interviews to be when com-pleted. Results: Twenty-one students consented andcompleted the surveys. Prior to the mock interviews,43% and 19% felt mildly or moderately comfortable withan interview, respectively. After the interview 30% and65% felt mildly or moderately comfortable with the in-terview, respectively. 43%of students felt not confident indistinguishing themselves from other applicants prior tothe MI, which decreased to 5% after the MI.95% of stu-dents had completed other MIs prior to these P4 MIs.During their MI, 85% of students discussed appropriateinterview language, body language, and their CV. Impli-cations:Mock interviews appear to increase comfort andconfidence in the interview process for students who par-ticipate. This was a small sample at one college. In thefuture, students will also be surveyed after the match re-sults to determine if they found the P4 mock interviewshelpful for their residency interviews. Future classes ofstudents will also be included in results to add robustnessto the data.

Pilot Integration ofNewlyAvailableHighFidelitySimulation to Establish Best Practices and SupportCurricular Expansion. Liza B. Andrews, Rutgers, TheState University of New Jersey, Maria B. Cardinale,Rutgers, The State University of New Jersey, DeepaliDixit, Rutgers, The State University of New Jersey,Christopher D. Adams, Rutgers, The State University ofNew Jersey, Yekaterina Opsha, Rutgers, The State Uni-versity of New Jersey, Jackie Johnston,Rutgers, The StateUniversity of New Jersey. Objective: To describe thepilot integration of high-fidelity simulation (HFS) intoan established professional year 3 (P3) clinical electiveto institute best practices for HFS in a newly redesignedpharmacotherapy curriculum.Methods: The availabilityof new high-fidelity manikins and acute care simulationspaces provided a unique opportunity to rapidly evolvethe teachingmethods in a 2-credit, small group, P3 criticalcare clinical elective designed to encourage individual-ized, rapid clinical decision-making. In its thirteen years,the course’s classroom-based active learning environ-ment correlated with improved student confidence andperformance as students transitioned into APPEs. Duringcourse redesign, faculty developed operational proce-dures and logistics, session development templates, anddebriefing and conduct standards to facilitate consistencywith HFS activities. Results: Implementing a flipped-classroom allowed the 14-week course to provide seven

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1013

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

HFS cases, five active-learning, classroom-based, twoHFS lab-based instructional sessions plus a HFS finalexam assessment. HFS case sessions included studentteams of five to six with one faculty member dedicatedto operations and another to student flow, confederateactivities and debriefing. Session designwas standardizedusing a planning sheet that outlined logistical and equip-ment needs, educational design and session flow, anddebriefing. Standards governing learner roles and teamassignments were developed and optimized based on stu-dent and faculty feedback. Implications:Pilot integrationof HFS established both operational and educational de-sign standards that allowed for the identification of poten-tial HFS opportunities in core courses and proposedstandards across clinical electives to pioneer a tieredand progressive exposure throughout the first throughthird professional year curriculum.

Pre and Post-ExamSoft Use Perceptions of FirstYear Pharmacy Students to Improve Testing Admin-istration and Learning. Justine S. Gortney,Wayne StateUniversity, Stephanie M. Fern, Wayne State University,Minakshi Lahiri, Wayne State University, Benjamin A.August, Wayne State University. Objective: EvaluateP1 student perceptions of online testing before and afterimplementation of ExamSoft (ES) to improve testing andlearning. Methods: Pre and post-use ES surveys weredeveloped to assess P1 student perceptions of trainingprovided, impact on learning, performance, and academichonesty. The post-use survey was given after 1 semesterof use. Most questions were statements with 5-point Lik-ert scale; others commentary. Questions included on bothsurveys were matched by respondent code and analyzedwithWilcoxan Signed-Rank. Other questions on post-usesurvey were evaluated by descriptive statistics or qualita-tive analysis. IRBexempted study.Results:A total of 110pre-surveys and 67 post-surveys were completed with 48validated pre-post matches. Students felt “able to use ESwith training provided” (79%agreed). Comparing pre andpost-use, no difference was observed regarding a “favor-able attitude toward ES.” Students did not feel ES“improved course performance” (p50.05) nor that “elec-tronic testing reduced the risk of cheating” (56% dis-agreed). Students felt it would “help them prepare forfuture professional exams” (67% agreed). As a result,modifications to program processes included (1) adoptinga standardized electronic-exam policy to promote courseconsistency (2) modifying faculty manual to improve useof ES student exam review capabilities, and (3) workingwith student leadership to develop a class fundraiser sell-ing privacy screens to enhance security. Implications:Student perceptions provided valuable insight intoimproving online examination practices and resulted in

process improvement. Students and faculty can work to-gether to improve assessment practices to promote stu-dent success in any PharmD program.

Pre- and Post-Travel Health Recommendationsfor PharmD Students Engaged in Global Health Ex-periences. Gina M. Prescott, University at Buffalo, TheState University of New York, Nicholas Bosso,Universityat Buffalo, TylerMullen,University at Buffalo,MonicaL.Miller, Purdue University, Helen Berlie, Wayne StateUniversity, Joshua Sawyer, University at Buffalo, TheState University of New York. Objective: To determinethe content and extent of travel health recommendationsin preparation for global health experiences.Methods:A44-question online survey was pilot-tested and sent toaccredited and candidate status US PharmD programs.The survey instrument assessed: demographics, availableexperiences (advanced pharmacy practice experiences(APPEs) and/or short-term experiences in global health(STEGHs), geographic location, pre-trip planning con-tent and format. Descriptive statistics were used to ana-lyze the data. Results: A total of 71/127 programsresponded to the survey (response rate 54.2%). Experi-ences available included: APPE and STEGHs (45%),APPE only (30%), no experiences (17%), and STEGHsonly (9%). Commongeographic locations included: LatinAmerica-Caribbean (40%), East Asia-Pacific (20%), andAfrica (20%).Pre-travel preparationwas required by 80%of all programs offering either an APPE, STEGH or both.The preparation format typically took place in person(APPE566%, STEGH571%) vs. online (APPE536%,STEGH529%). Health education topics included: vac-cines (APPE574%, STEGH 579%), travel insurance(APPE 553%, STEGH 563%), and water/food safety(APPE551%, STEGH 5 58%). Common resources uti-lized for education included: Center for Disease Controlwebsite (APPE562%, STEGH561%), and school spe-cific guidelines (APPE549%, STEGH545%). Schoolsoffering both APPEs and STEGH required studentsto receive prophylaxis/vaccinations based on schoolpolices (21%), while others required prophylaxis/vacci-nations based on university policies (APPE530.2%,STEGH526.3%) or through partnering organizations(APPE515.1%, STEGH513.2%). Implications: MostUS pharmacy schools offer trip preparation prior to anyinternational travel. These experiences have commoneducational themes, formats, and resources consistentwith travel health resources. However, requirements onvaccinations and prophylaxis is low among all experi-ences.

Predicting NAPLEX Performance: StatisticalModels to Identify Students inNeed of Early Interven-tion. Nalin Payakachat, University of Arkansas for

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1014

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Medical Sciences, David J. Caldwell, University ofArkansas for Medical Sciences, Ashley N. Castleberry,The University of Texas at Austin.Objective: This reportdescribes a predictive modeling approach and demon-strates its performance in identifying PharmD studentsat-risk of NAPLEX failure for early intervention. Useful-ness of the approach in programmatic assessment is alsopresented. Methods: A database of records for the grad-uating classes of 2012-2017 is used in an at-risk identifi-cation process. Ordinary least squares (OLS) and logisticregressions are used to create predictive algorithms foridentifying at-risk students after two high-stakes exams,with NAPLEX results serving as the dependent outcomevariable. Performance of the OLS approach is reported asmodel R-squares, correlations between predicted and ac-tual NAPLEX scores, and a Bland-Altman plot. Perfor-mance of the logistic approach is reported as an area underthe receiver operating characteristic curve (AUC). Cutoffscores are explored using information from quantile plotsand a predictive margins approach.Results:Both predic-tive models perform reasonably well with adequate toexcellent performance statistics. OLS models’ R-squareare 0.4 and correlation coefficients of predicted and actualNAPLEX scores are 0.6. AUCs of logistic models showgood or excellent predictive accuracy. Information gen-erated from the predictions is used to inform the intensityof interventions in a remediation process. Implications:The predictive modeling approach has been proven ben-eficial to the College’s assessment of students and hasbeen formally adopted in the College’s programmaticassessment plan. Other colleges of pharmacymay be ableto use the predictive modeling approach to identify stu-dents for early intervention who may be at risk of failingthe NAPLEX.

Predictive Utility of Clinical Capstone and Inter-session Course Performance on NAPLEX Perfor-mance From 2016 to 2018. Joel C. Marrs, University ofColorado, Jason Brunner, University of Colorado, SarahL.Anderson,University of Colorado, SunnyA. Linnebur,University of Colorado, Scott W. Mueller, University ofColorado, Joseph J. Saseen,University of Colorado.Ob-jective: The University of Colorado curriculum includesa P3 Capstone course for clinical content and a P4 Inter-session course to assess near terminal competency. Theaim of this studywas to examine the relationship betweenstudents’ performance in the P3 Capstone course, P4 In-tersession course, and NAPLEX.Methods: P3 Capstone,P4 Intersession, and NAPLEX scores were collected forgraduates from the Doctor of Pharmacy (PharmD) pro-gram in 2016, 2017, and 2018 (n5449). Correlation wasused to examine relationships between variables for eachgraduating class.Results:The correlations of the P3Cap-

stone and P4 Intersession student performance withNAPLEX scores were r5 0.577 and 0.508 in 2016, r50.464 and 0.312 in 2017, and r5 0.455 and 0.440 in 2018,respectively (all p, 0.001). For all three years combined,these correlations were 0.433 and 0.313, respectively(p ,0.001). These relationships for the P3 Capstone andNAPLEX score, and P4 Intersession and NAPLEXscore, were both independent moderate correlations.Hierarchical multiple regression indicates that the P3Capstone and P4 Intersession each uniquely and incre-mentally increase the ability to predict NAPLEX scores.Implications: Student performance in two courses at theUniversity of Colorado, our P3 Capstone and P4 Inter-session courses, predicted individual student perfor-mance on the NAPLEX exam supporting the continuedimpact that these courses provide for the success of ourPharmD graduates.

Predictors of Outcomes in a PharmacotherapyCourse. Karen L. Hardinger-Braun, University ofMissouri-Kansas City, Maqual R. Graham, Universityof Missouri-Kansas City, Eric A. Wombwell, UniversityofMissouri-KansasCity, StephanieM. Schauner,Univer-sity ofMissouri-KansasCity, Kendall D.Guthrie,Univer-sity of Missouri-Kansas City. Objective: To assess howpre-pharmacy characteristics, prior course performance,and student engagement influence Pharmacotherapy per-formance. Methods: In the fall of 2018, pre-lecturework was added to the Pharmacotherapy course to en-gage students, encourage students’ review of previouscoursework, and allow instructors to focus on clinicalapplication. Pre-lecture, open-book quizzes and case rec-itation accounted for approximately 20% of the grade. Asurvey was administered to students to assess perceptionsand engagement in the course (defined as completing pre-lecture assignments and quizzes, class attendance, andparticipating in group learning case recitation). Pearson’scorrelation was used to determine the relationshipbetween predictors and performance. Results: Pre-pharmacy characteristics including math and science GPA,cumulative GPA, PCAT composite, and PCAT subscoresdid not correlate with course performance. Cumulativepharmacy school GPA (r50.553) and PharmacotherapyI grade (r50.694) had amoderate to high correlation withcourse grade. There was not an association betweencourse grade and student reported time preparing forclass, or frequency of completing assigned readings.There was an association between the percent of time thatstudents reported coming to class and course grade(r50.248).Pre-lecture quiz scores (range r50.229-0.481) and missing case recitation (r50.366) correlatedwith exam scores. Implications: Pre-pharmacy charac-teristics (GPA/PCAT) did not correlate with course

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1015

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

performance. Engagement predicted course performance.Students that attended class and recitation and performedwell on pre-quizzes had higher exams scores. Previousperformance in pharmacy school was the strongest pre-dictor of exam score.

Prevalence and Roles of Vice Chairs in Schoolsand Colleges of Pharmacy. Joycelyn M. Yamzon,Mar-shall B. Ketchum University, David Pham,Western Uni-versity of Health Sciences, Karl Hess, Keck GraduateInstitute. Objective: To 1) determine the prevalence ofvice chairs (VC), 2) describe the VCs roles and responsi-bilities, and 3) evaluate why some institutions have VCswhile others do not.Methods: An electronic survey wasdeveloped and sent to all CEO pharmacy deans throughQualtrics� using the listed email addresses on the Ac-creditation Council for Pharmacy Education’s website(n5143). Up to three reminders were sent and subse-quently, one final direct email request was sent for surveycompletion.Results: 72 surveys were received yielding a50% response rate. 64% of respondents indicated thatthey currently have a VC (57% in Pharmacy Practice,32% in Basic Sciences, and 11% in Social and Adminis-trative Sciences). Across departments, the primary reasonfor having aVCwas to help support the responsibilities ofthe department chair. In all departments, the principalresponsibilities for VCs were faculty mentorship (35%)and faculty development (36%). The most common rea-son for institutions not to have a VC was that the positionwas not perceived as needed (55%). However, the major-ity of respondents (85%) agreed or strongly agreed thatdepartment chairs need to mentor a future replacement.Implications:VCs appear to support the activities of theirdepartment chair and primarily in the areas of facultymentorship and development. Furthermore, mentorshipof VCs may positively affect departmental successionplanning efforts by helping to ensure continuity and sta-bility.

Promoting Student Engagement Through GroupPresentations and Peer-Evaluation in a Self-Care andOver-the-Counter Products Course. Marie-ThereseOyalowo, University of Maryland Eastern Shore, Hoai-An Truong, University of Maryland Eastern Shore,Latasha Wade, University of Maryland Eastern Shore.Objective: The 2016 Accreditation Council for Phar-macy Education (ACPE) Standard 10 emphasizes the im-portance of active learning pedagogy as part of thepharmacy curriculum. The objective of this study is todescribe the implementation of active learning strategies,specifically students’ peer-evaluation and assessment ofgroup presentations in a longitudinal Self-care and Over-the-counter (OTC) Products required course. Methods:Therapeutics of Self-Care and OTC Products is a longi-

tudinal required team-taught course offered during thefall semester to second year students and includes lec-tures, self-directed learning topics, Patient Case Day,Student Directed Teaching Group Presentations and As-sessments. During the group presentations conducted inthe fall of 2018, students evaluated their peers using amodified rubric. They were also evaluated by facultymembers. To assess students’ perception of the activity,students were asked to complete a 7-question feedbacksurvey. Results: A total of 45 students, assigned to 9groups (4-6 students per group) presented on varioustopics. Each student provided evaluations for 8 groups.While the average scores provided by the students rangedfrom 40.3 to 44.9 out of 50, those from faculty rangedfrom 44 to 48 out of 50. Forty-four students completedthe feedback survey. While 91% of the students rankedthe overall activity as good to excellent, most of themindicated that presentations were very engaging. Impli-cations: Group presentations and peer-review promotedstudent engagement in a Self-care and Over-the-CounterProducts longitudinal required course. Most studentsfound the activity very engaging and would very likelyrecommend that the activity remain as part of the course.

Prospective Comparison of NAPLEXModel Pre-diction With the Actual NAPLEX Results. Kalin M.Clifford, Texas Tech University Health Sciences Center,Sachin Shah,Texas TechUniversityHealth SciencesCen-ter.Objective: To validate reliability and applicability ofNAPLEX predictive model. Methods: This study con-sisted of implementing a previously developed NAPLEXprediction model for students who were expected to grad-uate in 2017 and 2018.Students’ NAPLEX results werepredicted a year prior to graduation and compared withactual NAPLEX results. Student results were eligible forcomparison if they had taken the NAPLEX by the end of2019 NAPLEX Trimester One. In the model, studentswere divided into risk categories utilizingmultiple factors(including PCOA score, didactic coursework). Primaryoutcomewas to assess that the predictionmodel classifiedstudents’ risk appropriately. Descriptive and comparativestatistics were utilized to confirm validation. Results:NAPLEX predictive model made prediction of 298 totalstudents based on their risk-group categories. There were151 students in 2017group and 147 in 2018group. TodateNAPLEX exam results were available for 253 students.For Class of 2017, 14.6% of students were predicted to bepoor performers compared with 15.4% of actual poorperformers. For Class of 2018, 15.65% of students werepredicted to be poor performers with 8.4% predicted tofail NAPLEX compared with 18.75% and 7.14% actualNAPLEX results, respectively. Implications: The pre-dictive model originator created an interactive app that

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1016

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

is available to all students and faculty nationwide to im-prove awareness of individual risk for NAPLEX failure.Actual results from both 2017 and 2018 may reaffirm thevalidity of the prediction model.

Relationship Between Stress and Academic Per-formance in First-year Student Pharmacists.ChristinaA. Spivey, The University of Tennessee, Sara Stallworth,The University of Tennessee, Marie A. Chisholm-Burns,The University of Tennessee. Objective: Studies suggestthat student stress levels are associated with academicperformance during the first year of various healthcarecurricula. The objective was to examine the relationshipbetween first-year student pharmacist (P1) stress levelsand academic performance in the first semester of thePharmD program.Methods: P1s (n5202) were surveyedusing the Perceived Stress Scale (PSS) and PharmacyEnvironmental Scale (PES). Associations between thePSS, PES, cumulative first semester GPA and final gradesfrom three first-year courses, Dermatology, Biochemis-try, and Pharmacy Math, were analyzed using correla-tional analysis. Results: Response rate was 78.2%.Analysis of individual PES items revealed that P1 fallGPAwas positively correlated with stress related to com-petition for grades among peers, but negatively correlatedwith completing graduation requirements, expectationsof pharmacy school versus reality, fear of failing a courseor the year, and lack of input in decision-making processof pharmacy school.Grades in PharmacyMath,Biochem-istry, and Dermatology were negatively correlated withexpectations of pharmacy school versus reality and fear offailing a course or the year. PharmacyMath andBiochem-istry grades were negatively correlated with stress relatedto difficult classwork. Pharmacy Math grades were alsonegatively correlated with lack of input in decision-making process of pharmacy school and lack of relaxationtime. Implications: Findings suggest P1 academic per-formance worsens due to specific stressors such as com-pleting graduation requirements and fear of failing, butimproves with increased competition for grades. Thisstudy highlights targets for development of improvedstress coping mechanisms among first-year student phar-macists.

Reliability of Peer Assessment of Patient Educa-tion Simulations. Cathy H. Ficzere, Belmont University,Angela S. Clauson, Belmont University, Phillip Lee, Bel-mont University.Objective: To determine if student per-formance on patient counseling simulations can beaccurately assessed by peers. Methods: Students wererequired to participate in patient counseling simulationsthroughout the semester. For each simulation, studentswere assigned one role: pharmacist, patient, and peer-evaluator. Each pharmacist was required to counsel the

patient on a specific product while the peer-evaluatorassessed the accuracy and completeness of the pharmacistcounseling using a detailed checklist. The patient used achecklist to assess the pharmacist’s communication skills.Faculty assessed the student evaluators and the patients bycounting the number of discrepancies between the studentevaluator’s checklist and the live faculty checklist. Stu-dents were surveyed at the end of the semester regardingtheir beliefs and perceptions of peer assessment for thecommunication simulations. Results: Of 65 students en-rolled in the course in spring of 2018, complete recordingsand checklists were available for 54 simulations (83.1%).Interrater reliability was high with all correlation co-efficients exceeding 0.86. Students agreed that theywere comfortable assessing patient education content(82.14%) and communication skills (82.14%). Implica-tions: Our results indicate that peer evaluation duringpatient education simulation is reliable and acceptableto students.

Residency Match Rates and Pharmacy ProgramCharacteristics.DawnE.Havrda, TheUniversity of Ten-nessee, Catherine M. Crill, The University of Tennessee,JosephM. Swanson, TheUniversity of Tennessee.Objec-tive: With the changing job market and competition forpost-graduate opportunities, changes to pharmacy pro-grams should consider the impact on graduate success.The objective of this study was to determine pharmacyprogram characteristics associated with higher AmericanSociety of Health-Systems Pharmacists (ASHP) PGY1residency match-rates. Methods: Pharmacy programswith at least one graduating class were included. Programcharacteristics were obtained from program websites andcourse catalogs/bulletins and from nationally availabledata. ASHP PGY1 residency match-rates were obtainedfor years 2018, 2017, and 2016.Program characteristicsand match-rates were evaluated by year and for a 3-yearaggregate. Multi-variable regression was used to identifysignificant characteristics associated with higher matchrates. Results: The analysis included 138 programs.The mean (standard deviation) PGY1 match-rates for2016, 2017 and 2018 were 66 (15)%, 65(14)%, and63(17)% respectively, and the 3-year aggregate rate was65(12)%. Advanced Pharmacy Practice Experience(APPE) assessments included pass/fail in 49 (35.5%) pro-grams, graded in 87 (63%) programs, and a combinationof grading modes in 2 (1.4%) programs. Programs withpass/fail or graded APPEs had similar PGY1 match-rates(67(13)% vs. 64(12)%, P50.063, respectively). Pro-gram factors significantly associated with high match-rates included public universities (P,0.0001), programsestablished before 1995 (P,0.0001), academic healthcenters (P,0.0001), and offering dual-degree programs

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1017

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

(P,0.0001). Implications: Older, public universitieswith academic health centers and dual-degree programswere associated with higher ASHP PGY1 residencymatch-rates. APPE grade mode was not associated witha difference in PGY1 match-rates. For programs con-sidering pass/fail grade modes for APPEs to measurepractice-readiness skills, no affect was found on PGY1match-rates.

Role of Institutional Structures to Promote Fac-ulty Development in Interprofessional Education.Rahmat M. Talukder, The University of Texas at Tyler,Yumi So, The University of Texas at Tyler, RebeccaPresson, The University of Texas at Tyler, MohammedA. Islam, American University of Health Sciences. Ob-jective: Existing literature on interprofessional education(IPE) suggests a lack of IPE faculty development oppor-tunities in US colleges/universities offering healthcareeducation. The objective of this study is to explore theexisting organizational structures in US higher educationinstitutions that foster IPE faculty development and re-wards.Methods:A thoroughGoogle searchwas conduct-ed using the keywords: “interprofessional education”combined with “center”, “institute” and “faculty devel-opment”. A list of 82 institutions was created. Each in-stitution’s website was visited to search pages withinformation on IPE centers/institute, IPE faculty devel-opment, award/scholarship and grants. All the identifiedpages were retrieved, and relevant texts were saved in aMS word document. Data extraction from text documentwas performed using a systematic content analysismethod. Results: Out of 82 institutions, 30 were identi-fied to have a dedicated IPE center or IPE institute. IPEactivities of other institutions are administered by theuniversity administration/provost office. 37% institutionshave institutional IPE committees; while 54% offer fac-ulty development opportunities in IPE practices. Thecommon faculty development activities include work-shops, mini-conferences, forums, and seminars, and sim-ulation training. Only 27% institutions have identifiedthat they provide faculty awards/grants on IPE scholar-ships and research. Faculty development and rewardstructures are available only in the colleges and universi-ties that have institutional structures for IPE. Implica-tions: This study has identified a lack of IPE facultydevelopment and reward structures. Institutional struc-tures such as IPE centers or institutes are necessary todevelop and implement of IPE faculty development andreward structures.

RXcape: A Fun, Effective Tool for TeachingAcute Kidney Injury to 2nd Year Pharmacy Students.Rebecca Maxson, Auburn University, Sarah V. Cogle,AuburnUniversity.Objective:The 2013-2014Academic

Affairs Committee recommended development of seriousgames to be used in pharmacy education. These seriousgames result in learning, skill acquisition, and train-ing while “learning by doing”. Additionally, learners re-ceive immediate feedback resulting in a “fun failure” inreal-life pharmacy scenarios. (AJPE2015;79:47, AJPE2017;81:6265)Methods: Groups of 5 to 6 students com-peted in an RXcape game during the Acute Kidney Injuryunit. The following three inpatient scenarios were devel-oped: verifying an order for a sodium bicarbonate infu-sion, verifying an order for a potassium infusion alongwith checking the final product, and determining whichmedications to resume for a patient transitioning from theICU to the medical floor. Qualtrics surveys were used toprovide immediate feedback on answers. The group thatescaped from all stations in the shortest time periodwas determined to be the winner. Results: Student per-formance on assessment questions related to this activitywas strong, with 73% answering multiple choice ques-tions correctly. The average point biserial was 0.36 andthe average discrimination index was 0.5, indicating thatthe top performers in the class were able to answer thequestions correctly. Course evaluations revealed that stu-dents felt the activity helped them identify key concepts,but wished the activity covered additional scenarios. Im-plications: The RXcape game was very effective atallowing students to apply their knowledge in a real-worldsetting. Future enhancements involve adding a fourth ac-tivity and increasing complexity in the current activities.

Screening, Brief Intervention, and Referral toTreatment (SBIRT) Results From Three Years ofTraining. Daniel J. Ventricelli, University of the Sci-ences, Heather M. Santa, University of Pittsburgh, Mi-chael Thomson, University of the Sciences, AlexandraA. Nowalk, University of Pittsburgh, Meghana Aruru,University of Pittsburgh, Janice L. Pringle, Universityof Pittsburgh, Cathy Y. Poon, University of the Sciences,George E. Downs,University of the Sciences.Objective:To present the outcomes of a three-year Screening, BriefIntervention, and Referral to Treatment (SBIRT) trainingprogram involving interprofessional healthcare studentsand practitioners.Methods:The SBIRT training programwas integrated into an interprofessional substance usedisorder (SUD) course for pharmacy, physician assistant,occupational therapy, kinesiology, physical therapy andpsychology students. The curriculum included self-directed online activities, in-person workshops, and clinicalexperiences. All participants were administered a Surveyof Attitudes and Perceptions pre- and post-training to as-sess changes in core knowledge, perceived competency,attitudes, and perceptions. Qualitative data was derivedfrom post-training student group discussions and

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1018

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

interviews with course Champions. A brief Clinical En-counters survey was sent to trainees to gauge effective-ness and adoption of SBIRT in clinical practice.Healthcare practitioners completed the SBIRT curricu-lum through asynchronous online modules and a one-day live workshop. Results: 528 students and 97 practi-tioners completed the training program. Results indicatedimprovement from pre-training to post-training in coreknowledge and self-reported attitudes, perceptions andcompetence in SBIRT. Clinical encounter reports andqualitative data indicated SBIRT to be an effective toolto guide SUD related conversations with patients. Impli-cations: Training healthcare professional students andpractitioners to use SBIRT can improve their overall con-fidence and ability to engage in SUD related communica-tion. Based on the results of this program, students andpractitioners aremore prepared to address SUD followingcompletion of SBIRT training. Many healthcare profes-sionals will encounter patients with SUD throughout theircareers and these results further support the need to in-corporate SBIRT training and skill development into re-quired curricula.

Self-Directed Learning in First Professional YearPharmacy Students in a Pharmacists’ Patient CareProcess Course. Kristen Pate, The University of Missis-sippi, Meagen M. Rosenthal, The University of Missis-sippi, Jennifer M. Toth, The University of Mississippi.Objective: To evaluate changes in self-directed learning(SDL) scores in first professional year (P1) pharmacystudents after participation in a Pharmacists’ Patient CareProcess (PPCP) course. Methods: AACP SoTL grantfunding was used to support the use of adaptive learningtechnology (ALT) software during the spring semester ofa PPCP course series. Students in the PPCP course havecompleted two surveys (August and November) to mea-sure SDL and demographic characteristics. All surveyswere voluntary, with class time given for completion. Re-sults were analyzed using SPSS� software.Results: Sur-vey response rate was 99%, with nearly all 107 enrolledstudents participating. The majority of respondents iden-tified as state residents (86%), were not first-generationcollege students (85%), and had attended a single college(62%). The mean age of respondents was 23 years (SD51.30). Scores on the SDL factors “assignment manage-ment”, “stress management”, “procrastination manage-ment”, and “time management” suggest confidence inthese areas. Statistically significant differences wereidentified between the August and November SDL scoreson the factors “assignmentmanagement”, “comprehensioncompetence”, and “time management”. Implications:ACPE “Standards 2016” recommend a curriculum “de-livered via teaching/learning methods that: promote

student responsibility for self-directed learning”, but re-search is needed to determine the best teachingmethods tosupport SDL. The next phase of this research will involvemeasurement of students’ SDL at the end of the springsemester, wherein ALT is being used. This research willprovide insight into which teaching methods, course de-signs, and delivery modalities are most effective for im-proving SDL.

Simulation to Practice: Assessment of PharmacyStudents’ Medical History-Taking Skills via Unan-nounced Standardized Patients. Tina Zerilli, LongIsland University, Brooke D. Fidler, Long Island Univer-sity, Chosang Tendhar, Long Island University. Objec-tive: The use of unannounced standardized patients(USPs) in pharmacy education is limited. This approachwas used to investigate whether students could transfertheir medical history-taking skills from a simulated pa-tient environment to the real world. Methods: In spring2018, P1 students enrolled in a physical assessmentcourse (PHM 326) used peer role-play and weekly virtualpatient activities to practice medical history-taking skills.Students were assessed using a final virtual patient case.In summer 2018, an USP used a 17-item medical historycontent checklist (range 0-34) and an 8-item communica-tion/interpersonal skills checklist (range 8-32) to assess acohort of these students in a community introductorypharmacy practice experience. A correlation analysis be-tween scores on the content checklist and the final virtualpatient case was conducted. IRB exempt status was re-ceived.Results:TheUSP assessed 40 students at 22 phar-macies; 39 had usable data. The mean (SD) compositescore on the content checklist was 18.1 (4.4). Completepatient contact and allergy information was obtained by92.3% and 79.5% of students, respectively. The mean(SD) composite score on the communication/interper-sonal skills checklist was 19.4 (3.7). Thirty-two of 39students had usable scores on the PHM 326 final virtualpatient case; the mean (SD) percentile score was 79.2(15.2). A correlation (r5 0.15; p5 0.41) existed betweenthis and the medical history-taking composite score. Im-plications: Performance in practice and the size of thecorrelation suggest there is ample room for improvement.Changing didactic teachingmethods, perhaps by integrat-ing standardized patient encounters, may be warranted.

Skills Laboratory Activity to Improve PharmacyStudents’ Ability to Provide Medication Counselingvia Translator. Jennifer G. Smith,TheUniversity of Lou-isiana at Monroe, Savannah K. Posey, The University ofLouisiana at Monroe.Objective: To evaluate an activitydeveloped to provide students with practical experienceworking with a translator in a simulated patient counsel-ing interaction. Participant’s perceptions of the activity

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1019

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

will be collected to evaluate student confidence beforeand after the activity and assess activity efficacy to im-prove one aspect of students’ cultural competency.Methods: Based on a pilot study, the activity was imple-mented in a required skills lab course for students in theirthird professional year. Students completed two surveys:one before the activity and one after activity completion.Graduate student volunteers who served as the “translator”and non-English speaking “patient” completed a singlesurvey following the activity. This study was approvedby the institution’s IRB. Results: Eighty-seven studentsand six volunteers completed the activity. Eighty-four stu-dents completed the pre-survey and 66 completed the post-survey. Of these, 57 were able to be matched with pre/postdata. Before the activity, students’ average rating of con-fidence in providing counseling to a non-English speakingpatient using a translator was 2.49 (15not at all confidentand 55very confident). After the activity, the students’average rating increased to 4.07. Students felt that the ac-tivity improved their confidence and ability to workthrough a translator (average 4.39, scale: 15strongly dis-agree to 55strongly agree). Student and volunteer feed-back highlighted the utility of this activity in preparationfor clinical practice. Implications:The results suggest thatthe activity was effective in increasing student confidencewhen counseling a non-English speaking patient via trans-lator and support continued development of this type ofactivity as part of the core curriculum.

Student Attitudes and Perceptions of Restruc-tured Objective Structured Clinical Exams Pro-gram. Chelsea Gresham-Dolby, Marshall University,Christopher J. Booth,Marshall University, Breanna Linville,Marshall University. Objective: The Objective Struc-tured Clinical Exams (OSCE) program underwent revi-sion and restructuring in the 2018-2019 academic year.Goals of this restructuring included ensuring that skillswere being assessed objectively during OSCEs, that stu-dents were prepared for OSCEs by adding mandatoryObjective Structured Learning Experiences (OSLEs),and that students receive feedback on their performanceduring the OSCE to inform their plans for improvement.This project sought to evaluate student perceptions of theOSCE program as compared to baseline perception of theOSCE program for the purpose of quality control andimprovement. Methods: Students were surveyed priorto completion of OSCE assessments in the new sequenceto assess their baseline attitudes and perceptions of OSCEadministration in the previous sequence. After comple-tion of the new OSCE sequence, students were surveyedwith the same set of questions in addition to a few ques-tions geared toward assessing the students’ perceptions ofthe OSLE activities. Results: When pre- and post- sur-

veys were compared, several areas were identified as be-ing improved from the students’ perspective, including:provision of feedback, understanding of skills assessed,and organization of OSCE structure. Areas for improve-ment remain in assuring that students perceive alignmentwith skills taught in curriculum. Implications: Improvingcommunication to students about expectations during theOSCE through the addition of the OSLE activities de-creased student apprehension regarding OSCE assess-ments. Addition of OSLE activities and feedbackmechanisms can improve student attitudes and percep-tions towardOSCE assessments. This can hopefully servethe goal of improving student understanding of and abilityto perform essential skills.

Student Confidence in Applying the PPCP toPatients Seeking Contraception: Results from TwoColleges of Pharmacy. Autumn L. Stewart-Lynch,Duquesne University, Sarah Lynch, Binghamton University,The State University of New York, Brooke Griffin,Midwestern University/Downers Grove, Kathleen Vest,Midwestern University/Downers Grove.Objective: Sev-eral states permit pharmacist prescribed hormonal con-traception. Practicing pharmacists identify lack ofconfidence and training as barriers to engaging in thisactivity. The purpose of this study is to describe studentpharmacists’ confidence in applying the Pharmacist Pa-tient Care Process (PPCP) to prescribing contraceptivesand assess the impact of student behaviors on perceivedconfidence.Methods:A cross-sectional survey question-naire was distributed to students enrolled in therapeuticscourses at two colleges. The survey instrument assessedconfidence in performing PPCP steps and perceived pre-paredness in prescribing hormonal contraceptives. Re-sults: A total of 216 responses were received (91.1%response rate). Students were most confident in their abil-ity to gather information (COLLECT) from a patientseeking contraception (123, 59.1%) and least confidentin the ability to recommend (PLAN) a specific product(83, 40.3%). Students who spent more time in or out ofclass learning were significantly more confident thanthose spending less. Thirty-one (14.98%) students feltprepared based on training in the curricula, while52.17% anticipated that practice during APPEs wouldprovide needed preparation. Implications: States varyin required training and ACPE does not specify a mini-mum amount or type of training for curricula. These re-sults suggest that the amount of time spent learning andstudying contraception may be an important factor in stu-dent confidence and that current time spent in didacticteaching may not be enough to prepare students this ad-vanced role. Further research is needed to examinewhether current didactic approaches are adequate, and

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1020

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

whether simulated experiences influence student percep-tions of confidence.

Student Extracurricular Employment and Im-pact on Student Curricular Outcomes. Chelsea Gre-sham-Dolby, Marshall University, Christopher J. Booth,Marshall University, Samantha Stacy, Marshall Univer-sity, Bryanna Roar,Marshall University.Objective:Thisstudy was designed to investigate correlation betweenstudent employment and curricular outcomes with theultimate goal being able to establish optimal work recom-mendations for incoming students in the Doctor of Phar-macy program.Methods: Students enrolled in the Doctorof Pharmacy program were asked to volunteer informa-tion regarding their extracurricular employment duringthe Fall 2018 semester. Survey items assessed includednumber of hours worked in pharmacy (community/institutional) and non-pharmacy (healthcare-related/non-healthcare-related). For each survey respondent, cur-ricular results such as grade point average, PCOA, andnumber of course failures were analyzed for correlationscompared to type of employment and hours worked. Re-sults: Overall survey response rate was 41% with 116student responses completed. Approximately 75% of stu-dents in P2-P4 years reported employment while approx-imately half of P1 students reported employment. Over90% of student respondents who are employed reportworking as a pharmacy intern. Of students who work,40%of the respondents reportedworkingwithin the rangeof 6-10 hours per week. Student employment among re-spondents shifted to only pharmacy interning by P4 yearwith number of students reporting non-healthcare-relatedwork decreasing steadily from P1 to P4 year. For studentrespondents currently enrolled in the didactic portion ofthe curriculum who have failed a course, 72% report cur-rent employment, and 67% report working more than tenhours per week. Implications: Student employment mayhave an impact on academic performance that is multi-faceted through reinforcement of what is learned in theclassroom and by reducing amount of time to completecurricular requirements.

Student Knowledge and Confidence in Furnish-ing Self-Administered Hormonal Contraception Fol-lowing a Simulated Patient Case Activity. ElizabethHarris, University of the Sciences, Karleen Melody, Uni-versity of the Sciences, Lisa Charneski, University of theSciences.Objective:Assess student knowledge and con-fidence with self-administered hormonal contraceptionfollowing a patient case activity. Methods: Students re-ceived a 2-hour lecture on hormonal contraceptives in arequired therapeutics course P2 fall. A 2-hour case activ-ity was created and delivered in a required case studiescourse P2 spring. Students read a protocol on pharmacist-

administered hormonal contraception and used a risk as-sessment tool while watching a video-recorded simulatedpharmacist-patient encounter prior to class. In class, stu-dents documented their plan in groups. Assessments in-cluded a 5-question readiness quiz at the beginning ofclass; documented plan; 8-question quiz post-activity;and an anonymous 9-question confidence survey. Re-sults: There were 129 and 112 students enrolled in the2017-2018 and 2018-2019 academic years respectively.Average student performance was consistent on the read-iness quiz between the two years (83.9%). Studentsscored an average of 84.2%and 91.6%on the documentedplan and 96.4% and 91.2% on the post-activity quiz for2017-2018 and 2018-2019 respectively. There were 218responses to the confidence survey. Students felt mostconfident with their ability to navigate and interpret aprescription drug formulary, provide the patient withwritten documentation of the product, and communicatewith the patient’s prescriber. Students were less confi-dent with selecting an appropriate product based on pa-tient-specific factors and providing education on misseddoses. Implications: This case-based activity increasedstudent knowledge and confidence with furnishing self-administered hormonal contraception. Faculty are en-couraged to incorporate similar educational strategiesinto their curriculum to prepare students to practice con-fidently in this evolving landscape.

Student Perceived Competency in Using an EHRFollowing Implementation of a Learning-Based EHRPlatform. Lisa Goldstone, University of Southern Cali-fornia, Rory O’Callaghan Kim, University of SouthernCalifornia, Emily E. Han,University of Southern Califor-nia, Scott Mosley, University of Southern California,Paul J. Wong, University of Southern California, PaulaPhongsamran,University of Southern California.Objec-tive: The objective of this study was to assess changes instudent perceived competency in using an electronichealth record (EHR) following implementation of a learn-ing-based EHR platform in a case conference course inthe second professional year.Methods:A learning-basedEHRwas incorporated into an existing 15-week case con-ference course. Students were required to use the EHR forthree purposes on a weekly basis which included review-ing the patient health record prior to attending the session,referring to the patient health record during the session asneeded, and submitting documentation of the patient en-counter following the session. Students were asked to ratetheir EHR skills on a 5-point Likert-like scale in 4 areas onan anonymous survey administered on the first and lastdays of the course. Perception of competency wasassessed in the following areas: collecting informationfrom the EHR, assessing this information to detect

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1021

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

medication-related problems, utilizing this information inmaking clinical decisions or recommendations, and usingthe EHR for documentation purposes. Results: A mean-ingful change in perceived competency between pre- andpost-implementation was found for all four skill areas.Nearly all students rated their skill level in using anEHR as an advanced beginner level or higher followingthe intervention with the largest percentage of studentsclassifying themselves as proficient in EHR skills. Impli-cations: Incorporation of an EHR platform in a smallgroup discussion setting is effective in increasing studentconfidence in their ability to use EHR-related skills.

Student Perceptions ofMultisite TopicDiscussionSeries Using Web-Based Conferencing Technology.Lydia C. Newsom, Mercer University, Sweta M. Patel,Mercer University, Maria M. Thurston, Mercer Univer-sity, Jennifer B. Elliott, Mercer University, Kendra R.Manigault, John D. Bucheit, Virginia CommonwealthUniversity. Objective: Incorporation of technology intothe didactic curriculum is required by the AccreditationCouncil for Pharmacy Education. However, the use oftechnology during Advanced Pharmacy Practice Experi-ences (APPE) is less well defined. The primary objectiveof this study was to assess students’ perceptions of learn-ing through a multisite topic discussion (TD) series usingweb-based conferencing during ambulatory care APPEs.Methods: A five session faculty-led TD series was con-ducted during each five-week Ambulatory Care APPE atsix distinct clinical sites fromMay 2015 through October2018. Students were assigned readings and case-basedactivities to complete prior to each TD. The TD seriesutilized WebEx� that provided audio and visual feedsfor all attendees. At the end of the TD series, each studentcompleted an online survey to assess their perceptions oflearning. Results: A total of 95 students completed thesurvey. The majority of students felt that web-based TDseries enhanced their learning (95.8%). Over 95% of stu-dents stated the TD series enhanced their confidence toprovide patient care and think critically (96.8% and97.9%, respectively.)While 75.8%of students stated theywould prefer to learn as a web-based community, 51.6%of students felt that this format introduced unnecessarytechnological complications. Implications: The faculty-led web-based TD series during ambulatory care APPEsenhanced student perceptions of learning and confidencein providing patient care. To ensure this technology is aviable format, technological issues must be minimized. Astudy assessing the impact of web-based TDs on studentlearning is ongoing.

Student Preferences Between Two Active Learn-ing Session Schedules. Priti Patel,University of Florida,Shane M. Ryan, University of Florida, Lindsey M.

Childs-Kean, University of Florida. Objective: To un-derstand students’ perceptions of adding a new onlineclass session to live active learning sessions. Methods:At our college, most courses are taught as team-basedlearning with pre-recorded lectures followed by live, in-class active learning sessions. Many in-class sessions arescheduled for 4 hours. In two courses in fall 2018, weoffered a new format for two sessions: a 3 hour in-classsession, followed by a 1-hour online session the followingday. The purpose of this new format was to 1) allowstudents to digest the material overnight before revisitingthe material the following day; and 2) break up the 4-hoursession and allow the students and faculty to more fullyengage in active learning. Students completed an onlinesurvey following each online class. Results: 156/270(58%) students completed the survey in the first course;149/270 (49%) completed the second course’s survey.The most common benefits selected were breaking upthe 4 hour session (24.9% in the first course) and theconvenience of being in a remote location (25.4% firstcourse; 25.1% second course).Difficulty interacting withtheir team was the most common challenge selected inboth courses (40.8% and 35.5%).Even though benefitswere identified, students indicated preference for the 4hour sessions: 89.7% first course, 88.6% second course.Faculty perceptions of the online session were similarwith increased convenience but some lack of student en-gagement. Implications: While benefits of the onlinesession were identified, students indicated preferencefor the 4 hour in-class sessions.

Student Response to Incorporating Mindfulnessin a First Year Patient Care Lab Course. Elizabeth A.Buckley, Concordia University Wisconsin. Objective:Analyze student response to implementation of mindfulawareness training into a lab course to improve well-being, resilience, and enhancement of patient-centeredcare practice. Methods: During the fall semester of theP1 year, five minutes of weekly lecture time was dedi-cated to introducemindfulness tools for students to use fortheir ownwell-being and enhancement of patient centeredcommunication. Tools were introduced via PowerPoint,videos, interactive Padlet activities, live demonstrationsand hands on experience. Techniques included gratitudepractice, mindful breathing, body scan, conscious obser-vation, mindful movement, imagery, touchstones, empa-thy, self-compassion and spirituality. At the end of thesemester, a toolkit of topics and resources was providedto encourage continued self-practice. Students respondedto different reflection questions via anonymous black-board survey at the end of each week, and at the end ofthe semester.Results: Student response was overwhelm-ingly positive throughout the semester. Students

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1022

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

articulated howmindfulness positively related to enhanc-ing their patient centered care. Students reported contin-ued use of the skills (94% at week 5, 100% at week12).89% of students agreed that the activities made a pos-itive impact on their life, 100%believed the course shouldcontinue to incorporate the skills, and 77% agreed itshould be further expanded in the curriculum (22% neu-tral, 1% disagree). Implications: Positive student re-sponse supports continued incorporation of mindfulnessinto the current course. Data was presented as a facultydevelopment seminar to encourage further exploration forcurricular integration to continue creating a culture ofwell-being and resiliency at our college.

Students’ Ability to Implement the Pharmacist’sPatient Care Process in a Redesigned Case-basedCourse.Keri L.DePatis,PalmBeachAtlanticUniversity,Jennifer Wick, Palm Beach Atlantic University, AmyHenneman, Palm Beach Atlantic University, SamanthaAxtell, Palm Beach Atlantic University. Objective: Todetermine if a redesigned case studies series impactedstudents’ ability to implement the patient care process.Methods:Thiswas a prospective, cohort study conductedat and IRB approved by Palm Beach Atlantic University.In 2016 the Lloyd L. Gregory School of Pharmacy imple-mented a redesigned four semester case studies series tofoster critical thinking and formally integrate the PPCP.The original case studies series consisted of a two-semesterproblem-based course. Students completing the originalcase studies series and students completing the first twosemesters of the redesigned course series were given acase-based assessment consisting of four open-endedquestions covering subjective and objective data collec-tion, medication-related problem (MRP) identification,and assessment/plan development. Results were analyzedvia repeated two sample t-tests, accounting for unequaland equal variances. Analysis was performed using ExcelData Analysis. Results: One hundred twenty-three stu-dents completed the assessment, including 60 students(49%) from the original case studies series and 63 stu-dents (51%) from the redesigned course. Compared tostudents who completed the original case series, studentswho completed two semesters of the redesigned seriesscored statistically significantly higher on the overallassessment, as well as the subjective and objective por-tions. There was no difference in students’ ability toidentify MRPs or develop the assessment and plan. Im-plications: Students’ ability to implement portions ofthe PPCP was improved after completing two semestersof a redesigned case studies course. Future study is war-ranted to determine the impact on advanced practiceexperience (APPE) readiness and implementation ofthe PPCP in practice.

Student’s Reflections Surrounding a Week-longHealth Fair TrainingWorkshop Preparing PharmacyStudents for Outreach Opportunities. Trishia E. Shaw,Chicago State University. Objective: Although studentsreceive didactic training with respect to various diseasestates, they often lack the skills and confidence to performskills related to disease state education at local healthfairs. The lack of skill and/or confidencemay be attributedto lack of training or lack of opportunities to perform theseskills outside of the curriculum. Chicago State UniversityCollege of Pharmacy’s Health Outreach Task Force con-ducted its first week-long training workshop, whichtrained first through third year pharmacy students invarious health fair screening techniques as well as ed-ucationalmodules.Methods:After completing the work-shop, students were required to complete a “co-curricularreflection” to outline how the workshop enhanced clini-cal and communication skills as well as enhanced theirdevelopment as a future pharmacy professional. Co-cur-ricular documentation occurred using the “Google Sites”platform. Results: 65 students in total completed thehealth fair training workshop. 63 out of 65 students com-pleted the “co-curricular reflection” survey. 73% of stu-dents increased their awareness of pharmacists’ roles inhealth care and approximately 70% of the students statedthat the workshop helped enhance their clinical skills.Several students also documented how theworkshop rein-forced concepts learned in didactic courses as well in-creased their confidence in performing the variousscreenings. Implications: These reflections indicate thatthe training workshop not only enhanced their skills butwas able to reinforce the knowledge learning within thedidactic curriculum. As a result, students are better equip-ped to perform screenings at health fairs and as a result,participate in more screening events.

Study Behaviors of High-Performing StudentsWithin an Active Learning Classroom Environment.Kimberly C. McKeirnan, Washington State University,Karen J. Colorai, Arizona State University, Anne Kim,Washington StateUniversity,MyphuongVu,WashingtonState University, ConnieM. Remsberg,Washington StateUniversity, Angela S. Stewart,Washington State Univer-sity. Objective: To use qualitative methods to determinethe study behaviors of high-performing pharmacy stu-dents that aid them in achieving academic success in theactive learning classroom curricular delivery model uti-lized at Washington State University. Methods: High-performing students, defined as the top 20% of the classby cumulative GPA, from third and fourth years of theprogramwere recruited through email to participate in thestudy (n581). Key informant interviews were conductedfor 13 students by an experienced qualitative interviewer

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1023

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

from an outside college. Student interviews wererecorded, transcribed, and examined using thematic anal-ysis. Results: Five prevailing themes emerged from thestudent interviews: preparing for class, preparing for test-ing, knowing thyself, seeking help, and building onstrengths. The high-performing students generally re-ported completing all pre-class work, but attitudes variedabout the benefits of attending class. When preparing fortesting, they employed a variety of techniques includingfrequent exposure to the material and self-testing. Thesestudents demonstrated heightened awareness of their ownhabits, noting their ability to help or to hinder their study-ing. They commonly sought help by either strategicallystudying in groups or seeking help from instructors. Fi-nally, they built on their own strengths, employing tech-niques to minimize their weaknesses. Implications: Thehigh-performing students identified a number of studybehaviors they have used to be successful in a curriculumthat fully uses an active learning model. This insightfulfeedback is being incorporated into a best practices doc-ument for new pharmacy students to help them adapt to anactive learning classroom environment.

Summer Preparation Program for Fall Courses:Prep for P2 Success.Reid C. Proctor,MercerUniversity,Renee L. Hayslett, Mercer University, Katelynn M.Mayberry,Mercer University, Gina J. Ryan,Mercer Uni-versity. Objective: To implement a summer preparationprogram for rising P2 students and assess the impact onlearning outcomes. Methods: At the end of the spring2018 term, participating students (n592) completed a15-question pre-quiz covering basic nervous system anat-omy and physiology (NSAP) concepts needed for a fall P2nervous systemmodule (NSM). KhanAcademy (KA) is afree online education platform. Instructors encouragedthese rising P2 students to use the summer months tocomplete designated KA learning modules focused onNSAP (which were created in collaboration with the As-sociation of AmericanMedical Colleges) to improve pre-requisite knowledge for the NSM. The NSM containsphysiology, pathophysiology, pharmacology, medicinalchemistry, and pharmacotherapy. At the start of thefall 2018 term, participants completed the same quiz. In-vestigators also assessed exam performance. Results:Eighty-one (88%) of the participants completed bothquizzes. Students who completed at least half of theassigned KA modules (n521) reflected a significant(p,.005) and positive change in mean scores betweenthe pre-quiz (M 5 40%) and post-quiz (M 5 60%). Thepost-quiz scores and two of the course exams reflected apositive and significant (p,.05) correlation. A majority(88%) of participants indicated that the KA material sup-ported their learning. Implications: The findings of the

current study support the hypothesis that addressing gapsin prerequisite knowledgewithKAhelps students preparefor upcoming coursework. The investigators are moti-vated to further develop this model of student support.

Survey of Student and Faculty Perceptions of Re-vised Early Intervention and Remediation Policies.ElizabethM. Lafitte, The University of Louisiana atMon-roe, Laurel A. Sampognaro, The University of Louisianaat Monroe, David J. Caldwell,University of Arkansas forMedical Sciences, Gina C. Craft, The University of Loui-siana at Monroe, Michelle O. Zagar, The University ofLouisiana atMonroe, KassidyVoinche,TheUniversity ofLouisiana atMonroe, Victoria Rathcke, TheUniversity ofLouisiana at Monroe.Objective: The purpose of this re-search was to involve students and faculty in continuousquality improvement for the early intervention and reme-diation policies that were revised and implemented in theFall of 2015. Methods: All students and faculty wereoffered a survey of perceptions and workload related tothe revised policies. Both students and faculty were pro-vided with links to the revised policies and descriptivedata that showed the improvement in delayed graduationstatistics that occurred since the implementation of thepolicies. Results: Approximately one fourth of studentsand one half of the faculty responded to the survey in thespring of 2018. About seventy percent of student andfaculty respondents agreed or strongly agreed that thetime required to participate in the early intervention andremediation processes was worth the effect achieved.Ninety percent of faculty felt that the improvement inprogression occurred as a result of implementing the re-vised policies. Most faculty and students also agreed thatthe exam averages that trigger early intervention wereappropriate and that the criteria for individual remedia-tion were appropriate. Implications: Many methods forimproving student success require a considerable invest-ment of faculty and student time. The implementation ofrevised early intervention and remediation policies, im-provement in delayed graduation, and favorable studentand faculty perceptions andworkload represent an impor-tant model that should be shared with other programs thatdesire to improve delayed graduation.

Telecounseling in Advanced Over-the-CounterCourse. Megan Veselov, Albany College of Pharmacyand Health Sciences, Elizabeth R. Brown-Higdon,Albany College of Pharmacy and Health Sciences. Ob-jective: To describe the addition of telecounseling simu-lations into the elective Advanced Over-the-Counter(AOTC) course to increase students’ exposure to triage,counseling, and adoption of emerging technologies.Methods: Second- and third-year pharmacy studentsacross two campuses (Albany and Vermont) enrolled in

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1024

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

AOTC received faculty instruction on telecounseling andthe use of video conferencing technology (Zoom�). Stu-dents were given three opportunities to practice telecoun-seling during the semester. Students were matched with apartner on the distance campus to simulate a remote ex-perience and were required to act as both a mock patientand pharmacy intern. Students were surveyed using Lik-ert-scale and short-answer response questions throughoutand at the end of the semester on technical aspects of usingZoom and overall experience with telecounseling. Re-sults: Twenty-four of the thirty-six students enrolled inthe course completed the end-of-course telecounselingsurvey. The results included students indicating “agree”or “strongly agree” that telecounseling activities helpedto learn appropriate OTC recommendations (95.8%);helped to learn patient triage (100%); and were as effec-tive as in-person counseling (87.5%). Students reportedthat they enjoyed interacting with students from “theother campus” and valued the opportunity to gain expe-rience in an emerging field. Implications: The positiveresults from the end-of-course survey reinforced theimportance of exposing students to new counselingmethods. Information obtained from students’ surveysprovided valuable feedback for updates for future courseofferings. Based on feedback from students, the potentialfor OTC telecounseling implementation is being investi-gated for use in the community pharmacy setting.

The Impact of Instagram� on Student Engage-ment and Learning of Infectious Diseases. Drew W.Cates, Philadelphia College of Osteopathic Medicine,Jonas Arthur, Philadelphia College of Osteopathic Med-icine, Timothy Coyle, Philadelphia College of Osteo-pathic Medicine, Edo-abasi U. McGee, PhiladelphiaCollege of Osteopathic Medicine, Essie Samuel, Phila-delphia College of Osteopathic Medicine, VishakhaBhave, Philadelphia College of Osteopathic Medicine.Objective:To evaluate the impact of Instagram� onDoc-tor of Pharmacy (Pharm.D) student engagement andlearning of infectious diseases in the didactic curriculum.Methods: In the 2018-2019 academic year (AY), secondyear pharmacy students enrolled in the Infectious Dis-eases course at Philadelphia College of OsteopathicMed-icine School of Pharmacy (PCOM-SOP) were informedof Instagram� utilization to enhance learning. A pre-survey and pre-knowledge assessment were administeredon day one of the class to assess student perception andknowledge. Uniquely curated content was created andposted daily to Instagram� to increase student engage-ment and knowledge. Throughout the term, Instagram�

posts were scheduled one to three times per day on week-days. Upon completion of the course, a post-knowledgeassessment and post-survey were re-administered to stu-

dents. Iconosquare�, an analytical platform, was used todetermine student impressions of “comments”, “likes”,“saves”, and “reach” on Instagram�. Results: A total of88 students were enrolled in the course. The average pre-knowledge assessment score was significantly lowercompared to the average post-knowledge score. Through-out the term there was a total of 329 “comments”, 1,100“likes”, 304 “saves”, and 4,400 “reached” on Insta-gram�. Implications: Use of Instagram� is an innova-tive teaching method, which has had a positive impact onstudent knowledge and increased engagement beyond therealm of the classroom.

The Use of Flipped Classroom Pedagogy in USPharmacy Schools. Eugene Kreys, California North-state University, Tiffany-Jade M. Kreys, CaliforniaNorthstate University, Christina Stephenson, CaliforniaNorthstate University, Janie Yu, California NorthstateUniversity, TiffannieNguyen,California NorthstateUni-versity, Shawna Evans, California Northstate University,Luis Tolento, California Northstate University, HarpreetKaur, California Northstate University, Tiffany Wong,California Northstate University, Ravneet Kaur, Califor-nia Northstate University.Objective:To evaluate the useof flipped classroom pedagogy in U.S. colleges of phar-macy. Methods: This was a cross-sectional study con-ducted using an anonymous eight-item multiple choicesurvey. The survey was administered to the deans of ac-ademic affairs of 138 active pharmacy schools in the US.The survey items included questions inquiring informa-tion on the characteristics of pharmacy schools, the typeof pedagogy used within the curriculum, and to what ex-tent these methods are used based on the general type ofcourses.Wilcoxon signed-rank test was used to determinethe difference in the use of active-learning strategies be-tween general course types,while the association betweencolleges’ general characteristics and pedagogy was eval-uated using multivariable logistic regression. Results:Seventy-four (54%) of the subjects completed the survey.A total of 81% of schools employed flipped classroompedagogy, of which 27% exclusively employed TBL,2% exclusively employed PBL, while 72% employed acombination or another form of flipped classroom peda-gogy. The implementation of flipped classroom varieddepending on the general course type; with PharmacyPractice courses demonstrating the most frequent use,followed by SAS courses (p50.017), and Basic Sciencecourses demonstrating the least frequent use (p,0.001).Smaller rather than larger schools were less likely to em-ploy flipped classroom pedagogy with an OR of 0.15(95% CI: 0.02-0.97), as were private rather than publicinstitutions with an OR of 0.16 (95% CI: 0.03-0.95). Im-plications: Some use of flipped classroom is common;

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1025

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

however, the frequency at which this pedagogy is usedvaries greatly based on the course type.

Toxicology Course Offerings by US Schools/Col-leges of Pharmacy. Paniz Hazrati, West Coast Univer-sity, Fred Farris, West Coast University, Mohammed A.Islam, American University of Health Sciences. Objec-tive: The aim of this study is to assess toxicology con-tents/course offering in undergraduate, graduate, andprofessional degree (PharmD) programs in US schools/colleges of pharmacy. Methods: The websites of 133ACPE accredited schools/colleges of pharmacy were vis-ited during November-December 2018. Pages with cur-riculum, toxicology course/content information, coursecatalog descriptions, were identified and retrieved. Dataextraction and analysis were performed by using a sys-tematic content analysis method. All data were entered inMicrosoft Excel spreadsheet. Descriptive statistics wasused for data analysis. Results: Fifty-nine percent of theUS PharmD programs offer toxicology contents in didac-tic curriculum mainly focusing fundamental concepts ofthe science and practice of clinical toxicology. Thirty-eight programs (28%) offer toxicology elective coursesin an average 3.3 semester credit hour with a wider depthand breadth in contents (common toxicants, acute andchronic toxicities of different therapeutic drug classes,chemicals, and household products in humans, and roleof pharmacists in poison control centers). A total of 30programs offer MS degrees in Pharmacology and Toxi-cology/Toxicology with an average of 6.6 semestercredits of dedicated toxicology contents. Eleven pro-grams (8.3%) offer toxicology contents/courses in BSprograms. Thirty-two programs (24%) offer PhD in Phar-macology and Toxicology track. Five programs wereidentified offering graduate certificate in toxicology. Im-plications: Opportunities exist to expand the offering oftoxicology contents in PharmD core curriculum. ourstudy suggests a lack of emphasis of toxicology in grad-uate programs. The results of the study may serve as auseful guide for pharmacy schools/colleges or other in-stitutions to review toxicology content offerings.

Transferability of an Educational Escape Room:Student Outcomes from Two Institutions. Jeanne E.Frenzel, North Dakota State University, Heidi Eukel,North Dakota State University, Rachel J. Kavanaugh,Medical College of Wisconsin. Objective: To evaluatethe impact of an educational escape room on studentknowledge and perceptions when transferred betweentwo institutions with major programmatic differences.Methods: Faculty at the Medical College of Wisconsinand North Dakota State University (NDSU) collabora-tively transferred and replicated an educational escaperoom originally developed and assessed at NDSU. Simi-

lar to North Dakota students, Wisconsin students com-pleted a knowledge assessment one week prior to,immediately after, and six weeks after participating inthe escape room to assess their baseline and retainedknowledge of diabetes management, treatment guide-lines, goals of therapy, and preventative screenings. Stu-dents also completed a set of questions to measureperceived value of the activity on their learning.Results:Student scores for the pre-game and post-game knowl-edge assessments at North Dakota (p,0.001) and atWisconsin (p,0.05) showed a statistically significant dif-ference. Both student groups were administered a percep-tion survey following participation in the educationalescape room. Results suggest positive perceived engage-ment with and usefulness of the educational escape room.Implications: Despite significant programmatic differ-ences including class size, class sequencing, and activitytiming, the use of an educational escape room resulted instatistically significant gains in knowledge and students’perceptions at an institution to which the activity wastransferred. This suggests that the educational escaperoom is a transferrable activity that can be used by othercolleges or schools of pharmacy.

Update on Research Requirements in PharmDCurriculums – A National Survey. Marion K. Slack,The University of Arizona, Amy H. Schwartz, Universityof South Florida, Michael P. Dorsch,University of Mich-igan, Justin Cushing, The University of Arizona, AmberCox, University of South Florida, Gillian P. Leung, Uni-versity of Michigan. Objective: To quantify the numberof PharmDprograms that require completion of a researchproject. To describe the types of research being under-taken within PharmD programs. To compare current re-sponses with those obtained from the last survey.Methods: Collaborative effort including students andfaculty at three pharmacy programs (AZ, FL and MI).Cross-sectional analysis utilizing survey (with modifica-tions) developed in 2007. Peer review of questions (face-validity); format included dichotomous response, multi-ple-choice, and open response. Qualtrics� survey wasdistributed via email to Academic Affairs (or compara-tive) Deans at AACP affiliate institutions. Descriptiveanalyses. Project deemed exempt by IRB. Results: Se-venty-four programs responded (54% response rate). Atotal of 22 (30%) pharmacy programs have research proj-ect requirement compared to 25% in 2007. Project re-quirements were similar among programs requiring aproject: proposal (95%), IRB application (90%), collectand analyze data (77%), preparewritten report (86%), andpresent findings (82%). Commonly utilized data collec-tion methods included surveys (91%) and chart reviews(86%). Research related coursework was similar between

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1026

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

programs except for Research Methods, which were 36%for requiring versus 14% for those not requiring a project.Implications:Most pharmacy curriculums include cour-sework related to research. The number of programs re-quiring student research appears to have increased since2007. Students with an interest in research can expect toreceive equivalent experiences attending any of the pro-grams with a research requirement. The value of studentparticipation in research remains uncertain, however in adata-driven society, the skills will be quite useful.

Use of Concept Mapping to Deepen the Under-standing of Pharmacists’ Roles in Public Health. DanCernusca, North Dakota State University, Mark A.Strand, North Dakota State University. Objective: Phar-macists are increasingly expected to analyze new infor-mation and use the conclusions drawn to solve complexproblems in the public health realm. Toward the goalof achieving ACPE standards 4.3 (Innovation) and 2.4(Population-based care), and address these learning needs,we integrated concept mapping strategies in lectures andactive learning sessions. Methods: A Public Health forPharmacists course was redesigned from a three-hour lec-ture format to a one-hour lecture and a two-hour activelearning case-driven segments. After the first couple ofsemesters, the instructor worked with an instructional de-signer to integrate concept-mapping both in the lectureand active learning segments. For one case study, Hepa-titis C, student teams were asked to build a concept mapthat synthesized the process to improve the Hep C pop-ulation health. A prior-knowledge and an exit surveysfocusing on student perceptions and beliefs were admin-istered during the first semester and with the conceptmapping implementation.Results:An independent-sam-ples t-test showed that the concept mapping-cohort had astatistically significant highermean for perceived engage-ment (t(167)5-2.27, p,.05), perceived positive impactof case studies (t(167)5-2.12, p,.05) and self-efficacy –a proxy for learning performance (t(167)5-4.01,p,.001). For the concept-mapping cohort, the perceivedimpact of case studies had a strong positive correlationwith the perceived impact of concept-mapping on ownlearning, r(85)5.72, p,.001. Implications: The imple-mentation of concept mapping in the Public Health forPharmacist course showed a significant impact on studentengagement with the active learning tasks and on theirbeliefs about the effectiveness of the learning process inthe course.

Using a Heart Failure Themed Escape Room in aTherapeutics Course to Enhance Learning. Roda Pla-kogiannis, Long Island University, Nubriel Hernandez,Long Island University, Anna Nogid, Long Island Uni-versity, Abraham Stefanidis, St. John’s University. Ob-

jective: To assess students’ perceptions of the HF EscapeRoomActivityMethods: Second professional year phar-macy students were taught Heart Failure pharmacologyand pharmacotherapeutics prior to the escape room activ-ity. Students were randomized into groups of approxi-mately eight. All students received an email of theirgroup and room assignment, with a reminder to bringone electronic device per group. At the completion ofthe escape room activity, students were asked to fill outa survey on their perceptions of the escape room activity.A follow-up survey of their perceptions was conductedfour weeks after their participation in the activity. Re-sults: 178 and 110 responses were collected during thefirst and second data collection periods, respectively. Stu-dents reported increased levels of satisfaction immedi-ately after the completion of the escape room activity.Students agreed that the escape roomactivity helped themengage in team-learning, think about thematerial in a newway, learn from their peers, effectively review the topic ofheart failure, learn new information, and that they wouldrecommend this activity to other students. Based on thefollow-up survey, conducted four weeks later, students’increased satisfaction levels toward the escape room ac-tivity were sustained. The independent samples t-test re-sults revealed no statistically significant differencebetween students’ perceptions reported immediately afterthe completion and in the follow-up survey. Implica-tions: Students’ perceptions of the escape room activitywere positive and enhanced students’ review of heart fail-ure. The escape room activity is an innovative learningmethodology that can be employed to effectively teachpharmacy students.

Validity of a Gaming Perception Tool for Educa-tional Escape Rooms Across Multiple InstructionalContexts.Hannah J. Larson, North Dakota State Univer-sity, Jeanne E. Frenzel, North Dakota State University,Dan Cernusca, North Dakota State University, HeidiEukel, North Dakota State University.Objective: To de-termine the reliability of a gaming perception tool for usewith educational escape rooms used across multiple in-structional contexts including diabetes, cardiovascular,and interprofessional education topics. Methods: A fac-ulty-developed gaming perception tool (published inAJPE) was administered at 4 institutions. One had a largecohort (N585), one a medium size cohort (N542) andtwo had smaller cohorts (N529-30). Of these, 3 institu-tions implemented an educational escape room and usedthe perception tool in pharmacy courses and one in aninterprofessional master-level course. Results: Analysisindicated a very strong internal reliability of all constructsfor all participating groups, with Cronbach’s Alpha rang-ing from 0.86 to 0.95, above 0.70, the value for strong

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1027

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

internal reliability. An independent samples t-test indi-cated that the mean gaming perception values (4.2 to4.8) were statistically significant higher (p,0.001) than“3”, the average perception. A one-way omnibusANOVA was significant (p,0.001). Post-hoc analysisshowed that the large pharmacy diabetes group had amean perception statistically significant lower that allother groups (p,0.05). Implications:Results of the com-parisons of the pooled data to individual institution datashowed a positive perceived value of educational escaperooms on learning. As the class size of various institutionsincreased, the perceived value on learning decreasedslightly. Overall, students, regardless of educational levelor health profession, portrayed positive perceptions of ed-ucational escape rooms. The perception gaming tool wasproven to be a reliable tool for measuring these domains.

Virtual Patient Simulation to Enhance PhysicalAssessment and Medical History Taking Skills ofPharmacy Students.Brooke D. Fidler, Long Island Uni-versity.Objective: If utilizing a virtual simulated patientprogram improves the health history taking and physicalassessment skills of first year professional pharmacy stu-dents.Methods: Students were assigned a virtual patientcase to complete during week one and week 13 of a 14-week physical assessment course. Scores from the pre andpost test case were compared focusing on the ability toperform a physical exam, take a medical history and pro-vide education and empathy. Students were also asked toself-assess their skills before and after having been ex-posed to the virtual program.Results:The total number ofpaired observations used in the final analysis of the preand post virtual test case was 171 students. The studentperformance score, which included the ability to obtainsubjective and objective data, provide patient educationand display empathy, improved from 52% at week 1 to78.42% at week 13 (p,.0001).There was a significantincrease in students’ perception of their ability to take apatient’s medical history from the beginning to the end ofthe semester (57.37% vs. 82.68%, p,.0001).Overall,76.54% of students strongly agreed or agreed that thevirtual patient program made them feel more confidentin their medical history skills when they begin their in-troductory community pharmacy practice experiences.Implications:While the value and best way to implementsimulation in pharmacy education continues to be inves-tigated, use of virtual simulation in one of our requiredcourses improved students’ ability and confidence inobtaining information during a health history and per-forming a physical exam.

Virtual Versus Paper-Based Cases to Reinforcethe Pharmacists Patient Care Process (PPCP). Jona-than Newsome, The University of Texas at Tyler, Takova

Wallace-Gay, TheUniversity of Texas at Tyler, OsamaA.Shoair, The University of Texas at Tyler, Nofisat Iginla,The University of Texas at Tyler.Objective: To comparethe use of virtual vs. paper patient cases to reinforce thePharmacists’ Patient Care Process (PPCP). Methods:Thiswas a randomized, crossover study that was conduct-ed in an ambulatory care elective course. Students com-pleted both paper- and virtual-based patient cases thatemulated the PPCP over 6 weeks. Students were ran-domly assigned to either complete paper-based cases forweeks 1-3 then virtual-based cases for weeks 4-6 or viceversa. At the conclusion of each 3-week period, studentswere surveyed to assess their satisfactionwith the instruc-tionalmethod they experienced during that 3-week periodin reinforcing the PPCP. Additionally, a focus group wasconducted to qualitatively evaluate students’ experiencewith virtual and paper cases. Results: There were 27 stu-dents who were recruited and completed the study. Therewere no statistically significant differences in students’satisfaction with the two instructional methods exceptthat students agreed more that paper cases improved theirability in collecting information about patients. Students’performance on the parts of the cases related to the ‘As-sess’ element of the PPCP was higher using paper cases.However, during the focus groups, students reported thatvirtual cases promoted their critical thinking and ability topractice collecting information about patients more thanpaper cases. Furthermore, students stated that virtualcases forced them to recognize and document relevantinformation. Implications: Though there were mostlyno significant differences in students’ satisfaction witheither instructional method in reinforcing the PPCP, stu-dents reported that virtual cases provided a more realisticand engaging experience.

Theoretical ModelsA State-Wide Community Pharmacy Enhanced

Services Training Program: Pennsylvania CaseStudy.Nicholas Leon, Thomas JeffersonUniversity, Nic-ole Pezzino, Wilkes University, Suzanne Higginbotham,Duquesne University, Elizabeth Harris, University of theSciences, Anisha Grover, Temple University, RebeccaM.Wise, Lake Erie College of Osteopathic Medicine, GinaBellottie, Thomas Jefferson University, Melissa A.McGivney, University of Pittsburgh. Objective: To de-scribe how all seven schools of pharmacy in Pennsylvania(PA) collaborated to develop a community pharmacy en-hanced services training program for the PennsylvaniaPharmacists Association (PPA) and the CPESN Pennsyl-vania Pharmacists Care Network (PPCN), and the sub-sequent incorporation into each school’s curriculum.Methods: In 2017, the University of Pittsburgh School

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1028

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

of Pharmacy and PPA, led a coalition of faculty represen-tatives from all seven PA schools to develop the thirdedition of the PPCN training that includes a 6-hour on-linehome study and 3-hour live training. Faculty collab-oratively developed the 6-hour on-line home study mate-rials and serve as trainers for the 3-hour live training forpharmacists and students. In 2017, PPCN launched itsfirst payer contract, and the training continues to be arequirement to patriciate in the provision of billable pa-tient care. Students who are trained are able to supportPPCN pharmacists. Results: In 2017, 299 students com-pleted the training from three schools. In 2018, 571 stu-dents completed the training program from five schools.In 2019, all seven schools will be incorporating the train-ing program into their curriculum. Six schools or collegeshave implemented the training in the required curriculum;one school offers an elective. Implications: The commu-nity pharmacy landscape is a rapidly changing environ-ment employing more pharmacists than any other setting.This Pennsylvania case study represents a successful col-laboration between a state association and academic phar-macy (entire state), working together, to simultaneouslyadvance current community pharmacy practice whilehelping to facilitate the training of new graduates for con-temporary practice.

Creation of aHumanResource Blueprint: An Im-portant Consideration for a New or Revised Curricu-lum. Kristin A. Casper, The Ohio State University,Katherine A. Kelley, The Ohio State University, MaggieA. Merry, The Ohio State University, Marcia M. Worley,The Ohio State University. Objective: The concept offaculty workload has been studied in both the pharmacyand educational literature. Understanding how facultyworkload, particularly in the area of teaching and learn-ing, can be impacted by curricular revision has not beenevaluated. In addition, the curricular change process iscomplex,with the primary focus often on content deliveryinstead of resource needs. The objective of this project isto create a curricular resource blueprint to better predictthe human resource needs of a new or revised curriculum.Methods:A literature searchwas conducted to determinebest practices for calculating faculty workload aroundteaching and learning. These concepts were used to gen-erate a model to predict overall human resource needs fora significantly revised curriculum. Student contact hourswere used as the common denominator. Additional modi-fiers of effort included utilization of active learning, intro-duction of new technology and classroom space, curricularintegration, and modular structure of the curriculum.Results: The curricular resource blueprint was applied tothe new curriculum following the final year of implementa-tion, with opportunity for faculty input. Additional human

resource needs were identified, as was the need to moreclearly define the roles of faculty and other specialized sup-port personnel. Implications: The use of a curricular re-source blueprint for predicting human resource needs is animportant component of curricular revision that can oftenbe overlooked. Utilization of this model in the early stagesof curricular revision could prove to be beneficial for im-plementation and understanding of faculty workload.

Creation of a Mentorship Program in the Phar-macy Practice Section. Allison M. Bell, University ofCincinnati, Jennifer Ball, South Dakota State University,Seena L. Haines, The University of Mississippi, Kristi W.Kelley, Auburn University, Rebecca Schoen, Texas TechUniversity Health Sciences Center, Susan E. Smith, TheUniversity of Georgia.Objective: To describe a concep-tual framework for creation of an inaugural mentorshipprogram within the AACP Pharmacy Practice (PP) sec-tion. Methods: An 18-member task force was convenedwithin the PP section and charged with developing andimplementing a formal mentorship program. Four sub-teams were devised to apply an evidence-based approachto this charge. Each sub-team had specific objectives: 1)mission/vision, 2) structure/content, 3) assessment/im-pact, and 4) dissemination/scholarship.Results:Themis-sion of the AACP-PP Mentor Program is to provide asenior faculty support system focused on personal andprofessional development of more junior faculty and tocreate networking opportunities, with the goal of careerdevelopment in teaching, scholarship, service, and bestpractices for academia. The vision is to establish a leadingmentorship program for AACP members to promote thedevelopment of junior faculty to their fullest potential.The task force is following a systematic process to de-termine structure/expectations, content areas, menteeneeds, capacity/scalability, and targets/goals of the pro-gram. A unique programmatic element is integration andmaintenance of the program between the task force, PPsection, and Association. Implications:Mentorship pro-grams have been described in other disciplines and aremost often implemented within a single institution. Thisprogram builds upon exemplars and challenges of exist-ing programs by providing structured framework for de-veloping and implementing a program that meets thediverse needs of a professional association’s membership.The program will begin implementation in 2019 and beevaluated for short-term and long-term successes relatedto recruitment, retention, andmentor/mentee development.

Curation and Praxis of Active Learning: Gagne’sEvents of Instruction for Teaching Blood PressureMeasurement. Jack J. Chen, Principal Consultant, Her-man Johannesmeyer, Marshall B. Ketchum University.Objective: To create a high impact instructional

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1029

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

framework blending active learning (learner-centered constructivist) with Gagne’s learning model(teacher-centered cognitive) in the provision of a curatedlearning experience for auscultatory blood pressure (BP)measurement. Methods: Lesson planning, instructionalflow, and activity sequencing was based on Gagne’s cog-nitive learning theory and nine events of instruction (seesupplemental handout). Active learning fulfilled the def-inition by Bonwell and Eison. Learning outcomes werebased on Bloom’s 2001 revision and Simpson’s taxon-omies for cognitive and psychomotor domains, respec-tively. Rubric-based measurement of learning outcomeswas performed by direct observation during an objectivestructured clinical examination (OSCE). High impactpractices for each of nine events was derived by experi-ence and empiric observation. Instructor agency wasguided by knowledge building principles. Results: Allstudents (n540) accessed the pre-session reading andvideo material. Four instructors served as session facili-tators. Pairing students into dyads (20 pairs) facilitatedpeer teaching and empathy during face-to-face bloodpressure measurement simulations. Utilization of ru-bric-based assessment with directed observation aidedby teaching stethoscopes during an OSCE improved fi-delity of assessment. Two students (5%) failed to achieverequired proficiency inBPmeasurement.During and afterthe lesson, students reported transient performance anxi-ety but overall enhanced knowledge and skill retentionwith the given instruction, flow, and formative/summa-tive assessments. Implications:This pedagogic approachembeds Bonwell and Eison’s constructivist active learn-ing within Gagne’s cognitive learning model and ninesteps of instruction to provide curation and design oflearning for BPmeasurement. Themodel is generalizableto other skills topics.

Describing aRenal FunctionAssessmentMethod-ologyModel and Application in a Patient Care OSCE.Rebecca Leon, California Health Sciences University,Will Ofstad, California Health Sciences University,David G. Fuentes,California Health Sciences University,Yuqin Hu, California Health Sciences University, AlexisWoods,CaliforniaHealth SciencesUniversity, JeremyA.Hughes, California Health Sciences University, MayaLeiva,California Health Sciences University.Objective:Educators can integratemethodologies and rubrics to helpstudents develop skills to apply what they know to au-thentic case scenarios and prepare them for practice inways that can be more easily assessed during an objectivestructured clinical examination (OSCE). This model of-fers a stepwise methodology to develop/assess students’performance, identify and manage renal drug problems,recognize risk factors impacting renal function, estimate

renal function, and perform renal dosing adjustments.Methods: Faculty teaching our therapeutics coursereviewed the process education methodology develop-ment literature and created a three-phase model forlearners to engage in a step-wise approach to renal func-tion assessment. The methodology and rubric that couldbe used for any scenario was developed and reviewed bycourse faculty and used during a class team application onvancomycin dosing. Students were assessed on their abil-ity to apply it during a high-stakes OSCE focused onaddressing methotrexate and anti-hypertensive medica-tion problems. Results: P2 students (n577) applied therenal function assessment methodology to a practice casein class and during theworkup of a complex case as part ofan OSCE. 83% of students successfully applied the entirerenal methodology on the first attempt, and 100% of stu-dents were successful after one remediation session. Themethodology and drug-independent rubric will also bepresented. Implications:Use of the renal function assess-ment methodology was successful in helping studentsapproach making clinical decisions based on a patient’srenal function. Thismodel is general and can be applied toother cases and curricula.

Objective Structured Clinical Exam Developmentand CurricularMapping for Pre-Advanced PharmacyPractice Experiences. Jordan Sedlacek, Larkin Univer-sity, Andria F. Church, Palm Beach Atlantic University,Sandra B. Caballero, Larkin University. Objective: ThePharmacy Outcomes Curriculum Assessment (PCOA) isusually administered immediately prior to students begin-ning advanced pharmacy practice experiences (APPE).The PCOA measures basic pharmacy knowledge whilenot completely assessing basic clinical skills, which is crit-ical for success in APPEs. A pre-APPE objective struc-tured clinical examination (OSCE) can help identify theskills in which a student is deficient, particularly in areassuch as patient-centered care, communication, education,and professionalism. Despite the implementation ofOSCEs in pharmacy curricula, minimal information isknown on the relationship between OSCE performanceand APPE success. The pre-APPE OSCE developed atour 3-year accelerated program was intended to evaluatestudents’ preparation for the clinical component ofAPPEs.Methods: Fifteen OSCE stations were developed whichvaried in length from 5 minutes to 40 minutes each. Fivestations required in-person faculty evaluators. All stationswere evaluated in ExamSoft�. The final station was aclinical note graded by faculty based on a predefined ru-bric. All station assessments were mapped to programlearning outcomes (PLOs). Faculty peer evaluated stationsprior to the OSCE administration. Results: This projectdescribes the implementation of a pre-APPE OSCE in an

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1030

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

accelerated curriculum. Steps required for development ofa successful endofdidactic curriculumOSCErequire plan-ning, peer evaluation, and curricular mapping. The out-comes of the OSCE based on PLOs identifies areas forimprovement in the curriculum. Implications:This modelfor implementation of the OSCE has shown promise re-garding assessing students’ clinical skills prior to APPEs.The curricularmapping also allows the program to identifyareas for didactic improvement.

SOCIAL AND ADMINISTRATIVE SCIENCESCompleted Research

A Mediation Analysis of PCAT, Grades, andPCOA.Aaron O. Thomas,University of Florida, ShaunaBuring, University of Florida. Objective: An examina-tion of the direct and indirect effects of the PCAT uponGRADES and PCOA scores. Methods: Using historicalPCAT, PCOA, and course data, a mediation analysis wasemployed to model the relationship between PCAT(prior-knowledge) to both GRADES (curriculum knowl-edge) and PCOA (competency knowledge) with one co-hort of 1PD students (N 5 219). This study employed aweighted average for course grades which provided sta-tistical and practical value.Results: PCAT as a predictorof PCOAoverall scaled scores accounted for 22.8%of thevariation F(1, 218 )5 63.878, p,.0001.WhenPCATandGRADES were combined into a multiple regression,47.8% of the variation in PCOA overall scaled scoreswas explained F(2, 217 )5 98.579, p,.0001. For everyfive points of PCAT composite score increase, PharmDgrades improved by one percentage point approximately.A change in PharmD grades by one percentage point wasestimated to result in a 3.976 increase in PCOA overallscaled score which translated to a 1 and 4 percentileschange with the greatest impact to lower performing stu-dents. Indirect effects of PCAT upon PCOA (.787 [95%CI: .5545, 1.041])were greater than total effects (c5.6645)supporting the mediation model. Implications: The find-ings support the predictive power of the PCAT compositescore upon grades and PCOA, thus supporting the useof PCAT in admissions. Mediation models can be usedto evaluate the impact of PCAT as a measure of prior-knowledge that has direct effects upon GRADES and in-direct effects upon PCOA.

A New Approach for Increasing Pharmacist-Patient Communication Effectiveness. Nathaniel M.Rickles, University of Connecticut, Marissa C. Salvo,University of Connecticut, Paul D. Tieger, iConnec-tHealth. Objective: To demonstrate the implementationof a 3-part communication style profile program to helpstudent pharmacists tailor their patient communicationsusing information about self and patient communication

styles.Methods: Eighty-three students in a required firstprofessional year course in pharmacy communicationsparticipated in the first part of the communication styleprofile program: (1) completion of a validated online Pre-ferred Communication Style Questionnaire (PCSQ) thatassesses students’ communication style; and (2) review ofan automatically generated and personalized Communi-cation Success Profile (CSP) that identifies their innatecommunication strengths and potential blind spots. Aftercompleting this first part, a background survey was ad-ministered (n570). Students participated in the pro-gram’s second part involving a live lecture aboutcommunication style profiles. A second survey (n574)elicited feedback about this lecture. The program’s thirdpart involved small group role-playing exercises. A finalsurvey (n554) elicited feedback on the entire program.Surveyswere linked by identification numbers. Datawereanalyzed using descriptive and bivariate statistics. Re-sults: 89% of those who completed the PCSQ reportedtheir communication style profiles were “extremely” or“very accurate.” Across all surveys, the 3-part programsignificantly increased respondent awareness of theircommunication style and its importance. Approximately70% reported it would be very or extremely valuable toinclude this type of training in the pharmacy communi-cation course. Implications: More pilots are needed togeneralize findings to other pharmacy education pro-grams and to determine if this communication style pro-file program impacts communication effectiveness, thepharmacist-patient experience, and patient outcomes.

An Innovative, Active Learning Approach toTeaching Pharmacy Students About Social Determi-nants of Health. Chamika Hawkins-Taylor, South Da-kota State University, Brittney A. Meyer, South DakotaState University, Teresa M. Seefeldt, South Dakota StateUniversity, Samuel Joseph Koob, South Dakota StateUniversity. Objective: To evaluate the impact of an ac-tive learning board game on pharmacy students’ socialdeterminants of health (SDoH) empathy and knowledge.Methods: P1 students attending pharmacy skills lab andP3 students in a Public Health course took a 21-questionsurvey before and after playing a SDoH board game. Fourinstructors were trained and facilitated the game duringthree, 2-hour labs and one, 3-hour class (split into two 1.5-hour sessions).Students paired up within groups of 6-10players and created a single character profile with race,ethnicity, sex, and sexual orientation. Coins indicatedhealth status. Teams advanced through life stages withthe roll of a die and lost or gained coins depending ontheir SDoH and life-situations encountered. Discussionoccurred throughout with debriefing following the game.Paired T-tests assessed the change in scores following

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1031

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

game participation. Students, presented with a list ofCDC-definedSDH, selected those they considered SDoH.Pre- to post- SDoH identified were summarized descrip-tively. Results: In total, 154 students (81 P1, 73 P3) par-ticipated in the game, with 50% over age 22. Femalesoutnumbered males 3:1. Regardless of class, a statisti-cally significant improvement in mean empathy andknowledge scores were discovered (p,0.005). Transpor-tation as a SDoH had the largest change (13%) with 77%of students recognizing it before and 90% after. Implica-tions:ASDoHboard game provides an innovative, activelearning approach to expose pharmacy students to SDoH,which is expected to enhance patient connections andstimulate critical thinking about the impact of SDoH onpatient health goals.

A Pre-Matriculation Program (PMP) ImprovedBaseline Knowledge and Retention Rates for First-Year Underrepresented Minority Pharmacy Stu-dents. Amanda Galvan, Texas A&M University, SimiGunaseelan, Texas A&M University, Elaine L. Demps,Texas A&M University, Amanda Galindo, Texas A&MUniversity, Juan J. Bustamante, Texas A&M University,Lacy Daniels, Texas A&M University, Hamed I. Ali,Texas A&M University, Mohammad T. Nutan, TexasA&MUniversity, Nephy G. Samuel, Texas A&MUniver-sity, Steven L. Peterson, Texas A&M University. Objec-tive: To evaluate the effectiveness of a pre-matriculationprogram designed to ameliorate disparities of underrep-resented minority (URM) students in their baselineknowledge necessary to progress during the first year ofpharmacy school.Methods:Asix-week, face-to-face andonline pre-matriculation program (PMP) was initiated toenhance retention rates of URM students. The PMP wasconstructed with five subject areas – biochemistry, or-ganic chemistry, pharmaceutical calculations, phys-iology, and medical terminology; the prime areasdetermining the readiness of pharmacy students duringtheir P1 year. This PMPwas carried out by five pharmacyfaculty subject experts who constructed the self-pacedmodules with built-in assessments. Quantitative pre-and post-PMP data were collected from these fivecontent-based readiness assessments. The post-PMP read-iness assessment results were compared to the remainingincoming first-year students’ readiness assessment re-sults. Upon completion of the PMP, the participants’ suc-cess in the first semester was tracked and compared to thepercentage of students who were dismissed at the end ofthe first semesters in the previous years. Results: Theimplementation of the PMP resulted in enhanced increasein participants’ knowledge in all the five subject areas.Participants’ mean percentage score positively shifted atpost-PMP (70.32%) when compared to their pre-PMP

performance (52.03%) and performance of non-PMPpar-ticipants (57.2%). The number of URM students dis-missed at the end of the fall 2018 semester was reducedby 50% when compared to the previous fall semesters.Implications: Implementation of a pre-matriculationpharmacy program can significantly decrease the numberof dismissals of first-year URM students while enhancingtheir retention rates.

Assessing PreceptorUse of CognitiveApprentice-ship: Is the Maastricht Clinical Teaching Question-naire Appropriate? Michael D. Wolcott, University ofNorth Carolina at Chapel Hill, AnneM. Rodino,Univer-sity of North Carolina at Chapel Hill. Objective: Toevaluate the utility of the Maastricht Clinical TeachingQuestionnaire (MCTQ) to assess preceptor use of cogni-tive apprenticeship teaching methods in pharmacy prac-tice. Methods: Student pharmacists and pharmacyresidents at a large academic medical center completedthe MCTQ to evaluate pharmacist preceptors. A confir-matory factor analysis (CFA) was used to determine howconsistent the data were with the five-factor structure ofthe cognitive apprenticeship teaching methods (eg, mod-eling, coaching, articulation, exploration, and safe learn-ing environment). A structural equation model (SEM)was used to evaluate the relationship between the fivefactors based on theoretical and previous empirical re-search. Preceptor and student perceptions were also col-lected to determine the relevance and utility of theinstrument in practice. Results: Thirty-eight learners(second-year and fourth-year student pharmacists andpharmacy residents) submitted 157 evaluations. TheCFA showed appreciable fit with the five-factor structureof the cognitive apprenticeship framework after twomod-ifications (removal of one item and moving one item to adifferent factor). The SEM had poor model fit comparedto previous studies and an exploratory analysis suggeststhere is a complex relationship between the various teach-ing methods. Preceptors and students highly agreed theinstrument was valuable for providing feedback. Impli-cations: The MCTQ is a viable tool to assess how wellpharmacy preceptors engage in teaching methods that areconsistent with the cognitive apprenticeship framework.Additional research is warranted to further develop andvalidate tools for reliable preceptor evaluation and to in-form future applications of cognitive apprenticeshipwithin pharmacy education.

Assessing StudentCharacteristics to Identify Pre-dictors of Student Leadership Engagement. MarinaDykhne, West Coast University, Shih-Ying Hsu, WestCoast University, Sarah McBane,West Coast University,Ettie Rosenberg, West Coast University, Reza Taheri,RxPrep. Objective: To determine correlation of peer-

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1032

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

evaluations, learning styles, and critical thinking withstudent leadership engagement (SLE) in pharmacy stu-dents.Methods:This study included four cohorts of phar-macy students. Each student completed the KolbLearning Style Inventory (LSI) and Health Science Rea-soning Test (HSRT) during orientation. Peer evaluationscores were obtained from 3 separate courses throughoutP1 to P3 year. Predefined criteria for leadership were de-termined and correlation between leadership and LSI,HSRT, and peer evaluation scores was assessed. Descrip-tive analysis was conducted while independent groupst-test was performed to test the group difference on con-tinuous outcomes. Differences in LSI between the twogroups were assessed using Fisher exact test. This studyis Institutional Review Board approved. Results: Thisstudy included 219 pharmacy students from Classes of2018 to 2022; 62 students (28%) had SLE. No significantdifferences were found in the peer evaluation scores be-tween students with and without SLE. Students with SLEshowed significantly higher scores in all eight specificdomains of the HSRT and its overall score (p,0.005).No significant difference was found between the twogroups for the Kolb’s learning styles and learning flexi-bility scores. Implications:Early prediction of SLE in theprogram provides Schools/Colleges of Pharmacy an op-portunity to better equip future leaders of the profession.Of the variables assessed in this study, a test of criticalthinking skills (HSRT) was highly correlated with leader-ship engagement. Other variables, that are broadly usedacross the academy, need to be investigated as predicatorsof leadership engagement.

Association of Physical Activity and AcademicPerformance in an Accelerated Pharmacy Curricu-lum. Daniel L. Austin, Lake Erie College of OsteopathicMedicine, Janene M. Madras, Lake Erie College of Oste-opathicMedicine, Rachel R. Ogden, Lake Erie College ofOsteopathic Medicine, Benjamin P. Vroman, Lake ErieCollege of OsteopathicMedicine, ChristinaHanson, LakeErie College of Osteopathic Medicine, Dave Hopkins,Lake Erie College of Osteopathic Medicine. Objective:The purpose of this study was to determine if there is arelationship between academic performance of profes-sional students enrolled in the Lake Erie College ofOsteopathic Medicine (LECOM) School of Pharmacythree-year accelerated pathway and their utilization of theLECOM Wellness Center. Methods: This retrospectivestudy included first- and second-year pharmacy studentsenrolled in the three-year accelerated program. Totalnumber of Wellness Center visits during the academicyear, as well as a voluntary student survey were used toobtain physical activity information. Average grade pointaverages (GPA) for respective academic years were used

as indicators of academic performance. Results: Thenumber of visits was not significantly correlated with stu-dent GPA. Of the 268 students included in analysis, 43%made 10 or fewer visits during the academic year. Of the118 students who completed the survey, 56% reportedoverall decrease in activity as a pharmacy student, 58%reported fluctuation in activity level throughout the year,58% reported decreased activity when experience stressassociated with academics, and 47% reported utilizationof the Wellness Center for majority of their physical ac-tivity. Implications: This analysis was limited by lowstudent utilization of the Wellness Center. Additionally,the timespan of available visit data may have obscuredtrends within smaller timeframes, as the majority ofsurvey respondents indicated fluctuations in activitythroughout the year. To build upon this exploratory work,further study is necessary to determine if and how behav-iors pertaining to physical activity are significantly asso-ciated with academic performance of pharmacy students.

Associations Between Food Purchasing DecisionsandWeight StatusAmongCollege Students.CassidiN.Crosby, Auburn University, Kimberly B. Garza, AuburnUniversity.Objective: To assess the food purchasing be-haviors among underweight/healthy weight studentscompared to overweight/obese students on a college cam-pus. Methods: An online survey was distributed via e-mail to a purposive sample of 8000 students on a collegecampus to assess associations between weight status andfood purchasing behaviors, including foods away fromhome, use of nutrition information, and considerationswhile grocery shopping. Participants were classified aseither underweight/healthy weight (BMI,25) or over-weight/obese (BMI.525) based on self-reported heightand weight. Descriptive statistics and Chi-squared wereused for analysis. Results: Of 514 students who com-pleted surveys, 65% were underweight/healthy weight,and 35% were overweight/obese. Overweight/obese stu-dents were more likely to eat at fast food or pizza placesthan underweight/healthyweight students (p5 .003).Un-derweight/healthy weight students were more likely touse nutrition information in making purchasing decisionsat restaurantswithwait staff (p5 .030).Weight statuswasnot associated with reasons for eating at fast food/pizzaplaces, such as lower cost, nutrition, taste, convenience,or socializing. Weight status was not associated with theuse of the Nutrition Facts panel or ingredients lists tomake food purchasing decisions. There was no associa-tion between weight status and consideration of price,nutrition, taste, or ease of preparationwhile grocery shop-ping. Significantly more overweight/obese students(86%) than underweight/healthy weight students (78%)reported shelf life as an important consideration while

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1033

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

grocery shopping (p5 .027). Implications:These factorsrelated to food purchasing behaviors should be consideredwhen developing interventions to improve diet targetedtoward overweight/obese college students.

Can We Find Pharmaceutical Calculations LowPerformers Before Class Starts? Identifying ProblemSolvingDeficiencies.BenjaminD.Aronson,OhioNorth-ern University, Emily Eddy, Ohio Northern University,Jennifer Grundey, Ohio Northern University, Brittany L.Long,Ohio Northern University, Jessica L. Hinson,OhioNorthern University, Kristen N. Sobota, Ohio NorthernUniversity. Objective: To determine the relationship be-tween an algebra-based word problem pretest and phar-maceutical calculations performance to identify those atrisk of low performance.Methods: First-year students ina 0-6 direct-entry PharmDprogramwere screened using apretest for ability to solve algebraic word problems usingproportional reasoning, unit analysis, and percent. Pretestscores were compared with scores on 3 summative calcu-lations assessments from the fall of their second year.Linear regression was used to understand the relationshipbetween pretest and calculation assessment scores aftercontrolling for demographic and pre-admission factors.Results: Consent was obtained from 118 students. Themean pretest score was 15/18, ranging from 5 to 18. Themean total calculations score was 116/150. Pretest scorescorrelated with subsequent total calculations points. Thisrelationship remained significant after controlling forage, gender, high school grade point average, and ACTmath, science, and English sub-scores (p5 0.008). Cut-off scores of the pretest are explored to determine thesensitivity, specificity, and accuracy of the pretest toidentify those at risk of failing. Implications: This workdemonstrates that scores on a pretest aimed at identify-ing deficiencies in algebra-based math skills are associ-ated with grades on later summative pharmaceuticalcalculations assessments, even after controlling forage, gender, earlier grades, and standardized test scores.The next step in this line of inquiry is to determine how toreduce this deficit through deliberate supplementarycontent and structured problem-solving activities forthose in need.

Collaboration Among Ambulatory Care FacultyResults inMulti-CenterGLP-1 Impact Study. JudithT.Barr, Northeastern University, Tayla Rose, NortheasternUniversity, Michelle Jacobs, Northeastern University,Debra J. Reid, Northeastern University, Carla Bouw-meester, Northeastern University, Michael Conley,Northeastern University, Borna Fatehi, NortheasternUniversity, Thomas M. Matta, Northeastern University.Objective: Conduct an eight-center, ambulatory carestudy to evaluate the impact onmonthly glucose-lowering

medication cost, HbA1c, weight, and polypharmacy afteradding a glucagon-like peptide-1 receptor agonist (GLP-1)to medication regimens of patients with uncontrolleddiabetes. Methods: Ambulatory pharmacy faculty atNortheasternUniversity practicing at 7 federally qualifiedcommunity health centers and a Program of All-inclusiveCare for the Elderly collaborated to design and conduct aretrospective, pre-post cohort (n5120) study. Agreedupon standards were developed for: baseline and 6-month-post-GLP-1 initiation periods, demographic andclinical eligibility criteria, and outcome variables (pri-mary: changes in glucose-lowering drug costs, HbA1c,weight) and (secondary: polytherapy impact -- name,dose, number of daily doses or injections). Electronicmedical record data were collected at initiation of GLP-1 and after 6-12 months. Bivariate and multivariateanalyses were conducted to compare changes. Monthlyfaculty meetings monitored study progress, data analysis,and manuscript development. Results: Study populationwas largely female, age 55.8 6 11.7 years, obese, 71%minority, equal English/non-English speaking, with highpill and injection burden, and 10% baseline HbA1c.Monthly glucose-lowering medication cost increased$586.85 (overall), $741.68 (oral-only baseline regimen),and $530.55 (insulin 1 oral baseline regimen) (all p,0.001). Overall HbA1c decreased 1.7% (18 mmol/mol)(p,0.001) and was consistent across subgroups. Weightdecreased overall (-1.8kg, p,0.001). A significant shiftoccurred toward fewer oral agents, insulin, and daily in-jections. No meaningful outcome differences were asso-ciatedwith age, gender, English-speaking status, nor race.Implications: This multi-site pharmacy faculty collabo-ration, leveraging intra-institutional faculty partnershipsto conduct clinical research, produced data evaluatingGLP-1 initiation.

Communicating with Clinicians on Fasting dur-ing Ramadan: The Patients’ Perspective.Mohamed E.Amin, Beirut Arab University, Ahmed Abdelmageed,Manchester University, Marwa Farhat, Manchester Uni-versity. Objective: Caring for millions of Muslim pa-tients who decide to fast during Ramadan can bechallenging for clinicians. Using a theory guided ap-proach, this study exploresMuslim patients’ perspectiveson factors influencing communication with clinicians inrelation to fasting during Ramadan. Methods: Semi-structured interviews were conducted with a purposefulsample of patients in Egypt (9) and the US (8). Partici-pants were purposefully sampled to assure variance inage, gender, education, decision to fast and ethnicity.Data emerging fromnarrativesweremapped to constructswithin the Linguistic Model of Patient Participation inCare (LMOPPC). Using framework analysis, iterative

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1034

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

sampling and analysis continued until saturation. Re-sults: Drawing on LMOPPC, participants’ narrativesweremapped and clustered into predisposing factors (per-ceptions about fasting and its significance including senseof spiritual benefit when fasting and sense of guilt whennot fasting, prior experiences including prior conversa-tions with clinicians on fasting and experience of fastingwhile sick, patients’ personality and locus of control, be-lief in the legitimacy of participation, motivations andperception of need to communicate with clinicians aboutfasting, provider verbal and nonverbal responses and pro-vider-patient rapport) and enabling factors (knowledgeabout the topic and repertoire of communicative skills,presence of companions during appointment and timingof appointments). Implications: LMOPPC frameworkprovided insight into patients’ perspectives in barriersand facilitators for communication with clinicians aboutfating during Ramadan. It is especially important forpharmacists and pharmacy educators to with considerthose issues when implementing interventions aiming toprovide better care for this group of patients.

Comparing Project Quality of Groups AssignedUsing Strengths Quest vs. Self-Selection. MaRanda K.Herring,Harding University, Sarah Steely,Harding Uni-versity, Kassandra Fetz, Harding University. Objective:Research comparing outcomes of self-selected studentgroups to strategically created StrengthsQuest groups inpharmacy curricula is lacking. The purpose of this projectwas to compare the quality ofwork performed by studentsassigned to groups using StrengthsQuest with studentswho self-selected groups for a longitudinal, high stakesbusiness plan project. Methods: This project was ap-proved by the IRB. Informed consent was acquired fromall participants. Students enrolled in a core, pharmacypractice management course were asked to self-selectworking groups. Afterwards, to ensure blinding, a thirdparty used a random number generator to identify half ofthe groups to be reassigned and utilized the students’Gallop StrengthsQuest strengths to ensure each group in-cluded a student with each of the following predominantthemes: executing, influencing, relationship building, orstrategic thinking. Groups completed a longitudinal, highstakes business plan project, and grades were compared.Results: On average, students in StrengthsQuest groupsperformed 5.99% better on the business plan project and2.07% better in the course than students who self-selectedgroups. A statistically significant differencewas shown incomparing overall project grades (p,0.05) but not finalcourse grades. Implications: Best practices suggest het-erogeneous groups are best for team-based assignmentsbut offer no guidance on how best to assign such groups.Our study shows observable differences in performance

when groups were assigned using Gallop StrengthsQuestcompared to self-selected groups. Further study is neededto determine if this strategy would improve student learn-ing in other courses that utilize teamwork-based learningactivities, like pharmacotherapy.

Developing Student Empathy in a Personal andProfessional Development Course. Rosalyn P. Vellur-attil, University of Illinois at Chicago, Nicole Kaminski-Ozturk,University of Illinois at Chicago.Objective:UICCollege of Pharmacy implemented a new core course inpersonal and professional development (Phar 463) forsecond year pharmacy students. Teaching and learningcentered on social competence (i.e., social skills, empa-thy) is included. The objective is to assess student learningon empathy and to evaluate their individual growth andself-awareness. Methods: The 15-item Kiersma-ChenEmpathy Scale (KCES) was administered pre/post a classsession delivered on social competence utilizing clinicalrole-playing scenarios for active learning. Students indi-cated their level of agreement or disagreement with eachitem (15strongly disagree, 25disagree, 35somewhat dis-agree, 45neutral, 55somewhat agree, 65agree, and75strongly agree), with four items coded in reverse.Pre/post-item bias interaction analyses were conductedusing FACETS™. AMulti-Faceted RaschMeasurementmodel examined the difference between students’ pre/post survey results on a logit scale. Results: The KCESwas administered to all students enrolled in Phar 463 inFall 2018, 141 students provided both pre and post re-sponses (72% of the class). Of the 15 items, 9 were foundto have a significant level of bias interaction (p,0.05)between pre/post administrations, and item responses.The largest difference observed at 0.64 logits t(267)53.90(p,0.001) was found in item 14 addressing practi-tioner perspective. Item 11 related to having difficultyidentifying with someone’s feelings exhibited the leastdifference at 0.18 logits t(278)5-2.39 (p,0.05). Impli-cations: The class session on social competence sup-ported students’ understanding of patient perspectives,and comprehension of their experiences. Students showedleast significant growth in identifying someone else’sfeelings; a skill to be further developed as they progressthrough the curriculum.

Disability and Accommodations in PharmacyPractice and Education.MichaelaM. Almgren,Univer-sity of South Carolina, Whitney Maxwell, University ofSouth Carolina, Amy D. Grant, University of South Car-olina, Amee Shah,University of South Carolina, HeatherHembree, University of South Carolina.Objective: Col-leges of pharmacy are tasked with producing graduateswho provide competent pharmacist-delivered care, whileBoards of Pharmacy (BOPs) are responsible for

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1035

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

protecting the health, safety, and well-being of their con-stituents. As learners with disabilities are now formallyidentified at colleges of pharmacy, challenges arise ofproviding equitable, high-quality education for all stu-dents, while simultaneously protecting the public. Asthere is currently little published data related to the pro-cess of reasonably accommodating these individuals, wehave undertaken a multi-part research study to assess therequired capabilities of practicing pharmacists, the prev-alence of disabilities being reported by colleges of phar-macy, and the types of accommodations provided forthese learners. Methods: The first phase of researchwas an assessment of the technical standards and physicalcapabilities required by BOPs in the United States. BOPsin all 50 states were contacted by email and follow-upphone calls to assess technical standard requirementsfor licensure and allowable accommodations. Results:Only 2 of the 29 responding Boards of Pharmacy (7%)indicated that pharmacistswould need to demonstrate anylevel of physical capability for licensure. Accommoda-tion optionswere typically notwell defined.Additionally,two states required a practical compounding exam. Im-plications: Licensure requirements through BOP techni-cal standards do not appear to pose substantial barriers forpharmacy graduates with disabilities. Further study intothe prevalence of disabilities and accommodations beingprovided to learners within colleges of pharmacy is alsoneeded to assess for potential barriers.

Does Your Teaching Count? A Frequency-BasedInstrument for Peer Evaluations of Teaching. Jacque-lineMcLaughlin,University of North Carolina at ChapelHill, Amanda Olsen, University of North Carolina atChapel Hill, Skye Zambrano, North Carolina State Uni-versity, Antonio Bush, University of North Carolina atChapel Hill, Jacqueline M. Zeeman, University of NorthCarolina at Chapel Hill. Objective: The purpose of thisstudy was to examine the psychometric properties of theTeaching Practices Inventory (TPI), an instrumentdesigned to measure the frequency of evidence-basedpractices utilized by a classroom instructor. Methods:Participants classified as experts (e.g., individuals witha doctoral degree, or those who have taught collegecourses) and novices (e.g., individuals without a doctoraldegree, students, and those who have not taught collegecourses) were recruited to complete a modified version ofthe TPI while watching a recorded biostatistics classroomlecture within a Doctor of Pharmacy (PharmD) curricu-lum. The TPI instrument was further modified usingRound 1 participant feedback and was administered to adifferent group of expert and novice teachers for Round 2.Interrater reliability (IRR), Mann Whitney/independentsamples t-tests, and chi-square analysis were used to an-

alyze the data. Results: The IRR for the categorical databetween the first and second rounds increased from 0.33to 0.60. For the continuous data, the IRR increased from0.61 to 0.73. There were no differences in the frequenciesof the evidence-based practices between rounds reportedon the TPI by individuals in the expert and novice groups.Implications: Teacher experience (i.e., expert, novice)does not appear to influence how observers rate teachingpractices as defined by to the TPI. Since the TPI is anevidence-based instrument that records frequency-basedmeasures, the TPI could provide a more objective ap-proach to evaluating teaching practice.

Empowering Student Pharmacists to ManageVaccine Hesitancy: A Simulation-Based, AssertiveCommunication Training Program. Justin Gatwood,The University of Tennessee, Kenneth C. Hohmeier, TheUniversity of Tennessee, Chelsea Renfro, The Universityof Tennessee, Dylan C. Knox, The University of Tennes-see, Madison Williams, The University of Tennessee,Dviti Mody, The University of Tennessee, Tracy M.Hagemann, The University of Tennessee. Objective: Toimprove student pharmacists’ confidence in providing ac-curate and assertive pneumococcal vaccine recommenda-tions to high-risk adults.Methods:Following completionof the APhA immunization certification curriculum, amulti-phase vaccine hesitancy and communication work-flow training program was implemented in a requiredfirst-year course. A five-part online module includedcontent on pneumococcal vaccine recommendations,communication theory, improvisation techniques, andmanaging hesitancy in adults. Students then participatedin live patient simulations at the UTHSC Center forHealthcare Improvement and Patient Simulation. Surveysevaluating hesitancymanagementwere completed beforeand after the entire program by Mann-Whitney U tests,and focus groups captured direct student feedback. Re-sults: Initial confidence in addressing and overcomingpneumococcal vaccine hesitancy in adults was generallyhigher among students with community pharmacy workexperience (p,0.05 in 4 of 6 items), but this differencewas less pronounced after the training (p,0.05 in 2 of 6items). Five out of sixmeasures of hesitancymanagement(addressing concerns, overcoming concerns, time to ad-dress hesitancy, influencing decisions, and convincinghesitant adults) improved as a result of the training (allp,0.01). Emerging themes from direct student feedbackindicated that time constraints may limit real-world ap-plications of the communication workflow and that ap-plication to influenza vaccination may be more critical.Implications: Results suggest that a combination ofpreparatory online and live simulation training can im-prove student pharmacists’ confidence in addressing

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1036

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

the pneumococcal vaccine needs of adult patients. Find-ings will inform an expansion of the training to practicingpharmacists whowill undergomore advanced, simulation-based hesitancy and assertive communication training.

Entrepreneurial and Intrapreneurial Intentions:An Exploratory Comparison of Student Pharmacistsin theUnitedStates andOman.NazneenFatimaShaikh,West Virginia University, Mona Nili,West Virginia Uni-versity, Nilanjana Dwibedi, West Virginia University, S.Suresh Madhavan, University of North Texas Health Sci-ence Center, Jayasekhar P. Nair, National University ofScience and Technology, Oman, Alka Ahuja, NationalUniversity of Science and Technology, Oman.Objective:To identify which personality traits (internal locus of con-trol, innovativeness, autonomy, risk-taking propensity,proactiveness, achievement motivation, people liking,problem solving, and leadership) are associated with fu-ture entrepreneurial and intrapreneurial intentions amongUS and Omani student pharmacists.Methods:An Entre-preneurial-Intrapreneurial Pharmacist Questionnaire de-veloped by the authorswas administered to a conveniencesample of second year or higher 134 US and 75 Omanistudent pharmacists. Independent t-test was used to com-pare differences in means between US and Omani stu-dents, and multiple linear regression (MLR) models ofentrepreneurial and intrapreneurial intentions were builtby entering all the personality traits, sex, age and country(US or Omani) as independent variables. Results: A ma-jority of the study sample (both US and Omani) werefemales and between 22 and 25 years of age. Omani stu-dents had significantly (p,.05) higher entrepreneurialand intrapreneurial intentions as compared to US stu-dents. Compared to US students, Omani students had sig-nificantly lower internal locus of control and peopleliking mean scores, however, they had significantlyhigher mean scores on innovativeness, autonomy, andrisk-taking propensity. In the first MLRmodel, autonomy(b5.19,p,.01), achievement motivation (b5.14,p5.02),being Omani (b5.59,p,.01) and being female(b5.15,p,.01) were positively associated with higher en-trepreneurial intention (R25 0.45,p,.01). In the secondMLR model, achievement motivation (b5.17,p5.01),leadership (b5.21,p5.02), and being Omani(b5.28,p,.01) were positively associated with higher in-trapreneurial intention (R250.30, p,.01). Implications:Healthcare system, social, and cultural differences mayexplain the significant differences between US and Omanistudent pharmacists’ personality traits and entrepreneurialand intrapreneurial intentions.

Evaluating Pharmacy Student Consultations onOpioid Medication Use and Discussion of Opioid-Specific Risks. Tanvee H. Thakur, University of

Wisconsin-Madison, Meredith L. Frey, University ofWisconsin-Madison, Betty A. Chewning, University ofWisconsin-Madison. Objective: The primary aim was toassess third year pharmacy students’ entry level verbal andnon-verbal communication skills when addressing sensi-tive topics during opioid consultations with standardizedpatients. Sensitive topics included describing the medica-tion as an opioid or narcotic, side effects, potential foropioid dependence, and risk of overdose. This assessmentwas utilized to identify gaps that skills training programsneed to address for students and pharmacists. Methods:Seventy-one students were video-taped consulting withstandardized patients receiving a one-month supply of oxy-codone for low back pain. The consults were coded quan-titatively for what topics students discussed with thepatient, terms used, eye contact, and filler words. Codingof video-recording had high inter-rater reliability (kappa50.90). Results: The majority of pharmacy students dis-cussed common opioid side effects and severe side effectsof opioid use, such as respiratory depression. However,only 30% explained to patients that themedicationwas anopioid or narcotic and only 23% of students initiated aconversation about dependence, addiction, or overdoserisk. Students used more filler words when discussingdependence, addiction, or overdose risk as compared tothe rest of the consult. Afterwards, students expresseddiscomfort and the need for additional training and re-sources for communicating with patients about opioids.Implications: There is a need to expand education withinschools and colleges of pharmacy on mechanisms to dis-cuss sensitive information about opioids with patients.This can be achieved by structured lectures and instruc-tion-based labs focusing on communication about painmanagement with opioid analgesics.

Evaluating Student Competencies and Influenceson Behavior Change in a Personal and ProfessionalDevelopment Course. Rosalyn P. Vellurattil, Universityof Illinois at Chicago, Nicholas G. Popovich, Universityof Illinois at Chicago. Objective: The affective domainhas been identified as an essential component in the edu-cation of a pharmacist by both the American Associationof Colleges of Pharmacy, and the Accreditation Councilfor Pharmacy Education. The UIC College of Pharmacy(UICCOP) implemented a new core course (Phar 463) forsecond year pharmacy students to achieve outcomes inself-awareness, leadership, innovation and entrepreneur-ship, and professionalism. The objective of this study wasto assess the professional development of pharmacy stu-dents in a didactic personal and professional developmentcourse.Methods: Assessments in Phar 463 included for-mative and summative reflections, 360˚performanceevaluations, creation of a mission/vision statement, and

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1037

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

conceptualization, design and delivery of a team servicelearning project to the community. A randomized sampleof summative reflections were analyzed. Students’ se-lected competencies from the UIC COP CompetenciesandOutcomes, and stages of behavior change (i.e., Trans-theoretical Model of Behavior Change) were coded.Themes were identified through qualitative analysis. Re-sults: Thirty-two summative reflections were reviewedby researchers. All reflections referenced at least one ofthe following competencies while enrolled in the course:teamwork (n520), leadership (n515) and communica-tion (n517). Most students (63.5%) felt their selectedcompetencies could be attained. The service learningproject was the major driver affecting student develop-ment and behavior change. Implications: Phar 463 de-velops and supports students’ progression professionallyin the PharmD program.Most often, students were able todevelop competence in teamwork, leadership and com-munication. Service learning was found to be most bene-ficial for student development.

Evaluation of a Substance Use Disorder Educa-tional Event for Doctor of Pharmacy Students. J.Douglas Thornton, University of Houston, Matthew A.Wanat, University of Houston, EeVien Low, Universityof Houston, Soham Yande, University of Houston, Ste-phanie Crowley, University of Houston, Elizabeth P.Pitman,University of Houston, Marc L. Fleming,Univer-sity of North Texas Health Science Center.Objective: Apilot, substance use disorder (SUD) educational eventwas developed to improve student pharmacist’s knowl-edge and awareness on nonmedical prescription drug use,with the long-term goal of incorporating a similar trainingevent into the Doctor of Pharmacy curriculum. The ob-jectives of this study were to evaluate the effects of thiseducational event on students’ attitudes toward the dis-ease, knowledge ofmedications used to treat patientswithSUD, and ability to assess risk factors of SUD in patients.Methods: First-year through third-year Doctor of Phar-macy students at the University of Houston College ofPharmacy were required to attend a four-hour event onSUD. Faculty, staff, and community members presentedmaterial during the event that included didactic informa-tion as well as interactive patient cases. Students weregiven pre/post-test questionnaires to assess attitudes re-garding SUD, ability to identify risk factors, and knowl-edge of treatment options for SUD. Results: A total of246 students completed a pre-test survey, with 137 ofthose students (55.6%) also completing the post-test sur-vey. Prior to the event, 151 (61.5%) students indicatedthey had little or no experience with the topic of SUD.After the event, interest in learning more about SUD in-creased (75.1% pre vs. 88.2% post, p50.006). Students

felt more comfortable in counseling patients with SUDs(38.7% pre vs. 51.5% post, p50.016), and were moreconfident in their ability to identify patients with SUD(28.8% pre vs. 59.3% post, p ,0.001). Implications:The substance abuse education event was effective inimproving students’ knowledge base and attitudes to-wards SUD.

Evaluation of the Effectiveness of an Active-Learning, Simulation-Based Healthcare Communica-tions Course Utilizing the PaCTAssessment.DavidM.Baker, Western New England University, Izabela A.Collier,Western New England University, Courtney Doyle-Campbell, Western New England University, MelissaMattison, Western New England University, KatelynHarrison, Western New England University, Quan Wei,Western New England University. Objective: Intentwas to determine, by utilizing the validated Patient-centered Communication Tools (PaCT), whether an ac-tive-learning, intensely simulation-based healthcare com-munications course was effective in improving students’communication skills, in particular those involving pa-tient counseling. In the course, each student performedfour patient counseling sessions and presented in threegroup presentations; doing self-evaluations and receivingboth peer and instructor evaluations on each one.Methods: Prior to enrollment in Healthcare Communica-tions, students were informed of the study and volun-teered, consenting to perform a pre- and post-coursevideo-recorded patient counseling session, and completepre- and post-course perception surveys.Each recordedcounseling session, involving standardized faculty-actorsas patients, were evaluated by the faculty-researchers uti-lizing the PaCT assessment. The pre- and post- surveysand PaCT results were compared to determine thecourse’s impact on the students’ communication skills.Results: Twenty-nine students participated, completingboth the pre- and post-course study requirements. In allareas of the PaCT (i.e., establishing connection, explor-ing/integrating the patient’s perspective, demonstratinginterest and empathy, collaborating and educating, andcommunicating with finesse), the students’ post-coursecounseling session evaluations, as judged by the fac-ulty-researchers, were significantly (p,.000) improvedover their pre-course counseling session evaluations. Inaddition, the students’ own perceptions of their commu-nications skills significantly improved (p,.05) subse-quent to taking the Healthcare Communications course.Implications: Healthcare Communications, required inPY1, was designed to provide students with both didacticknowledge, and experiential and active learning benefi-cial to being effective pharmacist communicators. UsingPaCT analysis of pre- and post-course counseling

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1038

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

sessions demonstrated the benefit of an intensely simula-tion-based communications course.

Expanding the Evidence Base for the Kiersma-Chen Empathy Scale (KCES) Across Multiple HealthProfessions. Benjamin D. Aronson, Ohio Northern Uni-versity, Aleda M. Chen, Cedarville University, Mary E.Kiersma, Accreditation Council for Pharmacy Educa-tion.Objective:Accreditation standards promote the im-portance of student empathy development, bolstering theneed for measurement. One popular measure of empathyis the Kiersma-Chen Empathy Scale (KCES). Since itsinitial validation in 2013, the KCES has been used atmultiple institutions, but there is limited new evidenceof validity and reliability. The objective of this studywas to explore the validity and reliability of the KCESacross several administrations in health professionals.Methods: Data from 20 administrations of the KCES(n5 3,065) were compiled. Participants included nursingstudents, pharmacy students, nurses, and respiratory care.Response patterns within and across cohorts were inves-tigated. A paired-sample t-test and correlation coefficientwere computed for pre- and post-activity KCES scores.Cronbach’s alpha was calculated as a measure of internalconsistency. Confirmatory and exploratory factor ana-lyses were used to test and explore factor structure. Re-sults: Response patterns to most items were consistentacross administrations. Negatively-worded items dis-played lower mean values and more fluctuation betweencohorts, and some response categories were rarely en-dorsed for positively-worded items. Cronbach’s alphafor the entire scale was 0.714. Pre- and post-scores weremoderately correlated (r5 0.595, p, 0.001), with post-scores significantly higher than pre-scores (p , 0.001).The data did not fit proposed 1 or 2-factor models. Ex-ploratory factor analysis revealed alternative factor struc-ture. Implications: The KCES appears responsive tochange with relatively consistent responses across differ-ent cohorts of health professionals and students. Somepotential modification to the KCES are proposed to opti-mize the instrument.

Factors Associated With Attempting to QuitIllicit Substance Use. Fadi M. Alkhateeb,Qatar Univer-sity, Omar F. Attarabeen,Marshall University, Isha Patel,Marshall University, Charles Babcock,Marshall Univer-sity, Michael J. Rudolph, University of Kentucky, RanaMoawad, Marshall University, Nile M. Khanfar, NovaSoutheastern University, Ahmad Hanif, West VirginiaUniversity, FarukKhan,University of Charleston.Objec-tive:Mortality rate due to illicit substance overdose is thehighest inWest Virginia among all states in theUS.UsingSocial Cognitive Theory, this study investigated the fac-tors associatedwith attempting to quit illicit substance use

in a sample of users in West Virginia. Methods: AfterInstitutional Review Board approval was obtained, datawere collected from February to December 2018 using a30-item cross-sectional questionnaire that was adminis-tered through face-to-face interviews. Prospective partic-ipantswere approached at local health departments. Adultmen and non-pregnant womenwho used illicit substancesduring the past 30 days and were not receiving pharma-cologic addiction treatment were eligible for inclusion.Binary logistic regression analysis was utilized to answerthe research question. Results: Out of 360 individualsapproached, 244 individuals agreed to participate andcompleted the questionnaire (response rate568%). Me-dian age was 37 years whereas average history of illicitsubstance use was 14 years. Heroin was the most com-monly used substance (reported by 83% of participants).The logistic regression model demonstrated that individ-uals with 1) more positive attitudes regarding quittingillicit substance use and 2) higher self-efficacy regardingtheir ability to quit illicit substance use were significantlymore likely to attempt to quit illicit substance use. Impli-cations: Health behavior interventions that incorporateattitudes towards quitting illicit substance use and self-efficacy regarding ability to quit can be effective in en-couraging quitting illicit substance use. Future researchmay address predictors of successfully quitting illicit sub-stance use in this population.

Faculty Perceptions of Participating in and GoalAttainment During the #RxWritingChallenge. JuanitaA. Draime, Cedarville University, Aleda M. Chen,Cedarville University, Emily C. Wicker, CedarvilleUniversity. Objective: The #RxWriting Challenge is aninternational, community-building initiative for encour-aging faculty to makewriting a priority for 14 days. Thus,the objective of this project was to determine faculty per-ceptions of participating in the #RxWritingChallenge andgoal attainment. Methods: Faculty were encouraged tosign up to participate in the Challenge andwere supportedthrough a school-wide initiative, including reservingwrit-ing space with snacks, group webinar attendance, goalsetting, and prizes for participation and goal achievement.A Qualtrics-distributed survey (categorical and 5-pointLikert-type agreement) was created to address key com-ponents of the Challenge and local initiative. Descriptivestatistics were performed.Results:Of the 14 participants,12 (85.7%) faculty completed the survey. Ten (83.3%)stated that they met their goals. The two who were unabletomeet their goals stated that they did not set aside time towrite and did not have the time and space to write at theirpractice site. Participants agreed (median54) that theChallenge made it easier to write, the local initiativewas motivating, and the writing space was beneficial.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1039

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

All agreed/ strongly agreed (median55) that they wouldparticipate in the #RxWriting Challenge again. Implica-tions: Setting aside time to write is can be the toughestpart of successful scholarly publication. Participation inthe #RxWriting Challenge that included local supportresulted in helping faculty to meet their writing goalsand were positively received by faculty. Accountabilityand friendly competition assisted with fostering a schol-arly environment.

Falling In and Standing Out: Exploring RaciallyMinoritizedWomen’s Path to Become Pharmacy Fac-ulty. Antonio Bush, University of North Carolina atChapel Hill, Katie Furl, University of North Carolina atChapel Hill, Blake Martin, University of North Carolinaat Chapel Hill, Estella Obi-Tabot, University of NorthCarolina at Chapel Hill. Objective: Recruiting andretaining diverse faculty members is of critical concernin health professions, and particularly of interest in phar-macy due to faculty shortages in recent years. This studyexplores the decisionsmade by self-identifying underrep-resented racial minority (URM) women on the path tobecoming pharmacy faculty. Methods: This qualitativestudy utilized 60 to 90-minute semi-structured interviewswith 15 faculty from multiple schools/colleges of phar-macy across the United States. Interview recordings weretranscribed and analyzed using constant comparativeanalysis and thematic coding. To maximize trustworthi-ness, the research team used multiple coders, regularlyengaged in consensus building, and employed a depend-ability audit. Results: Respondents found themselves“falling in” to a career as pharmacy faculty, throughchance, social networks, practical concerns like timeand money, and proximity to loved ones. The importanceof mentorship, and seeing the possibility of a good fit,emerged as particularly salient themes among respon-dents. Respondents also expressed how their experiencesin pharmacy school impacted their trajectory to initiallynot consider a faculty role, illustrating the importance ofcyclical support. Implications:Results have the potentialto guide future diversity initiatives in pharmacy programadmissions, and to promote adequate racial, ethnic, andgender diversity along the pathway to a career as phar-macy faculty. This study sheds light on the lived experi-ences of URM women pharmacy faculty, and how theoverlapping oppressions associated with URM and fe-male status operate in the lives of pharmacy faculty.

Fourth Year PharmD Students’ PerceivedAchievement of CAPE Educational Outcomes. OmarF. Attarabeen, Marshall University, Isha Patel, MarshallUniversity, Craig A. Kimble,Marshall University, AngelM. Kimble, Marshall University, Brian Heng, MarshallUniversity, Kimberly A. Broedel-Zaugg, Marshall Uni-

versity.Objective: In order to exhibit the required knowl-edge, skills, and attitudes, PharmD students are to meetthe Center for the Advancement of Pharmacy Education(CAPE) 2013 educational outcomes. This study aimed toexplore fourth year students’ perceived achievement ofthese outcomes at a public pharmacy school that em-ploys the flipped classroom active-learning andragogy.Methods:A64-item cross-sectional online questionnairewas utilized to collect data. The questionnaire assessedstudents’ agreement on the extent to which they met dif-ferent educational outcomes. The itemsweremeasured ona 5-point Likert scale that ranged from “Strongly Dis-agree” to “Strongly Agree”. During data analyses, scaleswere normalized to percentages. Data collection tookplace fromMarch to May, 2018. All fourth-year students(n581) were invited to participate in the questionnaire.Institutional review board approval was obtained. Re-sults: Data were collected from 80 students (responserate 5 99%). On average, students’ agreement on theextent to which they met CAPE educational outcomeswas 84%. Average agreement levels for Domain 1 (Foun-dational Knowledge), Domain 2 (Essentials for Practiceand Care), Domain 3 (Approach to Practice and Care),and Domain 4 (Personal and Professional Development)were 82%, 83%, 84%, and 85%, respectively. Implica-tions: Overall, fourth year students demonstrated highperceived achievement of CAPE outcomes. This may in-dicate students’ confidence in their educational capabil-ities, or a perceived view of a robust curriculum at theschool. Future research might examine the associationbetween students’ perceived achievement of CAPE out-comes and actual competency of CAPE domains andlearning objectives.

Hands-on MUE and ABS Activities in DidacticCourses. Staci Hemmer, University of Montana, JeanT. Carter, University of Montana, Jenner Minto, Uni-versity of Montana, Sherrill J. Brown, University ofMontana.Objective:To increase pharmacy student read-iness to perform medication use evaluation (MUE) andantimicrobial stewardship (AMS) activities in APPEsthrough increased practice in didactic courses.Methods:Analyzing data and reportingMUE results were the focusof 3 hours of didactic and 3 hours of hands-on instructionin the final pre-APPE year. Students applied clinical, sta-tistical, and writing skills to prepare a mock MUE report.In another 3-hour class period, students were introducedto antibiotic tracking and reporting and used real-life labdata to construct an antibiogram. The experiences wereevaluated by observation of student questions, results oftheir submitted work, and responses to a short question-naire. Results: All students enrolled in the courses(N559) responded. Overall, students gave positive

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1040

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

feedback for the MUE and AMS activities on an end-of-course survey. Most students agreed or strongly agreedthat they better understood the MUE process and AMSactivities (83%) and felt confident in their ability to makean antibiogram (75%). Fewer students (61%) were confi-dent in their ability to present written results of an MUE.This last assessment was consistent with student perfor-mance on the MUE report assignment in less than half(45%) of the submitted papers properly reported the sta-tistically significant results. Implications: Results indi-cate student understanding of MUEs and AMS wasaugmented by the expanded hands-on learning activities.However, the ultimate benefit will not be known untilstudents are exposed to MUE and AMS activities in theirAPPE rotations.

Has the Bubble Burst? Observing PharmacistWorkforce Trends and Current Jobs Data. LisaLebovitz, University of Maryland, Michael J. Rudolph,University of Kentucky.Objective: To characterize phar-macist workforce trends and current job postings todemonstrate the urgent need for critical changes that willincrease demand, maintain high salaries, and preserve theprofession’s high regard.Methods: US Bureau of LaborStatistics, Pharmacist Demand Indicator, and other avail-able data were mined for pharmacist workforce trends.Burning Glass Technologies’ Labor Insight� was usedto evaluate more granular data on PharmD job postingsincluding salaries, employers, and locations. Results:Forecasts of pharmacist shortages were predicated onthe profession moving toward mostly non-distributivefunctions. PharmD programs opened unabated; studentenrollment drastically increased and patient-care learningoutcomes were enhanced. Now the job market is floodedwith highly trained graduates with large debt burdens. Inactuality, the distribution of pharmacist job postings bypractice type remained relatively constant from 2010-2018 (56% retail, 31% health care, 13% other), with noevidence of growth in emerging areas. Average adver-tised salaries for pharmacists with 0-2 years of experienceincreased from $98,900 in 2010 to $115,948 in 2018,although year to year increases are flattening. Data sug-gest a shift in geographic demand with the greatest in-creases in job postings occurring in the Midwest, West,and Pacific regions. Nevertheless, total projected 2019graduates (14,564) indicate saturation relative to the pro-jected job openings for new pharmacists entering the field(15,300). Implications: Armed with data regarding thepharmacist workforce, professional associations shouldurgently advocate for and demonstrate positive outcomesof changing the profession. Perhaps the recent pharmacychain mergers present a collaborative opportunity to cat-alyze the stalled forecasts.

Health Literacy in College Students. Michael J.Gonyeau,NortheasternUniversity.Objective:Health lit-eracy (HL) is the ability to obtain, communicate, process,and understand basic health information necessary tomake medical decisions. Lower levels of HL have beenassociatedwith increased hospitalizations, comorbidities,decreased medication adherence and use of preventativehealth services. To assess HL levels and the perceivedimportance of HL in college students to determine theneed for core curriculum modifications to improve edu-cation and health.Methods: A prospective survey utiliz-ing the validatedMETERHLassessment toolwas offeredto university students. METER contains a mix of 70 cor-rect and false medical words and requires participants toidentify the actual medical words. Two validated scoringmethods were utilized; one calculated correct choicesfrom 40 actual health words, the second subtracted forincorrectly selected words. Participant demographics,majors, history of health-related coursework, HL atti-tudes and frequency of healthcare access were col-lected. Results: Respondents completed 553 surveys(female580%) with all colleges, 76 majors, and all yearsof study represented. Most respondents(54.3%) had notcompleted a health-related course (range:0-7), while82.4% stated confidence in understanding health-relatedinformation and considered HL important (92%). Mostparticipants (69.9%) had functional HL (1st method:mean:37.0563.14; 2nd method: mean:35.463.84), with29.2% marginal and 1% low HL. Significant differencesbetween mean scores were not found to exist betweendifferent colleges and demographics. Implications:While a majority of college students appear to have func-tional HL, a population with marginal and low HL exists,highlighting the potential for additional health educationwithin and across all colleges of the university.

Identifying the Challenges in Implementing theCo-Curriculum Accreditation Requirement: A Na-tional Survey. Jaime L. Maerten-Rivera, University atBuffalo, The State University of New York, Aleda M.Chen, Cedarville University, Jill M. Augustine, MercerUniversity, Richard d’Assalenaux, West Coast Univer-sity, Kelly C. Lee, University of California, San Diego,Cameron C. Lindsey, University of Missouri-KansasCity, Laurie S. Mauro, The University of Toledo, DanielR.Malcom, SullivanUniversity, Nina Pavuluri,Lake ErieCollege of Osteopathic Medicine, Michael J. Rudolph,University of Kentucky, Siu-Fun Wong, Chapman Uni-versity, Jacqueline M. Zeeman, University of North Car-olina atChapelHill, Paula Zeszotarski,AlbanyCollege ofPharmacy and Health Sciences, Paula Zeszotarski,Albany College of Pharmacy and Health Sciences. Ob-jective: The ACPE 2016 Standards introduced a co-

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1041

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

curriculum requirement. This study, conducted by acommittee within the Assessment SIG, examined chal-lenges, areas of concern, and confidence in the co-curriculum across accredited schools/colleges of pharmacy.Methods: A co-curriculum survey was administeredto assessment representatives at all ACPE-accreditedpharmacy programs, which collected information on:a) challenges in implementation and evaluation of co-curriculum, b) areas of concern with satisfying the ACPEco-curriculum requirement, and c) confidence in ability tosatisfy the requirement (15 unconfident, 105confident).Descriptive statistics were examined, and analysis of var-iance (ANOVA)was performed to examine differences inconfidence based on program characteristics (ie, yearfounded, cohort size, year of last accreditation review).Results: The survey response rate was 75%. Most pro-grams indicated faculty/staff/committees did not haveenough time for co-curriculum (57.0%) and there wereinsufficient personnel to design, implement and evaluatethe co-curriculum (54.4%). A substantial number of pro-grams reported that a lack of clear understanding of co-curriculum and how to enact it was a challenge (38.3%).Additional reported areas of concern included closingthe loop (50.5%), assessment (50.5%), and documenta-tion (49.5%). Few reported an inadequate number ofactivities available (8.4%) as a concern. The mean con-fidence score (out of 10) was 7.91 (SD51.59), with nosignificant differences based on program characteristics.Implications:Most programs report confidence in theirability to satisfy the ACPE 2016 Standard requirements.A common challenge reported was resources to imple-ment the co-curriculum.Additional research is needed todetermine ways to efficiently implement co-curriculummodels.

Impact of a Mental Health Elective on ReducingStigma. Jennifer D. Robinson,Washington State Univer-sity, Nancy N. Johnson, Washington State University,Damianne Brand-Eubanks,Washington State University,Anne Kim, Washington State University, Connie M.Remsberg, Washington State University. Objective:The development and evaluation of a mental health elec-tive to decrease mental illness related stigma. Methods:A two-credit Mental Health First Aid elective was devel-oped where second- and third-year student pharmacistsreceived Mental Health First Aid training and engaged inactivities to gain insight about individuals living with amental illness. Pre- and post-class surveys administeredto all enrolled students consisted of the 15 item “OpeningMinds to Stigma Scale for Heath Care Providers” includ-ing 1) attitudes of health care providers, 2) disclosure andhelp-seeking behavior, and 3) social distance. Results:The pre- and post-course surveys resulted in 51-paired

responses for a 93% (51/55) response rate.When compar-ing each individual’s pre to post responses, significantlyless stigma was reported in 5 of the 15 question itemsfollowing completion of the elective (p,0.05). The great-est change was observed with the survey item, “Despitemy professional beliefs, I have negative reactions towardspeople who have a mental illness,” where 29/51 (56%)and 44/51 (86%) answered disagree/strongly-disagreeduring the pre-course and post-course surveys, respec-tively. When prompted with “I would be reluctant to seekhelp if I had a mental illness,” 17/51 (33%) respondentsselected agree/strongly agree pre-course while 11/51(22%) selected agree/strongly agree post-course. Statisti-cally significant changes were observed in all domains:attitudes of health care providers (p,0.0001), disclosureor help-seeking behavior (p50.0008), and social distance(p50.044). Implications: Results indicate respondents’willingness to support and treat individuals living with amental illness. The same group displays hesitancy whenseeking out care for their own mental health.

Incorporating History of Pharmacy Into a Re-quired Pharmaceutical Calculations Course. MichaelA. Hegener, University of Cincinnati. Objective: To de-termine student perceptions of pharmacy history topicinclusion into a required calculations course. Methods:Although pharmacy history is a required element ofACPE standards 2016, no PharmD program currentlyhas a required, standalone history course. Most programsmeet this requirement via inclusion in other requiredcourses. Optional clinical and history of pharmacy shortanswer questions were added to ten weekly, requiredhomework sets in a first professional year pharmaceuticalcalculations course. These questions all had a connectionto a drug mentioned in the homework sets. There was oneof each question type per homework set and the number ofclinical and history questions answered per student weretracked. A survey, consisting of three 5-point Likert-scalequestions (55strongly agree, 15strongly disagree) wasadministered to students after the course to determinetheir perceptions. Results: 86 students were enrolled inthe course and 70 (81%) completed the survey. Studentsanswered more of the history questions than the clinicalones (49.7% and 47.4% respectively). Ten students didnot answer any of the clinical questions while 7 did notanswer any history questions. The mean survey responsefor the questions stimulating interest in pharmacy historywas 4.2. The mean responses for both a desire for morecourses to incorporate history of pharmacy topics and in-terest in taking a pharmacy history elective course were3.8. Implications: Based upon question completion fre-quency and survey responses, students found the inclu-sion of pharmacy history topics interesting andwould like

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1042

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

history topics incorporated into additional PharmDcourses.

Incorporating Wrappers to Evaluate PharmacyStudents’ Self-Assessment Abilities. Norman E. Fenn,The University of Texas at Tyler, David B. Romerill, TheUniversity of Texas at Tyler, Jennifer Smith,University ofTexas at Tyler, Bradley J. Brazill, TheUniversity of Texasat Tyler. Objective: The purpose of this study was tocompare student self-perceived versus actual perfor-mance outcomes using wrappers as a self-assessmenttool. Methods: All third professional year students(n5101) enrolled in the 8-week Oncology/Critical CarePharmacotherapy course were included in the study andcompleted the wrappers surveys as a course requirement.Two questionnaires were created to assess five separatetime points. The 13-item survey was issued at the end ofeachmajor assessment andwas completed prior to exitingthe exam. This survey was issued three times during theterm and assessed student study habits and perceived per-formance on each assessment. The 7-item survey wascompleted during each of two exam review periods. Itrepeated the last three items of the survey for each in-correct response on the exam, which collected rationalefor each incorrect response as well as actual assessmentperformance. Results:Most students (70.2%) performedat the level they expected for the assessments. Approxi-mately 20% performed better than expected, while 10%performed worse than expected. Students describedspending most of their study time creating study guides(range: 18.3-22.0%, p50.78), reviewing class notes(range: 18.3-25.9%, p,0.001), and rereading textbookchapters (range: 14.6-18.8%, p,0.001). Time spent pre-paring formajor assessments variedwidely, with themostcommon ranges being 21-30 hours per exam (17.2%) overthree days (24.5%). Implications: Most third profes-sional year pharmacy students’ self-assessed perfor-mance was reflective of their actual performance onmajor assessments. Further studieswill involve pharmacystudents in their first or second professional year to eval-uate variation between years.

Influence of Item Structure Upon Student Perfor-mance Using Select all that Apply and True/FalseItems. Scott A. Baggarly, The University of Louisianaat Monroe, Jeffery D. Evans, The University of Louisianaat Monroe.Objective: To determine if item structure in-fluences student performance on Select all that Apply(SAA) items and true/false (TF) items in first (P1)- andthird (P3)-year pharmacy students when identical infor-mation is tested in the two different formats. Additionally,we intend to investigate the impact of awarding par-tial credit for SAA items upon student performance.Methods: The College has a two-semester series of Phar-

macy Law and Ethics courses. The instructors developedtwo instruments, each containing 4 SAA course-relateditems and 1 SAA control item from a topic that studentswere unlikely to know. In addition to the 5SAAquestions,Instrument A contained 15 TF questions derived fromSAA items of Instrument B, and Instrument B contained15TF questions derived fromSAA items of InstrumentA.The instruments were randomly assigned and adminis-tered to volunteers from the first- and third-year classes.Results: The instruments were completed by 68 P1 and52 P3 students. Overall, students had lower scoreson SAA items vs. TF items (SAA541.9%; TF574.4%;p50.0401) and on control items vs. course-related items(Control534.8%; Course-related566.3%; p50.0022).Oncourse-relatedmaterial, P1andP3students performed sim-ilarly on SAA items (P1541.5%; P3542.6%; p50.4574)and on TF items (P1574.8%; P3568.5%; p50.3838).When partial credit was awarded for SAA items, overallstudent scores increased significantly (No partial credit559.9%; Partial credit567.2%; p50.0401). Implications:These data demonstrate that item structure influences stu-dent performance when identical information is tested intwo different formats. Further studies are needed to inves-tigate the effects of other item formats.

Innovative Virtual Symposium: ConnectingLeaders Across AACP. Kerry K. Fierke, University ofMinnesota, Gregory M. Zumach, Oregon State Univer-sity, Jenelle Sobotka,University of Cincinnati, Andrew S.Bzowyckyj, Pacific University Oregon, Kim M. Jones,Union University, Ashley Crowl, The University ofKansas, Edward C. Portillo, University of Wisconsin-Madison. Objective: To explore various approaches toimplement identified leadership frameworks and assess-ments that meet the needs of students and post-graduatetrainees through a Virtual Symposium (VS) in order toaddress ACPEAccreditation Standard 4, specifically KeyElements 4.2 (leadership) and 4.4 (professionalism).Methods: The Leadership Development (LD) SIG cre-ated a VS designed to provide case study vignettes toAACP members at a variety of stages in LD (beginner,intermediate, advanced). Each video introduced leader-ship framework(s) used, steps implemented, outcomesobserved, and lessons learned, all in five minutes or less.AACP Connect was employed to disseminate the week-long asynchronous VS. The presenters for the ten casestudies were requested to facilitate discussion electroni-cally via Connect that week.Results:A total of 130 viewsoccurred during theVS. A post-evaluation, including fourscaled evaluative statements and three open-commentquestions, was completed by ten participants. One hun-dred percent of respondents rated each of the scaled ques-tions ‘strongly agree’ or ‘agree’, including the statement,

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1043

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

“The video presentationswere an effective learning tool.”Comments indicated that attendees found the VS relevantand several noted takeaways of ideas to incorporate intotheir curriculum/co-curriculum. Ninety percent notedthey would like to see more VS offerings from the LDSIG. Implications:Disseminating case studies through aVS is a practical approach to providing faculty with theknowledge and tools to address LD in a timely, flexiblemanner. This format may provide a new communicationapproach to facilitate dissemination and discussion ofleadership materials amongst colleagues.

Interest in Lung Screening Among a Sample ofAdult Muslims in the United States. Omar F. Attara-been, Marshall University, Fadi M. Alkhateeb, QatarUniversity. Objective: Muslims in the United States(US) exhibit high rates of tobacco use, which make themmore vulnerable to lung cancer. The current study inves-tigated the associations between Social Cognitive Theoryfactors and being interested in being screened for lungcancer in a sample of adult Muslims in the USMethods:After Institutional Review Board approval was obtained,we examined a convenience sample of adult ($ 18 years)Muslims who resided in the US and had no personal his-tory of lung cancer. A cross-sectional on-line survey wasused to collect data from November 2016 to March 2017.Binomial logistic regression analyses were conducted toanswer the research question Results: Two hundred se-venty-one eligible participants from 30 states completedthe questionnaire, ofwhich 59.9%expressed an interest inbeing screened for lung cancer. Individuals were morelikely to express an interest in lung cancer screening ifthey had 1) more positive views about lung screening, 2)higher perceived value of screening, and 3) greater self-efficacy with regard to ability to undergo lung screeningImplications: Cognitive factors can influence interest inlung screening. Lack of adherence to lung screeningguidelines was apparent in our sample. Improving atti-tudes to lung screening, increasing perceived value ofscreening, and boosting self-efficacy regarding ability tocomplete lung screening could be important factors toconsider in devising future interventions aimed at increas-ing interest in lung screening in adult US Muslims

Inter-Rater Reliability of Four Reflection Ru-brics in an Elective Global Health Course. RebeccaCope, Long Island University, Suzanna Gim, Long IslandUniversity.Objective:To establish the assessment rubricwhich maximizes inter-rater reliability (IRR) when eval-uating pharmacy student reflections for an elective coursein global health.Methods: A 6-item 4-point scale reflec-tion rubric developed by Tsingos et al and previouslyvalidated in pharmacy students was utilized to grade anassignment for the course. The IRR score was compared

to two other validated rubrics and one non-validated ru-bric to determine a preferred assessment tool. Studentreflections were blinded and scored by two raters usingall four rubrics. IRR for each rubric was determined usinga two-waymixed, absolute, average-measured intra-classcorrelation (ICC). Student participants voluntarily com-pleted an anonymous survey regarding perceptions of therubrics. Exempt IRB status was obtained. Results: Nine-teen reflections were evaluated. The non-validated rubrichad the highest ICC of 0.864 and resulted in a mean scoreof 87%. The rubrics validated by 1) Tsingos et al, 2)medical students, and 3) general students resulted in ICCsof 0.8, 0.8, and 0.76, respectively, and resulted in meanscores of 89%, 81%, and 81%. Of the 10 survey respon-dents, 70% indicated a preference for the rubric byTsingos et al. Implications: Incorporation of reflectivepractices into pharmacy education is challenging due toa significant gap in the literature regarding the use of re-flective rubrics to consistently assess reflective thinking.Students preferred the rubric which would result in thehighest score, however, the non-validated rubric outper-formed the validated rubrics in regard to IRR. Validationof this rubric in a pharmacy student population will bepursued.

Longitudinal Impact of an Interprofessional Ed-ucation Session on the Development of Team andValues Competencies. Emily Laswell, Cedarville Uni-versity, Elizabeth Sled, Cedarville University, FelishaYounkin, Cedarville University, Aleda M. Chen, Cedar-ville University. Objective: In order to prepare studentswho are team-ready and practice-ready, schools must in-corporate interprofessional education (IPE) experiencesand activities that allow health professions students todevelop needed competencies. Thus, the objective of thisstudy was to examine the longitudinal impact of an IPEsession on student development in defining roles/respon-sibilities and team values/ethics. Methods: Pharmacy(first professional year), nursing, psychology, pre-med,and allied health students attended an 8-hour training ses-sion on providing holistic patient care. Students wereplaced into small interprofessional groups, and interpro-fessional faculty teams facilitated the sessions. Therewere specific discussion questions and activities relatedto the IPEC 2016 competencies of values/ethics and roles/responsibilities. Students completed surveys pre-session,post-session, and 3, 6, and 8.5 months post-session. Datawere analyzed using a Friedman test for longitudinalchanges; descriptive statistics were performed. Results:A total of 169 participants attended (mean age 20.563.1years; 82.8% female). At the time of the training, 55.4%of participants had less than one year of patient experi-ence, while 18.5% had none. Longitudinally, participants

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1044

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

felt significantly more competent in defining roles andresponsibilities and defining appropriate values and ethicsamong interprofessional healthcare teams over time(p,0.05). Implications: A training session was benefi-cial to students from various health professions studentsin developing IPE competencies. Additional incor-poration of IPE activities throughout the curriculum arerecommended to further develop the skills needed forteam-based care.

MappingDidactic Courses to the Five Steps in thePPCP Model. Kimberly A. Madson, University of Mon-tana, Jean T. Carter, University of Montana. Objective:Measure faculty and student understanding of how didac-tic courses are linked to the five principle steps of theJCPP Pharmacist Patient Care Process (PPCP) model.Methods: Faculty and third-year students indicatedwhich of the 38 P1-P3 didactic courses covered one ormore of the five principle PPCP steps: Collect, assess,plan, implement, follow-up. Information was collectedon a paper form displaying the PPCP wheel by individualfaculty members and groups of third-year pharmacy stu-dents. Descriptive statistics and nonparametric compari-sons of faculty (N536) and student (N566) responseswere performed. Results: Most faculty (89%) and stu-dents (100%) participated. The number of didacticcourses where all five steps were addressed increasedsteadily from three (21%) in the P1 year to 12 (100%)in the P3 year (100%). Faculty thought all five steps wereaddressed in half (50%) of the courses and one to foursteps were covered in the 19 remaining courses. Studentsestimated 22 (57%) of the courses covered all five steps,12 (32%) for one to four steps, and 11% (4) with none ofthe five principle steps. The four courses without a stepwere social administrative courses that students indicatedfit into other aspects of the PPCP such as communicationand documentation. Implications:Mapping the five prin-ciple PPCP steps to courses indicated both faculty andstudents have some recognition of the model and how itis incorporated into the didactic curriculum.

Measuring Depression and Anxiety PrevalenceAmong Iraqi Healthcare College Students Using Hos-pital Anxiety and Depression Scale. Ali Azeez Al-Jumaili,University of Baghdad, Sarmed H. Kathem,Uni-versity of Baghdad, Malak Noor Aldeen, University ofBaghdad, Noor Najah, University of Baghdad. Objec-tive: The study objectives were to 1) measure prevalenceof depression and anxiety among Iraqi pharmacy andmedical students using Hospital Anxiety and DepressionScale (HADS) and 2) evaluate the association of varioussociodemographic factors and students’ HADS scores.Methods: Methods: This was a cross-sectional descrip-tive study in four universities in Baghdad, Iraq. Depres-

sion and anxietywere screened using anArabic version ofthe HADS. An electronic survey was administered viaFacebook groups to convenience samples of students atfour colleges of pharmacy and a college of medicine be-tween April and June 2018. Demographic characteristicswere collected at the end of the survey. Results: Results:We received 750 usable surveys. The participating stu-dents spent more time browsing social media (6.64 hours/day) than studying (1.92 hours/day) and exercising (2.83hours/week). Around forty-five percent (45.9%) of theparticipants reported depression symptoms and one-quar-ter (24.8%) reported depression borderline symptoms.More than one-half (52.1%) of the participants reportedanxiety symptoms, while 20.1% reported anxiety border-line symptoms. According to the linear multiple re-gression analysis, five factors – sleep hours at night,study hours weekly, academic achievement, and col-leagues and family social support during exams – weresignificantly (P-value, 0.05) associated with depressionand anxiety symptoms. Implications: The students ofhealthcare colleges are vulnerable for mental illness andanxiety because high stress due to study and exams. Toreduce their levels of anxiety and depression, they needmore social support, more exercise, more sleep and alower academic workload.

Perfectionism, Test Anxiety, and Gender Differ-ences in Student Pharmacists Enrolled in anAccelera-ted 3 Year Program. Lilia Z. Macias-Moriarity, SouthUniversity, Starlette M. Sinclair, South University, ErinDalton, South University, Maha Coucha, South Univer-sity, Kirsten M. Boggs-Mock, South University, ShainaVarughese, South University. Objective: While oftendeemed a positive trait, perfectionism can be adaptive(healthy) or maladaptive (unhealthy). Students who aremaladaptive perfectionists demonstrate high self-blame,high performance expectations, and are more likely toexperience test anxiety as compared to their adaptive per-fectionist counterparts. The objectives of this study wereto (1) assess perfectionism and test anxiety in studentpharmacists (2) determine relationships between perfec-tionism, test anxiety, conscientiousness, and neuroticism(3) investigate differences between these traits as theyrelate to gender.Methods: An anonymous online surveywas administered to a convenience sample of studentpharmacists. Demographic variables and standardizedpsychological instruments designed to measure perfec-tionism, conscientiousness, neuroticism, and testing anx-iety included the Almost Perfect Scale-Revised, FrostMultidimensional Perfectionism Scale, Big Five Person-ality Inventory, and Test Anxiety Inventory. T-tests iden-tified group differences. Pearson correlations measuredrelationships between all variables of interest. Alpha

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1045

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

was set at 0.05. Results: 157 student pharmacists com-pleted the survey: 72% female and 26% male with themedian age of 25. Females reported more neuroticismthan males (p,0.05). Male perfectionism correlated withgreater test anxiety (r50.382, p,0.05); however, femaleperfectionism correlated with greater test anxiety(r50.303, p,0.05), neuroticism (r50.535, p,0.05),and conscientiousness (r50.454, p,0.05). Implications:While conscientiousness is desired in healthcare profes-sionals, perfectionism can be crippling in extreme forms.If self-destructive and self-limiting behaviors can be iden-tified early in student pharmacists, interventions may bedeveloped to increase coping strategies, potentially de-creasing these behaviors and, ultimately, improving theirperformance as future pharmacists.

Pharmacy Artifact Sorting Team (PAST): Bring-ing Pharmacy History Into the Pharm.D. Program.Roberto W. Linares, Oregon State University, KarinaNguyen Destine, Oregon State University, Abigail J.Larson,Oregon State University, Kameron T. Kauffman,Oregon State University, Jessica Foerster, Oregon StateUniversity, Eliza Ammon, Oregon State University, AnnZweber, Oregon State University. Objective: WhilePharmacy programs struggle to meet ACPE pharmacyhistory curriculum requirements, they also often findthemselves in possession of historical pharmacy artifacts.Our program has a large collection of pharmacy artifacts.Objectives were to: Use a systematic process to catalog,digitize, identify, and share information about the items;Use the collection to enhance the teaching of pharmacyhistory in our program.Methods: Two faculty membersand several pharmacy students examined a pharmacy ar-tifact collection of over 4000 items dating back to the late1800’s. Steps included: 1) developing cataloging strate-gies, 2) creating a database using Airtable™, 3) catalog-ing and photographing individual items, 4) sharingresults. A History of Pharmacy elective was designed toengage students with further research on the collection.Results: The historical pharmacy items were assigned anumber, a brief description, an image, a manufacturer,and a grouping. Electronic ways of sharing items andtheir history included the state organization newsletterand website, social media, and the College newsletterand website. Displays of items and their stories werecreated to share at state organization meetings, sites oncampus, and other venues. A history of pharmacy elec-tive course syllabus has been developed. Implications:Having a detailed database for the collection facilitatesfurther research into the history of items. A syllabus hasbeen developed, allowing students to further explore thehistory of pharmacy, with individual investigations intospecific artifacts. The database will allow for develop-

ment of themed exhibits to share online and at a varietyof venues.

Pill Counter, Business Person or Health CareProvider? A Discourse Analysis of Professional Iden-tity. Jamie L. Kellar,University of Toronto, Elise Paradis,University of Toronto, Cees PM van der Vleuten, Maas-tricht University, Mirjam GA oude Egbrink, MaastrichtUniversity, Zubin H. Austin, University of Toronto. Ob-jective: The objectives of this study were to explore (1)what have been the professional identities in pharmacyeducation over the last century in North America and (2)which one(s) currently dominate the curricula.Methods:AFoucauldian informed historical critical discourse anal-ysis was undertaken to uncover the educational assump-tions underpinning pharmacist identity over time. Thisanalysis allowed for the questioning of the roles of thepharmacist that are taken for granted and assumed asrational and inevitable.Results:This study identified fiveprominent discourses in the literature related to the pro-fessional roles of pharmacists over the last century. Theidentities are the “apothecary”, “druggist”, “merchan-diser”, “expert advisor” and “health care provider.” Eachof these discourses constructs the pharmacist’s profes-sional role in different ways and as such makespossible certain language, subjects, and objects. An un-expected finding of this research was that over the yearsthere were no clear discursive shifts in the education lit-erature, but rather discursive “pile-ups” of all identities.Implications:Each identified discourse remained presentthroughout the entire archive. These “discursive pile-ups”suggest that each discourse continues to have relevance topharmacy educators, and as such competes for space inthe curriculum. This likely contributes to the identitychallenges pharmacists currently face. This critical dis-course analysis reveals that pharmacist identity constructsare not straightforward, self-evident, or progressive.Pharmacy educators must determine the ultimate goalof pharmacy education and begin a formal process of in-culcating the ideal identity discourse in pharmacy curric-ula.

Prestige & Versatility: Choosing Pharmacy.Dane D. Osmond, Keck Graduate Institute, NataliaShcherbakova, Western New England University, SallyA. Huston, Keck Graduate Institute. Objective: Withsteadily declining applications to pharmacy programs na-tionwide, there is a need to recruit high quality students tomeet population healthcare needs. The objective of thisstudy was to identify factors influencing pharmacy stu-dent’s choice of pharmacy as a degree. Methods: Theinstitutional review boards at Western New England Col-lege of Pharmacy (WNE) and Claremont Graduate Uni-versity approved this study. Focus groups atWNE (2) and

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1046

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Keck Graduate Institute School of Pharmacy and HealthSciences (3) were conducted to elicit factors motivatingstudents to pursue a PharmD. Focus group results wereused to develop a survey questionnaire administered tofirst year WNE students. Participants ranked the impor-tance the factors influencing pharmacy choice on a 5-point scale. Results: A total of 36 students participatedin the focus groups. Identified themes included prestige ofa doctorate degree, patient interaction, career versatility,less intense than medical school, and post-graduationcompetition. A total of 59 MA students (70% female;average (SD) age 23 (4)) completed the survey (97% re-sponse rate). The factors ranked by students as importantwere having financial stability (95%), having a career inhealthcare (94%), having a goodwork life balance (87%),having a flexible work schedule (86%), and being in aversatile career (84%). Alternative degrees consideredincluded MD (21%), nursing (12%), DPT (9%), and PA(9%). Implications: The emerging themes and quantita-tive findings generated from this mixed methods studymay assist recruitment efforts of pharmacy admissionsoffices nationwide.

Prevalence of Suicide and Substance Abuse Re-lated Mortality Among Healthcare Professionals.Muzammel Rizvi, The University of Tennessee, MarieA. Chisholm-Burns, The University of Tennessee,Christina A. Spivey, The University of Tennessee. Objec-tive: Several factors place healthcare professionals (HCP)at high risk for suicide and substance abuse including ac-cess to controlled medications, high-stress job environ-ments, and stigma related to being treated for substanceabuse disorders. The objective is to examinemortality ratesfor suicide and substance abuse disorders among HCPs(physicians, pharmacists, nurses, dentists) using US Cen-sus data from 26 states. Methods: The National Occupa-tional Mortality Surveillance (NOMS) database was usedto determine proportional mortality ratio (PMR) related toICD-10 codes for intentional self-harm (X60-X84, Y87)and mental disorders related to substance abuse (F10-F19) among selected HCPs. PMR indicates if the propor-tion of deaths due to a specific exposure is high (.100) orlow (,100) in a certain occupation compared to all occu-pations. Mortality data were matched with US Census oc-cupational codes for HCPs to facilitate a comparison ofsuicide and substance abuse-related mortality versus all-causemortality across all HCPs using odds ratios.Results:The following PMRs for were found for intentional self-harm and mental disorders related to substance abuse, re-spectively: Pharmacists (204,117); Physicians (254, 59);Dentists (322, 134); and Nurses (96, 60). Odds ratios,wherein specific HCPs experienced disproportionate mor-tality due to either cause of death, were also reported

Implications: This study identifies specific HCPs (phar-macists, physicians, anddentists) that are at a higher risk formortality related to substance abuse and suicide comparedto all other occupations. Further studies are needed to de-termine the potential work-related factors that may have acausal link to these findings.

Promoting Cultural Awareness in a PharmacyProgramUsing Student-LedHealth EducationWork-shops for Refugees. Amany K. Hassan, D’YouvilleCollege, Vicky Belousova, D’Youville College, HibaAl-Naji, D’Youville College, Anna Pisano, D’YouvilleCollege. Objective: To describe the implementation ofa series of student-led educational workshops offered torefugees and evaluate the perceived benefit to improvecultural awareness among student pharmacists.Methods:Students volunteered to participate in health educationworkshops for refugees as either presenters or inter-preters. The students prepared the educational materialwith the help of faculty members with a focus on over-coming cultural and language barriers. Two orientationsessions were scheduled prior to each workshop to trainthe students and review the material. Students completedan anonymous survey and submitted a short reflectionabout their experiences after each workshop. Results:We received 25 responses from students (83.3%) whoparticipated in the first two workshops on medication lit-eracy and safe use of complementary medicine. All stu-dents (100%) agreed that the workshops increased theircultural awareness, improved their skills as healthcareeducators, and contributed to their professional develop-ment. However, 16% agreed that the information was notwell received due to language barriers. A summary ofthemes from the students’ reflections showed that theyvalued the experience, thought it was an eye-opener,and inspired them to volunteer in similar events. Theyalso thought the workshops exposed the great need toeducate this population onmedication use and safety. Re-sponses from refugees showed that 90% or higher agreedthat workshops were useful, easy to understand, and thatpresenters were helpful. Implications: The workshopsexposed students to the culture and health care needs ofrefugees. Expanding these experiences to the didacticcourses can be used to improve cultural awareness.

Providing Validation Evidence for a Clinical-ScienceModule: Improving Test Reliability with Quiz-zes. Michael J. Peeters, The University of Toledo, M.Kenneth Cor, University of Alberta, Erik D. Maki,DrakeUniversity. Objective: Towards validation of learningassessments, reliability is vital evidence for its general-ization inference. In classrooms, a short exammay not bevery reliable on its own, and so should be supplemented.Might quizzes help? This study’s objective was to

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1047

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

understand how adding quiz data to a traditional exami-nation during a clinical-sciencemodule impacted reliabil-ity.Methods:During second-year of a PharmD program,students took a clinical-science course. This 15-weekcourse contained three modules, with one 5-weekmodulefocused on cardiovascular therapeutics. This module in-volved seven quizzes leading to an examination. Gener-alizability Theory (Gtheory) was used to combine thesemultiple testing occasions, based on a model where stu-dents were crossedwith items nested in eight fixed testingoccasions (pC x i ; mGENOVA used). Results: One-hundred students took seven quizzes and one exam. Theexamhad 32MCQ (KR-20 reliability50.67).Quizzes hada total of 50MCQ (5-9MCQ each), with most KR-20’sless than or equal to 0.54. Using quiz & exam weightingsof 18%& 82%, the reliability of the composite grade was0.73 (i.e., improved from the exam alone). Doubling thequiz-weight to 36%, increased the reliability of modulegrade to 0.77. Reliability of 0.80 was achieved with equal-weight for quizzes and exam. Implications:Using quizzescan improve reliability beyond examinations; however, tocontribute meaningfully, weighting of quizzes needed toapproach weighting of examinations. While one quiz(with KR-20 of 0.00) showed that quizzes do not neces-sarily improve the reliability, if aligned to general contentin the module, quiz data can enhance reliability of com-posite grades.

RAMCOM: A Tool for Communication withMuslim Patients Considering Fasting During Rama-dan.Mohamed E. Amin, Beirut Arab University, AhmedAbdelmageed,Manchester University.Objective: 1) Ex-plore clinicians’ perspectives on factors affecting careprovided to Muslim patients considering fasting Rama-dan. 2) Propose a communication tool, RAMCOM, thatcan assist clinicians in caring for such patients andgathers perspectives on its potential to be implemented.Methods: Semi-structured interviews were conductedwith a purposeful sample of clinicians in Egypt (11) andthe US (10). Clinicians were purposefully sampled toassure variance in age, gender, time in practice, specialty,and religious background. Data emerging from narrativeswere mapped to constructs within Social Cognitive The-ory (SCT). Using framework analysis, iterative samplingand analysis continued until saturation. Results: Twentyphysicians and one ambulatory care pharmacist wereinterviewed. Drawing on SCT, clinicians’ beliefs weremapped and clustered into self-efficacy (belief in abilityto care for those patients), collective efficacy (belief inmedical group’s ability to provide care), outcome expec-tations (anticipated consequences of providing such care),knowledge of Islam, Ramadan, and fasting guidelines,observational learning (learning by observing other clini-

cians), normative beliefs (cultural norms and beliefsabout acceptability and prevalence of care provision),environmental barriers and opportunities, and behavioralskills (communication approach). Factors contributing tousing RAMCOM included perception of tool (need foruse, perceived burden of use), perceived norm (perceivedpatient expectations), and ability to use tool (time, fre-quency of seeing patients, knowledge of Ramadan andIslam). Implications: Clinicians provided valuable per-ceptions on caring for Muslim patients and on the poten-tial to be implemented of RAMCOM. To facilitate bettercare for Muslim patients considering fasting, these per-ceptions should be considered by different stakeholdersincluding educators.

Resident and Preceptor Development Sessions onLarge Group Teaching Using Four-Component In-structional Design. Katherine Gruenberg, Universityof California, San Francisco, Conan MacDougall, Uni-versity of California, San Francisco. Objective: To ex-plore the use of Four-Component Instructional Design(4C/ID), a cognitive science-derived instructional designmodel, to plan and execute a large group teaching devel-opment session.Methods:Wedeveloped two sessions onlarge group teaching using the 4C/ID framework. Onesession was delivered to first- and second-year pharmacyresidents as part of a teaching certificate program. Theother session was offered to pharmacist preceptors atthe University of California San Francisco for preceptordevelopment. Using 4C/ID, we defined learning tasksaligned with session objectives, active learning methods,and informal assessment and feedback. Participant satis-faction was elicited using an electronic survey. Results:Twenty-six residents and fourteen preceptors participatedin their respective sessions. Resident (77% response rate)and preceptor participants (42% response rate) both in-dicated that presentation content, pace and sequencing ofinformation, and use of active learning were effective tohighly effective. Implications: The 4C/ID frameworkserves as an effective instructional design tool for con-structing resident and preceptor development sessions.

ResourceUtilization andClinicalOutcomes of In-patients with Alzheimer’s Disease and Related De-mentia in the US. Vassiki Sanogo, University ofFlorida. Objective: Alzheimer’s disease and related de-mentia (ADRD) a leading health problem faced today,with an increase in hospitalized patients. This study com-pared patients’ socio-demographic, clinical characteris-tics, determined estimates of prevalence, mortality,resource utilization and predictors for hospitalized U.SADRD patients. Methods: Using the Nationwide Read-missions Database with ICD-9. - 10-CM codes, analyzedretrospective cohorts of aged .18 years admitted to the

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1048

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

U.S. hospitals between 2010 and 2015. Descriptive ana-lyses were conducted for socio-demographic and clinicalcharacteristics. Multivariate analyses were conducted forhealthcare resources utilization and predictors. Results:Of 83,243,478 adults discharged from U.S. hospitals(2010–2015); 529,198 were diagnosed with ADRD. Theyearly inpatient of ADRD ranged from 47,569 to 41,154(P,.0001), encompassing 0.65% of all hospitalizations.Over the study period, hospital mortality decreased from3. 60% to 1.73% (P,.0001). The average LOS increasedfrom 7.35 to 8.89 days (P ,.0001). The average chargesincreased from $30,259 to $35,896 case (P ,.0001).Moreover, total national charges related to ADRD de-creased from $3,543 million to $ 2,594 million. Although97% of inpatients were late-onset ADRD (. mid-60s),3% were early-onset (30–mid-60s). mortality predic-tors included the number diagnoses per admission(OR51.099; 95% CI, 1.09 to 1.11 /diagnosis), numberof procedures per admission (OR51.140 per procedure;95% CI, 1.12 to 1.16), and mortality score (OR51.018;95% CI, 0.98 to 1.06). Most important predictors of cost,charge, and LOS were identified (P,.05). Implications:This study provides evidence on characteristics andhealthcare resources utilization associated with ADRDpatients from 2010 to 2015 in U.S.

Revealing Trends of Overdose Deaths andOpioidPrescriptions via Google Keyword Search. Tuan Tran,California Northstate University, Erika Titus-Lay, Cali-fornia Northstate University, Uyen M. Le, CaliforniaNorthstate University. Objective: The objective of thisstudy was to reveal trends of overdose deaths and filledopioid prescriptions in the U.S. via Google keywordsearch. Methods: Data was collected from the Centersfor Disease Control and Prevention (CDC), National In-stitute on Drug Abuse (NIDA), and Google Trends in-cluding opioid prescription rates from 2013 - 2017,number of overdose deaths per 100,000 persons in 2016and frequencies of “opioid” keyword searches associatedwith geographical locations from years 2013 - 2016. Cor-relation analysis was used to identify trends of overdosedeaths and opioid prescriptions of different states. Key-word search ranking identified the top 10 states withthe most overdose deaths. Results: Pearson correlationanalysis showed strong correlation of filled prescriptionsfrom 2013 - 2017 with coefficients greater than 0.96, p-values ,5 0.001. Findings showed consistent prescrip-tion filling trends across the states over time. Analysis ofGoogle keyword searches from 2013 - 2016 showedstrong correlation with overdose deaths in 2016 with co-efficients from 0.56 - 0.78, p-values,5 0.01. Addition-ally, high correlations of monthly keyword searches andoverdose deaths in 2016 were identified, ranging from

0.61 - 0.78, p-values ,5 0.01. Finally, keyword searchranking correctly identified 80% of the top 10 states hav-ing the most overdose deaths in 2016. Implications: Thestudy proposes a novel way for estimating trends of over-dose cases and opioid prescriptions across the states in theU.S. Policy makers can use it for public health surveil-lance. Our future work includes refining keyword combi-nations and collecting more data for predictive modeling.

Students’ Self-Assessment ofGlobalHealthCom-petencies and Perceived Value in the PharmDCurric-ulum. Prosperity Eneh, University of Minnesota, DavidR. Steeb, University of North Carolina at Chapel Hill,Rebecca Cope, Long Island University, Suzanna Gim,Long Island University, Olihe N. Okoro, University ofMinnesota. Objective: (1) Determine students’ self-assessed competency in global health topics and percep-tion of importance to pharmacy practice; (2) identifyattributes associated with competency and perception ofimportance; and (3) explore students’ perspectives onhow best to incorporate global health content into phar-macy education. Methods: A cross-sectional online sur-vey was administered to students in three Colleges ofPharmacy. Survey items were adapted with permissionfrom the Consortium of Universities for Global Health(CUGH) inter-professional competency statements andthe Global Health Competency (GHC) survey for healthprofessionals. Data was analyzed using descriptive statis-tics, Fischer Exact tests and ANOVA. Results: The sur-vey was completed by 487 students. Students were mostconfident in their ability to “Acknowledge one’s limita-tions in skills, knowledge, and abilities within a globalhealth team” and least confident to “Describe the majorpublic health efforts to reduce disparities in globalhealth.” Exposure to global health content outside thepharmacy curriculum was significantly associated withhigher competency scores (p ,0.05). Race/Ethnicityand speaking a non-English language were associatedwith perceived importance of global health topics to apharmacy career (p ,0.05). Most respondents (96%)agreed that relevant global health education should beincorporated into the pharmacy curriculum. Implica-tions: Pharmacy students generally perceive globalhealth competencies to be of great value in practice andas global citizens but acknowledge their deficiencies inthis area. Ensuring that pharmacists understand their rolein global health teams and achieve the necessary level ofcompetency to function in interdisciplinary initiatives re-quires more strategic incorporation of relevant contentinto the curriculum.

Team-Based Learning in a Pharmacy Manage-ment Course.MarwaNoureldin,Manchester University,Mohamed E. Amin, Beirut Arab University, Joseph K.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1049

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Bonnarens. Objective: Few published studies have ex-amined the utility of team-based learning (TBL) as a ped-agogy for pharmacy management courses. This studyevaluates the impact of an innovative pharmacy manage-ment course on student perceptions of the value of TBLand confidence in developing a clinical service businessplan. Methods: A TBL course is required for third yearpharmacy students and includes a business plan projectincorporating a clinical pharmacy service and pharmaco-genomics. Assessments included Readiness AssuranceTests (RATs); in-class engagement; peer evaluations;and business plan checkpoints, final report, and presenta-tion. Using IASystem™ (University ofWashington), stu-dents evaluated the course overall, the level of academicchallenge and engagement (CEI score), their perceptionson the value of TBL components, and their confidence incompleting several business plan sections. Likert scaleswere utilized to examine perceptions and confidence. De-scriptive statistics were conducted. The institution’s IRBdeemed the study exempt. Results: Sixty-six studentscompleted the course during Fall 2018. Based on courseevaluations, the median summative course rating was 4.4(out of 5). Students rated the course as 4.9 on the CEIIndex (out of 7, higher scores indicate higher challengeand engagement). All students strongly agreed/agreed/slightly agreed that TBL was the preferred instructionalmethod for the course. Most students (.80%) stronglyagreed/agreed they were confident in their ability to de-velop a business plan for a new patient service and rec-ognize the potential role of pharmacogenomics withinthese services. Implications: TBL is an appropriate andvaluable approach to enhance students’ application ofpharmacy management and business planning principles.

The Efficacy of CASPer�, an Online SituationalJudgement Test (SJT), in Pharmacy School Admis-sions. Harold I. Reiter, McMaster University, HeatherDavidson, Altus Assessments. Objective: A challenge inhealth professions education admissions is on the assess-ment of applicants’ personal competencies, which havebeen shown to be stronger predictors of future job perfor-mance and lapses in professionalism than traditionalcognitive measures (e.g. GPA, PCAT), in a time- andcost-effective manner. In 2018, three pharmacy programsin Canada adopted CASPer�, an online SJT, as a way ofincorporating non-cognitive characteristics into theirscreening process. This study explored the validity, fea-sibility, and acceptability of this addition to the pharmacyschool admissions process.Methods: Retrospective datawere analyzed, including psychometric data on test in-ternal consistency and inter-rater reliability, and qualita-tive and quantitative data on perceptions of CASPer�

from pharmacy programs and applicants. Results: These

analyses suggest that the psychometric evidence and ap-plicant acceptability of CASPer� in pharmacy educationis in line with what has been found in the North Americanmedical school context, showing both high reliability(a 5 .81, ICC 5 .81) and generally positive applicantand program perceptions. Results are also presented fromcase studies on the three programs who have adoptedCASPer� thus far. Implications: These preliminary re-sults support the use of CASPer� in pharmacy schooladmissions for assessing personal competencies. Futuredirections, including the need for longitudinal data onpredictive validity in pharmacy education, are discussed.

The Impact of a Structured In-Depth AcademicInstruction Program for PGY-2 Pharmacy Residents.Nicholas G. Popovich, University of Illinois at Chicago,Hannah Dalogdog, University of Illinois at Chicago,Kayeromi Gomez, University of Illinois at Chicago.Ob-jective: Teaching is an essential function of a pharmacyresident. Unfortunately, not all residency programs incor-porate in-depth teaching certificates, and the current num-ber of programs that do so is not known. The objective ofthis studywas to determinewhether participation in an in-depth academic instruction program influenced the con-fidence of participating PGY-2 residents in their teachingskills. Methods: A voluntary survey was conductedamong UIH PGY-2 pharmacy residents who participatedin a UIC Academic Instruction Program from August2017 toMay 2018. The survey data wasmeasured in threeparts: (1) a retrospective pre-post survey, (2) an agree/disagree portion, and (3) open-ended questions. Descrip-tive analysis was used to evaluate the progress in eachresident’s perception of their attitudes, confidence, andknowledge in participating in an academic-focused pro-gram from beginning to end. Results: Eleven residentscompleted the three-part assessment, with 100 percentcompletion. The data for Section 1 was on a four-pointscale of “Weak” to “Very Good,” and examined using theMeans Procedure (mean: 1.89, SD: 0.73 [pre-analysis];mean: 3.20, SD: 0.60 [post-analysis]). Section 2 had four-point scale of “Disagree” to “Agree”. The informationfrom Section 3 was collated into a separate deidentifiedreport. Implications:Data analysis demonstrated the res-idents who participated in the program considered them-selves overall more confident in their acquired teachingskills and, therefore, better prepared to enter academicpharmacy. This study should be conducted with otherpharmacy programs offering teaching certificates forcomparison of results and standardization of programs.

Thirty-Day Readmissions Associated with Ische-mic Heart Disease, Predictors and Ethnoracial Differ-ences. Arinzechukwu Nkemdirim Okere, Florida A&MUniversity, Vakaramoko Diaby, University of Florida,

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1050

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Vassiki Sanogo, University of Florida. Objective: Hos-pital readmissions among patients with ischemic heartdisease (IHD) is common. As expected, 30-day readmis-sions associated with IHD places financial burden on so-ciety and negatively impact patients reported quality oflife. Efforts to minimize preventable IHD readmissionsshould be based on the understanding of the incidence andpredictors. Nonetheless, less is known about the rate ofIHD related 30-day readmission, cost and risk factors. Inthis study, we evaluated the rate of readmission for com-posite IHD related diseases, costs and underlying predic-tors.Methods:We conducted a retrospective analysis ofall hospitalizations associated with IHD. This was doneby using the public dataset from Florida Agency forHealth Care Administration from 2006 - 2016. The rateand cost of 30-day readmission were examined, and ageneralized linear model was used to identify the predic-tors of 30-day readmission. This study was approved bythe institutional review board. Results: We evaluated59,589 patients. Based on our analysis, 30-day readmis-sions for composite IHD related disease was 6.47% (p,0.001). The female sex, age, hypertension, congestiveheart failure, COPD, atrial fibrillation, and increasedlength of stay were independent predictors for IHD re-lated readmission (P, 0.0001). Additionally, patients ofAfrican American and Hispanic origins had a higher rateof readmissionwhen compared to Caucasian (P, 0.001).Finally, the average total cost per IHD patient was$105,116 (6 2.14E6). Implications: These findings un-derscore the importance of identifying amenable im-provement quality measures to alleviate IHD relatedconditions that will translate to reduction in preventablereadmissions and cost.

Towards Better Assessment of Educational Out-comes Through Mapping of Exam Questions.MoninaLahoz, MCPHS University–Boston, Lana DvorkinCamiel,MCPHSUniversity–Boston, Gerard G. D’Souza,MCPHS University–Boston, Tewodros Eguale, MCPHSUniversity–Boston, Paul J. Kiritsy, MCPHS University–Boston, Matthew R. Machado, MCPHS University–Boston, Jennifer Prisco, MCPHS University–Boston,Brian Rittenhouse, MCPHS University–Boston, AnelaStanic, MCPHS University–Boston, Andrew Szumita,MCPHSUniversity–Boston.Objective:The school’sAs-sessment Committee implemented a mapping initiativeto: (1) determine the breadth and depth by which writtenexams assess educational outcomes, and (2) identify gapsin required content in the PharmD curriculum.Methods:In 3-4member peer-review groups, faculty mapped examquestion packets from didactic courses (PY1, PY2, andPY3) during weekly faculty meetings over a 3-monthperiod according to three criteria: (1) ACPE Standards

2016 Appendix 1, (2) CAPE Outcomes 2013, and (3)Bloom’s Taxonomy of LearningObjectives. To test inter-rater reliability, two groups mapped the same packets.Results: A total of 3401 exam questions from 32 courseswere mapped. Per Standards 2016, the content areas withthemost questionswere pharmacotherapy (694), pharma-cology (459), and biochemistry (287); those with the leastquestions were ethics (5), history of pharmacy (2), andcultural awareness (1). Per categories, 33% of the ques-tions mapped to pharmaceutical sciences, 32% clinicalsciences, 20% biomedical sciences, and 15% social sci-ences. Per CAPE Outcomes domains, 77% of the ques-tions mapped to “Foundational Knowledge” and 15%“Essentials for Practice andCare”. “Foundational Knowl-edge” questions decreased progressively from PY1 toPY3 (90% to 59%) while questions in the other domainsincreased. Per Bloom’s Taxonomy levels, 68% of thequestions mapped to “knowledge and comprehension”,24% “application and analysis”, and 7% “synthesis andevaluation”. Interrater reliability ranged from 72% to80%. Implications:Thismapping initiative prepared fac-ulty for the implementation of a computer-based testingapplication. We acknowledge that comprehensive curric-ulum assessment requires more than exam question map-ping.

Understanding theLearning Styles of P1Studentsat One College of Pharmacy. C. Lea LeaWinkles,Mer-cer University, JillM.Augustine,MercerUniversity.Ob-jective: To identify most common learning styles amongpharmacy students at one college of pharmacy; and, iden-tify if learning styles impact performance in the first-professional year (P1). Methods: This retrospectivedescriptive project assessed P1 students’ learning stylesusing the Index of Learning Styles (ILS) questionnaire.Questionnaire results indicated students’ primary, sec-ondary, tertiary, and quaternary learning style. Resultswere compared to students’ grades in P1 courses, numberof P1 courses failed, gender, and if a previous degree wascompleted. Differences in learning styles and outcomeswere determined using T-tests and chi-square analysis.Results: One-hundred and forty-three students com-pleted the ILS questionnaire. The Sensing learning stylewas most frequent (n558, 40.6%) followed by Visual(n528, 19.6%), Reflective (n525, 17.5%), and Active(n512, 8.4%).There were no differences in learningstyles between genders (p50.07), previous degree(p50.18), and number of courses failed (p50.06).Amongthe most frequent learning styles (Sensing, Visual, Re-flective, and Active which accounts for 86% of students),students had higher grades in non-science courses in theP1 curriculum (p,0.001 for all styles); in longitudinalcourses (p,0.001 for all styles); and in application-based

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1051

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

courses (p,0.001 for all styles). Implications: Studentswere most commonly a Sensing, Visual, Reflective ofActive learner, regardless of gender. No particular learn-ing style was associated with failure of P1 course. Stu-dents with these learning styles had significantly highergrades in certain courses. Understanding of a students’learning style can help faculty when developing lecturesand classroom instruction or when assisting students in-dividually who may struggle in their course.

Use of an Annual Performance Evaluation to As-sess Professional Growth in Student Pharmacists.Maria G. Shelley, Purdue University, Jennifer Dexter,Purdue University, Kimberly S. Illingworth Plake, Pur-due University, Holly L. Mason, Purdue University.Ob-jective: The annual performance evaluation (APE) wasdeveloped to address ACPE accreditation standard 4 andprovide an opportunity for students to reflect on theirgrowth and receive evaluative feedback on their progress.The objectives of this study were to assess students’ pro-fessional growth in self-awareness, leadership, profes-sionalism, and career planning, as well as students’satisfaction with the APE process. Methods: First pro-fessional year students (N5150) reported and reflectedupon professional growth activities in the areas of self-awareness, leadership, professionalism, and career plan-ning, as well as created an action plan for continuedgrowth. Faculty assessed students’ reflections using astandardized rubric (accomplished, developing, novice)and facilitated small group discussions focused on con-tinued professional growth in each of the areas. Studentswere surveyed regarding their satisfaction with the APEprocess. Descriptive statistics were performed on mea-sures assessing student performance and satisfaction.Re-sults: Less than 10% of students were considered“accomplished” in any of the professional growth areaswith the majority of students considered as “developing”and a somewhat smaller number classified as “novice”.When asked about themost impactful learning experiencein the past year, 46% wrote about their first introductorypharmacy practice experience, which helped in their com-fort level when interacting with patients (21%). Approx-imately 89%of the students found it helpful to think abouttheir professional growth and 93.3% indicated the smallgroup discussion was a good learning experience. Impli-cations: The Annual Performance Evaluation was aunique way to document and encourage students’ profes-sional growth. Students viewed the APE as a positiveeducational experience.

Using Social Cognitive Career Theory to Exam-inePharmacyResidents’Research Intentions.SpencerE. Harpe, Midwestern University/Downers Grove. Ob-jective: According to social cognitive career theory

(SCCT), interests, intentions, and actions result from in-teractions between self-efficacy and outcome expecta-tions, which are influenced by sources of self-efficacy,learning experiences, and personal and environmen-tal factors. The objective of this study was to use SCCTto predict pharmacy residents’ research intentions.Methods: An online questionnaire containing the short-ened version of the Research Training Environment Sur-vey (RTES), the Mentorship Effectiveness Scale (MES),the revised Research Outcome Expectations Question-naire (ROEQ), and assessments of practice-related re-search attitudes, research self-efficacy, and investigativecareer interests was distributed to a random sample of 600PGY1 and 600 PGY2 residents. The SCCT frameworkwas examined using structural equation modeling.Modelfit was assessed using the comparative fit index (CFI) androot mean square error of approximation (RMSEA). Theinstitutional review board granted this study exempt sta-tus. Results: Overall, 470 residents responded (39% re-sponse rate; 44% PGY1; 74% female; mean [SD] age:26.9 [3.2] years). Proposed relationships between envi-ronmental factors (e.g., residency setting) and researchintentions were not statistically significant and removed.The trimmed model showed acceptable fit (CFI5 0.952,RMSEA 5 0.067). Positive total effects were found forresearch outcome expectations (ß 5 0.684) and researchself-efficacy (ß 5 0.025). As suggested by SCCT, per-sonal factors, sources of self-efficacy, and learning expe-riences (e.g., previous researchoutput andpositive researchexperiences) hadpositive effectsmediatedby research self-efficacy and outcome expectations. Implications: SCCTmay be useful in predicting resident research intentions.Residency research training may benefit from improve-ments guided by SCCT-based approaches.

Using Theatrics to Design an Escape RoomActiv-ity in a Biostatistics Course. Amany K. Hassan, D’You-ville College, Vicky Belousova, D’Youville College.Objective: To describe the design of an educational es-cape room used to assess knowledge of students in bio-statistics and evaluate the perceived benefit of the activity.Methods: A combination of online and physical locksand clues hidden in the classroom were used. All clueswere part of a script based on Harry Potter books. Thefacilitators dressed as characters from the book and videosfrom the movies were played for theatrical effects. Stu-dents worked in teams to escape in 50 minutes. An anon-ymous survey was sent to students for evaluation. Datawere analyzed using descriptive statistics and Wilcoxonsigned-rank test. Results: Forty-one responses were re-ceived (72%). Forty students (97.5%) agreed that the ac-tivity encouraged them to think about the course in a newway, learn from peers, and that it was effective to review

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1052

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

thematerial. However, 14 students (34%) agreed they feltstressed, and 17% agreed that the non-educational part(cyphers) were distracting. On a scale from one to ten,students’ median score for the escape room level of en-gagement was 9.0 compared to 7.0 for class discussions(p5 0.001), 8.0 for online polls, and 8.0 for jeopardygames. The median score for learning effectiveness was8.0 for escape room compared to 7.0 for class discussions(p50.244). Comments indicated that the Harry Pottertheme was fun, interactive, and engaging. Implications:The study describes the design of a popular educationalgame that can be used for a large group of students andprovides an insight on how it compares to other activelearning activities.

Utilizing International MissionWork to PromoteInterprofessional Education While Reinforcing Clin-ical Knowledge and Skills. Sarah E. Raake, SullivanUniversity, Emily R. Esposito, Sullivan University. Ob-jective: Health professions education is rooted in thetranslation of novice didactic knowledge into practice-ready clinical skills. Logistical and curricular constraintsoften hinder early integration of clinical experiences indidactic curricula. By providing an opportunity forlearners to partake in international mission work, healthprofessions educators can promote interprofessional edu-cation (IPE) in an informal, service learning environmentwhile also reinforcing clinical knowledge and skills. Re-search from recent mission trips at a College of HealthSciences demonstrates the positive impact of allowingtrip participants to learn with and from other professionsin authentic clinical settings, emphasizing the need forearly immersion in clinical care and interprofessional ex-periences.Methods: Two international short-term medi-cal mission trips were organized in which participantswere divided into mixed-ability, interprofessional teams.The Readiness for Interprofessional Learning Scale(RIPLS) survey was administered, measuring learnerperceptions in areas such as teamwork/collaboration, pro-fessional identity, and roles and responsibilities. Experi-ences were detailed throughout the trip and mapped tocurricular topic (including disease specific care), pro-grammatic outcomes, ACPE standards, and IPEC do-mains. Results: Trip participants affirmed that workingtogether on a multidisciplinary team advanced theirknowledge in their respective professions, noting an im-provement in communication after working with otherhealth professions (p,0.05). While caring for patients,learners relied heavily upon recall and application of anassortment didactic coursematerial, including knowledgeof over 25 different disease states. Implications: Utiliz-ing internationalmissionwork can be a tool for promotingauthentic IPE while reinforcing clinical knowledge and

decision-making skills early on in health professions ed-ucation.

Validation Evidence for PharmD Student CasePresentations: A Pilot Study. Jennifer S. Byrd, UnionUniversity, Michael J. Peeters, The University of Toledo.Objective: There is a paucity of validation evidence forassessments of clinical case presentations by PharmDstudents. In Kane’s Framework for Validation of learningassessments, one important aspect is scoring while an-other is generalization. Towards validation of a case pre-sentation assessment, our objectives were to characterizeand improve scoring, as well as build initial generaliza-tion evidence. Methods: Third-year PharmD studentsworked up patient-cases from a local hospital. Studentsorally presented/defended their therapeutic care-plan topharmacist preceptors and fellow students. Evaluatorsscored presentations using an 11-item instrument with a6-point rating-scale. In addition, evaluators scored oneglobal item on a 4-point rating-scale. RaschMeasurementwas used for scoring analysis, while GeneralizabilityTheory was used for generalization analysis. Results:In Fall 2017, 35 students each presented five cases thatwere evaluated by 15 preceptors. Using Rasch, eightof the 11 items measured students’ ability (73%; 3020data-points). The 6-point rating-scale was dysfunctional;functionality improved when collapsed into a 4-point rat-ing-scale—though still showed redundancy (separation8.62, reliability 0.99). Alone, the global item performedreasonably (separation 2.57 reliability 0.87). Using Gen-eralizability Theory, composite reliability for the series ofcase-presentations was 0.74. A trade-off in reliability es-timates showed that one evaluator for each of nine pre-sentations (reliability50.81), or two evaluators for fivepresentations (reliability50.83) seemed best. Implica-tions:Our results demonstrate that scoring should be sim-ple (scale & instrument); a longer 11-item instrument hadredundancy whereas one global item provided favorablemeasurement. Reliability (and generalization) was moredependent on multiple case presentations than on numberof evaluators per presentation.

What Differentiates Exceptional New PharmacyPractitioners? Kristin K. Janke, University of Minne-sota, Robert A. Bechtol, University of Minnesota, ElizaDy-Boarman, Drake University, Michael H. Nelson,Drake University.Objective:To determine: 1) pharmacyemployers’ perspectives on the variables differentiatingexceptional new practitioners (ENPs), and 2) the utility ofa Delphi process in collecting external constituents’ per-spectives to support curriculum advancement.Methods:A modified Delphi process was conducted with em-ployers in inpatient and outpatient pharmacy settings.Possible panelists were nominated by one of six

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1053

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

partnering Midwest pharmacy schools and interested in-dividuals confirmed eligibility (i.e., significant experi-ence on the job; observation of the new practitionerwork; involvement in the hiring process; exposure tonew practitioners from multiple schools). Panelistsresponded to open-ended questions on behaviors of ENPs(i.e., Round 1) followed by rating the themes derived fromthose responses (i.e., Round 2). Consensus was defined as90% of ratings as Agree/Somewhat Agree. The processand data were examined to determine the Delphi‘s utilityfor gathering external constituents’ input. Results: Ninepanelists participated in Round 1. Six panelists returnedfor Round 2 with five additional panelists joining to pro-vide additional, new perspectives. One hundred sixteen(116) codes were identified and nine (9) themes were de-veloped, including “Speaking up for quality improvementand patient safety” and “Developing self through suc-cesses and failures.” All themes achieved consensus.The process produced five, single-spaced pages of text(2,124 words) for analysis. Implications: The results ex-pand the evidence base supporting the design of pro-fessional development curricula. The Delphi processcaptured panelists’ responses to focus group-similar ques-tions with the added benefits of: 1) asynchronous partic-ipation without travel, 2) documenting a response fromeach person, and 3) no hosting or transcription costs.

What Employers Want: Identifying NecessarySkills in Pharmaceutical Sciences Graduates. LanaM. Minshew, University of North Carolina at ChapelHill, Jacqueline McLaughlin, University of North Caro-lina at Chapel Hill, Jeffrey Aube, University of NorthCarolina at Chapel Hill, Wendy C. Cox, University ofNorth Carolina at Chapel Hill, Daniel Gonzalez,Univer-sity of North Carolina at Chapel Hill, Kelsey Lamb,Uni-versity of NorthCarolina at ChapelHill, Nicholas J. Klus,University of North Carolina at Chapel Hill, Kim R.Brouwer, University of North Carolina at Chapel Hill.Objective: The goal of this study was to identify the coreskills that employers look for when hiring doctoral grad-uates in the pharmaceutical sciences. Methods: Semi-scripted interviews were conducted in November andDecember of 2017, with 12 pharmaceutical scientists rep-resenting diverse expertise, career paths and current po-sitions in global pharmaceutical companies, small start-ups, government, and academia. Transcripts of interviewswere coded by two data analysts and codes were synthe-sized to identify common themes. The themes werereviewed by the research team for consensus building,and an independent qualitative analyst confirmed the find-ings. Results: Analysis revealed seven broad themes re-garding the skills and abilities employers desire whenhiring pharmaceutical sciences doctoral graduates. Four

of the themes were expressed by all 12 experts: knowl-edge, communication, collaboration, and motivation/cu-riosity. Three themeswere salient, yet not present in everyinterview: experiential training, adaptability, and criticalthinking/problem solving. The findings suggest that re-gardless of career path, employers value and desire sim-ilar skills, traits, and characteristics of graduates acrossdifferent areas of the pharmaceutical sciences. Implica-tions: The employability of doctoral students in the phar-maceutical sciences is a key concern for graduateprograms. Identifying strategies that optimize studentdevelopment of the above skills and attributes is imper-ative for graduate programs aimed at differentiating stu-dents andmeeting the needs of employers. To attract andsupport students in today’s competitive job market, doc-toral programsmust create programs that foster the qual-ities and skills most valued by future employers upongraduation.

What were You Thinking? Student and Pharma-cist Situational Judgments About Empathy. MichaelD. Wolcott, University of North Carolina at Chapel Hill,Nikki G. Lobczowski, University of North Carolina atChapel Hill, Jacqueline M. Zeeman, University of NorthCarolina at Chapel Hill, JacquelineMcLaughlin,Univer-sity of North Carolina at Chapel Hill. Objective: To de-scribe the features of the response process (i.e., whatparticipants think about) when completing a situationaljudgment test (SJT) intended to measure empathy.Methods: Thirty participants—15 students and 15 phar-macists—completed a 12-item SJT designed to measureempathy. Each SJT item included a case scenario andparticipants ranked five responses to the scenario in orderof appropriateness. Each participant engaged in a think-aloud interview during the SJT in which they spoke abouttheir thought process while they completed the test. Thiswas followed by a cognitive interviewwith specific ques-tions about their decision-making processes. Interviewswere audio-recorded and transcribed for qualitative anal-ysis. Salient themes were identified and used to create amodel to describe the SJT response process.Results:Theoverarching SJT response process can be described by afour-component model: comprehension, retrieval, judg-ments, and response selections. Each component was influ-enced by multiple factors. For example, comprehensionwas influenced by the task to be completed. Job-specificknowledge and experiences comprised a substantial portionof the retrieval process. Moreover, there was evidence thatSJTs were highly contextual and that item characteristicssuch as setting, actors, or relationships influenced judge-ments. Lastly, there was evidence that individuals utilizedspecific strategieswhen selecting their final responses, suchas an ordered approach and guessing. Implications: This

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1054

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

study provides a comprehensive evaluation of SJT responseprocesses. Overall, design of these instruments must beattentive to items characteristics and the perspective ofthe test-taker that may relate to answer selections.

Theoretical ModelsEvaluation of Student’s Perceptions of Smart-

Drugs Use Among College Students: Instrument De-velopment. FatimahM. Sherbeny,Florida A&MUniver-sity, Diena Almasri, King Abdulaziz University, Askal A.Ali, Florida A&M University, Barry A. Bleidt, NovaSoutheastern University. Objective: Non-medical useof Smart-drugs (SDs) among students has been growingto enhance cognitive performance. Among college stu-dents, 10% used SDs, while 11.3% of health professionsstudents admitted to misusing prescription stimulants,70.5% of which were pharmacy students. The objectiveof this study was to develop an instrument to evaluatestudents’ perception of the need, safety, and fairness ofusing smart-drugs among college students. Methods: Inthis study, SDs were defined as prescription stimulants,used to treat ADHD, such as methylphenidate and am-phetamine. A survey was developed to measure and eval-uate students’ perception. It had four components:perception, need, safety, and fairness of using SDs. Theinstrument included 24 items agree/disagree, 5-point Lik-ert scale, type of questions. Then, the survey was sent toan expert panel for evaluation and feedback. SPSS statis-tical software was used for factor analysis.Results:Witha response rate of 79%, factor analysis showed that theinstrument items were loading on 6 factors instead of 4.Some of the items were loading on more than one factor.Therefore, 4 items were removed, and a second factoranalysis was performed. It resulted in 4 factors as theoriginal hypothesis. However, based on the results ofthe factor analysis, the items needed to be rearrangedfor better loading. Implications: Research on non-medical stimulant use has been focused on traditionaldrug misuse issues. Stimulant use for cognitive enhance-ment is not well studied. Sociobehavioral analysis of non-medical stimulant drug use among college students isneeded for better prevention and intervention strategies.

Health Systems Science: Should This Proposed“Third Pillar” of Medical Education Be Adopted byPharmacy? Gregory Reardon, Keck Graduate Institute.Objective: In 2013, the American Medical Association(AMA) funded 11 demonstration projects to address per-ceived deficits in knowledge, skills and attitudes withinthe Flexnerian dyad of basic and clinical science educa-tion. Several medical schools have since adopted the na-scent discipline of Health Systems Science (HSS), basedin systems thinking, and proposed as a possible “third

pillar” of medicine. This study explores the origins ofHSS, summarizing learning frameworks and competen-cies and evaluates implications for pharmacy education.Methods: Abstracts from PubMed and InternationalPharmaceutical Abstracts were analyzed using searchterms “’systems thinking’ and (health or medicine),”“’health systems science,’” “(‘systems thinking’ or‘health systems science’ or ‘social and administrative sci-ences’) and (pharmacy or pharmacist).” Citedworkswerefurther evaluated for consideration. A total of 324 full textarticles and one HSS textbook were reviewed. Results:The number of HSS publications appears to have grownexponentially. Most defined HSS competencies are con-sistent with related systems-based-care/population-health/policy/economics ones in ACCP Competencies2017, ACPE Standards 2016, and CAPE Outcomes2013. Many HSS competencies are likely currently of-fered in social/administrative or clinical practice coursesofmost pharmacy colleges, thoughHSS emphasizes muchmore of an integrated systems, rather than compartmental,blending within the didactic portion of clinical sciences(M3 and M4 years in medicine) and extends much furtherinto post-graduate education. Implications: Subject tocritical study, HSS offers pharmacy educators an opportu-nity to achieve health systems and public health compe-tencies and to integrate these more fully within didacticclinical practice teaching, with potential extension to ex-periential rotations and post-graduate residencies.

Social Capital and the Pharmacy Service Mix.Oscar W. Garza, University of Minnesota, Caroline A.Gaither,University of Minnesota.Objective: To identifya conceptual model for understanding the relationshipbetween organizational social capital and pharmacy ser-vice development. Methods: A cross-sectional, descrip-tive survey design was used for collecting and analyzingdata. Data were collected using a self-administered ques-tionnaire that was mailed to a random sample of 5,200licensed pharmacists in theUS. An 11-page questionnairewas developed and each of the items were previouslyfound to be reliable and valid in prior studies and thusincluded in the instrument. Data were analyzed usingdescriptive statistics. Results: Approximately 1,389questionnaires (28% response rate) were returned and in-cluded in the analyses. Almost half (50%) did not feel likethey could trust the people they work with, over a third(35%) did not feel committed to their pharmacy organi-zation, and over a third (36%) did not perceive normativestructures tying them to the organizational purpose. Morethan half (55%) of respondents did not feel like they hadany control in their work environment. Approximatelyhalf (50%) of respondents reported that their pharmacypractice site offered 1 or less pharmacy service of a

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1055

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

possible 11 pharmacy services. Implications: The move-ment toward value-based health care has presented a po-tential boon for pharmacy to survive the ever-shrinkingmargins inmedication dispensing-basedbusinessmodels.Organizational commitment is important for maximizingvalue of the pharmacy profession. However, largely un-addressed is the basis of the exchange within the organi-zation and its subsequent impact on the ability to meet theneeds and opportunities of the healthcare marketplace.

2017-2018 NEW INVESTIGATOR AWARDWINNERS

Addressing Racial Disparity in Heart FailureOutcomes and Beta-Blocker Response. Jasmine A.Luzum, University of Michigan, Solomon K. Musani,University of Mississippi Medical Center, Stanford E.Mwasongwe, University of Mississippi Medical Center,Edward L. Peterson,Henry FordHealth System,David E.Lanfear, Henry Ford Health System. Objectives: Heartfailure (HF) is a major public health problem, but itis especially burdensome in African-Americans. Thebeta-1 adrenergic receptor is critical to HF pathophysiol-ogy and beta-blocker pharmacology. A genetic variant,rs11196454, was recently discovered to increase expres-sion of the beta-1 adrenergic receptor in hearts from HFpatients, and the variant is most frequent in African-Americans (34%). Therefore, the objective of this studywas to determine whether rs11196454 is significantly as-sociated with all-cause and beta-blocker mortality benefitin African-Americans with HF. Methods: Retrospectiveanalyses of two existing clinical/genomic datasets of Af-rican-Americans with HFwere performed using Cox pro-portional hazards regression adjusted for significantclinical risk factors and population stratification. The testdataset was theHF genomic registry at Henry FordHealthSystem (HFGR; n5543). The validation dataset was HFpatients from the Jackson Health Study (JHS; n5518).Results: The HFGR sample was 40% women with(mean6sd) age 64612 years, 362 years follow-up, and22% mortality rate. The JHS was 61% women with age66614 years, 763 years follow-up, and 36% mortalityrate. rs11196454 was not significantly associated withtime to death in either dataset: adjusted HR51.25 (95%CI50.77–2.01) p50.369 in HFGR and adjustedHR50.97 (0.59–1.60) p50.916 in JHS. rs11196454 didnot significantly interact with beta-blocker mortality ben-efit in either cohort: p50.934 and p50.906 in HFGR andJHS, respectively. Implications: A novel regulatory var-iant for the beta-1 adrenergic receptor in heart tis-sues (rs11196454) was not significantly associated withmortality nor beta-blocker mortality benefit in African-Americans with HF.

Development of Glutaminase and Isocitrate De-hydrogenase Inhibitors for Cancer. Md. ImranHossain, The University of Mississippi, Ajit G. Thomas,Johns Hopkins University, Barbara S. Slusher, JohnsHopkins University, Hoang V. Le, The University of Mis-sissippi. Objective: Glutaminase and isocitrate dehy-drogenase are two critical enzymes in the enhancedproduction of a-ketoglutarate in cancer cells. Our objec-tive was to develop novel inhibitors for these enzymes tostudy the effects on cancer cells when either one of theenzymes is inhibited, as well as when both of the enzymesare inhibited. Methods: Substrate-based irreversible in-hibitors for glutaminase were designed and synthesized.Docking suggested that L-g-methyleneglutamine-basedcompounds that carry a Michael acceptor could inhibitthe activity of glutaminase by forming a covalent bondwith Cysteine 418.Mechanism-based inactivators for iso-citrate dehydrogenase were designed and synthesized.Docking suggested that isocitrate-based compounds thatcarry an appropriate leaving group could use the catalyticactivity of isocitrate dehydrogenase to activate them intoreactive species inside the active site, which then inacti-vate the enzyme. Results: An efficient synthetic route tothe biological relevant L-g-methyleneglutamine and itsamide analogues was discovered. A small library of thesecompounds was synthesized and tested for their potentialas glutaminase inhibitors for cancer treatment. Unfortu-nately, none of the compounds showed inhibitory activityagainst kidney-type glutaminase (GLS1). It is possiblethat these compounds can inhibit other two isoforms ofglutaminase, liver-type (GLS2) and the splice variant ofGLS1 (Glutaminase C or GAC), or other glutamine-dependent enzymes. The synthesis of our designedisocitrate-based compounds for isocitrate dehydrogenaseis being carried out. Implications: This effort provided amuch easier access to L-g-methyleneglutamine and itsamide analogues for further studies on their potential asinhibitors of glutamine-dependent enzymes.

Drug Discovery and Repurposing Against a KeyClostridium sordellii Exotoxin. Dong Xu, Idaho StateUniversity, Aoxiang Tao, Idaho State University, MikeAldape, Sandoz. Objective: The mortality rate of Clos-tridium sordellii infections in human is 70%.We recentlyreported the discovery and characterization of a previ-ously unknown metalloproteinase (Mcs1) exotoxin thatcleaves human vascular cell adhesionmolecule (VCAM)-1, directly responsible for the extreme leukemoid reactionand fatality associated with C. sordellii infection (RSCAdvances, 2017, 7, 13928-13938). In this project, weaim to identify novel Mcs1 inhibitors for the purpose ofmitigating the circulating exotoxin at the critical stage ofC. sordellii infection and improving patient survival.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1056

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Methods: We carried out a large-scale pre-clinical drugscreening and repurposing campaign using in silico structure-based drug design. The identified hits were then validatedusing in vitro assays. Results: The in-silico screening ofNational Cancer Institute compound library yieldedseven validated Mcs1 inhibitors at µM level inhibitoryactivity. The screening of approved and investigationaldrug library further yielded ten inhibitors at sub-nMlevel inhibition, five of which are FDA-approved drugs.Implications:With the discovery of novel Mcs1 inhib-itors, particularly new such indications of some FDA-approved drugs, this project represents an importantstep forward in the direction of anti-microbial toxindevelopment and its results demonstrate the feasibilityand validity of the computational and experimentalstrategies.

Effects of Lead (Pb21) on Oxalate Nephrolithia-sis. Greg M. Landry, MCPHS University–Boston,Anthony J. Branco,MCPHSUniversity–Boston, HarleighB. Becotte, MCPHS University–Boston Objective: Animportant cause of renal calcium oxalate (CaOx) forma-tion that remains insufficiently studied is environmen-tal exposure to nephrotoxic metals, specifically Pb21.Epidemiological data indicates that Pb21 exposure(BLL50.48-3.85µM) confers a 35% increased risk ofCaOx nephrolithiasis development. The purpose of thisstudywas to determine themechanism(s) that underlie theassociation between Pb21 exposure and renal CaOx crys-tallization. Methods: Isolated female Drosophila mela-nogaster anterior Malpighian tubules (MT) (wild-type,WT and inositol(3,4,5)-triphosphate receptor, IP3R trans-genic knockdown), as well as mouse inner medullary col-lecting duct (mIMCD-3) cells were utilized to determinethe effects of Pb21 on total CaOx crystallization, IP3R-mediated Ca21 mobilization, and epithelial cell damage.Pb21-induced effects were assessed via CaOx crystalquantitation ex vivo using differential interference con-trast (DIC) microscopy and ImageJ, fumarase and lactatedehydrogenase release, and intracellular Ca21 concentra-tions in vitro. Results: Pb211Ox2- increased mIMCD-3necrotic cell death in vitro at 48 h sensitizing collectingduct epithelium toCaOx crystal nucleation and increasingthe likelihood of extracellular Ca21 release contributingto subsequent CaOx crystallization. Additionally, CaOxcrystal number and total area were significantly increasedex vivo (;5-fold) in Pb211Ox2--exposedMTs comparedto Ox2- alone controls. Contrastingly, CaOx crystal num-ber and total area in Pb211Ox2—exposed IP3R knock-down MTs were significantly decreased (;3-fold)indicating a role for IP3R-mediated Ca21 mobilizationas amechanism for Pb21-induced increases inCaOx crys-tallization. Implications: These findings suggest that

Pb21 exposure plays a significant role in renal CaOx crys-tal formation via an IP3R-mediated mechanism.

Effects of the First US Biosimilar on Patient Clin-ical and Economic Outcomes. Minghui Sam Li, TheUniversity of Tennessee, Junling Wang, The Universityof Tennessee. Objective: Filgrastim and its biosimilarsare commonly prescribed to treat chemotherapy-inducedneutropenia in cancer patients. Filgrastim-sndz, the firstU.S. biosimilar, was approved in March 2015. Theobjectives were to examine differences in 1) patient char-acteristics, 2) economic outcomes, and 3) clinical out-comes between users of filgrastim-sndz and filgrastim.Methods: This retrospective incident user cohort studyused South Carolina Medicaid and cancer registry linkeddatabase. Incident users of filgrastim/filgrastim-sndzwere observed based on Medicaid claims and were iden-tified between July 2015 and June 2017. Outpatient visits,hospitalizations, emergency department visits, and totalmedical costs were measured during the six-month fol-low-up period. A generalized linearmodel, with a log linkand a gamma distribution, was used for economic out-comes. A negative binomial regression was used for clin-ical outcomes. Results: This study identified 40 incidentusers of filgrastim and 17 incident users of filgrastim-sndzduring the study period. Except for race, other patientcharacteristics were similar between users of filgrastim-sndz and filgrastim. Filgrastim-sndz users were morelikely to be African Americans (58.82% vs. 20.51%,p50.0049) compared to filgrastim users. After adjustingfor covariates, total medical costs were not significantlyassociated with filgrastim/filgrastim-sndz use (cost ratio:-0.75; 95% CI: -1.74;0.24). Similarly, outpatient visits(incidence rate ratio, IRR: 0.89; 95% CI: 0.46;1.31),hospitalizations (IRR: 0.23; 95% CI: 0.00;1.20), emer-gency department visits (IRR: 1.09; 95% CI: 0.00;4.02)were not significantly associated with filgrastim/filgras-tim-sndz use. Implications: Filgrastim-sndz and filgras-tim had similar economic/clinical outcomes in theMedicaid population. African Americans were morelikely to use filgrastim-sndz.

Enhancing theDelivery of IbuprofenThrough theSkin Using in silicoModeling. Gabriella Baki, The Uni-versity of Toledo. Objectives: Trial-and-error approachto formulation development is laborious, time-consumingand expensive. With growing time and cost pressures inthe pharmaceutical industry, the need for computer mod-eling is greater than ever. In this project, emulgels weredesigned using in silicomodeling for the topical deliveryof ibuprofen. Methods: Formulating for EfficacyTM

(FFE), an in silico programwas utilized to select five skinpenetration enhancers (SPEs) for ibuprofen, design emul-gels and simulate skin penetration studies. Emulgels were

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1057

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

formulated; pH, viscosity, spreadability, droplet size andstability were evaluated. Franz cell studies were per-formed to test in vitro drug release on regenerated cellu-lose membranes, drug permeation in vitro on Strat-M�

membranes and ex vivo on porcine ear skin, a marketedibuprofen gel was the control. A validated HPLC methodwas used to determine drug concentration.Results:Oleylalcohol (OA), combined with either dimethyl isosorbide(DMI) or diethylene glycol monoethyl ether (DGME)provided the highest permeation in 24 hours via Strat-M� membrane, which was significantly higher than themarketed product (p,0.01). OA1DGME significantlyoutperformedOA ex vivo (p,0.05). FFE ranking of SPEswas in correlation with solubility results; in silico predic-tions correlated well with in vitro and ex vivo penetrationresults. Emulgelswere opaquewith a skin compatible pH,they were stable at 25˚C for 6 months, had viscosity andspreadability comparable to a marketed emulgel. Impli-cations: This study confirmed that FFE is a fast, usefuland reliable tool for aiding formulators in selecting SPEs,designing topical products for ibuprofen, and simulatingFranz cells studies.

Evaluation of Cytochrome P450-Mediated Meta-bolism of the Synthetic Cathinones. Joshua Appel,Manchester University, Ping Lin,Manchester University,Diane M. Calinski, Manchester University. Objective:Synthetic cathinones (a.k.a. “bath salts”) have becomepopular drugs of abuse. Despite the rise in use of syntheticcathinones, a complete and through understanding of syn-thetic cathinone metabolism has yet to emerge. Here weinvestigated the phase 1 metabolism of butylone, and an-alyzed the synthetic cathinones, butylone andMDPPP, aspotential mechanism-based inactivators (MBI) of cyto-chrome P450s. Methods: Butylone was incubated withSupersomes containing P450s of interest (CYP2D6,CYP2B6, CYP2C19, and CYP1A2) and the phase 1 me-tabolites were rank quantified after LC-MS/MS analysis.In a parallel set of experiments, butylone was incubatedwith Human Liver Microsomes (HLM) with and withoutinhibition of the specific P450s noted above and analyzedin a similar manner. To investigate the synthetic cathi-none-mediated loss of P450 catalytic activity,MBI exper-iments were performed for butylone and MDPPP withCYP2D6. Results: Rank quantification of the phase 1metabolites of butylone demonstrated that the predomi-nate metabolite is dihydroxybutylone. Depending on thesystem, Supersome or HLM, N-hydroxybutylone or nor-butylone respectively were the next most prominent me-tabolites. CYP2D6 was identified as the most importantP450 for dihydroxybutylone production, and CYP2C19was the most important for the N-hydroxybutylone andnorbutylone metabolites. Butylone was demonstrated to

be an MBI for CYP2D6, with KI 5 84.76 41.7 mM andkinact 5 0.047 6 0.012 min-1. MDPPP was not an MBI.Implications: A thorough characterization of the meta-bolism of the synthetic cathinones will assist scientistsand clinicians in identifying potentially toxic metabolitesand developing treatment regimens for toxicities.

Hyaluronic Acid Surface-Modified Cationic Li-posomes for Dual Molecular Targeting of Triple-Neg-ative Breast Cancer. Terrick A. Andey, MCPHSUniversity–Worcester/Manchester. Objective: The basal-like/triple-negative breast cancer (TNBC) subtype isvery aggressive and difficult to treat due to the lack ofspecific and selective targets. This project describes theengineering of nanoliposomes, surface-modified withhyaluronic acid (Ha-NoL) for specific trafficking to theTNBCmicroenvironment; and selective targeting of on-cogenic HMGA1 and PPARD. Methods: HMGA1 andPPARDwere identified as potential targets by analyzingbreast cancer data from The Cancer Genome Atlas.HMGA1 and PPARD expression was confirmed by im-munoblotting in TNBC (MDA-MB-231, MDA-MB-468)versus non-TNBC (MCF7, SK-BR-3) cells. Ha-NoL con-taining either or both siHMGA1 and siPPARD (60 nmol)were prepared using DOTAP, DPPC, DSPE-mPEG[2000], and cholesterol at a mole ratio of 2:3:1:3 (N/Pratio 10:1). The formulations were characterized for size,charge, loading efficiency and cellular uptake. Efficacy ofthe Ha-NoL-siHMGA1 and Ha-NoL-siPPARD were in-vestigated using resazurin dye assay in MDA-MB-231co-cultured with adipocyte differentiated 3T3-L1-MBXcells. Results: HMGA1 was significantly upregulated inMDA-MB-231 (100%) and MDA-MB-468 (30%) versusMCF7 (7%) and SK-BR-3 (9%); PPARD expression wasrelatively insignificant across cell lines (100%, 96%,100% and 76% respectively). Ha-NoL (110-120 nm)and non-modifiedNoL (85-92 nm) yielded cationic nano-liposomes (13-18 mV and 22-25 mV respectively)with high therapeutic loading (90–92% and 88-93 re-spectively) and cellular uptake. Ha-NoL-siHMGA1,Ha-NoL-siPPARD, and Ha-NoL-siHMGA11siPPARDproduced significantly decreased MDA-MB-231 cell vi-ability (74%, 67% and 52% respectively), compared tonon-modified NoL batches and control (P,0.05 –P,0.0001). Implications: HMGA1 and PPARD are im-portant mediators of the aggressive TNBC phenotype,that present with opportunities for therapeutic targeting.

Microparticulate Cancer Vaccines: Interpretingan Innovative Approach to Immunotherapy.MichelleUbowski, St. John Fisher College, Ryan VanSice, St.John Fisher College, Morgan Marriott, St. John FisherCollege, Lipika Chablani, St. John Fisher College. Ob-jective: To formulate a microparticulate murine breast

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1058

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

cancer vaccine and determine the associated innate andadaptive immune responses. Methods: Murine breastcancer cells, 4T07, were grown to confluence and sub-jected to lysis to prepare a whole cell lysate (WCL). TheWCL was formulated with Eudragit FS 30 D, hydroxylpropyl methylcellulose acetate succinate, and bovine se-rum albumin. The formulation was spray dried to formvaccine microparticles. Separate formulations devoid ofWCL were used to prepare placebo microparticles. Mu-rine dendritic cells, DC2.4, were cultured and exposed tothe following microparticle treatments: (a) vaccine, (b)vaccine 1 Poly (I:C) adjuvant, (c) placebo, (d) placebo1 Poly (I:C) adjuvant (n 53 each). The stimulated cellswere co-incubated with EL4.IL2 murine T-lymphocytes.The co-cultured dendritic cells were evaluated for theiradaptive immune responses by evaluating the expressionof CD40, CD80, CD86, MHC I, and MHC II by flowcytometry. The innate immune responses were evaluatedbyELISAs to quantify the expression of IL-2, 10, 12, TNFalpha, and IFN-gamma in the co-culture supernatants.Results: The vaccine 1 adjuvant Poly (I:C) treatmentgroup was most effective in stimulating the adaptive re-sponses. This group expressed significantly higher levelsof CD40, CD80, MHC I, and MHC II when compared tothe control (p,0.05). Additionally, the innate immuneresponses observed via ELISAs indicated no significantdifferences in IL-2,10,12, and IFN-gamma levels. How-ever, the vaccine and vaccine 1 adjuvant groups signif-icantly reduced the TNF-alpha levels (p,0.05).Implications: Themicroparticulate breast cancer vaccineis eliciting its immune responses by activating the adap-tive immune pathway.

Personalized Erythropoiesis in Hemodialysis Pa-tients: The Novel PREDHICT Tool. Calvin J. Meaney,University at Buffalo, The State University of New York,Wojciech Krzyzanski, University at Buffalo, The StateUniversity of New York, Ly Minh Nguyen, University atBuffalo, The State University of New York, Mandip Pan-esar, Erie County Medical Center, Gauri Rao, Universityof North Carolina at Chapel Hill.Objectives: Determinethe influence of erythrocyte lifespan and erythropoiesis-stimulating agent (ESA) exposure on variability of hemo-globin response.Methods:A prospective, observational,10-week, clinical pharmacology study was conducted in28 chronic hemodialysis patients receiving ESA (epoetinalfa). Biweekly blood sampling included hemoglobin, se-rum erythropoietin concentration and erythrocyte dynam-ics (production rate, lifespan) determined using flowcytometry. A pharmacokinetic (PK) pharmacodynamic(PD) model was developed for 15 of the subjects whichincluded a sigmoid Emax function for drug effect, pre-cursor and transit compartments for erythrocyte matura-

tion, with covariate testing using a Bayesian approach.Results: Age was 56.5 6 14.8 years. Epoetin alfa dosewas a 159 6 204 units/kg/week. Laboratory parame-ters included hemoglobin of 10.5960.62g/dl (range6.8-13.9g/dl), transferrin saturation of 36.569.5%and ferritin of 7856301ng/ml. Serum erythropoie-tin concentrations were 19.14634.45mIU/mL (range0.36-249.89mIU/mL). Erythrocyte production rate(kRBC) normalized to the number of reticulocyteswas 0.92860.256 days-1 (range 0.466-1.89 days-1). Theposterior distributions of PD parameters from themodel were: maximum drug effect, Emax: 1.0-2.2-4.7(2.5th-50th-97.5th percentile); drug potency, EC50: 20-50-128mIU/mL; erythrocyte lifespan, TRBC: 67-100-150days; population baseline HGB, HGB0: 3.9-5.3-6.9g/dL. Hemoglobin observations were well predicted for12/15 subjects 4 weeks in advance (22/28 observationswithin 95% credible intervals). Implications:Variabilityin ESA dose, erythropoietin exposure, and hemoglobinresponse was high as anticipated. Erythrocyte productionrate had less variability and allowed for improved hemo-globin prediction using Bayesian PKPD modeling. ESAdosing algorithms based on these parameters may im-prove target hemoglobin attainment in dialysis patients.

Prescription Drug Therapy Outcomes AmongOlder Cancer Survivors in the United States. TraciLeMasters,West Virginia University, Usha Sambamoor-thi, West Virginia University, Nazneen Fatima Shaikh,West Virginia University. Objective: The study objec-tives were to determine: the prevalence and associationswith potentially inappropriate medications (PIMs) andadverse drug events (ADEs) among older cancer survi-vors; and the association of PIMs and ADEs withprescription drug expenditures (PDE).Methods:A retro-spective cohort study using SEER-Medicare data (2008-2014) identified cases of breast, colorectal, prostate,lymphoma, cervical, ovarian and uterine cancers (n 5286,761). PIMS were identified using the NCQA’s listof high-risk medications. ADEs were identified using di-agnostic and external cause of injury codes specified bythe HCUP. Expenditures were standardized to 2014 dol-lars. Adjusted odds ratios (AOR) with 95% confidenceintervals (CI) were estimated for the likelihood of PIMsand ADEs. Results: The prevalence of PIMs was 20%among all survivors, and the highest among cervical(30.8%) and lowest among prostate cancer survivors(15.3%). Almost 5% of all survivors had anADE, rangingfrom 13.2% (ovarian) to 1.8% (prostate). Compared toprostate cancer survivors, cervical, lymphoma, uterineand colorectal cancer survivors were 1.66 to 1.24 timesmore likely to have PIMs. All cancers were more likely tohave an ADE, than prostate cancer survivors, especially

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1059

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

lymphoma (AOR56.22), ovarian (AOR55.32) and cer-vical (AOR53.67). Excess prescription expenditures as-sociated with PIMs was $1,963 and with ADEs was$1,447 over two years. Implications: Survivors of can-cers that are commonly diagnosed at later stages and/orhave worse prognosis are more likely to use PIMs andexperience ADEs, resulting in greater prescription drugexpenditures.

Production of Predation-Associated Antimicro-bials from Cryptic Biosynthetic Pathways. Cole Ste-vens, The University of Mississippi, Shukria Akbar, TheUniversity ofMississippi,BarbaraAdaikpoh,TheUniver-sity of Mississippi. Objective: To access metabolitesfrompredatorymyxobacteria that are not observed duringaxenic cultivation conditions by introduction of quorumsignals produced by ecological bacterial prey.Methods:Cultivation of Cystobacter ferrugineus, Archangium vio-laceum, andArchangium sp. strain CbG35with andwith-out introduced signaling molecules from prey bacteriaprovided extracts for comparative, metabolomic analysisusing Global Natural Products Social (GNPS) MolecularNetworking. Supporting transcriptomics were also ob-tained via RNAseq to determine biosynthetic gene clus-ters (BGCs) activated upon signal exposure.Results:Ourdata suggests that predatorymyxobacteria respond to preyquorum signals with dynamic changes in specializedmetabolism. We observe activation of metabolism notutilized during axenic conditions as well as deactivationof metabolism utilized during axenic conditions. Impli-cations: This data suggests that predatory myxobacteriahave evolved sensory mechanisms to detect and respondto chemical signals present in microbial communities.We suggest that continued natural product discoveryfrom myxobacteria will benefit from utilizing ecologi-cally relevant chemical signals to induce such predatoryfeatures.

Strengthening Student Pharmacist Engagementand Teamwork with Productivity Software. JustinGatwood, The University of Tennessee, Kenneth C.Hohmeier, The University of Tennessee,Mehmet Kocak,The University of Tennessee, Marie A. Chisholm-Burns,The University of Tennessee. Objective: To understandthe extent to which productivity software facilitates ef-fective student engagement, course management, andteam-based project management. Methods: All second-year students (N5166) used Evernote Business as thecourse management system for Pharmacy Practice Man-agement and Pharmacoeconomics, training for whichwas led by Evernote personnel and after which studentsused the software for the course and other functions.Mixed methods, including structural equation modeling,Wilcoxon signed-rank tests, and focus groups, assessed

technology acceptance, student comparisons to Black-board, and the applicability of the software to learningand practice.Results: Technology acceptance was lowerfor Evernote than Blackboard (all p,0.001) includingbehavioral intention to use (all p,0.001); however, effortexpectancy and attitudes toward technology improved in3 of 4 items each for Evernote (all p,0.001) and anxietytoward using the new software declined from baseline (allp,0.001). All items loaded significantly on their corre-sponding factor for Blackboard, but model fit was notideal. This pattern was also observed for Evernote, sug-gesting similar conditions for acceptance of either soft-ware and in this case performance expectancy may not bea significant predictor of intention to use. Direct studentfeedback suggested the following emerging themes: fa-cilitating collaboration, comparatively distinct productfunction, non-technological learning methods, seamlessaccess to information, lack of intuitive product features,product adoption, and future applications. Implications:Introducing productivity software in the middle of thecurriculum is not ideal for project management or learn-ing needs, but it could be impactful if provided earlier,offered real-time interactivity, and integrated with exist-ing software systems.

2019 INNOVATION IN TEACHING COMPE-TITION—WINNER

Master Adaptive Learning:Re-EngineeringCoreIntegrated Pharmacotherapy Curriculum for 21stCentury Learning. Denise H. Rhoney, University ofNorth Carolina at Chapel Hill, Amanda H. Corbett, Uni-versity ofNorthCarolina at ChapelHill,SarahM.Anderson,University of North Carolina at Chapel Hill, TomAngelo, University of North Carolina at Chapel Hill,Ian Hollis, University of North Carolina at Chapel Hill,Kathryn A. Morbitzer, University of North Carolina atChapel Hill, Phil Rodgers, University of North Carolinaat Chapel Hill. Objective: In order to support develop-ment of the expertise needed to function efficiently in thecomplex healthcare environment, we re-engineered howwe teach pharmacotherapy using the master adaptivelearner (MAL) framework. Methods: The IntegratedPharmacotherapy (iPHTH) series (three courses) bridgesfoundational learning in the classroom with experientiallearning in clinical practice. It is pivotal for ensuring pre-APPE readiness. The iPHTH series is innovative in itsdesign, delivery, and assessment. The design innovationapplies four learning strategies across the phases ofMAL,moving students sequentially from: (1) foundationalknowledge to more specialized knowledge; (2) generalthinking skills (critical thinking) to more specializedthinking skills (clinical reasoning and decision-making);

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1060

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

(3) basic principles and guidelines to applications in prac-tice; and (4) simple to complicated to complex problems.The delivery innovation is based upon A) following anon-organ-based approach to reflect the complexity ofproblems in practice and B) using the Pharmacist PatientCare Process to support skill development in clinical de-cision-making. The assessment innovation is incorporat-ing the same “entrustment” aspects (EPAs) of theexperiential program across the course series. Results:iPHTH course assessments demonstrated that studentsachieved demonstrably higher levels of knowledge learn-ing and retention along with higher levels of clinical skilldevelopment per the assessment of EPAs. Conclusion:The iPHTH course series is the most contemporary ex-ample of the belief that we can no longer focus on impart-ing information to students, but we must embracedeveloping a set of self-regulated, self-directed learningskills within our student pharmacist with the goal of de-veloping expertise for life-long learning.

2019 INNOVATION IN TEACHING COMPE-TITION—HONORABLE MENTION

Collaborative Learning Teams to LongitudinallyTeach andAssess TeamworkBehaviors andAttitudes.Michelle Z. Farland, University of Florida, Diane E.Beck, University of Florida. Objective: We created aninnovative model of continuous development of team-work skills (CDTS) using a longitudinal peer feedbackprocess across multiple courses with collaborative learn-ing teams. Components of the CDTS model include: 1)team longevity for the academic year; 2) team contracts;3) reliable peer feedback tool; 4) team debriefings; 5)targeted faculty coaching for individuals and teams.Methods: Students complete 3 formative and 1 summa-tive peer assessment each academic year. Assessmentswere implemented using the Comprehensive Assessmentof Team Member Effectiveness (CATME) instrument toassess individual performance and team dynamics. Indi-vidual students and team performing below the perfor-mance standard engage in faculty coaching to assistwith improving teamwork behaviors, attitudes, andnorms. A systematic thematic analysis was conductedon free-text peer evaluation comments.Results: The ma-jority of students were rated highly for teamwork behav-iors and attitudes. Across three years, 35 students (4.5%)and 51 teams (19.5%) were identified as requiring facultycoaching related to teamwork. Themes identified include:1) contributing to the team’s work/expecting quality, 2)psychological safety, 3) identification of team memberstrengths and weaknesses, 4) team development, and 5)adjourning. Conclusion: The CDTS model is an innova-tive approach to teach and assess teamwork behaviors. It

can be used to identify students who require a personal-ized approach to become collaborative team members.

2019 AWARD FOR EXCELLENCE IN AS-SESSMENT—HONORABLE MENTION

AMultimodalReal-TimeAssessmentProcess andIts Impact onStudentAchievement andProgression inthe First Year of a Doctor of Pharmacy Program. LisaCharneski, University of the Sciences, Suzanne Carbo-naro, University of the Sciences, Laura A. Mandos, Uni-versity of the Sciences, Tyan Thomas, University of theSciences, Sarah Kleinfeld, University of the Sciences,Jesse Swartz,University of the Sciences, IslamM. Ghazi,University of the Sciences, Karen J. Tietze, University ofthe Sciences, Jane F. Bowen, University of the Sciences.Objective: To describe the implementation of a multi-modal real-time assessment process paired with anearly student intervention system and its impact on stu-dent achievement and progression in the first professionalyear of a Doctor of Pharmacy program.Methods:Amul-timodal real-time assessment processwas implemented infall 2018 to coincide with the transition to a competency-driven curriculum. The availability of actionable dataresulted in an enhanced Learning Support system. “Ex-trinsic summative assessment and reassessment” (ESAR)periods provide curriculum pauses for programmaticevaluation of students’ mastery of knowledge and skillsexpected at specific points within the curriculum. Adop-tion of ExamSoft� for all required courses with questioncategory tagging to programoutcomes and the implemen-tation of an cloud-based assessment system to house com-mon rubrics provide meaningful feedback to allstakeholders in real-time. Sustainability is maintainedthrough intentionally designed faculty teams, an officeof assessment and a robust technology infrastructure.Re-sults: Fall 2018 data reveal a significant increase in theproportion of P1 students on the Dean’s List; (2) signifi-cant decrease in the proportion of P1 students that failed toprogress to the spring semester; and (3) significant de-crease in the proportion of P1 students that entered pro-gram probation when compared to each cohort from theprevious 5 years. Conclusion: A real-time multimodalassessment system paired with Learning Support resultsin increased student success. Continued research andtracking of these methods will determine the system’sefficiency in maintaining student achievement and con-sistent progression.

2019 TRAINEE POSTER COMPETITIONAcademic Dishonesty and Students in Pharmacy

Education: A Global Review. Minh N. Van, The Uni-versity of Texas at Tyler.Objective: The objective of this

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1061

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

study was to evaluate the global literature addressing stu-dent academic dishonesty (AD) in pharmacy education.Methods: A comprehensive search was conductedthrough PubMed,MEDLINE, Academic Search Premier,PsycInfo, CINAHL, and Scopus using the search terms“academic integrity” OR “academic dishonesty” OR“cheating” OR “plagiarism” AND “pharmacy” AND“students” OR “education.” A total of 210 articles wereretrieved from all databases. Inclusion criteria for thisstudy were articles relating to academic dishonesty andpharmacy education. Demographic information wasrecorded if available. Results: Twenty-one studies overa sixteen-year period met the inclusion criteria, evaluat-ing 7,607 students across eight countries and threecontinents. Most respondents were female. The mostcommonly reported acceptable form of AD was submit-ting assignments without citation (plagiarism) with asmany as 90% of respondents approving of this action.Eight to seventeen percent of students viewed cheatingon an exam as acceptable. The incidence of AD variedconsiderably between studies, with two authors describ-ing greater than 90% of student responders admitting tosome form ofADbehavior in pharmacy school. Identifiedrationale for AD conduct included stress, perceived in-significance of the act, lack of understanding, and fear offailure. Six studies evaluated technological implicationson AD. Fifteen studies proposed solutions to combat AD,including the use of plagiarism detection software, edu-cation, interventions, and family or community engage-ment. Implications:ADremains a challenge in pharmacyeducation worldwide. Further research is needed to iden-tify effective methods of reducing or preventing AD be-haviors.

Analysis of Compounded Preparations to Evalu-ate a “Practice Makes Perfect” Aseptic TechniqueTeaching Method. Sarah Mislan, University of NorthCarolina at Chapel Hill, Robert P. Shrewsbury, Univer-sity of North Carolina at Chapel Hill. Objective: Thisstudy determined if a new “practice makes perfect” asep-tic technique teaching method would result in significantimprovements in the potency of student compoundedpreparations. The potency was compared between twostudent cohorts that differed by student composition, in-structor level, supervision, and the number of practiceopportunities. Methods: Cohort 1 TAs received no pre-course training, were pharmacy residents naıve to thecourse, and provided group supervision during two prac-tice opportunities. Cohort 2 TAs received six hours oftraining, were PharmD students in the program, and con-ducted six individualized practice opportunities. Studentsin both cohorts were evaluated transferring drug solutionfrom a vial (Vial), an ampule (Ampule), and a reconstitute

powder (Reconstitution) into an IV bag. Potency for eachpreparation was determined and statistically comparedusingWald z-test and p50.05.Results:Cohort 2 studentsmeeting the goal of 1/- 10% of label was 62.3% (Vial),65.1% (Reconstitution), and 55.1% (Ampule), comparedto 59.3% (Vial), 50.4% (Reconstitution), and 80.3% (Am-pule) in Cohort 1. Reconstitution in Cohort 2 was statis-tically different (p50.039). In Cohort 2, a single TAgroup used peer video recording and review during prac-tice sessions and had statistically different results forVial,Ampule, and Reconstitution compared to seven other TAgroups. Implications: Increased practice and individual-ized instruction showed limited improvement in student’sability to compound acceptable preparations. Use ofvideo recording improved student performance. This sug-gests traditional teaching methodologies commonlyused for knowledge-based assessments do not adequatelyprepare students for skill-based assessments, and thatpeer-coaching may be beneficial in skill-based teachingmethodologies.

An Analysis of Pharmacy Curriculum CoverageRegarding Transgender Patient Care and GenderAffirming Therapy. Jessica L. Robertson, The Univer-sity of Texas at Austin, Steven D. Swank, The Universityof Texas at Austin, Michelle Thien-Tam Tran, JustinaLipscomb, The University of Texas at Austin, Ashley S.Oliver.Objective:The purpose of this study is to describethe current state of gender affirming therapy (GAT) edu-cation provided at colleges of pharmacy around the na-tion.Methods:A seven question Likert-scale survey willbe distributed to 152 pharmacy programs listed in thePharmacy College Application Service system to assesscurriculum coverage regarding the care of transgenderpatients. Respondents will be asked questions regardingthe duration of required and elective coursework as wellas transgender sensitivity training. Participation in thesurvey was both anonymous and voluntary. No writtenconsent was required. Results from the survey will beanalyzed using descriptive statistics and student’s t-testas appropriate.Results:Wehypothesize that themajorityof pharmacy school curriculums in the United States donot offer required or elective education on GAT. We alsohypothesize that most of the current required curriculumwill primarily consist of cultural competency and sensi-tivity training rather than pharmacotherapy education.Further results are pending. Implications: Pharmacistsare being called upon for their clinical expertise morefrequently, which is reflected in the shift of pharmacyschool curriculums in the last several years. It is clear thatcolleges of pharmacy have been andwill continue to adaptto changes in the landscape of healthcare and should pre-pare students to manage diverse populations, including

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1062

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

transgender individuals. This study has potential to high-light the gaps in education in current curriculums acrossthe nation as it pertains to the management of genderaffirming pharmacotherapy in transgender patients.

An Evaluation of a Current Events Self-DirectedLearning Activity. Francesca Napolitano, ConcordiaUniversity Wisconsin, Elizabeth A. Buckley, ConcordiaUniversity Wisconsin, Andrew Traynor, Concordia Uni-versity Wisconsin. Objective: Lifelong self-directedlearning and the ability to understand emerging issues thatmay impact pharmaceutical care are core professionalattributes of pharmacists. Research on current events ac-tivities in schools of pharmacy is limited. This projectsought to implement and analyze student perceptions ofa current events self-directed learning activity.Methods:This prospective cohort study assigned 75 P1 students inan applied patient care course, to each develop a 10-minute presentation and handout on a current event. Stu-dents filled out a survey and reflection after completion.Quantitative and qualitative results were analyzed. Re-sults: Of the 73 respondents, all recognized value inself-directed learning and 98.6% agreed that self-directedlearning helped them achieve the lab purpose. Most(97.2%) indicated completing this activity improvedskills including; identifying resources, staying updatedon current events, developing and delivering a presenta-tion. All indicated increased current event awareness andthe importance of pharmacists understanding healthcare-related news. Students highlighted the following themesabout why it is important for pharmacists to stay up todate: pharmacists are professionals and continuouslearners, pharmacy is ever-changing, and it is importantfor patient care. Qualitative analysis of 75 student reflec-tions indicated positive perceptions of lessons learned,assignment organization, and teaching methods. Most(89%) wanted to expand their current events in pharmacyknowledge. Implications: Students found value in thisself-directed learning activity and expressed a desire forcontinued current events education. Positive perceptionsof the activity aligned with student performance. Schoolsof pharmacy should consider incorporating current eventsopportunities throughout the curriculum.

A New Mechanism of Action of Exemestane (anAromatase Inhibitor). Allison P. Garcia, Harding Uni-versity, Jacob L. Hatvany, Harding University, MichaelA. Murphy, Harding University, Landry Kamdem, Har-ding University.Objective: To measure Osteoprotegerin(OPG) levels in postmenopausal women before and afterexemestane administration. Methods: A single oral 25mg dose of exemestane was given to 14 healthy post-menopausal female volunteers. Study subjects were en-rolled with the written informed consent under a protocol

that was reviewed and approved by the local IRB. Urinebaseline samples were collected prior to dosing. The sub-jects returned to give urine samples 72 hours after dosingfor pharmacokinetic and pharmacodynamic analysis.Urine concentrations of exemestane and its major metab-olite 17-hydroexemestane were quantified using LC-MS/MS.Data collection and processingwere performed usingthe Analyst software package. A human OPG ELISA kitfrom Sigma-Aldrich was used to quantify OPG urinelevels according to manufacturer’s guidelines. Results:Our findings showed that urine OPG levels were de-creased72 hours after exemestane administration (61.37624.12 pg/mL vs. 45.74 6 22.09 pg/mL). We found nostatistically significant correlations between fold decreasein urine OPG levels and the pharmacokinetics of exemes-tane and itsmajormetabolite 17-hydroexemestane. Impli-cations: Our results indicate that one of thepharmacological effects of aromatase inhibitors (e.g.exemestane) involve a decrease in OPG levels, as sup-ported by the evidence of our findings. Urine levels ofOPG could be used as a biomarker of toxicities associatedwith exemestane use.

An Exploration of Student Pharmacist Develop-ment onAdvanced Practice Experiences.Laura K. Sjo-quist, University of North Carolina at Chapel Hill, BradL. Wingo, University of North Carolina at Chapel Hill,Nicole P. Reitter,University of North Carolina at ChapelHill. Objective: The purpose of this study is to usean accepted theory for student identity development inorder to categorize sources of dissonance that occur dur-ing advanced pharmacy practice experiences (APPEs).Methods: Student pharmacists in the fourth professionalyear enrolled in a capstone course while simultaneouslycompleting practice experiences were included. Qualita-tive analysis was performed on reflections completed inresponse to a structured prompt regarding a seminal ex-perience that was difficult, conflicting, or disorientingduring APPEs. An initial codebook around Chickering’sSeven Vectors of Identity Development framework wasdeveloped. Upon consensus by all investigators, all datawas categorized, and emerging themes were identified. Adependability audit was implemented to ensure trustwor-thiness. This studywas determined except from review bythe Institutional Review Board. Results: A total of 137reflections were available; of those, 99 (72.3%) were sub-mitted by female student pharmacists. Coding analysisrevealed student pharmacist reflection in all seven vectorsof Chickering’s theory. Most frequent reflection occurredin areas of intellectual, and interpersonal competence aswell as recognition, incorporation, and management ofemotions. Additional prominent areas of reflection em-phasized progression toward interdependence and

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1063

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

growing ability to establish identity. Some reflections be-gin to indicate early stages of development aroundmatureinterpersonal relationships, purpose, and integrity. Impli-cations: Presence of all seven vectors indicates thatChickering’s theory may be a relevant framework forevaluating student identity development during APPEs.Future efforts should be focused on identifying key rec-ommendations for supporting student identity develop-ment during practice experiences.

A Novel IPE Collaboration Between a PharmacyCompoundingClub and aMedical DermatologyClub.Emily C. Darst, Washington State University, DamianneBrand-Eubanks, Washington State University, MichaelScott, Pacific Northwest University of Health Sciences.Objective: Create a unique interprofessional education(IPE) experience between pharmacy andmedical schools,through which students will tangibly act in their futurerole within a collaborative healthcare team alongsideother disciplines to create individualized treatments foroptimal patient care. Methods: An IPE experience in-volving the pharmacy Compounding Club and the medi-cal Dermatology Club was designed to introduce futureprescribers to available compounding pharmacy servicesand provide future pharmacists insight into the process ofdiagnosis and treatment determination. Students werebriefly presented background information for a dermato-logical case patient, a review of diagnosing and prescrib-ing information, and an introduction to the compoundingprocess. Pharmacy and medical students worked ingroups to assess and diagnose the patient, then prescribe,compound, and dispense a topical preparation. Results:This IPE experience, while not designed to obtain objec-tive data, met the curricular goal of developing a novel,interactive IPE session, and further strengthened the pro-fessional relationship between the schools. The experi-ence achieved the designed educational outcomesof collaborative learning across both disciplines, andsuccessful creation of appropriate, personalized com-pounded products. Implications:Compounding providesunique opportunities to customizemedication for optimalpatient care, and as such, prescribers should be familiarwith the role of compounding in providing personalizedtreatments. This IPE session is customizable and can bereplicated with interchangeable cases to provide differingexperiences. The future of pharmacy relies on effectivecollaboration between various healthcare disciplines;consistent implementation of interactive IPE events suchas this within the curricula will foster collaborative be-havior in future healthcare practitioners.

A Novel Iron (II) Preferring Dopamine AgonistChelator Suppressesa-Syn- andMPTP-Induced Tox-icities In Vivo. Banibrata Das, Wayne State University,

SubramanianRajagopalan,Buck Institute forResearch onAging, Joshi Gnanada, Wayne State University, LipingXu, Wayne State University, Sokol Todi, Wayne StateUniversity, JulieK.Andersen,Buck Institute for Researchon Aging, Aloke K. Dutta, Wayne State University. Ob-jective: Parkinson’s disease (PD) is a neurodegenerativedisorder affecting 1-2% of the elderly population causingprofound motor impairments along with non-motorsymptoms. Although the etiology of PD is still not com-pletely understood, research has provided insights into thebasic pathogenic factors of PD such as aggregation ofa-synuclein (a-Syn) protein, oxidative stress, and nigraliron dysregulation. Current therapies are focused on thesymptomatic aspect of PD and consequently the diseaseprogression continues. Thus, there is an unmet need fordevelopment of disease modifying drugs which will pro-vide great benefit and a paradigm shift over the currenttreatment options.Methods:We have designed and syn-thesized a novel dopamine D2/D3 agonist molecule, D-607. In vitro binding and functional assays at D2/D3 re-ceptors were carried out to investigate receptor affinityand activation. Various in vitro and in vivo assays wereconducted to demonstrate the symptomatic and neuropro-tective effects of the compound. Results: The moleculedisplays strong antioxidant and efficient preferential iron(II) chelation properties, accompaniedwith potent in vivoefficacy in a reserpinized PD animal model. D-607 alsorescued neuronal PC12 cells from toxicity induced by ironand 6-OHDA in a dose-dependent manner. In an in vivo,Drosophila melanogaster model expressing a disease-causing variant of a-Syn protein, the compound sup-pressed toxicity significantly compared to controls.Finally, D-607 was able to rescue dopaminergic neuronsfrom toxicity of MPTP in mice. Implications: These ob-servations strongly suggest that D-607 is a promisingmultifunctional lead molecule for a viable symptomaticand disease modifying therapy of PD.

A Proposed Model to Improve CardiovascularHealth Outcomes in Underserved Communities.Kenya E. Covarrubias, California Health SciencesUniversity, Madison N. Fesperman, California HealthSciences University, Patty Havard, California HealthSciences University, Farid Khalafalla, California HealthSciences University. Objective: Cardiovascular diseases[CVD] are a leading cause of death.Hispanic fieldworkersfrom Calwa neighborhood in California’s Central Valleyare at a higher risk for CVD due to prevalent obesity,genetic predispositions, socioeconomic status, poor diet,and limited access to health care. Healthy dietary modi-fications and access to medical care can effectively de-crease CVD risks. This project will assess the effects ofdietary coaching and accessible clinical services on

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1064

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

cardiovascular health outcomes among Calwa field-workers. Methods: To achieve project objectives, ourteam will facilitate: (1) Culturally competent dietarycoaching sessions and hands-on training focused on be-havior modification, setting achievable healthy eatinggoals, and overcoming potential barriers; (2) A channelfor referral of medical services for clients with abnormalblood pressure (BP) and glucose screenings through col-laboration with a local Federally Qualified Health Center.Outcomes of these interventions will be evaluatedthrough one-year longitudinal monitoring of body massindex (BMI),BP, bloodglucose levels,A1c, and scores ona nutrition perception screening questionnaire (NPSQ9).Results: We expect that health literacy appropriate die-tary coaching and access to clinical referral will improveclinical markers and risk factors for CVD including BMI,waist circumference, BP, blood glucose levels, and A1c.Implications: This innovative project, built upon im-proving health literacy and facilitating clinical servicechannels, is unprecedented inCalifornia’sCentralValley.Consistent with our mission, this proposed model willimprove health outcomes and quality-of-life for under-served Hispanic Calwa fieldworkers. This model can beexpanded to involve other underserved communities inthe Central Valley and state of California.

A Randomized Controlled Trial Evaluating theImpact of a Community Pharmacy-Based NaloxoneEducation Program. Lindsey Hohmann, Auburn Uni-versity, Brent Fox, Auburn University, Kimberly B.Garza, Auburn University, Chih-Hsuan Wang, AuburnUniversity, Denton Beau Scott, Auburn University,Christopher Correia, Auburn University, Geoff M.Curran,University of Arkansas forMedical Sciences, SalisaC. Westrick, Auburn University. Objective: Communitypharmacists lack training and confidence in communicat-ing with patients about receiving naloxone. The purposeof this study was to assess the impact of the EmpoweringCommunity Pharmacists program on pharmacists’knowledge, intentions, and confidence to provide nalox-one. Methods: A 2-group pragmatic randomized con-trolled trial was conducted in 2018-2019. Communitypharmacists in 20 Alabama counties with the highest opi-oid overdosemortality rateswere randomized to either: 1)basic informational flyer (control); or 2) basic flyer 1webinar discussing naloxone dispensing, implementationstrategies, and communication strategies. Outcomesweremeasured via online survey pre- and post-intervention.Primary outcomes included changes in intention and con-fidence to provide naloxone using 7-point Likert-typescales (15strongly disagree, 75strongly agree). Second-ary outcomes included change in knowledge score (per-cent correct on a 7-item index). Changes were analyzed

using 2-sidedWilcoxonSigned-Rank andMann-WhitneyU tests (alpha50.05).Results: Sixty community pharma-cists completed assessments at both time-points (n530control, n530 intervention). Most participants were fe-male (77-80%), white (80%), and employed in indepen-dently-owned pharmacies (34-43%). From pre to post,mean (SD) intervention group intention (5.41(1.48)-6.09(0.97), p50.001) and confidence (5.56(0.99)-6.14(0.68), p,0.001) increased; increaseswere statisticallysignificant compared to control (intention p50.005, con-fidence p50.003). Intervention knowledge scoresincreased pre to post (78.10(14.88)-89.52(11.21),p50.001), but the difference was not significantcompared to control (p50.588). Implications: Theprogram was effective at increasing pharmacists’ inten-tion and confidence to provide naloxone, potentially of-fering ameans to increase naloxone access. Although thestudy is limited by the short time-frame, sustainedchanges in key variables will be measured in future in-vestigations.

Assessing Drug Information Resource Utilizationby South Dakota Registered Pharmacists. Miranda P.Boraas, South Dakota State University, Brittney A.Meyer, South Dakota State University. Objective: Toexamine the utilization of and preference for drug infor-mation resources and different influencing factors in druginformation resource selection by South Dakota pharma-cists. Methods: A 22-question electronic survey was e-mailed to all pharmacists registered in the state of SouthDakota with a valid e-mail address. Results were summa-rized descriptively. Results: A total of 579 pharmacistsout of 1,421 completed the survey (40.8% response rate).All pharmacists were registered in SD, but 63.7% primar-ily practiced in SD. Several practice settings were repre-sented including mail order, ambulatory care, long termcare, academia, and nuclear pharmacy, but hospital(37.7%) and community (29.6%) were themost common.The following lists the drug information resources uti-lized by SD pharmacists in the last year: Lexicomp(67.0%), Pharmacist’s Letter (67.0%), UpToDate(57.5%),Micromedex (55.0%), Google (48.4%), SanfordGuide (44.0%), PubMed (42.7%), Drug Facts andComparisons (33.9%), individual reference textbooks(24.2%), Clinical Pharmacology (22.3%), others notlisted (12.4%), and DynaMed (3.1%). Amajority of phar-macists prefer Lexicomp to answer general drug informa-tion questions (39.53%), with Micromedex as the secondchoice (18.23%). The primary influencing factors for pre-ferred drug information resourcewas validity/accuracy ofinformation and ease of use. Overall, Lexicompwas iden-tified as the leading drug information resource of pharma-cists registered in South Dakota, which is comparable to

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1065

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

published data for other states. Implications:Colleges ofpharmacy may focus time in their curricula to train stu-dent pharmacists on drug information resources that willmost likely be used in the workforce. Continued analysiswill compare practice settings.

Assessing Students’ Skill Knowledge in a HealthFair Setting.Dakhari J.Williams,Chicago State Univer-sity, Andre Roberts, Chicago State University, SamuelBabatunde, Chicago State University.Objective: Partic-ipation in health fair screenings and providing diseasestate education to communities are two co-curricular ac-tivities performed by student pharmacists. The AmericanCouncil of Pharmacy Education does not require a formalclass for health fairs and many students lack the confi-dence and the skill to perform required health fair activ-ities. The purpose of this study is to assess self-reportedstudent confidence in performing multiple health fairscreenings such body mass index (BMI), diabetes, cho-lesterol, and hypertension screenings, before and afterparticipating in a workshop geared toward standardizingtraining to perform such screenings. In addition to theaforementioned screening, training forHIVPre-ExposureProphylaxis (PrEP) education and naloxone educationwas provided. Methods: We administered the surveysto Chicago State University pharmacy students. Studentswere asked to complete an anonymous survey prior tocompleting a week-long training workshop geared to-wards providing screenings and education at health fairs.The post-survey was administered to the students aftercompleting at least one fair subsequent to the trainingworkshop. Results: Post-workshop survey results arenot available, but results are available from the pre-work-shop survey. Pre-survey results were based on students’self-assessment. Overall, 28 students participated in thesurvey. After a pre-survey, 57% of pharmacy studentswere not confident in their knowledge regarding PrEPand when it is indicated. Pharmacy students were confi-dent in their knowledge regarding BMI screening, dia-betes screenings, cholesterol screenings, hypertensionscreenings, vaccinations, and naloxone education (75%,96%, 64%, 96%, 71%, and 71%, respectively). Implica-tions: Student pharmacists were not confident in theirknowledge regarding HIV PrEP and when it’s indicated.

Assessing the Effectiveness of a TeachingMethodfor Calculation Skills Within a Pharmacy LaboratoryCourse. Marwah H. Dabaja, Manchester University,Holly D. Robison, Manchester University. Objective:The primary objective was to study the effects of requiredcalculation worksheets within a pharmacy practice lab(PPL) course on pharmacy student performance withina required calculations course. The secondary objectivewas to observe the impact of calculation methods on

performance within a calculations course and on a high-stakes summative examination (OSCE). Methods: Stu-dents concurrently enrolled in PPL and calculationscourses during fall 2018 were required to complete cal-culationsworksheets. Calculations course scores for thesestudents were compared to students in fall 2017whowereprovided optional worksheets. Calculation methodswere determined as follows for each student of the fall2018 cohort: proportions, dimensional analysis, mixedmethods. Student OSCE scores and calculation coursescoreswere analyzed for differences amongmethodologysubgroups.Results: Calculation course scores for 74 stu-dents from Fall 2017 and 73 students from Fall 2018 wereanalyzed. No significant differences were found be-tween the two cohorts. No significant differences werefound between calculation methodology and calculationscourse scores or OSCE scores. Descriptive statisticsshowed a trend toward lower calculation course scoresfor students who use proportional methods. Implica-tions: Required completion of calculations worksheetswithin a PPL course did not significantly impact studentperformance within a calculations course. This studyfound no significant impact of calculation methods oncalculations course scores or OSCE scores. Further re-search is needed to evaluate the effects of calculationmethods on calculation course performance.

Assessing the Frequency of Clinically RelevantCYP2C19Variants inOver 2.2MillionDirect-to-Con-sumer Genetics Research Participants.Yelena Ionova,University of California, San Francisco, James Ashen-hurst, 23andMe, Inc, Jianan Zhan, 23andMe, Inc, HoangNhan, 23andMe, Inc, Cindy Kosinski, 23andMe, Inc,23andMe Research Team, Bani Tamraz, University ofCalifornia, San Francisco, Alison Chubb, 23andMe,Inc. Objective: Cytochrome P450 (CYP) 2C19 metabo-lizes many medications. This study assessed the frequen-cies and ethnic distribution of clinically relevant variants(*2, *3, and *17) in the CYP2C19 gene and examined theprevalence of patients prescribed medications metabo-lized by CYP2C19. Methods: This study utilized twoseparate cohorts. The first consisted of 23andMe researchparticipants (N5;2.3 million) who were genotyped onIllumina arrays that included CYP2C19 *2, *3, and *17alleles. The second was composed of University of Cal-ifornia, San Francisco (UCSF) patients (N 5;880,000)whose de-identified medication histories were obtainedfrom UCSF’s electronic medical records database andsorted by age, sex, and ethnicity. Results: The overallfrequencies of *2, *3, and *17 were 15.2%, 0.3%, and20.4%, respectively, but varied by ethnicity. The mostcommon genotypes were *1/*1 at 41.2%, *1/*17 at26.0%, and *1/*2 at 19.4%. The less common *2/*17,

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1066

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

*17/*17 and *2/*2 genotypes occurred at 6.0%, 4.4%, and2.5%, respectively. A total of 143,398 UCSF patients(16.3%) were prescribed one or more high-pharmacoge-netic-risk CYP2C19 medications (2012-2019). Implica-tions: Almost 60% of genotyped individuals had at leastone increased activity or loss-of-function CYP2C19 al-lele, and based on this finding, the potential number ofUCSF patients with a clinically relevant variant surpassesthe number of those likely to be CYP2C19 normal metab-olizers. This insight suggests that pharmacogenetictesting may be warranted more broadly and that direct-to-consumer testing offers one potential mechanism forwidespread preemptive screening.

Assessment of a Student Led Formalized Tutor-ing Program in a College of Pharmacy. Dylan C.D’Aguanno, The University of Rhode Island, ColinDimond, The University of Rhode Island, Brian Bishop,The University of Rhode Island. Objective: The purposeof this study is to retrospectively determine if optionaltutoring sessions offered by peer mentors within the Col-lege of Pharmacy were beneficial to students whoattended them.Methods:To increase support of students’academic performance, the College of Pharmacy imple-mented a student-run tutoring program. For this program,students within the college’s honor society offered sched-uled tutoring sessions for first-year pharmacy students.The students responsible for conducting the sessions weretrained from theUniversityAcademicEnhancement Cen-ter to determine best practices. Data supporting this studywill encompass 15 review sessions in the course of onesemester. Objective course grades of students whoattended will be compared in aggregate to scores of stu-dents who did not attend sessions. Results: Preliminarydata found that of the 135 first-year pharmacy students,those who attended sessions throughout the semesterexpressed they received benefits from these sessions. Se-venty-five students provided written feedback. This ret-rospective study was started as part of a quality reviewprocess to determine if a connection exists between atten-dance at these sessions and academic performance, andanalysis on the data is still in progress. Implications: Ifthe data demonstrate a strong correlation between atten-dance and academic performance, an evidence-based linkmay be established in the College of Pharmacy and aninvestment of resources may be more readily allocatedto these programs. A limitation of the study is that stu-dentswhowould have otherwise excelled in the classmayhave attended the review sessions more readily than thosewho were unlikely to succeed.

Assessment of Empathy Among Pharmacy Stu-dents Through a Polypharmacy Medication RegimenSimulation.Katie E.Ronald, Southern IllinoisUniversity

Edwardsville, Megan Underwood, Southern Illinois Uni-versity Edwardsville.Objective:To assess change in em-pathy among first year pharmacy students through apolypharmacy simulation. Methods: First year phar-macy students enrolled in Personal and Professional De-velopment I were recruited to participate in a volunteer,pilot polypharmacy simulation. A mock medication reg-imen consisting of eight prescriptions taken for sevendays was distributed. Both qualitative and quantitativedata were obtained. Baseline characteristics, personal in-sight, and empathy [Kiersma-Chen Empathy Scale(KCES)] were assessed in pre- and post-surveys. TheWilcoxen signed-rank test was used to determine statisti-cal significance.Results: Eighty-two students were eligi-ble for recruitment.Matched data from thirty-nine studentparticipants was included. Of the 15 questions on theKCES, one question, “I will not allow myself to be influ-enced by someone’s feeling when determining the besttreatment,” produced a significant change in mean score(4.77 vs 4.10, p 5 0.02). The average percentage of lateandmissed doses, as self-reported by students, was 5.63%and 5.04%, respectively. Qualitative responses indicatedforgetfulness as the primary cause of non-adherence.When asked how this experience will impact patientcounseling on multiple medications, a common themeincluded: a better understanding of the difficulty of med-ication self-management. Implications: Limited statisti-cally significant findings could be contributed to highempathy scores at baseline in this population. Based onqualitative data, this simulation should be considered forincorporation into future curriculum plans.

Association of Holistic Student Admissions Crite-ria and Academic Failure at a Team-Based LearningInstitution. Allen Keshishian Namagerdi, CaliforniaHealth Sciences University, Shaowei Wan, CaliforniaHealth Sciences University, Yuqin Hu,California HealthSciences University, Farid Khalafalla, California HealthSciences University, Jeanette Munn, California HealthSciences University, David G. Fuentes,California HealthSciences University, Jeremy Hughes, California HealthSciences University, Will Ofstad, California Health Sci-ences University, Chandra Kolli, California Health Sci-ences University, Lianjie Xiong, California HealthSciences University. Objective: There is no evidenceon the association between holistic admissions require-ment and students’ performance at a team-based learning(TBL) Doctor of Pharmacy program. The objectives ofthis study are to calculate the cumulative incidence ofstudent academic failure and examine if difference existsin the overall admission score between those with andwithout academic failure. We hypothesize that overalladmission score is higher in those without academic

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1067

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

failure than those with academic failure. Methods: Thiswas a retrospective cohort study that includes 4 classes ofstudents admitted to California Health Sciences Univer-sity (CHSU)College of Pharmacy, a TBL institution fromAugust 2014 for the inaugural class to August 2017. Datacollected includes: student demographics, overall admis-sion scores consisting of scores for cumulative GPA,pre-requisite GPA, personal statement, extracurricularactivity, attainment of undergraduate/graduate degree,pharmacy/other work experience, and onsite interviewscores (interview and writing essay score), and academicfailure data. Academic failure is defined as an inability ofthe student to progress in the pharmacy program due toacademic reason, being on alternative progression plan(APP) or at least one grade of “D” or “F”. Descriptiveanalysis will be conducted for pre- and post-admissioncharacteristics. Cumulative incidence of academic failurewill be calculated at each didactic year and overall admis-sion score will be compared in those with and withoutacademic deficit or failure after adjusting other covari-ates. Results: Results will be available for poster presen-tation. Implications: Holistic admissions approach canbe used to predict students’ likelihood of academic suc-cess at a TBL pharmacy school.

ASustainableBusinessModel forComprehensiveMedication Management in a Patient Centered Med-ical Home. Patricia H. Fabel, University of South Caro-lina, Tyler David Wagner, University of South Carolina,Bryan Ziegler, University of South Carolina, Paul Flem-ing, Robert E. Davis. Objective: The primary objectivewas to develop a sustainable business model for pharma-cist-provided comprehensive medication management(CMM) services in a patient centered medical home(PCMH). The secondary objective was to evaluate theimpact the pharmacist had on clinical (A1C, LDL, andblood pressure) and economic (physician productivityand cost avoidance) outcomes.Methods: This pilot proj-ect took place at Palmetto Primary Care Physicians(PPCP) Trident office in North Charleston, SC from Oc-tober 2013 to September 2014. At the time, the practiceemployed 5 physicians and 2 nurse practitioners andserved more than 20,000 patients. We executed an agree-ment with PPCP to develop a collaborative practiceagreement (CPA) and integrate a pharmacist into one oftheir PCMH locations. Retrospective chart reviews wereconducted in October 2014 to gather pre-CMM and post-CMM clinical marker data (A1C, LDL, and blood pres-sure).Results:The pharmacist was able to see an averageof 11 patients per day,whichwas 72%of his capacity. Thepractice collected about $7,400 per month for servicesrendered by the pharmacist. The average daily paymentfor services rendered by the physicians in the practice

increased by 20.6%. Over 70% of uncontrolled patientshad an improvement in clinical outcomes, such as A1C,LDLand blood pressure. Implications:This project dem-onstrates the sustainable business model for imbedding apharmacist into a PCMH within South Carolina. Whenpharmacist-providedCMMservices are billed usingmed-ication therapymanagement (MTM) or “incident to” phy-sician evaluation and management services (E/M) codes,a PCMH can generate 65% of the pharmacist expenses.

A Three-Year Assessment of APPE Placementand Schedule Changes: Cause and Effect. MitchellRobak, The University of Iowa, Christine Lawson, TheUniversity of Iowa, Ellen Overholtzer, The University ofIowa, Cassandra Streeter, The University of Iowa, SusanS. Vos, The University of Iowa. Objective: The purposeof this study is to evaluate APPE (Advanced PharmacyPractice Experiences) schedule changes to determine theprimary reasons for placement changes, identify the sitesmost frequently involved, and measure the overall timerequired to perform schedule changes.Methods: The Of-fice of Experiential Education documents all APPEschedule changes using a standardized change trackingform. Data were collected fromAPPE graduating classesof 2016 to 2018. Information collected included: reasonfor change request, who initiated change, paid or volun-teer preceptors, site type, site location, propagation ofchange (e.g., number of cycles affected, additional paper-work needed, elective category change), number of daysbetween change request and resolution, and number ofdays until affected cycle. Results: Of the 147 requestsanalyzed, eight were removed due to insufficient infor-mation. Of 139 requests, 73% (101) were initiated bypreceptors and/or sites, while 21.5% (30) were initiatedby students. Reasons for a preceptor or site-initiatedchange included job change, medical leave, short-staffed,accepted student from another school, and affiliationagreement issue. On average, 71% of our APPE are of-fered by volunteer preceptors; however, 86% of theschedule changes were initiated by volunteer preceptors.Two-thirds of the schedule changes involved ElectiveAPPE, despite students doing an equal number of elec-tives versus required APPE. Schedule changes were re-solved within 9 days, on average (range50-230 days,median53 days). Implications: Elective APPE, as wellas volunteer preceptors and sites, are at a higher risk forschedule changes. Many changes are resolved quickly.

Attitudes and Perceptions of Poverty: An Inter-professional Poverty Simulation. MaryCatherine E.Heighton, Western New England University, Beth E.Welch, Western New England University, MelissaMattison, Western New England University. Objective:The objective was to evaluate the impact of poverty

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1068

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

simulations on student attitudes and perceptions of thoseliving in poverty after taking part in a simulation in whichstudents step into the shoes of someone living in poverty.Methods: Western New England University College ofPharmacy and Health Sciences collaborated with threeother health profession programs from multiple institu-tions to conduct poverty simulations. Two separate pov-erty simulations were conducted with a total of 160students from pharmacy, physician assistant studies, so-cial work and nursing. A pre-survey and post-surveywereadministered (Attitudes Toward Poverty-short form).Overall mean scores and item mean scores of matchedresponders were compared using a paired t-test frompre- to post- assessing change in attitudes and percep-tions. Results: Response rates for the pre- and post-surveywere 70% and 43%, respectively, with 60matchedsurveys that could be utilized for comparisons. Nochanges were found in overall means scores from pre-to post- (p5 0.276). However, significant improvementswere found in 8 of the 30 items, mostly falling within thearea of stigma and structural perspective. Implications:While a significant overall change was not found, therewere improvements in several domains. Poverty simula-tions can provide the opportunity to combine interprofes-sional education and the need of health professionstudents to understand social determinants of health, suchas poverty.

California Pharmacists’ and Pharmacy Techni-cians’ Opinions on Administration of Immunizationsin Community Pharmacies by Technicians. ZacharyCharles Hackworth, Loma Linda University. Objective:Pharmacy technicians are important health care profes-sionals; however, they are prohibited from administeringimmunizations in California. Pharmacists in Idaho andRhode Island can delegate the task of immunization to aduly trained technician. If similarly implemented in Cal-ifornia, and throughout the United States, this could re-duce the burden on pharmacists, improve workflow, andpromote public health through immunization. This studydetermines the opinions of California pharmacists andpharmacy technicians on technicians administering im-munizations in community pharmacies. Methods: Aweb-based Qualtrics� survey was developed to querypharmacists and pharmacy technicians on different as-pects of immunization administration. The survey wasdistributed in June 2018 electronically to approximately1,200 pharmacists and technicians throughout Californiathrough district managers of CVS, Rite-Aid, Walgreens,and through managers of independently-owned commu-nity pharmacies via emails containing the survey link.Results: From the 144 responses, the majority of bothparties agreed that pharmacy technicians are capable of

administering vaccinations and would benefit the phar-macy’s workflow. Although, both parties showed con-cern of liability with the added responsibility.Pharmacists strongly agreed that technicians should re-ceive additional hours of immunization training. Tech-nicians more strongly supported that California shouldchange the law to allow adequately trained technicians toadminister immunizations. Implications: Both pharma-cists and technicians were in favor of technicians admin-istering immunizations as a part of their job description.This research is ongoing, and data will be updatedthroughout the year. Future studies focusing on otherregions of California are needed to better understand thistopic.

Case Element Analysis for Automated Genera-tion of Cases in Pharmacy Education. Carolyne Ma,University of North Carolina at Chapel Hill, TazimKabir,University of North Carolina at Chapel Hill, RobertHubal, University of North Carolina at Chapel Hill,Jacqueline McLaughlin, University of North Carolina atChapel Hill.Objective: Current methods for developingvignettes for case-based learning in healthcare educationare labor- and time-intensive.We are developing a guidedauthoring tool to efficiently generate tailored clinical vi-gnettes on demand. In this phase,we analyzed vignettes toidentify case elements and evaluate the frequency of theseelements as they appear in cases. These elements willserve as the foundation for our case generation tool andadditional research in case construction, element analysisand typology.Methods: Around 800 cases were sourcedfrom Objective Structured Clinical Experiences, pub-lished pharmacy practice literature, and other trainingand assessment environments within the School. Sixty-two cases representing a variety of disease states wereselected for initial coding. A consensus building processwas usedwith three coderswho independently coded eachcase and convened to discuss and reconcile these ele-ments. Results: The coding process resulted in 36 caseelements including race, medications, and chief com-plaint. The most common elements were age (n557,91.9%), gender (n554, 87.1%), and patient identifiers(n548, 77.4%). Case structures and wording were highlyvariable, with elements presented in different magnitudes(range 4 to 18 elements), using different descriptors and indifferent sequences. Patterns in the codes indicated rulesfor case generation, such as: labs are less likely to appearin certain settings (e.g., community pharmacy). Implica-tions:Cases in pharmacy education have a common set ofelements and rules that govern their typology. Case con-struction for pharmacy education could benefit from fur-ther understanding of case structures and wording andtheir influence on level of difficulty.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1069

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Cefazolin versus Anti-Staphylococcal Penicillinsfor the Treatment of Patients with Staphylococcus au-reus Infection: A Meta-Analysis. Lolade S. Bakare,University of Florida, Anthony M. Casapao, Universityof Florida, Kenneth P. Klinker, University of Florida,Lindsey M. Childs-Kean, University of Florida, Ariel F.Pomputius,University of Florida, JohnM.Allen,Univer-sity of Florida.Objective: Staphylococcus aureus (S. au-reus) is a gram-positive bacteria and a common cause ofinfection. S. aureus infections are typically sorted into twocategories, methicillin-sensitive (MSSA), or methicillin-resistant (MRSA). Among options for MSSA infections(MSSAI), controversy exists on whether anti-staphylo-coccal penicillins (ASPs) or cefazolin should be thefirst-line option. The study purpose was to determinewhich agent is superior at reducing mortality. Secondaryoutcomes included clinical failure, antibiotic discontinu-ation due to adverse effects (D/C), and infection recur-rence (IR). The predicted outcome: cefazolin is at leastequivalent to ASPs for efficacy (i.e., mortality) and hassuperior safety outcomes inMSSAI.Methods:The studywas conducted with PRISMA guidance. We searchedPubMed/Medline, Cochrane Library, andGoogle Scholarfrom database inception through August 31, 2018, andperformed reviews for unpublished studies. Inclusion cri-teria included studies evaluating cefazolin to ASPs inpatients with MSSAI reporting mortality as an outcome.We conducted a random-effects meta-analysis for studiesfitting the inclusion criteria. Two independent investiga-tors conducted study selection, data extraction, risk ofbias, and study analysis. Results: Eighteen studies (n513, 233 patients) met inclusion criteria. Compared toASPs, cefazolin was associated with a mortality benefit(OR 0.77; 95% CI: 0.68-0.88). D/C was lower with cefa-zolin (OR 0.25; 0.16-0.39). However, IR was higher withcefazolin (OR 1.38; 1.02-1.85). Implications:Comparedto ASPs, cefazolin was associated with reduced all-causemortality, reduced clinical failure, improved patient tol-erance, but IR was increased. Generally, cefazolin shouldbe the primary option for MSSAI. However, other con-siderations including treatment indication must be evalu-ated.

Challenges and Successes of PharmD StudentsWorking Collaboratively Around the World: Phar-mAlliance Student Domain. Clara H. Kim, Universityof NorthCarolina at ChapelHill, Vraj Patel,University ofNorth Carolina at Chapel Hill, Sarah A. Dascanio, Uni-versity of North Carolina at Chapel Hill, David R. Steeb,University of North Carolina at Chapel Hill. Objective:The objective is to describe the development of a three-way international pharmacy student partnership and var-ious challenges and strategies for global collaboration.

Methods: PharmAlliance is an international partnershipthat was started in 2015 between the schools of pharmacyat the University of North Carolina at Chapel Hill, Mon-ashUniversity, andUniversityCollegeLondon in order toimpact health worldwide. A student domain was createdto encourage student collaboration. Student leaders fromeach institution met in person to reflect upon challengesand strategies to address them based on prior projectsconducted. Results: Over 90 students have participatedin PharmAlliance across the three universities. Interna-tional collaboration has strengthened through the sharingof resources and joint projects. These projects include anannual international case competition addressing globalissues such as medication safety and non-communicablediseases, grant acquisition from community educationinitiatives, and a student blog. Student projects have con-tributed to global health initiatives including the WorldHealth Organization’s Medication Safety Challengeand the Fight the Fakes Campaign. Challenges encoun-tered include communication barriers, cultural differ-ences, maintaining equal collaboration, and projectsustainability. Strategies used to navigate challenges in-cluded the utilization of team building events, social me-dia, project management software, transition plans, andestablishing group expectations. Implications:The Phar-mAlliance student domain has given students the oppor-tunity to become globally minded leaders throughengaging in collaborative projects with students frominternational universities. Global student partnershipsmay enhance personal and professional development inaccordance with ACPE 2016 Standards by providingleadership, cultural awareness, communication, and in-novation.

Change in Pharmacy Student Empathy AfterCompletion of Book Club Course.Whitney J. Ly, Uni-versity of the Sciences, Quynh-Nhu Truong,University ofthe Sciences, Laura Pontiggia,University of the Sciences,Alice L. Scaletta, University of the Sciences. Objective:The Center for Advancement of Pharmacy Education(CAPE) standards state students should be able to dem-onstrate and listen with empathy when interacting withothers. However, studies have shown a decline in empa-thy in health profession students as they progress throughschooling. At the Philadelphia College of Pharmacy, anew elective course entitled “PP324 Pharmacy BookClub” began in Spring 2016. The purpose of this studyis to measure change in student empathy after completionof the book club course. Methods: Students enrolled inPP324 read four autobiographical books detailing realexperiences with chronic disease. Students completedthe Kiersma-Chen Empathy Scale (KCES) questionnairedescribing their feelings towards patients before and after

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1070

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

completion of the course. Scores were collected duringthe 2016, 2017, and 2018 offerings of the course, andwerestatistically analyzed using paired t-test. Results: A totalof fifty-five students completed the KCES. Themean pre-test KCES score was 80 and the mean post-test KCESscore was 89 (p5,0.001), indicating an increase in em-pathy. In 2016 (n518), 2017 (n517), and 2018 (n520),students saw in increase in empathy from a mean of 77.6,81.4, and 81.6 to a mean of 85.9, 91.7, and 91, respec-tively. Implications: These results illustrate the efficacyof this course in improving empathy skills in pharmacystudents,which alignswithCAPEstandards for pharmacystudents to demonstrate empathy and compassion for pa-tients. Activities from this course will be incorporatedinto other courses at the College to further enhance em-pathy skills in students.

Continuous Curricular Improvement: Compari-son of Performance in Therapeutics I and II by Ma-triculatingYear.ClaytonH.Williams, TheUniversity ofLouisiana at Monroe, Elizabeth M. Lafitte, The Univer-sity of Louisiana at Monroe, Jamie M. Terrell, The Uni-versity of Louisiana at Monroe. Objective: Our collegerecentlymade a series of curricular changes to resequenc-ing key therapeutics modules within the curriculum andbetter prepare students for an integrated learning experi-ence. The purpose of this retrospective review of studentperformance was to ensure continued success of all stu-dents by comparing exam grades, course grades, andnumber of students qualifying for early intervention un-der each curricular sequence. Methods: This reviewassessed student performance in two integrated modulesamong two cohorts: studentsmatriculating in consecutiveyears (Fall 2017, 2018). The students matriculating in2018 are the first group to participate in the revisedDoctorof Pharmacy curriculum. The cardiovascular module wasmoved from the fall of P3 to the P2 year in the new se-quence. The endocrinology module remains in the fall ofthe P2 year. This review comparedmean exam scores andcourse averages between the two cohorts. Results: Stu-dent performance in the endocrine module was the sameamong each of the cohorts; the average exam grades andcourse grades were not statistically different. The percentin each matriculating class meeting the criteria for earlyintervention was the same (19.5% and 20%). Studentsmatriculating in 2017 outperformed the 2018 cohortacross all exams in the cardiology module and had ahigher course average. Additionally, only 4.6% of stu-dents in the class entering 2017 met the criteria for earlyintervention compared to 12.6% in the 2018 cohort. Im-plications: Careful consideration will be given to ensuresuccessful transition through the resequenced curriculumas result of this review.

Counseling Her, Zir, and Them: Educating Stu-dent Pharmacists in theCare of Transgender Patients.Sam J. Miller, Karan N. Dawson, University of Washing-ton.Objective: In the National Transgender Discrimina-tion Survey, 19% of respondents reported they had beenrefused care by a medical provider due to their transgen-der status, and 28% reported delaying care due to discrim-ination or fear of discrimination. As one of the mostaccessible health providers, pharmacists have a uniqueopportunity to improve the health outcomes of this com-munity, but the majority of pharmacy schools have littleor no required education in caring for the transgendercommunity. Our objective in this educational brief is tooutline the health and cultural considerations studentpharmacists should understand when caring for the trans-gender community. Methods: Our initial literature re-view sought resources such as the Center of Excellencefor Transgender Health, World Professional Associationfor Transgender Health, and other available guidelinesto identify clinical knowledge pertinent to an introduc-tory pharmacy practice course. After consulting stake-holders from local community organizations as well astransgender healthcare providers, a lesson plan and threecase scenarios were developed. Results: The lesson planaddressed a pharmacist’s role in providing gender-affirming care, injectable hormone administration, basicterminology used by the transgender community, andmarkers of an inclusive and welcoming pharmacy envi-ronment. The educational patient case studies illustratecommon communication barriers for providers and bestpractices to provide patient-centered care. Implications:With education and practical experience providing care totransgender patients, student pharmacists can help im-prove access to care and help create a welcoming andmore inclusive pharmacy environment.

Critical Moments in Student Learning on Inter-national Rotations. Sarah A. Dascanio, University ofNorthCarolina atChapelHill, DavidR. Steeb,Universityof North Carolina at Chapel Hill, Monica L. Miller, Pur-due University, Ellen M. Schellhase, Purdue University,Jodie V. Malhotra, University of Colorado, Stuart T.Haines, The University of Mississippi. Objective: Toevaluate self-perceived critical moments that were trans-formative to learning in students who participated in aninternational Advanced Pharmacy Practice Experience(APPE). Methods: Fourth-year pharmacy students fromUniversity of North Carolina at Chapel Hill, Purdue Uni-versity, and the University of Colorado who went on aninternationalAPPE rotation participated in a post-rotationfocus group which evaluated critical moments that im-pacted their personal and professional development. Fo-cus group recordings were transcribed and coded using a

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1071

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

conventional content analysis approach. Data wentthrough a two-cycle open coding process and majorthemes were identified. Results: Twenty-two studentsparticipated in the focus group with four students goingto a high-income country and 18 students going to a low-to-middle income country (LMIC). The majority of stu-dents described their critical moment as a situation whichresulted in a new point of view, often in regard to patientcare. Students who went to an LMIC reflected on a new-found appreciation for the large impact small changes canproduce, usually at the individual level, as well as en-hanced empathy for their patients. Students who went toa high-income country commented on an appreciation forhow alternative healthcare models can impact patientcare. Student comments often indicated self-reflectionon their personal values or future professional behavior.Implications: Critical moments in learning for studentswho went on an international APPE rotation often in-volved transformation in their attitudes or perspective.Incorporation of reflection during international experi-ences may help to enhance the transformation of attitudesand student development.

Design and Evaluation of an Interdisciplinary Es-cape Room-Themed Non-Prescription MedicationsLab. Bethannee C. Horn, Union University, Kate Nor-ville, Union University, Ashok E. Philip, Union Univer-sity, Christopher Stoltz,Union University.Objective: Toevaluate the effectiveness of escape room-themed over-the-counter (OTC) medications lab in reinforcing knowl-edge and interpersonal skills of first-year pharmacystudents. Methods: Four escape room-themed OTC labsessions were developed to cover: 1) Cough, Cold andAllergy (CCA) 2) Ophthalmic Disorders 3) DermatologicConditions and 4) Dietary/Herbal Supplements. 53 P1students were divided into 9 randomized groups for thefirst CCA lab. Teams completed a series of tasks pertain-ing to the Pharmacists’ Patient Care Process within 35minutes to successfully escape. Students were challengedto collect patient information, review Beer’s criteria andnonpharmacologic therapies, and utilize resources toidentify an appropriate OTC medication. To measurethe impact on student learning and interpersonal skills,students completed pre/post assessments and a percep-tions survey. Comparisonsweremade using a priori alphalevel of 0.05. Results: 53 students from the P1 cohortcompleted the pre/post assessments and the perceptionssurvey. Majority of the students strongly agreed this ac-tivity reinforced information learned in the lecture portionof class (79.3%), fostered problem-solving skills (69.8%)and improved teamdynamics (70%).Additionally, 84.9%of students felt confident in recommending OTCmedica-tions for CCA. A paired sample t-test revealed a statisti-

cally significant increase in knowledge post completionof the first escape room (p 5 0.000). Implications: Stu-dents indicated the intentional design of the escape room-themed CCA lab encouraged them to collaborate andlearn from each other, in a simulated environment. Threemore escape rooms are in the pipeline to assess the overallbenefit of this educational game.

Design and Synthesis of Dopamine D4 ReceptorSubtype Agonist Ligands to Treat NeuropsychiatricDisorders. Charity E. Amenya, High Point University,Joseph C. Ezeigwe, High Point University, R. BenjaminFree, National Institute of Neurological Disorders andStroke, Chun Wu, Rowan University, David R. Sibley, Na-tional Institute of Neurological Disorders and Stroke,Thomas Keck, Rowan University, Comfort A. Boateng,High Point University. Objective: To understand the roleof Dopamine D4 Receptor (D4R) subtype-mediated signal-ing in treating D4R-associated disorders Methods: Wedesigned and synthesized a small generation of compoundsusing computational modelling approach based on the D4Rcrystal structurewith parental compound agonist compoundA-412997 (2-(4-(pyridin-2-yl)piperidin-1-yl)-N-(m-tolyl)acetamide). The compounds were synthesized by usingsubstituted or unsubstituted m-toluidine to react with 2-chloroacetyl chloride to give substituted or unsubstituted2-chloro-N-(m-tolyl)acetamide. Followed by alkylationwith substituted or unsubstituted piperidine and pyridinemoieties aswell asmodifications to the alkyl chain length.Their binding affinities were determined using both ago-nist and antagonist by competitive inhibition of OH-DPAT and [3H]N-methylspiperone radioligand bindingassays respectively in HEK293 cells expressing dopa-mine D2-like receptors (D2R, D3R, D4R). Additionally,functional signaling analysis studies were performed us-ing b-arrestin recruitment and cAMP inhibition assaysResults: We found that substitutions on the piperidineand pyridine moieties, as well as modifications in linkerlength, led to several novel lead compounds with im-proved selectivity and potency, and varying degrees ofagonist efficacy. Compounds displayed high binding af-finity (,100 nM) for the D4R with a .1000-fold selec-tivity comparable to D3R and D2R. Implications: Theseligands displayed a range of agonist efficacies. Interest-ingly, some of the compounds with similar binding af-finities showed divergent functional efficacies. Thesestudies have further extended our understanding of li-gand-receptor interactions and the relationship betweenbindings to the two pockets of the receptor: the orthostericbinding pocket and the extended binding pocket. Hence,these studies can potentially lead to the discovery of apossible new pharmacotherapeutic treatment to Neuro-psychiatric Disorders.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1072

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Determining the Impact of an InterprofessionalSimulation Focused on Social Determinants ofHealth.Zachary T. Wellner, The University of Kansas, AshleyCrowl, The University of Kansas, Michelle Levy, TheUniversity of Kansas, Christina Boyd, The University ofKansas, Jessica M. Bates, The University of Kansas,Jessica R. Barnes, The University of Kansas, SarahShrader, The University of Kansas. Objective: The pur-pose of this study is to determine the impact on pharmacystudents’ satisfaction, self-confidence, and collaborativebehaviors after participating in an interprofessional sim-ulation focused on social determinants of health (SDOH).Methods: Students completed a voluntary pre- and post-survey after participating in a simulation focused onSDOH and substance abuse. Questions utilizing a Likert-scale assessed the students on their understanding ofSDOH, knowledge of resources for SDOH, and abilityto screen for SDOH. Additional questions assessed thestudent’s confidence in asking patients about their sub-stance abuse and their willingness to refer their patientsto a social worker, which were secondary objectives. Thedatawas analyzedusing aWilcoxonSigned-RankTest viaSPSS.Results: Sixty-eight pharmacy students completedboth surveys. After participation in the interprofessionalsimulation, pharmacy students improved their under-standing and knowledge of SDOH (p5 0.006 andp,0.000, respectively); as well as, skills addressing andcounseling on SDOH (p5.000 for both). No statisticallysignificant change in students’ confidence when askingabout or advising a patient on their substance abuse. Therewas a significant change in how likely pharmacy studentswould refer patients to social workers (p,0.001). Impli-cations: This simulation proved to be an effective way toimprove pharmacy students’ self-reported knowledge ofSDOH, as well as, skills for assessing and counseling onresources for SDOH. In addition, the simulation was ef-fective in exposing students to the role of social workerson the team to address SDOH issues.

Development and Evaluation of an ImmunizationInformation System Training Program Using a Par-ticipatory Design Approach. Tessa J. Hastings, AuburnUniversity, David R. Ha, Keck Graduate Institute, Jingj-ing Qian, Auburn University, Brent Fox, Auburn Univer-sity, Joni Lakin, Auburn University, Salisa C. Westrick,Auburn University. Objective: As pharmacists have in-creasingly provided immunization services, there is agrowing concern of incomplete immunization records.Only 35% of pharmacists report vaccination informationinto their respective Immunization Information System(IIS). This study’s objective was to develop and evaluatean IIS Training Program to improve independent commu-nity pharmacists’ knowledge and intention to enroll in

ImmPRINT, the Alabama IIS.Methods: A participatorydesign approach, including qualitative interviews and re-view panel of pharmacists and IIS representatives acrossfive states was used to develop and refine the trainingprogram. Twenty-five semi-structured telephonic inter-views were conducted identifying potential strategies toimprove pharmacy IIS implementation. A panel of sixpharmacists and IIS representatives reviewed the pro-gram and provided feedback using the Delphi method.Results: An ACPE-accredited two-hour CE course wascreated as an online article with demonstration videos.Topics include: 1)IIS introduction, 2)IIS policies, 3)Benefits of participation, 4)Enrollment, 5)Historical/ad-ministered vaccine documentation, 6)Assessment/rec-ommendation of additional vaccines, 7)Using IIS toprovide patient records, 8)Vaccines for children, and9)Pharmacy recommendations. Panel input was soli-cited throughout development to ensure that informationwas relevant and format was acceptable. Preliminaryanalyses of six pharmacists demonstrate significant in-crease in mean knowledge (p50.009) from baseline(39.6%) to post-training (81.2%) and intention to enrollin ImmPRINT (p50.014). Implications:Using a partic-ipatory design approach, a pharmacist-centered trainingprogram focused on practical strategies to integrate IISinto pharmacy workflow was developed. While this pro-gram contains some information specific to ImmPRINT,it could be adapted and disseminated to other states.Further research is needed to evaluate actual IIS enroll-ment and participation.

Development and Evaluation of a Student-RunTobacco Cessation Program in an InterprofessionalFree Clinic. Elyse A. Keating, University of Wisconsin-Madison, Rachel Gibbons, University of Wisconsin-Madison,MollyLehmann,WilliamS.MiddletonMemorialVeteran’s Hospital, AshleyAlter,University ofWisconsin-Madison, Maria Wopat, William S. Middleton Memo-rial Veteran’s Hospital, Andrea L. Porter, University ofWisconsin-Madison.Objective: To describe the student-driven development of a pharmacy-run tobacco cessationprogram in an interprofessional free clinic and to assessthe implementation and impact of the program.Methods:From October 2017 to February 2019, a pharmacy-runtobacco cessation program in a school-affiliated interpro-fessional free clinic was designed, developed, and imple-mented. Student pharmacists and pharmacy preceptorswere integrated into the clinic as providers where theyled patient visits centered on tobacco cessation and mo-tivational interviewing and collaborated with patients tocreate comprehensive care plans. Individualized planswere equipped with nicotine replacement therapy andbi-weekly follow-up interactions. Data collected from

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1073

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

clinic inception (March 2018) until February 2019 in-cluded patients reached, nicotine replacement productsprescribed, and follow-up interactions completed. Datawill continue to be collected throughMay 2019.Results:Thirty-one patients have been consulted regarding to-bacco cessation and nine have enrolled in the program.Fourteen prescriptions for nicotine replacement therapyhave been written: 7 for nicotine patches, 1 for nicotinegum, and 6 for nicotine lozenges. Sixteen follow-up callshave been made with two patients successfully reached.Fifteen student pharmacists have volunteered with theprogram. Implications: This program provides care tounderserved patients and introduces other health care pro-fessionals to the expanded roles of a pharmacist in theprimary care setting. Other student-initiated primary carepharmacy-led initiatives could be implemented in school-affiliated free clinics and would increase patient access tohealthcare services.

Development of an InterprofessionalMilitaryAc-ademic Enrichment Elective. Megan L. Grochowski,Medical College ofWisconsin, IsabelleM. Sviatoslavsky,Medical College of Wisconsin, Sean Blaeser, MedicalCollege of Wisconsin, Michael Nagy, Medical Collegeof Wisconsin. Objective: Collaborate to develop an In-terprofessional Military Academic Enrichment Elective(MAEE) course and create an objective examination tomeasure trainee attainment of knowledge, skills, and at-titudes (KSAs) for military and veteran health care.Methods: A MAEE course, for up to 50 students, willadapt materials from Terregino et al. Instructionalmethods will minimize the use of lecture by leveragingparticipation from military members and veterans fromthe community, as well as incorporate an active learningpedagogy.Apre and post examinationwill consist of 5-10questions from each topic written by the instructor. Stu-dent achievement will be compared before and after thecourse to determine attainment of KSAs. A paired t-testwill be used for the before and after comparison.Results:Pending conclusion of the MAEE course and will be pre-sented at the 2019 AACP annual meeting. Implications:Possible implications include the ability to share this in-novative interprofessional course with other pharmacyschools and illuminate the potential need to increase di-dactic education on military and veteran health care as asocial determinate of health.

Development of a Novel MCH1 Receptor Antag-onist for the Treatment of Obesity. Sarah C. Steely,Harding University, James Narens, Harding University,Jim Tarrant, Harding University. Objective: MelaninConcentrating Hormone (MCH) is a nineteen amino acidcyclic peptide that is produced primarily by the lateralhypothalamus and interacts with two identified recep-

tors, MCH1 and MCH2. The MCH1 receptor is highlyexpressed in the shell of the nucleus accumbens(NAcSh) and has been tied to feeding and stress behav-ior in humans. In a prior study, 6-(4-chloro-phenyl)-3-[3-methoxy-4-(2-pyrrolidin-1-yl-ethoxy)-phenyl]-3H-thieno[3,2-d]pyrimidin-4-one (GW803430) was shownto act as a potent, orally available, receptor-specific brainpenetrant in mice and canines that could be used to se-lectively antagonize MCH1-R. However, research ofGW803430 was discontinued due to cardiac toxicity.The purpose of this project is to develop a novel com-pound based upon this previous work that is orally bio-available and can selectively and safely inhibit ordownregulate the MCH1-R reward response in theNAcSh to treat obesity.Methods:Using an inexpensive,readily available starter compound, a nine linear stepsynthesis process (11 total) was developed to producethe MCH1-R antagonist compound, avoiding the needfor chromatography purification steps by using aHorner–Wadsworth–Emmons reaction. Results: Yieldpotentials of approximately 18% have been achieved,an increase from 9% yields when compared to the orig-inal synthesis methodology. Implications: Studies sug-gest that selective antagonism ofMCH1-Rmay decreasea patient’s craving for and learned response to food. Atherapeutic intervention that acts in this manner couldreduce the desire for excess food consumption andchange the quality of life for those suffering from obe-sity. Further development and clinical studies will benecessary to support this compound’s efficacy for thisimplication.

Development of a Novel Rural Health ElectiveCourse Integrating Community Engagement andPharmacist Service Development. Matt J. Huppert,University of Wisconsin-Madison, Andrea Gray, Univer-sity of Wisconsin-Madison, Kevin Look, University ofWisconsin-Madison, Casey Gallimore, University ofWisconsin-Madison, David A. Mott, University of Wisconsin-Madison, Robert M. Breslow, University of Wisconsin-Madison,MaraA.Kieser,University ofWisconsin-Madison,Edward C. Portillo, University of Wisconsin-Madison.Objective:Limited literature exists on the development,structure, and content for pharmacy-specific rural healthcourses. This project was undertaken to determine corecompetencies for pharmacy students interested in ruralpharmacy practice as well as how core competencies canbe incorporated into a semester-long rural pharmacypractice course. Methods: A planning faculty work-group was formed in October 2016 at the University ofWisconsin-Madison School of Pharmacy. Core ruralhealth competencies were determined through a focusgroup with 14 Rural Wisconsin Healthcare Cooperative

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1074

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

members. A faculty representative presented themesfrom this focus group to the Health-System PharmacyAdvisory Board of the Pharmacy Society of Wisconsinfor feedback. After determination of core competencies,students and faculty collaborated to incorporate a longi-tudinal project. The framework model breaks down thecurriculum into six factors: external factors, content,objectives, teaching strategies, learning experiences,and evaluative measures. Results: The topics selectedare listed in chronological order as follows: The Agri-cultural Community in Rural Wisconsin, Epidemiologyof Rural Areas, Rural Healthcare Delivery, Interprofes-sional Care in Rural Communities, Ambulatory CareLeadership, Inpatient Pharmacy Leadership, Commu-nity Pharmacy Leadership, Underserved Populations,Critical Access Hospitals, and Health Care Reform andRural Access. The longitudinal project incorporatedthree learning components: research on a rural commu-nity using population health data, a community site visit,and design an evidence-based pharmacy service. Impli-cations: Determination of core rural health competen-cies and incorporation of these competencies within apharmacy practice course is one step to improve studentpreparation for this important practice setting.

Dietary Supplement and Medication Use andKnowledge in Collegiate Athletes of Rural WestTexas. Athena Brindle, Texas Tech University HealthSciences Center, Sivaramakrishna Koganti, Texas TechUniversity Health Sciences Center, Rubini Pasupathy,Texas Tech University Health Sciences Center. Objec-tive: College athletes’ use of dietary supplements andmedication is a topic of interest for individuals who workdirectly with competitive athletes. The controversies ofcollege athletes’ use of dietary supplements and medica-tions are primarily focused on the use to gain a competi-tive edge, i.e. doping.While performance enhancement isone outcome that can result from dietary supplement andmedication use in athletes, more concerning outcomes arethe side effects and long-term health risks. College ath-letes’ lack of knowledge about the substances they con-sume increases the risk of harm and testing positive forbanned-substances. The purpose of this study is twofold;the first is to evaluate college athlete’s prevalence of useof dietary supplements and medications. The second pur-pose is to investigate college athletes’ sources of knowl-edge of dietary supplements and medications.Methods:A survey study of 755 National Collegiate Athletic Asso-ciation (NCAA) registered athletes in two institutions ofhigher education in rural West Texas is being conductedto evaluate their prevalence of use and knowledge of di-etary supplements andmedications.Results: Expected in2 months Implications: Pharmacists are actively utilized

among healthcare teams as the dietary supplement andmedication resource. Previous studies have evaluatedthe resources athletes use to ensure the safety of the sub-stances they consume, revealing that pharmacists havebeen underutilized in this area. Pharmacists could play alarger role in ensuring that dietary supplements and med-ications are appropriate for athletes’ medical needs andthat the health benefits outweigh the risks that can occurwith these substances.

Discussion of Diversity in the Pharmacy Curric-ulum. Caroline Kruszecki, The University of Rhode Is-land, Lauren DellaGrotta, The University of RhodeIsland, Kendra Walsh, The University of Rhode Island,Angela Dansereau, The University of Rhode Island,Aaron Shaposhnikov, The University of Rhode Island,Megan Gray, The University of Rhode Island, Anne L.Hume, The University of Rhode Island.Objective: Phar-macists serve increasingly diverse patient populations.Student pharmacists should have a solid foundation re-garding the factors that may influence patient medicationneeds, especially before beginning APPEs. Not only tounderstand the biological differences between patients ofdiverse backgrounds, but to also be able to establish trustand rapport with patients. The purpose of this project is toreview the content of the curriculum related to sex-, race/ethnicity-, and age-related differences discussed in P1,P2, and P3 courses using student observers during the2018-2019 academic year. Methods: The review wasconducted through the use of two students in each pro-fessional year. Each student had access to their own doc-ument to record the date, class, and topic associated whena professor addressed either age, gender/sex, race, or eth-nicity. To eliminate bias, the project was not discussedwith faculty besides those working on the review itself.Students sat in different areas of the auditorium and didnot discuss, nor have access to, another’s data collectiondocument. Data collected will be analyzed at the end ofthe academic year in order to allow comparisons betweenthe frequency of topics discussed in a single class andbetween each class in the curriculum. Results: As thisis an ongoing project, final results are not available. Im-plications:The results of this review can lead to improve-ments in the curriculum by adding diversity educationwhere it is lacking, thereby ensuring that students leavethe institution understanding the impact that patient di-versity has on patient care.

Effectiveness of an Advanced PharmacogenomicsIndependent Study Course for Doctor of PharmacyProgram. Shannon L. Bailey,Western New England Uni-versity, Susan Capasso, Bay Path University, ShannonKinney, Western New England University. Objective:Since ACPE included genetics and pharmacogenomics in

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1075

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

the recent standards, pharmacy programs are striving tofulfill this requirement. Our objective was to design anindependent study that required interpretation of 23andMepersonal genomic testing (PGT) data and development andimplementation of a genetic test to enhance abilities inutilizing genetics and pharmacogenomics. Methods:Within the course, the student translated their PGT datainto genetic variants that could be used to identify pheno-typic medical pre-dispositions and potential response tomedications (‘dry-lab’). The genetic test was designed todetermine blood type using cancer cell line DNA (‘wet-lab’). We utilized a pre/post-survey to assess perceptionsof, and a pre/post-examination to assess skills within, theaforementioned areas. During the pre/post-examination,the student was allowed to utilize Pharmgkb.org andncbi.nlm.nih.gov databases. Results: The post-surveydemonstrated increased confidence in capabilities and un-derstanding of genetics. The pre-examination score was67.1%, which increased to 94.2% in the post-examination.When comparing the pre/post exams, areas of growth in-cluded medical genetic diagnosing and prescribing, deter-mining phenotype, and identifying gene locations. Thestudent’s ability to translate PGT data was validated bytheir 23andMe report. Implications: This independentstudy format is unique in that it utilized both ‘dry’ and‘wet’ lab content. Our results suggest the student de-veloped expertise in understanding and implementingpharmacogenomics gaining skills that go beyond an intro-ductory course. We are currently designing a similar ad-vanced experiential rotation. These course formats may beof interest to other pharmacy programs that are incorporat-ing pharmacogenomics education into their curricula.

Effectiveness of Post-Discharge Education on Re-ducing Proton Pump Inhibitor (PPI) Usage in Con-junction with Stewardship Efforts. Mathew Olean,VA Tennessee Valley Healthcare System, Monica Barrett,VA Tennessee Valley Healthcare System, Michelle Moseley,VA Tennessee Valley Healthcare System, ElizabethMitchell, Lipscomb University, Jessica Wallace, Lips-comb University. Objective: The primary objective wasto assess the impact of a post-discharge telephone follow-up call on successful discontinuation of an inappropriatePPI prescription as part of a PPI stewardship program.Successful discontinuation was defined as lack of a refillor new script within four months post-discharge. Second-ary outcomes included the number of patients with symp-tomatic reflux at follow-up, the number of inappropriatePPI prescriptions discontinued as part of the stewardshipeffort, and the number of patients who tolerated dose de-escalation.Methods:A quality improvement study eval-uating a PPI stewardship program with patient educationwas conducted. Patients were included if admitted to the

hospital with an active inpatient order for an oral PPI thatwas deemed to be inappropriate. Patientswere excluded ifan appropriate indication for long-term PPI therapy wasidentified (i.e. esophageal strictures, Barrett’s esophagus,and Zollinger-Ellison syndrome). Patients who had dualantiplatelet therapy, concomitant anticoagulation andnonsteroidal anti-inflammatory, or chronic steroid usewere also excluded. Data collected included demograph-ics, PPI medication including dose and indication, andstewardship-effort outcome at the time of identification,ten-days post-discharge, and four-months post-discharge.Patient education performed included discharge counsel-ing regarding PPI discontinuation and a post-dischargefollow-up phone call to provide additional education re-garding the reasons for discontinuation, inquiring aboutpertinent symptoms, and counseling on nonpharmacolog-ical interventions. Results: Data collection is underway.Implications: If an association exists between post-discharge patient education and successful PPI discon-tinuation, this may improve PPI stewardship efforts andsubsequent patient outcomes by avoiding unnecessaryadverse effects from long term PPI use.

Effect of a Medication Discharge Program onPrimary Medication Non-Adherence. Christopher J.Damlos, Purdue University, Julia M. Smith, Purdue Uni-versity, Heather A. Jaynes, Purdue University, MargieE. Snyder, Purdue University, Alan J. Zillich, PurdueUniversity. Objective: This study aims to describe pri-mary non-adherence among subjects who opted-in to abedside medication delivery (Meds-to-Beds) program atdischarge compared to subjectswho opted-out.Methods:This is a retrospective, observational cohort study, whichconsisted of a pharmacist delivering medications to bed-side at discharge. The intervention cohort was defined asall hospitalized patients eligible for and opting into the“Meds-to-Beds” program. Eligibility criteria included allpatients discharged to home from a general medical/sur-gical, progressive care or intensive care unit and pre-scribed one or more new medications filled within 30days after discharge. New discharge medications wereclassified as over-the-counter, as needed, short-term, orchronic by a multidisciplinary research team. Analysesoccurred at the prescription level, and differences be-tween groups were compared using a chi-square, stu-dent’s t-test or Mann-Whitney U-test. Results: The finalcohort consisted of 500 subjects in the intervention group,receiving a total of 1,112 new medications at discharge,and 1,306 subjects in the control group, receiving a totalof 2,336 new medications. Subjects in the interventiongroup filled a greater percentage of total first time medi-cations within 30 days following discharge compared tothe control group (Intervention587.8% vs Control5

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1076

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

38.4%, p,0.00001). Intervention group subjects fillednew medications in less days following discharge com-pared to the control group (Intervention50.4 (2.9) vsControl52.6 (5.6), p,0.00001), and both trends werestatistically significant across all categories of medica-tions. Implications: Patients offered a medication dis-charge program filled more first-time prescriptions andhad a shorter time to first fill of medications comparedto the control group.

Effect of Competitive Longitudinal AdvancedPharmacy Practice Experience on Residency PursuitandMatchRates. ParnaHaghparast,University of Hous-ton, Julianna Fernandez,University of Houston, NancyD.Ordonez,University of Houston, Kimberly Nguyen,Uni-versity of Houston, Elizabeth A. Coyle, University ofHouston, Matthew A. Wanat, University of Houston.Objective: Many pharmacy schools offer the option ofcompetitive longitudinal advanced pharmacy practice ex-perience (CLAPPE). These programs allow students toparticipate in four to five APPEs at a single institutionand provide a longitudinal experience similar to a resi-dency with a research project and mentorship program.An additional advantage of these programs is that studentswill spend less time orienting and acclimating to a newpractice site. The purpose of this research project is tolook at the residency pursuit and match rates of studentsparticipating in a CLAPPE compared to students whoparticipated in traditional advanced pharmacy practiceexperiences (APPE). Methods: This is a retrospectivestudy being conducted at the University of Houston Col-lege of Pharmacy. The residency pursuit andmatch rate ofstudents that completed a CLAPPE or traditional APPE(from 2014-2018) will be compared using data from theexperiential office andASHPMATCHresults. To preventconfounding data, students in each cohort will bematchedbased on grade point average. Results will be analyzedusing a chi-squared analysis.Results:Data collection andanalysis of results are pending. Results to be presentedinclude residency pursuit and match rates among bothcohorts. Implications: This would be the first study, toour knowledge, to evaluate the effect of CLAPPE pro-grams on residency pursuit and match rates. The resultsof this study could provide evidence for the benefit of suchprograms that are available at some colleges of pharmacy.

Effect of Exercise on Perceived Stress in Schoolof Pharmacy Students and Faculty. Jamie Haas,Virginia Commonwealth University, Julie A. Patterson,Virginia Commonwealth University, Lauren Pamulapati,Virginia Commonwealth University, Kelechi C. Unegbu-Ogbonna, Virginia Commonwealth University, VictoriaA. Keel, Virginia Commonwealth University, Lauren M.Caldas, Virginia Commonwealth University. Objective:

(1) Compare School of Pharmacy (SOP) students andfaculty exercise levels to their Cohen’s Perceived StressScale (PSS) and (2) Assess for a relationship betweenweekly step count, calories burned, minutes of exercise,the frequency of daily exercise, and type of exercise andreduced perceived stress. Methods: This prospectivestudy utilizes monthly surveys of PSS and activity level,reported through self-reported surveys or electronicallyshared via Apple Watch users. A baseline survey col-lected demographic data, self-reported activity level,and perceived stress using the PSS. Monthly follow-upsurveys collect repeated PSS and activity outcomes.Baseline data will be analyzed with descriptive statisticsand PSS repeated measures with ANOVA. Results: Theproject is in data collection phase, but preliminary datais available. Enrolled participants (n554) were primar-ily female (83%) and students (83%) with an averageage of 26 years (range: 21-63). The mean baseline PSSscore was 16.7 (SD: 5.93; range: 6-29). The Apple watchparticipants (n521) to date had a daily average of 7011steps, 435 active calories, 33.6 total activity minutes,and 11 hours of Apple Watch’s definition of standing.Implications:While this project is in the data collectionphase, if there is a foreseeable difference in perceivedstress score and activity level, this may be an area forSOPs to focus support on increasing student activity level.If institutions have the option for students to self-enroll inwellness monitoring programs, then early student inter-ventions could occur.

Empathy and Confidence in Pharmacy Studentsin a Skills-Based Learning Environment RegardingOpioid Overdose. Joshua Wollen, University of Hous-ton, Alexa L. Vyain, University of Houston, David A.Wallace,University of Houston, Dhara D. Surati,Univer-sity of Houston.Objective:A skills-based learning activ-ity was designed to determine if a continuing educationarticle, a naloxone training activity, and a drug diversionactivity will increase empathy and change attitudes to-wards patients at high risk for an opioid overdose.Methods: Prior to the skills-based learning activity, stu-dents engaged in reading a segment of a continuing edu-cation (CE) article that focused on the hardships ofpatients suffering from opioid use disorder. The skills-based learning activity was divided into two portions: analoxone training activity and a drug diversion activity.The naloxone training activity involved a 10-minute lec-ture followed by a role-playing activity. After the role-playing activity, the students engaged in a reflection. Thedrug diversion activity consisted of two 15-minute role-playing activities; one involved internal drug diversionand one involved external drug diversion. This activityalso ended with a reflection focusing on the

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1077

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

diversion perpetrator in the role-playing scenario. Empa-thy and understandingwere assessed with a pre- and post-assessment. The evaluation tools used were the Kiersma-Chen Empathy Scale (KCES) and the concerns andreadiness portions of theOpioidOverdoseAttitudes Scale(OOAS).Results:Results will be analyzed by a t-test andto identify the degree of change in empathy and attitudesfrom the described activity. Implications: Implicationswill be better assessed upon completion of this project. Ifthe hypothesis is correct, this activity may provide a tem-plate for colleges of pharmacy to better prepare the nextgeneration of pharmacists to more effectively care forpatients in the wake of the opioid epidemic.

Evaluating Preventable 30-day ReadmissionsAmong Patients Offered aMedication Discharge Pro-gram. Julia M. Smith, Purdue University, Christopher J.Damlos, Purdue University, Heather A. Jaynes, PurdueUniversity, Margie E. Snyder, Purdue University, Alan J.Zillich, Purdue University. Objective: Transitions be-tween care settings is a vulnerable period for patients.Therefore, cost-effective programs for transitional carefrom hospital to home are needed to improve patient out-comes. The purpose of this studywas to evaluate prevent-able readmissions among patients who were offered amedication discharge program.Methods: This is a retro-spective, observational cohort study during a 1-year pe-riod in a medium-sized suburban health-system. The“Meds-to-Beds” program consisted of a pharmacist de-livering patient’s medications to bedside at discharge.The intervention cohort was defined as hospitalized pa-tients eligible for and opting-in to the program, and thecontrol cohort were those who opted-out. The primaryoutcome was defined as any preventable 30-day readmis-sions across both study groups using the Agency forHealthcare Research and Quality’s (AHRQ) potentiallyavoidable hospitalization for ambulatory care sensitiveconditions classification. Results: Data was collectedfor 500 intervention and 1591 control patients. The pro-portion of patients with preventable readmissions within30 days was 2.8% (n514) in the intervention group and4.4% (n570) in the control group. In the multivariatemodel, patients in the control group were more likelyto be readmitted for a preventable cause within 30-daysthan patients in the intervention group (OR52.03; 95%CI: 1.14-3.86, p50.02). Implications: This “Meds-to-Beds” program reduced 30-day preventable hospitalreadmissions. Within health systems, transitions of careinterventions are needed andmust target reducing avoid-able hospitalizations. Future studies should determinethe cost-effectiveness of this “Meds-to-Beds” programand evaluate the effect of the program on primary non-adherence.

Evaluating the Impact of Problem Solving andMedication Education on Diabetes Self-Care and Dis-ease Management. Sushma Dey, University of SouthFlorida, Briana Williams, University of South Florida,Deena Albashir, University of South Florida, Nour Sal-hab, University of South Florida, Rachel Franks, Univer-sity of South Florida. Objective: To evaluate if patients’knowledge and ability to self-manage diabetes improvesafter participation in an educational workshop lead bypharmacy students. Methods: Patients 18-79 years oldwho have diabetes and have not received diabetes educa-tion within a year will be recruited from the Familyand Internal Medicine Clinic from USFMorsani. A phar-macy-student led diabetes education workshop will beconducted that will focus on diabetes medications andproblem-solving related to diabetes medication. A pre-workshop and post-workshop survey will be performedto measure the change in patients’ knowledge, attitudesand problem-solving skills. Survey responses from pa-tients with diabetes who are consistent with our samplecriteria but did not attend the workshop will also be col-lected as control group data. Results: Results pendingworkshop inMarch. Implications: In the future we coulddo additional studies that follow up with patients to seehow our intervention affected their A1C. We could alsodo a general post survey to see howmuch informationwasretained from our educational workshop. We could alsoprovide additional diabetes education workshops to thesame treatment group to see if there was any further im-provement in patient outcomes.

Evaluating the Quality and Utilization of Multi-ple-Choice Questions in a NAPLEX PreparationBook. Tina Danh, University of South Florida, VictoriaR. Herrmann, University of South Florida, Tamara A.Desiderio, University of South Florida, Heather M.Lyons, University of South Florida, Frankie L. Patrick,University of SouthFlorida, KamilaA.Dell,University ofSouth Florida, Gwendolyn Wantuch,University of SouthFlorida. Objective: To evaluate the quality and utiliza-tion of multiple-choice questions (MCQs) by examiningthe item construction of questions in a commonly usedNorth American Pharmacist Licensure Examination(NAPLEX) preparatory book. Methods: Seven analystsreviewed MCQs, including those in the “select all thatapply” format, from the RxPrep 2018 Edition CourseBook. The item construction of MCQs and utilization ofcase-based questions were evaluated using best practicesfor item construction. Item writing flaws (IWFs) wereidentified individually by the analysts and later agreedupon through group consensus. Results: A total of 298questions were reviewed. Thirty-two (10.74%) questionsmet all best practices for item construction. Amongst

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1078

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

questions that did contain flaws, an average of 2.58 IWFsper MCQ were found. The most common best practiceviolations identified were answer choices with differingverb tense and length (20.99%) and question stems con-taining too much or too little information necessary toeliminate distractors (16.62%). The majority of case-based questions did not require utilization of the case pro-vided (61.98%). Implications: This study identifiedIWFs in a majority of the questions from one NAPLEXpreparatory source, which may impact the utility of thesequestions as study material. The results of this analysisalignwith previous literature, in and outside of pharmacy.FlawedMCQs and underutilization of case-based contentmay not represent item construction on board exams and,therefore, may advantage or disadvantage certain testtakers. Further evaluation of other preparatory materials,including test banks, is needed.

Evaluation of aGameDesignActivity as anActiveLearning Strategy in a Laboratory Setting. Olivia M.Kim,University ofWisconsin-Madison, Andrea L. Porter,University of Wisconsin-Madison. Objective: To assessthe impact on student knowledge and perceptions of agame design activity on anticoagulation in a pharmaco-therapy skills laboratory course.Methods: At the begin-ning of the spring 2019 semester, all P2 students in thecourse were given a pre-intervention survey gauging theirattitudes toward educational game-based learning activi-ties in the classroom. Later in the semester, students willcomplete a five-question knowledge-based assessment onan anticoagulant. Subsequently, students will work inteams of four or five to design a game focused on educat-ing patients about their respective medication. A weeklater, students will be given the same knowledge-basedassessment they had completed previously. Theywill alsocomplete a post-intervention survey that will evaluatetheir perceptions of the activity. A subset of questionson the survey will be identical and compared to thosefrom the pre-intervention survey. Results: A total of134 students (93.7%) completed the pre-interventionsurvey. Of those students, 84.3% had played educa-tional games in previous classes and 52.2% of studentshad designed a game previously. In addition, 68.7% ofstudents felt that the use of games would be helpful inachieving a deeper understanding of a concept. The re-mainder of the data collection and analysis is in progressandwill be completed byMay 2019. Implications:Thisstudy evaluates an innovative game design activity as anactive learning strategy for student pharmacists. Stu-dent feedback and performance surrounding the gamedesign activity will lead to optimization of game-basedlearning for future pharmacotherapy laboratorycourses.

Evaluation of a Novel Pharmaceutical IndustryTrack as an APPE for Doctor of Pharmacy Students.Justin G. Moots, Purdue University, Brian M. Shepler,Purdue University, Amy H. Sheehan, Purdue University.Objective: Interest to participate in industry fellowshipshas grown significantly in recent years, reaching 500PharmD fellows in 2018, with fellowship positions be-coming more competitive. Thus,a pharmaceutical indus-try track APPE could increase students’ probability ofsuccessfully obtaining an industry fellowship position.The primary objective of this study is to evaluate theeffectiveness of a pharmaceutical industry focused ad-vanced pharmacy practice experience (APPE) designedto prepare students for acquiring a post-doctoral phar-maceutical industry fellowship. Methods: This phar-maceutical industry track program consists of blockedscheduling to include up to three consecutive APPE rota-tions (four weeks each) at the selected pharmaceuticalindustry site. An electronic survey instrument was devel-oped to be distributed to 16 fourth-year Doctor of Phar-macy students who participated in the pharmaceuticalindustry track program and the ASHP fellowship selec-tion process. The guiding framework for the survey in-strument used Kirkpatrick’s four-level trainingevaluation model including reaction and results and con-sisted of 25 items using a 5-point Likert scale. The elec-tronic survey instrument will be distributed on March11th, 2019 to collect demographics, motivating factorsand students’ opinions regarding the program, and to as-sess students’ success in obtaining an industry fellowshipposition. Data will be analyzed by descriptive statisticsusing the Statistical Package for the Social Sciences(SPSS) version 24. Study procedures were reviewed anddetermined to be exempt from IRB review. Results: NotApplicable (Research in Progress) Implications:NotAp-plicable (Research in Progress)

Evaluation of a Rural Health Pharmacy PracticeElective Course Through Student Engagement,Confidence, and Attitudes. Jenna Nehls, Universityof Wisconsin-Madison, Patrick Holland, University ofWisconsin-Madison, Edward C. Portillo, Universityof Wisconsin-Madison, Casey Gallimore, University ofWisconsin-Madison, David A. Mott, University of Wisconsin-Madison, Robert M. Breslow, University of Wisconsin-Madison, Kevin Look,University of Wisconsin-Madison,Mara A. Kieser, University of Wisconsin-Madison. Ob-jective: This evaluation assesses impact of a new ruralhealth pharmacy elective course on confidence, attitudes,and student engagement towards rural pharmacy practice.Methods:A total of 18 P3 students completed the Topicsin Rural Health elective course in Fall 2018. Two inde-pendent course observers evaluated student responses to

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1079

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

(1) a 36-item questionnaire assessing student confidenceusing a 7-point Likert scale (2) focus groups assessingstudent attitudes towards class content and (3) studentengagement during in-class activities. Questionnaireswere completed before and after course completion toevaluate degree of change in confidence and attitudesperforming activities rural pharmacy practice activities.Using questionnaire data, two focus groups were evalu-ated using thematic analysis to better understand courseimpact. Student engagement was assessed using a vali-dated tool categorizing students as engaged, disengaged,and unknown. Results: Students enrolled in the ruralhealth elective course on average expressed greater in-tention to practice as rural health pharmacists (0.66 pointaverage increase). Students also demonstrated greaterconfidence performing a community assessment and en-gaging with local health departments (1.67 point averageincrease for each). Focus group themes regarding atti-tudes towards the class included: a strong connection torural community assessment, applicability to pharmacypractice, and pharmacist opportunity to serve patientsthrough service development. Students experienced thegreatest engagement during student and guest speakerpresentations. Implications:A rural health elective classcan result in greater student intention to enter rural prac-tice and increased confidence engaging with communitystakeholders.

Evaluation of a Simulated Professional Confer-ence for Student Pharmacists: Conference on Confer-ences. Hannah Hecht, University of Wisconsin-Madison,Catherine Kuecker, William S. Middleton Memorial Vet-erans Hospital, Andrea L. Porter,University ofWisconsin-Madison. Objective: To describe the developmentand implementation of a mock professional conferencefor student pharmacists and evaluate student confidencein activities associated with professional meetings.Methods: In October 2018, students participated in3 hours of programming including networking bingo, de-veloping an elevator speech, pharmacist roundtables, andposter session etiquette. Student pharmacists from allschools of pharmacy inWisconsin were invited to attend.Student pharmacists completed a pre- and post-event sur-vey that evaluated confidence in performing various pro-fessional meeting activities using a 10-point scale (15notconfident at all, 105very confident). A thematic analysisof short answer questions was conducted to identifystrengths and areas for improvement. Results: Therewere 125 student tickets sold for the event and 24 phar-macists attended to facilitate sessions. The pre- and post-surveys were completed by 76.8% and 74.4% of studentpharmacists, respectively. An increase in reported confi-dence was observed for all surveyedmeasures, with high-

est increases for maintaining meaningful connectionsafter meeting someone new at a conference (4.8 to 7.0)and interactingwith poster presenters (5.0 to 7.7). Studentpharmacists responded they enjoyed developing an effec-tive elevator speech and practicing new networking skillsbut felt a longer duration for the pharmacist roundtableswould be beneficial. Implications: Student pharmacistconfidence performing a variety of professional meetingactivities increased after a mock professional conference,and feedback indicated the event was successful. A sim-ilar event could be implemented at other schools and col-leges of pharmacy to introduce students to professionalmeetings in a safe environment.

Evaluation of Patient Risk Factors in Bortezo-mib-Induced Peripheral Neuropathy in SWOG TrialS0601. Jayson Yumang de Guzman, University of Cali-fornia, San Francisco, Siu-FunWong, Chapman Univer-sity, Hongli Li, Fred Hutchinson Cancer ResearchCenter, Brian Till, Fred Hutchinson Cancer ResearchCenter. Objective: To evaluate the potential differencein the incidence and severity of peripheral neuropathy inmantle cell lymphoma subjects enrolled in SWOG clini-cal trial S0601 based on patient specific parameters anddemographics (age, gender, ethnicity, BSA) reported inthe literature that may influence tolerability to the anti-cancer drug bortezomib. Methods: Subject informationwill be obtained from the SWOG statistical center data-base. The incidence and severity of peripheral neuropathybased on CTCAE criteria will be analyzed by enrolledsubjects’ risk factors of interest including age (.61 vs.,61), gender, BSA (total cumulative dose), and ethnicity(Caucasian vs. non-Caucasian). An unpaired t-test with ap-value set at 0.05 will be analyzed for incidence andseverity of peripheral neuropathy for each of the aboverisk factors. A peripheral neuropathy toxicity profile willbe formulated based on the patients at risk for peripheralneuropathy when treated with bortezomib. Results: Atotal of 68 patients were screened and 65 were eligiblefor evaluation. Patients were aged 36-85 with a medianof 61, 13 (20%) were female, bortezomib was dosed at1.3 mg/m^2 with a mean dose intensity of 96%, and 61(94%) were Caucasian. Data analysis is ongoing. Impli-cations: Currently, no standard of care approach existsto predict for patients who may be at risk for dose limitingperipheral neuropathy toxicity when treated with bortezo-mib. This project hopes to identify at risk patients to facil-itate for early recognition and preventative measures tooptimize anticancer treatment outcomes, minimize ad-verse events, and improve patient’s quality of life.

Evaluation of Peer-to-Peer Feedback in a Phar-macotherapy Skills Course. Catherine Kuecker,William S.MiddletonMemorial VeteransHospital, Casey

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1080

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Gallimore, University of Wisconsin-Madison, Andrea L.Porter, University of Wisconsin-Madison. Objective: Toevaluate the impact of purposeful instruction on students’perceived and actual ability to provide effective peer-to-peer feedback within a skills-based laboratory course.Methods: During Fall 2018 143 P2 students were taughtto provide peer feedback and were given opportunities topractice during four in-lab recorded simulations (1 med-ication history, 2 consultations, 1 OTC consultation). Af-ter the semester, a random, representative sample (;25%of enrolled students) was selected. A standardized rubricwas used by two evaluators to assess effectiveness, qual-ity, and type of feedback provided. Inter-rater reliabilitywas completed to ensure consistency. All students wereinvited to complete pre- and post-semester surveys to self-evaluate their ability to provide peer feedback using a 7-point scale from strongly disagree to strongly agree. Athematic analysis will be conducted to identify student-perceived strengths and areas for improvement. Results:Recorded simulations of 140 students were assessed (35per simulation) totaling 861 pieces of feedback. Morefeedback was provided for medication history or consul-tation simulations (range 207-238 items) compared to theOTCconsultation (n5191 items). Across the simulations,feedback was tangible (88-92%), specific (80-89%), anduser-friendly (100%). Actionable and constructive feed-back throughout the semester (16-26%) was consistentwith highest rates occurring during the second consultlab. Positive feedback statements varied (52-67%) andnegative statements trended downward throughout thesemester from 21% to 15%. Student survey results arepending. Implications: Incorporating opportunities forstudents to practice providing formative peer feedbackhad a positive impact and further integration to improveactionable and constructive feedback would be beneficialfor peer learning.

Evaluation of Pharmacy Student Burnout andEf-fectiveness of Intervention Strategies. Jenna Summer-lin, Union University, Drew Wells, Union University,Ashok E. Philip,Union University, KimM. Jones,UnionUniversity. Objective: To evaluate impact of stress-reduction strategies in reducing burnout among UnionUniversity College of Pharmacy (UUCOP) students.Methods: Consenting P1 - P3 students were randomlyassigned to control or intervention groups. UUCOP pro-vided stress-reducing activities from October 2018 toApril 2019 for the intervention group. TheMaslach Burn-out Inventory-General Survey for Students (MBI-GS)was used to determine baseline and mid-point scores forall participants. Participants completed a pre-interventionsurvey, using a scale of 0-5 (05no stress, 55highlystressful), which identified stressors and stress-reducing

activities. Post-intervention MBI-GS scores and a post-intervention survey will be collected and analyzed, atstudy conclusion in April 2019. Results: The controland intervention groups comprised 40 students, respec-tively. The mean scores for the top 3 stressors were 4.4(exams), 4.2 (competencies), and 2.6 (class assignments).Themean scores for top 3 stress-reducerswere 4.1 (familytime), 3.8 (personal time), and 3.6 (exercise). Controlgroup baseline andmid-pointMBI-GSmedian individualaverage scores for Emotional Exhaustion (EE) were 4.2/4.2, Personal Efficacy (PE) 4.5/4.2, andCynicism (C) 2.2/2.6. Intervention group baseline and mid-point medianindividual average scores for EE were 4.8/4.2, PE 4.5/4.8, and C 2.5/2.0 The intervention groupMBI-GS scoresimproved, but the difference was not statistically signif-icant (p value: EE 0.2, PE 0.6, C 0.07) after ANCOVAanalysis. The average attendance rate was 15 students perintervention in fall 2018. Implications: At mid-point,activities provided by UUCOP contributed to stress-reduction. Upon study completion, results will be usedto guide UUCOP efforts to promote overall health andwellness of students.

Evaluation of the Impact of Prior PharmacyExperience on Performance in a First-Year SkillsLaboratory Course. Leah Allison Selznick, VirginiaCommonwealth University, Teresa M. Salgado, VirginiaCommonwealth University, Fawaz Alotaibi, VirginiaCommonwealth University, Lauren M. Caldas, VirginiaCommonwealthUniversity.Objective: (1)Assess the im-pact of prior pharmacy practice experience on first-yearpharmacy students’ performance and confidence in a one-semester skills laboratory course on Top 300 Exam, pre-scription graded activities, and final course grade. (2)Evaluate the potential consideration for students to opt-out of certain assignments. Methods: First-year phar-macy students (n5266) from two cohorts were surveyedon prior pharmacy experience and confidence on futureperformance. Success to consider opting-out of compo-nents of the course was categorized as a score of 100% onthe Top 300 exam, 100% on prescription grades, and anA(93%) for their final course grade. Frequency and percent-agewere reported for categorical variables andmean (SD)were calculated for continuous variables. Logistic regres-sion model was performed to assess the association be-tween prior pharmacy experience and the predictors.Results: Students with prior pharmacy experience(75%) had more perceived confidence (OR: 8.84, 95%CI: 3.86-20.21)* and were more likely to receive a finalgrade of an A (OR: 1.06, 95% CI: 1.00-1.13)*. Both Top300 exam and prescription grades showed an increasehowever neither were significant. * a50.05. Implica-tions: Pharmacy students with varying levels of practice

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1081

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

proficiency enter programs where faculty are tasked tocreate meaningful learning experiences despite students’differences. Students with prior experience demonstratedincreased performance in the final course grade but not inthe individual course activities. This evaluation did notsupport opting out of course activities but may be an in-dication to further evaluate the performance discrepancy.

Examining Pathophysiology Course PlacementWithinPharmDCurriculumAcross theUnited States.Meagan L. Dias, Western New England University,Kaitlin J. Armstrong, Western New England University,Megan M. Pantos, Western New England University,Joshua J. Spooner, Western New England University,Daniel R. Kennedy, Western New England University.Objective: To examine the amount and placementof pathophysiology, anatomy, and physiology courseswithin pharmacy curricula, looking specifically at varia-tions in program length, class size, prerequisites, and in-stitution type in order to determine the level ofconsistency across pharmacy programs. Methods: Thewebsites of 146 pharmacy programs were examined forinformation related to pathophysiology, anatomy, andphysiology courses and instruction. Findings were exam-ined for potential differences based on common programdemographics. Categorical and continuous data were an-alyzed using chi-square andT tests, respectively.Results:Eight programs listed uninterpretable or incomplete web-site data and were excluded, producing a final samplesize of 138. Most programs (n5113, 81.9%) had inte-grated pathophysiology courses. The majority of these(n595, 84.1%) used solely integrated pathophysiologycourses, while some (n518, 15.9%) had both stand-aloneand integrated pathophysiology courses. The remainingprograms (n525, 18.1%) used stand-alone pathophysiol-ogy courses only. Of those with stand-alone pathophysiol-ogy courses, the mean number of credit hours was 5.0(range: 2-9). A majority of programs (89.8%) requiredanatomy and/or physiology, with more public programsthan private programs requiring it as a prerequisite(77.9% vs. 55.7%; p50.0068). Implications: Pathophysi-ology, anatomy, and physiology are fundamental compo-nents of pharmacy education and are integral topharmacists’ knowledgeof pharmacotherapy.Within phar-macy curricula, pathophysiology was found in various for-mats, but most commonly integrated within other courses.Awide variety of credit hours were assigned to stand-alonepathophysiology courses. Anatomy and physiology wereprerequisites formost pharmacy curricula, with public pro-grams more likely to require it as a prerequisite.

Expanded Scope of Practice for Pharmacists at aDiabetes Camp and Experiential Education Develop-ment. Emma C. Hatfield, St. Elizabeth Healthcare, Leah

E. Fuller, University of Cincinnati, Nicholas Messinger,University of Cincinnati. Objective: To evaluate a newadvanced pharmacy practice experience (APPE) at a di-abetes camp. Methods: : Camp Korelitz is an AmericanDiabetes Association (ADA) diabetes camp in Ohio forchildren living with diabetes. Two pharmacists, creden-tialed in diabetes education, were granted an expandedscope of practice by a consult agreement with the medicaldirector. Under the consult agreement, the pharmacistswere responsible for the campers and counselors in theirassigned cabins. Roles included, but were not limited to,blood glucosemonitoring, carbohydrate counting, adjust-ing and administering insulin doses, managing insulinpumps, and treating hypo- and hyperglycemic episodes.An APPE was subsequently designed and provided toenhance student learning. To evaluate the APPE, studentscompleted pre- and post-camp assignments. The pre-camp assignment consisted of a survey and one open-ended question. The post-camp assignment consistedof a reflection and the survey. Results: Twelve stu-dents completed the APPE at Camp Korelitz since itsdevelopment. For the first cohort of students, im-provement was reported for confidence in diabetes man-agement and insulin pump therapy. Utilizing studentfeedback, an elective course was designed to better pre-pare students interested in the APPE. Confidence in di-abetes management and insulin pump therapy continuedto improve for students in following years. Overall, re-flections indicated the APPE had a favorable impact onprofessional development and ability to empathize withpatients. The second and third cohorts indicated the elec-tive course enhanced preparation for the APPE. Implica-tions:The expanded scope of practice for pharmacists at adiabetes camp offered a unique, challenging, and reward-ing learning experience for students.

Exploiting Exosomes for Targeted Cancer Deliv-ery. Coy A. Fitts, The University of Mississippi, ChaletTan, The University of Mississippi. Objective: The goalof this study is to establish and optimize the isolation,characterization, and encapsulation of anticancer drugsinto exosomes.Methods:Human embryonic kidney cells(HEK293T) were cultured to 80% confluency and themedia was harvested. To isolate the exosomes from cellculture media, a two-step process of ultrafiltration fol-lowed by size exclusion was conducted. Exosomes werecharacterized by the size and protein expression profilingby western blot. Exosomes (60 mg protein) were incu-bated with paclitaxel (20 mM) for 1 hour at 37˚C. Theunincorporated paclitaxel was removed from the sampleby a 100 kDamembrane, resuspended in PBS, and centri-fuged at 14,000 rpm for 10 minutes. The exosomes con-tained in the supernatant were lysed, and the paclitaxel

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1082

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

concentration was measured by HPLC. Parallelly, to en-able fluorescence labeling, exosomes (300 mg protein)were also incubated in a DiD solution (15 mM) for 1 hourand analyzed by near-infrared spectroscopy. Results:Exosomes had an average diameter of 111.86 nm andhighly expressed CD63 and Flotillin 1, without calnexinexpression (ER protein). The encapsulation of paclitaxeland DiDwere 1.48mMand 0.85mM respectively. Impli-cations: Exosomes are able to be reproducibly isolatedvia ultrafiltration and size exclusion. Exosomes are prom-ising delivery carriers for imaging-guided therapy andtargeted drug delivery.

Exploration ofMilitary and Veteran Health CareEducation Within Pharmacy School Didactic Curric-ula. Isabelle M. Sviatoslavsky, Medical College of Wis-consin, Megan L. Grochowski, Medical College ofWisconsin, Sean Blaeser, Medical College of Wisconsin,MichaelNagy,Medical College ofWisconsin.Objective:Compare the incorporation of military and veteran healthcare education within pharmacy school didactic curriculanationwide. Methods: Study team members will assesspublicly accessible curricular information listed on eachpharmacy school website, including class lists and coursesyllabi. If contact information is available, a direct inquirythrough phone or email, will be made to elaborate on thepublicly available information. If a school includes mili-tary and veteran health care in their curriculum, academicyear in school, course type (elective vs required), dura-tion, topic coverage, and instructional methodology willbe collected. General information about each pharmacyschool, such as private or public, size of school, proximityto a VA, and school ranking will also be collected to helpidentify any trends in veteran and military health educa-tion. We hypothesize proximity to a VA or military basewill correlate to the amount of military and veteran healthcare didactic content within the curriculum. We will usedescriptive statistics to assess school factors that are as-sociated with the incorporation of military and veteranhealth care education. Results: Results pending conclu-sion of the investigatory stage and will be presented at the2019 AACP annual meeting. Implications: Possible im-plications include the identification of appropriate place-ments within the didactic curricula to teach military andveteran health care. Through analysis of topic coverageand instructional methodology, current practices can beshared nationwide. This investigation could potentiallyuncover gaps in pharmacy didactic curricula regardingcurrent exposure of military and veteran health care as asocial determinate of health.

Exploring Entrustable Professional ActivityMilestones in the Curriculum. Kara E. Provence, TheUniversity of Tennessee, Christa M. George, The Univer-

sity of Tennessee, Chelsea Renfro, The University of Ten-nessee. Objective: To determine faculty and preceptorperceptions of expected levels of entrustment for studentpharmacists’ pre-introductory pharmacy practice experi-ences (IPPE), pre-advanced pharmacy practice experi-ences (APPE) and upon graduation. Methods: Anelectronic survey instrument was developed and admin-istered to allUniversity ofTennesseeHealth ScienceCen-ter (UTHSC) College of Pharmacy faculty and preceptorsvia QuestionPro. Questions were developed to gather re-spondent demographics and perceptions of expectedlevels of entrustment for the Patient Care Provider andInterprofessional TeamMember Domains pre-IPPE, pre-APPE, and upon graduation. Questions were structured inLinkert format with level one being the lowest (limitedknowledge and insufficient skill) to level five being thehighest (supervision of others). The survey instrumentwas distributed to all faculty members and preceptorsutilizing a modified Tailored Design methodology. De-scriptive statistics were utilized to analyze data. Results:The survey was completed by 84 faculty and preceptors(response rate 5 11%) with 76% preceptors and 24%faculty responding. Of the preceptors completing the sur-vey, 25% serve as a preceptor for the APPE AdvancedInstitutional rotation and 22% precept the APPE Medi-cine rotation. Over half the responders (51%) believedstudent pharmacists should perform at level five, upongraduation for each EPA. All survey data have been col-lected and are being analyzed. Implications: The surveydetermined faculty and preceptor perceptions of EPAlevels of entrustment.Most faculty and preceptors believestudent pharmacists should perform at the highest level ofentrustment upon graduation. An orientation process tothe levels of entrustment may be needed to better defineexpectations for student assessment.

Exploring Montelukast as a Potential Broad-SpectrumThiol Isomerase Inhibitor.MeganM.Pantos,Western New England University, Christina A. Verbetsky,WesternNewEnglandUniversity, SophieNock,Universityof Reading, Lisa-Marie Holbrook, Univserity of Read-ing, Jonathan Gibbins, University of Reading, Daniel R.Kennedy, Western New England University. Objective:Thiol isomerase enzymes have both potential anti-cancerand anti-thrombotic indications. Zafirlukast, a known leu-kotriene inhibitor, was recently identified as the first FDAapproved drug that is a broad-spectrum inhibitor of thiolisomerases. However, zafirlukast is considerably lesscommon than montelukast, an agent which dominatesthe same class. Therefore, we sought to explore whethermontelukast also can inhibit thiol isomerases. Methods:Montelukast was examined for inhibition againstPDI, ERp5, ERp57, ERp72, and thioredoxin for broad-

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1083

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

spectrum thiol isomerase activity using the insulin re-ductase assay. Inhibition of platelet aggregation wasmeasured by optical densitometry, p-selectin exposurewas measured using flow cytometry, while cancer cellgrowth inhibition was measured by the presto blue assayusing A549 lung cancer and HCT colon cancer cell lines.Results: We verified that montelukast was a broad-spectrum thiol isomerase inhibitor, blocking the enzymaticactivity of all thiol isomerases examined. Montelukastalso inhibits platelet aggregation, albeit less potently thanzafirlukast. P-selectin exposure, which was inhibited byzafirlukast, was not significantly inhibited by montelu-kast. Finally, montelukast inhibited cancer cell growthbut also less potently than zafirlukast. Implications:Montelukast is a broad-spectrum thiol isomerase inhibitorwhich has the ability to inhibit platelet aggregation andcancer cell growth. Due to its availability and decreasedside effect profile, montelukast is another potential drugthat could be used to target aberrant thrombosis and anti-neoplastic growths. However, its decreased potency forboth indications in comparison to zafirlukast, raises ques-tions of whether it can reach similar levels of pre-clinicalefficacy.

Exploring the Effect of PDI Inhibition onCellularModel of Cancer Induced Thrombosis After Chemo-therapy. Christina A. Verbetsky, Western New EnglandUniversity,MeganM. Pantos,WesternNewEnglandUni-versity, Lisa-Marie Holbrook, Univserity of Reading,JonathanGibbins,University ofReading,DanielR.Kennedy,Western New England University.Objective:Cancer pa-tients, particularly those receiving systemic chemother-apy, have a significantly increased risk of developing botharterial and venous thrombosis. Thiol isomerase enzymeshave both anti-platelet and anti-neoplastic activity, whichgives them great potential in targeting cancer inducedthrombosis. The goal of this study is to determinewhetherthe PDI inhibitor zafirlukast can decrease activation of theclotting cascade after systemic chemotherapy in variouscancer cell lines.Methods:Colon, ovarian, and lung can-cer cell lines, all of which are associated with high in-cidence of cancer induced thrombosis, were selected.Cells were treated with cisplatin and gemcitabine andthen tissue factor activity was measured in the presenceor absence of zafirlukast by determining the generation offactor Xa. Cancer cell growth after chemotherapeutictreatment with or without zafirlukast was also determinedusing the presto blue assay. Results: Cell surface tissuefactor activity increased after cell lines were treated withchemotherapy. Zafirlukast, as well as a known PDI inhib-iting antibody, blocked the production of Factor Xa. Add-ing zafirlukast to the chemotherapeutic regimen had nodetrimental effects to the anti-growth effect of cisplatin

and gemcitabine. Implications: In this study, treatingcells with cisplatin and gemcitabine lead to increasedprocoagulant activity, which was attenuated with thePDI inhibitor zafirlukast. Furthermore, zafirlukast hadno inhibition or negative effect on chemotherapeuticagents and contributed to decreased factor Xa generation.Taken together, this data indicated that the addition ofzafirlukast to a chemotherapeutic regimen may have po-tential for reducing the incidence of cancer inducedthrombosis.

Exploring the Effects of Copper (II) a-(N)-Het-erocyclic Thiosemicarbazone Complexes on HumanDNA Topoisomerase IIß. Jacob M. Keck, LipscombUniversity, Jennifer D. Connor, Tennessee Technologi-cal University, Xiaohua Jiang, Tennessee TechnologicalUniversity, Edward C. Lisic, Tennessee TechnologicalUniversity, Joseph E. Deweese, Lipscomb University.Objective: Cells utilize type II topoisomerases to allevi-ate topological strain in DNA associated with replicationand transcription and to remove knots and tangles in theDNA. Topoisomerase II is an effective anticancer target,but several clinically used agents display significantoff-target toxicities and adverse events. Therefore, it iscritical to continue to identify compounds with activityagainst topoisomerase II. We previously analyzed a-(N)-heterocyclic thiosemicarbazone copper [Cu(II)] com-plexes against human topoisomerase IIa (Top2A), buthumans also express topoisomerase IIß (Top2B), whichhas distinct functional roles. It is critical to explorewhether these compounds also impact Top2B.Methods:We examined two a-(N)-heterocyclic thiosemicarbazonecopper [Cu(II)] complexes for activity against Top2Bin a purified system. The Cu(II) complexes, copper(II)acetylpyridine-ethylthiosemicarbazone and copper(II)benzoylpyridine-ethylthiosemicarbazone were examinedusing plasmid DNA cleavage, relaxation, ligation, en-zyme inactivation, and DNA binding assays with Top2Bto determine whether these compounds act similarlyagainst both enzymes. Results: The Cu(II) thiosemicar-bazone complexes disrupted the function of Top2B in away similar to the previously studied Top2A. In particu-lar, Top2B DNA cleavage activity is increased in thepresence of these compoundswhile the relaxation activityis inhibited. Notably, these compounds display the abilityto stabilize the N-terminal DNA clamp and to rapidlyinactivate the enzyme when the compounds are presentbefore DNA. Implications:Our data show that the Cu(II)thiosemicarbazone complexes utilize a similar mecha-nism against both isoforms of the enzyme. Together withour previous results, the evidence supports an interactionwith the ATPase domain of Top2A and Top2B outside ofthe ATP binding pocket.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1084

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Extending the Learning Tree: 4th Year APPEStudents Learning Through Teaching During TheirAcademic Rotation. Andrew A. Yabusaki, WashingtonState University, Joshua J. Neumiller, Washington StateUniversity, Kimberly C. McKeirnan, Washington StateUniversity. Objective: To assess whether academic fel-low supervised 4th year APPE students can effectivelycreate, lead, and manage a high stakes review sessionfor 2nd year pharmacotherapy students, and whether theentire experience is perceived beneficially by each tier ofthe learning tree. Methods: Ten APPE students on theirelective academic rotations at Washington State Univer-sity were assigned to lead biweekly review sessions forcompetency-based block testing for the PY2 pharmaco-therapy course. TheAPPE students had the same access tomaterial as the PY2 students and were trained using var-ious educational tools. De-identified PY2 student test per-formance (n530) from students who attended the reviewsessionwas tracked, compared to their performancewhennot attending the review session, the class performance asa whole, and will be analyzed using SPSS to determinesignificance using a two sample T-test. Additionally,Likert-style surveyswill be administered to PY2 students,PY4 APPE students, and the academic fellow to deter-mine perceptions of this activity.Results: Full results arestill being gathered, but preliminary results after one se-mester are promising. 7 out of 10 APPE students havecompleted their review sessions and have completed theirend of rotation surveys. 19 out of 30 PY2 students havecompleted their surveys on the review session. Every re-view session group scored higher than the class averagewith constant turnover in the attendees. Implications:This is a potentially easy to implement intervention thatcan have broad learning enhancement across multiplebranches of the learning tree.

Factors Associated with Social Isolation AmongGraduate and Professional Healthcare Students in aMidwestern Public University. Ali Azeez Al-Jumaili,University of Baghdad, Mary E. Ray, The University ofIowa, Jessica M. Coon, The Uiversity of Iowa, MirandaFullerton, The Uiversity of Iowa. Objective: The studygoal was to qualitatively determine factors associatedwith social isolation in graduate and professional healthscience students. Methods: The study gathered qualita-tive data via an online survey including an-open endedquestion from graduate and professional students in theColleges of Pharmacy, Dentistry, Medicine, Nursing andPublic Health in a Midwestern university during 2017.We examined respondent comments using thematic anal-ysis. The research team cross-checked comments andused an inductive, data-driven analytic methodology fol-lowing a constructivist paradigm. Themes were con-

structed from common trends emerging from studentcomments. We classified themes according to the sourceinto four levels: Individual, interpersonal, organization(college/program) and community. Results: The surveycompletion rate by college among potential participantswas as follows: Pharmacy (33.7%), Public Health(17.9%), Medicine (11%), Nursing (10.9%), and Den-tistry (9.8%). The comments from 115 respondents werereviewed, but 96 (83.5%) were analyzed (ie, discussedfactors relative to social isolation). The student commentsrevealed seven risk factor themes in four categories: In-dividual (feeling different from peers), interpersonal(competitive/ exclusionary atmosphere), organization(too busy with coursework/ dual-degree programs/ onlineprogram) and community (relocation reduces socialsupport). We noted two protective factors: Organiza-tion (activities encouraging socialization) and community(supportive outside group). Implications: This studyrevealed numerous factors associated with increased riskof social isolation in healthcare students and demonstratesthe value of support systems to help students remain en-gaged with others. Understanding associated factors anddesigning strategies to reduce student social isolationmayenhance the quality and well-being of future health pro-fessionals and scientists.

High Risk Opioid Prescribing When MultiplePrescribers Are Involved. James Gregory Berain, IdahoState University, CatherineM.Oliphant, Idaho State Uni-versity, Thomas G. Wadsworth, Idaho State University,Rylon Hofacer, Idaho State University, Rick Tivis, IdahoState University. Objective: To quantify the number ofchronic opioid patients in Idaho who received an over-lapping prescription for a benzodiazepine or controlledcentral nervous system (CNS) depressant. To determinethe frequency of these high-risk combinations occurringwhen multiple prescribers were involved.Methods: Thisstudy reviewed all patient profiles reported to the IdahoPrescription Monitoring Program (PMP) from January toDecember 2017. Patients who received an opioid for.90consecutive days were defined as chronic opioid users.These patients where then reviewed for overlapping ben-zodiazepine or CNS depressant prescriptions receivedfrom multiple prescribers. Results: Of the 301,975 pa-tients in Idaho that filled a controlled substance in 2017,therewere 100,916 (33%) patients thatmet chronic opioiduse criteria. Of the chronic opioid users, 24,520 (24%)were also prescribed a benzodiazepine or controlledCNS depressant in the same year. Of this population,10,789 (44%) had more than one prescriber involved inthe high-risk combination(s). Implications: Almost onein four chronic opioid users received a high-risk opioidcombination. Of these patients, 44% received this

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1085

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

combination when more than one prescriber was in-volved. The remaining 56% were written by the sameprescriber. It was initially suspected that the large major-ity of patients would be receiving opioid-benzodiazepinecombinations from different prescribers. Although thisdid occur, a higher percent of patients received thesecombinations from the same prescriber. These resultssuggest continued prescriber education on appropriateopioid prescribing is warranted. In addition, it appearspharmacists have many opportunities to facilitate pre-scriber communication, educate patients on increasedoverdose risks and offer opioid-antagonists.

Identifying Gaps in Non-Therapeutic GeriatricPharmacy Competencies in a Pharmacy School Cur-riculum. Jane Frances Nazareno,University of Washing-ton, Leigh Ann Mike, University of Washington.Objective: The increasing population of older adults em-phasizes the need to train pharmacy students in geriatricsto improve patient outcomes. We compared the Univer-sity ofWashington School of Pharmacy’s (UWSOP) coredidactic curriculum with the American Society of Con-sultant Pharmacy’s (ASCP) Geriatric Curriculum Guideto identify gaps in coverage.Methods:We chose to focuson non-therapeutic topics to be more inclusive of the en-tire UWSOP curriculum. Non-therapeutic topics definedby the ASCP Curriculum Guide incorporate socioeco-nomics of aging, geriatric syndromes, and communica-tion and medication-related issues. We audited years 1-3of UWSOP’s didactic core curriculum spanning years2017-2019. The content reviewed included syllabi, re-cordings, materials on course websites, personal classnotes and handouts, and communication with course in-structors. Coverage of each topic was determined by itspresence in the course, and the extent or method in whichit was included.Results:Themajority of non-therapeutictopics included in theUWSOPcurriculumare covered butare only mentioned or make up a fraction of an entirelecture—these include deprescribing, continuum of care,weakness/frailty, and advanced directives. Topics notcovered include sensory deficits, malnutrition, and elderabuse. Topics such as medication adherence, health liter-acy, and polypharmacy are covered to a greater extentthan the other non-therapeutic topics. Implications:The UWSOP curriculum has gaps in coverage for non-therapeutic geriatric pharmacy competencies. We willwork collaboratively with course instructors to identifyopportunities to include these topics in the future.

Identifying Pharmacy Students’ Career PathDrivers to Better Aid Career Advising andWork Sat-isfaction. Jennifer Denise Suarez, University of NorthTexas Health Science Center, Danh Nguyen, Universityof North Texas Health Science Center, Summer Haj,Uni-

versity of North Texas Health Science Center, FahrajAhmed, Texas Tech University Health Sciences Center,Krystal L. Edwards, Texas Tech University Health Sci-ences Center, Randy Martin, University of North TexasHealth Science Center. Objective: To identify keydrivers that influence pharmacy students in selectingcareer paths to pursue. Methods: Students from twopharmacy programs completed a voluntary survey inconjunction with a career fair. Survey elements includeddemographics, career paths being pursued, and careerpath drivers. Respondents could select multiple careerpaths and drivers. Career paths included: community,hospital, government, post-graduate education, and other.Drivers included: financial need, pride in work, work/lifebalance, schedule flexibility, rigor/challenge, location,and prerequisites. Phi coefficient (f) was used to identifyand quantify relationships between demographics,drivers, and career paths. Effect size (i.e. relationshipstrength) was classified as weak (f,0.2), moderate(f50.2-0.5), or strong (f.0.5). Results: 156 respondentscompleted the survey. 13 relationships of moderate effectsize and 8 of weak effect size were detected and statisti-cally significant. Moderate drivers for choosing hospitalpharmacy included: schedule flexibility (f50.287), work-life balance (f50.247), and rigor/challenge (f50.222).Moderate drivers of community pharmacy included: fi-nancial need/concern (f50.353) and P4 progression(f50.207). Moderate drivers of post-graduate educationincluded: pride in work (f50.259), rigor/challenge(f50.279), job outlook (f50.246), and self-confidence(f50.249). Gender and previous work experience dem-onstrated weak, but detectable, influence upon select ca-reer drivers. Implications: Understanding career pathdrivers can aid in career advising and placement of phar-macy students, enhancing job satisfaction.

Immunization Training in Pharmacy Schools inthe United States.Nicole M. Ondrush,Western New En-gland University, Emma R. Thomas, Western New En-gland University, Sabrina M. Gaffney, Western NewEngland University, Daniel R. Kennedy, Western NewEngland University, Joshua J. Spooner,Western New En-gland University, Courtney Doyle-Campbell, WesternNew England University. Objective: To determine howimmunization training is delivered in pharmacy schoolsthroughout the United States. Methods: An 18-questionsurvey was developed and sent to 145 US pharmacyschools via SurveyMonkey in February 2019. Questionsincluded if immunization training was required withinthe curriculum, when it occurred, the number of facultyinvolved, and consequences for not successfully com-pleting training. Immunization coordinator contact in-formation was provided by the American Pharmacists

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1086

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Association (APhA); for schools that did not use APhA’straining program, their Dean of Academic Affairs (orequivalent) was contacted. Results: The response ratewas 43.8% (64 schools). While all respondents offer im-munization training, 3 (4.7%) of these schools do not re-quire it. Nearly all schools (98.4%) use APhA’s materialsto train students. Themajority of schools (63.3%) conducttheir training in the first professional year, with fewerschools training students each subsequent academic year(2nd year: 26.7%; 3rd year: 8.3%; 4th year: 1.7%). Half ofrespondents indicated that students completed immuniza-tion training prior to their first IPPE rotation. Most re-spondents (91.8%) required students to administer 3simulated immunizations on a partner to complete thetraining, and 81.7% indicated that state laws did not limittheir ability to conduct training. Implications: This re-search provides a useful benchmark for pharmacy immu-nization training in US pharmacy schools. Immunizationtraining is widespread, though how it is operationalizedvaries. Future research opportunities abound, includingstudent perceptions on training and experience while onIPPE to help identify the most opportune timing for train-ing in relation to IPPE commencement.

Impact of an Elective Mock Exam on First-YearPharmacy Student Exam Performance and Percep-tions of Confidence. Ansley M. Gayle, The Universityof Georgia, Brittany T. Jackson, The University of Geor-gia, Michael J. Fulford, The University of Georgia. Ob-jective: To evaluate the impact of an elective mock examon student performance and perceived confidence prior tothe live exam. Methods: Third-year pharmacy studentsdeveloped a one-hundred question mock exam to assessfirst-year students’ knowledge of the 75 most frequentlyprescribedmedications. The exammeasured the ability tomatch brand or generic name to corresponding dosageforms, doses, contraindications, precautions, pharmacol-ogy, adverse effects, and/or patient counseling points. Anelectronic survey was sent to participants to ascertaintheir perceived confidence and preparedness at baselineand after completing the mock exam. Deidentified datasets of exam scores and survey responses were obtained.Exam scores between the participants were compared tothe scores of students not completing the mock exam.Results: Completion of the mock exam (n577) was as-sociated with an increased mean score of 5.55 points onthe live exam in comparison to students who chose not toparticipate (n569). First-year students reported improvedself-perceptions of preparedness, confidence, and studystrategy after taking the mock exam. Students rankedmock exam format, question content and online adminis-tration among the most beneficial in their preparation forthe live exam. Implications:An elective mock exam im-

proved exam performance and perceptions of confidencefor first-year pharmacy students. Hosting a student-ledmock exam promoted collaboration between pharmacystudents at various points in the curriculum and provideda platform for students to ask questions about study tech-niques and exam-taking strategies.

Impact of an Interactive Top 300DrugGame on aPre-APPE Competency Exam. Amanda A. Clouser,Long Island University, Rebecca Cope, Long Island Uni-versity, Sara Grossman, Long Island University, Joi Yau-Lin, Long IslandUniversity.Objective:To determine theimpact of an interactive game modeled after “Who wantsto be a millionaire?” on students’ Top 300 drug knowl-edge and performance on a pre-APPE competency exam.Methods: In November 2018 and January 2019, P1-P3students were invited to participate in an interactive pro-gram entitled “Who wants to be a PharmD?” developedby Rho Chi student officers. An anonymous 14-item sur-veywas distributed to participants following each event tomeasure the perceived impact of the program. Followingadministration of a pre-APPE competency exam focusedon Top 300 drugs in January 2019, the pass rates of P3students who did and did not participate in the event werecompared using a Chi square test. Mean scores of thegroups were compared using a two-tailed t-test. IRB ex-empt status was received. Results: A total of 154 contes-tants (69%P3 students) who participated in one or both ofthe events completed the survey. Of P3 respondents, 93%felt motivated to prepare for the Top 300 drug examfollowing the activity, and 96% were able to identifypersonal areas for improvement. The exam pass ratewas greater (p50.003) for those who participated inthe activity (66%) compared to those who did not par-ticipate (43%). Participants also had a higher meanscore on the exam (74% vs. 67%; p,0.001). Implica-tions: P3 students who participated in the interactiveprogram performed better on the Top 300 drug pre-APPE competency exam. The data suggest that thisactivity should be incorporated into co-curricular devel-opment planning.

Impact of a Wellness Laboratory on Stu-dent Pharmacists’ Stress Management. Prajakta H.Waghmare, Purdue University, Chien Yu Huang, PurdueUniversity, ChelseaM.Anderson,PurdueUniversity, JamieL. Woodyard, Purdue University, Kimberly S. Illing-worth Plake, Purdue University. Objective: Nationally,college students are increasingly reporting symptoms ofstress, depression and anxiety. The primary objective ofthis study was to assess the impact of a required wellnesslaboratory on student pharmacists’ ability to cope withstress. Methods: First, second, and third year studentpharmacists’ (N5381) participated in a wellness

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1087

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

laboratory focused on identifying and responding tosymptoms of depression and anxiety, as well as specificstressors. A 10-item survey was utilized prior to and afterthe laboratory to assess students’ comfort level in discus-sing wellness topics as well as addressing symptoms ofstress, depression, and anxiety. Eight additional itemswere included on the post-survey to assess students’ in-tention to adhere to SMART wellness goals and overallfeedback on the laboratory. A five-point Likert scale wasutilized for both surveys. Descriptive statistics were per-formed on all items and paired t-testswere used to identifydifferences in pre- and post-responses. Open-ended itemswere coded by two researchers independently and themeswere generated. Results: There were statistically signif-icant differences in the pre- and post- responses for allitems (p,0.01). Students’ perceptions of their comfort inmanaging their stress improved after participating in thelaboratory. In qualitative analysis, students indicated thatthe laboratory assisted in identification of specificstressors, means of dealing with stressors, and methodsof helping others with stress. Implications: A wellnesslaboratory was positively received by students. Labora-tory content assisted students in identifying stressors anddeveloping methods to cope with them.

Impact of Class Attendance on Exam Perfor-mance in an Active-Learning Classroom Model. Ash-ley T. Ta, Washington State University, Anne Kim,Washington State University, Joshua J. Neumiller,Wash-ington State University, Connie M. Remsberg,Washing-ton State University, David Gothard. Objective: Toexamine the relationship between class attendance andexam performance within an active-learning classroommodel. Methods: Second-year students enrolled in thepharmacotherapy course series were included in thisstudy (n5160). Class attendance was taken manually bymembers of the study team over a one-year study period(Fall 2017 and Spring 2018 semesters). Attendance wasnot required and had no impact on student grades. Scoresfrom the six competency-based exams in each semesterand overall course grades were linked to class attendancerecords. Results: Class attendance was collected over 48class sessions. Of the six assessments given each semes-ter, students during the fall course required approximatelyone retake during the semester, with an increase to 1.5retakes on average in the spring course. There was a sig-nificant negative correlation found indicating thatmissingmore classes was related to a lower final course percent-age for both courses (p,0.001). Further regression anal-ysis predicted a final course grade of 90.78% in the fallcourse and 88.25% in the spring course if no classes weremissed. For each missed class session, there was a reduc-tion in overall course grade by 0.138% and 0.140% in the

fall and spring courses, respectively. Implications: Apositive relationship between class attendance and assess-ment scores for both semesters indicate attending class inan active-learning curriculum may be essential for stu-dents to succeed in learning, developing, and applyingpharmacotherapy concepts. The results of this study illus-trate the importance of attending active-learning sessionsto attain higher assessment scores.

Impact ofCliftonStrengths�Assessment onTeamConstruction and Dynamics in Second-Year Phar-macy Students. Apryl N. Anderson, Virginia Com-monwealth University, Julie A. Patterson, VirginiaCommonwealth University, Krista L. Donohoe, VirginiaCommonwealth University, Laura M. Frankart, VirginiaCommonwealth University, Abigale T. Matulewicz, Vir-ginia Commonwealth University, Emily P. Peron, Vir-ginia Commonwealth University, Kacie Powers,Virginia Commonwealth University, Lauren M. Caldas,Virginia Commonwealth University. Objective: Thisstudy aims to assess team construction using Clifton-Strengths� domains on (1) peer evaluations, (2) teamdynamics, and (3) performance on team-based learning(TBL) activities. Methods: Students were randomizedinto teams (n521) during the fall semester. Teams wereconstructed in the spring using CliftonStrengths� Top 5Strengths, stratifying students to represent at least one ofthe four domains per group. Peer evaluations wereassessed with modified Koles method, student-reportedteam dynamics with Macke’s “Feelings about Teams”survey, and teams’ performance via RATs. Changes inoverall peer evaluation and RAT scores will be assessedusingWilcoxon signed-rank tests.McNemar’s testwill beused to analyze changes of positive responses in peerevaluations and Macke’s survey items. Results: Top 5Strengths (n5610) demonstrated 38% relationship build-ing domain, 36.2% executing, 19.7% strategic thinking,and 6.1% influencing. In the fall, students (n 5 122)scored 33.6 of 36 points (93.4%1 2.24) on the peer eval-uation. The fall semester Macke’s responses (n564)will be compared to spring semester responses on a perquestion basis. Fall students’ average performancewas 86.2% for iRATs, 98.6% for tRATs, and 0.87 oniRAT:tRAT ratio. Final data collection and analysis willbe completed at the conclusion of the spring semester inApril 2019. Implications: Pharmacy education reliesheavily on TBL with limited consideration on team con-struction. Strategic team construction could improve teamdynamics and student performance on TBL. Final resultsand conclusions of this study are expected in April 2019.

Impact of Former College Athletic Participationon Student Pharmacists Wellbeing and BurnoutRates. Chadarryl L. Clay, Virginia Commonwealth

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1088

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

University, Lauren Pamulapati, Virginia CommonwealthUniversity, Julie A. Patterson, Virginia CommonwealthUniversity, Taryn A. Hayes, Virginia CommonwealthUniversity, Kelechi C. Unegbu-Ogbonna, Virginia Com-monwealth University, Benjamin W. Van Tassell, Vir-ginia Commonwealth University, Lauren M. Caldas,Virginia Commonwealth University. Objective: (1) As-sess pharmacy student’s burnout and wellbeing throughthe Oldenburg Burnout Inventory (OLBI)-student ques-tionnaire and Warwick-Edinburgh Mental WellbeingScale (WEMWBS), respectively, comparing prior stu-dent athletes to their peers and (2) determine a differencebetween length of involvement, level of activity, and typeof sport on burnout and wellbeing. Methods: This pro-spective survey-based study will recruit student pharma-cists for 5 weeks via email. Demographic data will becollected, including type of sport, level of activity (i.e.,intramural, club, or collegiate), and length of involve-ment. Students will self-report burnout and wellness rat-ings. Descriptive statistics will be used to summarizestudent characteristics and scores on theOLBI exhaustionscale and WEMWBS. Univariate and multiple linear re-gression will be used to describe associations betweenstudent characteristics and exhaustion and mental well-being.Results: The project is in the data collection phasewith expected results by April 2019. Implications: Nocurrent studies examine the relationship between priorparticipation in athletics with wellness and burnout ratesin pharmacy students. However, studies have shown thatstudents who have participated in competitive sports be-fore entering medical school experience lower burn-outrates compared to non-student athletes. Higher levels ofinvolvement in sports resulted in a lower academic burn-out. If this study shows that prior student athletes haveimproved wellness and lower burnout rates, schools ofpharmacymay be able to apply this information in admis-sions efforts by more heavily weighting prior athletic in-volvement in the application review process.

Impact of Pharmacy Student Teaching AssistantPositions on Career Aspirations and Involvement inStudent Learning. Kenny Nguyen, The University ofTexas at Austin, Ashley Dinh, The University of Texasat Austin, David V. Giang, The University of Texas atAustin, VictoriaVuong,TheUniversity of Texas at Austin,Kristin Marie Janzen, The University of Texas at Austin,Claire Latiolais, The University of Texas at Austin. Ob-jective: Teaching and mentoring is a central motif in thefield of pharmacy. Whether in a formal setting like aclassroomor assuming a preceptorship ormentorship rolefor students, preparing pharmacy students for these rolesis essential in advancing the profession and next genera-tion of pharmacists. However, there is limited research

examining the role of a student academic position and itsinfluence on graduates pursuing academic pharmacy orbecoming a certified preceptor. This study analyzes therelationship between previous and current pharmacy stu-dents in academic positions and their current or future rolein pharmacy. Methods: Qualtrics� surveys were sent tograduates and current pharmacy students, respectively,who served in academic positions from 2013 to 2018 atthe University of Texas at Austin College of Pharmacy.Both qualitative and quantitative data were gathered re-garding their current or future interests in pursuing anacademic-related career before and after being in an aca-demic position. The survey was open for a three-weekperiod and following data collection, we assessed the dataand relationship between having teaching experience inpharmacy school and post-graduate involvement as amentor, preceptor, or in academia. Results: Work inprogress. Implications: Depending on obtained resultsand analysis, it would be advantageous for pharmacyschools to consider implementing academic teaching po-sitions for students. This study aims to show that havingthese experiences available will help pharmacy studentseventually pursue an academic-related career.

Impact of Student- Versus Instructor-Led Learn-ing on Student Pharmacists’ Performance in a Self-CareModule.Heather L.Walser, Idaho StateUniversity,Kevin W. Cleveland, Idaho State University, RebekahDunkley, Idaho State University.Objective: To evaluatethe impact of student-led versus instructor-led self-caremodule facilitation on student pharmacists’ ability toidentify appropriate over-the-counter recommendationsand counseling technique.Methods: A retrospective co-hort study of first-year professional student pharmacistswho completed the self-care module during an introduc-tory course in the Fall semesters of 2017 and 2018. The2017 Fall semester involved student-led presentations for15 common self-care topics such as heartburn, cough/coldremedies, insomnia, etc. The 2018 Fall semester cohortwas faculty-led presentations covering the same self-caresubjects. Students then completed a case-based patientcounseling session by identifying an appropriate over-the-counter recommendation to treat the patients present-ing symptom. Evaluations utilized a 10-item rubric onstudents’ ability to identify the appropriate recommenda-tion and counseling technique (discussed in an earliersection of the same course). The impact of the moduleon student performance was compared between student-led and faculty-led cohorts. Results: 164 pharmacy stu-dents completed the self-care module in the Fall 2017 andFall 2018 semesters. A chi-squared analysis will be uti-lized to compare evaluation data. Approval granted by theIdaho State University Institutional Review Board.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1089

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Implications: This study will provide insight on the im-pact of student-led versus instructor-led facilitation ofmaterial in the self-care module. Knowledge gained fromthis study could apply to any course that employs tradi-tional classroom learning modules or an educational pro-gram that aims to develop clinical application skills.Limitations of this study include year-to-year variabilityof students and rubric evaluators.

Implementation of a Grant-Funded MedicareCall Center and a Medicare Elective: Estimated CostSavings for Patients. Natalie Peng, Roseman Universityof Health Sciences, C. Leiana Oswald, Roseman Univer-sity of Health Sciences.Objective: Evaluate the cost sav-ings between theMedicare Call Center (MCC) as a grant-funded program and as a non-funded Medicare electivecourse.Methods: The on-campus MCC began in July of2016 through a $50,000 grant awarded fromNobleCause.Students volunteered to become certifiedMedicare coun-selors through a partnership with the Nevada State HealthInsurance Program (SHIP). During the grant funding pe-riod, two Nevada SHIP counselors were compensated tooversee day-to-day operations of the MCC. The studentvolunteer Call Center transitioned to a for-credit electiveAPPE course in March of 2017 that was overseen by afaculty member receiving no additional compensation.Within the MCC, areas of cost savings were calculatedon an annual basis, for example: callers are screened forfederal and state assistance programs like Medicaid andupon determination of qualification, the Part B premiumof $134 amonth would yield an annual savings of $1,608.A comparison of the cost savings from July 2016-Febru-ary 2017 to March 2017-February 2019 was completed.Results: Cost savings documented from July of 2016 toFebruary of 2017 (7 months) as a grant-funded volunteercall center estimated to be at $522,491 (approximately$74,641/month). Cost savings from March 2017 to Feb-ruary 2019 (24 months) as an APPE elective course esti-mated to be $564,086 (approximately $23,503/month).Implications: Student pharmacists who are well edu-cated in Medicare can have a positive economic impacton beneficiaries. Institutions seeking to start an on-cam-pus MCC may see larger reported cost savings when adedicated individual is compensated to oversee the proj-ect.

Implementation of Journal Club Series for Sec-ond Year Pharmacy Students. Ashley Perkins, Mar-shall University, Brittany L. Riley, Marshall University,Angel M. Kimble, Marshall University. Objective: Notmuch data exists on how to best teach journal club skills.A journal club series was implemented into two profes-sional year 2 courses with the first activity in the Fallsemester. The purpose of this study was to determined

student confidence after the first journal club activity.Data will be used from this study to develop the secondsession of the journal club series.Methods:A13 questionsurvey was administered to P2 students after completionof the first part of the series. The questions were all LikertType questions that assessed the students perceived con-fidence in the journal club process. The questions were amix of confidence before, during and after the journal clubactivity. The before questions asked the students to retro-spectively rate their confidence. Results: Approximately42% (27) of the P2 class completed the survey. Prior to thefirst session 22% of students ranked themselves as noviceand 65% of students ranked themselves as developing.After the first session 4% of students ranked themselvesas novice, 22% as developing and 57% as skilled. Themajority of the respondents strongly agreed or agreed(91%) that having the class on the journal club processincreased their confidence in performing a journal club.Implications: A basic introduction to journal clubs forsecond professional year students can improve their con-fidence in preparing journal clubs. Information from thissurvey will help refine the second journal club series ac-tivity.

Implicit Professional Bias in InterprofessionalPeer Evaluations. Karen Juco, Rosalind Franklin Uni-versity ofMedicine and Science, Scott D.Hanes,RosalindFranklin University of Medicine and Science, ZiemowitTomasz Mazur, Rosalind Franklin University of Medi-cine and Science, Steven A. Miller, Rosalind FranklinUniversity of Medicine and Science. Objective: To de-termine if profession-based bias exists in peer evaluationsof an interprofessional (IP) course between pharmacy(COP, n569) and physician assistant (PA, n563) stu-dents. Methods: Students enrolled in an IP course com-pleted anonymousLikert-scale peer evaluations for groupmembers, which rated their peers’ effectiveness whileworking on case-based issues throughout the quarter.Multilevel models were used to determine if there wereinteractions between evaluator and target school or gen-der. Results: In the evaluation of a PA student, PA eval-uators and COP evaluators gave similar scores. In theevaluation of COP students, PA evaluators gave lowerscores than COP evaluators (p,0.001). Gender was notfound to be an influence in peer evaluation scores. Impli-cations: From an analysis of peer evaluation scores in anIP course with COP and PA students, PA evaluatorsscored PA students higher than they scored COP students,while no such difference was apparent in COP evaluators,indicating a potential professional bias in the PA students.This bias may be due to the difference in IP exposure in afirst-year PA student compared to a third-year COP stu-dent. Future studies should observe the scores of peer

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1090

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

evaluations over the course of an academic year to de-termine if how a student’s opinion of his or her IP groupchanges over time. Additionally, other professions shouldbe examined to determine if profession-based biases arepresent in other healthcare providers or just a select few.

IncreasingDiversity: Impact of an Intensive Sum-mer Pipeline Program for Pre-Pharmacy Students.Amanda M. VanInwegen, Virginia Commonwealth Uni-versity, Rollin L. Ballentine, Virginia CommonwealthUniversity, Krista L. Donohoe, Virginia CommonwealthUniversity, Taryn A. Hayes, Virginia CommonwealthUniversity, Kelechi C. Unegbu-Ogbonna, Virginia Com-monwealth University, Lauren Pamulapati, VirginiaCommonwealth University, Lauren M. Caldas, VirginiaCommonwealth University.Objective: To assess the im-pact of the Summer Academic Enrichment Program(SAEP) on diversity at Virginia Commonwealth Univer-sity (VCU) School of Pharmacy. Methods: This is aretrospective analysis of the diversity goal of SAEP, asix-week summer residential program that simulates thefirst-year of dentistry, medicine, pharmacy, or physicaltherapy professional school instruction. Matriculationand demographic data of previous SAEP participants(from 2012 to 2018) and pharmacy students was obtainedvia programand school administration.Results:Of the 68pharmacy-track participants, 57.4% (n539) have en-rolled at VCU School of Pharmacy to date. Of thosewhomatriculated, 33.3% (n513) represented one ormoreof the following underrepresented minority (URM) back-grounds: 28% identified as Black or African American,5.1% as Hispanic or Latino, and 2.6% as American In-dian. Comparatively, the same URM classifications forstudents admitted to VCU School of Pharmacy over thelast seven years (Class of 2016 - Class of 2022) rangedfrom 5-11% Black or African American, 0-5% Hispanicor Latino, and 0-0.1%American Indian with a total URMrepresentation range of 7% to 13% over this time period.Implications: Programs focused on increasing studentsfrom underrepresented backgrounds, like SAEP, may beused to enhance diversity in pharmacy schools. Whilethere are several efforts at the university focused on in-creasing and retaining URMpopulations, SAEP has dem-onstrated a direct impact on matriculating students fromunderrepresented backgrounds.

Inhibition of DNA Methyltransferase ActivityEnhances IgE-Mediated Mast Cell Functions. KaitlinJ. Armstrong, Western New England University, EdwinB.Kaczenski,WesternNewEnglandUniversity, Dylan T.Krajewski, Western New England University, ShannonKinney, Western New England University, ClintonMathias, Western New England University. Objective:Mast cells play a critical role during allergic responses.

We have previously shown that epigenetic modulation ofmast cell function via inhibition of histone deacetylationresults in suppression ofmast cell-mediated effects duringfood allergy. We therefore hypothesized that other epige-netic processes such as DNA methylation may have sim-ilar effects onmast cells and influence its functions duringallergic responses. Methods: 5-Aza-29-deoxycytidine(DAC) is a DNAmethyltransferase inhibitor that inducesgene activation through hypomethylation and chromatinremodeling. To examine the effects of DAConmast cells,IgE-activated bonemarrow-derived mast cells (BMMCs)were treated with DAC and their functions were exam-ined. Similarly, the effects of DACwere also examined invivo using an ovalbumin (OVA)-induced model of foodallergy in mice. Results: IgE-induced activation ofBMMCs resulted in enhanced expression and secretionof IL-4, IL-6, TNF and IL-13. Interestingly, DAC pre-treatment further enhanced the expression and secretionof these cytokines. In contrast, treatment of wild-typemice with DAC in a model of food allergy resulted in asignificant attenuation in the development of food allergysymptoms including decreased mast cell activation andallergen-specific IgE. Implications:Our data suggest thatinhibition of DNA methylation has the potential to en-hance mast cell activation during allergic responses.However, systemic hypomethylation in vivo may turnon gene activation in multiple immune cells including Tcells that can counteract the mast cell-dependent effects.Further studies are needed to examine the effects of DNAhypomethylation on specific cell subtypes and to deter-mine the mast cell-specific effects during allergic re-sponses.

Interprofessional Education with Medical Stu-dents: Meeting the ACPE Standards. Victoria L.Freniere, Western New England University, MelissaMattison, Western New England University, Beth E.Welch, Western New England University. Objective:To determine the amount and extent each school or col-lege of pharmacy was able to include medical students intheir interprofessional education (IPE) in the pre-APPEcurriculum.A second objectivewas to identify, barriers inmeeting the updated standards. Methods: A survey wassent via email to accredited colleges and schools of phar-macies in the US; Deans or faculty who have a focus onIPE were selected to receive the survey. The survey in-cluded 16 questions pertaining to demographics, and theamount and type of interprofessional education offered ateach institutionwith a focus onmedical student inclusion.Results: Initial response rates are 21%; however, surveyresults are still being collected. The demographicsshowed that schools from all eight NABP districts wererepresented; 41.38% public and 58.62% private

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1091

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

institutions. Overall, 82.14% of institutions include med-ical students in their pre-APPE curriculum, with 48.28%of institutions having one interaction per year, 75%utilizesimulations, and 6.9% of institutions had none/unknowninterprofessional educationwithmedical students. Impli-cations: Currently, not all schools are meeting the ACPEupdated standards in regard to inclusion of IPE with med-ical students in the pre-APPE curriculum, and of thoseinstitutions who did include medical students, many ofthem only included one interprofessional education ses-sion per year. Results also showed more interactions peryear with other professions than medical students. Usingthe comment boxes provided, institutions cited barriers,which included distance, planning, and scheduling.

Interviews to Assess Older Adults’ Preferencesfor Features of Community-Based Fall PreventionPrograms. Natalie Hohmann, Auburn University,Jingjing Qian, Auburn University, Salisa C. Westrick,Auburn University, Caralise Hunt, Auburn University,Ana L. Hincapie, University of Cincinnati, Kimberly B.Garza, Auburn University. Objective: Falls in olderadults are a major public health problem. Although evi-dence-based fall prevention programs exist in communitysettings, their utilization is low. We investigated olderadults’ preferences for features of community-based fallprevention (CFP) programs. Incorporating these prefer-ences into existing program designs may help improveprogram engagement and adherence.Methods:We inter-viewed older adults ($65 years), caregivers, and fall pre-vention experts to gather their opinions on the mostimportant features of exercise-based CFP programs, andpreferences for frequency and cost of program sessions.Older adults/caregivers were recruited at an outpatientcardiac rehabilitation clinic for face-to-face interviews.A fall prevention expert was purposively recruited froma fall prevention clinic for telephonic interview. The in-vestigators took written field notes during the interviews,which were coded by hand by two investigators andassessed using qualitative content analysis. Results: Sat-uration was reached after six interviews (n55 olderadults/caregivers, n51 expert). Key elements for CFPprograms included social interaction and improving con-fidence in self-management skills. Preferred frequency ofprogram sessions ranged from one to five times per weekand varied with program location and transportationneeds; however, expert views stressed that sessionsshould ideally be attended three times per week to meetphysical activity guidelines. Older adults’ willingness topay for a CFP program ranged from $0 to $150 permonth.Implications: Results were used to develop a survey toinvestigate preferences for CFP program features in alarger sample. Ultimately, designing CFP programs in a

patient-centered manner may improve older adults’ pro-gram engagement, adherence, and outcomes.

Investigating the Role of Statin Therapy in theReduction of Gentamicin-Induced Nephrotoxicity.DanD. Arendt,Northeast OhioMedical University, MateSoric, Northeast Ohio Medical University. Objective:The primary objective of this study is to determine theoverall impact of statin therapy on the mean change ofserum creatinine in adult patients receiving gentamicinfor at least 4 days. Methods: This study will comparethe mean change in serum creatinine from baseline topeak in patients receiving gentamicin who are treatedwith concurrent statin therapy to those without statin ex-posure. Thiswill be a retrospective cohort study includingpatients 18 years or older who received gentamicin for atleast 4 days. Patients will be excluded from the trial due toStage 4 or higher CKD, pregnancy, baseline hypotension,dehydration or acute kidney injury. This trial will requirea sample size of 39 patients in each group to provide 80%power and an alpha value of 0.05. Unpaired t-tests will beused for continuous variables and the chi-squared test willbe used to evaluate dichotomous variables. Results: Thetrial is currently in the data collection stage, results will bepresented at the AACP conference. Implications: Ami-noglycosides have been shown to cause high rates of neph-rotoxicity, predominantly related to uptake in the proximaltubule of the nephron via the multi-ligand receptor mega-lin. Statin therapy has been shown to decrease receptor-mediated endocytosis by megalin via inhibition of HMG-CoA reductase. This nephrotoxicity has been shown to bereduced by statin use in animal models but has yet to beproperly evaluated in human subjects. Statins may repre-sent a safe and cost-effective method of preventing thenephrotoxicity of aminoglycosides in at risk patients.

Knowledge, Beliefs, and Attitudes of UMKCSchool of Pharmacy Students and Faculty RegardingCannabis/Cannabinoids.Matthew X. Laing, Universityof Missouri-Kansas City, Cydney E. McQueen, Univer-sity of Missouri-Kansas City. Objective: To gather andcompare student and faculty attitudes and beliefs regard-ing cannabis and cannabinoid medicines. Knowledge ofMissouri laws and regulations regarding cannabis wasalso assessed. This study also gathered opinions aboutwhether or not to include additional education on canna-bis in future curriculum at the UMKC School of Phar-macy. The results gathered were compared to a similarstudy performed at UMKC in 2016. Methods: Studentsand faculty were given the opportunity to complete anonline survey created via REDCapTM. Topics coveredincluded: general information; law; knowledge, beliefsand attitudes; relative risk; and additional/miscellaneous.Results: Students and faculty were asked about

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1092

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

increasing academic coverage of cannabis and cannabi-noidmedicines and 4 out of 5 respondentswere in favor ofincreasing coverage. Regarding the legal status of canna-binoidmedicines, one-hundred and fifty students (77.1%)answered incorrectly about the legality of cannabis inMissouri. Implications: There is a lack of knowledgeregarding cannabis/cannabinoid medicines and an inter-est in adding additional cannabis/cannabinoid medicinescoverage to future curriculum at the UMKC School ofPharmacy.

Knowledge Comparison in a Community Phar-macy Lab Between Students with and Without PriorTechnicianExperience.TylerMarieKiles,University ofHouston, Alexa L. Zhao,University of Houston, MatthewA. Wanat, University of Houston, Catherine L. Hatfield,University of Houston. Objective: It is unknown if stu-dents with previous pharmacy technician experience ben-efit from the community pharmacy dispensing lab. Pastcourse evaluations have indicated that students with pre-vious technician experience did not feel a substantial ben-efit from the course. The purpose of this project was toevaluate perceptions, knowledge, and academic perfor-mance of those with and without prior technician experi-ence in a re-designed, integrated community lab course.Methods: Pharm.D. students enrolled in a communitypharmacy lab course were included in the study. Allstudents were administered a pre-course survey (20 mul-tiple-choice questions) and knowledge assessment (20scenario-based questions), to be followed by a post-course survey and knowledge assessment. Select surveyvariables to be analyzed include length of experience,confidence with community pharmacy practice, andcourse expectations. The knowledge assessment evalu-ates understanding of community pharmacy law, work-flow, inventory, insurance, and prescription verification.Results were analyzed using descriptive statistics.Results:A total of 233 students (response rate 90%) wereincluded in the analysis. Students with previous techni-cian experience scored higher on the pre-course assess-ment than students without experience (P1’s, n5 122:53% vs. 25%, p,0.0001; P2’s, n5111: 59% vs 45%,p,0.0001). Future analyses will look at student percep-tions and knowledge gained after completing the course.Implications:There is a baseline knowledge gap betweenstudents with technician experience and those without.Results of this study will identify specific areas thatshould be emphasized in the new curriculum. This studymay provide data for discussion of initiation of separatetracks for experienced and non-experienced students.

Leveraging Student Leader Involvement in Cre-ating and Administering a Co-Curricular Program.Kevin T. Nguyen, University of California, San Diego,

Arianna Choi,University of California, San Diego, LindaDao, University of California, San Diego, Sarah M.Lorentz, University of California, San Diego, DavidBao,University of California, SanDiego, AnjanDebnath,University of California, San Diego, Irina Kufareva,Uni-versity of California, San Diego, Renu F. Singh, Univer-sity of California, San Diego. Objective: To incorporatestudent leadership into the implementation of a newco-curricular program Methods: To fulfill 2016 ACPEaccreditation requirements, our school developed a co-curricular program that enhances student learning beyondthe classroom. The program requires P1-P3 students toparticipate in and reflect upon professional, community,and networking events. Program administration is over-seen by a faculty committee while student leaders assistwith defining program requirements and serve as liai-sons between faculty and student organizations. Along-side faculty, student leaders established a cloud-basedplatform, the Student Organization Weekly Newsletter(SOWN) for event sharing and attendance tracking andprovided fellow students with programmatic informationand updates. In addition, an approval process for newstudent-initiated events was developed. Results: Theco-curricular event list contains approximately 400events classified into 35 event types, each assigned toone ormore of four co-curricular domains: (1) Leadership& Innovation/Entrepreneurship, (2) Cultural Understand-ing, Community Outreach, & Service, (3) Personal De-velopment&Wellness, and (4) Professionalism&CareerDevelopment. At the initiation of the program, eventsfrom previous years were assigned to specific domains.During the first 6 months of the program, 85 new eventrequests were approved. Twelve student organizationsand affiliated student groups documented events on theSOWN. This approach enabled faster buy-in from thestudent body, took advantage of the students’ technicalskills, and enhanced the program’s efficiency by reducingworkload for the faculty. Implications: Student leader-ship involvement proved a productive strategy in estab-lishing a new co-curricular program and may be adoptedby other schools of pharmacy.

ManagingMedication Error Disclosures in Com-munity Pharmacy. Ali Lois Icenogle, University ofWashington, Karan N. Dawson, University of Washing-ton, Brilliana Hou,University of Washington.Objective:The objectives of this qualitative study are to identifywhat pharmacists consider effective medication disclo-sure, learn what resources are available to pharmacistsregarding medication error disclosure, and use study re-sults to enhance a current teaching module on medicationerror. Methods: A purposeful sample of 20 pharmacistswith experience working in community practice, as

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1093

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

educators, and for pharmacy professional organizationsare selected for interview. Interviews are conducted usinga semi structured interview guide that consists of open-ended questions relating to how medication errors aredisclosed, what training pharmacists receive regardingerror disclosure, and how pharmacists can best preparefor medication error disclosure according to the inter-viewees. Interviews are audio recorded and transcribedvia amobile application and through note taking. The leadinvestigators will analyze interview transcripts for com-mon themes relating to medication error disclosure and,through an iterative process, devise a set of coding rules toclassify the data into these themes. Two auditors will in-dependently apply the coding rules to the transcript sec-tions to check the dependability of the coding system.Recommendations for best practices for medication errordisclosure will be reported, and gaps in disclosure thatmay relate to legal and professional support may be iden-tified. Results: Results pending Implications: Study re-sults will be used to enhance a current teachingmodule onerror disclosure and as a basis for study authors to helptrain pharmacy students and practicing pharmacists re-garding error disclosure. In addition, gaps in medicationerror disclosure practices and/or training may emerge tostimulate future research and program development.

Mentorship in Pharmacy Education: StudentPerceptions of Value, Preferences, and Likelihood toEngage. Ashley S. Crumby, The University of Missis-sippi, Alicia S. Bouldin, The University of Mississippi,Sujith Ramachandran, The University of Mississippi,Jennifer L. Adams, Idaho State University, Chelsea W.Bennett, The University of Mississippi. Objective: Theobjective of this study is to measure the value of mentor-ship among student pharmacists by examining the impor-tance of mentorship functions and preferences for therelationship. The study also assesses how perceived per-sonal relevance and valuation influence the likelihoodthat students will engage in a mentoring relationship.Methods: Data collection involves self-report via anonline survey among student pharmacists (P1-P4) at fourparticipating universities. To measure the value of men-torship, an adapted version of the 29-item MentoringFunctions Scale will be used which evaluates both careerand psychosocial functions. Perceived personal relevancewill bemeasured using theRevised Personal InvolvementInventory Scale. Preferences for the structure of the men-toring relationship will be elicited using a discrete choiceexperiment which includes evaluation of twelve pairs of“promotional program descriptions” for various mentor-ing programs. For each pair, students will be asked toidentify which program they prefer. Results: Work inprogress. Implications: Results from this study will help

to identify the level of value students attribute to mentor-ship and the aspects of thementoring relationship studentsprefer. This could allow for the creation of mentorshipprograms, whether formal or informal, that would be val-ued by students and utilized to their fullest potential,resulting in positive outcomes for all involved. This re-search could potentially seed targeted mentorship devel-opment education, to better train mentors in the initiationand cultivation roles.

Model of Interprofessional Education in Under-served Populations. Patrick Haverty Lee, TheUniversityof Rhode Island, Kelly L. Matson, The University ofRhode Island. Objective: To demonstrate the Universityof Rhode Island Academic Healthcare Collaborative(-URI AHC) Jamaica Mission Trip may serve as a modelof interprofessional practice in an international missiontrip setting for other colleges of pharmacy AccreditationCouncil for Pharmacy Education (ACPE) 2016 Standardsand Center for the Advancement of Pharmacy Education(CAPE) 2013 Outcomes. Methods: Twenty-two phar-macy, nursing, and physical therapy students who volun-tarily participated in the 2019 URI AHC JamaicaMissionTrip were offered an anonymous, voluntary post-trip sur-vey comprised of 5-point Likert-scaled statements. Sur-vey statements were developed to elicit responses frommission experiences based on practice essentials/ap-proach and interprofessional education from currentCAPE outcomes and ACPE Standards.Results:Majorityof all students surveyed responded favorably that the 2019Jamaica Mission Trip met CAPE outcomes of health andwellness promotion (89.5%), population-based care(94.7%), education (94.7%), interprofessional collabora-tion (94.7%), and communication (87.7%). Furthermore,URI AHC students perceived the interprofessional globalmission met ACPE Standards of health and wellness(84.2%), interprofessional collaboration (94.7%), cul-tural sensitivity (100%), communication (100%), inter-professional team dynamics (94.7%), interprofessionalteam education (94.7%), and interprofessional team prac-tice (89.5%). Implications: Students perceived their par-ticipation in URI AHC Jamaica Mission Trip met CAPEoutcomes and ACPE Standards centered around commu-nication, cultural competency, team-building, and leader-ship. Study limitations may include selection andobserver biases based on survey participants includedand specific statements assessed, respectively. This tripmay serve as amodel of a global interprofessionalmissiontrip for other colleges of pharmacy to meet CAPE out-comes and ACPE Standards.

Observational Review of Leukopenia in Post-Kidney Transplant Recipients. Ngoc-yen Pham, TheUniversity of New Mexico, Amanda J. Condon, The

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1094

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

University of NewMexico,Melanie A. Dodd, TheUniver-sity of New Mexico. Objective: The University of NewMexico Health System has the longest running kidneytransplant program in the state since 1977. As of August2018, there are 218 patients awaiting kidney transplant atUNMH, with 77% are of Native American or Hispanicdescent. While our patient population is mainly com-prised of Hispanics and Native Americans, this popula-tion remains largely underrepresented in transplantliterature. Anecdotally, this population appears more sen-sitive to leukopenia-inducing medications. The purposeof this study is to describe the incidence and complica-tions of leukopenia in kidney transplant recipients of His-panic, Native American, and non-Hispanic or non-NativeAmerican descent.Methods:This will be a single-center,retrospective, study conducted at the UNMH.Patients 18years or older who received a kidney transplant at UNMHbetween January 1, 2006 and September 30, 2017 will beincluded in the study. TheUNMH transplant database andelectronic medical record will be utilized for data collec-tion. All data will be recorded without patient identifiersand maintained confidentially. The primary outcome willbe to describe the incidence of leukopenia among the pre-specified populations. Secondary outcomes include eval-uation of time to leukopenia, treatment of leukopenia, andone-year graft outcomes. Data will be analyzed using chi-square test and analysis of variance (ANOVA). Results:The results of this study are still in progress. Implica-tions: By exploring the rate of leukopenia in patients ofNative American and Hispanic descent, immunosuppres-sive therapies could be tailored to improve safety andefficacy in this patient population.

Ohio Pharmacists’ Knowledge and Utilization ofthe Patient Care Process. Abagail Agler, UniversityHospitals GeaugaMedical Center,Mate Soric,NortheastOhio Medical University, Lukas J. Everly, NortheastOhio Medical University.Objective: The Joint Commis-sion of Pharmacy Practitioners adopted the Pharmacists’Patient Care Process (PPCP) in 2014 to define expecta-tions of pharmacists. It is unknown if pharmacists areaware of these expectations and how it is being usedacross the profession. The primary objective of this studyis to determine the proportion of Ohio pharmacists whoare familiar with and utilize the PPCP. Methods: A val-idated survey was emailed to all licensed pharmacists inOhio. Pharmacists who spend less than 20% of time perweek in direct patient care were excluded from the study.The surveywas designed to assess a pharmacist’s usage ofthe PPCP in a hypothetical patient scenario. Case vi-gnettes assessed a pharmacist’s process for care delivery.Data regarding practice setting, precepting roles, andpharmacy training was also collected. Results: Of the

812 responderswhomet inclusion criteria, 698 completedall components of the survey. The majority held a Doctorof Pharmacy degree (49%), were out of school five yearsor longer (64.9%), precepted students (60.9%), and prac-ticed in a community setting (39.0%). While 62.8% self-identified as having good knowledge of the PPCP, 20.2%ranked their knowledge as none or poor.Only 17% rankedtheir knowledge as excellent. Only 48.2% scored 4/5 orbetter when applying the PPCP to the hypothetical case.Implications: As Ohio pharmacists just received pro-vider status, use and evaluation of the PPCP is critical.Due to the rate of self-identified lack of knowledge, edu-cation on and further understanding of how best to applythe PPCP is necessary.

Peer Health Educators on Campus: TeachingSafe Medication Practices. Olga O. Vlashyn, PurdueUniversity, Baylee Q. Bryan, Purdue University, MurphyK. O’Toole, Purdue University, Stephanie A. Deremiah,Purdue University, Jane E. Krause, Purdue University.Objective: Objectives included: (1) to assess the impactof a prescription drug abuse/ misuse peer education pro-gram (“Safe Medication Practices”) on knowledge ofUniversity students; (2) to obtain feedback on the pre-sentation; and (3) to obtain reflections from the peereducators on the experience. Methods: A 30-minute ed-ucational presentation was developed and offered tostudent organizations during the 2018 spring semester.Student attendees completed an anonymous knowledgeassessment containing ten multiple choice items prior toand immediately following the presentation. The post-assessment also included items that gathered feedbackon the presentation. The paired t-test was used to comparechanges in pre- and post-assessment items and scores.Feedback on the presentation was summarized.Results:In collaboration with a pharmacist faculty mentor, fivestudents from the College of Pharmacy and College ofNursing served as peer educators. The presentation wasdelivered 13 times to a total of 494 students. Resultsfrom the pre- and post-assessments indicated a statisti-cally significant increase in eight of the ten multiplechoice items and a mean total score increase of19.13% (p # 0.05). Following the presentation,90.49% of the attendees agreed they were more knowl-edgeable about the dangers of misusing prescriptiondrugs and 95.34% of the attendees agreed the informa-tion was presented effectively. The peer educators foundimpacting the knowledge of fellow students to be re-warding and enjoyed collaborating on this inter-profes-sional initiative. Implications: Results support thenotion that peer education is an effective way to raiseawareness about prescription drug abuse/ misuse on col-lege campuses.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1095

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Pharmacist and Pharmacy Student Wellness andMental Health Analysis. Ashley A. Kang, University ofNorth Carolina at Chapel Hill, Abby MacCauley, Uni-versity of North Carolina at Chapel Hill, Suzanne C.Harris,University of NorthCarolina at ChapelHill, HeidiN.Anksorus,University ofNorthCarolina atChapelHill.Objective: Survey a large sample of pharmacists andpharmacy students in various practice areas and phar-macy schools, respectively, to assess three areas of well-ness: mental, physical, and personal health. Methods:The Qualtrics surveys have two arms with IRB approval:PharmD students and practicing pharmacists. In Decem-ber 2018, the North Carolina Board of Pharmacy dissem-inated a survey to all actively licensed pharmacists inNorth Carolina. In January 2019, representatives, includ-ing Directors of the Office of Student Affairs of 10accredited U.S. pharmacy schools disseminated thestudent arm of the survey. Surveys will collect perti-nent demographics and assess mental (stress, anxiety,depression, substance use), physical (diet, exercise, sleephabits), and personal (school- or work-life balance,hobbies, burnout, career and relationship satisfaction)health, incorporating previously validated tools adaptedto create a comprehensive survey. The surveywill be openthrough March 2019 with full analysis anticipated inApril.Results:At this point in data collection, the studentarm of the survey has received 794 responses from 10schools of pharmacy across the U.S., which equates to aresponse rate of roughly 13%. The pharmacist arm hasreceived 1,311 responses, which is a response rate ofabout 10%. The current completion rate is in line withinitial estimations. Implications: When looking at con-tributors towellness, it is anticipated that connectionswillbe identified among the three domains assessed, allowingemployers and pharmacy schools to better understand theneeds of their respective populations, hopefully leading toincreased resources and programs to support wellness.

Pharmacist and Physician Engagement in Ter-tiary Prevention of Opioid Use Disorder. Aaron J.Salwan, East Tennessee State University, Nicholas E.Hagemeier, East Tennessee State University, Kelly Fos-ter, East Tennessee State University, Jesse Arnold, EastTennessee State University, Bill Brooks, East TennesseeState University, Arsham Alamian, East Tennessee StateUniversity, Robert Pack,East Tennessee StateUniversity.Objective: To compare physician and pharmacist en-gagement in tertiary prevention behaviors in patients atrisk for opioid use disorder and accidental overdose.Methods: Two paper-based survey instruments were de-veloped to assess community pharmacists’ (N52206) andprimary care physicians’ (N51890) engagement in pre-vention behaviors for patients at risk of opioid use disor-

der (OUD). A profession specific scenario was pretestedand thereafter included in each survey instrument togauge engagement in prevention behavior. Given 10 pa-tients with OUD, pharmacists and physicians were askedhow many patients they would dispense/prescribe bupre-norphine/naloxone, and for how many patients theywould co-prescribe/dispense naloxone. Participants wereasked to evaluate perceived prevalence of evidence-basedmedication assisted treatment (MAT) practices amongphysicians in Tennessee. SPSS version 25 was used tocalculate descriptive statistics.Results:Usable responseswere obtained from 433 pharmacists and 296 physicians.Given 10 patients with evidence of poly-substance mis-use, 61% of physicians indicated they would discharge 10of 10 patients. For a patient with a buprenorphine/nalox-one prescription, 35% of pharmacists indicated theywould never (0/10) dispense buprenorphine/naloxone.Given 10 patients, pharmacists reported they would dis-cuss co-dispensing naloxone with 3.364.03 patients, andphysicians would co-prescribe naloxone to 2.0263.65patients. Pharmacists and physicians perceived aminorityofMATproviders (30% and 32%, respectively) to engagein evidence-basedMAT. Implications:Opportunities ex-ist for pharmacists and physicians to increase engagementin OUD prevention behaviors. Future research is war-ranted to understand drivers of behavioral engagement.

Pharmacist Preceptor Perceptions of Experien-tial Learning: A Phenomenological Study. ShaunaGerwing, University of Saskatchewan. Objective: Thepurpose of this study is to describe the lived experienceof experiential learning by pharmacist preceptors. Ques-tions guiding the research include: what are pharmacypreceptor perceptions of experiential learning at the Uni-versity of Saskatchewan? And, what enhances or con-strains pharmacy preceptors understanding, desire, orability to engage in experiential learning? Methods:Qualitative methodology, in particular, hermeneutic phe-nomenology as guided by Max van Manen (ResearchingLived Experience, 1990) is used in the study. Thismethodis an iterative process that involves turning to the phenom-enon of interest, investigating experience as it is livedrather than conceptualized, reflecting on the essentialthemes of the phenomenon, describing the phenomenonthrough writing and rewriting, maintaining a strong andoriented relation to the phenomenon, and balancing theresearch context by considering the parts and the whole.Semi-structured, one-on-one interviews, with nine pre-ceptors from hospital and community practice were con-ducted. Themes, anecdotes, and detailed descriptions togain understanding and insight into the lived experienceof experiential learning of preceptors are provided in thisinterpretive, descriptive, phenomenological analysis.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1096

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Results: Preliminary themes identified include: timefor everything, finding a balance, building relationships,learning and teaching,motivation, and difficult situations.Analysis is currently ongoing. Implications: This phe-nomenological project may allow others, including edu-cational institutions, to appreciate the lived experience ofpharmacy preceptors, and may encourage others to act ina tactful, empathetic manner when modifying experien-tial learning curriculums. It may enhance the quality andquantity of experiential placements to benefit both stu-dents and preceptors.

Pharmacist Preparedness and Perceptions Re-garding Gender Affirming Therapy. Michelle Thien-Tam Tran, Steven D. Swank, The University of Texas atAustin, Jessica L. Robertson, The University of Texas atAustin, Justina Lipscomb, TheUniversity of Texas at Aus-tin, Ashley S. Oliver. Objective: The purpose of thisstudy is to describe practicing pharmacists’ preparednessin caring for transgender patients. Methods: An elevenquestion Likert-scale survey was distributed to practicingpharmacists to assess foundational knowledge and com-fort level regarding gender affirming therapy (GAT). Par-ticipants were asked to rate their preparedness on a scalefrom 1 to 5 (1 being “not prepared”, 5 being “very pre-pared”). Participants were also asked to provide demo-graphic information and if they received educationregarding GAT during or after graduating from pharmacyschool. Participation in the survey was both anonymousand voluntary. No written consent was required. Resultsfrom the survey were analyzed using descriptive statisticsand student’s t-test as appropriate. Results: A total of 92pharmacists completed the survey. Preliminary resultsshow that 92.4% did not receive formal GAT educationwhile in pharmacy school. On average, pharmacists ratedthemselves at 2.13 and 2.20 in providing recommenda-tions for and counseling transgender patients on GAT,respectively. Fifteen pharmacists indicated that they pre-viously received continuing education in GAT. On aver-age, they rated themselves at 2.93 and 3.07 in providingrecommendations for and counseling transgender patientson GAT, respectively. Implications: Transgender popu-lations are growing in America, and the likelihood that apharmacist will care for a transgender person is increas-ing. The results of this study show the importance of in-cluding GAT education in pharmacy curriculums.Moreover, providing continuing education to practicingpharmacist increases their ability and confidence in pro-viding care for transgender patients.

Pharmacist-Prescribed Hormonal Contracep-tion: Gauging Pharmacist Attitudes, Interest, andKnowledge in North Carolina.Gwen J. Seamon,Moun-tain Area Health Education Center, Allison Burke,

Walgreens, Casey Tak, University of North Carolina atChapel Hill, Amy Lenell, Walgreens, Macary W.Marciniak, University of North Carolina at Chapel Hill,Mollie A. Scott, University of North Carolina at ChapelHill.Objective: The objective of this study is to evaluatethe attitudes, interest, and knowledge regarding pharma-cist-prescribed hormonal contraception in North Carolina.Methods:Aweb-based surveywas distributed via email toall actively licensed pharmacists residing inNorthCarolinafrom November 14, 2018 - December 13, 2018. Demo-graphic data and pharmacy practice characteristics weregathered. Respondents in community-based settings wereasked their perceptions regarding feasibility of implemen-tation, barriers to implementation, and personal views onprescribing. All respondents were asked regarding supporttowards pharmacist-prescribed hormonal contraception.Descriptive statistics were used to characterize the re-sponses. Results: This Institutional Review Board-ap-proved study had a 6% (713/12,001) response rate. Ofthose, 65% were female, 53% were less than 40 yearsold, 71% received a PharmD degree, and 16% completeda Postgraduate Year One pharmacy residency. The ma-jority of respondents, 54%, reported their primary prac-tice site as community-based. Community-basedpharmacists reported themost common barriers to impactprescribing ability were added responsibility and liability(81%), time constraints (79%), and need for additionalpharmacist training (77%). Perceived benefits of prescrib-ing ability were increased patient contact (91%), in-creased use and adherence by patients (81.02%), andimproved access to hormonal contraception (80%). Over-all, 46% of community-based pharmacists felt that phar-macists are well-trained/educated to prescribe versus51% of non-community pharmacists. Implications: As-suming barriers are removed and that sufficient training isprovided, most community-based pharmacists in NorthCarolina are likely to prescribe hormonal contraception.Study limitations include a low response rate and a con-venience sample of respondents. This research supportslegislation to permit pharmacist-prescribed hormonalcontraception.

Pharmacists’ Roles When Interacting with Per-sons Living With HIV of African Origin: A NarrativeInquiry. Alina Cernasev, University of Minnesota,William L. Larson, Allina Health, Todd Rockwood,Uni-versity of Minnesota, Cynthia Peden-McAlpine, Univer-sity of Minnesota, Paul L. Ranelli,University of Minnesota,OliheN.Okoro,University ofMinnesota, JonC.Schommer,University of Minnesota. Objective: Different studieshave demonstrated pharmacist’s roles in adherence tothe Antiretroviral (ART) regimen. To our knowledge,there was no previous research to explore the role of the

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1097

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

pharmacist in African-origin persons living with HIVwhen navigating the U.S. healthcare system and theirmedication regimen. Methods: A qualitative approachwas used for this study. Fourteen participants wererecruited from Minnesota pharmacies and HIV clinics.One-on-one Narrative Interviews were conducted overfive months in 2018. All interviews were audio-recordedand transcribed verbatim. An inductive content analysiswas conducted using Dedoose, qualitative software.Codes were inductively derived, and similar codes weregrouped into categories that revealed themes. Results:The participants were originally from seven different Af-rican countries. Analysis of the interview data resulted intwo distinct themes that relate to the study objectives.Theme 1: Accessing the U.S. healthcare system Someof the participants are still learning how to navigate theU.S. healthcare system. Whenever they had questionsabout ART medications, they would rely on the physi-cian’s advice. Participants seemed unaware of the poten-tial role that could be played by the pharmacists in theirtherapy management. Furthermore, there were situationswhen participants experienced various insurance issues;they sought help from a case manager. Theme 2: Role ofherbal remedies in their treatment Some of the partici-pants have faith in herbal remedies and use them. Impli-cations: Pharmacists have the opportunity to takeadditional patient care roles in helping these individualsto navigate the unfamiliar U.S. healthcare system and theART treatment landscape.

“Pharmacy Battle”, a Group-Based Study GameImplemented in a Top-200 Drugs Class. Micah E.Miller, Washington State University, Christina R. Buch-man,Washington State University. Objective: To createand apply a completely custom-created, group-basedstudy game to improve retention of first-year-level“Top-200 Drugs” content while increasing motivation,enjoyment, and socialization. Methods: Game creationand pre-testing lasted from Fall 2018 into Summer 2019,with final game implementation occurring in Fall semes-ter of 2019within a cohort of first-year pharmacy studentsat the Yakima extension of theWashington State Univer-sity College of Pharmacy and Pharmaceutical Sciences.Game sessions were held outside of class, on a voluntarybasis. Each group of 3-5 students could participate in 6separate game sessions during the semester, with eachsession held the week before the upcoming exam. Tworounds of surveys gathered subjective motivation- andexperience-centric information at the middle and end ofsemester. Participants’ exam performance was gatheredand compared to two non-participant cohorts.Results: Intotal, 952 non-participant and 71 participant exam perfor-mance results were gathered. Incidence of retests (scoring

,80% on initial assessment) in the participant group was6 (8.5%), versus 161 (16.9%) in the non-participantgroup. Additionally, the participant group had higheraverage tests scores (9.27/10 versus 8.71/10 average ofnon-participants). Surveys also revealed several positiveoutcomes related to motivation, enjoyment, and sociali-zation. Implications: Pharmacy Battle represents aunique product as an educational game, purpose-builtfrom scratch rather than an adaptation of an existing prod-uct. This process admittedly requires greater initial effortfor the game creator, but the successful outcomes noted inthis project suggest there is great potential for such tailor-made, game-based solutions in the future of pharmacyeducation.

Pharmacy Student Perception of School RelatedStress and Awareness of Resources. Eric P. Tobin,Uni-versity of Colorado, Benjamin Chavez,University of Col-orado, Megan Leeds, Regis University. Objective: Thisstudy aims to assess the impact of stress on pharmacystudents. It also aims to increase awareness of studentstress tomake adjustments in campus resources and betterserve students. Methods: A 12-question survey on theperception of school-related stress was sent out electron-ically to all students enrolled in Colorado entry-levelPharmD programs (n5817). Questions used a 4-pointLikert scale rating from strongly agree to strongly dis-agree. The survey measured the perception of stress fromtopics like financial, academic performance, and futurecareer opportunities. It included questions geared towardhow school stress impacted mental and physical health,the ability to enjoy life outside of school, and awareness ofresources related to stress management and coping skills.The survey also presented studentswith campus resourcesfor helpingwithmanagement of stress.Results:A total of415 students (51%) responded, 272 were female (66%).Results showed 67% of respondents felt pharmacy schoolhad impacted their physical health andmentalwell-being.Seventy-three percent stated their life outside of phar-macy school had suffered since starting the program.About a third (30%) responded that stress from pharmacyschool had contributed to regretting entering pharmacyschool. Only 45% of respondents felt their university hadenough resources to help them cope with stress. Implica-tions: Stress experienced in pharmacy school impactsmental and physical health of students, as well as theirlives outside of school. Methods to increase awarenessand improve resources should be explored further in orderto preserve student’s health and ability to manage stress-related negative effects.

Pharmacy Student Preferences and Perceptions ofIn-Person Versus Video Evaluations in a Skills-BasedLaboratory Course. Jenny Beal, Purdue University,

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1098

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Zachary A. Weber, Purdue University, Alex N. Isaacs,Purdue University, Kimberly S. Illingworth Plake,PurdueUniversity, Alan J. Zillich, Purdue University, Jamie L.Woodyard, Purdue University. Objective: To determinepharmacy students’ preferences and perceptions of in-person and video evaluation methods for formative andsummative activities in a skills-based laboratory course.The relationship between student evaluation and academicachievement has been established, but little research hasbeen conducted on student perceptions of evaluationmethods. Methods: An online survey was administeredto447first-, second-, and third-professional year pharmacystudents. Fifteen items using a 5-point Likert-type scale(55strongly agree to 15strongly disagree) measured stu-dent perceptions and ten items measured preferences(“video”, “in-person”, or “both are equal”). Paired t-testscompared student perceptions of the two evaluationmethods and independent t-tests compared the differencein perceptions between students exposed and not exposedto video evaluations. Results: Pharmacy students (99.3%response rate) perceived in-person and video evaluationsas significantly (p,0.05) different, with in-person evalua-tions being perceived more positively on all items exceptfor nervousness. Students exposed to video evaluations feltsignificantly more positive towards video evaluations thanvideo-naıve students on nine of 11 items but felt signifi-cantly less positive towards video evaluations in terms ofquality (delta51.24 vs. 0.83) and amount (delta51.14 vs0.77) ofwritten feedback received. Implications:Studentsview in-person evaluations significantly more positivelythan video evaluations. This effect is largely mitigated byexposure to video evaluations, suggesting that concernsregarding video evaluations are based on conjecture ratherthan experience. Adjustments are needed to improve thequality and amount of written feedback provided to stu-dents evaluated via video.

Pharmacy Students’ Desired Post-GraduationJob andLifestyle Attributes andConfidenceChoosingfrom Potential Job Offers. Drake J. Reiter, Drake Uni-versity, Erin Ulrich, Drake University, Kelli Welter,Drake University, Jonathan R. Hurdelbrink, Drake Uni-versity.Objective: To determine pharmacy student pref-erence in lifestyle/city characteristics, job traits, andconfidence in selecting post-graduation jobs with varyingjob attributes.Methods:Pharmacy students in theNABP/AACP District 5 completed a one-time, anonymous,online questionnaire. Measures of interest included: sub-ject characteristics (gender, year in pharmacy school, andsize of hometown), important lifestyle/job attributes,preference of position when given four rounds of hypo-thetical job posting, and confidence in their decision aftereach round (Likert scale response). A summed confidence

score was calculated (range score 4-12). Kruskal Wallisand Mann-Whitney U tests analyses were conducted todetermine if individual characteristics were related tosummed confidence. Results: A total of 283 studentscompleted questionnaires from in Iowa, South Dakota,North Dakota, and Saskatchewan. The majority of re-spondents were female, P3 students, and from a home-town with a population greater than 2,500. The toplifestyle characteristics were cost of living (75.4%) andsense of community (52.7%). The preferred job attributeswere flexible schedule and autonomy (57.1%) and salary(55.5%). Overall, when given hypothetical job listings,students were not confident in any of their decisions(means ranged from 9.6-51.1). Out of all locations, con-fidence was only related to year in school (p50.025) inSaskatchewan. Implications: Pharmacy students are notconfident in the selecting a post-graduate position.Schools of pharmacies should consider implementing re-sources, support, and co-curricular activities to assist inbuilding confidence during the job search process.

Pharmacy Students’ Perceptions of ElectronicPeer-Review of Journal Clubs During a Drug Litera-ture Evaluation Course. Kaitlin J. Montagano, PurdueUniversity, Amy H. Sheehan, Purdue University.Objec-tive: Journal clubs are frequently used to teach importantliterature evaluation skills to pharmacy students. Peer re-view is one method to improve students’ competency re-garding journal clubs. The objective of this study is todetermine whether pharmacy students’ perceptions ofparticipating in electronic peer-review sessions duringclass time influences their perceived self-competence to-ward journal clubs. Methods: Second-year professionalstudents participated in three separate in-class, electronic,anonymous peer-review sessions to provide and receivefeedback for their three written journal club drafts. Fol-lowing grading of the third journal club, students wereinvited to complete a 23-item survey instrument basedon the Self-Determination Theory. The Intrinsic Motiva-tion Inventory (IMI) and Perceived Competence Scale,were used to assess students’ interest in and perceivedvalue of the electronic peer-review sessions, as well astheir perceived self-competence regarding journal clubs.Results: The survey response rate was 98.6 percent, with146 of 148 students completing the survey. Based onscales of one to seven, students demonstrated moderateinterest in the peer-review sessions (mean: 3.86), viewedthem as valuable (mean: 5.25), and had a moderate levelof perceived self-competence regarding journal clubs(mean: 3.74). Additionally, students’ interest and per-ceived value of the electronic peer-review sessions bothsignificantly influenced their self-competence in com-pleting quality journal clubs. Implications: An in-class

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1099

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

electronic peer-review system offers an efficient andanonymous method for providing and receiving feedbackon journal club assignments. Increasing students’ interestin and perceived value of peer-review may improve theirself-competence regarding journal clubs.

Pharmacy Students’ Use of Social Media forLearning and Communication. Ruth N. Jeminiwa, Au-burn University, Fatana Shamsuddin, Nashville GeneralHospital, Jeff J. Cain, University of Kentucky, Kevin A.Clauson, Lipscomb University, Brent Fox, Auburn Uni-versity. Objective: The use of social media is highlyprevalent with over 80% of Americans owning a socialmedia profile. Although social media platforms such asWikipedia and YouTube hold promise in teaching andlearning, little is known about students’ perceptions ofusing these platforms for learning and communication.The objective of this study is to determine pharmacy stu-dents’ perceptions of using socialmedia as tools for learn-ing and communication. Methods: A cross-sectionalsurvey of P1, P2, and P3 pharmacy students in two Uni-versities was performed. In addition to demographic in-formation, survey questions elicited information onstudents’ use of social media for education and patient-related communication. Descriptive statistics and the Chisquare test were computed. Results: A total of 335 stu-dents completed the survey (response rate5 51%). Mostparticipants were female (67.2%), white (75.5%), andbetween 20 – 30 years old (92%). About 64% of the stu-dents usedWikipedia for health-related informationwhenstudying. Conversely, only 21% of students usedWikipe-dia for health-related information for patient-relatedquestions. Eighty-seven percent used YouTube forhealth-related information when studying. Again, therewere fewer students utilizing YouTube to visually dem-onstrate health-related information to patients (33%). AChi square post-hoc analysis revealed that P1s were un-derrepresented among students utilizing YouTube forhealth-related information when studying. (p 5 0.002).Implications: Majority of students utilize social mediafor learning, however, few utilize this platform for pa-tient-related communication. Future studies should ex-plore factors influencing students’ use of social mediafor patient-related communications.

PharmCasting the Future of Pharmaceutical Sci-ences and Pharmacy Practice Education. AmandaOlsen,University of North Carolina at Chapel Hill, LanaM. Minshew, University of North Carolina at ChapelHill, Jacqueline McLaughlin, University of North Caro-lina at Chapel Hill.Objective:The objectivewas to buildconsensus and rank order items regarding the future ofpharmacy practice and pharmaceutical science education.Methods: Two separate Delphi studies were conducted,

one with leaders who specialized in pharmacy practiceeducation and one with leaders who specialized in phar-maceutical science education.Using theDelphimethod, asystematic process where experts generate, reduce, andrank order items to indicate importance, experts fromthree different institutions identified current/emerging in-novations and professional skills that students may needto develop to be successful in the next decade. Results:For current/emerging innovations, pharmacy practice ex-perts identified, 1) digital health, 2) greater incorporationof pharmacists in team-based care, and 3) personalizedmedicine, while the pharmaceutical science experts iden-tified 1) personalized medicine, 2) immunotherapies, and3) big data. Regarding professional skills, the pharmacypractice experts identified, 1) clinical decisionmaking, 2)creative problem solving, and 3) collaborating with otherprofessionals, while the pharmaceutical science expertsidentified, 1) creative problem solving, 2) communicationskills, and 3) self-directed learning. Although pharmacypractice and pharmaceutical science students are traineddifferently, experts in these domains identified areas ofoverlap such as personalized medicine and creative prob-lem-solving. Implications: When developing curriculafor professional (PharmD) and Doctor of Philosophy(Ph.D.) degrees, it is often not known what educationalcontent is needed for continued student success. The re-sults from this study provide insight into different areasthat should be integrated into graduate and professionalprograms so students can remain at the forefront of theirrespective fields.

PharmD Student Roles in Development andImplementation of an Applied Patient Care SkillsCourse. Julia S. Lee, University of California San Fran-cisco, Crystal Zhou, University of California, San Fran-cisco. Objective: To describe student contributions tocurriculum and implementation of a new skills coursefor first-year PharmD students. Methods: Students inthe Applied Patient Care Skills (APCS) course meet twohours per week to exercise critical thinking and problem-solving skills through complex patient cases; practicepatient communication, including motivational inter-viewing and medication counseling; and receive trainingin using various devices, such as inhalers and nicotinereplacement products. The Office of Education and In-structional Support (OEIS) employs two student interns(second- or third-year students) to work with the APCScourse director. Student interns for the APCS coursespend approximately six hours weekly working in con-junction with the course director to develop patient cases,facilitate group discussions, provide individualized feed-back for weekly reflections, assist during structured officehours, and design the top 200 most prescribed “brand and

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1100

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

generic drug quizzes” for the first-year PharmD students.Results: Student interns found their role beneficial inthat it bolstered their clinical knowledge, allowed insightinto course design, and provided opportunities for men-toring and establishing collegial active-learning envi-ronments. Faculty found the role of student interns tobe instrumental in building a new curriculum throughcompiling patient cases, reviewing assignments, andassisting with structured office hours. Implications:Students can play a valuable role throughout the designand implementation of new curricula. This model ofemploying educational student interns is beneficial forboth student learning and faculty support that cannot beprovided by non-PharmD trainees (e.g. graduate stu-dents) or staff.

PhenylalanineHydroxylase Deficiency: The Phar-mabiotic Treatment Approach. Chloe E. LeBegue,University of South Carolina, Jacob C. Massey, Univer-sity of South Carolina, Michael D. Wyatt, Universityof South Carolina. Objective: Phenylketonuria, nowknown as phenylalanine hydroxylase (PAH) deficiency,is a disorder of metabolism affecting approximately onein every 15,000 infants born in the United States. Patientshave nonfunctional PAH enzyme secondary to one ormore genetic mutations. The enzyme deficit results indestructive supraphysiologic blood phenylalanine levelsupon consumption of the essential amino acid phenylal-anine. Current standards of care mitigate signs and symp-toms of the disorder, but do not approach a cure. Themethods for creating a prototype pharmabiotic as an in-novative treatment strategy for PAH deficiency are de-scribed. Methods: DNA molecular cloning techniqueswere utilized to engineer a novel plasmid termed LiLi5,which was subsequently transformed into Lactobacillushelveticus.Results:A cDNA for human PAHwas ampli-fied and inserted into a gram-neutral shuttle vector tocreate LiLi5, which expresses human phenylalanine hy-droxylase. The LiLi5 plasmid was confirmed by restric-tion enzyme digest and sequencing of the cDNA insert.Successful transformation of LiLi5 into Lactobacillushelveticus generated a novel strain. PCR-based detectionconfirmed the presence of the human PAH cDNA in Lac-tobacillus helveticus. Implications: Phenylalanine hy-droxylase deficiency is a debilitating disorder causingsomatic, psychosocial, and financial distress for patientsand their families. Current treatment strategies do notadequately address the decreased quality of life experi-enced by patients. Lactobacillus helveticus is a GRASgram-positive bacterial species commonly formulatedin commercially marketed probiotics. Lactobacillus hel-veticus expressing human phenylalanine hydroxylasewill be formulated into a pharmabiotic for testing as a

new treatment for phenylalanine hydroxylase deficiency.Patent pending.

Piloting A Branched Narrative Learning Peda-gogy to Promote Critical Thinking In Student Phar-macists. MeiLing G. Norfolk, Cedarville University,Bethany Sibbitt, Cedarville University, Zachary N.Jenkins, Cedarville University. Objective: Traditionallectures may not always not mimic the complexity ofdecisionmaking in patient care. Branched narrative learn-ing (BNL) is a pedagogy that utilizes patient cases thatevolve based on student response and may promote crit-ical thinking through the simulation of real-life decisionsand their consequences. The objectives of this study wereto evaluate the ability of BNL to strengthen student per-formance on higher Bloom’s level questions, as well asaddressing the Pharmacist Patient Care Process (PCPP),in a therapeutics course. Methods: Third-year profes-sional pharmacy students completed a series of four as-sessments throughout the hematology/oncology course,as well as a survey on their perceptions of BNL. The firstassessment was administered prior to topic preparationfor evaluation of baseline knowledge. The second assess-ment was administered following lecture-based contentdelivery, the third was given after BNL content delivery,and the fourth was administered at the culmination of thecourse to assess extended retention of knowledge. Ques-tions were mapped to Bloom’s Level and the PCPP, andscores were analyzed using repeated measures ANOVA.Results: In this 48-student cohort, performance from thefirst through the fourth assessments for all Bloom’s tax-onomy levels, PPCP principles, and overall examinationscores showed significant improvement from baseline.Students had positive perceptions of this pedagogy. Im-plications: BNL may improve students’ critical thinkingand better prepare them for real-life scenarios of navigat-ing through clinical decision making in practice. Futurestudies will directly compare this pedagogy to othermethods.

Positive Deviants for Medication Therapy Man-agement: A Mixed-Methods Evaluation of Commu-nity Pharmacy Practices. Omolola A. Adeoye, PurdueUniversity, Leslie M. Lake, Kroger Central Division,Karen S. Hudmon, Purdue University, Alan J. Zillich,Purdue University, Margie E. Snyder,PurdueUniversity.Objective: Applying the Positive Deviance model, gen-erate hypotheses for practices that enable communitypharmacies to achieve top performance on widely ac-cepted Medication Therapy Management (MTM) qualitymeasures.Methods:This work incorporates two comple-mentary conceptual frameworks. First, to explain reasonsfor deviations in MTM performance, the Positive Devi-ance model was adapted and applied to inform study

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1101

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

design. Second, because MTM focuses primarily on op-timizing health outcomes among the chronically ill, theChronic Care Model was applied to guide data collectionand analysis. Pharmacies within a supermarket-basedcommunity pharmacy chain were ranked by compositescores on five MTM quality measures comprising the2017Medicare Part D Star Ratings: Adherence Measuresfor cholesterol, hypertension, and diabetes medications,High-RiskMedication use in the elderly, andComprehen-sive Medication Review completion rates. A purposivesample was drawn from the first, third, and fifth quintilesof a ranked list to generate high-, moderate-, and low-performing categories respectively for recruitment. Phar-macy staff engaged inMTMdelivery at selected locationswere invited to participate in semi-structured interviewscharacterizing MTM delivery practices. Using an itera-tive process throughout data collection, study investiga-tors will conduct an abductive thematic analysis ofinterview data collected. Qualitatively derived themeswill be cross-tabulated with performance categories anddemographic data. Primary outcome measures will in-clude key findings pertaining to areas of overlap and var-iation across the three performance categories. Results:Pending Implications:With a long-term goal of optimiz-ingMedicare Part DMTMpolicy, the resulting data couldinform recommendations for practices consistent with topperformance on MTM quality measures.

Price Transparency in Prescription Drug Adver-tisements on Television/Streaming Devices: Con-sumer Perspectives. Michael T. England, Shah Afzal,Medical Marketing Economics LLC, Amit S. Patel,Med-ical Marketing Economics LLC, Mansi Shah-Patel,Med-ical Marketing Economics LLC, John P. Bentley, TheUniversity of Mississippi. Objective: Examine con-sumers’ perspectives on including drug prices in direct-to-consumer advertising via television/streaming devices(TV-DTCA). Methods: This study employed a cross-sectional design using a self-administered web-survey;respondents were recruited via an online consumer panel.Inclusion criteria: prescription drug insurance, taking atleast one prescription, and viewed prescription TV-DTCA in the last 3 months. Primary outcome variables:opinion of whether price should be included in TV-DTCAs and behavioral intentions (e.g., informationsearch, request a prescription) if price were included. At-titude scales, sociodemographics, self-reported pricingknowledge, and awareness of the Trump Administra-tion’s proposed policy were used as predictors in multi-variable models. Results: Of the 267 respondents, 60%agreed thatmanufacturers should showdrug prices in TV-DTCAs. Significant predictors of this opinion included:negative attitude toward pharmaceutical pricing and pos-

itive attitude toward pricing in TV-DTCA. There was amoderate level of intention to engage in behaviors moti-vated by drug price in advertisements. Significant predic-tors of intentionswere positive attitude towardTV-DTCAin general, toward pricing in TV-DTCA, and past behav-ior. A majority (54%) of respondents stated a preferenceto see out-of-pocket (OOP) costs (average, lowest, high-est) for patients with insurance in such advertisements(vs. other options like list price). Implications: Eventhough a majority of consumers appear to support the in-clusion of patient OOP costs in TV-DTCA, price infor-mation varies by insurance and plan type andmaybemoremisleading than helpful. It may affect patient requests forprescriptions; however, it is unclear whether the practicewill influence how manufacturers price their products.

Primary Care Physician and Community Phar-macist Opioid-Related Communication and Screen-ings Behaviors. Tyler C. Melton, East Tennessee StateUniversity, Nicholas E. Hagemeier, East Tennessee StateUniversity, Kelly Foster,East Tennessee StateUniversity,Jesse Arnold, East Tennessee State University, BillBrooks, East Tennessee State University, Arsham Ala-mian, East Tennessee State University, Robert Pack, EastTennessee State University.Objective: To compare Ten-nessee primary care physicians’ and community pharma-cists’ primary (risk communication, risk assessment) andsecondary (screening) opioid use disorder (OUD) preven-tion behaviors. Methods: After calling physicians andpharmacists to confirm practice setting, a survey instru-ment was sent to all Tennessee primary care physicians(n51890) and community pharmacists (n52206) using amodified, 4-wave Tailored Design Method approach.Three OUD scenarios (primary, secondary, tertiary) werepretested with providers and thereafter included in theprofession-specific survey instruments. Respondentswere asked to report, given 10 similar scenarios, the num-ber of times (0 to 10) they would engage in preventionbehaviors. Means and standard deviations were calcu-lated using SPSS version 25. Results: Response rates of16% and 20% were obtained for physicians and pharma-cists, respectively. Given 10 similar scenarios, physiciansindicated they would assess for risk of opioid abuse 1.661/- 3.25 times and for current opioid abuse 3.081/- 4.31times, while pharmacists would assess risk of opioidabuse 2.11 1/- 3.7 times and for current opioid abuse2.081/- 3.7 times. Pharmacists reported communicatingrisks associated with prescription opioids to patients 7.61/- 3.5 times, while physicians reported doing so 8.861/- 2.77 times. Implications: Pharmacists and physi-cians rarely use tools such as the Opioid Risk Tool andCurrent Opioid Misuse Measure to assess for risk ofopioid abuse or for current opioid abuse. Further

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1102

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

research is warranted to understand factors influencingpharmacists’ and physicians’ engagement in OUD pre-vention behaviors.

Proteomic Evaluation of Cetuximab Suscepti-ble and Resistant Colorectal Cancer Cell Lines.Travis John Holmes, Belmont University, Amy-Joan L.Ham, Belmont University. Objective: Colorectal cancer(CRC) is the 3rd leading cause of cancer-related death inthe United States. Resistance to treatment, like the mono-clonal antibody cetuximab, occurs in 90% of patients in18 months. This research was conducted to identify path-ways of resistance in CRC and investigate novel targetsfor future drug development. Methods: Two cell lineswere derived from the same HCA-7 progenitor line; SCwhich is resistant and CC which is susceptible to cetux-imab. Whole cell lysate was subjected to gel electropho-resis, combined with LC-MS/MS analysis, to fractionateand collect peptide mass spectra. Database searching us-ing the Myrimatch algorithm was employed to identifyproteins and IDPicker 3.0 was used to reassemble theproteins and filter the data to result confident identifica-tions. Differences in protein expression were deter-mined by spectral counting using the quasi-likelihoodmodeling for spectral counting. Results: A total of125,927 spectra were filtered and matched to 1,545 dis-tinct protein groups with a false discovery rate (FDR) ofless than 1%. Statistically significant protein downregu-lation was identified for 53 genes that were mapped to atotal of 10 common cell pathways usingWeb gestalt. TheBAD and GNAI2 genes were observed in multiple af-fected pathways. Implications:BAD is a gene that codesfor a protein which normally results in cellular apoptosis,and GNAI2 codes for a protein that normally inhibits thegeneration of cAMP. With these pathways downregu-lated, the cell is constituently proliferative and ignoresstandard signals for termination. Future studies will in-vestigate BAD and GNAI2 pathways as possible targetsto reverse cetuximab resistance.

Quality Control and Quality Assurance for Phar-maceutical Botulinum Neurotoxin Type A (BoNT/A).Jennifer Y. Tran, The University of Utah, James N.Herron, The University of Utah, Aiping Wei, Agri-Analysis,Shawn C. Owen, The University of Utah, Andrew S.Dixon, The University of Utah. Objective: Determinewhether an in-vitro simultaneous assay system forBoNT/A is more sensitive and faster than the gold stan-dardmouse lethality bioassay for determining the potencyof pharmaceutical BoNT/A Methods: PharmaceuticalBoNT/A comprises a 50 kDa light chain and a 100 kDaheavy chain. The heavy chain binds to the neuron, inter-nalizing the neurotoxin. Inside the neuron, the light chaincleaves synaptosomal-associated protein 25 (SNAP25)

preventing acetylcholine release. In this study, differentlight chain expression conditionswere optimized by vary-ing vector, bacterial host cell, induction temperature, andinduction time. Expressed light chain activity was evalu-ated via a fluorogenic enzymatic assay using a SNAP25mimic (SNAPtide). BoNT/A heavy chain expression isbeing optimized with similar procedures, except that itsactivity will be validated through an immunoassay. Thefinal in-vitro assay system combines both assays to detectactive heavy and light chains simultaneously, producing acalibration curve to determine the unknown potency of apharmaceutical BoNT/A.Results:Optimal expression ofactive BoNT/A light chain occurred with pF1KT7 Flexi�

vector, SHuffle�T7ExpressCompetent E. coli, inductiontemperature of 7.5 degree Celsius, and induction time of24 hours. Results for the protein expression of BoNT/Aheavy chain and the simultaneous assay system are inprogress, but an increase in sensitivity by 25% to 50%and a reduction in assay time from 48 hours to 5 hoursare expected. Implications: As compared to the mouselethality bioassay, this in-vitro simultaneous assay systemfor BoNT/A is expected to result in significantly highersensitivity and shorter assay time.

Rational Design of Isoform-Selective HDAC3 In-hibitors forReversal ofHIVLatency.SarahMarie Rea-soner, Concordia University Wisconsin, Henry North,Harding University, Tzvia I. Springer, Concordia Uni-versity Wisconsin, Terry-Elinor Reid,Concordia Univer-sity Wisconsin. Objective: Despite advancement inantiretroviral therapy (ART), complete eradication ofHIV has not been achieved. One approach for eliminatingHIV latent reservoirs is the “shock and kill” method bylatency-reversing agents (LRAs). Histone deacetylase(HDAC) inhibitors are among the most prominent LRAs.HDAC3 isoform activity is reported to be essential forrestricting the HIV-latent integrated provirus. Althoughthere are class I HDAC inhibitors currently on themarket,most are not isoform selective thereby resulting in re-duced potency as LRAs. Hence, it is pertinent to identifyisoform-selective HDAC3 inhibitors that can be includedin latency eradication strategies. Methods: To achieveour goal of designing isoform-selective HDAC3 inhibi-tors, we utilized in silico approaches to; (1) identify po-tential hits, (2) conduct hit-to-lead optimization of hits bycapitalizing on unconserved amino acids within the bind-ing site and, (3) to design molecules that target the morerecently discovered co-repressor binding site. We exper-imentally validated hits by conducting in vitro fluoro-genic assay screening. Results: Virtual screening of ourin-house chemical library lead to the discovery of twopromising novel HDAC3 inhibitors that are weakly ac-tive. Structure-guided hit-to-lead optimization of our hits

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1103

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

lead to the generation of a small library of structuresfor synthesis and SAR studies. In addition, we designedInositolmimics thatmay selectively bind themore uncon-served co-repressor binding domain of HDAC3. Impli-cations: The exploitation of unconserved regions ofHDAC3 is important in the design of isoform-selectiveLRAs to be used as part of a potential HIV eradicationstrategy.

Revision and Mapping of Entrustable Profes-sional Activity Supporting Tasks. Bailey K. Buenger,South Dakota State University, TeresaM. Seefeldt, SouthDakota State University. Objective: Entrustable Profes-sional Activities (EPAs) are skill-based competenciesthat students can be entrusted to perform independentlyonce they have received training and demonstrated com-petence in performing the skills. The Core EPAs for NewPharmacy Graduates were recently developed by theAmerican Association of Colleges of Pharmacy. Thisdocument includes 15 core EPAs, and each EPA has a listof exemplary supporting tasks. The objectives of thisproject were to refine the supporting tasks for each EPAfor implementation in a Pharm.D. program and map theEPAs to the pre-APPEcompetency statements.Methods:The example supporting tasks in the core EPA documentwere reviewed and compared to the pre-APPE compe-tency statements. Mapping of the supporting tasks tothese competency statements was conducted to identifyareas of similarity and gaps. The results of the mappingwere used to develop a program-specific draft of the EPAsupporting tasks. Feedback on the draftwas obtained fromfaculty in the pharmacy practice department, and the sup-porting tasks were further refined based on this feedback.Results: Following revision, 51 supporting tasks wereincluded in the final document. The EPA with the mostrevisions to the supporting tasks was “Oversee the phar-macy operations for an assigned work shift.” The finalEPA supporting task document was approved by the col-lege’s curriculum committee in Fall 2018. Implications:The EPAs and associated supporting tasks will be used toguide curriculum development and assessment of APPE-readiness and practice-readiness.

Risk of Heart Failure Associated with Gabapen-tinoid Use: A Systematic Review of Case Reports.Oliwier Nowak, Philadelphia College of OsteopathicMedicine, Jonathan J. Park, Philadelphia College of Os-teopathicMedicine, JiehyunLee,PhiladelphiaCollege ofOsteopathic Medicine. Objective: Pregabalin and gaba-pentin are widely used in treating neuropathic pain, how-ever there has been suspicion of development and/orworsening of heart failure (HF). The purpose of this sys-tematic review is to evaluate the potential relationshipbetween gabapentinoid use and HF.Methods:A system-

atic literature review was performed on August 23rd,2018 using three electronic databases (Pubmed, Embase,and Cochrane Library). The literature review was re-stricted to case reports and series written in English. Re-sults: Among 799 search results, 10 case reports wereidentified from 2007 to 2014. All cases involved the useof pregabalin with no HF cases reported with the use ofgabapentin. Out of the 10 cases observed, 2 cases had noprior history ofHF, and 8 cases had a history ofHF.Out ofthese 8 cases, 7 were staged as New York Heart Associ-ation (NYHA) class II or higher prior to exacerbation,with only 2 being staged as class III or higher. The dosingof pregabalin varied from 50mg twice daily up to 300mgonce daily. All reported cases exhibited ejection fractionof less than 56% on admission, and nearly all interven-tions involved diuretic therapy. Implications: Eventhough both drug package inserts advise the use of cautionin patients with NYHA Class III-IV, it is unclear whethergabapentinoid use can be recommended in patientswith NYHA Class I-II or with multiple risk factors forHF. Our findings will help bring awareness to healthcareprofessionals prescribing these medications and triggerfurther research to assess the association between HFand gabapentinoids.

Safe Handling and Disposal of Oral AnticancerChemotherapy – Patient/Provider Survey Studies,an Interim Analysis. Siu-Fun Wong, Chapman Univer-sity, Sun Yang, Chapman University, Priya S. Patel,Chapman University, Alexandra Corcoran, ChapmanUniversity, Samantha Arellano Isidro, Chapman Univer-sity, Eric Dobberpuhl, Chapman University, Dustin Le,ChapmanUniversity, Analise Klassen,ChapmanUniver-sity, Jay Rho, Chapman University, Vi Tran, ChapmanUniversity. Objective: Oral anticancer chemotherapy(OC) has become more prevalent since the 1940s. Thecombination of patients’ perceptions of OC as safer thanits intravenous counterpart and the lack of standardizedguidelines may predispose for increased risk of improperhandling and disposal, leading to in-home and environ-mental contamination. The primary study objective is toevaluate the knowledge/awareness, practice, and attitudeof OC handling and disposal in the home setting. Second-ary objective aims to identify gaps and barriers to safehandling and disposal ofOC.Methods:A38-itemhealth-care provider survey and an IRB approved 36-item pa-tients/caregivers survey were created and distributed bythe Chapman research team, the California Society ofHealth-System Pharmacists, and the University of Cali-fornia, San Francisco. Surveys were administered in per-son or online using Qualtrics. Expansions to nationalstudy population are in progress with collaborators suchas the Research Advocacy Network (patients/caregivers)

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1104

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

and SWOG (providers). Statistical and descriptive ana-lyses were used to analyze data collected. Results: Pre-liminary analysis of 12 patients and 15 providers showedsuboptimal knowledge/awareness and practice in bothpatients and providers. The overall item score for bothpatients and providers average at 65% and 63%, respec-tively. This study is ongoing. Updated, detailed scoringsof each section and analyses of potential gaps and barrierswill be presented. Implications: Our goals are to useevidence-based survey data to create safe practice model,to partner with boards of pharmacy to advocate for na-tional legislative change, and to engage key stakeholdersin this patient safety initiative to optimize population andenvironmental safety.

Service Learning: A Co-Curricular ProgramPromoting Public Health, Fostering Community En-gagement, and Enhancing Student-Pharmacist Devel-opment. Zaynib A. Hassan, University of Colorado, EricHartsfield, University of Colorado, Susie Lee, Universityof Colorado, Maria Pearson, University of Colorado,Samantha Roming, University of Colorado, PatriciaMeyer, University of Colorado, Dana P. Hammer, Uni-versity of Colorado. Objective: Through the CU SSPPSService Learning Program, first-year student pharmacistsprovide longitudinal health and nutrition education to un-derserved 3rd-5th grade students. The objective of thisdescriptive, exploratory study is to assess the programand its impact on student pharmacists, elementary stu-dents, and their teachers. Methods: Lessons based onstate-mandated K-12 science learning standards includea variety of interactive and complex topics, permittingeach student pharmacist to perform assigned and situa-tional leadership activities and facilitate summative dis-cussions. Five years of data will be analyzed includingstudent pharmacists’ reflections, elementary students’knowledge assessments, teacher ratings of student phar-macists’ performance, aswell as general feedback regard-ing the program. Quantitative ratings and scores will beaggregated, averaged, and compared over time. Qual-itative reflections and teacher feedback will undergo the-matic content analysis. Results:Working in a classroomprovides real-life experience on how to lead one’s peers indynamic situations, which may be directly transferable toclinical practice.While not hypothesis-driven, analysis of2014-2019 data based on teacher feedback and self-reflection will provide insight on student pharmacists’communication, leadership, and professionalism. Quan-titative results will be presented graphically, while the-matic analysis will be represented by excerpts from ourfindings. Implications: Anecdotally, this innovative co-curricular service learningmodel seems to have a positiveimpact on student pharmacists, elementary students, and

their teachers, all while promoting public health. The pro-gram’s success has led to additional partnership eventsincluding flu clinics and Pharmacist-for-a-Day, a nation-ally recognized program. Limitations of this evaluationinclude its lack of generalizability and the descriptivenature of its data.

Stability of Antibacterial Diterpenes in DryAndrographis paniculata Stems. Aaron M. Parsons,South College, Truyen Nguyen, South College, ZhihongXu, South College. Objective: Andrographis paniculatais a medicinal herb that has been used for centuries inSoutheastern Asia to treat infections, inflammation, andmany other disease states. Two of the main antibacterialcompounds found in A. paniculata are the two diterpenes,andrographolide and 14-deoxy-11,12-didehydroandrog-rapholide. Our objective was to determine how much ofthese two diterpenes is lost from the raw material overtime. Methods: Methanol was used to extract variouscompounds, including the diterpenes, from A. paniculataplant stems of different years. Sonication was used tocomplete the extraction, and a rotovap was used to evap-orate the solvent. Utilizing commercially availableandrographolide and 14-deoxy-11,12-didehydroandrog-rapholide as standards, we analyzed the quantity of bothantibacterial diterpenes in each dried plant extract usingHPLC.Results: The percentages of the two diterpenes ineach dried plant extract were obtained by HPLC analysis.Our results showed that over the years the quantity ofandrographolide has decreased while the quantity of14-deoxy-11,12-didehydroandrographolide has increased.However, we observed that there has not been a signifi-cant change in the total amount of thesemain antibacterialditerpenes in A. paniculata stems. Implications: Our re-sults indicated that dry herb A. paniculata stems for anti-bacterial use may be stored at room temperature.

Student Led Public Health Initiatives: Naloxone.Nicole M. Perea,Washington State University, KimberlyC. McKeirnan, Washington State University, AngelaNguyen, Washington State University, Katherine Dier,Washington State University. Objective: The primaryobjective of this research is to determine if student phar-macists, in addition to a pharmacist mentor, can make apositive impact on increasing the public’s knowledge onnaloxone. The secondary objective of this research is toobserve the quality and sustainability of a student ledpublic health initiative. Methods: This study utilized aqualitative survey given to a variety of community mem-bers at the beginning and end of each presentation as a Pre/Post format. The questions are to determine the quality ofthe content, perceived benefit of the training, and thecomfort level regarding the use and administration ofnaloxone. To observe the sustainability of the student

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1105

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

led initiative, mentor perception and student perceptionwere utilized in an informal discussion to determine pre-liminary outcomes. Results: As a qualitative survey, thedata so far has shown favorable results at this point intime. The data collectionwill continue throughApril withdata analyzation completed by May. The observationsmade on quality and sustainability of the student led pro-cess will also take place in May. Implications: As acci-dental overdoses from opioid medications continue toravage the country, naloxone is a cost-effective way tosave lives and to reduce the financial burden placed on thehealthcare system. The pharmacy profession has a greatdepth of knowledge on medication administration and aunique ability to convey this information to nonmedicalpersonnel. Student pharmacists are in the unique positionto create community partnerships and to make a positivepublic health impact within our communities.

Student-Led Quality Engagement Team Sup-porting a Community Pharmacy Enhanced ServicesNetwork: PennsylvaniaCase Study.SophiaM.Cothrel,University of Pittsburgh, Joni Carroll,University of Pitts-burgh, Katie Doong, University of Pittsburgh, Kim C.Coley, University of Pittsburgh, Stephanie H. McGrath,Pennsylvania Pharmacists Care Network, Brandon Anti-nopoulos,University of Pittsburgh, Melissa A.McGivney,University of Pittsburgh. Objective: To describe theformation of a student-led Quality Engagement Team(QET) within a Community Pharmacy Enhanced Ser-vices Network (CPESN) to support initial implementa-tion of a payer contract. Methods: Student pharmacistsfrom a single school were recruited to form a QET for thePennsylvania Pharmacists Care Network (PPCN)CPESN. In September of 2017, PPCN launched its firstpayer contract with a regional Medicaid plan. The goal ofthe QET was to support successful implementation ofcomprehensivemedicationmanagement (CMM) servicesto patients cared for in 84 independent community phar-macies. Faculty and PPCN leadership provided ongoingcoaching to the QET.Results: In 2017, five students sup-ported 68 pharmacies, and in 2018, nine students sup-ported 84 pharmacies as the QET. The QET developeda semi-structured interview guide to assist with informa-tion gathering during bi-weekly telephone calls to thepharmacists. Calls were audio recorded and transcribedover four months in 2017, and over 6 months in 2018.Students utilized rapid-cycle problem solving to supportthe pharmacists. Students met bi-weekly with faculty andwere continually coached throughout the time periods onhow to address scenarios uncovered during the inter-views. Learnings regarding CMM implementation wereshared bi-weekly with PPCN to facilitate wrap-aroundsupport for the pharmacists. Students elicited nearly real

time, qualitative case studies which were shared with thepayer. Implications: Utilizing student pharmacistsversed in rapid-cycle problem solving is a unique andbeneficial approach to support initial implementation ofa statewide payer contract for pharmacist-provided pa-tient care services.

Student Perceptions Concerning the Use of Sim-ulated Medications in a Pharmaceutical Care Lab.Maiah D. Hardin, The University of Louisiana atMonroe,Courtney Smart, The University of Louisiana at Monroe,Anthony L. Walker, The University of Louisiana at Mon-roe, Raghda K. Elsayed, The University of Louisiana atMonroe, Stacy Starks, The University of Louisiana atMonroe. Objective: To assess student perceptions re-garding the substitution of in-house prepared, simulatedmedications for commercial, active medications in phar-macy school practice labs as a follow-up to a pilot study.Methods:A survey was used to assess perceived benefitsand challenges of using simulated medications includingamoxicillin suspension, ampicillin and ceftazidime pow-ders, and Tamiflu capsules prepared in-house at the Col-lege of Pharmacy. The survey included students’ opinionsof in-house simulated medications compared to commer-cial active medications used in previous labs. An open-ended questionwas included to obtain student perceptionson the overall advantages and disadvantages of usingsimulated medications. Results: The survey revealed amajority of the students (97%) understood the simulatedproducts’ educational intentions and purpose in theirpractice labs. There was a diverse response in relationto simulated Tamiflu capsules providing adequate substi-tution for commercial Tamiflu capsules. Overall, for fu-ture labs, simulated lab products were preferred (43%)over commercial drugs (23%) and no opinion (34%).Safety concerns and cost efficacy were addressed in theopen-ended responses given by the students. Implica-tions: This project relates to students’ perceptions con-cerning the use of in-house prepared, simulatedmedications versus commercial, active medications inpharmacy practice labs and the impact that it has had, ifany, during their academic career. Our findings suggestthat implementing simulated medications was acceptedby students and will help with the advancement of futurepractice lab courses.

Student Pharmacists Preparedness and Percep-tions Regarding Gender Affirming Therapy. StevenD. Swank, The University of Texas at Austin, MichelleThien-Tam Tran, Jessica L. Robertson, The University ofTexas at Austin, Justina Lipscomb, The University ofTexas at Austin, Ashley S. Oliver. Objective: The pur-pose of this study is to assess current student pharmacists’preparation and attitudes in caring for transgender

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1106

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

patients.Methods:An eight question Likert-scale surveywas distributed to student pharmacists to assess their ac-cess to education and perceptions about gender affirmingtherapy (GAT) on a scale from 1 to 5 (1 being “not im-portant”, 5 being “very important”). Students on Ad-vanced Pharmacy Practice Experience (APPE) rotationswere asked two additional questions to assess comfortlevel in providing recommendations for and counselingpatients on GAT. Participation in the survey was bothanonymous and voluntary. No written consent was re-quired. Results were analyzed using descriptive statisticsand student’s t-test as appropriate.Results:A total of 107students completed the survey. Preliminary results showthat they rated the importance of understanding GAT as4.52 on average. Despite this, only 16.8% reported havingaccess to formal GAT education at their institution. Sev-enteen P4 students on APPE rotations rated their pre-paredness to provide recommendations on GAT as 2.06on average and their preparedness to counsel transgen-der patients initiating GAT as 2.12. Implications:Transgender patients who choose to undergo hormonereplacement as part of their GAT require education ontheir medication regimens and managing side effectsassociated with these medications. Our assessmentsuggests that new pharmacy graduates are not preparedby their curriculum to provide recommendations orcounsel patients about gender affirming hormone ther-apy.

Students’ Attitude Toward CommunicationTraining and Their Self-assessment of Oral Commu-nication Skills in Three-Year Pharmacy Curriculum.Jean J. Vincent, Larkin University, Cucnhat Walker, Lar-kin University, Priscilla T. Ryder, Larkin University,Lynne Arric, Larkin University. Objective: To assesshow pharmacy students’ attitudes and perceptions of theiroral communication skills change before and after com-munication class and at the end of their pharmacy train-ing. Methods: A two-part survey was administered topharmacy students twice, at the beginning and at theend of the communication class in a voluntary manner.All study investigators were blinded to student identity.Part 1 of the survey measures students’ attitudes towardscommunication skills learning. Part 2 of the survey as-sesses students’ perception of their communication.There were 3 additional demographic questions. This sur-vey will be administered again at the end of these stu-dents’ advanced pharmacy practice experience (APPE)year. SPSS version 24 was used to analyze the data. Re-sults: Positive attitude subscale for students who Englishis not their first language was marginally higher than forthe English-native speakers (mean 54.7 vs. 53.3, t54.35-2.36, p 5 0.058) while there was no difference in nega-

tive attitude subscale. There was no difference amongquestions in survey part 2. The overall positive attitudesubscale decreased from pre- to post-communicationclass (t43 5 2.780, p 5 0.008). Score changes did notdiffer by any demographic factor. Implications: Possiblereasons for a decrease in positive attitude before and aftercommunication class need to be further investigated toidentify improvement areas for the course faculty. Thethird survey data will tell us whether this trend will con-tinue or improve after students’ progress through theirsecond year of didactic curriculumand third year ofAPPErotations.

Students’ Perception of Using Criterion-Refer-enced Assessments to Determine a Passing Score.YeeAnn Chen, University of California, San Francisco,Crystal Zhou, University of California, San Francisco,Andrew L. Leeds, University of California, San Fran-cisco, Jaekyu Shin, University of California, San Fran-cisco. Objective: Educators face the challenge ofdetermining passing scores in a defendable and reliablemanner. In preparation for the new competency-basedcurriculum, we piloted criterion-referenced assessmentsin a therapeutics course by using the Angoffmethod to setthe passing score before administration of assessments.Understanding students’ perception of criterion-referencedassessments may inform course directors on how tohelp students prepare for them in the new curriculum.Methods: In this cross-sectional study, we surveyed 122pharmacy students who took the Therapeutics II course inSpring, 2018. The 10-question survey utilized a 5-pointLikert scale for students to rate their perception of fair-ness/satisfaction, stress/test anxiety level, and likelihoodto compare test scores with classmates, all regarding cri-terion-referenced versus norm-referenced methods. De-scriptive statistics were used to summarize survey dataand univariable analyses were used to determine correla-tion between survey results and academic performance.Results:The survey response rate was 96%. Themajorityagreed that criterion-based assessments were fairer(61.0%) and reflected competency better (61.9%) com-pared to norm-referenced assessments. Conversely, moststudents felt that criterion-based assessments increasedstress levels (43.6%) and test anxiety (39.8%). Thoughnot significant, an increased level of test anxiety trendedtowards correlation with decreased assessment scores(coefficient5-1.81, p50.097). Implications: The major-ity of students perceived the criterion-based assessmentsfavorably. Issues that were identified include increasedassociated stress and test anxiety. This could possiblybe improved over time with familiarity with the gradingmethod and avoiding announcement of passing gradeprior to assessments.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1107

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Student Stress Management and Wellness Pro-grams Among Colleges of Pharmacy. Kelly AnnMoran, Midwestern University/Downers Grove, SallyArif, Midwestern University/Downers Grove, Ana C.Quinones-Boex,Midwestern University/Downers Grove.Objective: The objective of this study is to describe pro-grammatic interventions that colleges of pharmacy haveimplemented to support student stress and wellness, aswell as the barriers that prevent colleges from implement-ing support measures. Methods: A questionnaire andcover letter were distributed to college of pharmacy fac-ulty teams attending the American Association of Col-leges of Pharmacy (AACP) Fall Institute in 2018.Surveyswere collected following completion and securedduring the duration of the study period. The questionnairecontained 5 parts: (1) how perceived student stress levelsare tracked and assessed, (2) the types and formats ofstress-coping interventions offered, (3) the measured im-pacts of any stress-coping interventions, (4) the level offaculty training and involvement in student stress reme-diation, and (5) institutional demographics. Results:Over half of respondents (59.1%) reported currently mea-suring student stress levels. Common student interven-tions offered were: individual counseling (95.5%),academic advising (86.4%), exercise classes (77.3%),and peer to peer mentoring (68.2%). The majority(68.2%) of schools do not provide formal training in deal-ing with mental health related issues. The most reportedreasons for the absence of training include lack of time(13.6 %) and it being considered a low priority (13.6%)for the college. Lastly, a very limited number of schools(4.5%) currently assessed the impact of student stress andcoping interventions. Implications: Colleges of phar-macy are addressing student stress and wellbeing, yetvariability exists and, barriers to improvement remain.Mental health concerns should be continually addressedin order to provide students with an effective learningexperience.

Student Training for Community ScreeningEvents: Asynchronous and Live Training Compari-son. Haley M. Fox, University of Illinois at Chicago,Ryan Hill, University of Illinois at Chicago, JacquelynPunches, University of Illinois at Chicago, Heidi Olson,University of Illinois at Chicago, Alice N. Hemenway,University of Illinois at Chicago. Objective: Pharmacystudents participate in community blood pressure andblood glucose screening events to give back to the com-munity and practice interacting with patients. Instructionon proper methods for community screening events en-sures that student participants have been properly trainedand follow current policies and procedures. At our collegeof pharmacy, health screening training had been com-

pleted via live, in-person training. However, with a cur-riculum change, we were able to pilot an asynchronousonline training program. The purpose of this study was todetermine if the online training course provides similarcompetency when compared to live training. Methods:An anonymous survey was given before and after the livesession in 2017, and before and after the asynchronous,online session in 2018. Data from these surveys werecompared using descriptive statistics to see if the increasein knowledge and confidencewas similar between the liveand online programs.Results:The live training event had69 participants and the online training event had 77 par-ticipants. The live and online trainings each had 100%successful completion. Both trainings saw increases instudent-reported confidence, with a slightly greater in-crease seen for the live training (average increase of34.7%-69.1% per question live, average increase of14.4%-63.2%online). Both formatswere considered con-venient by participants (9.7/10 for live, 9.6/10 for online).Implications:Use of an online, asynchronous course is aviable option for student training to prepare for participa-tion in community screening events.

Synthesis, in-vitro Evaluation, and Physicochem-ical PropertiesEnhancement ofModifiedJOABSeriesas Potential Pro-inflammatory Mediator Suppres-sants. Ashley A. Bill, University of Saint Joseph, YatishParmar,University of Saint Joseph, Mohamed I. Nounou,University of Saint Joseph, Doreen E. Szollosi,Universityof Saint Joseph, Ivan O. Edafiogho, University of SaintJoseph, Ola A. Ghoneim,University of Saint Joseph.Ob-jective: Infection triggers pro-inflammatory cytokine re-lease such as tumor necrosis factor-alpha (TNF-alpha)and interleukin-6 (IL-6) from immune cells. In our lab,E121 suppressed TNF-alpha and IL-6 in lipopolysaccha-ride (LPS)-stimulated macrophages. E121 performanceencouraged us to examine the key structural componentsof its effect. JOAB series were designed, synthesized, andfound to surpass E121 in reducing pro-inflammatory cy-tokines in vitro. During in vivo evaluation, concerns roseover their physicochemical properties, mainly solubility,partition coefficient and diffusion. Herein, we presentsynthesis, in vitro evaluation and physicochemical opti-mization of modified JOAB series. Methods: Synthesiswas accomplished by amination of the methyl/ethyl 2,4-dioxo-6-methylcyclohexane-carboxylatewith the desiredN-substituted piperazine. In vitro biological activity wastested in an LPS-stimulated J774 macrophage cell line.Cytokine release was measured after 24 hours using en-zyme-linked immunosorbent assay. Solubility parame-ters were investigated in various solvents and pHsystems with diverse polarity indices. Cyclodextrin com-plexation, polyethylene glycol solid dispersions and co-

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1108

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

solvency were also explored. Results: Sixteen originalJOAB series plus twomodified analogs were synthesized.Their ability to reduce TNF-alpha/IL-6 was tested in aJ774 macrophage cell line and exhibited superiority toE121. DMSO, chloroform and ethanol are the best sol-vents solubilizing the JOAB series at 20, 10, and 5 mg/mlrespectively. Acidified ethanolic aqueous solutionshowed promising solubility parameter at 7.5 mg/ml. Im-plications: JOAB series represent novel approach for au-toimmunity as pro-inflammatory cytokine suppressants.Improving the physicochemical parameters would helptransition JOAB series from bench to bedside, as wellas, facilitate its efficient formulation and delivery alongwith clinical performance.

The Effects of Beta – Caryophyllene in Aged Het-erozygous Triple Knock-in Alzheimer’s DiseaseMice.Melissa Milfort, Mercer University, Kevin S. Murnane,Mercer University, CedrickM.Daphney,Mercer Univer-sity. Objective: Since the discovery of Alzheimer’s dis-ease (AD) in 1906, AD is the number one cause ofdementia among older adults. In the proposed study, wetargeted brain CB2 receptors as agonism of these recep-tors has been shown to yield profound anti-inflammatoryeffects. We tested the efficacy of the cannabinoid com-pound (Beta-Caryophyllene) using a cutting-edge genetic(non-transgenic) knock-in mouse model (APPNL-G-Fmice) of AD that recapitulates key aspects of AD-relatedneuroinflammation. This APPNL-G-F mouse modelexhibited phenotype of extensive neuroinflammation,age-related cognitive decline, and cell-type and temporalspecificity of alpha-beta expression and plaque deposi-tion. Methods: Baseline cognitive behavioral tests suchas the Y-Maze, Novel Object Recognition Test, Open-Field locomotion test, and Light-Dark transition test wereassessed. The 8 mice were then administered 178 mg/kgof Beta-Caryophyllene IP to reduce inflammation.The same behavioral tests were re-run under the sameconditions post-administration of the intervention, Beta-Caryophyllene.Results:Results: Y –Maze: No improve-ment in female mice. Improvement in cognition seen inmale mice, NORT: No improvement in female mice. Im-provement in cognition seen in male mice, Open – FieldLocomotion: Controlled locomotor test. No differencebetween both groups, and Light – Dark Transition: Re-duction in anxiety observed in Female mice compared toMale mice. Implications: Based on the results from thebehavioral tests, the anti-inflammatory compoundappeared to positively impact cognition in male mice ascompared to female mice. While positively impactingaffective behavior in female mice as compared to malemice. Further testing will be conducted to analyze inflam-matory markers from blood collected.

The Emotional Intelligence of Academic Phar-macyAdministrators.VondaK.VanDyke,East Tennes-see State University. Objective: There is a growinginterest in determining if emotional intelligence (EI) is apredictor of leadership effectiveness in pharmacy acade-mia. This study explored differences between the admin-istrative ranks of academic pharmacy administrators andtheir total emotional quotient (EQ) as measured by theGenos Emotional Intelligence Inventory. A secondarypurpose identified differences between the administrativeranks of academic pharmacy administrators and their EQcompetencies (Self-Awareness, Awareness of Others,Authenticity, Emotional Reasoning, Self-Management,and Positive Influence). The relationship between demo-graphic characteristics of academic pharmacy adminis-trators and total EQ scores was evaluated. Methods: Aquantitative, non-experimental design was employed tomeasure EI in a stratified random sample of academicpharmacy administrators from ACPE fully accreditedschools.Results:The results revealed a significant differ-ence between the demographic characteristics of aca-demic pharmacy administrators by rank. As determinedby aMANOVA, significant differences existed among sixcontinuous demographic variables. Results of chi-squareprobability testing of categorical demographic variablesby administrative rank revealed nine significantly dif-ferent variables. The results showed no significant differ-ences between the total EQ scores of academic pharmacyadministrators. The data revealed significant differencesbetween the demographic characteristics of academicpharmacy administrators and EQ competencies. Implica-tions: This study filled a void in academic pharmacy re-search by assessing the importance of EI to academicpharmacy administrative positions and the demographicsof leaders as they related to EI. The results also provided abaseline measurement of EI function as it related to over-all pharmacy leadership.

The Evolution of Prepharmacy: How Prerequi-sites Have Changed Over the Last Decade. Laura J.Bobbitt, University of North Carolina at Chapel Hill,Jacqueline McLaughlin, University of North Carolina atChapel Hill. Objective: To characterize current pre-pharmacy curricula and compare them to prepharmacycurricula from 2009. Methods: Prepharmacy course re-quirements for every Doctor of Pharmacy (PharmD)degree program accredited by the Accreditation Councilfor Pharmacy Education (ACPE) were collected fromeach school’s website in July 2018. The frequency ofprepharmacy course requirements were compared todata from a white paper by Boyce and Lawson, whichdescribed pharmacy prerequisites in 2009. Analysesincluded descriptive statistics and chi-square tests.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1109

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Results: In 2018, schools required 66.16 8 (range 41 to91) semester hours of prepharmacy coursework. Mostprograms required Biology (93%), General Chemistry(100%), Organic Chemistry (100%), Calculus (99%),and English (85%). Courses such as Anatomy/Physiol-ogy, Microbiology, Physics, Statistics, Communication/Public Speaking, and Economics were required by ap-proximately 60% to 80% of programs. Biochemistry, Ge-netics, Immunology, Psychology, Ethics, Other Cultureand/or Diversity, and Fine Arts were required less fre-quently. In comparison to 2009, prepharmacy curriculahave remained largely unchanged. All schools requiredGeneral Chemistry and Organic Chemistry in 2009 and2018. However, a significant increase was found in thepercent of schools requiring Anatomy/Physiology (62%vs. 77%, p50.02) and Statistics (56% vs. 75%, p,0.01).Implications: Boyce and Lawson recommended moreuniform prepharmacy curricula in 2009, but curriculahave remained largely unchanged since then. As curriculaand pharmacy practice evolve, schools must revisit theirprepharmacy curriculum to ensure it is relevant and con-temporary. Reference: Boyce EG, Lawson LA. Prepro-fessional Curriculum in Preparation for Doctor ofPharmacy Educational Programs. Am J Pharm Educ.2009;73(8).

The Influence of PCAT Requirements onNAPLEX Pass Rates, On-Time Graduation Rates,and USNWRRatings.Mallory A. Paszkiewicz,WesternNewEnglandUniversity, JosephA.Rubilar,WesternNewEngland University, Deana A. Rodriguez, Western NewEngland University, Daniel R. Kennedy, Western NewEngland University, Joshua J. Spooner,Western New En-gland University.Objective: To determine if the require-ment for Doctor of Pharmacy program applicants tocomplete the Pharmacy College Admission Test (PCAT)had any bearing on traditional metrics of program suc-cess. Methods: A retrospective data analysis was con-ducted for the 125 Doctors of Pharmacy programs withfull ACPE accreditation by December 2015. The gradu-ating class of 2017 was examined; PCAT requirementswere obtained from AACP for the corresponding admis-sion cycle for that class (2012-2013 cycle for four-yearprograms; 2013-2014 cycle for three-year programs).NAPLEXpass rates were obtained fromNABP.On timegraduation rates were obtained from program websites;the most recent (2016) USNWR pharmacy program rat-ings were utilized. Tests of significance (T-tests and chi-squares) were utilized for continuous and categoricaldata, respectively. Results: During the relevant admis-sions cycle for the Class of 2017, 101 programs(80.8%) required applicants to complete the PCAT.While school characteristics (public vs. private; 3 year

vs. 4 year) did influence metrics of program success,requiring applicants to take the PCAT did not influencethese metrics. There were no statistically significant re-lationship between PCAT requirements and programNAPLEX pass rates, on time graduation rates, orUSNWR pharmacy program ratings (all P.0.1). Impli-cations: While pharmacy program success is the prod-uct of many factors, the decision on whether or not torequire applicants to take the PCAT does not appear toinfluence traditional metrics of pharmacy program suc-cess at this time.

TransformativeLearning:CollaboratingThroughInterprofessional Simulations. Emily L. Fedor, West-ern New England University, Beth E. Welch, WesternNew England University, Melissa Mattison, WesternNew England University, Courtney Doyle-Campbell,Western New England University. Objective: Inter-professional education is important in preparing futurehealthcare practitioners to be collaborative practiceready with the goal of improved patient outcomes andgreater satisfaction for both patients and providers. Theobjective was to create transformative learning throughan interprofessional simulation day. Methods: WesternNewEnglandUniversity College of Pharmacy andHealthSciences designed and executed a multisite simulationday which included three institutions and students fromfour healthcare professions (pharmacy, nursing, physi-cian assistant studies, and occupational therapy). Studentswere assigned to either ambulatory care simulations usingstandardized patients or acute care simulations usinghigh-fidelity human simulators. The students worked ininterprofessional teams to assess, diagnose, develop, andimplement a care plan. To investigate the impact of thesimulated experience on the beliefs, behaviors, and atti-tudes that underlie interprofessional collaboration, pre-and post-surveys (Interprofessional Socialization andValuing Scale-24) were administered. Results: A totalof 175 students participated, with 71 (41%) matched sur-vey responses usable for comparisons. Mean scores sig-nificantly increased from pre- to post- (114 vs. 124,respectively (p,.05)). Scores significantly increased in21 out of 24 items and across three factor domains: self-perceived ability to work with others, value in workingwith others, and comfort in working with others. Impli-cations: The simulation day increased participants’ con-fidence to work on an interprofessional team, createdawareness of each profession’s role and responsibilities,and strengthened skills needed to effectively contribute toa team. Partnering with other institutions using interpro-fessional simulations can provide transformative learningexperiences and prepare future healthcare practitioners tobe collaborative practice ready.

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1110

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Using Peer Review to Enforce SOAPDocumenta-tion Skills. Antonia Akrap, The University of Kansas,Sarah Shrader, The University of Kansas, Ashley Crowl,TheUniversity of Kansas, TiffanyR. Shin, TheUniversityof Kansas, Ryan Funk, The University of Kansas, CrystalBurkhardt,TheUniversity of Kansas.Objective:To eval-uate the impact of a peer review process on the clinicalnote writing skills of third year pharmacy students.Methods: Students in a required course submitted fourindividual clinical notes assessed using a standard gradingrubric throughout the 2017 and 2018 fall semesters. In2017, faculty randomly graded one of four student notesthroughout the semester which serves as the historic com-parator. In 2018, the first note was graded by faculty andthe final three notes were randomly assigned for threeanonymous peer reviews. In 2018, the students receivedadditional instruction on the use of the rubric to completepeer reviews. All scores were deidentified and analyzedusing descriptive statistics. Performance on note one andfour was analyzed using a paired t-test for the 2018 class.Final note performance between 2017 and 2018was com-pared using a two-sample t-test. Qualitative data from afocus group of the 2018 class was analyzed using conven-tional content analysis approaches.Results:Note perfor-mance improved significantly (p50.001) fromnote one tofour (79.58% 1/- 12.04%, 93.26%1/-6.10% respec-tively) for the 2018 class (n5133). The 2018 class per-formed significantly better (p50.001) on their final SOAPcompared to the 2017 class (n5124) (93.26%1/-6.10%,90.20%1/-9.49% respectively). The focus session recur-rent themes highlighted student’s preference to submitindividual notes and to have a clear, guided rubric. Theyalso stated the time devoted to the assignments were sig-nificant, however they voiced satisfaction with the learn-ing experience. Implications: These findings suggestpeer review can advance students’ clinical note writingskills.

Utilization of Entrustable Professional ActivitiestoDevelop Professional Identity andReflective Learn-ing Skills. Brianna McQuade, University of Illinois atChicago, Sheila M. Allen, University of Illinois at Chi-cago, Margaret A. Choye, University of Illinois at Chi-cago, Jennie B. Jarrett, University of Illinois at Chicago.Objective: Development of identity and reflective learn-ing skills are critical to the success of a professional, butdifficult to teach in the classroom. Entrustable Profes-sional Activities (EPA) described in the Patient Care Pro-vider domain (EPAs 1-5) align with the PharmacistPatient Care Process (PPCP). The tasks performed in asecond-year, skills-based course focus on communicatingpharmacotherapeutic recommendations utilizing theseEPAs for pharmacy graduates. This study describes the

use of pharmacy EPAs to cultivate professional identityand reflective learning techniques in a skills-based course.Methods: After each skills laboratory, students reflectedon their activities using EPAs 1-5 to describe the activityperformed, their efficiency (in minutes) and level of en-trustment (scale 1, thoughtfully observe, to 5, perform andteach) to perform in an actual patient care environment.Paired t-test and descriptive statistics were used to deter-mine improvement in skill across the course (pre/post)and activity efficiency. Results: One hundred eighty-seven students completed the course. The average levelof entrustment (scale 1-5) increased from baseline to endof course across all EPAs with all p-values,0.05 [EPA 1(3.24 to 3.82), EPA 2 (2.90 to 3.64), EPA 3 (2.74 to 3.5),EPA 4 (2.74 to 3.41), and EPA 5 (3.06 to 3.34)]. Theaverage time to complete all 5 EPAs decreased from theirfirst recitation (mean5163 minutes) to the end of thecourse (mean581 minutes). Implications: While stu-dents’ self-reported level of entrustment and efficiencyfor performing the PPCP EPAs both improved, furtherstudent development is required to decrease inflation oftheir capabilities.

Validation of a Pre/Post Survey to MeasureChange in Student Social Justice Attitudes andEmpathy. Shannon N. Vaffis, The University of Arizona,Elizabeth J. Anderson, The University of Arizona, Re-bekah Jackowski,Midwestern University/Glendale, TerriL. Warholak, The University of Arizona, Elizabeth A.Hall-Lipsy, The University of Arizona. Objective: De-spite endorsement by the Center for Advancement ofPharmacy Education (CAPE), Doctor of Pharmacy(PharmD) students are infrequently taught concepts re-lated to social justice and empathy in a formal capacity.No validated measure exists to examine changes in theseattitudes. Therefore, we tested the ability of a survey topredict changes in social justice and professional empathyattitudes in PharmD students. Methods: Retrospectivepre-post data collected fromPharmD students after a pop-ulation health course at two schools of pharmacy wereused to assess validity and reliability of the Social Justiceand Empathy Assessment (SJEA) survey. A partial-creditRasch model was used to test for unidimensionality, per-son and item fit, and rating scale functioning, as well asconstruct and content validity. Multiple linear regressionwas used to predict the effect of demographic covariateson the extent of pre-post change.Results:Of 396 partici-pating students, 60% were non-Hispanic White and 57%were male. The scale demonstrated evidence of unidi-mensionality of a construct designated “social justiceself-efficacy”. The rating scale functioned best as athree-option scale. Four items were removed to optimizeperson-item distribution, though few items were difficult

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1111

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

to endorse. Only attending the private school was signif-icantly associated with increased pre-post change. Impli-cations: The SJEA is functional as a criterion-referencedassessment to determine whether minimum competencyin social justice self-efficacy is experienced before orafter participation in a CAPE-informed educational pro-gram. Further research should explore contextual predic-tors of change in social justice self-efficacy.

Virtual Pharmacopedia: Analysis of Student-Developed Expert-Reviewed Modules for PharmDCurricular Expansion. Amy L. Dorszynski, Universityof North Carolina at Chapel Hill, Minh-Thi Ton,Univer-sity of North Carolina at Chapel Hill, Amanda Mintz,University of North Carolina at Chapel Hill, EdwardLee,University ofNorthCarolina atChapelHill,MichaelB. Jarstfer, University of North Carolina at Chapel Hill,Jacqueline McLaughlin, University of North Carolinaat Chapel Hill. Objective: Virtual Pharmacopedia (VP)is an online educational resource that houses student-developed, expert-reviewed modules to supplement thecore pharmacy curriculum.As a platform for self-directedlearning, VP offers abbreviated NAPLEX review, rota-tion preparation, and exposure to unfamiliar content. Thepurpose of this study was to evaluate the perceived needand utility of VP for students. Methods: Students wereseparated into two groups: those who created modulecontent (creators) and thosewhoutilized themodule (con-sumers). Learning was evaluated before (pre-) and after(post-) module creation via multiple-choice assessments,and perceptions were evaluated afterward via surveys andinterviews. Perceived need and utility for the moduleswere also evaluated by consumers using five-point Likertsurvey items. Pre- and post-data were evaluated usingpaired t-tests (a 5 0.05). All other data were analyzeddescriptively. Results: Most consumers (n 5 72, 47%response) agreed they would use VP (94.4%) and thatmodule content enhanced their understanding of the ma-terial (87.5%). Preliminary creator survey data (n 5 5,100% response) revealed increased perception of knowl-edge (p , 0.05) and application (p , 0.05) from pre- topost-module. Additionally, 100% strongly agreed thatgenerating module content increased their knowledge.Preliminary consumer assessment scores demonstratedimprovements from pre- to post-module for those whoreviewed the module (p , 0.05). Implications: VP mod-ules provide statistically significant increases in learningand application of knowledge for bothmodule creators andconsumers. VP has demonstrated to be a useful resourceexhibiting potential for practical utility in education.

What Are the Perceptions Of Pharmacists Col-laborating On Mental Healthcare Teams? A System-atic Review. Brandy R. Davis, Auburn University,

Kimberly B. Garza, Auburn University.Objective: Phar-macist involvement in mental healthcare teams can pos-itively impact patient care, but acceptance by patientsand other providers is unknown. This systematic reviewsynthesized perceptions of pharmacist involvementamong healthcare providers and patients. Methods:The search was conducted using Pubmed, PsychInfo,International Pharmaceutical Abstracts and clinical-trials.gov from inception to November 2018. Searchterms included “pharmacist”, “mental health”, “collab-oration”, “interprofessional”, “patient care team”, and“cooperative behavior”. Inclusion criteriawas: inclusionof pharmacists on mental health teams, perceptions ofpharmacists recorded, and written in English. Articleswere excluded if perceptions about pharmacist involve-ment were not assessed or pharmacists were not on col-laborative teams. Results: A total of 360 unique articleswere identified in the initial search, and 330 were re-moved after the initial screening. Thirty full text articleswere screened; six were included in the review. Percep-tions were obtained from pharmacists (n55), patients(n53), and other health care providers (n54), includingpsychiatrists, psychologists, a mental health team, gen-eral practitioners, nurses, and social workers. Pharma-cists were seen as valuable by patients (n52) and otherhealth care providers (n54). Some patients were notaware of pharmacists collaborating on mental healthcare teams (n51), while some healthcare providersthought that collaboration with pharmacists should beexpanded further (n51). In community settings, phar-macists were the initiators in collaboration efforts(n51). Implications: Pharmacists are perceived as valu-able members to mental health collaborative teams.Further research should be performed to see how collab-oration efforts can be expanded andmake collaboration anatural part of the healthcare system.

What Motivates Domestic vs. International Stu-dents to Select Pharmacy as a Major: Intrinsic, Ex-trinsic or Both? Stephanie Yang, NortheasternUniversity, Jungeun Lee, Northeastern University, JennyA. Van Amburgh, Northeastern University. Objective:Intrinsic motivation refers to internal or personal interestversus extrinsic motivations are outside of the individ-ual’s desires. Through this study, we will analyze thefactors that influence students’ decision to pursue phar-macy (pre-pharmacy through P4 year) and the possiblecorrelation these factors have on academic and social in-volvement outcomes. Methods: A cross-sectional studywas conducted using a 14-question online survey throughQualtrics. Participants will be recruited from the Schoolof Pharmacy Classes of 2018/19 through 2023/2024 (P4to pre-pharmacy students). The survey included three

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1112

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

major sections: demographics, motivational factors, andsocial/academic involvement. Descriptive statistics willbe used to analyze and report collected data with the p-value set as p,0.05. Results: Survey was sent to 693students, 303 students responded with 246 (81.2%) com-pleted the survey. Of those who completed, 57.9% P1-P4students, 83.0% domestic, 65.6% born in the US, 56.8%Asian, and 66.8% of parents born outside the US. Inpreliminary review, individuals with one or both parentsborn in the US had more internal motivation to pursuepharmacy, whereas individuals with neither parent fromthe US had higher external motivation. Further analysiswill be completed and reviewed. Implications: The re-sults of the study will provide information to increaseawareness of factors that influence students’ decisionsto selecting pharmacy as their major and how such fac-tors influence academic and social involvement out-comes.

WhoMentors the Mentors?Mohammad I. Ansari,University of Maryland, Shannon R. Tucker, UniversityofMaryland, AndrewCoop,University ofMaryland.Ob-jective: The purpose of this program is to prepare chem-istry trainees to become educators in academic pharmacy.Pharmacy teaching is not simply instructing, rather than itis a continual learning process of how to effectively dis-seminate information to students with the goal that thestudents apply it in a clinical setting. From observation,significant challenges were present for both graduate stu-dents and postdocs transitioning from research to profes-sional education. Teaching methods were predominantlyfocused on basic research, rather than applied science.Methods: We formalized the process with an approachaimed at training trainees to become mentors by: 1. De-livering monthly talks in group meetings that mimic lec-tures in the PharmD curriculum, 2. Supporting theinvolvement of rotating PharmD students in group meet-ings, 3. Feedback and evaluation by faculty and PharmDstudents, 4. One on one interaction with PharmD facultyand students. Results: At the conclusion of the pilot pro-gram case study, the following improvements were ob-served: the author grew in confidence in relayinginformation to students in drug pharmacology, pharma-cokinetics, metabolism, excretion, and adverse effects,trainees became more familiar with pharmacy setting,curriculum, and teaching methodologies, and feedbackimproved the learning outcomes. Implications: By ap-plying these methods there was a significant improve-ment and confidence in the teaching abilities of theauthor, who is a trainee. Feedback from faculty and stu-dents proved to be invaluable in assisting the future fac-ulty members with their transition to academicpharmacy setting.

2019 RESEARCH/EDUCATION ANDTRAINEE POSTER COMPETITION AB-STRACT ROSTER OF REVIEWERS

AACP would like to acknowledge the following in-dividuals for their contributions to the abstract reviewprocess and their service to the Association. Their timeand expertise have been instrumental in ensuring thequality of posters presented at Pharmacy Education2019.

ADMINISTRATIVE SERVICES SECTIONRussell T. AttridgeKenza E. BenzeroualVishakha BhaveBernadette K. BrownJack J. ChenAvani DesaiWilliam M. GentryDaniel J. HansenJennifer A. HenriksenErik JorvigPaul W. JungnickelMatthew M. LacroixLisa LebovitzJill A. MorganMichael W. NevilleRichard O’BroctaJason T. RangeKelly M. ShieldsJoel P. SpiessJoshua J. SpoonerKara Sweet

BIOLOGICAL SCIENCES SECTIONFelix AmissahTeresa A. BeamAlok BhushanTimothy J. BloomAjay K. BommareddyDaniel A. BrazeauMelissa A. BurmeisterRahul R. DeshmukhJoseph E. DeweeseAbir T. El-AlfyMarina Galvez PeraltaAmy-Joan L. HamAyman K. HamoudaYagna P.R. JarajapuDavid A. JohnsonPatricia Jumbo-LucioniShannon KinneyJennifer Lamberts

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1113

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Anastasios LymperopoulosMattia MiglioreIslam MohamedShekher MohanFatima MraicheKalyan C. Nagulapalli VenkataSreejayan NairHenry NorthAmy L. ParkhillVanishree RajagopalanShantanu RaoTerry-Elinor ReidSigrid C. RobertsMonzurul A. RoniJilla SabetiNoha N. SalamaNathan ShankarAlok SharmaHorrick SharmaSunil SirohiJozef StecJody K. TakemotoMarilyn E. Thompson OdomYuan Zhao

CHEMISTRY SECTIONDennis A. BrownDaniel J. CanneyMatthew J. DellaVecchiaRahul R. DeshmukhOla A. GhoneimIan S. HaworthEdward B. RocheDavid J. WeldonRagunandan Yendapally

CONTINUING PROFESSIONALDEVELOPMENT SECTION

Jordan BayePaul P. BelliveauSwati BethariaAndrea BurnsPeter J. HughesKristin K. JankeArinzechukwu Nkemdirim OkereFatimah M. SherbenyElizabeth TrolliElizabeth J. UnniJames WheelerCatherine A. White

EXPERIENTIAL EDUCATION SECTIONSheila M. Allen

Kelly J. AndersonJennifer D. ArnoldiGina M. BaughMeghan BodenbergLaurie L. BricelandK. Paige D. BrownCourtney R. CaimanoAngela S. ClausonJennifer N. ClementsErica F. CrannageNicole S. CulhaneAndrew DarleyKeith DelMonteMelissa M. DinkinsEliza Dy-BoarmanCarinda FeildBrett FeretCaitlin K. FrailWesley R. HaltomMeredith L. HowardDelaney IvyJennie B. JarrettTina KanmazSuzanne LarsonJennifer L. LucianoTamara McCantsLena McDowellLisa M. MenyRita MorelliKate NewmanC. Leiana OswaldSara RevolinskiChristine M. Ruby-ScelsiKathryn A. SchottMelody C. SheffieldJane ShtaynbergMaryann Z. SkrabalMary Douglass SmithAlison M. StevensT. Lynn StevensonDiana TamerJulie A. TestmanAngela R. ThomasonMisha M. ThomasonElizabeth TrolliSara N. TrovingerLindsey H. Welch

LIBRARY AND INFORMATION SCIENCESECTION

Sherrill J. BrownVern Duba

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1114

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Miki GoldwireTimothy C. HutchersonJ. Rosa KimScott PerkinsChristina M. SeegerChristopher S. Wisniewski

PHARMACEUTICS SECTIONLloyd F. AlfonsoCharles S. AsbillShaifali BhallaKathleen M. BojeBill J. BowmanLipika ChablaniMaimoona G. ChinwalaMelgardt M. de VilliersAsish K. DuttaDeborah L. ElderIan S. HaworthSunil JambhekarCynthia B. JonesMedha JoshiEytan A. KlausnerKrishna KumarVictoria K. MaskiewiczWilliam C. MobleyTommy C. MorrisAnita T. MosleyVaibhav Y. MundraKaren M. Nagel-EdwardsIndiran PatherRodney C. SiwaleRahmat M. TalukderRajesh VadlapatlaCatherine A. WhiteNicole R. Winston

PHARMACY PRACTICE SECTIONCheryl AbelMichaela M. AlmgrenJason BandyTina C. BeckKimberley J. BegleyAllison M. BellPaul P. BelliveauTricia M. BerryLauren BodeNancy Borja-HartMichelle M. BottenbergCourtney L. BradleySherrill J. BrownElizabeth A. Buckley

Lakesha M. ButlerDanielle M. CandelarioKatherine CareyKacey CarrollMary L. ChavezJack J. ChenLindsey Childs-KeanAngela ChuJennifer N. ClementsJohn M. ConryStephanie ConwaySteven J. CrosbyAshley CrowlBrian CryderErin DaltonKimberly K. DaughertyTosin DavidLisa D. DavisAimee DawsonMaithili DeshpandeKariLynn DowlingIan C. DoyleEliza - Drake Dy-BoarmanLea S. EilandTeresa M. ElsobkyJeffery D. EvansPaula J. EvansSarah Jane E. FaroCharlotte A. FarrisNorman E. FennCathy H. FiczereJeffrey FongJanice R. FruehWendy M. GabrielAlice M. GahbauerCaitlin GibsonHeather L. GirandChelsea Gresham-DolbySally L. HaackLauren C. HaggertyLeslie A. HamiltonJennifer HartmanKarl HessCheryl K. HorlenAnne L. HumeKendrea M. JonesAbby A. KahalehNancy E. KawaharaKristi W. KelleyMichael G. KendrachAmber KingJustin M. Kinney

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1115

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Justin KirbyJennifer KirwinChristine M. KleinKristin C. KleinLaura E. KnockelJudith L. KristellerYee Ming LeeKelly LempickiTroy Lynn LewisLaura LicariHua LingJustina LipscombAlicia M. LopezJody L. LounsberyAlex J. LuliKaren F. MarloweJoel C. MarrsDiane M. McClaskeyTracey L. MersfelderBrittney A. MeyerMargaret A. MiklichGary MilavetzChristina MnatzaganianCortney M. MospanMonique L. MounceFatima MraicheKimberly L. NealyLydia C. NewsomTimothy V. NguyenSamar NicolasArinzechukwu Nkemdirim OkereAnna NogidNkem NonyelHeather A. PaceKristine ParbuoniSharon K. ParkEdna PatatanianIsha PatelErin E. PaulingDeborah PestkaAnn M. PhilbrickLinnea A. PolgreenAndrea L. PorterBrittany L. RileyJanna RoitmanKatie E. RonaldNephy G. SamuelKyle J. SchmidtFred N. SchneiweissRebecca SchoenSheila SeedCourtney A.B. Selby

Manvi SharmaKayce M. ShealyStephanie L. SibickyCaroline SierraNicole M. SifontisKathryn J. SmithSusan E. SmithPamela L. StammCatherine TaglieriColleen TeevanJamie M. TerrellJonathan ThigpenTyan F. ThomasJennifer TowleKatherine M. TrompKali VanLangenStacy A. VoilsDeepti VyasRashi C. WaghelMatthew A. WanatKenric B. WareKathryn WdowiarzNancy T. WilliamsJennifer A. WilsonCheng C. YuetTina Zerilli

SOCIAL AND ADMINISTRATIVE SCIENCESSECTION

Joyce Addo-AtuahGeorges AdunlinSarah M. AndersonOmar F. AttarabeenJill M. AugustineDavid Rhys AxonDavid M. BakerBenita BamgbadeMarie BarnardKimberly A. Broedel-ZauggChenita W. CarterAleda M. ChenLi ChenKelly ConnJordan R. CovveyUtkarsh J. DangKariLynn DowlingAkesha EdwardsDuska M. FranicRahul GargKimberly B. GarzaJustin Gatwood

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1116

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from

Tyler H. GumsNicholas E. HagemeierSpencer E. HarpeTessa J. HastingsAna L. HincapieLindsey HohmannNatalie HohmannJan KavookjianMonina LahozMinghui Sam LiDavid J. McCaffreyPramit A. NadparaLeslie OchsMotolani E. Ogunsanya

Justin K. OwensbyMichael J. PeetersAna C. Quinones-BoexSujith RamachandranNathaniel M. RicklesManvi SharmaNatalia ShcherbakovaMarion K. SlackLori H. SyedCasey R. TakJ. Douglas ThorntonRanjani VaradarajanDaniel J. VentricelliTerri L. Warholak

American Journal of Pharmaceutical Education 2019; 83 (5) Article 7654.

1117

by

gues

t on

Janu

ary

8, 2

020.

© 2

019

Am

eric

an A

ssoc

iatio

n of

Col

lege

s of

Pha

rmac

yht

tp://

ww

w.a

jpe.

org

Dow

nloa

ded

from