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American Journal of Pharmaceutical Education 2021; 85 (7) Article 8738.
AACP REPORT
Trainee Poster Competition Abstracts Presented at the 122nd Virtual Annual
Meeting of the American Association of Colleges of Pharmacy, July 19-22, 2021
"Alohomora!" Unlocking Student Engagement in an A Before-After Evaluation of the Impact of Remote
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Elective Course Through Themed Competition Proctoring on Academic Performance
Abigail M. Alexander, University of South Carolina MadisonB.Roberts, TheUniversityofTennessee, Elizabeth
College of Pharmacy, Caitlin M.Musgrave Mardis,Univer- A. Hall, The University of Tennessee, Dawn Havrda, The
sity of South Carolina College of Pharmacy, Andrew Mar- University of Tennessee.
dis, Prisma Health Richland, University of South Carolina Objective: To evaluate changes in student pharmacist exam
College of Pharmacy, Melissa O'Neal, Houston Methodist. scores after transitioning to remote proctoring, specifically
Objective: To assess the impact of a semester-long, team- when considering student grade point average (GPA) and
based, themed learning competition on student engagement level of testing anxiety. Methods: This is the second part
and performance in a solid organ transplant elective course of a retrospective, observational study that compared first-
during the COVID-19 pandemic. Methods: Second- and (P1) and second-year (P2) student pharmacist composite
third-yearstudentswereenrolledintheelectiveand“sorted” exam scores administered in spring 2020 (n5384), which
into four “Houses” for a Harry Potter themed competition. had four in-person exams and three remotely proctored
Points were earned by winning interactive games and exams. Students served as their own controls in a before-
answering audience response questions. The impact of the after analysis where the transition point was the implemen-
competition was assessed through pre- and post-class sur- tation of remote proctoring. To assess for differences in
veys, competition participation data, and overall academic exam scores amongst students with varying levels of testing
performance. T-test, chi-square, and linear regression anxiety, students were first classified into one of three
were employed for comparisons. Results: Due to the pan- groups (low, moderate, or high testing anxiety) based on
demic, the elective was the only traditional in-person course Cognitive Test Anxiety Scale-Second Edition (CTAS-2)
for33of34(97.1%)students.Atotalof23(69.7%)indicated score. Kruskal-Wallis tests compared the difference in
prior interest in Harry Potter. Throughout the semester, median scores amongst the CTAS-2 severity groups. Stu-
96.5% of students in attendance engaged in the optional dents were also stratified into one of two groups based on
in-class competitions, which was comparable to non- their cumulative GPA (ie, upper 50% or lower 50%);
pandemic levels of participation (p5.78). By the end of Mann Whitney tests compared the difference in median
the semester, 94.1% of students had earned “House Cup” scores for these two groups. Results: When stratified by stu-
points (median 23.75, range 0 to 210). Prior interest in Harry dent CTAS-2score, no significant difference inexamscores
Potter did not have an impact on House Cup performance was found. When stratified by GPA, no significant differ-
(p5.65). Students earning 20-35 or .35 House Cup points ence in exam scores was found for P1 students, but a signif-
had higher final course grades (14.2 [p5.012] and 16.6 icant difference was noted for P2 students. Specifically, the
[p,.001], respectively) than those with ,20 points. In the
lower50thpercentileGPAgrouphadsignificantexamscore
post-class survey, 84.0% of respondents indicated in a
improvements after transitioning to remote proctoring and
free-text field that the competition was their favorite course
testing. Conclusions: Remote proctoring and testing has a
component. Conclusions: Students responded well to the
seemingly minimal impact on academic performance
competition regardless of their interest in Harry Potter. Stu-
regardless of a student’s CTAS-2 score, yet may lead to
dents performing well in the House Cup performed better in
improvements in score for students with a lower GPA.
the course overall, and the majority considered it to be their
favorite course component. These findings suggest that
gamification and competition are valuable tools to sustain A Qualitative Analysis of the COVID-19 Pandemic’s
student engagement during a pandemic. Impact on the US Pharmacy School Teaching
Reina Sanz, University of the Pacific, Rajkumar J. Sevak,
University of the Pacific.
Objective:TheCOVID-19pandemichasenforcedsubstan-
tial changes on educational institutions throughout the US.
Many pharmacy schools shifted their academic programs
733American Journal of Pharmaceutical Education 2021; 85 (7) Article 8738.
toremote delivery prompting faculty members to adapt their examine how cumulative examinations compare to the tra-
courses to continue providing quality education to student ditional test taking approach with respect to student aca-
pharmacists. This study evaluated how the COVID-19 pan- demic performance. Methods: Following the Preferred
demic impacted the teaching of pharmacy faculty members. Reporting Items Systematic Reviews and Meta-Analyses
We used a qualitative method approach with open-ended Extension for Scoping Reviews (PRISMA-ScR) guide-
questions to reveal unique perceptions based on the lines, this scoping review included studies comparing
narrative responses of faculty members. Methods: A web- cumulative exams to traditional examination processes.
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based survey was administered to US pharmacy school fac- An electronic search was conducted using six databases:
ulty members in August 2020. The survey included five PubMed, ERIC, SCOPUS, cINAHL, PsychINFO, Aca-
open-ended questions to assess the impact of the pandemic demic Search Ultimate, and Education Full Text; addition-
on their teachings in the following five course categories: 1) ally, an electronic search for grey literature was conducted
foundation/basic science courses, 2) clinical/therapeutics within Pharmacy Education Certification websites (ie,
courses, 3) case-based courses, 4) skill-based courses, and ACPE, NABP) and Proquest (for dissertations & Theses).
5) experiential courses. Authors first conducted a thematic The search criteria were developed/validated by an acade-
analysis with inductive reasoning to obtain codes and cate- mia librarian, and two academia pharmacists. Following
gories from the open-ended responses. Authors then con- an initial title search and removal of duplicates, abstracts
ducted meetings to discuss the qualitative responses and were reviewed and full-text articles were assessed to con-
compiled a list of codes and categories for each open- firm studies met inclusion criteria. From the studies that
ended survey question. This study was approved by the Uni- met eligibility for the scoping review, data were collected
versityofthePacificInstitutionalReviewBoard. Results: A utilizing a standardized data extraction tool and data were
total of 1,068 individuals participated in the survey (17.3% then analyzed utilizing descriptive analysis techniques.
response rate). The qualitative analysis of faculty members’ Results: Research in progress. Conclusions: The findings
descriptive responses revealed several themes. The com- from this study will be presented in July 2021 during the
mon themes across the five course categories included chal- AACP Virtual Annual Meeting.
lenges with online course delivery, student learning and
assessment difficulties, faculty and student wellbeing An Analysis of First Professional Year Pharmacy
affected, limited student interactions, need for safety pre- Students’ Wellbeing Priorities and Perceptions
cautions, site limitations, successful distance education,
and limited administrative support. Conclusions: This Michelle Rapier, East Tennessee State University, Nicholas
study revealed several ways that the COVID-19 pandemic Hagemeier, East Tennessee State University.
presented faculty members with more challenges and few Objective: 1) To identify first professional year (P1) phar-
opportunities which impacted the teaching in the US phar- macy students’ prioritization of wellbeing domains they
macy schools. most desired to improve; and 2) to summarize students’
wellbeingpromotingactionstepsacrossallGallupdomains.
Methods: Students were introduced to Gallup’s wellbeing
A Scoping Review of Cumulative Exams as a
domains during a required P1 course. Thereafter, four
Testing Modality
cohortsofP1students(N5293) completed a Personal Well-
Sujin Kim, The University of Arizona, Vivian Nguyen, The being Assessment & Planning assignment in whichtheypri-
University of Arizona, Jonathan Chien, The University of oritized the Gallup wellbeing domain they most desired to
Arizona, Jennifer Martin, The University of Arizona, Terri improve. Two student cohorts also provided qualitative
Warholak, The University of Arizona College of Pharmacy, statements describing one action they would like to take to
Caitlin Cameron, The University of Arizona. improve each wellbeing domain. Three researchers inde-
Objective: A cumulative exam is a testing modality that pendently coded student responses and identified themes
combines learning objectives and questions from different across wellbeing domains. Results: Physical wellbeing
courses into a single exam. This differs from the traditional was the domain students most desired to improve in each
testing methods of deriving exam content from a solitary cohort, ranging from 36% to 50% percent of students. Com-
course, with each course conducting its own assessments. munity wellbeing was the second most chosen wellbeing
The integration of cumulative exams within academic pro- domain in two cohorts, while financial wellbeing was the
grams requires increased coordination between courses and least chosen domain to improve in three of the four cohorts.
support from academic leadership. The effect of cumulative Professional development (career), connecting with others
versus single course exams on student academic perfor- (social), engaging in community service (community),
mance is not clear. A scoping review was conducted to engaging in physical activity (physical), and saving and
734American Journal of Pharmaceutical Education 2021; 85 (7) Article 8738.
budgeting money (financial) were the most commonly intervention including personal experience in genotyping
noted action steps students desired to take. Conclusions: can be transferred to additional pharmacy curricula.
Students identified physical wellbeing as the domain most
desired to improve with exercise being the most common Assessment of a Virtual Interview Experience for
action to improve their physical wellbeing. Student percep- Prospective College of Pharmacy Students
tions should be considered by colleges and schools as they
target wellbeing-promoting interventions. Elena Dang, The University of Texas at Austin, Hailey Held,
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The University of Texas at Austin, Yasmeen Alqaisi, The
University of Texas at Austin, Stephanie Adler, The Univer-
Assessing the Impact of a Pharmacogenomics sity of Texas at Austin, Sarah Patrick, The University of
Educational Intervention for Student Pharmacists in Texas at Austin, Sadika Eslaminejad, The University of
the PharmD Curriculum Texas at Austin, Kathryn Litten, The University of Texas
atAustin, Claire Latiolais, TheUniversityofTexasatAustin.
Sunwoo Bae, University of North Carolina at Chapel Hill,
Timothy Wiltshire, University of North Carolina at Chapel Objective: Due to the COVID-19 pandemic, the University
Hill, Amber D. Frick, University of North Carolina at of Texas at Austin College of Pharmacy adapted the Pro-
Chapel Hill. spective Student Interview process for cohorts projected
to join the Class of 2025. The entire interview process was
Objective: Pharmacogenomicsisgrowing traction aspreci-
moved from in-person to a virtual format to allow a safe
sion medicine emerges within clinical practice. This area of
and accessible way to recruit students. This study will out-
practice may not be covered comprehensively within
line the process of transitioning to the virtual format and
PharmD curricula. The objective of this study was to assess
use a survey to assess the virtual interview experience for
how incorporating a pharmacogenomics educational inter-
prospective college of pharmacy students. This data will
vention with personal genotyping in a required course
be used to assess the utility ofvirtual interviews in the future.
maychangetheperceptionsandattitudesof studentpharma-
Methods: The virtual process included a pre-interview day
cists. Methods: This study recruited University of North
and an interview day with four distinct sections: Multiple
Carolina Eshelman School of Pharmacy second-year
Mini Interviews, Interview Activity, Student Showcases,
PharmD students from 2016 to 2019 who were enrolled in
and Closing Remarks. A 15 item Qualtrics survey was
a 15-week required clinical pharmacology course. Surveys
developedandsenttoapplicantsduringthe2020-2021inter-
were provided pre- and post-educational intervention
view cycle. Both quantitative and qualitative data will be
regarding perceptions and attitudes in student pharmacists.
collected using Likert scales regarding their experience.
Pharmacogenotyping was performedusing next-generation
Following data collection, the data will be evaluated and
sequencing with molecular inversion probes. Pre- and post-
used for implementing changes in the future process.
intervention surveys were analyzed using descriptive statis-
Results: Work in progress. Conclusions: Contingent on
tics and the Wilcoxon-signed rank test. Results: A total of
the data collected, the virtual interview process is a viable
549 second-year student pharmacists completed the pre-
method to continue interviewing applicants. Although the
intervention survey with 370 of these student pharmacists
interview process will likely transition back to an
(67%) also completing the post-intervention survey. There
in-person format, virtual interviews could be utilized post-
were statistically significant improvements in perceptions
COVID as an alternative interview process. This could be
andattitudesfrompre-topost-intervention,includingfamil-
utilized to decrease barriers to access for students unable
iarity with pharmacogenomics resources (eg, guidelines)
to attend in-person interviews due to financial or logistical
for use intheclinicalsetting (p5.006),identifying therapeu-
difficulties. The described process of implementing virtual
tic areas in which pharmacogenomics testing is required
interviewsaswellasthedatacollectedfromthesurveycould
(p,.0001), interpreting the results of pharmacogenomic
be extrapolated to other schools of pharmacy hoping to
testing from patients (p,.0001), and recommending per-
implement flexibility in the interview process.
sonal genotyping to patients (p,.0001). Student pharma-
cists reported having a better understanding of
pharmacogenomics after personal genotyping (91%) and Assessment of Clinical Knowledge in an
the educational intervention helped them understand the Interprofessional Education Session Utilizing
patient’s experience (88%). Conclusions: After the educa- Team-Based Learning
tional intervention, student pharmacists reported improve- Kirsten A. Vyhmeister, Loma Linda University School of
ments in their understanding of pharmacogenomics and Pharmacy, Erin Richards, Loma Linda University School
how it can be incorporated into clinical practice. This of Dentistry, Farnoosh Zough, Loma Linda University
735American Journal of Pharmaceutical Education 2021; 85 (7) Article 8738.
School of Pharmacy, Huyentran Tran, Loma Linda Univer- Qualtrics surveys sent to ACPE accredited schools of phar-
sity School of Pharmacy, Khaled Bahjri, Loma Linda Uni- macy after the Spring 2020 semester. Likert-scale questions
versity School of Pharmacy, Alireza Hayatshahi, Loma measured student’s individual experiences during the tran-
Linda University School of Pharmacy. sition to online learning due to the COVID-19 pandemic.
Objective:DemonstrateTeam-BasedLearning(TBL)asan Descriptive statistics present characteristics and responses
effective pedagogy to assess dental and pharmacy students’ with means and standard deviations for continuous varia-
application of interprofessional clinical knowledge, utiliz- bles, and frequencies and percentages for categorical varia-
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ing Team Readiness Assurance Test (tRAT). Methods: bles. Statistical analyses were conducted with JMP Pro 14
Allsecondyear dentaland pharmacystudentsattendedavir- and SAS version 9.4. Results: A total of 471 students
tual interprofessional case-based session as part of their from 36 different schools of pharmacy across the nation
required didactic curriculum. Their performance was responded to the survey, representing all of the eight
counted toward their final course grades. Five clinical cases APhA-ASP regions. The average age was 25.3 years old
were giventothe students and a correspondingtRATassess- and a majority were female (74.2%). While 34.8% students
ment, testing their clinical knowledge on these cases, was said they preferred taking exams from home, 52.8%
completed by separate groups of pharmacy and dental stu- disagreed that learning virtually was preferred over face-
dents. Finally, all students were assigned to mixed dental- to-face instruction. Students reported worse engagement
pharmacygroupstotakean“interprofessional” tRATwhich in classes (55.8%), even with the highest percentage of
responses indicating no change in their access to resources
was, unknown to the students, the very same assessment. At
(45.7%), semester grades (51.9%), or overall grade point
the end of the session, the faculty members discussed the
average (55.6%). Students felt most supported by their fam-
cases and corresponding tRAT assessments with the stu-
ily and friends (70.6%), while engagement with peers was
dents. Results: A total of 104 dental and 74 pharmacy stu-
somewhat worse or much worse (64.5%). Additionally,
dents participated in this study. There were five faculty
56.4% reported a worse pharmacy school experience com-
members from the schools of dentistry and pharmacy to
pared to 10.8% reporting a better experience. Conclusions:
serve as moderators of the session. The aggregate data
While some elements such as exam taking were preferred
from the tRAT scores were analyzed and reported as 10.4
during the transition, the majority of the students’ pharmacy
points, 12.0 points, and 12.2 points for pharmacy, dental,
school experience was worsened. As faculty continue to
and interprofessional cohorts respectively. These scores
navigate virtual learning in higher education, the student
were out of 15 points in each tRAT. The tRAT scores
perspective and experience is key in determining what por-
from the interprofessional groups were higher than that of
tions of virtual learning are suitable for retention.
the single-profession groups. Conclusions: This assess-
ment demonstrates that an interprofessional approach to
clinical cases and therapeutics discussions improves the Comparison of Virtual and In Person Learning in a
qualityofteam-based applied clinical knowledge.It appears Required Nonsterile Compounding Course
to be superior to the traditional single-profession pharmacy Laurie Hallegado, UNC Eshelman School of Pharmacy,
and dental team siloed method. This would be an efficient Robert Shrewsbury,University ofNorthCarolina at Chapel
model for future clinical practice. Hill.
Objective: The required nonsterile compounding course at
Characterization of Student Pharmacists’ the UNC Eshelman School of Pharmacy was adapted to
Experience with the Transition to Online Learning accommodate virtual learning due to the COVID-19 pan-
During the COVID-19 Pandemic demic. Various assessments were compared between the
in person (Fall 2019, n5158) and virtual (Fall 2020,
AnnMarie E. Baker, VCU School of Pharmacy, Lauren n5124) courses to determine if virtual learning had an
Pamulapati, Virginia Commonwealth University, Rachel impact in student learning. Methods: The assessment com-
Koenig, Virginia Commonwealth University, Rotana Rad- pared weekly quizzes, weekly clinical discussions, and
wan, VCU School of Pharmacy, Teresa M. Salgado, Vir- overall course grades averaged into grade sets. Statistical
ginia Commonwealth University, Lauren Caldas, Virginia differences between the grade sets were calculated using
Commonwealth University. the Wald z-test (p,.05) because the averages were the total
Objective: This study aims to assess individual student population data. Results: The comparison of the weekly
pharmacists’ experience with the transition to online learn- quizzes in Fall 2019 and Fall 2020 was statistically different
ing during the COVID-19 pandemic nationally. Methods: with the Fall 2019 (in person learning) having the higher
This was a cross-sectional study utilizing anonymous averagegrade.Therewerenostatisticaldifferencesbetween
736American Journal of Pharmaceutical Education 2021; 85 (7) Article 8738.
the grade set averages of clinical discussions or overall data becomes available,it isrecommended that similar anal-
course grades. Conclusions: Though the move to virtual yses be repeated to better model real-world settings.
learning was not voluntary but circumstantial, the new ped-
agogy appeared to have a modest impact on the students’ Cultural Intelligence Framework: Student Insights
level of learning. A possible explanation for the smaller and Experiences
quiz grade average among virtual learning students is due
to the technological challenges with quizzes given online Minshew M. Lana, University of North Carolina at
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versus on paper, assuggested by previous studies. However, Chapel Hill, Diana Lee, University of North Carolina at
the more likely explanation is that the in person students had Chapel Hill, Carla Y. White, University of North Carolina
the advantage of additional hands-on laboratory experien- at Chapel Hill, Mary McClurg, University of North Caro-
ces to add to their learning which was absent in the virtual lina at Chapel Hill, Jacqueline McLaughlin, University of
learning group. The results suggested that “learning by North Carolina at Chapel Hill.
doing” may have helped the students’ ability to comprehend Objective: Pharmacists are well poised to address health-
and retain the information. care disparities; however, they are not adequately trained
for cultural intelligence. In order to prepare culturally intel-
Cost Analysis of Rivaroxaban versus Enoxaparin for ligentpharmacists, standards and curricula forculturalintel-
Venous Thromboembolism Prophylaxis in Acute ligence must be defined and implemented within pharmacy
Medically Ill Patients education. The objective was to create a Cultural Intelli-
gence Framework (CIF) for pharmacy education and gain
Phoenix J. Riley, Campbell University, Charles Carter, insight into its alignment with Doctor of Pharmacy
Campbell University, Meredith Lilley, Campbell (PharmD) student experiences. Methods: An extensive lit-
University. erature analysis on cultural intelligence education was used
Objective: Acute medically ill patients are at high risk for to construct a CIF, which integrates leading models of cul-
venous thromboembolism (VTE). Subcutaneous enoxa- turalintelligenceinhealthcareeducation withBloom’sTax-
parin is the ‘gold’ standard therapy in these patients. onomy. Five student focus groups were conducted to
Recently, one direct oral anticoagulant has been approved explore and map their cultural experiences to the CIF. All
for this indication by the FDA; rivaroxaban (2019). The focus groups were recorded, transcribed, de-identified,
aim of this study was to perform a cost analysis of rivaroxa- and deductively coded using the CIF. Results: All four
ban versusenoxaparinfor VTEprophylaxis. Methods:Cost CIF domains were observed, although the prevalence of
estimates of rivaroxaban and enoxaparin were obtained each domain varied in student responses. Most students
from publicly available sources (CMMS, Drugs.com). expressed Cultural Awareness, Knowledge, and Desire;
Cost estimates for clinical outcomes were garnered from lit- however, few students discussed Cultural Practice. Partici-
erature and public databases (CMMS). Data from a key trial pant comments suggest that culturally-relevant experiences
(rivaroxaban: MAGELLAN) was utilized to determine differed by race and year in the curriculum. Conclusions:
probabilities of potential clinical outcomes. A decision This study is a first step toward understanding cultural intel-
tree model was constructed (TreeagePro) for analysis of ligence education and experiences in pharmacy. The lack of
the therapy relative to enoxaparin. Doses/regimens were insight into Cultural Practice indicates a need to better pre-
consistent with approved labeling. Costs were reported in pare students to practice in a culturally responsive way.
2019 United States currency (USD) and the study was per- The differences in student experiences suggest that integra-
formed from a societal perspective. Discount rate was 5%. tion of cultural intelligence training into curriculum should
Monte Carlo (probabilistic sensitivity) analyses was per- reflect the needs of the student population. The CIF repre-
formed. Results are expressed as expected value (EV) or sents an evidence-based approach to cultural intelligence
the average cost for each treatment strategy. Two-way sen- education that can help prepare our learners to be socially
sitivity analyses using 50% to 200% of the key VTE clinical responsible health care practitioners.
outcomes was performed. Results: The EV for the compar-
ison of enoxaparin to rivaroxaban favored enoxaparin
Departments of Pharmacy Practice Tenure-Track
($1,271 versus $1,650; 22.3% difference). Conclusions:
Scholarly Activity Abstract
In acute medically ill hospitalized patients at risk for VTE,
the EV of enoxaparin was more optimal than rivaroxaban Ross Urry, The University of Utah, Mark A. Munger, The
based upon clinical trial results. These results are valuable University of Utah.
in guiding effective clinical decision making and assess- Objective: The contribution of scholarly activity within
ments for formulary inclusion. As further clinical outcome Departments of Pharmacy Practice (DPP) of the American
737American Journal of Pharmaceutical Education 2021; 85 (7) Article 8738.
Association of Colleges of Pharmacy (AACP) is currently allowing PharmD students 250 hours of training with
limited. The purpose of this research study is to quantita- responsibilities in direct patient care and clinical research.
tively determine how much DPP tenure-track faculty con- Methods: A 51 item survey was administered to 2020 P4
tribute to the academic discipline of pharmacy practice PharmD students before and after participation in the addic-
through the publication of scholarly data Methods: A liter- tion medicine APPE, testing knowledge in 11 sections. Sec-
ary search through publicly available databases of PubMed tions included: SUD and psychiatric pharmacology,
and International Pharmaceutical Abstracts (IPA) is being neurobiology, co-occurring disorders, and harm reduction.
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performed of all DPP tenure-track faculty. DPP tenure- Following each of the 11 knowledge sections, students
track faculty are determined through on-line published ranked their self-reported confidence in providing care for
faculty rosters provided by AACP Colleges/Schools of that respective section. Post-APPE, students were allowed
Pharmacy (CSP). Tenure-track faculty listed under the titles a free text space to provide feedback on the APPE experi-
of Department of Pharmacy Practice, Clinical Pharmacy ence. Descriptive statistics and paired t-tests were used to
and Pharmacotherapy (inclusive) are included. Each DPP analyze the data. Results: Responses from three P4 PharmD
tenure-track faculty member’s name is the primary search students were included for analyses. The mean APPE
strategy while filtering results based on publication dates knowledge score increased from 43.8% to 79.1%
from 01/01/10-12/31/19. Scholarly publications from (p5.007169). A substantial majority reported an increase
PubMed were confirmed in IPA, or vice-versa. An addi- in confidence. The mean self-reported confidence of the
tional researcher, or objective third party, if necessary con- 11 sections improved from 28.28% to 73.74%
firmed all data obtained. Each publication will be classified (p5.006958). Free text responses garnered positive feed-
by publication scope (ie, clinical pharmacology, health eco- back from students stating the APPE allowed them to
nomics and outcome research, biomedical informatics, immerse themselves in all stages of the recovery process,
review, editorial/letter, or case report), CSP geographical increase confidence in presentation skills with patients,
location, faculty demographics, and productivity index. and solidified their passion for addiction medicine. Conclu-
Faculty productivity is defined as .3 publications/5 years sions: A novel APPE in addiction medicine addressed a cur-
for productive, 1-3 publications/5 years as moderately pro- rent gap in pharmacy education, earned positive evaluations
ductive, and 0 publications/5 years for non-productive. from student pharmacists, and increased SUD related
Results: The number of CSPs being investigated is 144 knowledge.
with 2,000 tenure-track faculty. One-way ANOVA will be
used to analyze qualitative data. One-way student’s t-test Does One Size Fit All? Preceptor Experiences and
will be used to analyze and compare quantitative data. Con- Perceptions of Remote Rotations
clusions: We expect the number of productive faculty will
exceed the number of moderate and non-productive faculty. Bonnie Lam, University of Toronto, Gajan Sivakumaran,
These results will confirm that DPP receives a net positive University of Toronto, Aleksandra Mejia, University of
contribution of scholarly activity from tenure-track faculty. Toronto, Debbie Kwan, University of Toronto.
Objective: Due to the global pandemic, non-direct patient
care experiential rotations rapidly transitioned from tradi-
Description and Evaluation of a Novel Advanced
tional in-person to remote rotations. We sought to under-
Pharmacy Practice Experience in
stand preceptors’ experiences and perceptions of this
Addiction Medicine
novel mode of precepting. Methods: Preceptors who led
Lindsey J. Loera, The University of Texas at Austin, Carlos at least one rotation remotely were invited to complete an
F. Tirado, The University of Texas at Austin, Claire M. online questionnaire. The questionnaire was informed by
Zagorski, The University of Texas at Austin, Lucas G. a literature review on remote supervision of healthcare stu-
Hill, The University of Texas at Austin. dents. The questionnaire was divided into five domains: 1)
Objective: Pharmacists are uniquely positioned to address preceptor/student relationship, 2) preceptor support and
societal harms related to substance use disorders (SUD), continuing professional development opportunities, 3)
but must be adequately trained to do so effectively. A con- technology, 4) preceptor perceptions and 5) workload and
cerning shortage of advanced pharmacy practice experien- the working environment. The survey consisted of a mix
ces (APPEs) related to SUD was found in the 2019 AACP of Likert-scale, multiple choice and open-ended questions.
environmental scan of opioid-related activities. Addressing Descriptive statistics were used to characterize the quantita-
this deficiency should be a high priority for academic phar- tive data. Written responses were coded and analyzed for
macy. Beginning 7/1/2019, a college of pharmacy began emerging themes. Results: Forty-seven of 157 preceptors
offering a new elective APPE in addiction medicine (30%) responded to the questionnaire. Project and research
738American Journal of Pharmaceutical Education 2021; 85 (7) Article 8738.
rotations were the most prevalent types of remote rotations. received the combination treatments compared to those
The majority of preceptors were willing to precept remotely exposed to monotherapy. Fenofibrate plus orlistat treatment
again (85%). Student responsiveness (87%) and enjoyment produced the most profound weight reduction compared to
of teaching (83%) were among the greatest motivators. fenofibrate monotherapy. Conclusions: The results of this
Major themes reflected the preceptors’ struggles in building study indicate that combination treatment is superior to
rapport and facilitating in the moment learning opportuni- monotherapy in producing short-term weight loss in obese
ties. Preceptors identified guidance and on-going support individuals. Future studies should determine whether the
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as key factors to ensure preceptor and student readiness combinatorial approach mitigates or increases the adverse
andtomanageexpectations.Therecipeforasuccessfulrota- effects of pharmacological obesity treatments.
tion included careful consideration of appropriate pedagogy
and technology. Conclusions: Although this was a novel
mode of teaching, preceptors reflected a positive experience Enhancing Student Confidence in the Pharmacists’
in leading remote rotations. Traditional precepting Patient Care Process (PPCP) Using Calibrated Peer
approaches employed during in-person rotations need to Review (CPR)
be adapted and individualized for the context of remote rota- Sara B. Leidy, Purdue University, Alex Isaacs, Purdue Uni-
tions, highlighting that there is no ‘one-size-fits-all’ versity, Monica L. Miller, Purdue University, Zachary A.
approach. Transitioning to a remote environment generates Weber, Purdue University.
new opportunities and drives innovation.
Objective: The objective of this study was to assess the
impact of CPR-based assessments on students’ confidence
Efficacy of Combination Treatment versus in implementation and evaluation of the PPCP. Methods:
Monotherapy in Obesity: A Meta-analysis of Ran- Students completed three case-based assignments utilizing
domized Controlled Trials a CPR system, which incorporates practice and calibration
Peter Haydaw, Loma Linda University, Shant Krikorian, designed to prepare students for self and peer evaluation.
LomaLindaUniversity,KhaledBahjri,LomaLindaUniver- Following these assignments, a pre- and post-survey was
sity School of Pharmacy, Ike De La Pena, Loma Linda administered across two academic years to the same cohort
University. of students in their first and second professional years. Stu-
Objective: Combination therapy has emerged as a promis- dent confidence was evaluated using a 5-point Likert scale.
ing therapeutic intervention for obesity in light of the multi- Implementation was assessed by ability to rank a problem
factorial etiology of the disease. Data on the comparative list, providepatientspecificrecommendations, providesup-
efficacy of combination pharmacotherapies versus mono- porting evidence for a recommendation, and develop writ-
therapy for obesity are currently lacking. We conducted a ten communication. For evaluation items, students were
meta-analysis to evaluate whether combination treatment asked confidence on their ability to assess a peer’s work,
was associated with greater weight loss compared with one’s own work, provide constructive feedback, and recog-
monotherapy in obese individuals. Methods: EMBASE, nitionofanswercorrectnessand quality.Studentconfidence
MEDLINE, Clinicaltrials.gov and Cochrane Controlled was analyzed with a Mann-Whitney U test using the pooled
Trials Register were searched from study inception until datafrom pre- and post-surveys. Results:Ofthe314 eligible
November 2020 for randomized controlled trials (RCTs) participants, 309 (98%) completed the pre-survey, while
of pharmacological combination therapy versus monother- 233 (74%) completed the post-survey. There was no signif-
apy in adults with obesity (Body Mass Index $ 27 kg/m2), icant change in confidence of assessment skills. Confidence
follow up of $ 3 months, and available required data. A sys- increased significantly in ability to perform all patient case
tematic approach was used to screen, critically appraise and activities (p,.01), except developing written clinical docu-
subsequently extract data from the studies that were mentation (p5.07). Confidence increased significantly in
included in the meta-analysis. The meta-analysis was per- ability to evaluate self and peers for all patient case activities
formed using random effects model to provide a summary (p,.01), except evaluation of written clinical documenta-
of weight change before and after exposure to treatments. tion (p5.07) and a subjective, objective, assessment, and
Results: Fourteen studies were eligible for inclusion in the plan note (p5.12). Conclusions: This study highlights the
meta-analysis(n 5 1119 subjects) from a total of964 unique role of CPR in a pharmacy curriculum. With a significant
and relevant articles. These RCTs included 25 comparisons increase in student’s confidence in completion and evalua-
of combination versus monotherapy anti-obesity drugs. The tionofpatientcaseactivities,useofCPRcanbeanadditional
meta-analysis revealed a 2.04 kg (95% confidence interval toolforlearningthePPCPandpreparingstudentsforclinical
1.67-2.42) additional weight loss in obese individuals who education.
739American Journal of Pharmaceutical Education 2021; 85 (7) Article 8738.
Evaluation of a Simulation to Communicate about Objective: The opioid epidemic continues to be a national
At-Risk Opioid Behaviors in a Commu- public health crisis. Although school-aged children (K-12)
nity Pharmacy may not be heavy opioid users, many experience spillover
Shelby Go, The University of Kansas, Ashley Crowl, The effects from use by family members or community-wide
University of Kansas, Amy Robertson, The University of problems, making education and prevention in this group
Kansas, Sarah Shrader, The University of Kansas. of high importance. The objective of this study was to iden-
tify and characterize substance abuse education programs
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Objective: To evaluate the effectiveness of an objective aimed at school-aged children, focusing on programs which
structured learning experience simulation (OSLE) focused integrate opioid education. Methods: An in-depth literature
on identifying and communicating about at-risk opioid review was conducted using various combinations of the
behaviors in a community pharmacy setting through student keywords: substance abuse, opioid abuse, education, pro-
perceptions and performance. Methods: A lack of educa- gram, prevention, children, school, and community. Google
tional activities regarding communicating about at-risk was utilized for a broad program search, while MEDLINE
behaviors and refusing to fill opioid prescriptions was noted was used to ensure search comprehensiveness and
in the literature. The learning objectives for a new OSLE determine if program outcome data was published. Inclu-
developed for third-year pharmacy students were (1) refuse sion criteria was publicly-available programs targeted to
to fill an opioid prescription and (2) counsel a patient dem- school-aged children. For each program the following
onstrating at-risk behaviors on an opioid prescription. data was abstracted: name, website, setting (community-
Unmatched pre-/post-responses from a voluntary and anon- based vs. school-based), length, format, credential(s) of
ymous student satisfaction/confidence survey were ana- instructor(s), cost, and any published outcomes. Results:
lyzed with independent t-tests. Standardized rubrics Ninety-four substance abuse education programs were
assessed student performance and scores were analyzed identified, 11 (11.7%) of which included information on
with descriptive statistics. An inductive content analysis opioid education. Of the programs including opioid educa-
identified the impact on students’ perceptions and future tion, five (45%) exclusively addressed opioid education.
behaviors from post-OSLE reflections. This was approved Nine(82%)focusedonpersonalbehaviorsandpeerpressure
by the institutional review board. Results: Pre-/post-sur- surrounding opioids, while two (18%) included science-
veys, completed by 143 and 111 students respectively, dem- based resources about opioids and education on the use of
onstrated students’ confidence in their ability to assess Narcan. None of the programs incorporated involvement
at-risk opioid behaviors, counsel a patient demonstrating of a health care professional. Conclusions: While many
these behaviors, refuse to fill an opioid prescription, and substance abuse education programs are available for
respond to a patient’s nonverbal responses significantly school-aged children, relatively few focus on or incorporate
improved following the simulation (p,.01) and 81% of stu- opioid education. Health care professionals such as pharma-
dents felt the OSLE was beneficial. Students’ mean OSLE cists could help address current education gaps by providing
score of 34.2/45 (76%) demonstrated average competency. practical opioid information including Narcan administra-
The following strategies to address the challenge of patients tion. Pharmacy educators have an opportunity to partner
with at-risk opioid behaviors were identified from student with local community organizations and schools to support
reflections: importance of patient-centered care and the more comprehensive opioid education.
role of the pharmacist, recognition of judgement against
these patients, and empathetic communication. Conclu- Evaluation of the Student Educational Assistance
sions: A simulation focused on communication regarding Program Before and During the COVID-
at-risk opioid behaviors was an effective educational 19 Pandemic
method. Students improved their self-confidence, demon-
Ethan Y. Wang, University of Connecticut, Nawal Elmahy,
strated communication skills, and identified strategies to
University of Connecticut, Hazel Billings-Chiu, University
improve communication and mitigate judgement toward
of Connecticut, Ryan Kurschner,University of Connecticut,
patients using opioids.
Molly Csere, University of Connecticut, Xiuling Lu, Uni-
versity of Connecticut, Nathaniel Rickles, University of
Evaluation of Opioid Education and Prevention Connecticut.
Programs Targeted to K-12 Students Objective: The main objective is to analyze the effect of the
Skyler M. Starkel, Creighton University, Kimberley J. Beg- pandemic on our SEA Program services in two areas: if
ley, Creighton University, Kevin T. Fuji, Creighton using SEA materials helped boost their confidence (yes/
University. no), and if using SEA materials helped decrease their stress
740American Journal of Pharmaceutical Education 2021; 85 (7) Article 8738.
(yes/no). Methods: Surveys created by SEA members in declined with increasing year of study, ie, from Yr1 to
Fall2019,Spring 2020,and Fall 2020onSEA material feed- Yr3. The most frequently mentioned SDOH were social
back were emailed to the University of Connecticut Doctor integration (26.1%), race/ethnicity (17.2%), stress
of Pharmacy Class of 2023 students. No email or demo- (14.2%), employment (9.4%), and housing (8.7%). Discus-
graphic information were collected. The Fall 2019 survey sion questions for most of the patient cases focused solely on
only asked if SEA services improved their performance on medication therapy even when SDOH were included in the
their exams; considered a surrogate measure for increased case. Conclusions: SDOH even when integrated into
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confidence and lowered stress. Descriptive and bivariate patient cases were not given the necessary attention in the
statistics were conducted. Results: Statistical analysis was contemplation of treatment. Pharmacy educators need to
done via SPSS 27. There were 111 responses collected be more intentional about the inclusion and discussion of
from the survey in Fall 2019, 45 responses from the post- SDOH in patient cases alongside clinical parameters. To
lockdown survey conducted in Spring 2020, and 42 address persisting health disparities and achieve the univer-
responses in Fall 2020 (n5198). Across all surveys, most sal goal of health equity, SDOH must be considered as an
students reported increased confidence and lowered stress integral part of patient-centered care, and should therefore
due to SEA services. Compared with the Fall 2019 data, be adequately reflected in pharmacy education.
there was significantly fewer individuals in Spring 2020
that responded “yes” to increased confidence and lowered Exploring the Relationship Between Standardized
stress from SEA services (p-value , .05). Conclusions: Patient Comments on Empathy and Student
Our survey responses show that SEA Program resources Pharmacist Communication Assessments
has maintained the confidence boosting and stress lowering
effect during the pandemic. Based on the consistency of Logan T. Murry, The University of Iowa, Laura Knockel,
responses in Fall 2020 compared to Fall 2019, it is thought The University of Iowa, Jeffrey Reist, The University of
that the fewer positive responses in Spring 2020 were likely Iowa, Michelle Fravel, The University of Iowa, Matthew
due tothe changein curriculumfromin-person tovirtual and Witry, The University of Iowa.
subsequent accommodation in Fall 2020. Future research is Objective: The objectives of this study were to 1) quantify
needed to explore how to sustain student confidence and students' communication ability using SP communication
reduced stress given changes in learning experiences rubric scores, 2) describe SP comments of student empathy,
(virtual). and 3) test the relationship between quantitative rubric
scores and empathy categorization using an integrated anal-
ysisof transformed qualitative comments. Methods: A con-
Examining Social Determinants of Health in Patient
current mixed methods research design was used to assess
Cases – An Insufficiency or Missed Opportunity?
graded Performance Based Assessments (PBAs) of student
Olihe Okoro, University of Minnesota, Lea Edwards, Uni- pharmacists at a college of pharmacy in the Midwest US.
versity of Minnesota, Ashley Baker, University of Minne- PBA rubrics (n5218) completed by SPs contained 20
sota, Akua Appiah-Num, University of Minnesota. assessment items with space for open-ended comments to
Objective: The objectives of the study were to - (i.) assess the students. Descriptive statistics were calculated for
the extent of the integration of Social Determinants of numeric rubric scores. Open-ended SP feedback to students
Health (SDOH) in patient cases used in the core PharmD were coded interpretively to describe SP perceptions of
curriculum in the 2019/2020 academic year, and (ii.) iden- empathy within the encounter. Qualitative SP feedback
tify opportunities for further integration and discussion of was transformed into quantitative categorical data by cate-
SDOH in patient cases used in pharmacy education. Meth- gorizing assessments into high-empathy, mixed-empathy,
ods: Patient cases used in years 1-3 of the Doctor of Phar- and low-empathy encounters. The association between
macy program (PharmD) during the 2019/2020 academic quantitative rubric scores and transformed empathy catego-
year were extracted and reviewed. A content analysis of rieswastested usingKruskal-WallisANOVA. Results:SPs
the cases was conducted to determine inclusion of SDOH, provided feedback on 141 of 218 rubrics (64.7%). The mean
based on criteria outlined in the PRAPARE tool. Frequen- communication score was 38.96 6 1.64. Comments from
cies, proportions, and measures of central tendency were SPs reflected considerable variation in student empathetic
used to describe the data extracted. Results: Forty-two per- communication ability. The totals for the low, mixed, and
cent (n5227) of the 541 cases analyzed mentioned one or high-empathy category transformations were 6 (4.3%%),
more SDOH. The proportion of patient cases with mention 95 (67.4%), and 40 (28.4%), respectively. There was a sta-
of one or more SDOH (78.8%, 37.8%, 31.9%), and the tistically significant (p,.05) difference in median commu-
median number of SDOH mentioned per case (2, 1, 0), nication score between empathy categories, with a mean
741American Journal of Pharmaceutical Education 2021; 85 (7) Article 8738.
rank scores of 12.08 for the low-empathy group, 67.26 for Headache Prevalence, Characteristics, Symptoms,
the mixed-empathy group, and 88.73 for the high- Triggers, Impact, and Management Strategies
empathy group. Conclusions: Scores on communication Among Student Pharmacists
rubrics and SP open-ended comments on student empathy Abigail M. Dawid, The University of Arizona, David R.
appear to be related. SPs place high value on empathy Axon, The University of Arizona.
when assessing student communication ability. Pharmacy
educatorsshouldconsideradditionalwaystoassessstudents Objective: Headache is a prevalent and debilitating condi-
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for clinical empathy and communication abilities during tion that affects approximately half of all adults globally
PBAs. and leads to considerable disability. However, the burden
of headache has not been well-investigated among student
pharmacists. Therefore, this study aimed is to describe the
Global to Local: An Opportunity to Create Global prevalence, characteristics, symptoms, triggers, impact,
Experiences in Local Communities and management strategies of headache among student
Lauren Blum, University of North Carolina at Chapel Hill, pharmacists. Methods: A questionnaire will be adminis-
DavidR.Steeb,UniversityofNorthCarolinaatChapelHill. tered via email over a three-week period in March-April
Objective: To provide opportunities for students and fac- 2021 to all student pharmacists at one college of pharmacy
ulty to engage with rural, underserved local communities intheUnitedStates.Anemailwillbesenttoeligiblestudents
and to deepen their understanding of the global impact with information and a link to the questionnaire inviting
that can be made through local public health efforts. Meth- them to participate in the study. Reminder emails will be
ods: To develop the Global to Local initiative, a deliberate, sent each week during the data collection period. The ques-
stepwise approach was taken to ensure program success and tionnaireconsistsoffivequestionscapturingheadachechar-
sustainability, including: (1) identifying rural, underserved acteristics (location, quality, intensity, frequency, and
local communities facing significant health challenges, (2) duration), seven questions regarding associated symptoms
cultivating collaborative relationships with community (change in appetite, food cravings, mood/personality
stakeholders, (3) developing and implementing programs changes, neck/shoulder pain, nausea/vertigo, and vision
to improve health locally, and (4) helping faculty, students, changes), 14 numeric scale questions covering headache
and other stakeholders understand the connection between triggers (foods, odors, sleep quantity, sleep quality, screen
global and local health issues. Results: Currently, the time, schoolwork hours, work hours, exercise, medications,
Global to Local program is concentrating on two rural com- caffeine, alcohol, bright lights, loud sounds, and personal
munities in North Carolina and is in the process of bringing problems), nine numeric scale questions covering headache
together various community stakeholders to identify prior- impact (sleep quality, sleep quantity, ability to work, per-
ities and develop initiatives that utilize student pharmacists form daily tasks, grades, mood, personal relationships, lei-
toaddressthosepriorities.Additionally,sevenfinalyearstu- sure activities, and quality of life), 16 numeric scale
dent pharmacists have been selected to participate in Global questions about pharmacological management strategies,
to Local experiential rotations during the 2021-2022 aca- 13 numeric scale questions about non-pharmacological
demic year. Conclusions: There is a clear connectivity management strategies, and six demographic/descriptive
and alignment between global and local health priorities items (age, gender, race/ethnicity, body mass index, per-
and many opportunitiesforacademicinstitutionsto increase ceived health status, and graduation year). Data will be ana-
their local and international impact through a Global to lyzed using descriptive statistics. Results: Data collection
Local framework. While Global to Local is still in develop- will conclude by April 2021 and results will be presented
ment, the approach used to create this program has success- at conference. Conclusions: Appropriate conclusions will
fully led to collaborative relationships with many local be made according to the study findings.
community partners and could be replicated by others look-
ing to create a similar initiative. Universities throughout the Identifying Predictors of Generalized Anxiety
country are well-positioned to tackle the most pressing Symptoms among Pharmacy Students in Response to
health issues in their state, and with increasing student inter- the COVID-19 Pandemic
est in global experiences, a Global to Local framework Rania H. El-Desoky, University of Houston College of
would offer an ideal opportunity to both provide students Pharmacy, Divya Varkey, University of Houston College
with a global experience and improve health for local of Pharmacy, Matthew Wanat, University of Houston Col-
communities. lege of Pharmacy, James Douglas Thornton, University of
742American Journal of Pharmaceutical Education 2021; 85 (7) Article 8738.
Houston College of Pharmacy, Austin De La Cruz, Univer- and a 10-minute counseling session with a mock patient
sity of Houston College of Pharmacy. on a specific product. Students (N5133) completed pre
Objective:Toexploretheprevalenceofgeneralizedanxiety and post surveys to assess their perceived comfort level
(GA) symptoms among Doctor of Pharmacy (PharmD) stu- and ability to counsel on products. The 45-item survey
dents at an academic institution during the COVID-19 pan- was based on the theory of planned behavior. Items focused
demic. We used Alderfer’s theory of needs including on students’ perceived comfort level and ability to counsel:
existence,relatedness,andgrowth(ERG)toelucidatewhich 1) cis- or transgender patients and (2) on 11 health product
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unsatisfied needs are predictive of higher levels of GA types.Theirintenttocounselpatientsandprescribeproducts
symptoms. The goal is to design a program or initiative to in the future were also assessed. A 7-point Likert scale
address unmet needs triggering increased levels of GA (strongly disagree to strongly agree) was utilized. Wilcoxon
symptoms. Methods: A cross-sectional, single site survey Signed Rank tests were conducted to determine statistical
was administered to first through fourth year PharmD stu- significance (p,.05) for the primary objective. Results:
dents from October 2020 to January 2021. The survey Statistically significant positive changes were identified
included demographics, the Counseling Center Assessment for all survey items (p,.000) assessing perceived comfort
of Psychological Symptoms-62 validated tool, and nine level and ability to counsel, though only 5 products (doxyl-
questions to assess Alderfer’s ERG theory of needs. Predic- amine succinate/pyridoxine hydrochloride, ulipristal ace-
tors of GA symptoms were evaluated using descriptive sta- tate, esterified estrogens, finasteride, and vardenafil) were
incorporated into mock counseling scenarios. Students
tisticsand multiplelinear regressions.A correlation analysis
also indicated they intended to provide counseling
was used to assess if ERG categories correlated with GA
(p,.015)and prescribeproductsinthefuture(p,.010)after
symptoms. Results: A total of 257 of 513 students
completing the laboratory. Conclusions: Pharmacy stu-
responded, 214 responses contained usable data. The
dents’ perceived comfort level and ability to counsel
mean GA symptom score was 1.28 out of a maximum aver-
improved regardless of whether students had the opportu-
age of 4, with 1 indicating no symptoms and 4 indicating the
nity to practice counseling with a mock patient on that speci-
highest symptoms of GA. The relatedness needs, which
fied product. These results may support small group
included feeling disliked, socially disconnected, and misun-
discussion as an effective method to increase students’ con-
derstood had the strongest correlation (65%) to GA symp-
fidence in counseling on men’s and women’s products.
toms. Each of the ERG needs were predictive of GA
symptoms(p,.001). Therelatedness need wasmostpredic-
tive of GA symptoms (b50.56). Conclusions: Interven- Impact of a Virtual Roundtable on Pharmacy
tions aimed at fulfilling relatedness needs may be Student Perceptions of Postgraduate
beneficial in decreasing GA symptoms among PharmD stu- Residency Training
dents. Future steps will aim to create a program that Kristine P. Nguyen, The University of Georgia, Blake Ter-
increases social connectedness and psychosocial support rell, The University of Georgia, Andrew Darley, The Uni-
in virtual settings through establishing virtual community versity of Georgia.
meeting chats, games, and group counseling sessions dedi- Objective: To evaluate the impact of a virtual residency
cated to building and maintaining peer to peer interactions. roundtable on student perceived knowledge of postgraduate
pharmacy residency training. Methods: During the
Impact of a Skills-Based Laboratory on Pharmacy COVID-19 pandemic, many in-person events have been
Student Comfort Level and Ability to Counsel limited; residency preparation continues to be a pertinent
topicforpharmacystudentsplanningtopursuepostgraduate
Rachel L. Rogers, Purdue University College of Pharmacy, training. A student organization hosted a virtual residency
MargaretTharp,PurdueUniversityCollegeofPharmacy,Jamie roundtable through a video conferencing platform with res-
Woodyard, Purdue University College of Pharmacy, Daniel idency program representatives and students in attendance.
Degnan, Purdue University College of Pharmacy, Kimberly The roundtable consisted of rotating through four breakout
Illingworth Plake, Purdue University. sessions. This allowed an opportunity forstudents to discuss
Objective: To determine the impact of a skills-based labo- variouscomponentsofresidencytrainingwithdifferentpro-
ratory focused on men’s and women’s health products on gram representatives. A retrospective pre-post survey was
pharmacy students’ perceived comfort level and ability to sent to students to ascertain their perceived understanding
counsel patients. Methods: Pharmacy students participated of postgraduate training at baseline and after attending the
in a laboratory focused on men’s and women’s health prod- roundtable, as well as overall event perceptions. Results:
ucts. The laboratory included two small group discussions Approximately 40% (n536) of attendees completed the
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