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Objective. To provide guidance to authors and reviewers on how to design and evaluate educational research studies to better capture evidence of pharmacy student learning.Findings. A wide variety of assessment tools are available to measure student learning associated with educational innovations. Each assessment tool is associated with different advantages and disadvantages that must be weighed to determine the appropriateness of the tool for each situation. Additionally, the educational research design must be aligned with the intent of the study to strengthen its impact.Summary. By selecting research methods aligned with Kirkpatrick's levels of training evaluation, researchers can create stronger evidence of student learning when evaluating the effectiveness of teaching innovations.

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During the COVID-19 pandemic, universities around the globe frantically and emergently switched to remote teaching. This commentary provides the perspective from a teaching and learning center about the difference between emergency remote teaching and online learning, plus suggestions for preparing for an online fall semester.

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Objective. To determine whether perception of student learning equates to learning gains. Methods. Two-hundred seventy-seven college-aged students and student pharmacists participated in the study. Participants were assessed before and after completing a reading intervention and reported their perceptions of learning by responding to various Likert-scale questions. Relationships between perception and performance were assessed by correlation analysis, trend analysis, and using measures of metacognitive accuracy. Results. There was a lack of correlation between measures of the perception of learning and actual gains in knowledge. There were weak correlations between the perception of learning and post-reading scores. Comparing student-pharmacists to college-aged individuals, both had similar metacognitive accuracy and there were little differences after the intervention. Conclusion. Perceptions of learning may not reflect knowledge gains, and perception data should be used cautiously as a surrogate for evidence of actual learning.

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During times of stress, such as those experienced during the novel coronavirus identified in 2019 (COVID-19) pandemic, pharmacy students handle the experience differently. For some, the experience may negatively impact their sense of well-being; for others, being at home with family could actually improve their well-being. While students are completing academic work at home and after they finally return to campus, pharmacy schools need to be keenly aware of students' experiences and implement strategies to build their resilience and improve their well-being. One approach will not meet the needs of all students. Many of the challenges that pharmacy students have faced or will face when they return to the classroom are discussed along with some programs and activities that have proven successful.

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Objective. To define quality and associated metrics related to Doctor of Pharmacy degree programs. Methods. A three round Delphi process and online survey tool were employed to constitute and query an expert panel of randomly selected pharmacy deans representing a proportional share of public and private schools. Participants were asked about measures used to evaluate the quality of their schools; agreement was assessed for each quality category and metric identified; rankings were reported in order of importance. Results. Deans from 15 public pharmacy schools and 17 private pharmacy schools agreed to participate. Nine quality categories and 35 specific quality metrics were identified. Both public and private school leaders identified and agreed on nine categories of quality measures, with "placement" ranked as the most important measurement category. Conclusion. Identifying categories and metrics to assess quality may provide a foundation from which to compare quality across institutions.

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OBJECTIVE: To compare ethical principles most often utilized by pharmacy students and preceptors to determine plan of action for an ethical dilemma and to determine if ethical principles utilized are the same for individuals in the postconventional range. METHOD: A two part survey was administered to a convenience sample of pharmacy students and preceptors. The first part was comprised of an original measure, the Pharmacy Ethical Dilemmas Survey (PEDS), that was developed to assess participants' action choices on healthcare-related ethical dilemmas and which moral rule or ethical principle was most influential in their decision. The second part was comprised of the Defining Issues Test. RESULTS: Patient autonomy and non-maleficience were the primary bioethical principles applied by students but pharmacists applied non-maleficience, patient autonomy, and also pharmacist autonomy. For all scenarios, students were more likely to rely on the principle of beneficence, while preceptors were more likely to rely on the pharmacist's right to autonomy. In the analysis of application of bioethical principles by higher and lower principled reasoning individuals, only in the assisted suicide scenario did the two groups agree on the primary principle applied with both groups relying predominantly on patient autonomy. CONCLUSION: Students and preceptors utilize different bioethical principles to support how they would handle each ethical dilemma but P-scores do not play a role in determining which bioethical principles were used to justify their action choices.

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Objective: To compare ethical principles most often utilized by pharmacy students and preceptors to determine plan of action for an ethical dilemma and to determine if ethical principles utilized are the same for individuals in the postconventional range Method: A two part survey was administered to a convenience sample of pharmacy students and preceptors. The first part was comprised of an original measure, the Pharmacy Ethical Dilemmas Survey (PEDS), that was developed to assess participants’ action choices on healthcare-related ethical dilemmas and which moral rule or ethical principle was most influential in their decision. The second part was comprised of the Defining Issues Test. Results: Patient autonomy and non-maleficience were the primary bioethical principles applied by students but pharmacists applied non-maleficience, patient autonomy, and also pharmacist autonomy. For all scenarios, students were more likely to rely on the principle of beneficence, while preceptors were more likely to rely on the pharmacist’s right to autonomy. In the analysis of application of bioethical principles by higher and lower principled reasoning individuals, only in the assisted suicide scenario did the two groups agree on the primary principle applied with both groups relying predominantly on patient autonomy. Conclusion: Students and preceptors utilize different bioethical principles to support how they would handle each ethical dilemma but P-scores do not play a role in determining which bioethical principles were used to justify their action choices (AU)

Objetivo: Compararlos principios éticos más comúnmente utilizados por los estudiantes de farmacia y los tutores para determinar el plan de acción ante un dilema ético, y determinar si los principios éticos utilizados son los mismos para individuos en fase post-convencional. Método: Un cuestionario en dos partes se administró a una muestra de conveniencia de estudiantes de farmacia y tutores. La primera parte estaba formada por una medida original, el Pharmacy Ethical Dilemmas Survey (PEDS), que se desarrolló para evaluar la elección de acciones de los participantes sobre dilemas éticos relacionaos con la salud y cuáles eran sus reglas morales o principios éticos más influyentes en sus decisiones. La segunda parte estaba formada por el Defining Issues Test. Resultados: La autonomía del paciente y la no maleficencia eran los principios bioéticos aplicados por los estudiantes, pero los farmacéuticos aplicaban la no maleficencia, la autonomía del paciente, pero también la autonomía del farmacéutico. En todos los escenarios los estudiantes confiaban más en el principio de beneficencia, mientras que los tutores tenían más probabilidad de confiar en el derecho de autonomía del farmacéutico. En el análisis de la aplicación de los principios bioéticos por los individuos con más y con menos razona miento basado en principios, sólo en el escenario del suicidio asistido los dos grupos estuvieron de acuerdo en que el principio más importante a ser aplicado era el de autonomía del paciente. Conclusión: Los estudiantes y los tutores utilizan diferentes principios bioéticos para apoyar el manejo de dilemas éticos, pero las puntuaciones P no determinan que principios bioéticos fueron usados en su selección de acciones (AU)

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This paper aims to increase understanding and appreciation of formative assessment and its role in improving student outcomes and the instructional process, while educating faculty on formative techniques readily adaptable to various educational settings. Included are a definition of formative assessment and the distinction between formative and summative assessment. Various formative assessment strategies to evaluate student learning in classroom, laboratory, experiential, and interprofessional education settings are discussed. The role of reflective writing and portfolios, as well as the role of technology in formative assessment, are described. The paper also offers advice for formative assessment of faculty teaching. In conclusion, the authors emphasize the importance of creating a culture of assessment that embraces the concept of 360-degree assessment in both the development of a student's ability to demonstrate achievement of educational outcomes and a faculty member's ability to become an effective educator.

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OBJECTIVES: To evaluate scholarship, as represented by peer-reviewed journal articles, among US pharmacy practice faculty members; contribute evidence that may better inform benchmarking by academic pharmacy practice departments; and examine factors that may be related to publication rates. METHODS: Journal articles published by all pharmacy practice faculty members between January 1, 2006, and December 31, 2010, were identified. College and school publication rates were compared based on public vs. private status, being part of a health science campus, having a graduate program, and having doctor of pharmacy (PharmD) faculty members funded by the National Institutes of Health (NIH). RESULTS: Pharmacy practice faculty members published 6,101 articles during the 5-year study period, and a pharmacy practice faculty member was the primary author on 2,698 of the articles. Pharmacy practice faculty members published an average of 0.51 articles per year. Pharmacy colleges and schools affiliated with health science campuses, at public institutions, with NIH-funded PharmD faculty members, and with graduate programs had significantly higher total publication rates compared with those that did not have these characteristics (p<0.006). CONCLUSION: Pharmacy practice faculty members contributed nearly 6,000 unique publications over the 5-year period studied. However, this reflects a rate of less than 1 publication per faculty member per year, suggesting that a limited number of faculty members produced the majority of publications.

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OBJECTIVES: To examine trends in the numbers of women and underrepresented minority (URM) pharmacy faculty members over the last 20 years, and determine factors influencing women faculty members' pursuit and retention of an academic pharmacy career. METHODS: Twenty-year trends in women and URM pharmacy faculty representation were examined. Women faculty members from 9 public colleges and schools of pharmacy were surveyed regarding demographics, job satisfaction, and their academic pharmacy career, and relationships between demographics and satisfaction were analyzed. RESULTS: The number of women faculty members more than doubled between 1989 and 2009 (from 20.7% to 45.5%), while the number of URM pharmacy faculty members increased only slightly over the same time period. One hundred fifteen women faculty members completed the survey instrument and indicated they were generally satisfied with their jobs. The academic rank of professor, being a nonpharmacy practice faculty member, being tenured/tenure track, and having children were associated with significantly lower satisfaction with fringe benefits. Women faculty members who were tempted to leave academia for other pharmacy sectors had significantly lower salary satisfaction and overall job satisfaction, and were more likely to indicate their expectations of academia did not match their experiences (p<0.05). CONCLUSIONS: The significant increase in the number of women pharmacy faculty members over the last 20 years may be due to the increased number of female pharmacy graduates and to women faculty members' satisfaction with their careers. Lessons learned through this multi-institutional study and review may be applicable to initiatives to improve recruitment and retention of URM pharmacy faculty members.

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Despite attempts to control college-aged drinking, binge and underage drinking continues at colleges and universities. Although often underutilized, faculty have the potential to influence students’ behaviors and attitudes towards drinking. Little information is available pertaining to college faculty drinking patterns, views on drinking, or their influence on college drinking. What little information is available predates the economic crisis, mandates for increased alcohol education, and the American Pharmacists Association’s call for increased alcohol awareness in pharmacists. Objectives: This study was designed to determine alcohol use patterns and viewpoints among faculty at U.S. colleges of pharmacy, in particular, to identify alcohol practices among faculty, use of alcohol with their students, mentioning alcohol in classroom as a social norm, and perceived drinking norms within their colleagues. Methods: Following Institution Review Board approval, 2809 invitations were emailed to U.S. pharmacy faculty for this survey-based study. The survey consisted of demographic questions, the World Health Organization Alcohol Use Disorders Identification Test (AUDIT), and questions pertaining to personal and institution attitudes on drinking and on drinking with students. Results: More than 96% of 753 respondents had a total AUDIT score <8. Males and preceptors were more likely to have higher AUDIT scores. More than 75% of faculty reported never drinking with students. Conclusion: In order to help pharmacy students address the extent of their alcohol use and misuse, pharmacy faculty must address their own use, along with their own and their institutions attitudes and behaviors towards alcohol use (AU)

A pesar de los intentos de control de la ingesta de alcohol en las facultades, la juerga y la bebida entre menores continúa en facultades y universidades. Aunque a menudo infrautilizados, los académicos tienen la posibilidad de influenciar las actitudes y comportamientos de los estudiantes sobre la bebida. Hay poca información disponible sobre los hábitos de bebida de los académicos, visión de la bebida, o su influencia sobre la bebida en las facultades. La poca información disponible anterior a la crisis económica recomienda aumentar la educación sobre el alcohol y la Asociación de Americana de Farmacéuticos pide un aumento de la concienciación sobre el alcohol entre los farmacéuticos. Objetivos: Este estudio fue diseñado para determinar los patrones de uso de alcohol y los puntos de vista de los académicos en las facultades de farmacia de Estados Unidos, en particular, identificar las prácticas con el alcohol entre académicos, el uso de alcohol con sus estudiantes, menciones al alcohol en clases como hábito social, y hábitos percibidos sobre el alcohol con sus colegas. Métodos: Después de la aprobación del Comité de Investigación de la Institución, se enviaron por correo 2809 invitaciones a académicos de farmacia de Estados Unidos para esta encuesta. El cuestionario comprendía preguntas demográficas, el World Health Organization Alcohol Use Disorders Identification Test (AUDIT) y preguntas relativas a actitudes personales y de la institución sobre el beber y el beber con estudiantes. Resultados: Más del 96% de los 753 respondentes tenían una puntuación total en el AUDIT de <8. Los hombres y los preceptores tenían puntuaciones AUDIT mayores. Más del 75% de los académicos reportaron no beber nunca con estudiantes. Conclusión: Para ayudar a los estudiantes de farmacia a afrontar el extendido uso y abuso del alcohol, los académicos de farmacia deben afrontar su propio uso, así como sus actitudes y comportamientos y las de sus instituciones sobre el consumo de alcohol (AU)

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Hazardous use of alcohol continues to be recognized as a problem at the university level. Knowledge regarding alcohol consumption in healthcare professional students is limited, especially in regards to pharmacy students. Much of the information available focuses on pharmacy student drinking patterns in specific geographic regions or is simply outdated. Objectives: This study was designed to assess levels of alcohol consumption and estimate the level of hazardous drinking among pharmacy students in a larger sample size that is representative of US pharmacy schools. Methods: An anonymous survey regarding alcohol usage was offered to students at nine schools of pharmacy across the United States. The survey consisted of demographic questions, the World Health Organization Alcohol Use Disorders Identification Test (AUDIT), and questions that assess particular alcohol-induced behaviors. Results: More than 25% of 1161 respondents had a total AUDIT score > 8, which indicates a risk of alcohol-related problems. Students that were male, in their first or second professional year of school, not married, and without children were statistically more likely to have AUDIT scores in the hazardous drinking range. Grade point average and student housing did not statistically affect student´s AUDIT scores. Conclusion: These results indicate that over one-fourth of pharmacy students surveyed have indicators of harmful alcohol use. Pharmacy schools should continue to address and confront hazardous alcohol use on campuses in order to curtail heavy alcohol consumption and reduce the risk of alcohol-related problems in pharmacy students (AU)

El uso peligroso de alcohol continua siendo reconocido como un problema de salud pública en las Universidades. El conocimiento sobre el uso de alcohol entre los profesionales de la salud es limitado, especialmente en relación a los estudiantes de farmacia. Mucha de la información disponible se centra en los patrones de consumo en estudiantes de farmacia en determinadas regiones geográficas o simplemente esté obsoleta. Objetivos: Este estudio fue diseñado para evaluar los niveles de consume de alcohol y estimar el nivel de consume peligroso entre estudiantes de farmacia en una gran tamaño de muestra que es representativo de las facultades de farmacia de los Estados Unidos. Métodos: Se ofreció un cuestionario anónimo sore el consumo de alcohol a estudiantes de nueve facultades de farmacia de los Estados Unidos. El estudio consistió en preguntas demográficas, el World Health Organization Alcohol Use Disorders Identification Test (AUDIT), y preguntas que evaluaban comportamientos particulares sobre el alcohol. Resultados: Más del 25% de los 1161 respondentes tenían una puntuación en el AUDIT de 8 o más, lo que indica un riesgo de problemas relacionados con el alcohol. Los estudiantes hombres, en su tercer o cuarto año de facultad, no casados, y sin hijos tenían más probabilidad de puntuaciones AUDIT en la zona de consumo peligroso. Las calificaciones y el alojamiento no afectaron estadísticamente a las puntuaciones AUDIT. Conclusión: Estos resultados indican que más de uno de cada cuatro estudiantes de farmacia encuestados tienen indicadores de uso peligroso de alcohol. Las Facultades de Farmacia deberían seguir afrontando el uso peligroso de alcohol en sus campus para restringir el consumo intenso de alcohol y reducir el riesgo de problemas relacionados con el alcohol en los estudiantes de farmacia (AU)

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Objective: The goal of this study was to assess for a predominance of learning styles among pharmacy students at an accredited U.S. school of pharmacy. Methods: Following approval by the Institutional Review Board, the Index of Learning Styles© was administered to 210 pharmacy students. The survey provides results within 4 domains: perception, input, processing, and understanding. Analyses were conducted to determine trends in student learning styles. Results: Within the four domains, 84% of students showed a preference toward sensory perception, 66% toward visual input, and 74% toward sequential understanding. Students showed no significant preference for active or reflective processing. Preferences were of moderate strength for the sensing, visual, and sequential learning styles. Conclusions: Students showed preferences for sensing, visual, and sequential learning styles with gender playing a role in learning style preferences. Faculty should be aware, despite some preferences, a mix of learning styles exists. To focus on the preferences found, instructors should focus teaching in a logical progression while adding visual aids. To account for other types of learning styles found, the instructors can offer other approaches and provide supplemental activities for those who would benefit from them. Further research is necessary to compare these learning styles to the teaching styles of pharmacy preceptors and faculty at schools of pharmacy (AU)

Objetivo: El objetivo de este estudio fue evaluar la predominancia de los estilos de aprendizaje entre los estudiantes de farmacia en una facultad de farmacia acreditada en los Estados Unidos. Métodos: Después e la aprobación de la Junta de Revisión Institucional, se administró el Index of Learning Styles© a 210 estudiantes de farmacia. El cuestionario proporciona resultados en 4 dominios: percepción, entradas, procesamiento, y comprensión. Se realizaron análisis para determinar las tendencias en los estilos de aprendizaje de los alumnos. Resultados: En los 4 dominios, el 84% de los estudiantes mostró preferencias hacia la percepción sensorial, el 66% hacia las entradas visuales, y el 74% hacia la comprensión secuencial. Los estudiantes no mostraron preferencias significativas hacia el procesamiento activo o reflexivo. Las preferencias fueron de intensidad moderada hacia los estilos de aprendizaje sensorial, visual y secuencial. Conclusión: Los estudiantes mostraron preferencias por los estilos de aprendizaje sensorial, visual y secuencial, con el género jugando un papel en las preferencias de estilo de aprendizaje. Los académicos deberían ser conscientes, a pesar de algunas preferencias, que existe una mezcla de estilos de aprendizaje. Para centrarse en las preferencias encontradas, los docentes deberían centrar la enseñanza en una progresión lógica, a medida que van aumentando las ayudas visuales. Para tener en cuenta los otros tipos de estilos de aprendizaje, los docentes pueden ofrecer otros abordajes y proporcionar actividades suplementarias para los que se puedan beneficiar de ellas. Se necesita más investigación para comparar estos estilos de aprendizaje con los estilos docentes de los tutores y profesores en las facultades de farmacia (AU)

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OBJECTIVE: The goal of this study was to assess for a predominance of learning styles among pharmacy students at an accredited U.S. school of pharmacy. METHODS: Following approval by the Institutional Review Board, the Index of Learning Styles© was administered to 210 pharmacy students. The survey provides results within 4 domains: perception, input, processing, and understanding. Analyses were conducted to determine trends in student learning styles. RESULTS: Within the four domains, 84% of students showed a preference toward sensory perception, 66% toward visual input, and 74% toward sequential understanding. Students showed no significant preference for active or reflective processing. Preferences were of moderate strength for the sensing, visual, and sequential learning styles. CONCLUSIONS: Students showed preferences for sensing, visual, and sequential learning styles with gender playing a role in learning style preferences. Faculty should be aware, despite some preferences, a mix of learning styles exists. To focus on the preferences found, instructors should focus teaching in a logical progression while adding visual aids. To account for other types of learning styles found, the instructors can offer other approaches and provide supplemental activities for those who would benefit from them. Further research is necessary to compare these learning styles to the teaching styles of pharmacy preceptors and faculty at schools of pharmacy.

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UNLABELLED: Despite attempts to control college-aged drinking, binge and underage drinking continues at colleges and universities. Although often underutilized, faculty have the potential to influence students' behaviors and attitudes towards drinking. Little information is available pertaining to college faculty drinking patterns, views on drinking, or their influence on college drinking. What little information is available predates the economic crisis, mandates for increased alcohol education, and the American Pharmacists Association's call for increased alcohol awareness in pharmacists. OBJECTIVE: This study was designed to determine alcohol use patterns and viewpoints among faculty at U.S. colleges of pharmacy, in particular, to identify alcohol practices among faculty, use of alcohol with their students, mentioning alcohol in classroom as a social norm, and perceived drinking norms within their colleagues. METHODS: Following Institution Review Board approval, 2809 invitations were emailed to U.S. pharmacy faculty for this survey-based study. The survey consisted of demographic questions, the World Health Organization Alcohol Use Disorders Identification Test (AUDIT), and questions pertaining to personal and institution attitudes on drinking and on drinking with students. RESULTS: More than 96% of 753 respondents had a total AUDIT score <8. Males and preceptors were more likely to have higher AUDIT scores. More than 75% of faculty reported never drinking with students. CONCLUSIONS: In order to help pharmacy students address the extent of their alcohol use and misuse, pharmacy faculty must address their own use, along with their own and their institutions attitudes and behaviors towards alcohol use.

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UNLABELLED: Hazardous use of alcohol continues to be recognized as a problem at the university level. Knowledge regarding alcohol consumption in healthcare professional students is limited, especially in regards to pharmacy students. Much of the information available focuses on pharmacy student drinking patterns in specific geographic regions or is simply outdated. OBJECTIVE: This study was designed to assess levels of alcohol consumption and estimate the level of hazardous drinking among pharmacy students in a larger sample size that is representative of US pharmacy schools. METHODS: An anonymous survey regarding alcohol usage was offered to students at nine schools of pharmacy across the United States. The survey consisted of demographic questions, the World Health Organization Alcohol Use Disorders Identification Test (AUDIT), and questions that assess particular alcohol-induced behaviors. RESULTS: More than 25% of 1161 respondents had a total AUDIT score ≥ 8, which indicates a risk of alcohol-related problems. Students that were male, in their first or second professional year of school, not married, and without children were statistically more likely to have AUDIT scores in the hazardous drinking range. Grade point average and student housing did not statistically affect student's AUDIT scores. CONCLUSIONS: These results indicate that over one-fourth of pharmacy students surveyed have indicators of harmful alcohol use. Pharmacy schools should continue to address and confront hazardous alcohol use on campuses in order to curtail heavy alcohol consumption and reduce the risk of alcohol-related problems in pharmacy students.