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Abstract
Discussion Forum (0)
Poster Category: School Poster Abstract
AACP Section: Bridging Pharmacy Education and Practice
Objectives: COVID-19 limited student opportunities to participate in health fairs. Students perceived a resulting lack of confidence in patient interaction skills and designed an event to practice in a realistic, low-pressure environment. This project assesses perceptions of this event among student attendees (SA), student non-attendees (SNA), and event facilitators, and the event’s impact on SA confidence and professional identity formation (PIF).
Methods: P3s designed scenarios in: counseling vaccine-hesitant patients, reassuring needle-hesitant patients, dispensing drugs perceived by patients as embarrassing, addressing a transgender patient, comforting distressed patients, and taking blood pressure and glucose measurements. Faculty and P3 standardized patients provided informal formative feedback. Post-event surveys explored SA, SNA, and facilitator perceptions and experiences.
Results: Response rates for the SA, SNA, and facilitator surveys were 50% (n=11), 15.5% (n=16), and 100% (n=9), respectively. P1s comprised 54.5% (n=6) of SA and 31.3% (n=5) of SNA respondents. Most (90.9% SA, n=10; 87.5% SNA, n=14) had participated in at least one health fair. Desire for “hands-on” practice was motivation for 81.8% (n=9) of SA. Most SNAs cited exam schedule (75%, n=12). SAs reported confidence more than SNAs in all covered skills except counseling vaccine-hesitant patients (54.5%, n=6 vs 60%, n=9). The largest difference in SA vs SNA confidence was in counseling distressed patients (72.7%, n=6 vs 6.3%, n=1). All SA’s confidence increased after the event. All respondents would participate in a similar event in the future. Few facilitators perceived SAs as confident (11.1%, n=1). All facilitators agreed that not using rubrics made interactions more candid.
Conclusion: Professional identity and student confidence were enhanced using peer-initiated scenarios for low-stakes practice. Survey findings will better inform future events designed to improve PIF.
AACP Section: Bridging Pharmacy Education and Practice
Objectives: COVID-19 limited student opportunities to participate in health fairs. Students perceived a resulting lack of confidence in patient interaction skills and designed an event to practice in a realistic, low-pressure environment. This project assesses perceptions of this event among student attendees (SA), student non-attendees (SNA), and event facilitators, and the event’s impact on SA confidence and professional identity formation (PIF).
Methods: P3s designed scenarios in: counseling vaccine-hesitant patients, reassuring needle-hesitant patients, dispensing drugs perceived by patients as embarrassing, addressing a transgender patient, comforting distressed patients, and taking blood pressure and glucose measurements. Faculty and P3 standardized patients provided informal formative feedback. Post-event surveys explored SA, SNA, and facilitator perceptions and experiences.
Results: Response rates for the SA, SNA, and facilitator surveys were 50% (n=11), 15.5% (n=16), and 100% (n=9), respectively. P1s comprised 54.5% (n=6) of SA and 31.3% (n=5) of SNA respondents. Most (90.9% SA, n=10; 87.5% SNA, n=14) had participated in at least one health fair. Desire for “hands-on” practice was motivation for 81.8% (n=9) of SA. Most SNAs cited exam schedule (75%, n=12). SAs reported confidence more than SNAs in all covered skills except counseling vaccine-hesitant patients (54.5%, n=6 vs 60%, n=9). The largest difference in SA vs SNA confidence was in counseling distressed patients (72.7%, n=6 vs 6.3%, n=1). All SA’s confidence increased after the event. All respondents would participate in a similar event in the future. Few facilitators perceived SAs as confident (11.1%, n=1). All facilitators agreed that not using rubrics made interactions more candid.
Conclusion: Professional identity and student confidence were enhanced using peer-initiated scenarios for low-stakes practice. Survey findings will better inform future events designed to improve PIF.
Poster Category: School Poster Abstract
AACP Section: Bridging Pharmacy Education and Practice
Objectives: COVID-19 limited student opportunities to participate in health fairs. Students perceived a resulting lack of confidence in patient interaction skills and designed an event to practice in a realistic, low-pressure environment. This project assesses perceptions of this event among student attendees (SA), student non-attendees (SNA), and event facilitators, and the event’s impact on SA confidence and professional identity formation (PIF).
Methods: P3s designed scenarios in: counseling vaccine-hesitant patients, reassuring needle-hesitant patients, dispensing drugs perceived by patients as embarrassing, addressing a transgender patient, comforting distressed patients, and taking blood pressure and glucose measurements. Faculty and P3 standardized patients provided informal formative feedback. Post-event surveys explored SA, SNA, and facilitator perceptions and experiences.
Results: Response rates for the SA, SNA, and facilitator surveys were 50% (n=11), 15.5% (n=16), and 100% (n=9), respectively. P1s comprised 54.5% (n=6) of SA and 31.3% (n=5) of SNA respondents. Most (90.9% SA, n=10; 87.5% SNA, n=14) had participated in at least one health fair. Desire for “hands-on” practice was motivation for 81.8% (n=9) of SA. Most SNAs cited exam schedule (75%, n=12). SAs reported confidence more than SNAs in all covered skills except counseling vaccine-hesitant patients (54.5%, n=6 vs 60%, n=9). The largest difference in SA vs SNA confidence was in counseling distressed patients (72.7%, n=6 vs 6.3%, n=1). All SA’s confidence increased after the event. All respondents would participate in a similar event in the future. Few facilitators perceived SAs as confident (11.1%, n=1). All facilitators agreed that not using rubrics made interactions more candid.
Conclusion: Professional identity and student confidence were enhanced using peer-initiated scenarios for low-stakes practice. Survey findings will better inform future events designed to improve PIF.
AACP Section: Bridging Pharmacy Education and Practice
Objectives: COVID-19 limited student opportunities to participate in health fairs. Students perceived a resulting lack of confidence in patient interaction skills and designed an event to practice in a realistic, low-pressure environment. This project assesses perceptions of this event among student attendees (SA), student non-attendees (SNA), and event facilitators, and the event’s impact on SA confidence and professional identity formation (PIF).
Methods: P3s designed scenarios in: counseling vaccine-hesitant patients, reassuring needle-hesitant patients, dispensing drugs perceived by patients as embarrassing, addressing a transgender patient, comforting distressed patients, and taking blood pressure and glucose measurements. Faculty and P3 standardized patients provided informal formative feedback. Post-event surveys explored SA, SNA, and facilitator perceptions and experiences.
Results: Response rates for the SA, SNA, and facilitator surveys were 50% (n=11), 15.5% (n=16), and 100% (n=9), respectively. P1s comprised 54.5% (n=6) of SA and 31.3% (n=5) of SNA respondents. Most (90.9% SA, n=10; 87.5% SNA, n=14) had participated in at least one health fair. Desire for “hands-on” practice was motivation for 81.8% (n=9) of SA. Most SNAs cited exam schedule (75%, n=12). SAs reported confidence more than SNAs in all covered skills except counseling vaccine-hesitant patients (54.5%, n=6 vs 60%, n=9). The largest difference in SA vs SNA confidence was in counseling distressed patients (72.7%, n=6 vs 6.3%, n=1). All SA’s confidence increased after the event. All respondents would participate in a similar event in the future. Few facilitators perceived SAs as confident (11.1%, n=1). All facilitators agreed that not using rubrics made interactions more candid.
Conclusion: Professional identity and student confidence were enhanced using peer-initiated scenarios for low-stakes practice. Survey findings will better inform future events designed to improve PIF.
Pharmacy Phellowship & Phun: A Student-led Initiative to Foster Professional Identity Formation
Kristy Lucas
Abstract
Discussion Forum (0)
Poster Category: School Poster Abstract
AACP Section: Bridging Pharmacy Education and Practice
Objectives: COVID-19 limited student opportunities to participate in health fairs. Students perceived a resulting lack of confidence in patient interaction skills and designed an event to practice in a realistic, low-pressure environment. This project assesses perceptions of this event among student attendees (SA), student non-attendees (SNA), and event facilitators, and the event’s impact on SA confidence and professional identity formation (PIF).
Methods: P3s designed scenarios in: counseling vaccine-hesitant patients, reassuring needle-hesitant patients, dispensing drugs perceived by patients as embarrassing, addressing a transgender patient, comforting distressed patients, and taking blood pressure and glucose measurements. Faculty and P3 standardized patients provided informal formative feedback. Post-event surveys explored SA, SNA, and facilitator perceptions and experiences.
Results: Response rates for the SA, SNA, and facilitator surveys were 50% (n=11), 15.5% (n=16), and 100% (n=9), respectively. P1s comprised 54.5% (n=6) of SA and 31.3% (n=5) of SNA respondents. Most (90.9% SA, n=10; 87.5% SNA, n=14) had participated in at least one health fair. Desire for “hands-on” practice was motivation for 81.8% (n=9) of SA. Most SNAs cited exam schedule (75%, n=12). SAs reported confidence more than SNAs in all covered skills except counseling vaccine-hesitant patients (54.5%, n=6 vs 60%, n=9). The largest difference in SA vs SNA confidence was in counseling distressed patients (72.7%, n=6 vs 6.3%, n=1). All SA’s confidence increased after the event. All respondents would participate in a similar event in the future. Few facilitators perceived SAs as confident (11.1%, n=1). All facilitators agreed that not using rubrics made interactions more candid.
Conclusion: Professional identity and student confidence were enhanced using peer-initiated scenarios for low-stakes practice. Survey findings will better inform future events designed to improve PIF.
AACP Section: Bridging Pharmacy Education and Practice
Objectives: COVID-19 limited student opportunities to participate in health fairs. Students perceived a resulting lack of confidence in patient interaction skills and designed an event to practice in a realistic, low-pressure environment. This project assesses perceptions of this event among student attendees (SA), student non-attendees (SNA), and event facilitators, and the event’s impact on SA confidence and professional identity formation (PIF).
Methods: P3s designed scenarios in: counseling vaccine-hesitant patients, reassuring needle-hesitant patients, dispensing drugs perceived by patients as embarrassing, addressing a transgender patient, comforting distressed patients, and taking blood pressure and glucose measurements. Faculty and P3 standardized patients provided informal formative feedback. Post-event surveys explored SA, SNA, and facilitator perceptions and experiences.
Results: Response rates for the SA, SNA, and facilitator surveys were 50% (n=11), 15.5% (n=16), and 100% (n=9), respectively. P1s comprised 54.5% (n=6) of SA and 31.3% (n=5) of SNA respondents. Most (90.9% SA, n=10; 87.5% SNA, n=14) had participated in at least one health fair. Desire for “hands-on” practice was motivation for 81.8% (n=9) of SA. Most SNAs cited exam schedule (75%, n=12). SAs reported confidence more than SNAs in all covered skills except counseling vaccine-hesitant patients (54.5%, n=6 vs 60%, n=9). The largest difference in SA vs SNA confidence was in counseling distressed patients (72.7%, n=6 vs 6.3%, n=1). All SA’s confidence increased after the event. All respondents would participate in a similar event in the future. Few facilitators perceived SAs as confident (11.1%, n=1). All facilitators agreed that not using rubrics made interactions more candid.
Conclusion: Professional identity and student confidence were enhanced using peer-initiated scenarios for low-stakes practice. Survey findings will better inform future events designed to improve PIF.
Poster Category: School Poster Abstract
AACP Section: Bridging Pharmacy Education and Practice
Objectives: COVID-19 limited student opportunities to participate in health fairs. Students perceived a resulting lack of confidence in patient interaction skills and designed an event to practice in a realistic, low-pressure environment. This project assesses perceptions of this event among student attendees (SA), student non-attendees (SNA), and event facilitators, and the event’s impact on SA confidence and professional identity formation (PIF).
Methods: P3s designed scenarios in: counseling vaccine-hesitant patients, reassuring needle-hesitant patients, dispensing drugs perceived by patients as embarrassing, addressing a transgender patient, comforting distressed patients, and taking blood pressure and glucose measurements. Faculty and P3 standardized patients provided informal formative feedback. Post-event surveys explored SA, SNA, and facilitator perceptions and experiences.
Results: Response rates for the SA, SNA, and facilitator surveys were 50% (n=11), 15.5% (n=16), and 100% (n=9), respectively. P1s comprised 54.5% (n=6) of SA and 31.3% (n=5) of SNA respondents. Most (90.9% SA, n=10; 87.5% SNA, n=14) had participated in at least one health fair. Desire for “hands-on” practice was motivation for 81.8% (n=9) of SA. Most SNAs cited exam schedule (75%, n=12). SAs reported confidence more than SNAs in all covered skills except counseling vaccine-hesitant patients (54.5%, n=6 vs 60%, n=9). The largest difference in SA vs SNA confidence was in counseling distressed patients (72.7%, n=6 vs 6.3%, n=1). All SA’s confidence increased after the event. All respondents would participate in a similar event in the future. Few facilitators perceived SAs as confident (11.1%, n=1). All facilitators agreed that not using rubrics made interactions more candid.
Conclusion: Professional identity and student confidence were enhanced using peer-initiated scenarios for low-stakes practice. Survey findings will better inform future events designed to improve PIF.
AACP Section: Bridging Pharmacy Education and Practice
Objectives: COVID-19 limited student opportunities to participate in health fairs. Students perceived a resulting lack of confidence in patient interaction skills and designed an event to practice in a realistic, low-pressure environment. This project assesses perceptions of this event among student attendees (SA), student non-attendees (SNA), and event facilitators, and the event’s impact on SA confidence and professional identity formation (PIF).
Methods: P3s designed scenarios in: counseling vaccine-hesitant patients, reassuring needle-hesitant patients, dispensing drugs perceived by patients as embarrassing, addressing a transgender patient, comforting distressed patients, and taking blood pressure and glucose measurements. Faculty and P3 standardized patients provided informal formative feedback. Post-event surveys explored SA, SNA, and facilitator perceptions and experiences.
Results: Response rates for the SA, SNA, and facilitator surveys were 50% (n=11), 15.5% (n=16), and 100% (n=9), respectively. P1s comprised 54.5% (n=6) of SA and 31.3% (n=5) of SNA respondents. Most (90.9% SA, n=10; 87.5% SNA, n=14) had participated in at least one health fair. Desire for “hands-on” practice was motivation for 81.8% (n=9) of SA. Most SNAs cited exam schedule (75%, n=12). SAs reported confidence more than SNAs in all covered skills except counseling vaccine-hesitant patients (54.5%, n=6 vs 60%, n=9). The largest difference in SA vs SNA confidence was in counseling distressed patients (72.7%, n=6 vs 6.3%, n=1). All SA’s confidence increased after the event. All respondents would participate in a similar event in the future. Few facilitators perceived SAs as confident (11.1%, n=1). All facilitators agreed that not using rubrics made interactions more candid.
Conclusion: Professional identity and student confidence were enhanced using peer-initiated scenarios for low-stakes practice. Survey findings will better inform future events designed to improve PIF.
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