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Introduction To evaluate the design of an interprofessional introductory pharmacy practice experience (IP-IPPE) designed to integrate third-year pharmacy students in patient care workflow under the direct supervision of non-pharmacist practitioners in a federally qualified health center. Methods Data was gathered to evaluate the success of the IP-IPPE from the students’, providers’, and clinic’s perspectives. Preceptors completed a mixed-methods survey to determine satisfaction and value of the IP-IPPE. Students completed the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) post-IP-IPPE to assess change in interprofessional outcomes. Student performance and competency demonstration was assessed using a modified interprofessional professional assessment scoring tool. Finally, a retrospective patient chart review was conducted to determine student value to the clinic. Results During a 12-week period at the studied clinic, 32 students were supervised by eight primary care providers (PCPs) and cared for 516 patients. Six providers (75%) endorsed students’ ability to provide value-added interventions during clinical care. A chart review of 200 patient records indicated students provided medication education to 12% of patients engaged with, in addition to other contributions. Students’ ICCAS self-assessments indicated significant improvement across all outcomes following the IP-IPPE. Qualitative provider responses indicated meaningful investment into the IP-IPPE and appreciation for pharmacy student’s collaboration during patient care. Conclusion All 32 students in this study were able to earn the trust of their assigned PCP preceptors. The IP-IPPE design created value for learners, patients, and providers.Introduction A philosophy of practice serves as the foundation for any patient care practice. Understanding the philosophies of practice held by students entering the profession is important as this presents potential opportunities for educators to help shape students’ professional values/beliefs. The objective of this work was to evaluate how first-year pharmacy students (P1s) conceptualize their philosophy of practice as future pharmacists. Methods P1s at the University of Minnesota College of Pharmacy were asked to write their philosophy of practice that best described them as a future practitioner. A sample of 80 student responses were inductively coded to develop an initial coding scheme. selleck chemical These codes were applied and refined to a random sample of 32 responses (20%) where inter-coder reliability (ICR) testing was carried out at three stages. The final codebook was applied to all responses. Results The exercise was completed by 155 (92%) students, including the 80 student responses used for developing the initial coding scheme and the 32 responses used for ICR. Thirteen unique codes emerged from student responses describing their philosophy of practice that were grouped into four themes community partner, commitment to the patient, professional responsibilities, and interprofessional team-based care. Conclusions There was variability in how pharmacy students articulated their philosophy of practice. This presents an opportunity to shape students’ philosophy of practice as they progress through pharmacy school so that they graduate with a uniform set of professional values and beliefs.Introduction Numerical errors can cause unintentional harm to patients and are a burden to healthcare systems worldwide. There is a paucity of research regarding numerical competence in pharmacists and pharmacy students and how this should be assessed within undergraduate and licensure assessments. Methods Two numeracy assessments were given to year three and four pharmacy students at the University of Sunderland, United Kingdom. One paper included ten multiple-choice questions (MCQs) and the second ten free-text answer questions. Participants were then given an evaluation questionnaire to explore their perceptions about the assessments and numeracy in clinical practice. Results A response rate of 75% (n = 247) was achieved, with 60.9% of students passing the MCQ and 27.9% passing the free-text answer assessments. There were statistically significant differences in pass rates depending on year of study, ethnicity, and previous mathematics qualifications. Participants were asked if numeracy was an important skill for pharmacists in practice; 57.9% thought it were essential and 36.4% quite important. However, only 1.4% felt sufficiently supported in the development of the required numeracy skills, and this has prompted a redesign of teaching and assessment at the university. Conclusions Educators need to ensure taught and assessed numeracy is reflective of and transferable to pharmacy practice, whilst ensuring students are supported effectively and engaged. This is likely to be achieved with integrated and clinically focused teaching approaches and appropriately constructed assessments throughout the pharmacy programme.Introduction The purpose of this study is to identify doctor of pharmacy and pharmaceutical sciences students’ perceived barriers to mental health care and interest in mental health interventions and to assess student attitudes and perceptions of mental illness. Methods A mixed-methods survey was given to 706 students participating in a doctor of pharmacy and pharmaceutical sciences curricula to assess students’ perceived barriers to care, interest in mental health resources and interventions within their curricula, attitudes towards seeking treatment, and perceived stigma. The last section included free text responses in which students expressed additional comments unacknowledged by previous sections. Quantitative data was analyzed using descriptive statistics, and free text responses were analyzed using thematic coding. Results From February to March 2018, 256 responses were received out of 706 students with a response rate of 36%. The most cited barriers to seeking mental health treatment were lack of time, lack of finances, and stigma-related concerns (25%, 13%, and 11%, respectively) with the most desired interventions being the implementation of an onsite counselor and wellness space. A majority of participants (88%) believe professional help for mental illness is effective; however, 63% cited they were negatively impacted by internal stigma. Common themes addressed in the free text responses reinforced these ideas and included additional responses regarding the impact of school culture. Conclusion Students within a doctor of pharmacy and pharmaceutical sciences program experience non-stigma and stigma-related barriers to seeking mental health treatment.