Background: Discovering methods of Residency Teaching Certificate Programs (RTCPs) will allow for collaboration in developing best practices to ensure both high quality of programming and outcomes for participants. Objective: The primary objective of this project is to describe and compare how RTCPs are conducted in the state of Ohio. Secondarily, to identify current practices in assessing RTCPs in both programmatic effectiveness and individual resident teaching outcomes. Methods: The seven coordinators of the seven Ohio RTCPs (n=7) were contacted via email and asked to participate in an IRB-approved interview, either in-person or telephonically. Standardized questions were developed to inquire about six categories of interest: demographics/background, administration/logistics, content, assessment of the resident, program financing, and program continuous quality improvement (COI). All seven programs participated in interviews. Data was coded by multiple members of the research team for presentation in aggregate form. Results: RTCPs include seminar days at the respective pharmacy colleges; however, the number, length, and content of seminars vary. The majority of programs (n=5) stated using inherited curriculum and materials passed down from previous coordinators. While each RTCP requires participants to submit a teaching portfolio, only three of seven programs assess the summative portfolios. All programs (n=7) award participants a certificate based on completion of requirements without a defined minimum performance standard. Two programs are collecting participant feedback after every session for CQI however no programs are completing an annual programmatic assessment of resident outcomes. The majority of coordinators (n=7) are interested in collaborating and sharing "best practices" between RTCPs in the state. Conclusions: Although published and available resources exist surrounding the development and delivery of RTCPs, in Ohio, their use varies greatly. The most striking outcomes highlighted the lack of resident and program assessment of outcomes in RTCPs. The research has brought forth ideas of ways to improve these programs through resident assessment, program assessment and also leads to reflection and innovation around the best way to deliver these programs.

Background: The rigor of the Doctor of Pharmacy (PharmD) curricula is reflected in its math- and science-heavy prerequisite requirements. As such, it is critical to evaluate whether students perceive high school coursework and experiences as adequate preparation for PharmD programs. Methods: Pre-professional and professional PharmD students from three institutions completed a survey assessing satisfaction with high school preparation, including math and science education, skill development, and exposure to pharmacy-related experiences. Results: A total of 148 responses were analyzed; 72% identified as female and 81% as White (non-Hispanic/Latino). Most respondents reported satisfaction with their high school math (80.4%) and science (82.4%) education, and 73.7% felt academically prepared for pharmacy school. Additionally, 79.8% were satisfied with skills gained in high school. Experiences such as attending pharmacy-related events (81.1%), contact with healthcare professionals (87.8%), and prior employment (85.2%) were widely viewed as beneficial. Students highlighted communication, problem-solving, and time management as key skills developed. However, gaps were noted in study strategies, presentation abilities, and time management. Conclusions: Students generally felt well-prepared academically and skill-wise for PharmD programs. Expanding pharmacy-related exposure and targeted skill development opportunities in high school may further enhance readiness for future pharmacy students.

Pharmacy calculations are a crucial skill set in patient care. In an effort to improve best practices in teaching, identifying student cognitive abilities may impact their performance is critical in identifying students needing additional support to reach competency in this area. This study sought to examine the relationship between growth mindset and math confidence on pharmacy student performance on a comprehensive, must-pass pharmaceutical calculations exam. This study was conducted in fall semesters between 2022 and 2024. 212 PharmD students completed the Dweck Mindset Instrument and an Attitudes in Mathematics scale prior to, and after, participation in a required pharmaceutical calculations course. At the end of the course, students took a comprehensive, must-pass calculations exam. Student growth mindset and attitudes towards mathematics were compared to their results on the comprehensive calculations exam. There was no meaningful change in Growth Mindset or Mathematics Attitude from pre-course to post-course. There was a significant correlation of Mathematics Attitude with calculations exam performance, but there was no correlation between student growth mindset and exam performance. Student confidence regarding mathematics did directly correlate with their performance on the calculations exam. Student belief that they can generally improve their abilities and knowledge (growth mindset) did not have an association with their performance on a high-stakes, calculations exam. Further research is needed to determine if math performance impacts their feelings on the subject of mathematics, or if vice versa.