104th Annual Meeting, July 20-23, 2003, Minneapolis, Minnesota

American Journal of Pharmaceutical Education, 2003

Administrative Career Planning and Mentoring: A Ten-year Update of the Pharmacy Deanship.

Cecilia Plaza, JoLaine R. Draugalis, Grant H. Skrepnek, Marion K. Slack, University of Arizona. Objectives: The career paths and preparation strategies of pharmacy deans as well as the role of administrative-related mentoring in the career advancement of pharmacy deans were assessed. This study provides a longitudinal perspective on the pharmacy deanship. Methods: Using a self-administered questionnaire and two follow-up mailings in mid-2002, 75 out of 82 current deans (one institution in the dean search process was excluded) in member institutions responded, yielding a 91.5 percent response rate. Results: Fortysix deans had five years or more of experience in the deanship whereas the remaining 29 respondents were designated as newly named deans. A hierarchical career path (faculty to department chair/head/ to assistant/associate dean to dean) described the career path of 17.9 percent of deans who had assumed his or her first deanship in the past five years. Seven of the newly named deans skipped the department chair/head position and six skipped the assistant/associate dean position. Seventy-two percent of the newly named deans and 93.5 percent of deans with five or more years of experience reported currently serving as an administrative mentor. Implications: The shortages in academic pharmacy as a result of the increased number of schools and colleges of pharmacy opening, in combination with the graying of the faculty, has ramifications for the academic pharmacy deanship. Elucidation of the normative career path of pharmacy deans and the role of mentoring in administrative career advancement can guide aspiring deans as well as provide information to institutions in structuring programs for leadership development.

Documentation and Analysis of Increased Grade Point Averages at a College of Pharmacy Over 20 Years. Mark C. Cranberry, University of Texas. Objectives: Grade inflation has occurred in undergraduate and graduate college education but has not been documented in pharmacy professional education. We undertook this study to evaluate the trend in grade point average (GPA) of graduates of a College of Pharmacy during the previous 20 years. Methods: The final grade point averages, from courses in the professional curriculum, of all students graduating from 1982 through 2002 at the University of Arkansas College of Pharmacy were included. These scores were used to calculate a mean GPA for each graduating class of students. A correlation coefficient was determined to evaluate the change in grade point averages over time. Pharmacy College Admission Test (PCAT) scores and pre-professional GPA of students graduating over the same time period were also evaluated. The level of significance was set at P

Assessment of Student Professionalism During Acute Care Clerkships at Colleges of Pharmacy. Mark C. Cranberry, Rene F. Garza, William J. Mclntyre, University of Texas. Objective: The American Association of Colleges of Pharmacy has determined that student professionalism is an issue confronting pharmaceutical education. Our objective was to determine the methods used by Colleges of Pharmacy to assess student professionalism during their experiential clerkships. Methods: We solicited the competency and assessment forms used to assess students during acute care clerkships by Colleges of Pharmacy in the United States. From these forms we determined the percent of responding colleges that have a separate section dedicated to the evaluation of professionalism and the percent of the student's grade derived from the assessment of their professionalism. Finally, we categorized each college's competencies into similar domains and determined the percent of colleges that evaluate each domain of professionalism. Results: Of 50 colleges solicited, 26 (52%) provided competency and assessment forms. Fifty-eight percent (15/26) of respondents use a separate section to evaluate professionalism. On average, 16% of students' clerkship grades were derived from the assessment of professionalism (range 5 to 40%). The most frequently assessed competency domains were respectful interactions with others (69%), punctuality and attendance (62%), concern for patient welfare (50%), self motivation (50%), acceptance of criticism (42%), desire for lifelong learning (42%), accountability and responsibility (38%), honesty and integrity (38%) and patient confidentiality (38%). Twenty-three percent (6/26) of the colleges evaluated three or fewer domains. Implications: Assessment of student professionalism varies widely among Colleges of Pharmacy. On average, a significant portion of student overall performance were derived from the assessment of professionalism.