Briceland, Laurie Publications

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https://hdl.handle.net/20.500.14303/236

ACPHS student authors are denoted by an asterisk (*). Pharmacy resident authors are denoted by a double plus sign (++).

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Now showing 1 - 5 of 42

Assessment of Student Pharmacists' Co-Curricular Professionalization Using an Impact Scale.
(Pharmacy : a journal of pharmacy education and practice, 2024-07-25) Briceland, Laurie L; Veselov, Megan; Bach, Kelly
Co-curricular participation is a required component of the pharmacy program. Assessment of co-curricular activities has proven challenging due to lack of manpower to address the workload of reviewing multiple critical reflections. This project documented the professionalization impact of co-curricular involvement and secondarily explored the utility of our assessment tool, the Co-curricular Impact Scale (CIS), developed to streamline the assessment process. First- through third-professional-year students (P1, P2, P3) participated in five co-curricular domains: (i) professional development/education; (ii) patient care service; (iii) legislative advocacy; (iv) leadership/service to the pharmacy profession; and (v) healthcare-related community service. For the CIS, 16 questions were developed and mapped to 11 educational outcomes and included assessing the impact of immersing in an authentic learning experience, collaborating with healthcare professionals, and preparing for the pharmacist role. A group of 296 students rated the impact of participation as low, moderate, or significant for five events annually. Based on 717 entries, the two attributes deemed most impactful were: "Activity immersed me in an authentic learning experience" (95% ≥ Moderate Impact) and "Activity improved my self-confidence" (93% ≥ Moderate Impact). P1 students found slightly less impact in co-curricular participation (83.5%) than P2 (88.4%) and P3 (86.8%) counterparts. The CIS proved to be an efficient method to collate impact of co-curricular involvement upon student professionalization.
Health and Wellness Projects Created by Student Pharmacists during Advanced Pharmacy Practice Experiences: Exploring the Impact on Professional Development.
(Pharmacy : a journal of pharmacy education and practice, 12/28/2023) Briceland, Laurie L; Veselov, Megan; Tackes, Courtney Caimano; Cerulli, Jennifer
A curricular expectation of pharmacy educators is to equip students with strategies for the promotion of health and wellness. The impact on student professional development with involvement in such health promotions has been sparsely documented. The specific aim of this project was to explore the impact on student learning and professional development when they create, implement, and reflect upon a Health and Wellness Project (HWP). In 2022-2023, each student completing a Community Advanced Pharmacy Practice Experience created and implemented an HWP with the goal of serving as a "health promoter" (205 projects). A multi-method design of quantitative and qualitative assessment techniques was used to analyze the impact of creating/implementing the HWP on students' learning, with a self-determination theory (SDT) framework utilized to evaluate professional development. Upon review, all projects met the acceptability criteria. Qualitative data analysis from a subset of 48 students identified themes of impact on learning, which included knowledge acquisition, enhancement of communication skills, opportunity for patient-centered interaction, selection of targeted educational strategies, and immersion into the role of health promoter. All three components of SDT were found to support professional development: competence in the field; relatedness to patients and the profession; and autonomy in creating the HWP. Student quotations demonstrated strong professional identity formation as students began to think, act, and feel like pharmacists.
Exploring the Impact of a Vicarious Learning Approach on Student Pharmacists' Professional Identity Formation Using a Simulated Pharmacist-Patient Encounter.
(Pharmacy : a journal of pharmacy education and practice, 11/16/2023) Briceland, Laurie L; Dudla, Courtney ++; Watson, Alexandra; Denvir, Paul
Purposefully developed professional identity formation (PIF) learning activities within the didactic curriculum provide crucial groundwork to complement PIF within authentic settings. The aim of this didactic exercise was to explore the impact upon student pharmacists' PIF after viewing, analyzing, and reflecting upon a simulated pharmacist-patient encounter (PPE). A 12 min role-play video was created, featuring a pharmacist counseling a standardized patient on a new medication regimen; foundational principles of medication safety, health literacy, social determinants of health, empathic communication, and motivational interviewing were included in the counseling, with some aspects intentionally performed well, others in need of improvement. Also included were the patient's varied reactions to the counseling. Students assumed the observer role and learned vicariously through viewing the PPE. Postactivity debriefs included justifying a foundational principle performed well by the pharmacist, and another in need of improvement, and a self-reflection essay expressing the impact of viewing the PPE on their PIF, from which extracts were thematically analyzed for impact. The main themes of the impact included increased awareness of counseling techniques, patient-friendly medical jargon, patient perspectives/empathy, positive and negative pharmacist role-modeling, and the value of the observer role. This PPE exercise enhanced PIF in terms of students thinking, acting, and feeling like a pharmacist, based on students' self-reflections, which most often referenced effective pharmacist-patient communication and enacting optimal patient care.
Exploring the Impact of an Innovative Peer Role-Play Simulation to Cultivate Student Pharmacists’ Motivational Interviewing Skills
(Pharmacy, 7/29/2023) Denvir, Paul M.; Briceland, Laurie
Effective patient-centered communication is a foundational skill for student pharmacists, with recent decades broadening the scope of professional responsibilities to include an increased emphasis on empathic communication and motivational interviewing (MI) as tools to support patients’ therapeutic adherence. Role-play is a potentially effective pedagogical approach to cultivate these skills, although previous research has identified common shortcomings that can hinder its educational value, particularly in peer role-play with relatively inexperienced learners. The purpose of this study is to describe and provide initial assessment data for an innovative approach to peer role-play that incorporates pedagogical principles to address these common shortcomings. Using a mixed-methods study design that includes instructor-graded rubrics and inductive thematic analysis of student reflections, our findings indicate that students successfully demonstrated a range of important competencies through this experience and perceived it to be both challenging and highly beneficial for their personal and professional development. Among the MI principles and techniques practiced, students performed especially well on expressing empathy and frequently reflected on its importance for future patient care and clinical collaborations. Our findings also suggest that peer engagement through team activities and partnered role-play provides a felicitous context to explore empathic communication together.
Student Pharmacist Engagement in Infographic Creation to Increase Awareness of Impostor Phenomenon.
(American Journal of Pharmaceutical Education, 2023-05) Vélez Negrón, Viveca*; Briceland, Laurie L; Denvir, Paul M
Objective: To assess first professional year (P1) students learning about impostor phenomenon (IP) through participation in learning activities featuring the creation of an educational IP infographic. Methods: A total of 167 P1 students were invited to complete a validated survey to determine baseline IP tendencies and attended a near-peer-delivered course lecture on IP. Student groups of 4 created an infographic containing IP lecture information and survey results, aimed at increasing IP awareness in a target audience. Mixed methods were integrated to assess learning outcomes. Qualitatively, infographics were evaluated by rubric for completeness, accuracy, and visual literacy, and student reflections were thematically evaluated on the impact of IP activities; quantitatively, 19 student learning objectives were anonymously self-assessed by Likert Scale survey. Students viewed all 42 created infographics, applied criteria, and voted for the 3 best. Results: Survey results indicated 58% of P1 students exhibited IP tendencies above the scale's defined threshold for significant impostorism. Student groups demonstrated IP learning through developing creative, accurate, and concise infographics, with a mean score of 85% (4.27/5). Assessment survey respondents agreed they can confidently describe IP (92%) and design an infographic for a target audience using acquired knowledge (99%). Through critical reflections on the impact of IP exercises, students expressed improvement in self-awareness and communication skills; described the benefits of engagement in random peer groups; and voiced appreciation for a novel method of learning material (infographic creation). Conclusion: Students demonstrated learning about IP by incorporating lecture and survey results into engaging infographics and expressed benefits from learning about this important topic that is prevalent in P1 students.

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