INNOVATIONS in pharmacy

Pharmacy Phamilies as a Component of a Co-Curricular Program for Doctor of Pharmacy Students

Nancy Mason

University of Michigan College of Pharmacy

Jacqueline Dela Pena

University of Michigan College of Pharmacy

Bianca Campbell

University of Michigan College of Pharmacy

Burgunda Sweet

University of Michigan

DOI: https://doi.org/10.24926/iip.v11i4.3212

Keywords: co-curriculum, professionalism, student mentorship, reflection, pharmacy phamily

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Abstract

Background: Pharmacy student professional growth depends heavily on co-curricular involvement, in addition to classroom learning.  Co-curricular programming can be supported by an innovative structure using self-directed learning and a unique mentorship process. 

Innovation: A novel faculty and peer mentorship structure, called Pharmacy Phamilies, is integrated into a credited Lifelong Learning course that spans the 4 years of our PharmD program.  This course is comprised of student-chosen activities to meet requirements in six domains, as well as reflections and other assignments.  Recent changes include a new Pharmacy Phamily group reflection process and the use of co-curricular logs to document student activities.

Findings: Based on a student survey, the majority of respondents were satisfied with their level of engagement with their Pharmacy Phamily (72%) and with their advisor (76%).  The majority also reported that the Pharmacy Phamily program is meeting its goals of establishing a sense of community at the college (76%) and enhancing students’ professional development (72%).  A total of 86% of students preferred the Pharmacy Phamily group reflection over the former six individual reflections and 93% of students agreed the co-curricular log was a useful tool to document involvement in professional activities.

Conclusion: Pharmacy Phamilies and peer-reviewed, group reflection can provide an inclusive structure of support and social connection for students at the college of pharmacy.