Objective. To characterize elements of the results section of qualitative research reports that make findings more accessible to readers. Methods. Two analytical methods were used for this review. First, published reviews and textbooks written by experts outlining how to evaluate qualitative research were retrieved and reviewed to identify common elements that enhance clarity of the results section. In the second analysis, the authors analyzed the results sections of a subset of qualitative studies to identify, from a reader's point of view, aspects that enhanced and detracted from communication of the results. Findings. Four elements improve accessibility of the results section for readers of qualitative research reports. Content, the first element, describes what information the reader should look for in the results section. Style of results, the second element, identifies wording choices that improve reader accessibility and understanding. Narrative flow, the third element, describes a results section that flows smoothly and logically. Structural cohesiveness, the final element, outlines effective organization of the results section. Results. While authors take several approaches to the presentation of results in qualitative research reports, some strategies appear to be more common and effective than others. The efficient presentation of results can impact a reader's assessment of the quality and credibility of a study. Identified content and stylistic elements should be considered by authors hoping to make the results of their qualitative research more accessible and comprehensible to readers.

Health system human resource departments are putting new requirements, paperwork, and processes in place to meet new Joint Commission standards for treating students like employees who onboard at the beginning of employment. These processes have significantly increased the workload of experiential education offices and present an additional burden to students. In an attempt to streamline these processes, health systems are contracting with third-party tracking and placement organizations. Converting this process to an electronic one (such as what third-party organizations offer) could present advantages; however, there are many concerns about going through a third-party organization that could control placement decisions. This commentary describes these concerns and provides guidance to schools should they choose to work with one of these organizations.

Objective. To develop, deliver, and evaluate an innovative curriculum, designed to increase student pharmacists' skills and confidence in addressing unmet patient care needs and the Institute for Healthcare Improvement (IHI) Triple Aim goals in the community pharmacy setting. Methods. Course modules developed collaboratively between the University of Washington andWashington State University focused on student pharmacist exposure to and direct application of leadership theory in addressing real world challenges. Both programs delivered the curriculum to all second-year student pharmacists during the fall 2015 and 2016. Student teams were asked to identify a new or enhanced service for a community pharmacy based on a needs assessment and the IHI's Triple Aim goals. Pre-course and post-course assessments of student confidence, comfort level in leadership Results. Pre and Post assessments of individual student progress in leadership, innovation, selfawareness, and professionalism were completed. For all confidence questions, a statistically significant relationship was found between the mean of PRE and POST scores along with a decrease in the THEN score from the PRE score indicating students felt more confident in their ability to lead. At the conclusion of the course, the students reported improved confidence in their ability to Communicate Decisions (73%), Create a Vision (64%), and Form a Guiding Coalition (55%). Conclusion.A five-module curriculum with corresponding project proposal successfully increased the confidence and comfort level of student pharmacists' in their leadership skillset.

Objectives: This study aimed to (1) name, define, and operationalize an implementation strategy utilized to teach the Pharmacists' Patient Care Process (PPCP) within a first-year pharmacy practice course series and (2) evaluate the strategy's impact on students' self-reported competence in providing the PPCP and subjective, objective, assessment, and plan (SOAP) note performance.Methods: The implementation strategy was described using the Expert Recommendations for Implementation Change (ERIC) terminology and the reporting recommendations developed by Proctor and colleagues. The implementation strategy consisted of developing educational material and conducting training via 7 in-class workshops and auditing and providing feedback via a 6-part longitudinal assignment. The validated Comprehensive Medication Management Patient Care Process Fidelity Assessment (CMM PCPFA) was adapted to the educational context and administered to students in March 2020 after completion of the course series to retrospectively assess their self-perceived change in competence in providing the PPCP. Items were aggregated at the essential function (EF) level. Mean retrospective pre and post EF scores were compared using paired sample t-tests. Students' performance on SOAP note submissions were analyzed using descriptive statistics.Results: One hundred seven students (98%) completed the adapted CMM PCPFA and were included in this analysis. The paired t tests showed a statistically significant change in students' self-reported competence for each essential function. The mean individual student score on their SOAP note was 87.6% ± 11%.Conclusions: Findings suggest the implementation strategy was successful in increasing students' perceived competence in providing the PPCP. Employing an effective implementation strategy across pharmacy curricula is key to developing competent pharmacists and consistency in patient care delivery in practice.

No abstract