A Systematic Review of Interventions Implemented by Pharmacy Programs to Improve Postgraduate Residency Placement

• Published in: American journal of pharmaceutical education Vol. 87; no. 5; p. 100019
• Main Authors: Sobieraj, Diana M., Adams, Kathleen K., Doyno, Cassandra R., Nigro, Stefanie C., Waters, Kristin
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01-05-2023; American Association of Colleges of Pharmacy
• Subjects: Education, Pharmacy - methods; Educational aspects; Evaluation; Humans; Internship and Residency; Internship programs; Pharmaceutical Services; Pharmacists; Pharmacy; Pharmacy Residencies - methods; Postgraduate training; Professional development; Residency; Students, Pharmacy; Training; United States; Postgraduate training; Pharmacy; Residency
• ISSN: 0002-9459; 1553-6467
• DOI: 10.1016/j.ajpe.2023.01.002

This systematic review aims to identify the impact of interventions implemented by pharmacy programs to support students pursuing postgraduate residency training.
We conducted a literature search through March 8, 2022 to identify articles that studied an intervention made by a pharmacy program aiming to prepare students to qualify for a postgraduate residency position. Data were collected to describe each study’s methods, the included population, and outcomes and to evaluate study risk of bias.
Twelve studies met our inclusion criteria. The evidence base is limited to observational data with significant risk of bias. Pharmacy programs use various strategies to deliver training to students opting for the residency application process: elective courses, multiyear curricular tracks, introductory pharmacy practice experiences (IPPEs), and organized professional development events. Participation in these interventions was found to be associated with higher residency match rates, with exception of IPPE where match rates were not evaluated as an outcome. Curricular tracks and multicomponent professional development events were found to be associated with the largest improvement in match rates. Participation in electives or multicomponent professional development was found to be associated with improved student knowledge and confidence in interviews. Multicomponent professional development was also found to be associated with student preparedness for the match process. Curricular tracks and IPPE were found to be associated with improved student knowledge, whereas mock interviews were associated with improved student confidence.
Pharmacy schools support preparation of students for the residency application and interview process in a variety of ways. The current evidence does not support one strategy to be more effective than another. Until additional evidence emerges to guide decisions, schools should select training programs based on balancing the need to support student professional development with resources and workload.