A survey of graduating fourth year pharmacy students regarding residency

application preparation and training after the match and post-match scramble
process.
Lincy Varughese, PharmD Candidate, Krystal L. Edwards, PharmD, FCCP, BCPS, Eva Coulson, PharmD Candidate, Kevin Chiang, PharmD Candidate, Steven E. Pass, PharmD, FCCM,
FCCP, FASHP, BCPS

Results

Purpose
To assist our fourth year pharmacy
students at the Dallas campus in the
residency application and interview
process, the Texas Tech University
Health Sciences Center School of
Pharmacy has developed several
preparatory informational sessions,
online resources, and formal
programing. The purpose of this
survey was to evaluate these tools
based on the experiences of the Class
of 2015 after the match and postmatch scramble process to determine
the effectiveness of these resources
and to identify opportunities for
improvement.

Methods
All students in the Texas Tech
University Health Sciences Center
School of Pharmacy (SOP) Class of
2015 that participated in the residency
match and post-match scramble
process were invited to participate.
The survey included a series of
questions to assess student
preparation for the overall residency
application and interview process. The
23 questions included items regarding
participation in formal SOP preparatory
sessions, use of SOP website
preparatory materials, mentorship,
participation in the SOP CV and letter
of intent review services, participation
in leadership, attendance at
professional organizational meetings,
participation in research, and overall
GPAs. Free text responses were
encouraged for each of the questions
to allow for commentary on the
strengths of these programs and
opportunities for improvement.

Discussion

A total of 22 students participated in the survey, with an average of 21

(range 11-22) responses per question.
Sample Survey
Questions

Yes
[%]

No [%]

N/A
[%]

90
80

Did you match

successfully to a
residency program?
Did you participate in the
scramble process?
Did you attend the
Pharmacy Residency
Information Session?
2014
Did you find the
Pharmacy Residency
Information Session? to
be beneficial?
Did you attend the
Double T ASHP Midyear
Preparation Meeting?
Did you find the Double T
ASHP Midyear Preparation
Meeting to be beneficial?

18/22
[82%]

4/22
[18%]

14/22
[64%]

4/22
[18%]

14/22
[64%]

7/22
[32%]

Utilization of Resources [%]

81
68

70
60
4/22
[18%]

1/22
[5%]

55

50

45

40

Yes
Column1

30
20

19

10
17/22
[77%]

1/22
[5%]

4/22
[18%]

11/22
[50%]

10/22
[45%]

1/22
[5%]

11/21
[52%]

Do you feel the school

should offer more school9/21
wide residency prep
[43%]
sessions?
Do you feel the school
should offer campus13/20
specific residency-prep
[65%]
sessions?
Did you know about the
TTUHSC Residency
22/22
Programs Information
[100%]
for Students website?
Did you utilize the
TTUHSC Residency
19/22
Programs Information
[86%]
for Students website?
Did you present 1 or
more posters at a state or 11/22
national meeting that
[50%]
was listed on your CV?
Did you complete 1 or
more research projects 15/22
that was listed on your [68%]
CV?

2/21
[10%]

12/21
[57%]

8/21
[38%]

1.8

Opportunities for
Improvement
Mock
Interview

7/20
[35%]

0/22
[0%]

3/22
[14%]

11/22
[50%]

7/22
[32%]

Assistance
With
Timelines
and
Application
Deadlines

Provide
training
opportunities
for students to
gain interview
skills
Create
workshops and
mentorship links
to aid students
with meeting
residency
deadlines

Provide early
Earlier
preparatory
Residency
sessions for P1Preparation P3 classes

Due to the increased demand

and competition for residency
programs, we sought to identify
the usefulness in the current
SOP initiatives for P4 residency
preparation and training.
Based on the results of this
survey of the SOP Class of
2015, we have identified areas
of success regarding the SOP
residency preparation process,
and also areas for improvement
and expansion. Providing
students with additional
resources, mentorship
opportunities, and training may
be beneficial in preparing them
for the match process. Student
utilization remains a key factor;
however, institutional support
can assist students to make
more informed decisions
regarding residency training.
Based on these results, efforts
will be made to direct residency
match preparation to student
specified needs.

Disclosure Statement
Authors of this presentation
have nothing to disclose
concerning possible financial
or personal relationships with
commercial entities that may
have a direct or indirect
interest in the subject matter
of this presentation.