Bering Benson (blackmint97)

5%). A total of 37 participants completed the survey and 83.8% of participants agreed or strongly agreed that the mapping process was helpful for completing the PGDP. Student pharmacist organizations provide many opportunities for professional development. Mapping ACPE Standards 3 and 4 to these activities, along with promotion, was perceived as being very helpful to the membership of this study. This is a relatively easy process that any student pharmacist organization can complete to better help their membership complete professional development programs. Student pharmacist organizations provide many opportunities for professional development. Mapping ACPE Standards 3 and 4 to these activities, along with promotion, was perceived as being very helpful to the membership of this study. This is a relatively easy process that any student pharmacist organization can complete to better help their membership complete professional development programs. The "first-generation effect" refers to familial educational attainment's role in first-generation student academic success. It often implies low academic achievements at associate and bachelor degree levels. Would this be true at the doctor of pharmacy (PharmD) level? This study assessed perceptions and first-professional (P1) year student academic performance of first-generation vs. non-first-generation PharmD cohorts at the Feik School of Pharmacy. Perceptions (academic and personal support) were assessed via a 49-question survey at the start of the second- and third-professional years. Academic performance was assessed via measures of academic success (course grades, grade point average, supplemental instruction enrollments, and academic infractions) in P1 year. Statistical t-tests and F-tests were used to analyze differences in perceptions and academic performance for the two cohorts. From 132 eligible students, 128 completed the survey (97% response rate) and 58 (45%) were first-generation students. First-generation students had a lower perception of their academic success, and they perceived finances as one of their greatest barriers (86% vs. 64%). Fifteen P1 courses were reviewed for academic performance, and first generations had lower final course grades in only two courses (Anatomy and Physiology 1; Medical Microbiology and Immunology). For measures of academic success, no significant differences were noted. Overall, this study suggested that first-generation status may not be a hindrance to academic performance at the PharmD level, but that financial perceptions and a lower self-perception of academic success seem to be major barriers for first-generation PharmD students. Overall, this study suggested that first-generation status may not be a hindrance to academic performance at the PharmD level, but that financial perceptions and a lower self-perception of academic success seem to be major barriers for first-generation PharmD students. This study aims to examine the availability of mental health resources available to pharmacy students. Identifying if pharmacy schools have specific resources is important given the increasing prevalence of mental health disorders among pharmacy students. This study has two arms (1) survey sent to representatives of student affairs of 11 pharmacy schools, and (2) website scan performed of all pharmacy schools in the United States. The survey collected information on mental health resources available including availability, location, and future plans. ZYS1 The website scan examined resources at each school listed on the doctor of pharmacy school directory on the Pharmacy College Application Service website, and the difficulty of locating this information. Microsoft Excel was used to perform descriptive statistics. For the survey arm (n=9), 83% of respondents were directors of student affairs. Top services located within the university campus, bu