Currents in Pharmacy Teaching and Learning最新文献

{"title":"Perceptions of human factors and patient safety in undergraduate healthcare education: A multidisciplinary perspective.","authors":"Patricia Sheehan, Aoife Fleming, Suzanne McCarthy, Aislinn Joy","doi":"10.1016/j.cptl.2025.102445","DOIUrl":"10.1016/j.cptl.2025.102445","url":null,"abstract":"<p><strong>Background: </strong>Adoption of Human Factors (HF) principles to healthcare can help to jointly optimise work systems performance and human wellbeing. A recent systematic review identified a lack of formal patient safety (PS) and HF education in undergraduate healthcare curricula. To address this gap, qualitative research is needed to explore faculty and student perspectives, offering a deeper understanding of current educational practices and potential areas for development.</p><p><strong>Aim: </strong>To gain an understanding of faculty and student perceptions relating to PS and HF education in undergraduate medical and pharmacy programmes at an Irish university.</p><p><strong>Methods: </strong>Sampling was purposive and included faculty and undergraduate senior cycle students from the disciplines of medicine and pharmacy. Eleven semi-structured interviews were conducted with faculty and five uni-professional focus groups were conducted with students. Data were analysed using reflexive thematic analysis.</p><p><strong>Results: </strong>Five overarching themes were identified: DISCUSSION: Participants considered HF to be important for PS education but there was a lack of shared understanding around its meaning. There was a lack of robust competency frameworks underpinning existing PS/HF content. Findings indicate that much PS learning was implicit and occurring while students are on clinical placement. A perceived disconnect between the academic and clinical environments was a recurring theme.</p><p><strong>Conclusion: </strong>This study identifies faculty and student perceptions of gaps relating to HF/PS teaching in undergraduate medicine and pharmacy education in an Irish context. Increased synergy between the academic and clinical environments may help optimise PS/HF learning.</p>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"102445"},"PeriodicalIF":1.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using simulation stethoscopes to support physical exam skill development in health professionals education: A scoping review of educational applications and outcomes","authors":"Fong Chan ,&nbsp;Jessica Lee ,&nbsp;Ariel Hsuan Lu ,&nbsp;London Gokarn ,&nbsp;Daniel Rainkie","doi":"10.1016/j.cptl.2025.102466","DOIUrl":"10.1016/j.cptl.2025.102466","url":null,"abstract":"<div><h3>Background</h3><div>Developing physical assessment skills relies on practicing with healthy peer learners and standardized patients or simulating pathologic sounds with mannequins. Simulation stethoscopes bridges both by offering learners an opportunity to communicate with a live patient and hear pathologic sounds.</div></div><div><h3>Objectives</h3><div>This scoping review aims to map the use of simulation stethoscopes in health professions, describe how they are integrated into training, and identify further research opportunities.</div></div><div><h3>Methods</h3><div>We conducted a scoping review following the Arksey and O'Malley framework with advancements by Levac and colleagues. We searched EMBASE, MEDLINE, Google Scholar, and bibliographies of included studies. Eligible studies involved simulation stethoscopes used in health professions education. Two reviewers independently screened articles, extracted data, and mapped outcomes. Study characteristics, populations, learning objectives, disease states, and simulation design were analyzed descriptively.</div></div><div><h3>Results</h3><div>Six studies were included. These studies were published between 2011 and 2023 and conducted in the USA (<em>n</em> = 5) and UK (<em>n</em> = 1). Study populations included pharmacy students, paramedics, medical students, physician residents, and physiotherapists. Simulation stethoscopes were used during respiratory, cardiovascular, and acute paramedic scenarios on standardized patients, peer learners, and mannequins. Mapped outcomes included physical exam knowledge, technique, interpretation of findings, confidence, fidelity, and simulation evaluation.</div></div><div><h3>Implications</h3><div>Studies demonstrated the flexible use of simulation stethoscopes among healthcare professions by providing high realism with a focus on skills development and learner confidence. Further research on the role of simulation stethoscopes in teaching physical assessment, including their benefits and implications for student learning and confidence, especially among pharmacy professionals, would be beneficial.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102466"},"PeriodicalIF":1.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Usability testing of an online, evidence-based pharmacogenomics education program for pharmacists working in cancer care","authors":"Benjamin Lee ,&nbsp;Georgia Bridges ,&nbsp;Chiao X. Lim ,&nbsp;Jenny Devine ,&nbsp;Senthil Lingaratnam ,&nbsp;Safeera Y. Hussainy","doi":"10.1016/j.cptl.2025.102478","DOIUrl":"10.1016/j.cptl.2025.102478","url":null,"abstract":"<div><h3>Introduction</h3><div>Usability testing provides valuable information when ensuring newly developed education programs are deemed acceptable to the target audience. The aim is to evaluate the usability of an online, evidence-based pharmacogenomics education program, developed in-house, to subsequently improve the user experience before wide scale implementation to pharmacists at an Australian public oncology hospital.</div></div><div><h3>Methods</h3><div>The methodology was adapted from Benedict et al. (2022) with permission. Five pharmacist-users tested up to two of eight modules utilising the think-aloud method. Participants' video, audio and screens were recorded, with automated audio transcription. A facilitator was present to prompt verbalisation of thoughts, ask standard pre- and post-usability testing questions, and guide users to complete three quantitative instruments; System Usability Scale (SUS), Standardised User Experience Percentile Rank Question (SUPR-Q) and WebQual. Two researchers employed reflexive thematic analysis.</div></div><div><h3>Results</h3><div>Four themes were finalised based on generated codes; recognition of usefulness of content, factors inhibiting understanding, acceptable user experience and poor user experience. The mean SUS and SUPR-Q scores were 83.1 (SD 14.9) and 4.6 (SD 0.2) respectively, and the overall mean WebQual score was 6.1 (SD 0.2), all indicating good usability. Overall, pharmacists valued the program content and found the format visually satisfying and engaging.</div></div><div><h3>Discussion</h3><div>The education program was found to be acceptable, useful, and a positive learning experience for pharmacists prior to practicing in pharmacogenomics. Results were used to inform changes to the program to further enhance the user experience.</div></div><div><h3>Conclusion</h3><div>Process, outcome and implementation evaluation will be conducted after program rollout.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102478"},"PeriodicalIF":1.4,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pharmacy students' views and experiences regarding an online video-recorded objective structured clinical examination: A mixed-methods survey study.","authors":"Kieran Dalton, Kate Scannell, Aisling Kerr","doi":"10.1016/j.cptl.2025.102447","DOIUrl":"https://doi.org/10.1016/j.cptl.2025.102447","url":null,"abstract":"<p><strong>Introduction: </strong>Pharmacy students were given the opportunity to participate in an online video-recorded objective structured clinical examination (OSCE) with pharmacist feedback. This study aimed to evaluate their views and experiences regarding this initiative and reviewing the recording.</p><p><strong>Methods: </strong>Third year undergraduate pharmacy students (n = 68) were invited to participate in a formative video-recorded OSCE station online, followed by a one-to-one feedback discussion with a pharmacist facilitator. Participants were sent one questionnaire on the same day after the OSCE and another after receiving the video recording (seven days later). Closed-ended questions were analysed using descriptive statistics and open comments underwent conventional content analysis.</p><p><strong>Results: </strong>Twenty-three students participated: 20 responded to the first questionnaire and 15 responded to the second. Nearly all students enjoyed the OSCE experience (94 %), and 75 % agreed that knowing they were being recorded had no meaningful impact on their performance. All were satisfied with the feedback quality; 79 % agreed that reviewing the recording had a greater impact on them versus receiving the pharmacist feedback alone. Whilst some were uncomfortable watching the recording, students became more aware of their body language, and 93 % agreed both i) that watching the recording made them more self-aware of what skills required development, and ii) that they would watch the recording to help prepare for future OSCEs.</p><p><strong>Conclusion: </strong>This study has shown that video-recorded online OSCEs are beneficial and enjoyable for pharmacy students, and has underlined the added value of providing a recording to raise pharmacy students' self-awareness and improve their clinical skills.</p>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":" ","pages":"102447"},"PeriodicalIF":1.4,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145030706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reliability of a student patient education assessment rubric for continuous glucose monitor initiation","authors":"Danielle M. Candelario ,&nbsp;Khyati Patel ,&nbsp;Sneha B. Srivastava ,&nbsp;Wendy Mobley-Bukstein ,&nbsp;Nic Lehman ,&nbsp;Sean P. Kane","doi":"10.1016/j.cptl.2025.102464","DOIUrl":"10.1016/j.cptl.2025.102464","url":null,"abstract":"<div><h3>Objective</h3><div>To validate a student patient education assessment rubric for initiation of a continuous glucose monitor (CGM) by measuring the inter-rater reliability (IRR).</div></div><div><h3>Methods</h3><div>Second and third-year pharmacy students at two institutions were evaluated on their ability to counsel a patient on the initial set up and use of a CGM device, either Dexcom G6 or FreeStyle Libre 2, during a practical assessment. Utilizing a standardized rubric, faculty evaluators evaluated each student. After course completion, three additional evaluators reviewed a recording of each session and evaluated the students utilizing the same rubric. The intraclass correlation coefficient [ICC(2,<em>k</em>)] was calculated to determine the IRR of the overall rubric and its four main sections: Introduction, Counseling Competency, Closing and Communication Ability.</div></div><div><h3>Results</h3><div>A total of 54 students completed the counseling practical assessment; one video recording was excluded for poor audio quality. Each student was graded using the standardized CGM rubric by four total faculty evaluators. The average student score was 23.1 out of 25 possible points. Median scores were slightly lower in students counseling on the Dexcom G6 device compared to Libre 2 (<em>p</em> = 0.005). The ICC(2,k) value among four evaluators was good [0.86, 95 % CI (0.71–0.93)], indicating a high level of agreement for the total rubric score.</div></div><div><h3>Conclusion</h3><div>A patient education assessment rubric for CGM device initiation demonstrated good inter-rater reliability across two institutions and may be a useful tool for institutions evaluating CGM counseling activities.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102464"},"PeriodicalIF":1.4,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Peer-assisted learning to enhance pharmacy students' understanding of drug discovery in a conflict-affected setting","authors":"Samah S. Ibrahim ,&nbsp;Sara K. Hamad ,&nbsp;Eiman M. Shabo ,&nbsp;Ragdah A. Osman ,&nbsp;Naba O. Omer ,&nbsp;Noran K. Ali ,&nbsp;Lamis Y.M. Elkheir ,&nbsp;Bashir A. Yousef","doi":"10.1016/j.cptl.2025.102479","DOIUrl":"10.1016/j.cptl.2025.102479","url":null,"abstract":"<div><h3>Background</h3><div>Drug discovery is a complex, multidisciplinary process that requires pharmacy graduates to be effective analytical, teamwork-oriented, and problem-solving individuals. Traditional teaching approaches have shortcomings in enabling students to learn such skills, particularly in resource-limited or disrupted educational settings.</div></div><div><h3>Objective</h3><div>The aim of this study was to measure the effect of a peer-assisted learning (PAL) intervention on Sudanese pharmacy students' knowledge, confidence, and perceptions towards the drug discovery process during a period of conflict-related disruption.</div></div><div><h3>Methods</h3><div>A quasi-experimental pre-post design was used. Twenty-nine students with inclusion criteria attended a four-session web-based PAL workshop led by senior pharmacy students trained for the purpose. Pre-and post-intervention, multiple-choice questionnaires were employed to assess knowledge. Perceptions were assessed with Likert-scale and open-ended survey questions. Statistical analyses included paired <em>t</em>-tests and ANOVA.</div></div><div><h3>Results</h3><div>Post-test scores showed an improvement (mean increase = 3.62; <em>p</em> &lt; .001). Improvements in some content areas, including phenotypic drug discovery and ethical principles, were observed. High levels of satisfaction with PAL were expressed by students, with 96.6 % mentioning confidence in peer leaders and 93.1 % perceiving the sessions as well-organized and relevant. No differences were observed across gender, academic year, university, or location.</div></div><div><h3>Conclusion</h3><div>PAL effectively improved students' understanding of drug discovery and was widely accepted among multiple groups of learners. Its successful implementation in a conflict-affected context indicates the promise of PAL as an adaptive, low-resource learning strategy. Further studies must explore its scalability and sustained effectiveness as a pharmacy education intervention.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102479"},"PeriodicalIF":1.4,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction to special issue on research methods and analyses","authors":"James B. Schreiber","doi":"10.1016/j.cptl.2025.102463","DOIUrl":"10.1016/j.cptl.2025.102463","url":null,"abstract":"<div><div>This article is the introduction for our special issue on research methods for all research methodologies.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102463"},"PeriodicalIF":1.4,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144926164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing the practice readiness of pharmacy graduates: Integrating prescribing and public health to meet evolving NHS demands","authors":"Cara O'Neill,&nbsp;Kingston Rajiah","doi":"10.1016/j.cptl.2025.102468","DOIUrl":"10.1016/j.cptl.2025.102468","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacists in the United Kingdom are expected to deliver both clinical and preventative care, yet pharmacy education often separates prescribing and public health content. This disconnect risks producing graduates who are underprepared for emerging National Health Service (NHS) roles.</div></div><div><h3>Perspective or commentary</h3><div>This commentary argues that the current fragmentation of public health and prescribing education undermines practice readiness. Evidence shows graduates often lack confidence in clinical decision-making and behaviour change communication. Integrating these domains through experiential learning, simulation, and interdisciplinary teaching would better reflect the realities of modern pharmacy practice.</div></div><div><h3>Implications</h3><div>Educators and regulators should redesign curricula to embed prescribing and public health as interconnected elements. These reforms are essential to prepare confident, clinically competent pharmacists aligned with NHS priorities for prevention and autonomous care.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102468"},"PeriodicalIF":1.4,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144896033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the effect of peer assessment on final exam scores and pharmacy students' perspectives towards peer assessment in laboratory practice","authors":"Azhoma Gumala","doi":"10.1016/j.cptl.2025.102465","DOIUrl":"10.1016/j.cptl.2025.102465","url":null,"abstract":"<div><h3>Introduction</h3><div>Practical sessions of the Biopharmaceutics and Pharmacokinetics course (BF) in the Faculty of Pharmacy, Universitas Andalas, Indonesia, were a mandatory group-based learning experience aimed at fostering cooperative and collaborative attitudes. This research aims to explore the impact of peer group assessment on final exam scores and investigate students' perceptions of the impact of peer assessment on attitudes within groups during the course.</div></div><div><h3>Methods</h3><div>This cross-sectional study was conducted during the odd semester, involving 3rd year pharmacy undergraduate students at Faculty of Pharmacy of Universitas Andalas. Students in the same group were grading their peers by participation percentages. At the end of the semester, the participation percentage was compared with the final test score (excellent, good, satisfactory) and analyzed using ANOVA. The perspectives of students about peer assessment on student groups were surveyed using 5-point Likert scale.</div></div><div><h3>Results</h3><div>The <em>p</em>-values of ANOVA between the three groups of final exam score and participation percentage were 0.219. Some students expressed satisfaction with peer assessment as they see it can influence students' motivation and contribution to the overall learning experience in the BF practical course.</div></div><div><h3>Conclusion</h3><div>The results of the ANOVA between the three groups of final exam scores and participation percentage indicate that peer assessment through participation percentage did not influence the final exam result. However, the distribution of participation percentage and perspective of students showed that peer assessment can serve as an effective tool in enhancing pharmacy students' engagement during group-based practical sessions.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102465"},"PeriodicalIF":1.4,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144896032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Logistic regression modeling: methodological insights and roadmap","authors":"Lan N. Bui ,&nbsp;Qian Ding","doi":"10.1016/j.cptl.2025.102460","DOIUrl":"10.1016/j.cptl.2025.102460","url":null,"abstract":"<div><h3>Issue</h3><div>Logistic regression is commonly utilized in clinical and educational research to examine relationships between risk factors and binary outcomes. However, pharmacy researchers may encounter challenges in selecting appropriate predictors, verifying model assumptions, interpreting results, and reporting findings transparently.</div></div><div><h3>Methodological guidance</h3><div>This methodology review presents a structured roadmap for conducting logistic regression, covering key steps such as defining the binary outcome, selecting and coding predictors, checking assumptions, fitting the model, and evaluating model diagnostics.</div></div><div><h3>Applications</h3><div>To illustrate the roadmap in practice, we draw on two published studies: the OMICU study, which evaluated opioid use and prescribing outcomes in critically ill patients, and Spivey et al., which identified predictors of academic outcomes in pharmacy students. Additionally, a detailed how-to example using a simulated pharmacy education dataset further demonstrates model construction and interpretation, accompanied by STATA code to support reproducibility. The manuscript also includes a comparison of common software platforms, including STATA, R, and SAS, highlighting their relevance, functionality, and usability in the context of logistic regression.</div></div><div><h3>Recommendations</h3><div>The manuscript highlights best practices in covariate selection, exploratory data analysis, and model development using advanced techniques such as stepwise and LASSO regression. Guidance is also provided on the interpretation of odds ratios and confidence intervals, handling of sparse events and continuous variables, model performance evaluation, and transparent reporting.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102460"},"PeriodicalIF":1.4,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144826952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}