Currents in Pharmacy Teaching and Learning最新文献

{"title":"Bloom's taxonomy in health professions education: Associations with exam scores, clinical reasoning, and instructional effectiveness","authors":"Mary Elizabeth Ray ,&nbsp;Michael J. Rudolph ,&nbsp;Kimberly K. Daugherty","doi":"10.1016/j.cptl.2025.102444","DOIUrl":"10.1016/j.cptl.2025.102444","url":null,"abstract":"<div><h3>Background</h3><div>This scoping review examined how mapping examination questions to learning taxonomies (Bloom's taxonomy), is used in health professions education. The review examined relationships between taxonomy level and exam performance, clinical reasoning, and student engagement.</div></div><div><h3>Methods</h3><div>A literature search was conducted for studies published between 1980 and 2025. Articles were included if they reported student outcomes related to learning taxonomy mapping in undergraduate/graduate health professions education. At least two authors had to agree on the initial inclusion of each article. Final eligibility was confirmed through group review.</div></div><div><h3>Results</h3><div>A total of 832 records were initially identified. After removing duplicates and confirming eligibility, 24 articles were included. The studies were categorized into six themes: relationship between cognitive complexity of examination items (based on taxonomy level), item difficulty, and examination performance; use of taxonomy mapping to compare outcomes associated with different teaching styles; outcomes associated with assessment styles; differences in outcomes based on students' study approaches; correlations between examination question performance by taxonomy and performance during clinical or clinical reasoning assessments; and student engagement with/use of examination mapping. Studies showed decreased performance on higher-order questions. Some instructional strategies improved higher-order performance. Students reported that taxonomy mapping enhanced understanding and study strategies, though their interpretation of question complexity was inconsistent.</div></div><div><h3>Implications</h3><div>Despite widespread practice, mapping examination questions to a learning taxonomy remains a time-intensive practice with limited empirical support for improving educational outcomes. Additional research is needed to determine whether mapping supports critical thinking, clinical reasoning, or licensure performance.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102444"},"PeriodicalIF":1.3,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144679856","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":"Machine learning–driven analysis of student evaluation comments: Advancing beyond manual coding through a combined approach","authors":"Mohammed A. Islam ,&nbsp;Suhui Yang ,&nbsp;Alamdar Hussain ,&nbsp;Tanvirul Hye","doi":"10.1016/j.cptl.2025.102446","DOIUrl":"10.1016/j.cptl.2025.102446","url":null,"abstract":"<div><h3>Introduction</h3><div>This study examines pharmacy students' qualitative faculty and course evaluation (FCE) feedback through an integrated machine learning and human coding approach to uncover insights on faculty teaching, course quality, and areas for improvements, informing instructional enhancement.</div></div><div><h3>Methods</h3><div>Between 2019 and 2023, text data from 1267 FCEs were compiled and analyzed using WordStat, a text mining software. The content analysis primarily relied on machine learning techniques, including word clustering, word co-occurrence mapping, phrase extraction, and topic modeling, to uncover patterns in the student feedback data. To enhance interpretive depth and ensure contextual accuracy, a supplemental manual thematic analysis was conducted using both deductive and inductive coding approaches. Descriptive statistics were applied to quantify and interpret the frequency of identified codes and themes.</div></div><div><h3>Results</h3><div>Word cluster analysis identified commonly cited words and their co-occurrences, including <em>professor, class, students, teaching, great, materials</em>, and <em>lectures.</em> The frequently occurring phrases included <em>excellent professor, great professor, excellent teaching style, knowledgeable professors, caring professors, flexible with students, and goes extra miles</em>. The topics with high coherence values included <em>understanding the materials</em>, <em>great professors, real-life experience</em>, <em>knowledgeable professor, excellent content</em>, w<em>aste of time</em>, and <em>reading the slides</em>. The manual coding analysis identified 1088 codes grouped under 38 subthemes constituting three major themes including faculty personal attributes (45.86 % of codes), faculty teaching effectiveness (28.92 %), and course quality (23.24 %).</div></div><div><h3>Conclusions</h3><div>This study highlights the value of analyzing open-ended FCE comments by utilizing machine learning to gain meaningful insights that deepen understanding of the student learning experience. Educators and curriculum planners in health professions education can make data-informed decisions, improve curriculum design, and enhance teaching effectiveness by thoughtfully integrating student feedback into program-level reviews.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102446"},"PeriodicalIF":1.3,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144662202","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":"Impact of an ambulatory introductory pharmacy practice experience on advanced pharmacy practice experience readiness","authors":"Kathryn P. Lin ,&nbsp;Chinyere Okoh ,&nbsp;Nathan Pope","doi":"10.1016/j.cptl.2025.102443","DOIUrl":"10.1016/j.cptl.2025.102443","url":null,"abstract":"<div><h3>Introduction</h3><div>Introductory pharmacy practice experiences (IPPEs) allow pharmacy students early exposure to practice settings to prepare for advanced pharmacy practice experiences (APPEs) and help discover career interests. While only institutional health system and community IPPEs are required, ambulatory care is a growing practice model and required APPE. This study investigates the impact of a required 20-h ambulatory IPPE on pharmacy students' confidence, perceived skills, interests, and readiness for APPEs.</div></div><div><h3>Methods</h3><div>A cross sectional survey was conducted pre- and post-ambulatory IPPE for third-year (P3) students between 2020 and 2022 to assess confidence in various competencies. Post surveys captured overall impact and APPE readiness. A control group of fourth-year (P4) students who did not take the ambulatory IPPE completed the pre-survey for comparison.</div></div><div><h3>Results</h3><div>Confidence scores increased for several competencies following the ambulatory IPPE and students felt more prepared for APPEs. Post scores were higher in P3 students than P4 students. Most students agreed that the rotation improved their patient care skills and ability to identify problems.</div></div><div><h3>Conclusion</h3><div>The ambulatory IPPE positively impacted students' perceived skills and confidence in ambulatory care, preparing them further than more tenured students who had not taken the ambulatory IPPE, particularly in patient communication and describing daily responsibilities of the pharmacist. This highlights the benefits of early exposure to ambulatory care settings in pharmacy education and suggests integrating such experiences could better prepare students for APPE success. Further research is needed to determine the optimal duration and impact on practical application of skills.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102443"},"PeriodicalIF":1.3,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653470","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":"Pharmacovigilance in pharmacy education: Students' knowledge, attitude and perception: A cross-sectional study in Jordan","authors":"Saba Madae'en ,&nbsp;Isra Dmour ,&nbsp;Amjad Z. Alrosan ,&nbsp;Tahani Alwidyan ,&nbsp;Khaled Alrosan ,&nbsp;Tahanie Alqhewii ,&nbsp;Amani Alnsairat ,&nbsp;Rola Madain ,&nbsp;Tareq Smadi","doi":"10.1016/j.cptl.2025.102442","DOIUrl":"10.1016/j.cptl.2025.102442","url":null,"abstract":"<div><h3>Background</h3><div>Medication safety and pharmacovigilance remain crucial disciplines worldwide. However, there is a significant lack of knowledge regarding pharmacovigilance and adverse drug reaction reporting among practitioners and practicing students in the pharmaceutical field. This study aims to measure the level of knowledge, attitudes, and perceptions of pharmacy students concerning pharmacovigilance and adverse drug reaction reporting.</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted involving 370 undergraduate pharmacy students from various universities in Jordan. Participants completed a validated, structured, and pilot-tested questionnaire designed to assess their knowledge, attitudes, and perceptions towards pharmacovigilance and adverse drug reaction reporting by Alwhaibi et al. study. Descriptive statistics were used to summarize the study findings, and the data was analyzed using JASP.0.18.3.</div></div><div><h3>Results</h3><div>Most students exhibited positive attitudes and perceptions towards pharmacovigilance and adverse drug reaction reporting Only 61 % of pharmacy students reported having received any form of pharmacovigilance education, and 69 % indicated that they are adequately prepared to report adverse drug reaction.</div></div><div><h3>Conclusions</h3><div>There has been obvious progress in knowledge towards pharmacovigilance in the last few years in comparison to Alwhaibi et al. study, but still there is a clear lack of practice and adverse drug reaction reporting and no improvement in attitude, we recommend the need for more focused courses in pharmacy school curriculums on pharmacovigilance perspective and practice in Jordan.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102442"},"PeriodicalIF":1.3,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653469","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":"Learners' perspective on the inclusion of gamification and advanced technology as teaching methods in undergraduate pharmacy curriculum: A one-arm post-interventional assessment","authors":"Abdulmuminu Isah,&nbsp;Chisom Victoria Aniefuna,&nbsp;Uzochukwu Emmanuel Chima,&nbsp;Jennifer Chinaecherem Onyehalu,&nbsp;Chukwuemeka Augustine Nwachuya,&nbsp;Chukwuma Charles Idabor,&nbsp;Nancy Chinwe Amandi,&nbsp;Anthony Uche Umeh,&nbsp;Eziwanne Jane Ugochukwu,&nbsp;Chukwuemeka Micheal Ubaka","doi":"10.1016/j.cptl.2025.102441","DOIUrl":"10.1016/j.cptl.2025.102441","url":null,"abstract":"<div><h3>Background</h3><div>Gamification involves applying game design elements to non-game contexts. Pharmacy students often encounter overwhelming resources, highlighting the need for innovative strategies to enhance learning.</div></div><div><h3>Objective</h3><div>To assess undergraduate pharmacy students' perceptions of using gamification and advanced technology (AT) as teaching methods at the University of Nigeria Nsukka (UNN).</div></div><div><h3>Methods</h3><div>A one-arm post-interventional survey was conducted, using stratified random sampling to select participants from professional pharmacy classes. The intervention involved a video-based tutorial educating students on gamification and AT, followed by a Google form questionnaire to gather responses. Descriptive statistics summarized the data, while Chi-square and regression analyses identified factors influencing perceptions and outcomes.</div></div><div><h3>Results</h3><div>A total of 441 students participated (response rate = 72.1 %), with 271 (61.5 %) female participants and 266 (60.3 %) living off-campus. Only 26 (5.9 %) found traditional teaching methods effective, and 197 (44.7 %) reported difficulty understanding course content, with 282 (63.9 %) resorting to cramming. Prior to the intervention, 105 (23.8 %) and 222 (51.4 %) were familiar with gamification and AT concepts, respectively. After the intervention, 244 (55.3 %) agreed that gamification and 258 (58.5 %) advanced technology such as simulated learning to improve learning experiences. Gender (being male) was a predictor of a lower likelihood of achieving positive outcomes from gamification and AT in pharmacy education (OR: 0.394, 95 % CI: 0.230–0.673, <em>p</em> = 0.001).</div></div><div><h3>Conclusion</h3><div>Overall, pharmacy students had a fair knowledge of gamification and advanced technology, and most believed that these approaches would enhance their learning outcomes, suggesting a strong potential for integrating such methods into pharmacy education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102441"},"PeriodicalIF":1.3,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653473","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":"Opinions of pharmacy educators regarding declining North American Pharmacist Licensure Examination (NAPLEX) first-time pass rates","authors":"Hope Brandon ,&nbsp;Jennifer A. Scarduzio ,&nbsp;Laurie Fogleman ,&nbsp;Sara Stallworth ,&nbsp;Clark Kebodeaux ,&nbsp;Frank Romanelli","doi":"10.1016/j.cptl.2025.102435","DOIUrl":"10.1016/j.cptl.2025.102435","url":null,"abstract":"<div><h3>Objective</h3><div>Identify factors perceived by pharmacy educators to be associated with declining North American Pharmacist Licensure Examination (NAPLEX) first-time pass rates to highlight potential focused areas of further research or consideration.</div></div><div><h3>Methods</h3><div>Qualitative responses from a single open-ended question, “What other factors not addressed in this survey do you believe are influencing the decline in NAPLEX first-time pass rates?”, were analyzed using thematic analysis. This question was part of a 43-item Qualtrics™ questionnaire developed to gather insight from pharmacy educators regarding the impact of various factors on the declining NAPLEX first-time pass rates. Due to the large number of responses, qualitative data was analyzed separately from quantitative data.</div></div><div><h3>Results</h3><div>Two hundred and seventy-one qualitative responses were recorded. The analysis revealed five second-level, or higher-order categories, and sixteen first-level, descriptive codes which were used for analysis. The categories included external factors, student factors, faculty characteristics, pharmacy program challenges, and NAPLEX challenges. The first level codes included a variety of themes such as financial insecurity, increased student diversity, faculty accountability, and accreditation pressure.</div></div><div><h3>Conclusions</h3><div>Pharmacy educators perceive that many factors could be influencing declining first-time NAPLEX pass rates. Based on the data included in this manuscript, items to consider include providing additional financial support to aid student's ability to focus on their studies during pharmacy school, working to identify early flags that a student may need extra support to succeed, focusing on aligning what is taught in the classroom with what is being tested on the examination, and promotion of remediation strategies to ensure mastery of material.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102435"},"PeriodicalIF":1.3,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653471","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":"Bridging theory and practice: Enhancing pharmacology education through simulation-based learning and statistical analysis training","authors":"Mohammed F. Salahuddin","doi":"10.1016/j.cptl.2025.102440","DOIUrl":"10.1016/j.cptl.2025.102440","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to evaluate the impact of simulation-based education (SBE) combined with statistical analysis training on student pharmacists learning, engagement, and competency development in areas such as hypothesis testing, data analysis, and pharmacological understanding.</div></div><div><h3>Methods</h3><div>A mixed-methods approach was employed, combining pre- and post-surveys, thematic analysis of student pharmacists' reflections, and capstone presentations in the Simulation-Based Experimental Pharmacology course across two semesters (Spring and Fall 2024). Participants included five students in Spring and fifteen in Fall, all enrolled in a Doctor of Pharmacy program. Surveys assessed interest, confidence, and pharmacological understanding, while qualitative reflections explored critical thinking, research skills, and real-world application of pharmacological principles.</div></div><div><h3>Results</h3><div>Survey results indicated marked improvements in students' <em>pharmacological knowledge</em>, <em>confidence using simulation tools</em>, and <em>ability to identify pharmacological agents</em>. Students also reported increased comfort with interpreting and analyzing pharmacological data. Qualitative reflections reinforced these findings, revealing enhanced skills in hypothesis formulation, data interpretation, and linking theory to practice. Dominant themes included real-world application of pharmacology, growth in scientific communication, and resilience in research.</div></div><div><h3>Conclusion</h3><div>Integrating SBE with statistical tools enhances student pharmacists' engagement, critical thinking, and confidence, particularly in drug identification and data analysis. This approach addresses limitations of traditional pharmacology education by offering ethical, interactive, and competency-driven learning experiences. Future research should explore long-term impacts on professional performance and clinical decision-making. This model may offer a competency-based alternative to traditional pharmacology education and warrants further evaluation of long-term impacts on clinical decision-making.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102440"},"PeriodicalIF":1.3,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653472","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 meets AI: Effect of a drug information activity on student perceptions of generative artificial intelligence","authors":"Faria Munir ,&nbsp;Heather Ipema ,&nbsp;Rahul Nohria ,&nbsp;Divita Singh","doi":"10.1016/j.cptl.2025.102439","DOIUrl":"10.1016/j.cptl.2025.102439","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Objective&lt;/h3&gt;&lt;div&gt;The current study assessed pharmacy students' perceptions about generative AI before and after participation in a ChatGPT-based drug information activity.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;In 2024, students at three colleges of pharmacy completed a baseline and post-activity survey on their perceptions of ChatGPT including its reliability, usefulness, and impact on academic performance and critical thinking. The survey was modified from the TAME-ChatGPT assessment and used a 5-point Likert scale. After the baseline survey, students answered clinically relevant drug information questions on their own using primary or tertiary resources and compared their answers with ChatGPT responses. Independent &lt;em&gt;t&lt;/em&gt;-test samples were used to compare baseline and post-activity surveys.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;A total of 227 students completed the pre-survey and 203 students completed the post-survey. Students' concerns about the reliability of ChatGPT increased after completing the drug information activity (pre-survey: 3.57 ± 0.96; post-survey: 3.88 ± 1.11; &lt;em&gt;p&lt;/em&gt; = 0.002). Students' concerns about reliance on ChatGPT and prevention of critical thinking increased (pre-survey: 3.30 ± 1.34; post-survey: 3.57 ± 1.21; &lt;em&gt;p&lt;/em&gt; = 0.031). The following areas decreased after the activity: enthusiasm about ChatGPT as learning and research tool (pre-survey: 3.60 ± 1.02; post-survey: 3.32 ± 1.18; &lt;em&gt;p&lt;/em&gt; = 0.008), viewing ChatGPT as an important tool for academic success (pre-survey: 3.40 ± 1.13; post-survey: 3.12 ± 1.23; &lt;em&gt;p&lt;/em&gt; = 0.015), and concern regarding being accused of plagiarism when using ChatGPT(pre-survey: 4.12 ± 0.96; post-survey: 3.91 ± 1.10; &lt;em&gt;p&lt;/em&gt; = 0.031). Open-ended responses revealed that students largely perceived ChatGPT as unreliable for drug information, citing concerns about accuracy and outdated content. However, some students noted its potential usefulness for non-clinical tasks such as generating ideas, organizing content, or providing general overviews.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusion&lt;/h3&gt;&lt;div&gt;After a hands-on ChatGPT-based drug information activity, pharmacy students reported increased concerns about reliability and over-reliance on artificial intelligence-based technology. The results of this study may encourage pharmacy educators to implement classroom activities for active exploration of the benefits and challenges of generative AI.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Contribution to literature&lt;/h3&gt;&lt;div&gt;Limited published data describes pharmacy student perceptions of artificial intelligence platforms as a drug information source. There is even less literature with pre- and post-data after implementing an activity in which students gain hands-on experience critiquing an artificial intelligence platform response. Therefore, this study was conducted to evaluate student perceptions after using ChatGPT in the classroom and comparing its performance to their own responses based on information fro","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102439"},"PeriodicalIF":1.3,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144571847","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":"The impact of a modified jigsaw activity incorporating educational YouTube reels on pharmacy students' learning outcomes","authors":"Ruth N. Jeminiwa,&nbsp;Tanya Abillar,&nbsp;Monika Szeliga,&nbsp;Harina Patel,&nbsp;Efrain Santiago","doi":"10.1016/j.cptl.2025.102437","DOIUrl":"10.1016/j.cptl.2025.102437","url":null,"abstract":"<div><h3>Background</h3><div>Traditional lectures may be less effective than active learning strategies in supporting student's successful performance on assessments. Jigsaw method, an active learning strategy, fosters engaging classrooms, empowers students in collaborative learning, promotes peer teaching, and increases individual accountability. This study explores the impact of a modified jigsaw activity with educational YouTube reels on pharmacy students' learning outcomes, students' satisfaction, and willingness to recommend the strategy.</div></div><div><h3>Methods</h3><div>A pilot modified jigsaw activity incorporating educational YouTube reel creation was implemented in a first-year pharmacy course. Pre- and post-surveys collected data using instruments designed to operationalize students' academic self-confidence, exam expectations, understanding of class material, and knowledge. Instruments operationalizing satisfaction and likelihood of recommending the intervention were administered at the end of the study. Descriptive statistics summarized baseline student characteristics, satisfaction, and likelihood to recommend the strategy. Paired sample <em>t</em>-test and Wilcoxon signed-rank test compared pre- and post-survey scores for normally and non-normally distributed data, respectively.</div></div><div><h3>Results</h3><div>All thirty-three students enrolled in the course completed the baseline survey. Nineteen students completed both pre- and post-surveys. Students were mostly white with an average age of 23 years. Improvements were seen in confidence level (<em>p</em> = 0.011), understanding (<em>p</em> &lt; 0.001), and knowledge of course materials (<em>p</em> = 0.043). There were no changes in exam expectations (<em>p</em> = 0.712) About 58.3 % of the students were satisfied and 60 % were willing to recommend the strategy.</div></div><div><h3>Conclusion</h3><div>Findings from this exploratory pilot study suggest that using a modified jigsaw activity incorporating YouTube reel creation may improve learning outcomes, including confidence, perceived understanding, and knowledge. Future confirmatory research is warranted.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102437"},"PeriodicalIF":1.3,"publicationDate":"2025-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144571848","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":"Establishing a skills laboratory peer teaching assistant program in pharmacy education","authors":"Angelina Vascimini ,&nbsp;Akash Alexander ,&nbsp;Bradley Phillips ,&nbsp;Stacey Curtis","doi":"10.1016/j.cptl.2025.102434","DOIUrl":"10.1016/j.cptl.2025.102434","url":null,"abstract":"<div><h3>Introduction</h3><div>Teaching Assistants (TAs) are increasingly integrated into healthcare curricula, with near-peer teaching (NPT) offering collaborative benefits for both teachers and students. Student TAs can effectively reduce faculty workload challenges and better prepare students for entrustable professional activities (EPAs) within their clinical experiences.</div></div><div><h3>Commentary</h3><div>A TA program was established to address the shortage of assistance with one-on-one skills instruction in the first year's skills lab course series, aiming to enhance individualized training, assessments and faculty support. The TA program recruits second and third-year pharmacy students to assist in skills lab and conduct assessments.</div></div><div><h3>Implications</h3><div>Standardized TA training is crucial to ensure consistent feedback and minimize evaluation variability. TA programs can alleviate faculty workload, improve student learning and foster self-confidence in teaching.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102434"},"PeriodicalIF":1.3,"publicationDate":"2025-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144571849","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}