Currents in Pharmacy Teaching and Learning最新文献

{"title":"Developing a framework for MyDispense implementation using the nominal group technique: Perspectives across student progression levels","authors":"Harjit Kaur Khera ,&nbsp;Keith Sewell ,&nbsp;Vivienne Mak ,&nbsp;Daniel Thomas Malone","doi":"10.1016/j.cptl.2025.102349","DOIUrl":"10.1016/j.cptl.2025.102349","url":null,"abstract":"<div><h3>Introduction</h3><div>MyDispense is an online dispensing pharmacy simulation with features such as electronic health records and clinical decision-making. This study aims to develop a framework for integrating MyDispense into pharmacy education programs, and to identify key considerations around its implementation.</div></div><div><h3>Methods</h3><div>A nominal group technique with faculty staff and students was employed to gather opinions and experiences with MyDispense, factors to consider during implementation, and perceptions of an ideal framework. A framework for MyDispense implementation was developed based on the input gathered, and common themes from content analysis and considerations for effective integration were identified.</div></div><div><h3>Results</h3><div>An analysis of discussions on the role of MyDispense in pharmacy student learning revealed that its role depends on how far along students are in their degree and their level of pharmacy knowledge as they progress through their degree. The proposed framework for implementing MyDispense in novice pharmacy education emphasizes the development of fundamental skills, while for students in intermediate year levels, MyDispense can be used in clinical notes. For near-entry to practice students, the focus shifts to refining advanced clinical decision-making skills through authentic virtual training exercises. Valuable insights from former users contributed to shaping a proposed implementation framework, indicating the need for tailored approaches at different student proficiency levels.</div></div><div><h3>Conclusion</h3><div>Our study highlights the versatility of MyDispense as a tool for enhancing pharmacy education. The MyDispense framework, shaped by diverse participant insights, emphasizes the need for tailored implementation based on student proficiency level. The findings offer practical guidance for educators to optimize MyDispense use in fostering clinical skills in pharmacy students.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102349"},"PeriodicalIF":1.3,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143864910","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":"Insights from the integration of mental health first aid into pharmacy education","authors":"Kelly N. Gable ,&nbsp;Stephanie Hunziker ,&nbsp;Julie A. Dopheide ,&nbsp;Samantha M. Catanzano ,&nbsp;Suzanne C. Harris ,&nbsp;Mengxi Wang","doi":"10.1016/j.cptl.2025.102363","DOIUrl":"10.1016/j.cptl.2025.102363","url":null,"abstract":"<div><h3>Introduction</h3><div>Doctor of pharmacy programs are encouraged to proactively promote well-being for students, faculty, and staff. In addition, a need has been highlighted to place greater focus on reducing mental health stigma within the promotion of patient-centered care. Mental Health First Aid (MHFA) is an evidence-based, early-intervention course that teaches participants how to support individuals experiencing a mental health challenge. Incorporation of MHFA into healthcare education has become an interest for many programs to address these needs, however, limited research is available regarding implementation of MHFA into pharmacy curricula. This study aimed to assess the current state of MHFA within existing PharmD programs and present opportunities to facilitate MHFA integration.</div></div><div><h3>Methods</h3><div>An online survey was administered to all Accreditation Council for Pharmacy Education (ACPE)-accredited pharmacy programs within the United States (US). Survey questions collected information on institution demographics, whether MHFA training is currently offered, and specifics of the MHFA training program. Questions assessing barriers and successes with MHFA implementation were also included.</div></div><div><h3>Results</h3><div>Twenty-six of the 52 programs that responded to the survey indicated that they offer MHFA to pharmacy students, with thirteen programs incorporating it as a core requirement within their curriculum. The top identified barriers to implementation included time requirements for training, cost, and curricular structure.</div></div><div><h3>Conclusion</h3><div>Implementation of MHFA is feasible as a required element of pharmacy curricula and aligns with ACPE standards 2025. MHFA training can assist student pharmacists with developing competency in providing care for persons with mental health and substance use challenges.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102363"},"PeriodicalIF":1.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859312","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":"Artificial intelligence (AI) performance on pharmacy skills laboratory course assignments","authors":"Vivian Do ,&nbsp;Krista L. Donohoe ,&nbsp;Apryl N. Peddi ,&nbsp;Eleanor Carr ,&nbsp;Christina Kim ,&nbsp;Virginia Mele ,&nbsp;Dhruv Patel ,&nbsp;Alexis N. Crawford","doi":"10.1016/j.cptl.2025.102367","DOIUrl":"10.1016/j.cptl.2025.102367","url":null,"abstract":"<div><h3>Objective</h3><div>To compare pharmacy student scores to scores of artificial intelligence (AI)-generated results of three common platforms on pharmacy skills laboratory assignments.</div></div><div><h3>Methods</h3><div>Pharmacy skills laboratory course assignments were completed by four fourth-year pharmacy student investigators with three free AI platforms: ChatGPT, Copilot, and Gemini. Assignments evaluated were calculations, patient case vignettes, in-depth patient cases, drug information questions, and a reflection activity. Course coordinators graded the AI-generated submissions. Descriptive statistics were utilized to summarize AI scores and compare averages to recent pharmacy student cohorts. Interrater reliability for the four student investigators completing the assignments was assessed.</div></div><div><h3>Results</h3><div>Fourteen skills laboratory assignments were completed utilizing three different AI platforms (ChatGPT, Copilot, and Gemini) by four fourth-year student investigators (<em>n</em> = 168 AI-generated submissions). Copilot was unable to complete 12; therefore, 156 AI-generated submissions were graded by the faculty course coordinators for accuracy and scored from 0 to 100 %. Pharmacy student cohort scores were higher than the average AI scores for all of the skills laboratory assignments except for two in-depth patient cases completed with ChatGPT. Conclusion. Pharmacy students on average performed better on most skills laboratory assignments than three commonly used artificial intelligence platforms. Teaching students the strengths and weaknesses of utilizing AI in the classroom is essential.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102367"},"PeriodicalIF":1.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859313","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":"Insights from a survey on professional identity formation activities in pharmacy skills laboratory courses","authors":"Apryl N. Peddi ,&nbsp;Kevin N. Astle ,&nbsp;Lisa Hong ,&nbsp;Brittany L. Riley ,&nbsp;Melissa Ruble ,&nbsp;Lisa Vandervoort ,&nbsp;Laura Knockel","doi":"10.1016/j.cptl.2025.102350","DOIUrl":"10.1016/j.cptl.2025.102350","url":null,"abstract":"<div><h3>Introduction</h3><div>Professional identity formation (PIF) is the process of internalizing a profession's values, norms, and standards to “think, act, and feel” like a member of that community, making it essential to incorporate into learners' development. The purpose of this article is to characterize how and to what extent PIF-related activities are currently integrated into pharmacy skills laboratory courses.</div></div><div><h3>Methods</h3><div>An electronic survey was sent to pharmacy faculty who teach in skills laboratory courses about how PIF is described to students and its differentiation from professionalism, how it is integrated into the pharmacy curriculum, the type of pharmacy skills laboratory activities currently in the curriculum related to PIF, and how PIF is assessed in skills laboratory courses.</div></div><div><h3>Results</h3><div>Survey respondents from all eight National Association of Boards of Pharmacy Districts provided with 34 individual responses representing 25 unique schools. Most respondents reported incorporating PIF into their curriculum, most commonly in experiential education (23.9 %), skills laboratory courses (21.1 %), and co-curricular activities (23.9 %). In skills laboratory courses, PIF development was included in lectures, individual activities, team-based activities, reflections, and small-group discussions. Descriptions provided by respondents mentioned prescription product preparation, patient counseling, patient cases, role-playing activities, reflections, cases with clinical uncertainty or ambiguity, interprofessional activities, and professionalism.</div></div><div><h3>Conclusion</h3><div>The incorporation of PIF-related activities into skills laboratory courses is not widespread. There is room for improving faculty understanding of PIF and differentiation from professionalism.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102350"},"PeriodicalIF":1.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859271","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":"Longitudinal curriculum design shows promise to improve pharmacogenomics education in an observational study","authors":"Judy Qiju Wu ,&nbsp;Stacey Manahan ,&nbsp;Ming Wang ,&nbsp;Andrea Reynolds ,&nbsp;Jeff Pierce ,&nbsp;Susan E. King ,&nbsp;Michael Zhuo Wang","doi":"10.1016/j.cptl.2025.102359","DOIUrl":"10.1016/j.cptl.2025.102359","url":null,"abstract":"<div><h3>Introduction</h3><div>Longitudinal curriculum has been suggested for improving pharmacogenomics education, however the outcome of such curriculum design has yet to be reported. Here we evaluated the effectiveness of a simple longitudinal curriculum consisting of didactic lecturing and laboratory-based teaching in two sequential semesters towards pharmacogenomics education.</div></div><div><h3>Methods</h3><div>Four pharmacogenomics lectures were offered to professional year 3 (PY3) pharmacy students during the fall semester. During the following spring semester, students participated in two laboratories followed by an implementation project. Knowledge attainment was assessed through an exam following the fall lectures. Students' perception about their clinical pharmacogenomics skills were collected by electronic questionnaire before, immediately after, and 3 months after the fall lectures and the spring laboratories. Statistical analysis was performed using one-way ANOVA followed by pairwise <em>t</em>-test.</div></div><div><h3>Results</h3><div>The average exam score in Fall 2023 was 79 % (54 %–96 %). Students' perception in a 1–5 Likert scale improved from 1.35 to 3.63 immediately following the lectures (<em>p</em> &lt; 0.0001) but dropped to 1.94 after three months (p &lt; 0.0001). In contrast, after two laboratories in Spring 2024, students' perception improved from 1.94 to 3.67 immediately following the laboratories (p &lt; 0.0001), and importantly, remained high at 3.55 three months later (<em>p</em> = 0.36).</div></div><div><h3>Conclusions</h3><div>Combination of didactic lecturing and laboratory-based teaching offered in two sequential semesters is conducive to maintaining student's positive perception about their clinical pharmacogenomics skills. Our curriculum design is simple to implement and has the potential to improve long-term retention of pharmacogenomics knowledge.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102359"},"PeriodicalIF":1.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859270","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":"Faculty experiences developing and directing a novel multi-campus medication therapy management introductory pharmacy practice experience","authors":"Kelsey D. Frederick ,&nbsp;Catherine M. Crill ,&nbsp;Kenneth C. Hohmeier ,&nbsp;Christopher K. Finch ,&nbsp;Danielle Case ,&nbsp;Collin Albrecht ,&nbsp;Dawn E. Havrda","doi":"10.1016/j.cptl.2025.102362","DOIUrl":"10.1016/j.cptl.2025.102362","url":null,"abstract":"<div><h3>Background and purpose</h3><div>The COVID-19 pandemic accelerated the emergence of telehealth, showcasing feasible and scalable ways to deliver remote patient care services during and beyond the pandemic. This underscores the need to equip students with the requisite skills to engage in telehealth patient care services and navigate the evolving landscape of healthcare delivery. Literature reveals that students recognize the critical role of medication therapy management (MTM) in patient care and education and desire more training to develop proficiency in delivering these services. Integrating telehealth MTM training within pharmacy experiential education curricula aligns with education standards and evolving needs of the profession, enhances student competencies, and offers practical exposure to real world MTM application and patient care.</div></div><div><h3>Educational activity and setting</h3><div>An innovative MTM introductory pharmacy practice experience (IPPE) was developed and implemented by The University of Tennessee Health Science Center College of Pharmacy in partnership with AdhereHealth. The course provides students with hands-on, real-world telehealth patient care experience. It allows students to address patient medication adherence and social determinants of health (SDOH) and communicate with patients and healthcare providers to optimize medication outcomes for thousands of patients across the country with a Proportion of Days Covered (PDC) less than 80%.</div></div><div><h3>Findings</h3><div>From 2021 through 2023, the novel MTM experience has provided MTM telehealth training for 390 s-year students across the three COP campuses, leading to over 6500 completed targeted medication reviews and SDOH assessments and over 154,000 total patient outreach attempts across the United States. Assessment data suggest that the innovative MTM IPPE improves student self-efficacy and efficiency in delivery of telehealth patient care. Additionally, both MTM in general and this specific IPPE can be effective in addressing SDOH. The authors list factors believed to contribute to successful operation of a telehealth MTM IPPE for consideration prior to implementation, including offering the experience in dedicated call center space on campus, providing a clear orientation to the MTM IPPE expectations, resources, and purpose, a personalized precepting approach, appropriate technology and regular tech support, and structuring student assessment to emphasize focus on learning and skill improvement, not the grade.</div></div><div><h3>Summary</h3><div>The MTM IPPE demonstrated feasibility and effectiveness as a means for purposeful integration of MTM telehealth and SDOH exposure within experiential education. The experiences and resources shared demonstrate that an MTM IPPE can be successfully scaled and implemented at other institutions.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102362"},"PeriodicalIF":1.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859272","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":"Competency-based education in pharmacy- Challenges, opportunities, and the path forward","authors":"Aliasgar Shahiwala","doi":"10.1016/j.cptl.2025.102358","DOIUrl":"10.1016/j.cptl.2025.102358","url":null,"abstract":"<div><div>Competency-based education (CBE) is an essential framework for preparing pharmacy graduates to meet evolving healthcare demands. While existing competency frameworks emphasize foundational knowledge, patient-centered care, and interprofessional collaboration, they often lack structured mechanisms for advanced specialization and career-specific skill development. This paper advocates for a paradigm shift in pharmacy education, transitioning from a current competency “I-shaped” skill model, which prioritizes clinical expertise, to a “comb-shaped” model that fosters broad, interdisciplinary competencies. Integrating customizable modules can restate pharmacy curricula to support lifelong learning, global mobility, and adaptability to emerging professional roles. Drawing insights from competency-based models like the Association of Chartered Certified Accountants (ACCA) competency model and the Royal College of Physicians and Surgeons of Canada Competence by Design (CBD) model, this paper proposes a modular, flexible approach that balances core competencies with specialized career pathways. A structured approach is outlined to support curriculum designers in implementing adaptive frameworks that enhance specialization opportunities while ensuring the retention of fundamental professional standards. By embracing this modular and competency-driven approach, pharmacy education can better equip graduates for diverse career trajectories in research, industry, regulatory affairs, digital health, and clinical practice, thus reinforcing its relevance in an evolving healthcare landscape.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102358"},"PeriodicalIF":1.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859273","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":"Engaging student pharmacists in emergency and disaster preparedness education","authors":"Elaine V. Nguyen ,&nbsp;Frank Romanelli ,&nbsp;Mohammed A. Islam ,&nbsp;Alamdar Hussain","doi":"10.1016/j.cptl.2025.102346","DOIUrl":"10.1016/j.cptl.2025.102346","url":null,"abstract":"<div><h3>Introduction</h3><div>To design and assess an elective course that introduces students to emergency and disaster preparedness (EDP) education.</div></div><div><h3>Methods</h3><div>A 2-credit hour elective course in EDP was developed and delivered to second-year students in an accelerated Doctor of Pharmacy (PharmD) program. Lectures, case-based discussions, and presentations comprised the learning strategies in this course. Additionally, students took an independent study certificate program (ICS-100) offered by the federal emergency management agency and completed pre/ post-course surveys.</div></div><div><h3>Results</h3><div>Student knowledge gains were demonstrated by cumulative points obtained on assessments employed in the course. Knowledge gains were additionally captured using rating scale and reflections distilled from pre-/ post-course survey responses. Besides learning about the various logistical issues, required flexibility, and manual labor among others, students also learned of alternative career pathways and increased interprofessional collaborative work required during emergencies and disasters.</div></div><div><h3>Conclusions</h3><div>An elective course in EDP was well received by pharmacy students and enhanced their level of preparedness to respond to an emergency. Instructors at pharmacy programs planning to offer a course in EDP may benefit from the design and structure described in this paper.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102346"},"PeriodicalIF":1.3,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143816928","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":"Student perspectives on the integration of environmental sustainability and climate Change into the doctor of pharmacy program curriculum","authors":"Simroop Ladhar ,&nbsp;Jasdeep Gill ,&nbsp;Ingrid Frank ,&nbsp;Karen Dahri","doi":"10.1016/j.cptl.2025.102347","DOIUrl":"10.1016/j.cptl.2025.102347","url":null,"abstract":"<div><h3>Introduction</h3><div>There has been an increased focus on evaluating the environmental impact of medications and the pharmacist's role in reducing this impact. The University of British Columbia (UBC) Entry to Practice Doctor of Pharmacy (PharmD) program curriculum in Canada, provides limited exposure to climate change and environmental sustainability in relation to pharmacy practice. The objective of this study was to characterize students' prior exposure and preference for learning about the impact of medications on the environment.</div></div><div><h3>Methods</h3><div>An online survey was developed and disseminated via email and social media to the 865 students enrolled in Program Years 1 to 4 of the UBC PharmD program. The survey consisted of 13 questions covering demographics, prior knowledge level on the topic and learning preferences. Descriptive statistics were used to analyze the responses.</div></div><div><h3>Results</h3><div>A total of 117 students completed the survey (response rate = 14 %). Approximately one-third (37 %) of participants indicated previous educational exposure to climate change and sustainability separate from their PharmD education, and 21 % indicated exposure during their PharmD education. The majority of respondents (97 %) indicated that they are interested in this topic with 91 % planning to advocate for sustainable pharmacy practices in their future careers. Most students rated their knowledge level as basic or moderate for both the contribution of the healthcare systems and pharmacy practice and pharmaceuticals on climate change and the environment. Lastly, 77 % of participants felt that integrating education on climate change and sustainability into the PharmD curriculum was necessary.</div></div><div><h3>Conclusion</h3><div>This study reveals that students have a strong interest in learning about the impact of medications on the environment. However, current educational exposure to this topic within the UBC PharmD program is limited, highlighting a gap in the curriculum. Future research should focus on the incorporation of climate change and sustainability into the pharmacy curriculum.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102347"},"PeriodicalIF":1.3,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143776923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the perceptions and experiences of pharmacy students about formative and summative OSCE incorporating AI in preparatory process: A mixed-methods study","authors":"Sara Rehman ,&nbsp;Majid Ali ,&nbsp;Ejaz Cheema ,&nbsp;Asra Shanzeh","doi":"10.1016/j.cptl.2025.102348","DOIUrl":"10.1016/j.cptl.2025.102348","url":null,"abstract":"<div><div>This study, using a mixed-methods approach, explored pharmacy students' perceptions and experiences of formative and summative OSCEs and their use of AI tools in OSCE preparation. Formative and summative OSCE marks were compared. Further quantitative data were collected from 82 students (89.13 %) via a post-OSCE questionnaire. Qualitative data were collected from 20 face-to-face semi-structured interviews that were audio-recorded, transcribed verbatim and thematically analyzed. Results showed improvement in marks from formative to summative OSCE, with mean marks increasing from 44.2 % to 56.0 %. Students generally perceived the OSCE process positively, with the majority rating their overall experience as excellent (65 %). The formative OSCE was viewed as particularly helpful in preparing for the summative. The integration of AI tools in OSCE preparation was well-received, with 58.5 % of students finding them helpful. However, challenges such as “lack of humanization” and occasional inaccuracies were noted. Themes generated from qualitative data endorsed the quantitative findings and were categorized into facilitators (briefing session, formative OSCE, feedback from role players and evaluators, AI tools) and barriers (challenges with the use of AI tools, anxiety, time management). The study highlights the importance of formative assessments prior to summative and the potential of AI tools in enhancing OSCE preparation, but emphasizes the need for structured training and guidance.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102348"},"PeriodicalIF":1.3,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143759881","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}