Currents in Pharmacy Teaching and Learning最新文献

{"title":"Editor's Note","authors":"","doi":"10.1016/j.cptl.2025.102430","DOIUrl":"10.1016/j.cptl.2025.102430","url":null,"abstract":"","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102430"},"PeriodicalIF":1.3,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144489337","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":"Development of an intentional approach to NAPLEX® preparation","authors":"Madeline Dintzner,&nbsp;Laressa Bethishou,&nbsp;Richard Beuttler,&nbsp;M.S. Helen Sahli,&nbsp;M.S. Reza Taheri","doi":"10.1016/j.cptl.2025.102419","DOIUrl":"10.1016/j.cptl.2025.102419","url":null,"abstract":"<div><h3>Purpose</h3><div>To develop and implement an intentional approach for preparation of doctor of pharmacy (PharmD) graduates to successfully pass the North American Pharmacist Licensure Examination® (NAPLEX®) on their first attempt.</div></div><div><h3>Methods</h3><div>Chapman University School of Pharmacy (CUSP) incorporated a series of high-stakes Mock NAPLEXs into the APPE-year co-curricular education course as part of students’ professional development, with the requirement that students pass one exam prior to graduation. CUSP partnered with UWorld/RxPrep® to provide a resource for students to use in preparing for the Mock NAPLEXs, which were administered five times during the spring term of the APPE year via the web-based platform. Students were held accountable for their own preparation efforts and outcomes.</div></div><div><h3>Results</h3><div>After incorporating the Mock NAPLEX requirement into the APPE-year co-curricular education course in 2023, first-time pass rates on the NAPLEX were consistently higher for CUSP graduates relative to the national average.</div></div><div><h3>Conclusions</h3><div>With a moderate investment in resources, CUSP was able to consistently increase the first-time NAPLEX pass rates of its recent graduates, by holding students accountable for their own preparation and requiring them to demonstrate their readiness to test prior to graduation from the PharmD program as part of their professional development through the co-curriculum.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102419"},"PeriodicalIF":1.3,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321756","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":"Fostering career-readiness in pharmacy students through work-integrated learning: Qualitative analysis of co-op supervisor and rotation preceptor feedback on student performance","authors":"Ali Syed ,&nbsp;Jennifer A. Pereira ,&nbsp;M.H.D. Wasem Alsabbagh ,&nbsp;Sherilyn K.D. Houle ,&nbsp;Nancy M. Waite","doi":"10.1016/j.cptl.2025.102413","DOIUrl":"10.1016/j.cptl.2025.102413","url":null,"abstract":"<div><h3>Introduction</h3><div>Work-integrated learning (WIL) is a key component of many professional programs, allowing students to apply classroom knowledge in workplace and practice settings. While most pharmacy schools include clinical rotations in their curriculum, few integrate co-operative education (“co-op”), resulting in a dearth of literature regarding how each WIL model prepares students for pharmacy careers. We analyzed student performance evaluations to identify co-op supervisors' and rotation preceptors' perceptions of students' job/practice readiness skills, distinguishing the unique and complementary skills developed by each experience.</div></div><div><h3>Methods</h3><div>In the University of Waterloo Doctor of Pharmacy (PharmD) program, students complete three co-op work terms in their second and third years and three clinical rotations in their fourth year. Supervisor and preceptor qualitative feedback on student performance for students in three graduating classes was qualitatively analyzed; two researchers independently coded data, using content analysis to identify themes.</div></div><div><h3>Results</h3><div>Both WIL models support students' growth in confidence, ability to engage in tailored communication with patients, and improved collaboration with other healthcare providers. A hierarchy of learning was observed with co-op helping students gain experience as a contributing member of an interprofessional team and learning how to adapt to workflow changes. This provided a foundation for final-year rotations allowing students to focus and gain self-assurance providing patient care services.</div></div><div><h3>Discussion</h3><div>Supervisors and preceptors perceive that co-op and rotations provide students with multiple important skills for job/practice readiness. Co-op's fostering of job readiness skills prepares students for more advanced, focused, and nuanced practice skill development in the program's final year.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102413"},"PeriodicalIF":1.3,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321854","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":"Canadian trailblazers and notable Black pharmacy history","authors":"John E. Clark ,&nbsp;Nkem Iroh","doi":"10.1016/j.cptl.2025.102411","DOIUrl":"10.1016/j.cptl.2025.102411","url":null,"abstract":"<div><div>The journey of Black pharmacists in Canada is a testament to their resilience and dedication. Their stories are an integral part of the broader history of the pharmacy profession, highlighting the importance of diversity and inclusion. As we continue to learn more about the experiences of Black pharmacists, it is essential to recognize and celebrate their achievements and contributions. The aim of this short communication is to provide an overview of some of the first pharmacists of African descent who graduated from pharmacy schools in Canada, which included Dalhousie University, University of Alberta, University of British Columbia, University of Manitoba, University of Saskatchewan, and the Ontario College of Pharmacy. The achievements and contributions as early cohorts of Black pharmacists in Canada are highlighted.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102411"},"PeriodicalIF":1.3,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144313875","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":"A review of bridging courses in doctor of pharmacy programs","authors":"Medha D. Joshi ,&nbsp;James A. Uchizono","doi":"10.1016/j.cptl.2025.102417","DOIUrl":"10.1016/j.cptl.2025.102417","url":null,"abstract":"<div><h3>Objectives</h3><div>Bridging courses in Doctor of Pharmacy program can serve various purposes including but not limited to closing the knowledge gaps, reinforcing and refreshing foundational scientific material, mimicking the activities students will do in classroom, protecting in-class time, fostering self-directed learning, and ensuring all students have similar baseline knowledge that can forecast academic performance. This review attempts to summarize the content, delivery and assessment methods used in bridging programs offered in Doctor of Pharmacy programs described thus far in the literature.</div></div><div><h3>Findings</h3><div>A detailed literature search of various educational resources was conducted using bridging programs in Doctor of Pharmacy program and related terms. Mathematics was found to be a common content in a typical bridging program. Assessment of prior knowledge of math in students using tests such as quantitative component of Pharmacy College Admission Test (PCAT), math pretest, Basic Math Skills Test (BMST), Fogerty Math Confidence Scale, Test of logical thinking (TOLT), Assessment and Learning in Knowledge Spaces (ALEKS) etc. are discussed.</div></div><div><h3>Summary</h3><div>This review intends to summarize the wide variety of options that are available as far as the content, delivery and assessment of bridging programs offered in a Doctor of Pharmacy program. The choice of bridging modality should align with the nature and content emphasis of a particular university/college curriculum.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102417"},"PeriodicalIF":1.3,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321834","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' knowledge of sickle cell disease","authors":"Jasmin C. Rose ,&nbsp;Blessing I. Okoye ,&nbsp;Ayobami A. Aiyeolemi ,&nbsp;Jamie C. Barner","doi":"10.1016/j.cptl.2025.102420","DOIUrl":"10.1016/j.cptl.2025.102420","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacists have a vital role in sickle cell disease (SCD) management, particularly given the recent advancements in treatment options. Therefore, it is essential for pharmacy students to be knowledgeable about SCD to provide optimal care to affected individuals they may encounter. However, little is known regarding their knowledge of SCD. Thus, the objectives of this study were to: 1) describe pharmacy students' SCD knowledge and 2) determine if sociodemographic factors and previous SCD exposure were associated with their SCD knowledge.</div></div><div><h3>Methods</h3><div>This cross-sectional study involved first- to fourth-year pharmacy students at a Central Texas university (<em>N</em> = 400). SCD knowledge was assessed using a 39-item survey covering various aspects of SCD (overall and domain-specific scores range: 0–100; higher scores = greater SCD knowledge). Data were collected in September 2024 and analyzed using descriptive and inferential statistics.</div></div><div><h3>Results</h3><div>Of the 137 participants who responded, 108 completed &gt;75 % of the survey items, resulting in a 27 % response rate. Participants had suboptimal SCD knowledge with an overall mean score of 43.0 ± 19.2. While knowledge was suboptimal (&lt;70) in all aspects assessed, participants were most knowledgeable regarding SCD pain (67.6 ± 31.7) and least knowledgeable regarding pharmaceutical treatment of SCD (32.6 ± 28.2). Race/ethnicity, academic year, previous encounters with individuals with SCD, and receiving SCD course content during PharmD training were associated with SCD knowledge.</div></div><div><h3>Conclusion</h3><div>Participants had suboptimal SCD knowledge, notably regarding pharmaceutical treatment. Targeted educational interventions such as including and reinforcing SCD course content in PharmD training could better prepare pharmacy students to care for individuals with SCD.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102420"},"PeriodicalIF":1.3,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144313874","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":"Use of artificial intelligence processing tools to evaluate qualitative data: Student researchers compared to faculty researchers","authors":"Shanna K. O'Connor ,&nbsp;Erin E. Miller ,&nbsp;Alyssa R. Zweifel ,&nbsp;Danielle M. Schievelbein ,&nbsp;Anjali R. Parmar ,&nbsp;James W. Amell","doi":"10.1016/j.cptl.2025.102418","DOIUrl":"10.1016/j.cptl.2025.102418","url":null,"abstract":"<div><h3>Background</h3><div>Artificial intelligence (AI) has emerged as a promising tool to support qualitative data analysis, yet its role in faculty-led studies that incorporate student researchers remains under investigation. This study examined differences in inductive thematic analysis generated by student and faculty researchers using AI compared to traditional faculty-led coding.</div></div><div><h3>Methods</h3><div>Three qualitative datasets were analyzed using OpenAI's ChatGPT by faculty and student researchers.</div></div><div><h3>Results</h3><div>Findings showed AI-assisted analyses identified most themes accurately, though faculty-generated AI results aligned more closely with expert-reviewed themes than student-generated AI results.</div></div><div><h3>Conclusions</h3><div>AI may be a valuable tool to enhance efficiency particularly in initial evaluation of qualitative data.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102418"},"PeriodicalIF":1.3,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321835","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":"ChatGPT: Pharmacy students' perceptions, current use trends, ethical awareness, standards of ethics, prospects and recommendations for future use","authors":"Anwar A. Alsakaker ,&nbsp;Joud S. Alfayez ,&nbsp;Joreen A. Alsalamah ,&nbsp;Layan S. Alzughibi ,&nbsp;Mohammed S. Anaam ,&nbsp;Dave L. Dixon ,&nbsp;Riaz A. Khan ,&nbsp;Ibrahim S. Alhomoud","doi":"10.1016/j.cptl.2025.102382","DOIUrl":"10.1016/j.cptl.2025.102382","url":null,"abstract":"<div><div>The launch of ChatGPT by OpenAI reflected a significant turning point in the search and management of diversified information in all fields of knowledge. The concurrent use and ethical awareness of ChatGPT among pharmacy students are examined in detail in this study. During the academic year 2023–2024, a cross-sectional survey was conducted with 413 pharmacy students from different universities in Saudi Arabia. An online questionnaire evaluated their perception and impressions, as well as literacy levels about ChatGPT, together with its proper applications in this professional field of study. Based on the awareness levels of ChatGPT, participants were split into two groups for comparison. It was revealed that a sizable proportion of students (62.55%) were unaware of the concepts and their use. However, students with prior experience using ChatGPT exhibited higher levels of awareness. Nonetheless, on pharmacy-related issues, only 57.7% of participants thought that ChatGPT's responses and information were either somewhat or to some extent appropriate. However, a number of participants (52.3%) had doubts and worries regarding the using ChatGPT. The majority of the participants (78.0%) thought that ChatGPT would have a beneficial effect on pharmacy education regardless of the pending concerns. Only 1.2% and 2.7% of total participants correctly identified the problematic and appropriate applications of ChatGPT, respectively, which indicated an insufficient literacy and ethical awareness about the use of ChatGPT. These results demonstrated a critical need for improved education and training for ChatGPT use, which also warranted more precise recommendations for ethical applications of ChatGPT. It is imperative to fill the educational gaps for a better profession-bound ethical use of ChatGPT. The current ChatGPT use status, including current levels of ethical considerations, guidelines for better ethical use, prospects, and recommendations for enhancing ChatGPT use, are outlined.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102382"},"PeriodicalIF":1.3,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144280628","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":"A pilot study of student perspectives on unprofessional behaviors during pharmacy practice experiences at a midwestern school of pharmacy","authors":"Ann Ryan Haddad ,&nbsp;Yongyue Qi ,&nbsp;Tiffany Bush ,&nbsp;Candice Flinner","doi":"10.1016/j.cptl.2025.102407","DOIUrl":"10.1016/j.cptl.2025.102407","url":null,"abstract":"<div><h3>Background</h3><div>Pharmacy accreditation standards emphasize the importance of developing professional attitudes and behaviors among students who will demonstrate a commitment to patients, community, and the profession.</div></div><div><h3>Objective</h3><div>The purpose of this study was to evaluate fourth year pharmacy students' observation or demonstration of unprofessional behaviors during Introductory Pharmacy Practice Experiences (IPPEs) or Advanced Pharmacy Practice Experiences (APPEs) and their perspectives on the potential impact of these behaviors for future rotation placement and employment.</div></div><div><h3>Methods</h3><div>Fourth-year pharmacy students (<em>n</em> = 94) in the Class of 2024 were surveyed regarding unprofessional behaviors observed or demonstrated during their IPPEs and APPEs. Surveys were collected anonymously and retrospectively reviewed for analysis. The institutional review board at the X University School of Pharmacy and Health Professions reviewed and approved this research protocol.</div></div><div><h3>Results</h3><div>Thirty-four students completed the survey (36 % response rate). Students most frequently reported not demonstrating unprofessional behaviors. Reported behaviors included cutting corners, denial of errors, inappropriate communication, unawareness of limitations, and blaming external factors. Observed behaviors included disorganization, poor teamwork, inappropriate communication, constant cell phone use, and blaming external factors. Fifty-three percent observed unprofessional behaviors from other personnel, 48.5 % from pharmacists or technicians, and 42.4 % from preceptors.</div></div><div><h3>Conclusion</h3><div>While students understand the importance of professional behavior and its future impact on careers, when unprofessional behaviors occur in practice, they may affect interprofessional relationships, public perception, and patient safety.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102407"},"PeriodicalIF":1.3,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144240130","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":"Undergraduate pharmacy placements in the primary care clinical environment: An exploration of students' experiences of a pilot placement","authors":"Jessica Hardisty ,&nbsp;Carlie Robertshaw ,&nbsp;Charlotte Collins ,&nbsp;Rob Goring ,&nbsp;Sarah Cope","doi":"10.1016/j.cptl.2025.102415","DOIUrl":"10.1016/j.cptl.2025.102415","url":null,"abstract":"<div><h3>Objectives</h3><div>To explore the experiences of undergraduate pharmacy students, undertaking a pilot placement in a primary healthcare setting.</div></div><div><h3>Methods</h3><div>A longitudinal placement for undergraduate pharmacy students in primary healthcare was designed in collaboration with practice management staff, doctors, nursing staff, pharmacists and academics. The placement was designed to facilitate the application of students' clinical skills and provide them with an opportunity to collect evidence of their professional development. A primary healthcare centre was identified to host the pilot longitudinal placement and pharmacy students in their third year of undergraduate study were recruited to take part. Following completion of the longitudinal placement a focus group was conducted with the students who completed the pilot to determine their experiences.</div></div><div><h3>Key findings</h3><div>Students reported that the longitudinal placement allowed them to become integrated into the primary healthcare team, apply knowledge they had gained during their academic studies and develop their clinical and decision-making skills. Students also valued the authentic interactions they had during the placement with other members of the multidisciplinary team and the opportunity to develop their professional identity.</div></div><div><h3>Conclusions</h3><div>The evaluation of this pilot suggest that placements in primary healthcare could support pharmacy students to develop their physical assessment skills, clinical decision making and apply the knowledge they have gained at university in a live clinical environment.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102415"},"PeriodicalIF":1.3,"publicationDate":"2025-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241593","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}