Currents in Pharmacy Teaching and Learning最新文献

{"title":"Safely gaining experience in death and dying: Simulation in palliative care and end-of-life education","authors":"Mary Barna Bridgeman ,&nbsp;Les Barta ,&nbsp;Liza Barbarello Andrews","doi":"10.1016/j.cptl.2024.102133","DOIUrl":"https://doi.org/10.1016/j.cptl.2024.102133","url":null,"abstract":"<div><h3>Background</h3><p>Training in palliative and end-of-life (EOL) care provision represents a critical topic in health professional curricula for ensuring a workforce prepared to provide safe and person-center care at the end of one's life. This manuscript describes the incorporation of a simulation-based learning experience (SBLE) and the evolution of a professional elective course for student pharmacists related to palliative and EOL care.</p></div><div><h3>Educational activity</h3><p>A SBLE was incorporated into a long-standing professional pharmacy elective course in palliative and EOL care. The decision to incorporate and utilize SBLE to introduce topics of deprescribing, communication, prioritization of quality of life, and establishing goals of care was utilized in recognition of a need to establish a psychologically safer environment to allow students to explore these topics prior to the advanced pharmacy practice experiences.</p></div><div><h3>Discussion</h3><p>Incorporation of SBLE in this professional elective course resulted in a favorable effect on course enrollment. Observations from structured debriefing and anecdotal student feedback suggest that students had trouble tailoring care plans to the circumstances, particularly in focusing on de-escalating medication treatments, emphasizing the need for training in the care for this patient population which incorporate considerations for goals of care. Lessons related to the influence of environmental distractions, expressions of discomfort conveyed by body language, and challenges in prioritizing and focusing on tailoring care plans given evolving information at hand were identified.</p></div><div><h3>Implications</h3><p>We describe the effective implementation and utilization of SBLE in a professional elective focused on palliative and EOL care for student pharmacists. Future directions include research initiatives designed to evaluate the impact of simulation on key competencies and areas developed through participation in such exercises. Systematic evaluation of outcomes and competencies related to team dynamics, sympathetic communication, professional identity formation and resiliency and preparation for dealing with death and dying in experiential learning are planned.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 9","pages":"Article 102133"},"PeriodicalIF":1.2,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141323081","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":"How did we get here? Evolution of specifications grading in a required skills-based course series","authors":"Lori H. Dupree ,&nbsp;Jill M. Augustine ,&nbsp;Susan W. Miller","doi":"10.1016/j.cptl.2024.102124","DOIUrl":"https://doi.org/10.1016/j.cptl.2024.102124","url":null,"abstract":"<div><h3>Background and purpose</h3><p>Specifications grading is a mastery-based grading approach to unlock student potential and empower students to focus on learning goals while receiving and acting on meaningful feedback. Within specifications grading, bundles are created to group assignments and assessments. Based on student achievement within each bundle, overall course grade is determined. This article describes the development and implementation of a specifications grading schema in a required skills-based course series, along with lessons learned.</p></div><div><h3>Educational activity and setting</h3><p>In a longitudinal course series with both a didactic and lab component, specifications grading was utilized for determination of the overall course grade. Key components of the specifications grading schema were defined by assignment bundles. Assignment bundles aligned with knowledge and skills taught and assessed in each course and also included summative capstone assessments. Each bundle was assigned a numeric grade linked to a letter grade which determined the students' final grade in the course.</p></div><div><h3>Findings</h3><p>Following first course offerings, several changes to the specifications grading schema were made to improve tracking of assignments and activities, to improve consistency across courses, and to aid in final course grade determination. All quizzes were changed to optional, formative quizzes to encourage student accountability. Additional changes were made to the processes of capstone remediation and reassessment, which led to changes in language of the grading schema.</p></div><div><h3>Summary</h3><p>Developing and implementing specifications grading was a crucial first step in building a required skills-based course series, which led to further refinement and improvement for future course offerings.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 9","pages":"Article 102124"},"PeriodicalIF":1.2,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141323082","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":"Implementing 5 evidence-based learning principles into the pharmacy law course","authors":"Rachel E. Barenie ,&nbsp;Caroline Paul ,&nbsp;Ally Stanford ,&nbsp;Erin R. Holmes","doi":"10.1016/j.cptl.2024.102120","DOIUrl":"10.1016/j.cptl.2024.102120","url":null,"abstract":"<div><p>The overwhelming majority of states require pharmacists to pass the Multistate Pharmacy Jurisprudence Exam (MPJE) prior to licensure, and student performance in the pharmacy law course is the biggest predictor of success on the MPJE. However, wide variation exists regarding the structure and delivery of the pharmacy law course. Evidence-based learning strategies are well described in the literature, including: (1) practice testing, (2) distributed practice, (3) interleaved practice, (4) self-explanation, and (5) interrogative elaboration, and an opportunity may exist to implement them into the pharmacy law course. We translated these five evidence-based learning principles into practice for pharmacy law educators with specific examples. Faculty directing the pharmacy law course may consider implementing evidence-based teaching strategies into their pharmacy law course to further support student success.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 9","pages":"Article 102120"},"PeriodicalIF":1.2,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141321811","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":"Developing supervisory and precepting skills through simulation: Near peer teaching in a skills laboratory","authors":"Colleen A. Clark Dula,&nbsp;Kristy Jackson,&nbsp;Stacy A. King,&nbsp;Sean Nebergall,&nbsp;David E. Matthews","doi":"10.1016/j.cptl.2024.102121","DOIUrl":"https://doi.org/10.1016/j.cptl.2024.102121","url":null,"abstract":"<div><h3>Background and purpose</h3><p>Near-peer teaching is an innovative approach to teaching the skills of supervising and precepting while benefiting students with different levels of experience and academic training. This study describes near-peer activities in skills-based laboratory courses that provided opportunities for one-on-one teaching to benefit learners in the introductory lab courses while simultaneously training more advanced students for future supervisory and precepting roles.</p></div><div><h3>Educational activity &amp; setting</h3><p>Three community pharmacy near-peer teaching simulations were designed and implemented: 1) Patient Counseling and Medication Adherence, 2) Dispensing and Patient Counseling, and 3) Drug Utilization Review and Prescriber Calls. These activities took place over two semesters of a pharmacy skills lab with all first- and third-year Doctor of Pharmacy students.</p></div><div><h3>Findings</h3><p>In Autumn 2019, 80% (111/139) of P1s and 67% (80/119) of P3s responded to the course evaluation survey. In Spring 2020, 73% (100/137) of P1s and 68% (80/118) of P3s responded to the course evaluation survey. The P3s reported increased confidence in their ability to provide meaningful feedback, while P1s reported increased confidence in communicating with patients and healthcare providers. Performance data revealed that most P1s and P3s completed dispensing and communication activities accurately using a near-peer approach. Overall, the P1s and P3s felt the activities were valuable learning experiences.</p></div><div><h3>Summary</h3><p>The near-peer activities described in this study fill a gap in the training of pharmacy graduates for future precepting and supervisory roles. Evaluation of these near-peer activities suggest that both junior and senior learners benefit from simulated preceptor-intern interactions, supporting this innovative approach to address supervisory and precepting responsibilities.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 9","pages":"Article 102121"},"PeriodicalIF":1.2,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1877129724001539/pdfft?md5=6ca9958fbb62a9cef4dc6788699b82bf&pid=1-s2.0-S1877129724001539-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141308241","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":"The lost art of intergenerational mentorship in health services research and teaching in pharmacy: The CRoME lab example","authors":"Olufunmilola Abraham,&nbsp;Quinlan D. Alfredson","doi":"10.1016/j.cptl.2024.102122","DOIUrl":"https://doi.org/10.1016/j.cptl.2024.102122","url":null,"abstract":"<div><h3>Introduction</h3><p>Intergenerational mentorship (IM) promotes collaborative learning while challenging traditional hierarchies by promoting bidirectional knowledge exchange between experienced professionals and students. The IM model emphasizes “reverse mentoring” to foster relationships based on respect, responsibility, reciprocity, and resiliency while enhancing education and mentorship quality in the pharmacy and health services research.</p></div><div><h3>Perspective</h3><p>The Collaborative Research on Medication use &amp; family health (CRoME) Lab at the University of Wisconsin-Madison School of Pharmacy showcases intergenerational mentorship in health services research in pharmacy. With a diverse team, including faculty, research scientists, and students, this research Lab specifically applies IM principle into every aspect of teaching and research with a unique focus on building students' skills in community-engaged leadership. For example, student members of the CRoME Lab are mentored to integrate youth perspectives into all aspects of their research and collaborate with multiple advisory boards to improve the quality of their health services research projects. All student members are provided various opportunities to practice community-based and scientific presentations and publication skills. Emphasizing community-engaged leadership extends impact beyond academia, highlighting intergenerational mentorship's influence on community engagement in the field of pharmacy.</p></div><div><h3>Implications</h3><p>The CRoME Lab highlights the profound impact of intergenerational mentorship in pharmacy, fostering collaboration and developing highly skilled pharmacists. This approach is crucial for shaping a blend of tradition and innovation, while benefiting the pharmacy profession by facilitating knowledge transfer, continuous learning, and leadership development among successful alumni.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 9","pages":"Article 102122"},"PeriodicalIF":1.2,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141290930","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":"Exploration of herbal medicine practices, perceptions and knowledge among Spanish community pharmacists: A cross-sectional survey study","authors":"Soraya Figueroa-Rodríguez,&nbsp;Candelaria C. Sánchez-Mateo","doi":"10.1016/j.cptl.2024.102123","DOIUrl":"https://doi.org/10.1016/j.cptl.2024.102123","url":null,"abstract":"<div><h3>Introduction</h3><p>Herbal medicine has seen remarkable growth in consumption over the past few years. Community pharmacists are health care professionals who have an important role in the dispensing and counselling of these products. The aim of this study was to evaluate perceptions, professional practices and knowledge about herbal medicine among community pharmacists in Tenerife (Canary Islands, Spain).</p></div><div><h3>Method</h3><p>A descriptive cross-sectional study was conducted in community pharmacies in Tenerife using a questionnaire that included demographic data, perceptions, professional practices and knowledge of herbal medicine. Data from 610 community pharmacists was analyzed using SPSS 26.0 software program.</p></div><div><h3>Results</h3><p>Most of the responders had a positive attitude towards herbal medicine, considering its products useful (80.9%), safe (64.2%) and those sold in pharmacies of high quality and standardized (84.6%). They thought that these products should only be sold in pharmacies (78.0%) and that it was their responsibility to provide information about them (95.5%). However, only 32.1% believed they are well prepared to provide herbal pharmaceutical care services and 36.1% that there are reliable and easily accessible sources of information. Moreover, 60.7% considered lack of training a barrier to recommending herbal medicinal products, being interested in updating their knowledge on it (96.9%).</p></div><div><h3>Conclusion</h3><p>This study showed that community pharmacists have a positive perception of herbal medicines, considering them beneficial and safe. However, participants requested reliable sources of information, easy access, and more training to dispense, counsel, and safely label these products. Education and training programs in herbal medicine are needed to enhance their ability to provide herbal pharmaceutical care.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 9","pages":"Article 102123"},"PeriodicalIF":1.2,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1877129724001552/pdfft?md5=67c3973ace50a0002b5c907edeb502b3&pid=1-s2.0-S1877129724001552-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141290929","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":"Education professionals' perceptions on perinatal mental health education in Australian and New Zealand medical and pharmacy curricula","authors":"Clara Strowel ,&nbsp;Camille Raynes-Greenow ,&nbsp;Jack C. Collins ,&nbsp;Lily Pham ,&nbsp;Sarira El-Den","doi":"10.1016/j.cptl.2024.05.003","DOIUrl":"https://doi.org/10.1016/j.cptl.2024.05.003","url":null,"abstract":"<div><h3>Introduction</h3><p>Primary healthcare workers, including doctors and pharmacists, are well-positioned to detect and support women experiencing mental health disorders in the perinatal period. However, research exploring their education and training to fulfil these roles is limited. This study aimed to examine the perspectives of medical and pharmacy educational program representatives on perinatal mental health education in medical and pharmacy curricula at Australian and New Zealand universities.</p></div><div><h3>Methods</h3><p>A web-based search (e.g., Australian Health Practitioner Regulation Agency) was used to identify potentially relevant medical and pharmacy educational program representatives. Eligible participants were invited to participate in audio-recorded semi-structured interviews which were transcribed verbatim. Data regarding perinatal mental health content within each program were extracted and tabulated for comparisons. Thematic analysis of participants' perspectives on perinatal mental health education was conducted.</p></div><div><h3>Results</h3><p>Fifty medical and pharmacy educational program representatives were invited to participate (December 2022–March 2023), of which 13 participated representing 14 programs. The extent and content of perinatal mental health education varied considerably across programs. Thematic analysis resulted in four themes: <em>How much perinatal mental health content is enough?; Reflections on perinatal mental health related content; Perinatal mental health education in and beyond the classroom; Challenges associated with delivering perinatal mental health content.</em></p></div><div><h3>Conclusions</h3><p>Participants acknowledged the importance of perinatal mental health content for medical and pharmacy students; however, limited time and lack of opportunities for students to complete placements were key challenges to curricular integration.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 9","pages":"Article 102108"},"PeriodicalIF":1.2,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1877129724001400/pdfft?md5=159707ccbe89488ea4347fbc73edc574&pid=1-s2.0-S1877129724001400-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141290928","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":"Curricular addition of pharmacy robbery education","authors":"Annette McFarland ,&nbsp;Patricia S. Devine","doi":"10.1016/j.cptl.2024.102115","DOIUrl":"https://doi.org/10.1016/j.cptl.2024.102115","url":null,"abstract":"<div><h3>Background and purpose</h3><p>Pharmacy robberies are a common occurrence. From 2010 to 2019, there were over 7500 prescription drug-related armed robbery incidents in the United States. A lecture on pharmacy robbery was added to the pharmacy curriculum in 2017 at Butler University. The primary objective of this study was to assess whether the pharmacy robbery lecture given during the first year of the pharmacy program is adequate, with a secondary objective comparing the results of this survey to one conducted prior to the curricular addition. This information provides an opportunity for schools of pharmacy to consider adding or enhancing drug diversion content into their curriculum.</p></div><div><h3>Educational activity and setting</h3><p>A cross-sectional survey of all students enrolled in each professional year of the Doctor of Pharmacy program was conducted spring 2022 to collect information on pharmacy students' knowledge and experience regarding community pharmacy robberies and their perceptions of the pharmacy robbery education in the curriculum.</p></div><div><h3>Findings</h3><p>A total of 285 of 407 students responded for a 70% response rate. More than half (53.5%) feel the pharmacy robbery education received is adequate and 63.9% feel prepared to properly manage a pharmacy robbery situation. The survey asked two pharmacy robbery knowledge-based questions and most students selected the correct response to both (89.9% and 97.8%). More than one-fourth (27.1%) of the respondents reported that the pharmacy they work/worked at had been robbed. When asked if students considered changing their career path because of pharmacy robberies, 9% responded yes.</p></div><div><h3>Summary</h3><p>Pharmacy robbery still exists, and having proper education helps students prepare for and handle community pharmacy robbery situations.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 9","pages":"Article 102115"},"PeriodicalIF":1.2,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141290931","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":"Corrigendum to “An elective course on career opportunities for pharmacy students” [Currents in Pharmacy Teaching and Learning, volume 16, Issue 5, May 2024, 363–369]","authors":"Roy Kanbar,&nbsp;Aline H. Saad,&nbsp;Imad F. Btaiche","doi":"10.1016/j.cptl.2024.102116","DOIUrl":"https://doi.org/10.1016/j.cptl.2024.102116","url":null,"abstract":"","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 9","pages":"Article 102116"},"PeriodicalIF":1.2,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1877129724001485/pdfft?md5=e453cd12d00f7334455fe65f55132bf1&pid=1-s2.0-S1877129724001485-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141263868","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":"Teaching and learning content at APhA 2024","authors":"Barry A. Bleidt","doi":"10.1016/j.cptl.2024.102119","DOIUrl":"https://doi.org/10.1016/j.cptl.2024.102119","url":null,"abstract":"","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 7","pages":"Article 102119"},"PeriodicalIF":1.2,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141250866","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}