Currents in Pharmacy Teaching and Learning最新文献

{"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":"2025-11-01","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":"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":"2025-11-01","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":"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":"2025-11-01","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":"Implementation of a mandatory immunization certification course with co-curricular components within a Pharm.D. curriculum","authors":"Emily G. Eddy ,&nbsp;Erica Dominguez ,&nbsp;Lindsay A. Courtney ,&nbsp;Mary S. Klein ,&nbsp;Ronald Hall II","doi":"10.1016/j.cptl.2025.102459","DOIUrl":"10.1016/j.cptl.2025.102459","url":null,"abstract":"<div><h3>Objective</h3><div>To develop a semester long immunization course for pharmacy learners that expands training in immunization related concepts, patient interviewing and techniques beyond intramuscular and subcutaneous administration.</div></div><div><h3>Methods</h3><div>A team of pharmacy faculty reviewed OSCE rubric data for screening interviews and intramuscular injection technique for P1 and P2 students following the completion of an immunization course prior to 2013. The team compared this data to 2024 OSCE rubric data for screening interviews, intramuscular and subcutaneous injection technique following completion of the updated immunization lab course.</div></div><div><h3>Results</h3><div>In 2012, P1 students scored 7.5 of 11 on patient interview and screening criteria (68 %), 18.1 of 21 on injection criteria (86 %), and 25.6 of 32 total scoring (80 %). P2 students scored 8.3 of 11 for the interviewing and screening component (75 %), 18.5 of 21 criteria on injection techniques (88 %), and 26.8 of 32 total scoring (83 %). The 2024 P2 OSCE, P2 students scored 12.4 of 13 on interview criteria (95 %), 23.5 of 24 on intramuscular injection technique (98 %), and 20.6 of 21 on subcutaneous injection technique (98 %).</div></div><div><h3>Conclusion</h3><div>Developing an independent and expanded immunization certification course for pharmacy curriculum has shown to be beneficial for pharmacy student immunizer performance and retention of patient interviewing and administration technique skills.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102459"},"PeriodicalIF":1.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739203","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":"2025-11-01","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":"Assessing workplace factors that influence staff burnout and identifying recommendations to support staff well-being","authors":"Jacqueline M. Zeeman ,&nbsp;Isabel C. Matt ,&nbsp;Emili B. Anderson ,&nbsp;Sarah L. Dyson ,&nbsp;Suzanne C. Harris","doi":"10.1016/j.cptl.2025.102448","DOIUrl":"10.1016/j.cptl.2025.102448","url":null,"abstract":"<div><h3>Introduction</h3><div>Burnout and well-being have been previously studied in pharmacists, faculty, and students; yet, studies focused on staff are lacking. Research indicates most higher education staff experience burnout; however, workplace factors contributing to this are not well understood. This study aimed to identify factors influencing staff burnout and identify recommendations to improve staff well-being in pharmacy education.</div></div><div><h3>Methods</h3><div>Full-time staff were invited to participate in this exploratory study. Focus groups were divided by position type (ie, Administrative Staff, Support Staff, Research Staff) and used a semi-structured interview format. Participants were prompted to discuss workplace factors contributing to their burnout and well-being as well as strategies to improve staff well-being.</div></div><div><h3>Results</h3><div>Twenty-seven staff participated in five focus groups: 11 Administrative Staff in two focus groups, 13 Support Staff in two focus groups, and three Research Staff in one focus group. Themes identified as influencing staff burnout included feeling valued, workplace relationships, elements of the working environment (eg, autonomy/trust, flexibility), and resources. Administrative and Support Staff emphasized hybrid work and student interaction as factors influencing their well-being, while Research Staff highlighted supervisor and coworker relationships. Factors influencing staff burnout included higher education culture (eg, hierarchies) and unrealistic expectations. Recommendations to foster staff well-being were unique for each group.</div></div><div><h3>Conclusions</h3><div>Participants identified several workplace factors that contribute to staff burnout and well-being in pharmacy education. These findings advance national and international initiatives focused on prioritizing wellness and reducing burnout, informing the academy of specific areas and strategies to support staff well-being.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102448"},"PeriodicalIF":1.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144722056","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":"Perceptions of human factors and patient safety in undergraduate healthcare education: A multidisciplinary perspective.","authors":"Patricia Sheehan, Aoife Fleming, Suzanne McCarthy, Aislinn Joy","doi":"10.1016/j.cptl.2025.102445","DOIUrl":"10.1016/j.cptl.2025.102445","url":null,"abstract":"<p><strong>Background: </strong>Adoption of Human Factors (HF) principles to healthcare can help to jointly optimise work systems performance and human wellbeing. A recent systematic review identified a lack of formal patient safety (PS) and HF education in undergraduate healthcare curricula. To address this gap, qualitative research is needed to explore faculty and student perspectives, offering a deeper understanding of current educational practices and potential areas for development.</p><p><strong>Aim: </strong>To gain an understanding of faculty and student perceptions relating to PS and HF education in undergraduate medical and pharmacy programmes at an Irish university.</p><p><strong>Methods: </strong>Sampling was purposive and included faculty and undergraduate senior cycle students from the disciplines of medicine and pharmacy. Eleven semi-structured interviews were conducted with faculty and five uni-professional focus groups were conducted with students. Data were analysed using reflexive thematic analysis.</p><p><strong>Results: </strong>Five overarching themes were identified: DISCUSSION: Participants considered HF to be important for PS education but there was a lack of shared understanding around its meaning. There was a lack of robust competency frameworks underpinning existing PS/HF content. Findings indicate that much PS learning was implicit and occurring while students are on clinical placement. A perceived disconnect between the academic and clinical environments was a recurring theme.</p><p><strong>Conclusion: </strong>This study identifies faculty and student perceptions of gaps relating to HF/PS teaching in undergraduate medicine and pharmacy education in an Irish context. Increased synergy between the academic and clinical environments may help optimise PS/HF learning.</p>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"102445"},"PeriodicalIF":1.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"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":"2025-11-01","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":"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":"2025-11-01","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":"Editor's Note","authors":"","doi":"10.1016/S1877-1297(25)00174-1","DOIUrl":"10.1016/S1877-1297(25)00174-1","url":null,"abstract":"","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102453"},"PeriodicalIF":1.4,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144779698","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}