Currents in Pharmacy Teaching and Learning最新文献

{"title":"Effect of pass/fail grading vs. letter grading on pharmacy students' achievement goal orientations","authors":"Juliette A. Miller ,&nbsp;Russ Palmer,&nbsp;Beth Bryles Phillips,&nbsp;Michael Fulford,&nbsp;Rebecca H. Stone,&nbsp;Blake R. Johnson,&nbsp;Devin Lavender","doi":"10.1016/j.cptl.2024.102200","DOIUrl":"10.1016/j.cptl.2024.102200","url":null,"abstract":"<div><h3>Introduction</h3><div>In the Fall of 2021, the grading scale for a pharmacotherapy case-based series of recitations in a pharmacy practice course was modified from a letter grade format to a pass/fail format. The aim of this study was to assess how different formats of grading affected pharmacy students' achievement goal orientations based on the 2 × 2 conceptual framework developed by Eliot and Harackiewicz (i.e. performance-approach, performance-avoidance, mastery-approach, mastery-avoidance).</div></div><div><h3>Methods</h3><div>Second-year pharmacy students who completed recitations in a pass/fail format and third-year students who completed recitations in a letter grade format received a questionnaire containing a Likert instrument (the Achievement Goal Questionnaire-Revised) that was previously validated and designed to evaluate students' achievement goal orientations along four different sub-scales. Baseline characteristics of the two groups were compared, and appropriate statistics were applied to the demographic information and questionnaire results.</div></div><div><h3>Results</h3><div>Questionnaires were completed by 99 % (<em>n</em> = 268) of pharmacy students (132  second-year students and 136 third-year students). There were higher mean scores for mastery-approach (4.7 v. 4.2; <em>P</em> &lt; .001), mastery-avoidance (3.7 v. 3.4; <em>P</em> = .006), performance-approach (4.3 v. 3.9; <em>P</em> &lt; .001), and performance-avoidance (4.1 v. 3.8; <em>P</em> = .010) for the second-year (pass/fail) students compared with third-year (letter grade) students.</div></div><div><h3>Conclusions</h3><div>Second-year pharmacy students who took a case-based series of recitations with a pass/fail grading scale had higher mean scores for each of the sub-scales within Eliot and Harackiewicz's 2 × 2 goal orientation framework compared with third-year pharmacy students who took the recitations in a letter grade format. Using the study results along with current literature on goal orientation theory, it may be beneficial to pharmacy students in courses with both pass/fail and letter grade formats for educators to encourage approach goal orientations while discouraging avoidance goal orientations.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102200"},"PeriodicalIF":1.3,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630525","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":"Investigating the perceptions and behaviors that contribute to student preparation for the NAPLEX exam","authors":"Benjamin Shultz,&nbsp;Jeffrey Mucksavage,&nbsp;Kristen Goliak,&nbsp;Jen Phillips,&nbsp;Mathew Thambi","doi":"10.1016/j.cptl.2024.102228","DOIUrl":"10.1016/j.cptl.2024.102228","url":null,"abstract":"<div><h3>Introduction</h3><div>The North American Pharmacist Licensure Examination (NAPLEX) is a critical assessment for pharmacy graduates. Declining first-time pass rates have led to increased focus on preparation strategies. This study evaluates a year-long NAPLEX preparation curriculum integrated into the fourth-year PharmD program, focusing on student perceptions, engagement, and performance.</div></div><div><h3>Methods</h3><div>A longitudinal, structured NAPLEX preparation curriculum was implemented for 151 fourth-year pharmacy students. The curriculum included mandatory assessments aligned with the NAPLEX blueprint and a self-directed study component using the UWorld Pharmacy RxPrep platform. Student engagement was quantified using a Usage Index derived from platform activity logs. A post-curriculum survey assessed students' perceptions of the program, which was analyzed using Principal Components Analysis (PCA).</div></div><div><h3>Results</h3><div>Variability in student engagement was observed, with the Usage Index showing a moderate correlation with performance on NAPLEX-style assessments. PCA identified four key components influencing students' NAPLEX preparation: Perceived Usefulness, Curriculum Effectiveness, Temporal Utilization, and Strategic Preparedness. Temporal Utilization was the only component strongly correlated with assessment outcomes, highlighting the importance of consistent resource use.</div></div><div><h3>Discussion</h3><div>Regular engagement with preparation resources was linked to better performance, though student perceptions of usefulness did not always align with exam performance. This highlights the complexity of preparing for high-stakes exams, where subjective evaluations of resources may not fully capture their effectiveness.</div></div><div><h3>Conclusion</h3><div>This study underscores the need for consistent engagement with preparation resources and highlights potential areas for improvement in NAPLEX preparation strategies. Future research should focus on strategies to improve student engagement and enhance self-assessment skills to better align perceptions with performance.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102228"},"PeriodicalIF":1.3,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142628632","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":"Enhancing learner abilities to address health disparities during ambulatory care Introductory Pharmacy Practice Experiences (IPPE)","authors":"Kristi W. Kelley,&nbsp;E. Kelly Hester,&nbsp;Allison Helmer,&nbsp;Dana G. Carroll","doi":"10.1016/j.cptl.2024.102218","DOIUrl":"10.1016/j.cptl.2024.102218","url":null,"abstract":"<div><h3>Background</h3><div>Pharmacists are often the most accessible health care provider, particularly in medically underserved areas, and experience addressing health disparities is important. While the importance of integrating health disparities throughout the pharmacy curriculum is clear from Accreditation Council of Pharmacy Education (ACPE) standards, there is a paucity of data within experiential settings. This study describes how focused, health disparities learning activities were incorporated into a 40-h clinical introductory pharmacy practice experience (IPPE) and describes learner outcomes from these learning activities.</div></div><div><h3>Educational activity</h3><div>This is a retrospective review of survey data completed by 52  second year pharmacy students on clinical IPPE rotations with four ambulatory care faculty members in rural and urban clinics. This was conducted at a single college of pharmacy over 5 years.</div></div><div><h3>Evaluation findings</h3><div>The number of resources learners could list for patients with health disparities increased on post-surveys. For case-related questions, learners recognized and could appreciate the challenges in managing a patient who had financial and social limitations. Learner confidence increased in their ability to access necessary medications and disease state management after the learning experience. Overall, learners had firm beliefs regarding the importance of health disparities on patients which were generally unchanged throughout the experience.</div></div><div><h3>Analysis of educational activity</h3><div>Intentional readings and cases with discussion related to addressing health disparities in underserved populations while providing direct patient care on a 40-h clinical IPPE ambulatory care rotation, improved knowledge of resources to access for patients experiencing health disparities. These learning activities also improved the confidence of learners in providing care to patients experiencing health disparities.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102218"},"PeriodicalIF":1.3,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142628510","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 and initial evaluation of an exam self-reflection process","authors":"Jenna Mills ,&nbsp;Shantanu Rao","doi":"10.1016/j.cptl.2024.102211","DOIUrl":"10.1016/j.cptl.2024.102211","url":null,"abstract":"<div><h3>Objective</h3><div>To implement a standardized approach to exam review for Doctor of Pharmacy (PharmD) students and assess its effect on students' perceptions.</div></div><div><h3>Methods</h3><div>Over the academic years 2022–2024, second-professional year pharmacy (PharmD) students scoring less than 73 % on major midterm examinations were required to complete an exam self-reflection form in two pharmacotherapeutics courses. A survey was developed and distributed to all students enrolled in the pharmacotherapeutics courses to assess students' opinions about the exam self-reflection process.</div></div><div><h3>Results</h3><div>One hundred and twenty-two responses were received for the survey over the three semesters (95 % response rate). The majority of students expressed satisfaction with the benefit (92 %) and importance (87 %) of implementing the self-reflection process using the exam self-reflection form within the pharmacotherapeutics courses. Amongst students who submitted the exam self-reflection form (<em>n</em> = 58), survey data revealed that 76 % were overall satisfied with the self-reflection process using the exam self-reflection form. Students' satisfaction was also expressed in terms of supporting its continuation (66 %), recommendation in other courses (64 %), time spent completing the form (67 %), assistance with preparing for the remediation exam (85 %), impact on remediation score (79 %), confidence with course content (91 %), understanding of course content (97 %), test-taking skills (76 %), knowledge gap identification (88 %), and value (66 %).</div></div><div><h3>Conclusion</h3><div>Students positively perceived the exam self-reflection process. Future directions include evaluating exam data to determine the quantitative impact of the exam self-reflection review approach.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102211"},"PeriodicalIF":1.3,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142587220","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":"Global research progress in pharmacy education","authors":"Wei Zhang ,&nbsp;Shu-Rui Li ,&nbsp;Shan-Shan Cao ,&nbsp;Meng Tang ,&nbsp;Bo Ji ,&nbsp;Fei Mu ,&nbsp;Jie Ge ,&nbsp;Meng-Ying Li ,&nbsp;Bo-Yuan Fan ,&nbsp;Yue Guan ,&nbsp;Jing-Wen Wang","doi":"10.1016/j.cptl.2024.102157","DOIUrl":"10.1016/j.cptl.2024.102157","url":null,"abstract":"<div><h3>Introduction</h3><div>Bibliometric and visualization analyses are used to quantitatively assess and graphically display the current status, patterns, and trends using scholarly literature. Pharmacy education worldwide has developed rapidly over the past few decades, but few related studies have been conducted in this field. This study aims to explore the present landscape, identify research focal points, and future trends in the evolution of pharmacy education.</div></div><div><h3>Methods</h3><div>Published articles on pharmacy education from 2003 to 2022 were sourced and retrieved from the Web of Science Core Collection (WOSCC). Utilizing VOSviewer (1.6.18) and CiteSpace (6.2.R2) software, along with a platform (<span><span>bibliometric.com</span><svg><path></path></svg></span>), we performed comprehensive bibliometric and visualization analyses.</div></div><div><h3>Results</h3><div>From 2003 to 2022, research on pharmacy education developed rapidly, showing rising trends in annual publications and citations. A total of 2945 publications were collected for this study. The United States of America had the most significant number of publications. As shown in the co-authorship analysis, cooperation between countries is often led and embodied by collaborations between well-known institutions. “Online learning” is one of the latest research directions.</div></div><div><h3>Conclusions</h3><div>There is a continuously increasing tendency of studies in pharmacy education. The progression of pharmacy education research has transitioned from the theoretical phase to practical application in bedside clinical practice.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102157"},"PeriodicalIF":1.3,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142577885","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":"Are we committed to commitment?","authors":"Kaci Boehmer,&nbsp;Amy M. Franks","doi":"10.1016/j.cptl.2024.102215","DOIUrl":"10.1016/j.cptl.2024.102215","url":null,"abstract":"<div><h3>Introduction</h3><div>Students face difficult decisions when considering multiple opportunities for employment or continued training. When this happens, students may consider breaking a previous commitment to accept a more appealing offer. Societal trends toward decommitment may also influence students' perceptions of the importance of commitment.</div></div><div><h3>Perspective</h3><div>Students must consider potentially serious professional repercussions that may result from dishonoring commitment before making such a decision.</div></div><div><h3>Implications</h3><div>We challenge pharmacy faculty to reinforce the professional obligation of honoring commitment when guiding students in career decision-making. We emphasize the importance of helping students develop a specific plan to work toward career goals, entertain only those opportunities that help achieve these goals, and carefully weigh the potential impact of dishonoring commitment on their professional reputation.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102215"},"PeriodicalIF":1.3,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510352","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":"Incorporation of Diversity, equity, inclusion and anti-racism (DEIA) principles into the pharmacy classroom: An exploratory review","authors":"Nancy Assaker ,&nbsp;Elizabeth Unni ,&nbsp;Terri Moore","doi":"10.1016/j.cptl.2024.102209","DOIUrl":"10.1016/j.cptl.2024.102209","url":null,"abstract":"<div><h3>Introduction</h3><div>The objective is to gather evidence on ways to integrate DEIA into the didactic and experiential pharmacy classroom based on AACP's 2021–2024 Strategic Plan Objective 3.3.1. to “compile and publish resources related to best practices in inclusive pedagogy, creating inclusive classrooms, navigating difficult conversations, and promoting equitable campus climates for use by schools and colleges of pharmacy.”.<span><span>³</span></span></div></div><div><h3>Methods</h3><div>An exploratory review was conducted to identify literature using journals, including Academic Medicine, the American Journal of Pharmaceutical Education (AJPE), AACP poster abstracts from 2018 and onward, Currents in Pharmacy Teaching and Learning (CPTL), JAMA Surgery, Journal of Dental Education (JDE), and Minority Nurse Magazine. Keywords used were “DEIA,” “DEIA in classrooms,” “diversity,” “equity,” “inclusion,” “microaggression,” “disabilities,” “pharmacy education,” “health equity,” “discrimination,” “unconscious bias,” “cultural humility,” and “cultural competence.” Excluded were literature focused on DEIA in “curriculum,” “recruitment,” and other topics unrelated to integrating DEIA in the classroom. Poster abstract authors were contacted directly to get a copy of the poster so that more information could be gathered from the poster.</div></div><div><h3>Results</h3><div>Sixteen publications were identified (14 peer-reviewed manuscripts and two poster abstracts). Of those, two explored the utilization of technology to make lesson plans more inclusive; seven discussed ways for students to address implicit biases, microaggressions, and navigating difficult conversations; five focused on accommodating students with disabilities; one discussed developing better pronunciation of students' names; and one discussed a method to improve student's self-awareness and awareness of other cultures.</div></div><div><h3>Conclusion</h3><div>Although evidence was found on integrating DEIA into the didactic and experiential settings, the amount of evidence found is limited, warranting further research.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102209"},"PeriodicalIF":1.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477648","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":"What is commitment?","authors":"Sarah Oprinovich","doi":"10.1016/j.cptl.2024.102216","DOIUrl":"10.1016/j.cptl.2024.102216","url":null,"abstract":"<div><div>Commitment is an important part of professionalism in pharmacy; however, we have no standardized definition. Commitment, like any other relationship between two parties, must be perceived strongly by both parties involved. In the setting of pharmacy residency training, commitment seems relatively easy to define. Current trends posed by Boehmer show that there must be unexplored complexity that remains in this concept under the surface. There is a need to truly identify the motivations of both residency candidates and residency programs during the interview process. Additional research should aim to identify preceptor perceptions of “good” motivations to pursue residency training. There is a paucity of literature on the factors affecting residency decommitment. To begin discerning these factors and their influence, more data should be collected and made available to researchers regarding decommitment at all stages of the match and residency training.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102216"},"PeriodicalIF":1.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The assimilatory impact of professional Identity formation on racial and ethnic minority doctor of pharmacy students","authors":"Joshua Wollen,&nbsp;Shantera Rayford Davis,&nbsp;Natalie Rosario","doi":"10.1016/j.cptl.2024.102217","DOIUrl":"10.1016/j.cptl.2024.102217","url":null,"abstract":"<div><div>The ideology of professional identity formation (PIF) is trending in pharmacy education. Therefore, we must initiate conversations about how the PIF framework impacts minoritized students. PIF is applied at default through the white racial frame, which is why making PIF inclusive is difficult. The concept of PIF itself is Eurocentric and relies on normative colonial systems, order, and viewpoints. Due to white centering, the PIF framework then becomes a tool of assimilation. This socially conditions marginalized and minoritized individuals to participate in the dominant culture's society according to those norms. Here we review the capitalistic angles of PIF, how PIF encourages assimilation, the interplay of role modeling on student development, and how to adjust the PIF framework to be more inclusive for minoritized learners.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102217"},"PeriodicalIF":1.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445004","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 faculty development series on race and ethnicity in pharmacy education","authors":"Mark A. Strand ,&nbsp;Allison Hursman ,&nbsp;Brody Maack ,&nbsp;Natasha Petry ,&nbsp;Rose Yang","doi":"10.1016/j.cptl.2024.102210","DOIUrl":"10.1016/j.cptl.2024.102210","url":null,"abstract":"<div><h3>Purpose</h3><div>Professional pharmacy associations are calling for greater cultural sensitivity in pharmacy.</div><div>education. The faculty of a Midwestern School of Pharmacy set out to better address race and racism in the pharmacy curriculum through the implementation of a faculty development series.</div></div><div><h3>Description</h3><div>A year-long professional development program to increase awareness of Diversity, Equity,</div><div>and Inclusion (DEI) by race and ethnicity was implemented for 30 faculty members. The program included four didactic lectures and four Grand Rounds discussion sessions.</div></div><div><h3>Analysis/Interpretation</h3><div>Attendance at the sessions averaged 22 (73 %) and 9 (30 %) for the didactic and Grand Rounds sessions, respectively. Faculty members showed a desire to learn about racism in pharmacy education and an openness to discuss ways to improve pharmacy education to make it culturally representative. Faculty went from a broad perception of health outcomes being impacted by race and racism, to actionable views on how race is addressed in the pharmacy curriculum, as well as the teaching methods such as facilitated discussions to address race and ethnicity appropriately.</div></div><div><h3>Conclusions</h3><div>Faculty members are willing and able to openly revisit the content and methods of their teaching to make it more accurate and inclusive about how race and ethnicity are handled in the.</div><div>pharmacy curriculum.</div></div><div><h3>Implications</h3><div>Pharmacy faculty are willing to learn about racism in pharmacy education and do what is necessary to handle race and ethnicity topics in appropriate ways. Collaborative learning can assist faculty members to do so.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102210"},"PeriodicalIF":1.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477647","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}