Currents in Pharmacy Teaching and Learning最新文献

{"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}

{"title":"Transforming education for rural health equity: Lessons from a rural and underserved health scholars program","authors":"Emily Eddy ,&nbsp;Michelle Musser ,&nbsp;Rachel Kahle","doi":"10.1016/j.cptl.2024.102213","DOIUrl":"10.1016/j.cptl.2024.102213","url":null,"abstract":"<div><h3>Background and purpose</h3><div>Rural and underserved areas are in desperate need of improved access to healthcare services to enhance the well-being of patients. In an effort to increase students' healthcare access and exposure to the knowledge and skills of healthcare professionals in this area, a specialized certificate program on the care of rural and underserved patients was created. The purpose of this article is to describe the design, implementation, and assessment of this program.</div></div><div><h3>Educational activity and setting</h3><div>The Rural and Underserved Health Scholars Program (RUHSP) is offered to pharmacy and nursing students in the last three years of their professional program with 4 seminar courses and practice experiences in rural and underserved care. Students focus on challenges and opportunities in rural and underserved care, project development, health outcomes, leadership development, community service, and professional service. The culmination of the project is a community-based project the students develop in conjunction with a local agency.</div></div><div><h3>Findings</h3><div>The RUHSP has successfully recruited 4 cohorts of students, totaling 42 participants. RUHSP participants have designed and implemented 13 community-based research projects through the program. Preliminary pre/post survey results indicate the program impacted participants' knowledge, skills, abilities, confidence, readiness, and interest in rural/underserved settings. Participants completing the program indicated the program was highly valued and impactful.</div></div><div><h3>Summary</h3><div>Rural and underserved areas have a continued need for enhanced healthcare access and quality care; rural health training programs are one way to fill care gaps in these areas with confident, prepared, and passionate providers.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102213"},"PeriodicalIF":1.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477649","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 influence of emotional intelligence on knowledge, perception and readiness on Telepharmacy","authors":"Ezlina Usir ,&nbsp;Azwandi Ahmad ,&nbsp;Nik Shahira Najihah Mat ,&nbsp;Norazlina Ahmad","doi":"10.1016/j.cptl.2024.102214","DOIUrl":"10.1016/j.cptl.2024.102214","url":null,"abstract":"<div><h3>Introduction</h3><div>Emotional Intelligence (EI) involves skills to recognise, comprehend, and manage emotions that influence thinking. Using EI allows for the integration of emotion into reasoning and problem-solving. If applied effectively, EI can foster positive emotions that promote the deployment of telepharmacy, which involves delivering pharmaceutical services remotely via telecommunication. High acceptance of telepharmacy among users, particularly patients or healthcare providers is associated with their high knowledge, positive perception, and readiness, all influenced by EI. This study investigates undergraduate students' levels of EI, knowledge, degree of perception, and readiness for telepharmacy, examines EI's correlation with all other variables, and compares them across various sociodemographic groups.</div></div><div><h3>Methods</h3><div>A cross-sectional online study involving 455 undergraduate students at Universiti Teknologi MARA Cawangan Selangor (UCS) was conducted using a 74-item survey distributed via Google Forms. Data were analyzed using SPSS version 29.</div></div><div><h3>Results</h3><div>Most participants exhibited high EI (53.3 %), average knowledge (53.2 %), positive perception, and high readiness for telepharmacy. EI positively correlated with both perception (<em>p</em> &lt; 0.001) and readiness (<em>p</em> &lt; 0.001). Differences in knowledge were observed by field of study (p &lt; 0.001) and faculty (p &lt; 0.001), with higher levels among students in the pharmacy field and healthcare-related faculty. Readiness also differed by field of study (<em>p</em> &lt; 0.05) and faculties (<em>p</em> &lt; 0.001), with students in the pharmacy field and healthcare-related faculties exhibiting higher readiness.</div></div><div><h3>Conclusion</h3><div>EI is crucial for the successful implementation of telepharmacy services in the future. Enhancing knowledge, perception, and readiness towards telepharmacy among undergraduate students is essential for improving its acceptance and future use.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102214"},"PeriodicalIF":1.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445003","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 and implementation of a Community Pharmacy “Bootcamp” activity – A pilot study","authors":"Tyler Marie Kiles ,&nbsp;Terry Weaver,&nbsp;Amanda Stallings","doi":"10.1016/j.cptl.2024.102205","DOIUrl":"10.1016/j.cptl.2024.102205","url":null,"abstract":"<div><h3>Objective</h3><div>The objectives of this study are to describe 1) the implementation of and 2) student performance and perceptions during an innovative classroom activity.</div></div><div><h3>Methods</h3><div>The Bootcamp was designed as an exercise in productive failure for second-year PharmD students enrolled in a community pharmacy elective course. A prescription verification exercise was introduced; however, students were intermittently interrupted with common community pharmacist tasks. To simulate these tasks (e.g.: receiving a phone call, counseling a patient, administering a vaccine, checking controlled prescription monitoring database etc.), students were directed by the instructor to perform other physical activities (e.g. walking around the classroom, doing jumping jacks, sending an email, etc.). After the activity, accuracy was assessed and each student uploaded a video reflection which were analyzed with content analysis.</div></div><div><h3>Results</h3><div>The activity was delivered in person in 2021 and virtually in 2022 during a two-hour class period. Of the 63 students, 86 % fully completed all 12 prescription verifications in the allotted time; however, the average accuracy was 53 %. Content analysis of video reflections generated three themes: unique and fun activity, importance of attention to detail, and enhanced understanding of pharmacy workflow from the pharmacist's perspective.</div></div><div><h3>Conclusions</h3><div>The Community Pharmacy Bootcamp was a fun and engaging way to expose students to the realities of daily practice in the community pharmacy setting. This activity was effective in helping students discover the need for development of further skills in addition to clinical expertise. This novel activity may be adapted to other environments including integration into required coursework.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102205"},"PeriodicalIF":1.3,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142432027","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 ungrading in the pharmacy curriculum","authors":"Elizabeth Monson ,&nbsp;Sydney Armbrust ,&nbsp;Allison Hursman ,&nbsp;Lisa M. Richter ,&nbsp;Jeanne E. Frenzel","doi":"10.1016/j.cptl.2024.102206","DOIUrl":"10.1016/j.cptl.2024.102206","url":null,"abstract":"<div><h3>Background</h3><div>Ungrading is an alternative assessment approach that focuses on feedback provided to students in place of grades. Giving feedback as opposed to grades has been shown to increase intrinsic learner motivation, promote deeper learning, and decrease stress and anxiety.</div></div><div><h3>Educational activity</h3><div>Four pharmacy faculty implemented ungrading practices into required pharmacy courses, including two pharmacy practice lab courses and two didactic courses. Specific strategies such as formative feedback, peer assessment, self-reflection, and small and large group discussions were incorporated to achieve the learning objectives for each course. This work provides details about the assignments and assessments used in each course.</div></div><div><h3>Critical analysis of educational activity</h3><div>Anonymous surveys were administered to faculty members and students at a Midwest School of Pharmacy. Faculty members expressed varying levels of satisfaction and stress related to grading assessments. They also shared their opinions on teaching courses without traditional grades. The student survey examined factors such as grade point average (GPA), study time, and enjoyment of the pharmacy program. It also captured general opinions about grades.</div><div>Based on survey results the implementation of ungrading practices helped students feel more prepared for advanced pharmacy practice experiences (APPEs). The findings contribute to the understanding of alternative grading approaches and their potential impact on student learning, well-being, and motivation. Rethinking assessment of student work may be a valid option for pharmacy schools, particularly in the setting of increased focus on student wellness and the educator's goal of increasing learning for all students.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102206"},"PeriodicalIF":1.3,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394264","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":"Describing the current landscape of pass/fail grading schemes within skills-based pharmacy curricula","authors":"Anna Nogid ,&nbsp;Mary E. Fredrickson ,&nbsp;Ashleigh L. Barrickman ,&nbsp;Courtney L. Bradley ,&nbsp;Angelina Vascimini ,&nbsp;Ava Jakab","doi":"10.1016/j.cptl.2024.102207","DOIUrl":"10.1016/j.cptl.2024.102207","url":null,"abstract":"<div><h3>Introduction</h3><div>Optimal methods for grading students in skills-based courses within pharmacy education have not been fully explored. This research aimed to assess the current landscape of pass/fail grading schemes within pharmacy skills-based courses and explore faculty perceptions of pass/fail grading schemes.</div></div><div><h3>Methods</h3><div>A 29-item, cross-sectional survey was electronically distributed to the American Association of Colleges of Pharmacy Laboratory Special Interest Group. The survey collected demographics, course grading schemes, faculty perceptions of student performance, and impact of implementing pass/fail grading schemes. Survey respondents were also invited to participate in semi-structured interviews, which were summarized due to limited participation. Descriptive statistics were used for analysis of survey data.</div></div><div><h3>Results</h3><div>Fifty-five participants responded to the survey, representing 23 pharmacy institutions. Most respondents (82 %) used a traditional grading system for final course grades in skills-based courses. Some respondents (40 %) used specification grading for skills assessment, and 64 % of respondents used pass/fail grading to assess specific skills. Most respondents perceived that the change to pass/fail grading either improved or made no difference in faculty workload, wellbeing, general faculty creativity, quality of feedback, timeliness of grading, grade grievances, and faculty preparation time. The main concern was decreased student motivation and engagement. Semi-structured interviews identified a need for specific, validated rubrics, importance of faculty buy-in, and lack of impact on faculty workload as a result of the change. Concerns about residency placement and student motivation were also identified.</div></div><div><h3>Conclusion</h3><div>There is variability in grading schemes used within skills-based pharmacy curricula. Faculty perceptions of pass/fail grading schemes are positive overall. Considering the limited number of institutions utilizing this grading scheme, additional research is needed.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102207"},"PeriodicalIF":1.3,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394251","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":"Don't worry, be APPE: Developing and refining a skills-based assessment of student preparedness for advanced pharmacy practice experiences","authors":"Natalie N. Gordon,&nbsp;Emily J. Christenberry,&nbsp;Sara C. Smith,&nbsp;Vicki Howe,&nbsp;Ian A. Mendez,&nbsp;Amanda M. Loya,&nbsp;Gabriel Frietze,&nbsp;Margie E. Padilla","doi":"10.1016/j.cptl.2024.102204","DOIUrl":"10.1016/j.cptl.2024.102204","url":null,"abstract":"<div><h3>Background</h3><div>The Accreditation Council for Pharmacy Education (ACPE) 2025 Standards charge pharmacy programs to assess student readiness for Advanced Pharmacy Practice Experiences (APPEs), but the method of assessment is not defined. This report describes the process of developing, implementing, and refining an APPE readiness assessment (ARA) that can be adapted to individual institutional needs and learning outcomes.</div></div><div><h3>Educational activity</h3><div>The ARA at The University of Texas at El Paso School of Pharmacy, a Hispanic-serving institution, is comprised of two practice areas: drug information and the Pharmacist Patient Care Process, each with multiple objective structured clinical examinations (OSCEs) to mimic how students will apply these skills in required APPE rotations. The ARA has been adapted for administration both virtually and in-person. Students are required to attain a 70 % average across all five OSCEs, with an opportunity to retest on any failed areas prior to progression into the APPE year.</div></div><div><h3>Critical analysis of the educational activity</h3><div>Since initial implementation in 2021, faculty experience and student performance informed changes to the assessment, rubrics, and integration of skills throughout the curriculum. The average overall ARA score was an 89.13 % in 2021 and ranged from 79.74 to 82.3 % in 2022–2024. Typically, less than 10 % of the class required re-testing, however, in 2023 16 % of the class had an ARA average less than 70 % requiring re-testing. Written skills are consistently the lowest performing area for students, potentially due to language discordance between students' preferred language and the language of the assessment.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102204"},"PeriodicalIF":1.3,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394252","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":"Retrospective study assessing student utilization of optional practice questions on pharmacy calculations final examination performance","authors":"Andrew McMillen ,&nbsp;Henry Brosch ,&nbsp;Kirolos Zakhary ,&nbsp;Stefanie Juzkiw ,&nbsp;Liz Fredrickson ,&nbsp;Katherine M. Tromp ,&nbsp;Ryoichi Fujiwara","doi":"10.1016/j.cptl.2024.102203","DOIUrl":"10.1016/j.cptl.2024.102203","url":null,"abstract":"<div><h3>Objective</h3><p>Pharmacists are often the last line of defense from medical errors caused by inaccurate calculations. Effective teaching and assessment of pharmaceutical calculations is essential in preparing students for successful pharmacy careers. This study aimed to elucidate the potential benefit of self-testing practice questions on final examination performance in a first-year pharmaceutical calculations course.</p></div><div><h3>Methods</h3><p>One-hundred and sixteen students across the class of 2026 and 2027 were given access to 110 online practice calculation questions eight days prior to the final examination. Retrospective analysis using Pearson's Correlation Coefficient and an Unpaired <em>t</em>-test was used to assess the effect of self-study practice questions on exam performance.</p></div><div><h3>Results</h3><p>A correlation between higher quiz scores and enhanced final examination scores was observed for both the class of 2026 and 2027. A greater number of attempts on practice quiz questions correlated with a higher score on the final examination for the class of 2026, but not the class of 2027. Also, an earlier first access date was associated with higher final examination scores specifically for the class of 2026.</p></div><div><h3>Conclusion</h3><p>This retrospective study was conducted to evaluate the use of practice calculation questions on final examination performance, and results reveal that the utilization of practice calculation questions positively correlates with improved final examination performance, notably observed in the class of 2026 but not in 2027. These findings suggest the potential efficacy of this preparatory method across various pharmaceutical courses and other calculation-based disciplines internationally.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102203"},"PeriodicalIF":1.3,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1877129724002351/pdfft?md5=d7aa842bd4070993bf7859b91cd1a02f&pid=1-s2.0-S1877129724002351-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239000","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":"Assessing the relationship between curricular placement of law courses and multistate pharmacy jurisprudence examination pass rates","authors":"Shane Tolleson ,&nbsp;Sandy Diec ,&nbsp;Daniel Listiyo ,&nbsp;Asma Al-Mallah ,&nbsp;Tyler Varisco","doi":"10.1016/j.cptl.2024.102202","DOIUrl":"10.1016/j.cptl.2024.102202","url":null,"abstract":"<div><h3>Objective</h3><p>To identify if there is a relationship between the placement of standalone pharmacy law courses within the PharmD curriculum and Multistate Pharmacy Jurisprudence Examination (MPJE) first-time pass rates.</p></div><div><h3>Methods</h3><p>Colleges of pharmacy were identified using the MPJE Passing Rates for 2019–2022 Graduates found on the National Association of Boards of Pharmacy (NABP) website. Characteristics of the pharmacy law content delivery within the curriculum were extracted from the program, Pharmacy College Application Service, American Association of Colleges of Pharmacy (AACP), and NABP websites. Pharmacy programs with standalone law courses, MPJE pass rates reported by NABP, and data that could be obtained via publicly available sources were included. To standardize between three year and four-year programs, law course delivery within the curriculum was measured as number of semesters (fall, spring, or summer) before graduation.</p></div><div><h3>Results</h3><p>One hundred nine schools met the inclusion criteria. Linear path analysis revealed no relationship between the number of semesters a law course was scheduled before graduation and 4-year average first-time MPJE pass rates and 4-year average all-time MPJE pass rates.</p></div><div><h3>Conclusion</h3><p>The findings did not show that earlier placement of pharmacy law courses predicted MPJE first-time pass rates. However, a strong correlation existed between NAPLEX and MPJE pass rates, suggesting NAPLEX performance may indicate overall licensure exam preparedness. Notable differences in pass rates were observed between public and private pharmacy programs, highlighting the need to investigate program characteristics impacting exam success. Further research is warranted to identify predictive factors for MPJE outcomes.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102202"},"PeriodicalIF":1.3,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239145","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}