Currents in Pharmacy Teaching and Learning最新文献

{"title":"Evaluating undergraduate student perceptions towards pharmaceutical science laboratory content delivery: a comparison between paper-based and online laboratory manuals","authors":"Sachin Sunil Thakur,&nbsp;Darren Michael Svirskis,&nbsp;Louise Elizabeth Curley","doi":"10.1016/j.cptl.2025.102567","DOIUrl":"10.1016/j.cptl.2025.102567","url":null,"abstract":"<div><h3>Introduction</h3><div>Online resource delivery can offer an alternative to paper-based teaching materials. It is currently unclear how such resources could be integrated into pharmaceutical science laboratory sessions. In this study, we reviewed pharmacy student perspectives towards utilising an online platform in place of a physical manual for pharmaceutical science laboratory instruction.</div></div><div><h3>Objectives</h3><div>To understand the differences in students' perceptions towards using paper-based versus online manuals in pharmaceutical science laboratory sessions.</div></div><div><h3>Methods</h3><div>Invitations were sent to all second-year Bachelor of Pharmacy students at the University of Auckland to complete questionnaires at two discrete times. Participants were asked questions to understand their perceptions towards the laboratory manual being paper-based at collection point one versus online at collection point two. Likert-scale data was analysed using a Mann-Whitney <em>U</em> test while open-ended comments were analysed thematically.</div></div><div><h3>Results</h3><div>80 students completed the questionnaires at each data collection point. Whilst there was apprehension prior to the implementation of the online pharmaceutical manual, positive perceptions were evident after implementation. Notably, online manuals were perceived as easier to navigate and allowed more independent work by students than paper-based manuals. The open-ended responses fit into four major themes: practicality, sustainability, resource and learning. These themes noted advantages and challenges to both ways in which the manual was delivered as well as suggestions for future improvements.</div></div><div><h3>Conclusion</h3><div>Despite the greater interactivity and independent learning offered by the online manual, there remains some apprehension towards a move away from traditional paper-based manuals. Student priming towards new resources is essential to maximise their benefit.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 4","pages":"Article 102567"},"PeriodicalIF":1.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145928511","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":"Effectiveness of continuous self-assessments and reflections on communication skills using a rubric for pharmacy students","authors":"Sena Shirakawa ,&nbsp;Yuma Shimizu ,&nbsp;Hiroyuki Kamei ,&nbsp;Manako Hanya","doi":"10.1016/j.cptl.2026.102581","DOIUrl":"10.1016/j.cptl.2026.102581","url":null,"abstract":"<div><h3>Introduction</h3><div>We developed a Communication Rubric (CR) that enables pharmacy students to selfassess their communication skills throughout their university education. This study aimed to clarify the abilities cultivated and behavioral changes achieved through continuous reflection using the CR.</div></div><div><h3>Methods</h3><div>A total of 148 pharmacy students completed self-assessments and written reflections using the CR twice in both their first and third academic years. The CR consisted of seven items assessing basic communication skills and four items assessing professional interpersonal skills. Written reflections covered 3 categories. The content of reflections was evaluated using a four-level framework based on a Significant Event Analysis. Students were divided into high- and low-level reflection groups, and the relationship between reflection levels and CR scores was analyzed.</div></div><div><h3>Results</h3><div>CR scores significantly improved in all tertiary categories. CR scores were significantly higher in both third-year assessments than in the first first-year assessment, and also in the second third-year assessment than in the second first-year assessment.</div><div>Reflection levels were significantly higher in the second third-year assessment than in both first-year assessments and the first third-year assessment. Moreover, in the third year, students with higher reflection levels had significantly higher CR scores.</div></div><div><h3>Discussion</h3><div>The CR served as a useful tool for pharmacy students to identify both their current communication skills and areas for improvement. It also appears to promote metacognitive and non-cognitive abilities, contributing to behavioral change in students.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 4","pages":"Article 102581"},"PeriodicalIF":1.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145979509","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":"Debate activities in U.S. pharmacy education: A scoping review","authors":"Berkley R. Freund ,&nbsp;Charlotte Farris ,&nbsp;Nephy Samuel ,&nbsp;Trager D. Hintze","doi":"10.1016/j.cptl.2025.102563","DOIUrl":"10.1016/j.cptl.2025.102563","url":null,"abstract":"<div><h3>Background</h3><div>Debates have emerged as an active learning strategy in pharmacy education, aiming to enhance critical thinking, communication, engagement, and knowledge acquisition. This review aims to broadly identify and describe debate activities implemented in U.S. Doctor of Pharmacy programs, characterize their design and assessment methods, summarize reported effectiveness on learning and skill development, and identify themes and gaps to inform best practices.</div></div><div><h3>Methods</h3><div>A scoping review identified 13 studies conducted in U.S. pharmacy programs that integrated debate activities. Most were implemented in third- and fourth-year coursework, frequently using Lincoln-Douglas or modified formats. Outcomes evaluated included student confidence, skill development, engagement, and knowledge retention, assessed through subjective and objective measures.</div></div><div><h3>Results</h3><div>Students consistently reported that debates strengthened confidence in critical thinking, analytical reasoning, and oral communication. Several studies demonstrated significant knowledge gains from pre- to post-debate; however, when compared with alternative methods such as lectures or Journal Clubs, debates were generally non-inferior for knowledge retention. Students valued debates for their engaging format and perceived skill-building benefits. Reported challenges included time demands, logistical complexity, and variability in assessment methods. The lack of standardized evaluation tools limited the ability to draw definitive conclusions about effectiveness.</div></div><div><h3>Implications</h3><div>Debates represent a flexible and engaging pedagogical approach with potential to foster higher-order skills and enhance student engagement in pharmacy curricula. Current evidence, however, relies heavily on self-reported outcomes and limited objective measures. Future research should emphasize standardized implementation, development of reliable assessment instruments, and rigorous comparisons with other instructional strategies to clarify the educational impact of debates in pharmacy education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 4","pages":"Article 102563"},"PeriodicalIF":1.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145928562","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":"Collaborative development of a shared objective structured clinical examination to assess the pharmacist patient care process across two PharmD programs","authors":"Crystal Zhou ,&nbsp;Katherine Gruenberg ,&nbsp;Cynthia S. Valle-Oseguera ,&nbsp;Linda Awdishu ,&nbsp;Kelly C. Lee ,&nbsp;Robin L. Corelli ,&nbsp;Jennifer M. Namba","doi":"10.1016/j.cptl.2025.102526","DOIUrl":"10.1016/j.cptl.2025.102526","url":null,"abstract":"<div><h3>Background</h3><div>Objective Structured Clinical Examinations (OSCEs) assess pharmacy students' application of the Pharmacists' Patient Care Process (PPCP) through communication skills. Collaborative OSCE case development among institutions may enrich case quality and establish minimal competencies with greater generalizability for diverse patient care settings. This study describes a collaboration between two California public pharmacy schools to develop and implement shared OSCE cases assessing minimal competency prior to advanced pharmacy practice experiences (APPEs).</div></div><div><h3>Educational activity</h3><div>Two public schools of pharmacy in California partnered to create a standardized OSCE case repository. Activities included joint blueprinting, development of PPCP-aligned content checklists, a shared communication rubric, and a structured standard-setting process involving faculty and APPE preceptors. Three OSCEs, testing diabetes, depression, and hypertension competencies, were administered to students at both institutions between 2020 and 2021.</div></div><div><h3>Evaluation findings</h3><div>First-time pass rates ranged from 77.5 to 92.1 %, with average scores of 72.5–80.8 %. Aggregate communication scores were consistent across cases, while content scores varied based on case complexity and curriculum timing. Performance also varied across schools. Student demographics were similar, though differences in undergraduate GPA and first-generation status were observed.</div></div><div><h3>Analysis of educational activity</h3><div>This collaboration demonstrated that cross-institutional OSCE case development and implementation are feasible. Despite logistical challenges, shared case development offered meaningful insights into APPE readiness expectations and curriculum alignment. This model may inform future regional efforts to establish competency benchmarks in pharmacy education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 4","pages":"Article 102526"},"PeriodicalIF":1.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145928563","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 survey study on knowledge, comfort, and confidence in gender-affirming care among pharmacy students following a two-phased educational intervention","authors":"Casey Tiefenthaler ,&nbsp;David Olinger ,&nbsp;Luis Escobar ,&nbsp;Douglas Humber ,&nbsp;Andrew Willeford","doi":"10.1016/j.cptl.2026.102587","DOIUrl":"10.1016/j.cptl.2026.102587","url":null,"abstract":"<div><div>Background: Transgender and gender-diverse individuals continue to experience significant health disparities, often exacerbated by healthcare providers' lack of preparedness in delivering gender-affirming care (GAC). To address this gap in pharmacy education, a two-phase instructional intervention was implemented at a school of pharmacy with the objective of improving pharmacy students' perceived knowledge, comfort, and confidence in providing GAC.</div><div>Educational activity: The intervention included a required 2-h didactic lecture on lesbian, gay, bisexual, transgender, queer/questioning and other cultural competence and pharmacotherapy, followed by a small-group case conference one week later. A 16-item survey assessing perceived knowledge, comfort, and confidence in providing GAC was administered to students at three timepoints: pre-lecture, post-lecture, and post-case discussion. Responses were analyzed using the Friedman test. Survey reliability was assessed using intraclass correlation coefficients (ICC) and Cronbach's alpha.</div><div>Evaluation of findings: A total of 141 students underwent the educational activity, with 24 completing all surveys. All knowledge and confidence items showed significant improvement across timepoints. Three of six comfort items demonstrated significant gains. The ICC for all items exceeded 0.50, and Cronbach's alpha values were consistently &gt;0.80.</div><div>Analysis of educational activity: A brief, two-phase educational intervention significantly improved pharmacy students' perceived knowledge and confidence, and modestly improved comfort, in providing GAC. These findings support the use of spaced, multimodal instruction grounded in adult learning theory to enhance student preparedness in caring for transgender and gender-diverse individuals. Integration of GAC content into pharmacy curricula may address gaps in training, align with accreditation standards, and promote health equity.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 4","pages":"Article 102587"},"PeriodicalIF":1.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146023482","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":"Ensuring equity beyond the institution: A call to reexamine title IX in experiential education","authors":"Molly Corder Englert","doi":"10.1016/j.cptl.2026.102568","DOIUrl":"10.1016/j.cptl.2026.102568","url":null,"abstract":"<div><h3>Introduction</h3><div>Title IX prohibits sex- and gender-based discrimination in federally funded education programs, yet its application in experiential learning remains inconsistent. Decentralized clinical sites and unclear enforcement structures may leave learners in off-campus experiential placements vulnerable to harassment and inequitable learning experiences.</div></div><div><h3>Commentary</h3><div>Ambiguity in Title IX's coverage, variable preceptor training, and limited university oversight create gaps in learner protections. Evidence suggests many external sites lack required orientation or understanding of reporting responsibilities, increasing the risk of unaddressed concerns or misconduct.</div></div><div><h3>Implications</h3><div>Without clearer policy guidance, experiential learners may continue to face unsafe and discriminatory environments with inadequate recourse. Strengthening Title IX implementation may require reimagining current orientation processes, training, standardized reporting processes, and enhanced institutional accountability to ensure safe, equitable experiential learning.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 4","pages":"Article 102568"},"PeriodicalIF":1.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145979030","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":"Supporting pharmacy and faculty with weekly virtual professional development programming","authors":"Carrie Vogler,&nbsp;Kate Newman","doi":"10.1016/j.cptl.2026.102584","DOIUrl":"10.1016/j.cptl.2026.102584","url":null,"abstract":"<div><h3>Objective</h3><div>To share a comprehensive professional development program created and maintained by faculty and staff at one public institution.</div></div><div><h3>Educational activity</h3><div>Weekly, virtual 75-min faculty and staff professional development sessions were offered to enhance skills, foster professional growth, explore emerging trends in education, and strengthen connections. Developed collaboratively by faculty and staff using a needs assessment survey, the program operates with minimal resources and no funding. Sessions cover a variety of topics and employ multiple discussion formats, including interprofessional dialogue and engagement with external stakeholders. Program outcomes were assessed via a survey conducted in July 2023 evaluating perceptions, learning, and application of content.</div></div><div><h3>Evaluation findings</h3><div>In total, 86 sessions were offered from October 2021 to May 2024. On average, 11 of 47 faculty and staff attended each session (23.4%). Topics included teaching (19.8%); wellness (19.8%); scholarship (17.4%); Diversity, Equity, Inclusion, and Accessibility (17.4%); technology (10.5%); service (8.1%); and administrative topics (3.5%).</div><div>Participants report high satisfaction, frequent learning, and practical value associated with the program, with 73.7% indicating they always or often learn something new. Additionally, 47.4% indicate they have implemented a strategy learned. Most would recommend these professional development sessions to a colleague (84.2%) and find the program valuable (78.9%). Participants report that the program allows them to connect with co-workers (89.5%).</div></div><div><h3>Analysis of educational activity</h3><div>The program demonstrates sustained attendance and high participant satisfaction. The program requires minimal time or resources and could be replicated by others.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 4","pages":"Article 102584"},"PeriodicalIF":1.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020073","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":"Student and preceptor perspectives on expanding ambulatory introductory pharmacy practice experience hours","authors":"Kathryn P. Lin ,&nbsp;Chinyere Okoh ,&nbsp;Nathan Pope","doi":"10.1016/j.cptl.2025.102566","DOIUrl":"10.1016/j.cptl.2025.102566","url":null,"abstract":"<div><h3>Problem description</h3><div>Current accreditation standards require PharmD programs to ensure experiential learning exposure to contemporary pharmacy practice. Though ambulatory care is a required advanced pharmacy practice experience (APPE), it is not required in introductory pharmacy practice experiences (IPPEs), leaving little information on the impact and optimal structure of ambulatory IPPEs. Increasing hour requirements may benefit student outcomes.</div></div><div><h3>QI methods</h3><div>This quasi-experimental survey evaluated the impact of increasing ambulatory IPPE from 20 to 30 h for third-year pharmacy students at one Texas institution. Student self-perceptions of confidence, skills, and APPE-readiness were assessed via pre-post surveys. Preceptors who supervised both cohorts completed a survey comparing observed student performance.</div></div><div><h3>Results of QI inquiry</h3><div>287 students participated (175 in the 20-h cohort, 112 in the 30-h cohort). The 30-h cohort reported larger gains in confidence across most competencies, with 75 % strongly agreeing they felt APPE-ready compared to 47 % in the 20-h cohort (<em>p</em> = 0.0047). Preceptor evaluations did not reflect differences in observed competency between cohorts. Only 45 % of preceptors perceived benefit from additional hours, citing logistical challenges related to the extended scheduling window.</div></div><div><h3>Interpretation and discussion</h3><div>Extending ambulatory IPPEs appears to enhance students' perceived self-efficacy and readiness. The lack of corresponding changes in preceptor-rated performance may reflect limited observation opportunities, short exposure, or insensitivity of current assessment tools to detect incremental skill gains.</div></div><div><h3>Conclusion</h3><div>Extending ambulatory IPPEs from 20 to 30 h improved perceived confidence and APPE-readiness but not preceptor-rated competency. Further research is needed to determine the IPPE duration that yields measurable performance improvements.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 4","pages":"Article 102566"},"PeriodicalIF":1.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145979031","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":"Student perspectives of a rubric-based educational approach for evaluation of state pharmacy regulation","authors":"Shanna O'Connor ,&nbsp;Lexi Barbush ,&nbsp;Meghan Haan ,&nbsp;Hyunjun Cho ,&nbsp;Kelsey Robinson ,&nbsp;Trystin Thomas ,&nbsp;Brandy Seignemartin ,&nbsp;Veronica Vernon ,&nbsp;Jennifer L. Adams","doi":"10.1016/j.cptl.2025.102552","DOIUrl":"10.1016/j.cptl.2025.102552","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacy laws and regulations vary widely across states, presenting challenges for preparing student-pharmacists for practice mobility. A pharmacy regulatory assessment rubric has been used to evaluate state laws and regulations on a continuum from prescriptive (bright line) to permissive (standard-of-care). This rubric may be valuable as an educational tool but has not yet been used in this context.</div></div><div><h3>Objective</h3><div>To evaluate the impact of rubric use on student-pharmacists' perception of pharmacy regulation and advocacy.</div></div><div><h3>Methods</h3><div>Third- and fourth-year students from two institutions completed rubric-based evaluations of assigned states after being trained and completing a trial rubric that was compared to expert-scored examples. Students then completed a six-item Likert questionnaire and participated in a focus group. Survey data were summarized descriptively; transcripts were thematically analyzed by two reviewers using large language model-assisted coding with consensus validation.</div></div><div><h3>Results</h3><div>Eight students participated (3 South Dakota State University, 5 Idaho State University). All survey respondents (100 %) agreed rubric use improved understanding of regulation and advocacy; 100 % agreed the rubric can be a valuable tool for identifying how to advance the profession. Views on curricular integration were mixed (62 % agreement). Thematic analysis revealed improved understanding of regulation across states, increased advocacy confidence, general rubric clarity with some confusing elements, and potential curricular value. Students reported an average of 3.9 h to complete a state evaluation.</div></div><div><h3>Conclusion</h3><div>The regulatory assessment rubric was positively perceived by student pharmacists and supported skill development in comparative regulation and advocacy. Broader implementation is needed to confirm its value and determine appropriate curricular applications.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 4","pages":"Article 102552"},"PeriodicalIF":1.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145928510","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 multisite, longitudinal study assessing prevalence of burnout in student pharmacists","authors":"Lindsey E. Dayer ,&nbsp;Jennifer D. Robinson ,&nbsp;Kimberly C. McKeirnan ,&nbsp;Seth D. Heldenbrand","doi":"10.1016/j.cptl.2025.102564","DOIUrl":"10.1016/j.cptl.2025.102564","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to evaluate burnout levels among student pharmacists enrolled in two Doctor of Pharmacy (Pharm.D.) programs in the northwest (college 1) and south (college 2) over a five-year period.</div></div><div><h3>Methods</h3><div>A cross-sectional, observational design was used to assess burnout using the Oldenburg Burnout Inventory (OLBI), which measures two dimensions: exhaustion and disengagement. Surveys were administered annually from 2019 to 2023 to first-, second-, and third-year pharmacy students (PY1–PY3). Responses were anonymous. Data were analyzed using Mann-Whitney U and Kruskal-Wallis tests due to non-normal distribution.</div></div><div><h3>Results</h3><div>A total of 2044 complete OLBI responses were collected. The average OLBI score for all students increased from 43.0 in 2019 to 43.6 in 2023, peaking at 44.1 in 2020. Scores ≥44 indicate burnout. Only PY2 students in 2022 exceeded both exhaustion (≥23) and disengagement (≥22) thresholds. The most highly scored survey item was feeling tired before arriving at school.</div></div><div><h3>Conclusion</h3><div>Burnout among pharmacy students was present and fluctuated over time, with notable peaks during the early COVID-19 pandemic. The findings underscore the need for targeted interventions to address student well-being, particularly during periods of heightened academic and external stress.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 4","pages":"Article 102564"},"PeriodicalIF":1.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145928559","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}