Currents in Pharmacy Teaching and Learning最新文献

{"title":"Natural product chemistry as an important topic in pharmacy education: Situational analysis and recommendations","authors":"Ahmed Ashour , Mohamed Mirghani , Mona Mohamed , Wadah Osman , Mohammed Hamed Alqarni , Ahmed I. Foudah , Ahmed A. Zaki , Reham M. Samra","doi":"10.1016/j.cptl.2025.102410","DOIUrl":"10.1016/j.cptl.2025.102410","url":null,"abstract":"<div><h3>Background</h3><div>The foundational discipline from which the practice of Pharmacy has emerged is commonly recognized as Pharmacognosy. This field can be defined as the study of medicinal plants and their derivatives, reflecting the historical evolution of drug use, which has transitioned from the formulation of crude herbal remedies to the sophisticated isolation and characterization of active pharmaceutical compounds in the realm of drug discovery. No scientific subject remains static and a modern and comprehensive definition of Pharmacognosy includes the analysis of biogenic or naturally derived pharmaceuticals, as well as naturally occurring poisons. Rapid advancements of analytical techniques in phytochemistry, such as high-performance liquid chromatography (HPLC), nuclear magnetic resonance (NMR) spectroscopy, and mass spectrometry, which have greatly enhanced our ability to identify and quantify bioactive compounds and made Pharmacognostical research very informative and interesting. Pharmacognosy is confronted with many challenges.</div></div><div><h3>Objectives</h3><div>The objective of this review is to assess the current situation of Pharmacognosy, as a subject, in the curriculums in some colleges of Pharmacy in Middle East, Arab region and some non-Arab African countries; and to evaluate its accompaniment with the global increase focus in phytochemistry and biological activities in natural products.</div></div><div><h3>Methods</h3><div>A list of all Arab, Middle East countries and top ten non-Arab African universities was obtained from the website. The top 10 universities of each country were obtained from (<span><span>www.edurank.org</span><svg><path></path></svg></span>). Each university was individually searched if it contains a faculty of Pharmacy or not through its official website, if the university has no faculty of Pharmacy it was excluded from the study. Then, the official websites of the selected faculties of Pharmacy were used to obtain the needed information of our study.</div></div><div><h3>Results</h3><div>A total of 22 Middle East and Arab countries were assessed, including 80 universities. Only 43 faculties (53.75 %) have a separate Pharmacognosy department. Of the 66 faculties, 29 (43.9 %) study courses in applied Pharmacognosy, while 37 (56.1 %) do not study any advanced topics in their curriculum. Out of 66 faculties, 28 (42.4 %) include Phytotherapy courses in their curriculum, while 38 (57.6 %) do not. In non-Arab African countries, 7 out of 10 faculties (70 %) have a Pharmacognosy department; only 1 (10 %) lacks relevant courses. Additionally, 8 faculties (80 %) cover applied Pharmacognosy topics, and 9 faculties (90 %) study Phytotherapy or related subjects.</div></div><div><h3>Conclusion</h3><div>It is essential to address these new requirements while considering the historical foundations of Pharmacognosy (classical Pharmacognosy) alongside modern advancements in the field. Universities in second wor","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102410"},"PeriodicalIF":1.3,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231655","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":"Evaluating generic skills through the PROG test in Japanese pharmacy education: A pilot study","authors":"Hiroshi Ohara ,&nbsp;Keita Odanaka ,&nbsp;Toshinori Ito ,&nbsp;Shigeki Kisara ,&nbsp;Kitae Ito ,&nbsp;Naoto Nakagawa","doi":"10.1016/j.cptl.2025.102414","DOIUrl":"10.1016/j.cptl.2025.102414","url":null,"abstract":"<div><h3>Objective</h3><div>The Progress Report On Generic Skills (PROG) test has been used to assess generic skills in a variety of educational programs in Japan. It categorizes generic skills as either literacy or competency. Literacy involves applying previously acquired knowledge, while competency includes proper interaction with the environment. We aimed to examine student progression using the PROG test through a pharmacy program from the first year through the fifth year.</div></div><div><h3>Methods</h3><div>Undergraduate student pharmacists undertook the PROG test three times: in their first year (July 2019), before their on-site clinical internship in the fifth year (May 2023), and after the five-month clinical internship (December 2023). The scores of the three tests were compared to assess the outcomes of the on-campus didactic education and those of the clinical internship.</div></div><div><h3>Results</h3><div>During the on-campus didactic education from the first year to the fifth year, both literacy and competency scores decreased (5.0 to 4.7, <em>p</em> = 0.468, <em>r</em> = 0.257; 2.4 to 1.9; <em>p</em> = 0.042, <em>r</em> = 0.693; respectively). During the clinical internship, on the other hand, the literacy improved (4.9 to 5.7; <em>p</em> = 0.009, <em>r</em> = 0.679) while the competency reduced (2.0 to 1.9; <em>p</em> = 0.773, r = not calculated).</div></div><div><h3>Conclusion</h3><div>The PROG test scores may reflect changes in students' generic skills through their education program, suggesting that it holds potential for evaluating educational outcomes and providing educators with feedback to improve the efficacy of their educational programs.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102414"},"PeriodicalIF":1.3,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231241","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":"Examination of the utility of an algebra-based interview day math assessment to predict academic outcomes in an accelerated pharmacy curricula; A retrospective observational cohort study","authors":"Timothy K. Fincher,&nbsp;Abby J. Weldon,&nbsp;Charles R. Breese,&nbsp;Melissa A. Burmeister","doi":"10.1016/j.cptl.2025.102409","DOIUrl":"10.1016/j.cptl.2025.102409","url":null,"abstract":"<div><h3>Introduction</h3><div>There is a growing concern that students matriculating into pharmacy programs lack academic preparedness. Furthermore, there is a trend for students to complete only pre-requisite courses and forego degree completion. This study assessed whether performance on a pre-matriculation math assessment and/or bachelor's degree completion are associated with academic outcomes and progression in an accelerated pharmacy program.</div></div><div><h3>Methods</h3><div>During a standardized interview, an algebra-based math assessment was administered. Along with conventional metrics such as grade point average (GPA) and overall interview score (OIS), math assessment score (MAS) was compared between progressing <em>vs.</em> withdrawn students. Progressing students were dichotomized into those with an overall MAS &lt;70 % or ≥70 %. Four distinct math domain subscores were assessed. Average final course grades for didactic coursework completed in pharmacy year 1 (PY1) and 2 (PY2) were compared. Linear regression analysis determined whether there was an association between MAS, bachelor's degree completion, progression status, and course-specific outcomes.</div></div><div><h3>Results</h3><div>Average OIS, GPA, and MAS were higher in progressing students. Students with a MAS &lt;70 % performed poorly in all assessment domains as well as in multiple PY1 and PY2 courses on average. Furthermore, MAS is associated with progression status and grade outcomes in select PY1 and PY2 coursework. Bachelor's degree completion is associated with grade outcomes in only select PY2 coursework.</div></div><div><h3>Conclusion</h3><div>The math assessment reveals deficiencies in competency, which may manifest as a failure to progress, and can be used to identify “at-risk” students. Early intervention and remediation may improve student outcomes and mitigate attrition.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102409"},"PeriodicalIF":1.3,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231242","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":"Why choose pharmacy? A survey on factors influencing chinese high school students' choice of pharmacy major","authors":"Yuan Yuan ,&nbsp;Wanxin Liu ,&nbsp;Kai Zhu ,&nbsp;Wuquan Sun ,&nbsp;Yulin Zhu ,&nbsp;Canyu Chen ,&nbsp;Letian Pan ,&nbsp;Shengyi Feng ,&nbsp;Guoying Deng ,&nbsp;Qiugen Wang","doi":"10.1016/j.cptl.2025.102412","DOIUrl":"10.1016/j.cptl.2025.102412","url":null,"abstract":"<div><h3>Background</h3><div>Pharmacy plays an important role in healthcare.However, the trends regarding the number of scholars willing to contribute to the field of pharmacy remain unknown. High school students are at the initial stage of career decision-making. This survey focuses on their intention to enroll in pharmacy to explore the relevant influencing factors to support the development of the health industry.</div></div><div><h3>Methods</h3><div>In this cross-sectional study, we administered anonymous questionnaires to 9574 enrolled high school students across four Chinese provinces, obtaining 8050 valid responses (response rate: 84.1 %). The survey collected data on basic personal information, understanding of the pharmacy profession, and self-perception. We analyzed the data using chi-square tests and multivariate logistic regression to explore factors associated with enrollment intention in pharmacy majors.</div></div><div><h3>Results</h3><div>Among the surveyed students, 31.2 % (2515/8050) expressed interest in pharmacy, with higher proportions among females (33.8 %) than males (27.9 %) and among those with middle academic performance (17.1 %). Family or acquaintance recommendations were noted by 26.1 % of students as influencing their choice. Other observed patterns included: clear career plans (OR = 1.286, 95 % CI:1.127–1.468), participation in practical or scientific activities (OR = 1.223, 95 % CI:1.063–1.408), and employment prospects (OR = 2.119, 95 % CI:1.606–2.795). When evaluating the profession, with greater emphasis on societal contribution (18.2 %) compared to job stability, while 46.9 % reported limited awareness of professional risks.</div></div><div><h3>Conclusion</h3><div>Most high school students lacked a detailed understanding of the pharmacy profession and failed to consider the overall advantages and disadvantages, which might be the fundamental factor influencing the low enrollment rate in the pharmacy major.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102412"},"PeriodicalIF":1.3,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231245","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":"Exploring the integration of behaviour change training in Australian pharmacy education: A curriculum review","authors":"Hayley Breare ,&nbsp;Amira Hassan ,&nbsp;Chloe Maxwell-Smith ,&nbsp;Deborah A. Kerr ,&nbsp;Tin Fei Sim ,&nbsp;Barbara A. Mullan","doi":"10.1016/j.cptl.2025.102405","DOIUrl":"10.1016/j.cptl.2025.102405","url":null,"abstract":"<div><h3>Background</h3><div>Pharmacists are essential in primary healthcare and are uniquely positioned to promote preventative health through behaviour change interventions. Effective delivery of these interventions requires theoretical and practical training in behaviour change strategies and techniques. The aim of the study was to (1) examine the current integration of behaviour change training in the Australian Pharmacy curricula, and (2) identify key factors contributing to its inclusion in the course.</div></div><div><h3>Methods</h3><div>A comprehensive qualitative approach was used to conduct a curriculum review across accredited Australian pharmacy courses. This involved a document analysis of unit outlines, triangulated with semi-structured interviews with pharmacy staff to explore perceptions and experiences of behaviour change training.</div></div><div><h3>Results</h3><div>Eleven accredited Australian pharmacy courses (6 undergraduate, 5 postgraduate), including 148-unit outlines, were analysed using summative content analysis. Behaviour change training focused on communication, counselling, clinical reasoning, and patient-centred skills. Semi-structured interviews (<em>N</em> = 10) showed five themes: “It's not clearly defined,” “Focus on ‘industry ready skills’,” “It's experience driven, “They're just expected to apply it”, and “Behaviour change is embedded.” Key factors included limited time, resources, incentives, knowledge gaps, and competing priorities.</div></div><div><h3>Conclusions</h3><div>Behaviour change training is integrated throughout the curriculum, however there are inconsistencies in the breadth and depth across universities. The findings highlight the need for clear and structured integration of behaviour change in learning outcomes and targeted assessments to develop students' behaviour change skills. Future curriculum development should focus on creating frameworks to equip educators to support student's competencies and confidence as they transition into practice.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102405"},"PeriodicalIF":1.3,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144221398","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 student knowledge and confidence through two sequential total parenteral nutrition active learning approaches","authors":"Caitlin M. Gibson ,&nbsp;Alisa K. Escaño ,&nbsp;Jeffrey J. McKenzie ,&nbsp;Dayanjan S. Wijesinghe ,&nbsp;Krista L. Donohoe","doi":"10.1016/j.cptl.2025.102396","DOIUrl":"10.1016/j.cptl.2025.102396","url":null,"abstract":"<div><h3>Background</h3><div>Total parenteral nutrition (TPN) is a complex topic involving clinical decision-making, safety checkpoints, and multiple calculations. The most effective methods to ensure student skill mastery in this space are not well described. The purpose of this study was to evaluate if the implementation of two total parenteral nutrition (TPN) activities for pharmacy students increased student knowledge and confidence. Additionally, to determine which activity student's preferred.</div></div><div><h3>Educational activity</h3><div>Third year pharmacy students participated in two TPN activities following the didactic lectures on the content: a team-based hand calculations activity utilizing a patient case scenario and a simulated TPN calculator activity on adjusting TPN components. Students completed pre- and post-assessments with ten knowledge-based and five confidence questions. On the post-assessment students completed open-ended questions on perceptions, preferences, and recommendations of the activities.</div></div><div><h3>Evaluation findings</h3><div>A total of 89 of 92 students (response rate: 96.7 %) completed both pre- and post-assessments for the TPN activities. Student performance on knowledge-based questions improved in seven out of ten areas. Student confidence improved in all five Likert-scale questions. Overall, 83 (93.3 %) of students preferred the hand calculation activity, 2 (2.2 %) preferred the KNIME activity, and 4 (4.5 %) had no preference.</div></div><div><h3>Conclusion</h3><div>Student knowledge and confidence improved after the implementation of two TPN activities. Students preferred the hand calculation activity over the KNIME calculator.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102396"},"PeriodicalIF":1.3,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231654","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 holistic approach to integrating well-being into pharmacy education: Reflection and lessons learned","authors":"Desirée N. Shapiro ,&nbsp;Candis M. Morello","doi":"10.1016/j.cptl.2025.102404","DOIUrl":"10.1016/j.cptl.2025.102404","url":null,"abstract":"<div><h3>Purpose</h3><div>Prioritizing cultures of well-being in pharmacy schools/colleges is essential and timely. Advancing well-being initiatives promotes healthier learning and workplace environments, mitigates burnout and distress, and supports long-term sustainability in the profession. However, tailored strategies and guidance are necessary to effectively address the diverse and unique needs of pharmacy schools/colleges.</div></div><div><h3>Description</h3><div>Given a recognized need to increase student supports, University of California San Diego (UCSD) Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) has taken proactive steps to promote a holistic approach to student well-being. Over the past 10 years, SSPPS has progressively developed a comprehensive well-being program that now includes a dedicated wellness advisor, learning specialist, disability expert, targeted well-being programming, and collaborations with a robust network of campus and community resources.</div></div><div><h3>Analysis/Interpretation</h3><div>The evolution of this holistic approach has yielded several key lessons: the importance of a clear vision, strong partnerships, consistent presence, patience, and persistence. These insights have guided the creation of a flexible framework designed to support other institutions while accommodating variations in organizational resources and cultures.</div></div><div><h3>Conclusions</h3><div>There is no one-size-fits-all approach to building a holistic well-being program for pharmacy schools/colleges. Institutions must leverage their unique strengths and address specific challenges to develop sustainable well-being cultures tailored to their needs.</div></div><div><h3>Implications</h3><div>Sharing reflections, innovative program elements, and future plans may inspire multi-institutional collaboration, enhancing collective well-being across the pharmacy profession. By learning from one another, pharmacy schools/colleges can amplify efforts to support students and prepare them to thrive in demanding healthcare environments.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102404"},"PeriodicalIF":1.3,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144221399","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":"Pharmacy students' perceptions of artificial intelligence integration in pharmacy practice: Ethical challenges in multiple countries of the MENA region","authors":"Hisham E. Hasan ,&nbsp;Deema Jaber ,&nbsp;Omar F. Khabour ,&nbsp;Karem H. Alzoubi","doi":"10.1016/j.cptl.2025.102397","DOIUrl":"10.1016/j.cptl.2025.102397","url":null,"abstract":"<div><h3>Background</h3><div>The integration of artificial intelligence (AI) into pharmacy practice has the potential to advance learning experiences and prepare future pharmacists for evolving healthcare needs. However, it also raises ethical considerations that need to be addressed carefully. This study aimed to explore pharmacy students' attitudes regarding AI integration into their future pharmacy practice.</div></div><div><h3>Methods</h3><div>A cross-sectional design was employed, utilizing a validated online questionnaire administered to pharmacy students from diverse demographic backgrounds in multiple countries of the Middle East and North Africa (MENA) region from August 2022 to January 2023. Demographic, education, and work information data were, respectively, collected from study participants. In addition, technology literacy and AI familiarity were collected using a Likert scale on skill and a Likert scale on familiarity. Finally, participants' concerns and perceived barriers regarding AI integration were collected based on a Likert scale on agreement.</div></div><div><h3>Results</h3><div>A total of 702 pharmacy students participated in the study, with the majority being female (72.8 %), enrolled in public universities (55.6 %), and not employed (64.2 %). Participants expressed a generally negative attitude towards AI integration, where 56.2–70.8 % of respondents agreed/strongly agreed to concerns/barriers including patient data privacy (62.0 %), susceptibility to hacking (56.2 %), potential job displacement (69.3 %), cost limitations (66.8 %), access (69.1 %), the absence of regulations (68.1 %), and training (70.4 %), physicians' reluctance (65.1 %), and patient apprehension (70.8 %). Factors including country of residence, academic year, cumulative GPA, work status, technology literacy, and AI understanding influenced participants' attitudes. Positive correlations were found between attitude score and tech-savviness (<em>r</em> = 0.174), and AI understanding (<em>r</em> = 0.155).</div></div><div><h3>Conclusion</h3><div>Pharmacy students from multiple countries in the MENA region express significant ethical and practical concerns about AI's integration into their future practice. These findings underscore the need for incorporating AI education within pharmacy curricula, alongside the development of robust ethical guidelines and regulatory policies. Addressing students' concerns is crucial to ensuring ethical, equitable, and beneficial AI integration in future pharmacy practice.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102397"},"PeriodicalIF":1.3,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213323","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":"Factors affecting pharmacy student career intentions across patient-facing and non-patient facing settings: A cross-sectional evaluation","authors":"Ava Hovenden,&nbsp;Joseph P. O'Shea,&nbsp;Harriet Bennett-Lenane","doi":"10.1016/j.cptl.2025.102408","DOIUrl":"10.1016/j.cptl.2025.102408","url":null,"abstract":"<div><h3>Background</h3><div>Pharmacists are increasingly following diverse career opportunities beyond traditional patient-facing roles. This shift has contributed to workforce pressures in patient-facing settings. Improved workforce models are needed. This study aimed to inform models by understanding student career intentions, placing emphasis on differences in factors affecting career choices between those choosing patient-facing versus non-patient facing roles.</div></div><div><h3>Methods</h3><div>This cross-sectional study gathered data through an online survey consisting of Likert-scale and multiple-choice questions to explore career intentions and influencing factors. Responses were coded and analysed using descriptive and inferential statistics (chi-squared tests and post-hoc analysis).</div></div><div><h3>Results</h3><div>Data were collected from 90.1 % of a university's pharmacy students. An interest in science or healthcare, along with a desire to help others, were the main factors influencing decisions to study pharmacy. Over half (56.5 %) of students planned to enter community pharmacy, followed by industry (18.4 %) and hospital pharmacy (10.6 %). Work experience played a crucial role in career decision-making, with 98.7 % considering it important. Those pursuing patient-facing roles placed greater importance on direct patient contact and impact on health and well-being. Students choosing non-patient-facing roles valued benefits, promotion, and training opportunities more highly, while placing less emphasis on use of pharmacy-specific skills.</div></div><div><h3>Conclusion</h3><div>Study findings provide valuable insights for employers, educators, and policymakers, helping to align workforce planning and pharmacy curricula with student expectations and career motivations. This research supports development of targeted strategies to attract and retain talent in both patient-facing and non-patient-facing roles.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102408"},"PeriodicalIF":1.3,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144220837","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":"Pharmacy compounding services: A qualitative exploration of operational management and professional relationships in community pharmacies in Bahir Dar town","authors":"Liknaw Workie Limenh ,&nbsp;Nigus Kassie Worku ,&nbsp;Mihret Melese ,&nbsp;Assefa Kebad Mengesha ,&nbsp;Gizachew Kassahun Bizuneh ,&nbsp;Eneyew Talie Fenta ,&nbsp;Mickiale Hailu ,&nbsp;Alemwork Abie ,&nbsp;Molla Getie Mehari ,&nbsp;Tenagnework Eseyneh Dagnaw ,&nbsp;Amare Mebrat Delie","doi":"10.1016/j.cptl.2025.102406","DOIUrl":"10.1016/j.cptl.2025.102406","url":null,"abstract":"<div><h3>Background</h3><div>Providing non-commercially available medications to elderly, young patients, or infants is crucial for those with special needs. However, many pharmacies lack this service. This study aimed to qualitatively investigate operational management and professional relationships regarding compounding services at community pharmacies in Bahir Dar city.</div></div><div><h3>Methods</h3><div>From September 1 to 30, 2023, an exploratory design was employed to conduct a qualitative investigation of operational management and professional relationships in compounding services. The data was gathered through in-depth interviews. Every interview was captured on audio by the lead researcher and transcribed verbatim. Thematic analysis was carried out using NVivo 11 software.</div></div><div><h3>Results</h3><div>This study developed two main themes, six subthemes, and seventeen categories. The main themes focus on pharmacy professionals' experiences and motivations regarding compounding. It highlights that pharmacy compounding is essential for providing customized medications and can impact a pharmacy's financial performance. Success relies on effective management of compounding services, including operations, prescription protocols, and technology. Furthermore, strong relationships with prescribers and patients are crucial in a competitive landscape where pharmacies aim to offer unique, high-quality customized medications.</div></div><div><h3>Conclusion</h3><div>The research highlights the importance of pharmacy compounding and external relationships in providing high-quality, customized medications. To succeed in a competitive market, pharmacies should prioritize exceptional customer service tailored to individual patient needs. Additionally, fostering collaboration can help improve the quality of compounding services. Adhering to regulatory guidelines is essential for ensuring the safety and quality of compounded medications, emphasizing the need for a balanced approach that integrates business growth and patient care.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102406"},"PeriodicalIF":1.3,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204136","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}