Currents in Pharmacy Teaching and Learning最新文献

{"title":"Multisite survey of pharmacy student perspectives of the layered learning model and ability to participate in core entrustable professional activities during advanced pharmacy practice experiences","authors":"Tori A. Ohman ,&nbsp;Lisa M. Richter ,&nbsp;Mark Dewey ,&nbsp;Kayla Vigen","doi":"10.1016/j.cptl.2025.102436","DOIUrl":"10.1016/j.cptl.2025.102436","url":null,"abstract":"<div><h3>Introduction</h3><div>The layered learning practice model (LLPM) teaching strategy helps maximize the pharmacy team and accommodate more learners. This study aims to measure students' perspectives of the LLPM and assess if students perceived they were more able to participate in the American Association of Colleges of Pharmacy (AACP) 2016 Core Entrustable Professional Activities (EPAs) during rotations utilizing the LLPM. A secondary objective was to assess student's perceived individual and collaboration skills before and after LLPM and non-LLPM rotations.</div></div><div><h3>Methods</h3><div>Fourth-year pharmacy students at two Midwest pharmacy schools were retrospectively surveyed on their most recent advanced pharmacy practice experience (APPE). Students were asked to rate their self-assessed ability to participate in the AACP EPAs using a standard Likert scale. Students also completed a modified Student Stereotypes Rating Questionnaire (SSRQ) to assess individual and collaborative skill levels and noted strengths and weaknesses of the rotation structure.</div></div><div><h3>Results</h3><div>Of the 114 students that completed the survey, 66 reported having layered learning rotations. The mean rating for each subscale and skill levels was higher in students completing a layered learning rotation. The statistical analysis showed that completing a layered learning rotation (versus a non-layered learning rotation) had a small effect on students' ability to participate in three of the five subscales, a small to medium effect on one subscale, a large effect on the patient care provider subscale, and a small effect on students' SSRQ scores. Benefits of the LLPM included multiple individuals to ask questions of and the variety of teaching styles, weaknesses included unclear reporting structures.</div></div><div><h3>Conclusions</h3><div>Rotations utilizing the LLPM had a limited impact on students' self-assessed ability to participate in Core EPAs. Students' individual and collaborative skills increased regardless of rotation practice model type. Future studies should add an objective measure of student ability to perform EPAs.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102436"},"PeriodicalIF":1.3,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563866","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 students' empathy perception and clinical performance through simulation in an ambulatory care elective","authors":"M. Thomas Bateman Jr.,&nbsp;Yinin Li,&nbsp;Joanna Zheng,&nbsp;Christine Ann C. Parikh,&nbsp;Caitlin McCarthy,&nbsp;Les Barta,&nbsp;Liza Barbarello Andrews","doi":"10.1016/j.cptl.2025.102438","DOIUrl":"10.1016/j.cptl.2025.102438","url":null,"abstract":"<div><h3>Introduction</h3><div>The objective of this study was to evaluate how a simulation-based learning experience (SBLE) with a standardized patient (SP) in an ambulatory care elective affects students' own perception to convey empathy. Secondary objectives included faculty's perception of students' ability to convey empathy in the SBLE and assessment of the Pharmacists' Patient Care Process (PPCP) and Social Determinants of Health (SDoH) in written care plans versus patient communication.</div></div><div><h3>Methods</h3><div>The “Ambulatory Care: Applying Key Concepts” elective is offered to students at the Ernest Mario School of Pharmacy at Rutgers, The State University of New Jersey. The SBLE engaged students in a clinical scenario using immersive simulation strategies. The primary endpoint was the change in student-reported Kiersma-Chen Empathy Scale (KCES) scores pre- to post-SBLE. Secondary endpoints included differences in student-reported and faculty-assessed KCES scores during the SBLE, and SDoH and PPCP rubric scores between a written SOAP note and the SBLE.</div></div><div><h3>Results</h3><div>Median student-reported KCES scores increased after the SBLE. Faculty-observed median KCES scores were lower than student-reported median KCES scores when select questions were evaluated during SBLE performance. When comparing students' written SOAP notes to SBLE performance, median SDoH and PPCP scores were lower during the SBLE.</div></div><div><h3>Conclusion</h3><div>Students' perception of their ability to convey empathy increased after a SBLE with an SP, but the faculty perceived a poorer demonstration of empathy. This research provides more support for using SBLE as an academic tool to prepare pharmacy students for practice.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102438"},"PeriodicalIF":1.3,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144564041","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":"Virtual site visits–surveying utilization, benefits, and challenges in pharmacy education","authors":"Lisa Vandervoort ,&nbsp;Janel P. Soucie ,&nbsp;Janelle L. Krueger ,&nbsp;Carinda Feild","doi":"10.1016/j.cptl.2025.102422","DOIUrl":"10.1016/j.cptl.2025.102422","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacy accreditation standards provide minimal guidance on how the quality of experiential sites should be assessed. While onsite experiential site visits are commonly used for this purpose, there is little information in the literature relating to the use of virtual site visits as a quality assessment strategy. Thus, the objectives of this study were to assess participant use of and experiences with virtual site visits.</div></div><div><h3>Methods</h3><div>An electronically distributed survey collected information regarding demographics of the institution, use of virtual site visits, barriers to the completion of onsite visits, and perceived advantages and disadvantages of the virtual modality.</div></div><div><h3>Results</h3><div>Forty-nine programs completed the survey. The majority (82 %) of programs reported using virtual site visits during academic year 2021–2022, a large increase from the pre-pandemic period. Barriers to onsite visits included time allocation, scheduling conflicts, and cost. Advantages of the virtual modality included convenience for experiential and site staff and shorter visit time commitment. The primary disadvantages of the virtual approach were inability to view the site and assess staff interactions.</div></div><div><h3>Conclusion</h3><div>Virtual site visits present an alternative to the traditional onsite visit for the purpose of experiential quality assurance assessments. While benefits and limitations of this approach exist, schools/colleges of pharmacy may choose to incorporate this method of achieving programmatic goals as a complement to other strategies.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102422"},"PeriodicalIF":1.3,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563875","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":"Pharmacological considerations for healthcare providers when caring for Muslim patients: A practical guide","authors":"Layla Abubshait ,&nbsp;Nissa Tasnim ,&nbsp;Taha Cangoz","doi":"10.1016/j.cptl.2025.102429","DOIUrl":"10.1016/j.cptl.2025.102429","url":null,"abstract":"<div><div>Healthcare providers increasingly encounter Muslim patients with unique pharmacological considerations influenced by religious beliefs and practices. Islam, as the world's second-largest religion, includes specific guidelines affecting medication permissibility, particularly regarding alcohol and pork-derived ingredients. This educational guide examines the intersection of Islamic teachings with pharmacotherapy, providing examples of commonly prescribed medications containing alcohol or porcine-derived gelatin from our academic medical center's inpatient and outpatient formulary. We document alcohol content percentages in various medications and suggest possible alternatives as illustrative examples. Most importantly, we present a step-by-step practical framework for using National Drug Code (NDC) numbers and the DailyMed database, enabling healthcare professionals at any institution to determine medication suitability for their Muslim patients. Our guide demonstrates that while numerous medications contain ingredients that may conflict with Islamic guidelines, alternatives often exist and can be systematically identified. We advocate for a collaborative, culturally-sensitive approach to medication prescribing that involves shared decision-making, respects religious beliefs, and incorporates alternative formulations when available. By implementing the practical strategies outlined in this educational guide, healthcare providers can enhance medication adherence, strengthen patient-provider relationships, and deliver more culturally competent care to Muslim patients.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102429"},"PeriodicalIF":1.3,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144549293","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":"Nutrition counseling in pharmacy practice in Australia: A mixed methods study","authors":"Samar Elsayed,&nbsp;Diane Ibrahim,&nbsp;Joanna E. Harnett,&nbsp;Jessica Pace,&nbsp;Ines Krass,&nbsp;Ingrid C. Gelissen","doi":"10.1016/j.cptl.2025.102416","DOIUrl":"10.1016/j.cptl.2025.102416","url":null,"abstract":"<div><h3>Background</h3><div>Counseling patients on lifestyle, including diet, is part of pharmacy practice and an important contribution to health promotion. However, there is currently a lack of information regarding the extent of nutrition counseling in pharmacy practice, including pharmacists' attitudes and confidence in this area.</div></div><div><h3>Objective</h3><div>To investigate attitudes and practices of Australian pharmacists with regards to nutrition counseling, including sufficiency of education and training.</div></div><div><h3>Methods</h3><div>Registered pharmacists were recruited via social media and professional networks to participate in an anonymous online survey and semi-structured interviews. Survey data were analyzed using SPSS while interview transcripts were thematically analyzed.</div></div><div><h3>Results</h3><div>Survey participants (n = 107) were frequently consulted by patients for dietary advice, with 45 % reporting counseling on diet daily or every 2–3 days while vitamin and mineral supplementation advice was provided even more frequently. Participants reported positive attitudes towards nutrition counseling, however confidence varied greatly amongst topics. Multivariate analysis indicated that frequency of dietary counseling provision was linked to confidence in providing such counseling. Importantly, participants indicated that education on nutrition in pharmacy curricula was insufficient. Semi-structured interviews (n = 21) confirmed that lack of education in nutrition was indeed a barrier for provision of such counseling, as were time constraints. Participants highlighted the vast potential for pharmacists, particularly those working in community and specialist areas like Home Medicine Reviews, to provide nutrition counseling to patients due to their accessibility.</div></div><div><h3>Conclusion</h3><div>Pharmacists expressed willingness and potential to provide nutrition counseling, however improved nutrition education is required to improve confidence in this area.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102416"},"PeriodicalIF":1.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144522554","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":"An interprofessional simulation to develop communication skills in health professional students","authors":"Amanda Brown ,&nbsp;Laressa Bethishou ,&nbsp;Richard Beuttler ,&nbsp;Mugdha Joshi ,&nbsp;Anthony Nguyen ,&nbsp;Reza Taheri","doi":"10.1016/j.cptl.2025.102421","DOIUrl":"10.1016/j.cptl.2025.102421","url":null,"abstract":"<div><h3>Introduction</h3><div>Communication is a foundational skill which can improve patient care, yet opportunities to develop and practice are sparse in healthcare education. Chapman University School of Pharmacy conducted a study to simulate such learning opportunities to develop communication and teamwork skills in challenging situations.</div></div><div><h3>Objective</h3><div>The objective of this study was to evaluate the impact of this simulation activity in increasing awareness and self-reported competence in communication and collaboration strategies.</div></div><div><h3>Methods</h3><div>Student pharmacists and medical residents and fellows participated in a virtual simulation in which student pharmacists were instructed to provide discharge recommendations to a physician. Through this activity, the students practiced navigating a challenging conversation with respectful communication, incorporated evidence to support recommendations, and demonstrated understanding of the health system and policies that affect patient care. Students completed pre and post surveys rating themselves on level of agreement on their ability to perform four Interprofessional Education Collaborative (IPEC) sub-competencies, two related to communication and two related to teams and teamwork. Qualitative comments were collated and thematic analysis of the students' takeaways was performed using the constant comparison method.</div></div><div><h3>Results</h3><div>A total of 67 students completed the pre and post surveys. Student self-perception in their level of agreement on their ability to perform the four IPEC sub-competencies increased across all four items. Additionally, 97 % of the post survey respondents recommended this experience to future students. The thematic analysis of the students' takeaways identified four themes of communication and teamwork strategies gained from the experience.</div></div><div><h3>Conclusion</h3><div>This simulation experience shares a beneficial opportunity to teach students in an engaging method about collaborative communication skills and teamwork when navigating challenging conversations. Participation in the simulation demonstrated an increase in two communication sub-competencies and two teams and teamwork sub-competencies. Thematic analysis of the students' takeaway identified communication and teamwork strategies learned from the experience.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102421"},"PeriodicalIF":1.3,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144514248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editor's Note","authors":"","doi":"10.1016/j.cptl.2025.102430","DOIUrl":"10.1016/j.cptl.2025.102430","url":null,"abstract":"","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102430"},"PeriodicalIF":1.3,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144489337","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 of an intentional approach to NAPLEX® preparation","authors":"Madeline Dintzner,&nbsp;Laressa Bethishou,&nbsp;Richard Beuttler,&nbsp;M.S. Helen Sahli,&nbsp;M.S. Reza Taheri","doi":"10.1016/j.cptl.2025.102419","DOIUrl":"10.1016/j.cptl.2025.102419","url":null,"abstract":"<div><h3>Purpose</h3><div>To develop and implement an intentional approach for preparation of doctor of pharmacy (PharmD) graduates to successfully pass the North American Pharmacist Licensure Examination® (NAPLEX®) on their first attempt.</div></div><div><h3>Methods</h3><div>Chapman University School of Pharmacy (CUSP) incorporated a series of high-stakes Mock NAPLEXs into the APPE-year co-curricular education course as part of students’ professional development, with the requirement that students pass one exam prior to graduation. CUSP partnered with UWorld/RxPrep® to provide a resource for students to use in preparing for the Mock NAPLEXs, which were administered five times during the spring term of the APPE year via the web-based platform. Students were held accountable for their own preparation efforts and outcomes.</div></div><div><h3>Results</h3><div>After incorporating the Mock NAPLEX requirement into the APPE-year co-curricular education course in 2023, first-time pass rates on the NAPLEX were consistently higher for CUSP graduates relative to the national average.</div></div><div><h3>Conclusions</h3><div>With a moderate investment in resources, CUSP was able to consistently increase the first-time NAPLEX pass rates of its recent graduates, by holding students accountable for their own preparation and requiring them to demonstrate their readiness to test prior to graduation from the PharmD program as part of their professional development through the co-curriculum.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102419"},"PeriodicalIF":1.3,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321756","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":"Fostering career-readiness in pharmacy students through work-integrated learning: Qualitative analysis of co-op supervisor and rotation preceptor feedback on student performance","authors":"Ali Syed ,&nbsp;Jennifer A. Pereira ,&nbsp;M.H.D. Wasem Alsabbagh ,&nbsp;Sherilyn K.D. Houle ,&nbsp;Nancy M. Waite","doi":"10.1016/j.cptl.2025.102413","DOIUrl":"10.1016/j.cptl.2025.102413","url":null,"abstract":"<div><h3>Introduction</h3><div>Work-integrated learning (WIL) is a key component of many professional programs, allowing students to apply classroom knowledge in workplace and practice settings. While most pharmacy schools include clinical rotations in their curriculum, few integrate co-operative education (“co-op”), resulting in a dearth of literature regarding how each WIL model prepares students for pharmacy careers. We analyzed student performance evaluations to identify co-op supervisors' and rotation preceptors' perceptions of students' job/practice readiness skills, distinguishing the unique and complementary skills developed by each experience.</div></div><div><h3>Methods</h3><div>In the University of Waterloo Doctor of Pharmacy (PharmD) program, students complete three co-op work terms in their second and third years and three clinical rotations in their fourth year. Supervisor and preceptor qualitative feedback on student performance for students in three graduating classes was qualitatively analyzed; two researchers independently coded data, using content analysis to identify themes.</div></div><div><h3>Results</h3><div>Both WIL models support students' growth in confidence, ability to engage in tailored communication with patients, and improved collaboration with other healthcare providers. A hierarchy of learning was observed with co-op helping students gain experience as a contributing member of an interprofessional team and learning how to adapt to workflow changes. This provided a foundation for final-year rotations allowing students to focus and gain self-assurance providing patient care services.</div></div><div><h3>Discussion</h3><div>Supervisors and preceptors perceive that co-op and rotations provide students with multiple important skills for job/practice readiness. Co-op's fostering of job readiness skills prepares students for more advanced, focused, and nuanced practice skill development in the program's final year.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102413"},"PeriodicalIF":1.3,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321854","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":"Canadian trailblazers and notable Black pharmacy history","authors":"John E. Clark ,&nbsp;Nkem Iroh","doi":"10.1016/j.cptl.2025.102411","DOIUrl":"10.1016/j.cptl.2025.102411","url":null,"abstract":"<div><div>The journey of Black pharmacists in Canada is a testament to their resilience and dedication. Their stories are an integral part of the broader history of the pharmacy profession, highlighting the importance of diversity and inclusion. As we continue to learn more about the experiences of Black pharmacists, it is essential to recognize and celebrate their achievements and contributions. The aim of this short communication is to provide an overview of some of the first pharmacists of African descent who graduated from pharmacy schools in Canada, which included Dalhousie University, University of Alberta, University of British Columbia, University of Manitoba, University of Saskatchewan, and the Ontario College of Pharmacy. The achievements and contributions as early cohorts of Black pharmacists in Canada are highlighted.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102411"},"PeriodicalIF":1.3,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144313875","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}