Currents in Pharmacy Teaching and Learning最新文献

{"title":"Enhancing learner abilities to address health disparities during ambulatory care Introductory Pharmacy Practice Experiences (IPPE)","authors":"Kristi W. Kelley,&nbsp;E. Kelly Hester,&nbsp;Allison Helmer,&nbsp;Dana G. Carroll","doi":"10.1016/j.cptl.2024.102218","DOIUrl":"10.1016/j.cptl.2024.102218","url":null,"abstract":"<div><h3>Background</h3><div>Pharmacists are often the most accessible health care provider, particularly in medically underserved areas, and experience addressing health disparities is important. While the importance of integrating health disparities throughout the pharmacy curriculum is clear from Accreditation Council of Pharmacy Education (ACPE) standards, there is a paucity of data within experiential settings. This study describes how focused, health disparities learning activities were incorporated into a 40-h clinical introductory pharmacy practice experience (IPPE) and describes learner outcomes from these learning activities.</div></div><div><h3>Educational activity</h3><div>This is a retrospective review of survey data completed by 52  second year pharmacy students on clinical IPPE rotations with four ambulatory care faculty members in rural and urban clinics. This was conducted at a single college of pharmacy over 5 years.</div></div><div><h3>Evaluation findings</h3><div>The number of resources learners could list for patients with health disparities increased on post-surveys. For case-related questions, learners recognized and could appreciate the challenges in managing a patient who had financial and social limitations. Learner confidence increased in their ability to access necessary medications and disease state management after the learning experience. Overall, learners had firm beliefs regarding the importance of health disparities on patients which were generally unchanged throughout the experience.</div></div><div><h3>Analysis of educational activity</h3><div>Intentional readings and cases with discussion related to addressing health disparities in underserved populations while providing direct patient care on a 40-h clinical IPPE ambulatory care rotation, improved knowledge of resources to access for patients experiencing health disparities. These learning activities also improved the confidence of learners in providing care to patients experiencing health disparities.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102218"},"PeriodicalIF":1.3,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142628510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation and initial evaluation of an exam self-reflection process","authors":"Jenna Mills ,&nbsp;Shantanu Rao","doi":"10.1016/j.cptl.2024.102211","DOIUrl":"10.1016/j.cptl.2024.102211","url":null,"abstract":"<div><h3>Objective</h3><div>To implement a standardized approach to exam review for Doctor of Pharmacy (PharmD) students and assess its effect on students' perceptions.</div></div><div><h3>Methods</h3><div>Over the academic years 2022–2024, second-professional year pharmacy (PharmD) students scoring less than 73 % on major midterm examinations were required to complete an exam self-reflection form in two pharmacotherapeutics courses. A survey was developed and distributed to all students enrolled in the pharmacotherapeutics courses to assess students' opinions about the exam self-reflection process.</div></div><div><h3>Results</h3><div>One hundred and twenty-two responses were received for the survey over the three semesters (95 % response rate). The majority of students expressed satisfaction with the benefit (92 %) and importance (87 %) of implementing the self-reflection process using the exam self-reflection form within the pharmacotherapeutics courses. Amongst students who submitted the exam self-reflection form (<em>n</em> = 58), survey data revealed that 76 % were overall satisfied with the self-reflection process using the exam self-reflection form. Students' satisfaction was also expressed in terms of supporting its continuation (66 %), recommendation in other courses (64 %), time spent completing the form (67 %), assistance with preparing for the remediation exam (85 %), impact on remediation score (79 %), confidence with course content (91 %), understanding of course content (97 %), test-taking skills (76 %), knowledge gap identification (88 %), and value (66 %).</div></div><div><h3>Conclusion</h3><div>Students positively perceived the exam self-reflection process. Future directions include evaluating exam data to determine the quantitative impact of the exam self-reflection review approach.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102211"},"PeriodicalIF":1.3,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142587220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Global research progress in pharmacy education","authors":"Wei Zhang ,&nbsp;Shu-Rui Li ,&nbsp;Shan-Shan Cao ,&nbsp;Meng Tang ,&nbsp;Bo Ji ,&nbsp;Fei Mu ,&nbsp;Jie Ge ,&nbsp;Meng-Ying Li ,&nbsp;Bo-Yuan Fan ,&nbsp;Yue Guan ,&nbsp;Jing-Wen Wang","doi":"10.1016/j.cptl.2024.102157","DOIUrl":"10.1016/j.cptl.2024.102157","url":null,"abstract":"<div><h3>Introduction</h3><div>Bibliometric and visualization analyses are used to quantitatively assess and graphically display the current status, patterns, and trends using scholarly literature. Pharmacy education worldwide has developed rapidly over the past few decades, but few related studies have been conducted in this field. This study aims to explore the present landscape, identify research focal points, and future trends in the evolution of pharmacy education.</div></div><div><h3>Methods</h3><div>Published articles on pharmacy education from 2003 to 2022 were sourced and retrieved from the Web of Science Core Collection (WOSCC). Utilizing VOSviewer (1.6.18) and CiteSpace (6.2.R2) software, along with a platform (<span><span>bibliometric.com</span><svg><path></path></svg></span>), we performed comprehensive bibliometric and visualization analyses.</div></div><div><h3>Results</h3><div>From 2003 to 2022, research on pharmacy education developed rapidly, showing rising trends in annual publications and citations. A total of 2945 publications were collected for this study. The United States of America had the most significant number of publications. As shown in the co-authorship analysis, cooperation between countries is often led and embodied by collaborations between well-known institutions. “Online learning” is one of the latest research directions.</div></div><div><h3>Conclusions</h3><div>There is a continuously increasing tendency of studies in pharmacy education. The progression of pharmacy education research has transitioned from the theoretical phase to practical application in bedside clinical practice.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102157"},"PeriodicalIF":1.3,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142577885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are we committed to commitment?","authors":"Kaci Boehmer,&nbsp;Amy M. Franks","doi":"10.1016/j.cptl.2024.102215","DOIUrl":"10.1016/j.cptl.2024.102215","url":null,"abstract":"<div><h3>Introduction</h3><div>Students face difficult decisions when considering multiple opportunities for employment or continued training. When this happens, students may consider breaking a previous commitment to accept a more appealing offer. Societal trends toward decommitment may also influence students' perceptions of the importance of commitment.</div></div><div><h3>Perspective</h3><div>Students must consider potentially serious professional repercussions that may result from dishonoring commitment before making such a decision.</div></div><div><h3>Implications</h3><div>We challenge pharmacy faculty to reinforce the professional obligation of honoring commitment when guiding students in career decision-making. We emphasize the importance of helping students develop a specific plan to work toward career goals, entertain only those opportunities that help achieve these goals, and carefully weigh the potential impact of dishonoring commitment on their professional reputation.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102215"},"PeriodicalIF":1.3,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Incorporation of Diversity, equity, inclusion and anti-racism (DEIA) principles into the pharmacy classroom: An exploratory review","authors":"Nancy Assaker ,&nbsp;Elizabeth Unni ,&nbsp;Terri Moore","doi":"10.1016/j.cptl.2024.102209","DOIUrl":"10.1016/j.cptl.2024.102209","url":null,"abstract":"<div><h3>Introduction</h3><div>The objective is to gather evidence on ways to integrate DEIA into the didactic and experiential pharmacy classroom based on AACP's 2021–2024 Strategic Plan Objective 3.3.1. to “compile and publish resources related to best practices in inclusive pedagogy, creating inclusive classrooms, navigating difficult conversations, and promoting equitable campus climates for use by schools and colleges of pharmacy.”.<span><span>³</span></span></div></div><div><h3>Methods</h3><div>An exploratory review was conducted to identify literature using journals, including Academic Medicine, the American Journal of Pharmaceutical Education (AJPE), AACP poster abstracts from 2018 and onward, Currents in Pharmacy Teaching and Learning (CPTL), JAMA Surgery, Journal of Dental Education (JDE), and Minority Nurse Magazine. Keywords used were “DEIA,” “DEIA in classrooms,” “diversity,” “equity,” “inclusion,” “microaggression,” “disabilities,” “pharmacy education,” “health equity,” “discrimination,” “unconscious bias,” “cultural humility,” and “cultural competence.” Excluded were literature focused on DEIA in “curriculum,” “recruitment,” and other topics unrelated to integrating DEIA in the classroom. Poster abstract authors were contacted directly to get a copy of the poster so that more information could be gathered from the poster.</div></div><div><h3>Results</h3><div>Sixteen publications were identified (14 peer-reviewed manuscripts and two poster abstracts). Of those, two explored the utilization of technology to make lesson plans more inclusive; seven discussed ways for students to address implicit biases, microaggressions, and navigating difficult conversations; five focused on accommodating students with disabilities; one discussed developing better pronunciation of students' names; and one discussed a method to improve student's self-awareness and awareness of other cultures.</div></div><div><h3>Conclusion</h3><div>Although evidence was found on integrating DEIA into the didactic and experiential settings, the amount of evidence found is limited, warranting further research.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102209"},"PeriodicalIF":1.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What is commitment?","authors":"Sarah Oprinovich","doi":"10.1016/j.cptl.2024.102216","DOIUrl":"10.1016/j.cptl.2024.102216","url":null,"abstract":"<div><div>Commitment is an important part of professionalism in pharmacy; however, we have no standardized definition. Commitment, like any other relationship between two parties, must be perceived strongly by both parties involved. In the setting of pharmacy residency training, commitment seems relatively easy to define. Current trends posed by Boehmer show that there must be unexplored complexity that remains in this concept under the surface. There is a need to truly identify the motivations of both residency candidates and residency programs during the interview process. Additional research should aim to identify preceptor perceptions of “good” motivations to pursue residency training. There is a paucity of literature on the factors affecting residency decommitment. To begin discerning these factors and their influence, more data should be collected and made available to researchers regarding decommitment at all stages of the match and residency training.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102216"},"PeriodicalIF":1.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The assimilatory impact of professional Identity formation on racial and ethnic minority doctor of pharmacy students","authors":"Joshua Wollen,&nbsp;Shantera Rayford Davis,&nbsp;Natalie Rosario","doi":"10.1016/j.cptl.2024.102217","DOIUrl":"10.1016/j.cptl.2024.102217","url":null,"abstract":"<div><div>The ideology of professional identity formation (PIF) is trending in pharmacy education. Therefore, we must initiate conversations about how the PIF framework impacts minoritized students. PIF is applied at default through the white racial frame, which is why making PIF inclusive is difficult. The concept of PIF itself is Eurocentric and relies on normative colonial systems, order, and viewpoints. Due to white centering, the PIF framework then becomes a tool of assimilation. This socially conditions marginalized and minoritized individuals to participate in the dominant culture's society according to those norms. Here we review the capitalistic angles of PIF, how PIF encourages assimilation, the interplay of role modeling on student development, and how to adjust the PIF framework to be more inclusive for minoritized learners.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102217"},"PeriodicalIF":1.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A faculty development series on race and ethnicity in pharmacy education","authors":"Mark A. Strand ,&nbsp;Allison Hursman ,&nbsp;Brody Maack ,&nbsp;Natasha Petry ,&nbsp;Rose Yang","doi":"10.1016/j.cptl.2024.102210","DOIUrl":"10.1016/j.cptl.2024.102210","url":null,"abstract":"<div><h3>Purpose</h3><div>Professional pharmacy associations are calling for greater cultural sensitivity in pharmacy.</div><div>education. The faculty of a Midwestern School of Pharmacy set out to better address race and racism in the pharmacy curriculum through the implementation of a faculty development series.</div></div><div><h3>Description</h3><div>A year-long professional development program to increase awareness of Diversity, Equity,</div><div>and Inclusion (DEI) by race and ethnicity was implemented for 30 faculty members. The program included four didactic lectures and four Grand Rounds discussion sessions.</div></div><div><h3>Analysis/Interpretation</h3><div>Attendance at the sessions averaged 22 (73 %) and 9 (30 %) for the didactic and Grand Rounds sessions, respectively. Faculty members showed a desire to learn about racism in pharmacy education and an openness to discuss ways to improve pharmacy education to make it culturally representative. Faculty went from a broad perception of health outcomes being impacted by race and racism, to actionable views on how race is addressed in the pharmacy curriculum, as well as the teaching methods such as facilitated discussions to address race and ethnicity appropriately.</div></div><div><h3>Conclusions</h3><div>Faculty members are willing and able to openly revisit the content and methods of their teaching to make it more accurate and inclusive about how race and ethnicity are handled in the.</div><div>pharmacy curriculum.</div></div><div><h3>Implications</h3><div>Pharmacy faculty are willing to learn about racism in pharmacy education and do what is necessary to handle race and ethnicity topics in appropriate ways. Collaborative learning can assist faculty members to do so.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102210"},"PeriodicalIF":1.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"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}