Currents in Pharmacy Teaching and Learning最新文献

{"title":"Choose your own adventure: Perception of gamification in continuing pharmacy education","authors":"Angela L. Goodhart ,&nbsp;Megan Adelman ,&nbsp;Taryn Mondiello ,&nbsp;Amber Lanae Martirosov","doi":"10.1016/j.cptl.2025.102384","DOIUrl":"10.1016/j.cptl.2025.102384","url":null,"abstract":"<div><h3>Background</h3><div>Literature detailing the implementation of gamification strategies, including ‘choose your own adventure’ (CYOA) patient cases, in continuing professional development within the pharmacy profession is limited. CYOA-style activities have had positive impacts on student cohorts. This report details attendees' perceptions of a continuing pharmacy education presentation at a national pharmacy conference that utilized gamification for content delivery.</div></div><div><h3>Educational activity</h3><div>An educational session was developed to use gamification to teach important concepts in the management of asthma. Presenters worked together to create ‘choose your own adventure’ (CYOA) activities as the gamification style for the session. Learning intentions were set for both cases based on important clinical considerations for pharmacists. A mixed methods approach was utilized to provide a descriptive evaluation of the CYOA educational session based on attendees' feedback. A survey was developed by the session moderators and distributed to attendees at the end of the session. A qualitative analysis was also conducted to analyze open-ended response questions within the end of session survey and the standardized session evaluation.</div></div><div><h3>Evaluation findings</h3><div>A total of 227 evaluations were submitted. Ninety-eight percent of respondents agreed or strongly agreed they would recommend the activity to a friend or colleague and were satisfied with the educational content and format of the activity.</div></div><div><h3>Analysis of educational activity</h3><div>Incorporating gamification techniques, such as CYOA, into continuing pharmacy education presents a valuable opportunity for practitioners.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102384"},"PeriodicalIF":1.3,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116423","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":"Do Swedish universities educate future doctors and pharmacists about the environmental impact of pharmaceuticals?","authors":"Abdullah Jazzaa ,&nbsp;Johanna Villén ,&nbsp;Elkanah Linder ,&nbsp;Ulrika Bergström ,&nbsp;Björn Wettermark","doi":"10.1016/j.cptl.2025.102386","DOIUrl":"10.1016/j.cptl.2025.102386","url":null,"abstract":"<div><h3>Objectives</h3><div>Residues of pharmaceuticals, originating from production, distribution or consumption, reach the environment where they have negative consequences on ecosystems. Educating future physicians and pharmacists could promote more environmentally friendly decisions throughout the life-cycle of pharmaceuticals. The aim of this cross-sectional study was to describe how pharmaceuticals in the environment was integrated into Swedish universities' medicine and pharmacy educations.</div></div><div><h3>Methods</h3><div>The study was conducted November–December 2022 and consisted of two parts; i) a review of program curricula for medicine and pharmacy programs in Sweden and ii) a questionnaire distributed to course managers at pharmacy programs, and to program managers at medicine programs. Multiple-choice questions were analysed with descriptive statistics. Open-ended questions and program curricula were assessed qualitatively with content analysis.</div></div><div><h3>Results</h3><div>Pharmaceuticals in the environment was mentioned in the general learning objectives aligned with the Higher Education Ordinance, but content related to environment was only included in curricula for some courses, mainly regarding sustainable development. A total of 47/100 pharmacy course managers and 6/7 medicine program managers responded to the questionnaire. 19/47 pharmacy course managers and 6/6 medicine program managers indicated that their courses include aspects of pharmaceuticals in the environment. The most common areas in pharmacy courses were sustainable drug use, and sustainable drug manufacturing/development.</div></div><div><h3>Conclusions</h3><div>Sweden's medicine and pharmacy programs contain some education about environmental impacts of pharmaceuticals but the curricula could be developed further. There is room for improvement in integrating environmental themes throughout the programs, potentially as an interprofessional education with a life-cycle perspective of pharmaceuticals.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102386"},"PeriodicalIF":1.3,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116422","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":"Escaping single disease silos: Assessing an escape room related to multiple disease states","authors":"Emily J. Clemens ,&nbsp;Luke A. Wedekind ,&nbsp;Jeffrey T. Lalama ,&nbsp;Bianca B. Calderon","doi":"10.1016/j.cptl.2025.102395","DOIUrl":"10.1016/j.cptl.2025.102395","url":null,"abstract":"<div><h3>Introduction</h3><div>Use of escape rooms in pharmacy education has increased; however, evidence is limited on their effectiveness in reinforcing pharmacy content. The purpose of this cohort study is to evaluate the effect of an escape room activity on second-year pharmacy students' knowledge across multiple disease states.</div></div><div><h3>Methods</h3><div>An escape room activity was integrated into a Doctor of Pharmacy Integrated Pharmacy Laboratory course to reinforce multiple disease states previously taught in Integrated Pharmacotherapy courses. Students completed a pre- and post-activity quiz related to their knowledge. Data was collected in three cohorts of students in the Integrated Pharmacy Laboratory course.</div></div><div><h3>Results</h3><div>Fifty-five students who were enrolled in the course from Fall 2023 to Fall 2024 opted into the study. In total, a large effect size was observed between pre- and post-activity scores (Cohen's d = 1.80, <em>p</em> &lt; 0.001), indicating a 1.8 standard deviation increase in quiz scores. Individually, all three cohorts exhibited a large effect size, suggesting a consistent pattern in quiz score improvements (Fall 2023: Cohen's d = 1.29, <em>p</em> &lt; 0.001; Summer 2024: Cohen's d = 2.17, <em>p</em> = 0.001; Fall 2024: Cohen's d = 2.76, <em>p</em> &lt; 0.001). Student perception of the activity was overall positive, noting its creative approach on solidifying knowledge of multiple disease states.</div></div><div><h3>Conclusion</h3><div>The escape room activity enhanced students' knowledge of managing multiple disease states, highlighting its potential as an effective active-learning strategy in pharmacy education to promote student engagement and knowledge reinforcement. Future implementations should consider cohorts with larger sample sizes.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102395"},"PeriodicalIF":1.3,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116489","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 faculty time investment in a residency preparation elective and impacts on match rates","authors":"Caroline M. Sierra,&nbsp;Lisa T. Hong","doi":"10.1016/j.cptl.2025.102387","DOIUrl":"10.1016/j.cptl.2025.102387","url":null,"abstract":"<div><h3>Introduction</h3><div>To assess the impact of a pharmacy residency preparation elective course on residency match rate and faculty workload.</div></div><div><h3>Methods</h3><div>This cohort study used residency match data to compare the match success rate of students who did and did not participate in the residency preparation elective. Surveys were administered to students who completed the elective to obtain course feedback and to the graduating class regarding how prepared they felt for residency/job interviews and applications. Faculty estimated time spent preparing for and executing the elective.</div></div><div><h3>Results</h3><div>Match success rates for students who participated in the residency preparation elective were higher than those who did not. Students who took the elective were more likely to feel prepared for the residency application process. Both faculty members co-teaching the course spent a yearly average of 73 h each in preparation, class time, grading, and course improvement.</div></div><div><h3>Discussion</h3><div>Those who took the residency preparation elective had an improved match success rate and felt more prepared for the residency/job application and interviewing process than those who did not. Considering the significant amount of time spent by faculty to execute this course, the time and effort may be better spent facilitating student participation in other opportunities to prepare for application for residencies/jobs.</div></div><div><h3>Conclusion</h3><div>Student participation in the residency preparation elective resulted in a higher match success rate compared with those who did not participate. Future studies could better inform the utility of an in-house residency preparation course versus other preparation.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102387"},"PeriodicalIF":1.3,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144107757","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 educational effect of incorporating an online context into medication instruction training in clinical preparation education","authors":"Susumu Kawano,&nbsp;Hiroaki Kaji,&nbsp;Yasuhisa Izushi,&nbsp;Keisuke Yoshii,&nbsp;Yuichi Tasaka,&nbsp;Takayoshi Maiguma,&nbsp;Mai Nishida,&nbsp;Shinsuke Akagi,&nbsp;Hideki Nawa,&nbsp;Kenichi Shimada,&nbsp;Yoshihisa Kitamura","doi":"10.1016/j.cptl.2025.102383","DOIUrl":"10.1016/j.cptl.2025.102383","url":null,"abstract":"<div><h3>Introduction</h3><div>The spread of the coronavirus disease (COVID-19) has accelerated the provision of medical services using video conferencing systems. Hence, educational institutions are required to develop human resources that can utilize Internet communication technology in clinical settings.</div></div><div><h3>Objectives</h3><div>This study aimed to create a learning program incorporating an online video conferencing environment into medication counseling clinical preparatory education for pharmacy students and measure its educational effectiveness. Specifically, we compared pharmacy students' medication instruction abilities using an online video conferencing system and the characteristics of face-to-face and online medication instruction before and after the program.</div></div><div><h3>Setting</h3><div>Fourth-year students of the School of Pharmacy at Shujitsu University in Okayama Japan for the academic year 2023–2024.</div></div><div><h3>Measurement</h3><div>To evaluate the program, we compared changes in learners' abilities and the characteristics of face-to-face and online medication instruction as recognized by the learners.</div></div><div><h3>Results</h3><div>Participants' abilities improved after completing the program. A characteristic of online medication counseling using a videoconferencing system is that, as in the real world, it is more difficult to maintain a patient's concentration than in face-to-face counseling. However, sharing clinical test results and checking the medication status may be more useful online than during face-to-face counseling.</div></div><div><h3>Conclusion</h3><div>Our clinical preparatory education program for medication instruction, which incorporates an online context into learning strategies, has been shown to closely mimic real-life online medication instruction.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102383"},"PeriodicalIF":1.3,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116420","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":"Comparison of a generative large language model to pharmacy student performance on therapeutics examinations","authors":"Christopher J. Edwards,&nbsp;Bernadette Cornelison,&nbsp;Brian L. Erstad","doi":"10.1016/j.cptl.2025.102394","DOIUrl":"10.1016/j.cptl.2025.102394","url":null,"abstract":"<div><h3>Objective</h3><div>To compare the performance of a generative language model (ChatGPT-3.5) to pharmacy students on therapeutics examinations.</div></div><div><h3>Methods</h3><div>Questions were drawn from two pharmacotherapeutics courses in a 4-year PharmD program. Questions were classified as case based or non-case based and application or recall. Questions were entered into ChatGPT version 3.5 and responses were scored. ChatGPT's score for each exam was calculated by dividing the number of correct responses by the total number of questions. The mean composite score for ChatGPT was calculated by adding individual scores from each exam and dividing by the number of exams. The mean composite score for the students was calculated by dividing the sum of the mean class performance on each exam divided by the number of exams. Chi-square was used to identify factors associated with incorrect responses from ChatGPT.</div></div><div><h3>Results</h3><div>The mean composite score across 6 exams for ChatGPT was 53 (SD = 19.2) compared to 82 (SD = 4) for the pharmacy students (<em>p</em> = 0.0048). ChatGPT answered 51 % of questions correctly. ChatGPT was less likely to answer application-based questions correctly compared to recall-based questions (44 % vs 80 %) and less likely to answer case-based questions correctly compared to non-case-based questions (45 % vs 74 %).</div></div><div><h3>Conclusion</h3><div>ChatGPT scored lower than the average grade for pharmacy students and was less likely to answer application-based and case-based questions correctly. These findings provide valuable insight into how this technology will perform which can help to inform best practices for item development and helps highlight the limitations of this technology.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102394"},"PeriodicalIF":1.3,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116490","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":"Comparing COEPA entrustment scale performance to traditionally graded content in a skills laboratory setting: A pilot study identifying assessment opportunities","authors":"Adriane Marino ,&nbsp;Michelle DeGeeter Chaplin ,&nbsp;Dawn Battise","doi":"10.1016/j.cptl.2025.102385","DOIUrl":"10.1016/j.cptl.2025.102385","url":null,"abstract":"<div><h3>Objective</h3><div>To evaluate if assessment outcomes on content rubrics and prospective COEPA entrustment scales correspond in the skills laboratory setting.</div></div><div><h3>Methods</h3><div>Non-graded COEPA entrustment scales were added alongside traditional graded content rubrics for objective structured clinical exams (OSCEs) during fall 2023 skills laboratory offerings. COEPA scale levels were compared to content scores for OSCEs across three different skills laboratories at one institution. Descriptive statistics were used in the comparisons. The authors hypothesized that performance on the COEPA scale would correspond with performance on the content rubrics. A student whose COEPA scale level was below the compared content rubric score would be considered to be performing <em>below</em> the expected level. A student whose COEPA scale level was above the compared content rubric score would be considered to be performing <em>above</em> the expected level.</div></div><div><h3>Results</h3><div>A total of 134 students across three cohorts were assessed. Students scored below the expected score 23.4 % of the time and above the expected score 29.7 % of the time. However, the percentage varies widely by assessment for those below the expected COEPA level (1.8 to 46.7 %) and for those above the expected COEPA level (0 to 70.2 %).</div></div><div><h3>Conclusions</h3><div>While there was not consistent correspondence between content and COEPA scores across the skills laboratories, the entrustment scale offers a new data point to track learner development and progression towards experiential readiness while also providing more practical feedback. Additionally, the use of COEPA entrustment scales further demonstrates the gravity of some errors.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102385"},"PeriodicalIF":1.3,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116421","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":"Knowledge of pharmacy students regarding HIV/AIDS: A cross-sectional survey","authors":"Thalya Müller Borges ,&nbsp;João Filipe Fabris Sepulcri ,&nbsp;Paula Gonçalves Ribeiro ,&nbsp;Bárbara Brambila-Manso ,&nbsp;Genival Araujo dos Santos Júnior ,&nbsp;Kérilin Stancine Santos Rocha ,&nbsp;Thiago Silva Torres ,&nbsp;Dyego Carlos Souza Anacleto de Araújo","doi":"10.1016/j.cptl.2025.102283","DOIUrl":"10.1016/j.cptl.2025.102283","url":null,"abstract":"<div><h3>Introduction</h3><div><em>Pharmacy students</em> play a crucial role in addressing the HIV epidemic; therefore, it is essential that they develop a thorough understanding of HIV/AIDS. In Brazil, knowledge about HIV/AIDS has been explored among health students, however research with pharmacy students is limited.</div></div><div><h3>Objective</h3><div>To assess the knowledge of pharmacy students concerning HIV/AIDS at a large university in Brazil.</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted between May and November 2023 among undergraduate Pharmacy students at a Federal University in Southeastern Brazil. The students were invited to complete the 12-item HIV/AIDS Knowledge Assessment Tool (HIV-KA) and provide demographic and educational data. The HIV-KA total score was calculated by summing all correct responses, ranging from 0 to 12, with higher scores indicating greater knowledge. A binary logistic regression analysis was conducted. The study was approved by the Ethics Committee (Protocol No. 5.995.451).</div></div><div><h3>Results</h3><div>A total of 215 pharmacy students completed the survey. The mean HIV-KA score was 10 (SD = 1.54, range: 3–12). The proportion of students deemed as having a high level of knowledge was 43.7 % (score ≥ 11), moderate level was 25.1 % (score = 10), and low level was 31.2 % (score ≤ 9). The items related to pre-exposure prophylaxis (PrEP) and use of antiretroviral drugs during pregnancy had lower levels of correct answers. In the adjusted binary logistic regression analysis, internships and courses with HIV/AIDS-specific content were associated with higher knowledge levels among pharmacy students.</div></div><div><h3>Conclusion</h3><div>Overall, students showed moderate to high understanding of HIV/AIDS, but knowledge gaps were noted in areas like PrEP and antiretroviral use during pregnancy. Internships and HIV/AIDS-focused courses were key factors linked to higher knowledge levels.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102283"},"PeriodicalIF":1.3,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144090242","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":"Assessing the impact of a peer-led vaping prevention program","authors":"Jamie L. McConaha ,&nbsp;Jane E. Cavanaugh ,&nbsp;Holly Lassila ,&nbsp;Jennifer Baird ,&nbsp;Phillip Lunney","doi":"10.1016/j.cptl.2025.102337","DOIUrl":"10.1016/j.cptl.2025.102337","url":null,"abstract":"<div><h3>Background</h3><div>The study examines the effectiveness of Drugs of Abuse (DOA) presentations conducted by student pharmacists in high schools across Pittsburgh, PA. The goal is to assess students' understanding and perceptions of addiction and the impact of educational interventions.</div></div><div><h3>Methods</h3><div>Student pharmacists specially trained as Tobacco Treatment Specialists (TTS) presented the DOA presentation at five local high schools. Data was collected through pre- and post-assessment surveys. The surveys evaluated students' perceptions of addiction using a ten-question format. Statistical analysis was performed using One-Way Analysis of Variance (ANOVA) and paired comparison techniques. Qualitative data was collected from the student pharmacist presenters to assess the impact of the presentation on their own views of addiction.</div></div><div><h3>Results</h3><div>The post-assessment of 32 matched student responses showed little global shift in scores; however, specific questions showed improvements, indicating the training's impact on understanding addiction's lifelong nature and treatment benefits.</div><div>Differences were observed between schools (<em>P</em> = 0.004), with one school scoring higher on knowledge of addiction due to socioeconomic factors. Gender analysis showed females scored higher than males (<em>P</em> = 0.010).</div></div><div><h3>Conclusions</h3><div>The DOA presentations were well-received, achieving high participation and diverse representation. The educational intervention improved students' understanding of addiction on specific measures. The success of the program suggests potential for expansion and continued implementation to further enhance student awareness and education on addiction.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102337"},"PeriodicalIF":1.3,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928770","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 impact of an intravenous admixture course on student pharmacists' confidence and comfort levels in compounding sterile preparations","authors":"Heeseung J. Mueller ,&nbsp;Holli Temple ,&nbsp;Yihua Lee ,&nbsp;Lakshya Sakthisivabalan ,&nbsp;Leticia R. Moczygemba","doi":"10.1016/j.cptl.2025.102325","DOIUrl":"10.1016/j.cptl.2025.102325","url":null,"abstract":"<div><h3>Introduction</h3><div>Ensuring the safety and accuracy of compounded sterile preparations (CSPs) is a crucial part of a pharmacist's role. The purpose of this study was to determine if intravenous (IV) admixture lab course activities improved students' confidence and comfort levels in compounding sterile preparations across campuses and terms.</div></div><div><h3>Methods</h3><div>This study examined pre- and post-survey results collected from third-year pharmacy students (P3s) who enrolled in the 2022 Basic IV Admixtures Lab course, delivered on two campuses, during the 5-week summer term or 10-week fall term. Confidence and comfort levels were measured using a 5-point Likert scale (1 = not confident/comfortable at all to 5 = completely confident/comfortable) with seven questions in each category. Helpfulness of required and optional course activities was measured with eleven questions using a 5-point Likert scale (1 = unhelpful to 5 = helpful). Descriptive statistics, paired <em>t</em>-tests, and ANOVA were used for data analysis.</div></div><div><h3>Results</h3><div>Ninety-eight students completed both pre- and post-surveys (94.2 % response rate). Student confidence and comfort level improved (<em>p</em> &lt; 0.001) on all measured items after taking the course, with improvement in confidence ranging from 0.62 to 2.35 points and comfort level ranging from 0.62 to 2.18 points. No differences were found in mean improvement scores between terms or between campuses. The majority of required and optional activities had a high mean score of 4 and above on the helpfulness scale.</div></div><div><h3>Conclusion</h3><div>The IV admixture lab course improved confidence and comfort levels in the preparation of CSPs regardless of which term and on which campus students took the course.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102325"},"PeriodicalIF":1.3,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143906311","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}