Currents in Pharmacy Teaching and Learning最新文献

{"title":"Dividing opinions - Reviewing the future calculation curriculum in pre-registration pharmacy technician teaching in England and Wales","authors":"Billy Smith,&nbsp;Hannah Kinsey","doi":"10.1016/j.cptl.2025.102336","DOIUrl":"10.1016/j.cptl.2025.102336","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacy Technician practice is continually evolving, yet many areas of the curriculum have stayed the same- including pharmaceutical calculations. This study aimed to review and discuss the teaching and examination of selected calculations within the Certificate in Higher Education in Pharmacy Technician Practice taught in England and Wales.</div></div><div><h3>Methods</h3><div>Qualified pharmacy technicians, who are current or previous educational supervisors to pre-registration pharmacy technicians, were invited to focus groups to discuss the teaching of four calculations previously highlighted as rarely or never used in the workplace by pharmacy technicians. The calculations discussed were moles, molarity, displacement values and dilutions. After discussing each individual calculation, participants voted to either: 1) continue teaching and examination 2) continue teaching and do not examine 3) remove from teaching/examination and teach as a post-qualification advanced course 4) remove from teaching/examination and do not teach in post-qualification. Voting results and transcripts from the focus groups were analysed using descriptive statistics and framework analysis.</div></div><div><h3>Results</h3><div>The participants, who were all hospital based, agreed that teaching of these calculations should be reconsidered. Most felt that they should be included as part of the scientific understanding for each concept rather than examined individually. There was no expectation that these calculations would be undertaken by newly qualified pharmacy technicians.</div></div><div><h3>Conclusion</h3><div>The evolution of healthcare practice means that certain calculations are no longer a routine part of modern pharmacy technician practice. We have highlighted that the teaching and examination of these should be reviewed and altered for future students.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102336"},"PeriodicalIF":1.3,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143642712","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":"A hands-on approach: Developing a longitudinal physical assessment curriculum for pharmacy students","authors":"Mathew Letizia ,&nbsp;Rachel Kavanaugh ,&nbsp;Nathan Lamberton","doi":"10.1016/j.cptl.2025.102343","DOIUrl":"10.1016/j.cptl.2025.102343","url":null,"abstract":"<div><h3>Objective</h3><div>To develop and implement a longitudinal pharmacy student physical assessment curriculum within an accelerated pharmacy school curriculum.</div></div><div><h3>Methods</h3><div>A team consisting of a primary care pharmacist and two patient care lab (PCL) course directors identified relevant pharmacist physical assessment skills and aligned the teaching of these skills with concurrent pharmacotherapeutic modules. Formative and summative assessments identified competency related to identified skills.</div></div><div><h3>Results</h3><div>In the first academic year, students successfully completed physical assessment workshops in vitals collection, performing cardiovascular, respiratory, and endocrine physical assessments. In the second academic year, students successfully completed workshops in performing advanced cardiovascular, respiratory, pain and inflammation, neurology and behavioral health, immunological and gastrointestinal disorders, special populations, and critical care, toxicology, and substance abuse. Students successfully completed summative assessments at prespecified intervals.</div></div><div><h3>Conclusion</h3><div>Faculty successfully developed and implemented a longitudinal physical assessment curriculum within an accelerated pharmacy school curriculum which incorporated intentional alignment with concurrent pharmacotherapeutic courses.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102343"},"PeriodicalIF":1.3,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143642710","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":"Experience using a state board of pharmacy adequate staffing form: A descriptive report","authors":"Paul M. Boylan,&nbsp;Vincent Dennis,&nbsp;Stephen Neely,&nbsp;Grant H. Skrepnek","doi":"10.1016/j.cptl.2025.102326","DOIUrl":"10.1016/j.cptl.2025.102326","url":null,"abstract":"<div><h3>Background</h3><div>Between 30 and 50 % of all medication errors may be attributable to inadequate pharmacy staffing. Potentially understaffed pharmacies have garnered national media attention and fostered workforce crises. As such, Boards of Pharmacy (BOPs) have codified laws requiring pharmacists to document inadequate staffing events. Thus, a need exists to prepare students for pharmacy workplace phenomena.</div></div><div><h3>Educational activity</h3><div>The purpose of this report was to describe two educational activities using the Oklahoma BOP adequate staffing report form. Third-year student pharmacists enrolled in a required, skills-based course completed two formative activities, a knowledge quiz and written assignment, developed from a BOP adequate staffing report form.</div></div><div><h3>Evaluation findings</h3><div>Forty-one students were enrolled and completed the quiz, and thirty-six completed the staffing report form (87.8 % completion). Mean (standard deviation) scores on the quiz and form were 78.8 % (14.9) and 81.7 % (18.7), respectively. On the quiz, 83 % and 88 % of students achieved low taxonomy learning objectives recalling medication errors and identifying required reporting elements, respectively; however, 65 % of students achieved a high taxonomy objective to document required information. On the written assignment, over 90 % of students provided suggestions to prevent recurrent inadequate staffing, whereas 30 % of students neglected including sufficient summaries of events surrounding an inadequate staffing scenario.</div></div><div><h3>Analysis of educational activity</h3><div>Over 80 % of student pharmacists recalled and identified necessary information to include on a BOP staffing form, though only 65 % achieved high taxonomy objectives tagged to form completion. Findings of this work suggest that further efforts are needed to prepare and assess student pharmacists' acumen concerning the characteristics and events surrounding inadequately staffed pharmacies, and also their readiness to respond to these environments. Ongoing research should continue to quantify the extent and impact of staffing levels to optimize resources required to improve both patient safety and outcomes and to provide evidence-based guidance for regulatory measures and public policy.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102326"},"PeriodicalIF":1.3,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143621421","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 pharmaceutical calculation proficiency: Exploring self-directed learning and self-reinforcement assessment strategies for student success","authors":"Uyen Minh Le ,&nbsp;Tarek Kassem ,&nbsp;Tuan Tho Tran","doi":"10.1016/j.cptl.2025.102323","DOIUrl":"10.1016/j.cptl.2025.102323","url":null,"abstract":"<div><h3>Introduction</h3><div>Proficiency in pharmaceutical calculations is essential for pharmacy students, particularly for their role in patient care. This study is to explore the impact of self-directed learning (SDL) and self-reinforcement assessment (SRA), (SDL/SRA), strategies on student performance in pharmaceutical calculations at [COP name].</div></div><div><h3>Methods</h3><div>The study was conducted from 2020 to 2022, which included first-year pharmacy students. The calculation curriculum comprised a pre-pharmacy refresher, a primer program, a comprehensive course, and an online SDL program. SDL/SRA methodologies were introduced in 2021 and 2022 to enhance student engagement and learning outcomes. Data was collected through course evaluations, anonymous surveys, and comparative performance analysis.</div></div><div><h3>Results</h3><div>The implementation of SDL/SRA in 2021 and 2022 led to a notable improvement in student grades, with an increase of 13–17 % compared to 2020. Additionally, the failure rates dropped significantly from 30 % in 2020 to 2 % and 12 % in 2021 and 2022, respectively. Student feedback reflected a higher level of engagement and satisfaction with the course structure and the resources provided. Additionally, the analysis also identified challenges, particularly in understanding complex calculations and applying formulas to real-world scenarios.</div></div><div><h3>Conclusion</h3><div>SDL/SRA strategies have the potential to effectively enhance student performance and engagement in pharmaceutical calculations. However, the study's limitations, such as being conducted at a single COP, the absence of demographic data, variations in teaching formats between online and onsite, and reliance on student feedback rather than direct analytics, highlight the need for further research to validate these findings across diverse educational contexts.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102323"},"PeriodicalIF":1.3,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628202","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 cultural competencies ensured achievement of project goals across multiple states supported by Howard University Global Initiative, Nigeria","authors":"Dorothy Oqua ,&nbsp;Peter Okpe Agada ,&nbsp;Afeez Babatunde Oyetola ,&nbsp;Rosalyn C. King","doi":"10.1016/j.cptl.2025.102295","DOIUrl":"10.1016/j.cptl.2025.102295","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Introduction&lt;/h3&gt;&lt;div&gt;Howard University has served as the technical lead for ensuring best practices in pharmacy services and systems across multiple projects over the last two decades across all 36 + 1 states in Nigeria. Experiences and studies have shown that implementing projects without making allowances for local contexts and cultures can lead to failure. Howard University Global Initiative, Nigeria (HUGIN) incorporated cultural competencies into the design and implementation of training and care packages used in project implementation. In this paper, we share a review of the influence of cultural competency in the achievement of desired project goals in Nigeria.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methodology&lt;/h3&gt;&lt;div&gt;The approaches used involved stakeholders profiling and a co-creation mechanism to formulate appropriate level-adjusted training and care packages for healthcare providers and Recipients of Care (RoC) that reflected their educational and knowledge levels and accounting for their location, ethnicity, gender, age, literacy level, and religious beliefs. HUGIN developed instructional materials focusing on drug dispensing, patient counseling, ARV drug refilling, drug therapy monitoring, patient adherence, referral process, education programs, health team interaction, drug control, data production, collection, and verification.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;HUGIN trained 17,368 health care providers in various categories of service provision under various projects using different training packages. HUGIN developed the capacity of 113 top government personnel as Master Trainers on Pharmaceutical Care in HIV/AIDS who trained additional HCWs that served 163,901 recipients of care on antiretroviral therapy (ART), 96,041 women to prevent mother-to-child transmission of HIV and 3595 children who were exposed to HIV infection. HUGIN provided HIV testing services to 3000 Adolescents and Young People who were first time testers. HUGIN used culturally competent (Community ART Refill Clubs) CARC and (Community ART Refill Groups) CARG models to refill 5296 clients who could have interrupted treatment. Between January 2023 to December 2023, 10 clients on antiretroviral drugs in rural areas in Delta, Ekiti and Osun states were able to access Drug Information Services in areas with suboptimal HRH (Human Resources for Health). HUGIN also provided supervision to 36 pharmacy interns as well as experiential training for interns from the West African Health Organization and for students undertaking postgraduate courses in Health Management from Benue State University. The GHAIN project also trained 213 volunteer pharmacists to support pharmacy services in 93 supported healthcare facilities.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Lessons learned&lt;/h3&gt;&lt;div&gt;The co-creation of training with stakeholders enabled the sustainability and ownership of programs implemented in Nigeria. For example, the Community Pharmacy ART Refill Program (CPARP) model now has global appeal with ot","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102295"},"PeriodicalIF":1.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519102","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 faculty perspectives about implementing competency-based education in pharmacy education","authors":"Paul Gavaza ,&nbsp;Grace Kang ,&nbsp;Fred Doloresco ,&nbsp;Nancy Kawahara","doi":"10.1016/j.cptl.2025.102322","DOIUrl":"10.1016/j.cptl.2025.102322","url":null,"abstract":"<div><h3>Introduction</h3><div>There is increasing interest in competency-based pharmacy education (CBPE). Little is known about pharmacy faculty's perspectives about CBPE. The purpose of this study is to investigate pharmacy faculty's perspectives about the traditional education system and the benefits, challenges and appropriateness of adopting CBPE.</div></div><div><h3>Method</h3><div>Following IRB approval, a cross-sectional survey was conducted in the summer of 2022. A national sample of pharmacy faculty completed a 52-item online survey designed by the investigators.</div></div><div><h3>Results</h3><div>Of the 174 respondents, the majority were from private institutions (59.9 %) and from the pharmacy practice discipline (61.0 %), with over 10 years of work experience (56.0 %). Most held favorable views of the traditional pharmacy education system, with 66.6 % agreeing it meets the needs of the profession. Respondents also expressed concerns about CBPE, noting that it would increase faculty workload (67.4 %), faculty training requirements (83.1 %), and the time dedicated to teaching and assessment (68.3 %), with 82.0 % acknowledging many challenges associated with its implementation. Furthermore, 51.7 % indicated their programs lacked sufficient faculty to implement CBPE successfully, and 71.7 % reported inadequate faculty training. Over half (58.6 %) felt their programs were not prepared to adopt CBPE.</div></div><div><h3>Conclusion</h3><div>Pharmacy faculty generally hold positive views of both the traditional education system and CBPE, though there is a lack of understanding of CBPE and concerns about its implementation challenges. Future studies should further explore faculty and student perspectives on CBPE to better inform its adoption.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102322"},"PeriodicalIF":1.3,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143508678","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":"Embedding pharmacy practice, veterinary pharmacy, and environmental pharmacy to implement ‘One Health’ in pharmacy education","authors":"Kingston Rajiah,&nbsp;Aaron Courtenay,&nbsp;Bethan Pinhey","doi":"10.1016/j.cptl.2025.102320","DOIUrl":"10.1016/j.cptl.2025.102320","url":null,"abstract":"<div><h3>Introduction</h3><div>The integration of One Health principles within pharmacy education addresses the interconnectedness of human, animal, and environmental health, equipping future pharmacists to handle complex health issues, including antimicrobial resistance and zoonotic diseases.</div></div><div><h3>Perspective</h3><div>Embedding One Health into pharmacy curricula involves comprehensive curriculum mapping, interprofessional education (IPE) opportunities, and experiential learning. Collaborative efforts across pharmacy, veterinary, and environmental fields enhance students' understanding of interdisciplinary health challenges.</div></div><div><h3>Implications</h3><div>Institutions should incorporate One Health competencies into accreditation standards which may allow each discipline to reflect on its unique contributions and responsibilities within interprofessional practice. This strategic integration will support the academic community in preparing pharmacists who are skilled in addressing global health challenges through a holistic, collaborative approach.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102320"},"PeriodicalIF":1.3,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143508692","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":"Addressing systemic racism and its influence on health disparities through a foundational pharmacy course and a student-led symposium","authors":"Troy Lynn Lewis ,&nbsp;Judith DeLuca ,&nbsp;Kimberly Ference","doi":"10.1016/j.cptl.2024.102239","DOIUrl":"10.1016/j.cptl.2024.102239","url":null,"abstract":"<div><h3>Objective</h3><div>The purpose of this study is to determine the impact of integrating a student-led symposium within a pharmacy course on student knowledge, understanding, perceptions, confidence, and opinions of systemic racism (SR).</div></div><div><h3>Methods</h3><div>First professional year (P1) students completed a group project that describes the historical context and impact of SR on health outcomes. The project included a written paper and presentation at a student-led symposium to faculty, staff, students, and community partners. Students were surveyed to assess the impact of the project on their knowledge, understanding, perceptions, confidence, and opinions of SR. Non-P1 student audience members were also surveyed on their opinions of the symposium.</div></div><div><h3>Results</h3><div>Thirty P1 students participated in the pre-and post-symposium surveys (45 % response rate). An improvement was found for all survey items in the understanding, confidence, and opinions categories. Results showed an improvement in numerical and global scores for the pre- and post-knowledge-based assessments. Ten non-P1 post-symposium survey responses from audience members agreed that the symposium presentations were helpful, would result in a change to the services provided, and will help with individual written and/or verbal presentation skills when discussing SR.</div></div><div><h3>Conclusion</h3><div>This group project culminating in a student-led symposium offers a unique model to assess student outcomes in the context of a team project. This experience explores integration of SR topics within the core curriculum, and also offers a strategy to promote health equity and delivery of culturally competent care to students at an early stage in their academic career.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102239"},"PeriodicalIF":1.3,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143508693","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":"First professional year student Pharmacists' approaches to resolving drug diversion incidents in a community pharmacy simulation","authors":"Joshua Wollen ,&nbsp;Aayna Shamsi ,&nbsp;Justin Cole Wilder ,&nbsp;D'Bria A. Bradshaw ,&nbsp;Shantera Rayford Davis","doi":"10.1016/j.cptl.2025.102318","DOIUrl":"10.1016/j.cptl.2025.102318","url":null,"abstract":"<div><h3>Introduction</h3><div>Drug diversion, the illegal movement or misuse of controlled substances, is a significant public health concern. Pharmacists are crucial in preventing and managing drug diversion but may lack adequate training and confidence in addressing these incidents. This study aimed to evaluate first-year pharmacy students' approaches to resolving drug diversion scenarios using Kings' six models of criminal justice: Medical, Bureaucratic, Status Passage, Power, Due Process, and Crime Control models.</div></div><div><h3>Methods</h3><div>A skills-based role-playing activity was conducted from 2022 to 2024, where students confronted both internal (technician diverting medication) and external (patient with problematic prescriptions) diversion cases. A deductive thematic analysis using a convergent mixed methods approach was completed using reflections from the activity.</div></div><div><h3>Results</h3><div>Reflections from 327 students were thematically analyzed using Braun and Clarke's reflexive method, revealing the Bureaucratic model as the most common approach, followed by the Medical, Due Process, Status Passage, and Crime Control models. A “passive approach” theme also emerged, reflecting avoidance of conflict.</div></div><div><h3>Conclusion</h3><div>This study highlights discrepancies between students' public expressions and private reflections, suggesting discordance between societal expectations and personal beliefs in handling drug diversion. The findings suggest a need for enhanced educational strategies to equip future pharmacists with effective approaches to managing drug diversion in practice.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102318"},"PeriodicalIF":1.3,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143508554","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":"Apply the 4 lenses to the self-study process to identify blind spots and opportunities","authors":"Kim D. Tanzer ,&nbsp;Tonya Jackson (Formerly Martin) ,&nbsp;Nancy A. Alvarez ,&nbsp;Jeremy Hughes","doi":"10.1016/j.cptl.2025.102321","DOIUrl":"10.1016/j.cptl.2025.102321","url":null,"abstract":"<div><div>The Accreditation Council for Pharmacy Education (ACPE) requires that all Doctor of Pharmacy programs complete a comprehensive self-study and associated report on a regular cycle. At first glance, success seems to be dependent upon nothing more than structured project management. However, often the process can be perceived as confusing, burdensome, and stressful. This uneasiness suggests that there may be vulnerabilities in the self-study process that must be acknowledged. Failure to do so may result in lack of buy-in and low motivation. Anticipating blind spots may avoid negative outcomes and result in a positive, team-oriented process. Herein, we propose a holistic and inclusive approach to reframing the self-study process by applying the concept of Bolman and Deal's four frames.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102321"},"PeriodicalIF":1.3,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143488716","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}