Currents in Pharmacy Teaching and Learning最新文献

{"title":"A two-step training program for utilizing interpreters during patient interactions: Advancing student pharmacists communication skills","authors":"Sha-Phawn Williams ,&nbsp;Gabriela C. Cipriano ,&nbsp;Kelly M. Conn","doi":"10.1016/j.cptl.2025.102467","DOIUrl":"10.1016/j.cptl.2025.102467","url":null,"abstract":"<div><h3>Objective</h3><div>To develop and evaluate the effectiveness of a two-step training pilot program in the Doctor of Pharmacy curriculum to prepare students to utilize medical language interpreters during patient interactions.</div></div><div><h3>Methods</h3><div>The Advanced Communications and Counseling Skills course was a two-step program developed to train professional year two (P2) student pharmacists to effectively utilize interpreters during patient encounters. Training included completion of virtual modules and in-person standardized patient encounters where the use of an interpreter was required to counsel. Students then demonstrated the communication skills acquired at a health fair for patients that spoke a language other than English. Student perspective, comfort, and confidence of using interpreter services were measured and compared pre and post program implementation. Patient satisfaction with P2 communication skills were also assessed.</div></div><div><h3>Results</h3><div>A total of 23 P2 students completed the program. Overall, summary statistics indicate trends for student improvement in all areas, with students' confidence in using an interpreter improved. All students were satisfied with the training modules (100.0 %) and the majority felt prepared in using an interpreter (94.4 %). Patients were very satisfied (76.5 %) or satisfied (23.5 %) with the students' ability to utilize an interpreter during the patient encounter at the health fair.</div></div><div><h3>Conclusion</h3><div>The Two-Step program provides students with training on how to utilize interpreters. Students are receptive to participating in the course and satisfied with the communication skills acquired. Embedding this course in the pharmacy curriculum could increase student confidence and have a positive impact on patient communication experience.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102467"},"PeriodicalIF":1.4,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144988425","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":"Reliability of a student patient education assessment rubric for continuous glucose monitor initiation","authors":"Danielle M. Candelario ,&nbsp;Khyati Patel ,&nbsp;Sneha B. Srivastava ,&nbsp;Wendy Mobley-Bukstein ,&nbsp;Nic Lehman ,&nbsp;Sean P. Kane","doi":"10.1016/j.cptl.2025.102464","DOIUrl":"10.1016/j.cptl.2025.102464","url":null,"abstract":"<div><h3>Objective</h3><div>To validate a student patient education assessment rubric for initiation of a continuous glucose monitor (CGM) by measuring the inter-rater reliability (IRR).</div></div><div><h3>Methods</h3><div>Second and third-year pharmacy students at two institutions were evaluated on their ability to counsel a patient on the initial set up and use of a CGM device, either Dexcom G6 or FreeStyle Libre 2, during a practical assessment. Utilizing a standardized rubric, faculty evaluators evaluated each student. After course completion, three additional evaluators reviewed a recording of each session and evaluated the students utilizing the same rubric. The intraclass correlation coefficient [ICC(2,<em>k</em>)] was calculated to determine the IRR of the overall rubric and its four main sections: Introduction, Counseling Competency, Closing and Communication Ability.</div></div><div><h3>Results</h3><div>A total of 54 students completed the counseling practical assessment; one video recording was excluded for poor audio quality. Each student was graded using the standardized CGM rubric by four total faculty evaluators. The average student score was 23.1 out of 25 possible points. Median scores were slightly lower in students counseling on the Dexcom G6 device compared to Libre 2 (<em>p</em> = 0.005). The ICC(2,k) value among four evaluators was good [0.86, 95 % CI (0.71–0.93)], indicating a high level of agreement for the total rubric score.</div></div><div><h3>Conclusion</h3><div>A patient education assessment rubric for CGM device initiation demonstrated good inter-rater reliability across two institutions and may be a useful tool for institutions evaluating CGM counseling activities.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102464"},"PeriodicalIF":1.4,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932636","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":"Peer-assisted learning to enhance pharmacy students' understanding of drug discovery in a conflict-affected setting","authors":"Samah S. Ibrahim ,&nbsp;Sara K. Hamad ,&nbsp;Eiman M. Shabo ,&nbsp;Ragdah A. Osman ,&nbsp;Naba O. Omer ,&nbsp;Noran K. Ali ,&nbsp;Lamis Y.M. Elkheir ,&nbsp;Bashir A. Yousef","doi":"10.1016/j.cptl.2025.102479","DOIUrl":"10.1016/j.cptl.2025.102479","url":null,"abstract":"<div><h3>Background</h3><div>Drug discovery is a complex, multidisciplinary process that requires pharmacy graduates to be effective analytical, teamwork-oriented, and problem-solving individuals. Traditional teaching approaches have shortcomings in enabling students to learn such skills, particularly in resource-limited or disrupted educational settings.</div></div><div><h3>Objective</h3><div>The aim of this study was to measure the effect of a peer-assisted learning (PAL) intervention on Sudanese pharmacy students' knowledge, confidence, and perceptions towards the drug discovery process during a period of conflict-related disruption.</div></div><div><h3>Methods</h3><div>A quasi-experimental pre-post design was used. Twenty-nine students with inclusion criteria attended a four-session web-based PAL workshop led by senior pharmacy students trained for the purpose. Pre-and post-intervention, multiple-choice questionnaires were employed to assess knowledge. Perceptions were assessed with Likert-scale and open-ended survey questions. Statistical analyses included paired <em>t</em>-tests and ANOVA.</div></div><div><h3>Results</h3><div>Post-test scores showed an improvement (mean increase = 3.62; <em>p</em> &lt; .001). Improvements in some content areas, including phenotypic drug discovery and ethical principles, were observed. High levels of satisfaction with PAL were expressed by students, with 96.6 % mentioning confidence in peer leaders and 93.1 % perceiving the sessions as well-organized and relevant. No differences were observed across gender, academic year, university, or location.</div></div><div><h3>Conclusion</h3><div>PAL effectively improved students' understanding of drug discovery and was widely accepted among multiple groups of learners. Its successful implementation in a conflict-affected context indicates the promise of PAL as an adaptive, low-resource learning strategy. Further studies must explore its scalability and sustained effectiveness as a pharmacy education intervention.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102479"},"PeriodicalIF":1.4,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932728","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":"Introduction to special issue on research methods and analyses","authors":"James B. Schreiber","doi":"10.1016/j.cptl.2025.102463","DOIUrl":"10.1016/j.cptl.2025.102463","url":null,"abstract":"<div><div>This article is the introduction for our special issue on research methods for all research methodologies.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102463"},"PeriodicalIF":1.4,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144926164","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 the practice readiness of pharmacy graduates: Integrating prescribing and public health to meet evolving NHS demands","authors":"Cara O'Neill,&nbsp;Kingston Rajiah","doi":"10.1016/j.cptl.2025.102468","DOIUrl":"10.1016/j.cptl.2025.102468","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacists in the United Kingdom are expected to deliver both clinical and preventative care, yet pharmacy education often separates prescribing and public health content. This disconnect risks producing graduates who are underprepared for emerging National Health Service (NHS) roles.</div></div><div><h3>Perspective or commentary</h3><div>This commentary argues that the current fragmentation of public health and prescribing education undermines practice readiness. Evidence shows graduates often lack confidence in clinical decision-making and behaviour change communication. Integrating these domains through experiential learning, simulation, and interdisciplinary teaching would better reflect the realities of modern pharmacy practice.</div></div><div><h3>Implications</h3><div>Educators and regulators should redesign curricula to embed prescribing and public health as interconnected elements. These reforms are essential to prepare confident, clinically competent pharmacists aligned with NHS priorities for prevention and autonomous care.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102468"},"PeriodicalIF":1.4,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144896033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the effect of peer assessment on final exam scores and pharmacy students' perspectives towards peer assessment in laboratory practice","authors":"Azhoma Gumala","doi":"10.1016/j.cptl.2025.102465","DOIUrl":"10.1016/j.cptl.2025.102465","url":null,"abstract":"<div><h3>Introduction</h3><div>Practical sessions of the Biopharmaceutics and Pharmacokinetics course (BF) in the Faculty of Pharmacy, Universitas Andalas, Indonesia, were a mandatory group-based learning experience aimed at fostering cooperative and collaborative attitudes. This research aims to explore the impact of peer group assessment on final exam scores and investigate students' perceptions of the impact of peer assessment on attitudes within groups during the course.</div></div><div><h3>Methods</h3><div>This cross-sectional study was conducted during the odd semester, involving 3rd year pharmacy undergraduate students at Faculty of Pharmacy of Universitas Andalas. Students in the same group were grading their peers by participation percentages. At the end of the semester, the participation percentage was compared with the final test score (excellent, good, satisfactory) and analyzed using ANOVA. The perspectives of students about peer assessment on student groups were surveyed using 5-point Likert scale.</div></div><div><h3>Results</h3><div>The <em>p</em>-values of ANOVA between the three groups of final exam score and participation percentage were 0.219. Some students expressed satisfaction with peer assessment as they see it can influence students' motivation and contribution to the overall learning experience in the BF practical course.</div></div><div><h3>Conclusion</h3><div>The results of the ANOVA between the three groups of final exam scores and participation percentage indicate that peer assessment through participation percentage did not influence the final exam result. However, the distribution of participation percentage and perspective of students showed that peer assessment can serve as an effective tool in enhancing pharmacy students' engagement during group-based practical sessions.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102465"},"PeriodicalIF":1.4,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144896032","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":"Logistic regression modeling: methodological insights and roadmap","authors":"Lan N. Bui ,&nbsp;Qian Ding","doi":"10.1016/j.cptl.2025.102460","DOIUrl":"10.1016/j.cptl.2025.102460","url":null,"abstract":"<div><h3>Issue</h3><div>Logistic regression is commonly utilized in clinical and educational research to examine relationships between risk factors and binary outcomes. However, pharmacy researchers may encounter challenges in selecting appropriate predictors, verifying model assumptions, interpreting results, and reporting findings transparently.</div></div><div><h3>Methodological guidance</h3><div>This methodology review presents a structured roadmap for conducting logistic regression, covering key steps such as defining the binary outcome, selecting and coding predictors, checking assumptions, fitting the model, and evaluating model diagnostics.</div></div><div><h3>Applications</h3><div>To illustrate the roadmap in practice, we draw on two published studies: the OMICU study, which evaluated opioid use and prescribing outcomes in critically ill patients, and Spivey et al., which identified predictors of academic outcomes in pharmacy students. Additionally, a detailed how-to example using a simulated pharmacy education dataset further demonstrates model construction and interpretation, accompanied by STATA code to support reproducibility. The manuscript also includes a comparison of common software platforms, including STATA, R, and SAS, highlighting their relevance, functionality, and usability in the context of logistic regression.</div></div><div><h3>Recommendations</h3><div>The manuscript highlights best practices in covariate selection, exploratory data analysis, and model development using advanced techniques such as stepwise and LASSO regression. Guidance is also provided on the interpretation of odds ratios and confidence intervals, handling of sparse events and continuous variables, model performance evaluation, and transparent reporting.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102460"},"PeriodicalIF":1.4,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144826952","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/S1877-1297(25)00174-1","DOIUrl":"10.1016/S1877-1297(25)00174-1","url":null,"abstract":"","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102453"},"PeriodicalIF":1.4,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144779698","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 of a mandatory immunization certification course with co-curricular components within a Pharm.D. curriculum","authors":"Emily G. Eddy ,&nbsp;Erica Dominguez ,&nbsp;Lindsay A. Courtney ,&nbsp;Mary S. Klein ,&nbsp;Ronald Hall II","doi":"10.1016/j.cptl.2025.102459","DOIUrl":"10.1016/j.cptl.2025.102459","url":null,"abstract":"<div><h3>Objective</h3><div>To develop a semester long immunization course for pharmacy learners that expands training in immunization related concepts, patient interviewing and techniques beyond intramuscular and subcutaneous administration.</div></div><div><h3>Methods</h3><div>A team of pharmacy faculty reviewed OSCE rubric data for screening interviews and intramuscular injection technique for P1 and P2 students following the completion of an immunization course prior to 2013. The team compared this data to 2024 OSCE rubric data for screening interviews, intramuscular and subcutaneous injection technique following completion of the updated immunization lab course.</div></div><div><h3>Results</h3><div>In 2012, P1 students scored 7.5 of 11 on patient interview and screening criteria (68 %), 18.1 of 21 on injection criteria (86 %), and 25.6 of 32 total scoring (80 %). P2 students scored 8.3 of 11 for the interviewing and screening component (75 %), 18.5 of 21 criteria on injection techniques (88 %), and 26.8 of 32 total scoring (83 %). The 2024 P2 OSCE, P2 students scored 12.4 of 13 on interview criteria (95 %), 23.5 of 24 on intramuscular injection technique (98 %), and 20.6 of 21 on subcutaneous injection technique (98 %).</div></div><div><h3>Conclusion</h3><div>Developing an independent and expanded immunization certification course for pharmacy curriculum has shown to be beneficial for pharmacy student immunizer performance and retention of patient interviewing and administration technique skills.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102459"},"PeriodicalIF":1.4,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739203","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 workplace factors that influence staff burnout and identifying recommendations to support staff well-being","authors":"Jacqueline M. Zeeman ,&nbsp;Isabel C. Matt ,&nbsp;Emili B. Anderson ,&nbsp;Sarah L. Dyson ,&nbsp;Suzanne C. Harris","doi":"10.1016/j.cptl.2025.102448","DOIUrl":"10.1016/j.cptl.2025.102448","url":null,"abstract":"<div><h3>Introduction</h3><div>Burnout and well-being have been previously studied in pharmacists, faculty, and students; yet, studies focused on staff are lacking. Research indicates most higher education staff experience burnout; however, workplace factors contributing to this are not well understood. This study aimed to identify factors influencing staff burnout and identify recommendations to improve staff well-being in pharmacy education.</div></div><div><h3>Methods</h3><div>Full-time staff were invited to participate in this exploratory study. Focus groups were divided by position type (ie, Administrative Staff, Support Staff, Research Staff) and used a semi-structured interview format. Participants were prompted to discuss workplace factors contributing to their burnout and well-being as well as strategies to improve staff well-being.</div></div><div><h3>Results</h3><div>Twenty-seven staff participated in five focus groups: 11 Administrative Staff in two focus groups, 13 Support Staff in two focus groups, and three Research Staff in one focus group. Themes identified as influencing staff burnout included feeling valued, workplace relationships, elements of the working environment (eg, autonomy/trust, flexibility), and resources. Administrative and Support Staff emphasized hybrid work and student interaction as factors influencing their well-being, while Research Staff highlighted supervisor and coworker relationships. Factors influencing staff burnout included higher education culture (eg, hierarchies) and unrealistic expectations. Recommendations to foster staff well-being were unique for each group.</div></div><div><h3>Conclusions</h3><div>Participants identified several workplace factors that contribute to staff burnout and well-being in pharmacy education. These findings advance national and international initiatives focused on prioritizing wellness and reducing burnout, informing the academy of specific areas and strategies to support staff well-being.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102448"},"PeriodicalIF":1.4,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144722056","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}