Currents in Pharmacy Teaching and Learning最新文献

{"title":"A review of bridging courses in doctor of pharmacy programs","authors":"Medha D. Joshi ,&nbsp;James A. Uchizono","doi":"10.1016/j.cptl.2025.102417","DOIUrl":"10.1016/j.cptl.2025.102417","url":null,"abstract":"<div><h3>Objectives</h3><div>Bridging courses in Doctor of Pharmacy program can serve various purposes including but not limited to closing the knowledge gaps, reinforcing and refreshing foundational scientific material, mimicking the activities students will do in classroom, protecting in-class time, fostering self-directed learning, and ensuring all students have similar baseline knowledge that can forecast academic performance. This review attempts to summarize the content, delivery and assessment methods used in bridging programs offered in Doctor of Pharmacy programs described thus far in the literature.</div></div><div><h3>Findings</h3><div>A detailed literature search of various educational resources was conducted using bridging programs in Doctor of Pharmacy program and related terms. Mathematics was found to be a common content in a typical bridging program. Assessment of prior knowledge of math in students using tests such as quantitative component of Pharmacy College Admission Test (PCAT), math pretest, Basic Math Skills Test (BMST), Fogerty Math Confidence Scale, Test of logical thinking (TOLT), Assessment and Learning in Knowledge Spaces (ALEKS) etc. are discussed.</div></div><div><h3>Summary</h3><div>This review intends to summarize the wide variety of options that are available as far as the content, delivery and assessment of bridging programs offered in a Doctor of Pharmacy program. The choice of bridging modality should align with the nature and content emphasis of a particular university/college curriculum.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102417"},"PeriodicalIF":1.3,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321834","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 students' knowledge of sickle cell disease","authors":"Jasmin C. Rose ,&nbsp;Blessing I. Okoye ,&nbsp;Ayobami A. Aiyeolemi ,&nbsp;Jamie C. Barner","doi":"10.1016/j.cptl.2025.102420","DOIUrl":"10.1016/j.cptl.2025.102420","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacists have a vital role in sickle cell disease (SCD) management, particularly given the recent advancements in treatment options. Therefore, it is essential for pharmacy students to be knowledgeable about SCD to provide optimal care to affected individuals they may encounter. However, little is known regarding their knowledge of SCD. Thus, the objectives of this study were to: 1) describe pharmacy students' SCD knowledge and 2) determine if sociodemographic factors and previous SCD exposure were associated with their SCD knowledge.</div></div><div><h3>Methods</h3><div>This cross-sectional study involved first- to fourth-year pharmacy students at a Central Texas university (<em>N</em> = 400). SCD knowledge was assessed using a 39-item survey covering various aspects of SCD (overall and domain-specific scores range: 0–100; higher scores = greater SCD knowledge). Data were collected in September 2024 and analyzed using descriptive and inferential statistics.</div></div><div><h3>Results</h3><div>Of the 137 participants who responded, 108 completed &gt;75 % of the survey items, resulting in a 27 % response rate. Participants had suboptimal SCD knowledge with an overall mean score of 43.0 ± 19.2. While knowledge was suboptimal (&lt;70) in all aspects assessed, participants were most knowledgeable regarding SCD pain (67.6 ± 31.7) and least knowledgeable regarding pharmaceutical treatment of SCD (32.6 ± 28.2). Race/ethnicity, academic year, previous encounters with individuals with SCD, and receiving SCD course content during PharmD training were associated with SCD knowledge.</div></div><div><h3>Conclusion</h3><div>Participants had suboptimal SCD knowledge, notably regarding pharmaceutical treatment. Targeted educational interventions such as including and reinforcing SCD course content in PharmD training could better prepare pharmacy students to care for individuals with SCD.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102420"},"PeriodicalIF":1.3,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144313874","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":"Use of artificial intelligence processing tools to evaluate qualitative data: Student researchers compared to faculty researchers","authors":"Shanna K. O'Connor ,&nbsp;Erin E. Miller ,&nbsp;Alyssa R. Zweifel ,&nbsp;Danielle M. Schievelbein ,&nbsp;Anjali R. Parmar ,&nbsp;James W. Amell","doi":"10.1016/j.cptl.2025.102418","DOIUrl":"10.1016/j.cptl.2025.102418","url":null,"abstract":"<div><h3>Background</h3><div>Artificial intelligence (AI) has emerged as a promising tool to support qualitative data analysis, yet its role in faculty-led studies that incorporate student researchers remains under investigation. This study examined differences in inductive thematic analysis generated by student and faculty researchers using AI compared to traditional faculty-led coding.</div></div><div><h3>Methods</h3><div>Three qualitative datasets were analyzed using OpenAI's ChatGPT by faculty and student researchers.</div></div><div><h3>Results</h3><div>Findings showed AI-assisted analyses identified most themes accurately, though faculty-generated AI results aligned more closely with expert-reviewed themes than student-generated AI results.</div></div><div><h3>Conclusions</h3><div>AI may be a valuable tool to enhance efficiency particularly in initial evaluation of qualitative data.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102418"},"PeriodicalIF":1.3,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144321835","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":"ChatGPT: Pharmacy students' perceptions, current use trends, ethical awareness, standards of ethics, prospects and recommendations for future use","authors":"Anwar A. Alsakaker ,&nbsp;Joud S. Alfayez ,&nbsp;Joreen A. Alsalamah ,&nbsp;Layan S. Alzughibi ,&nbsp;Mohammed S. Anaam ,&nbsp;Dave L. Dixon ,&nbsp;Riaz A. Khan ,&nbsp;Ibrahim S. Alhomoud","doi":"10.1016/j.cptl.2025.102382","DOIUrl":"10.1016/j.cptl.2025.102382","url":null,"abstract":"<div><div>The launch of ChatGPT by OpenAI reflected a significant turning point in the search and management of diversified information in all fields of knowledge. The concurrent use and ethical awareness of ChatGPT among pharmacy students are examined in detail in this study. During the academic year 2023–2024, a cross-sectional survey was conducted with 413 pharmacy students from different universities in Saudi Arabia. An online questionnaire evaluated their perception and impressions, as well as literacy levels about ChatGPT, together with its proper applications in this professional field of study. Based on the awareness levels of ChatGPT, participants were split into two groups for comparison. It was revealed that a sizable proportion of students (62.55%) were unaware of the concepts and their use. However, students with prior experience using ChatGPT exhibited higher levels of awareness. Nonetheless, on pharmacy-related issues, only 57.7% of participants thought that ChatGPT's responses and information were either somewhat or to some extent appropriate. However, a number of participants (52.3%) had doubts and worries regarding the using ChatGPT. The majority of the participants (78.0%) thought that ChatGPT would have a beneficial effect on pharmacy education regardless of the pending concerns. Only 1.2% and 2.7% of total participants correctly identified the problematic and appropriate applications of ChatGPT, respectively, which indicated an insufficient literacy and ethical awareness about the use of ChatGPT. These results demonstrated a critical need for improved education and training for ChatGPT use, which also warranted more precise recommendations for ethical applications of ChatGPT. It is imperative to fill the educational gaps for a better profession-bound ethical use of ChatGPT. The current ChatGPT use status, including current levels of ethical considerations, guidelines for better ethical use, prospects, and recommendations for enhancing ChatGPT use, are outlined.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102382"},"PeriodicalIF":1.3,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144280628","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 pilot study of student perspectives on unprofessional behaviors during pharmacy practice experiences at a midwestern school of pharmacy","authors":"Ann Ryan Haddad ,&nbsp;Yongyue Qi ,&nbsp;Tiffany Bush ,&nbsp;Candice Flinner","doi":"10.1016/j.cptl.2025.102407","DOIUrl":"10.1016/j.cptl.2025.102407","url":null,"abstract":"<div><h3>Background</h3><div>Pharmacy accreditation standards emphasize the importance of developing professional attitudes and behaviors among students who will demonstrate a commitment to patients, community, and the profession.</div></div><div><h3>Objective</h3><div>The purpose of this study was to evaluate fourth year pharmacy students' observation or demonstration of unprofessional behaviors during Introductory Pharmacy Practice Experiences (IPPEs) or Advanced Pharmacy Practice Experiences (APPEs) and their perspectives on the potential impact of these behaviors for future rotation placement and employment.</div></div><div><h3>Methods</h3><div>Fourth-year pharmacy students (<em>n</em> = 94) in the Class of 2024 were surveyed regarding unprofessional behaviors observed or demonstrated during their IPPEs and APPEs. Surveys were collected anonymously and retrospectively reviewed for analysis. The institutional review board at the X University School of Pharmacy and Health Professions reviewed and approved this research protocol.</div></div><div><h3>Results</h3><div>Thirty-four students completed the survey (36 % response rate). Students most frequently reported not demonstrating unprofessional behaviors. Reported behaviors included cutting corners, denial of errors, inappropriate communication, unawareness of limitations, and blaming external factors. Observed behaviors included disorganization, poor teamwork, inappropriate communication, constant cell phone use, and blaming external factors. Fifty-three percent observed unprofessional behaviors from other personnel, 48.5 % from pharmacists or technicians, and 42.4 % from preceptors.</div></div><div><h3>Conclusion</h3><div>While students understand the importance of professional behavior and its future impact on careers, when unprofessional behaviors occur in practice, they may affect interprofessional relationships, public perception, and patient safety.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102407"},"PeriodicalIF":1.3,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144240130","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":"Undergraduate pharmacy placements in the primary care clinical environment: An exploration of students' experiences of a pilot placement","authors":"Jessica Hardisty ,&nbsp;Carlie Robertshaw ,&nbsp;Charlotte Collins ,&nbsp;Rob Goring ,&nbsp;Sarah Cope","doi":"10.1016/j.cptl.2025.102415","DOIUrl":"10.1016/j.cptl.2025.102415","url":null,"abstract":"<div><h3>Objectives</h3><div>To explore the experiences of undergraduate pharmacy students, undertaking a pilot placement in a primary healthcare setting.</div></div><div><h3>Methods</h3><div>A longitudinal placement for undergraduate pharmacy students in primary healthcare was designed in collaboration with practice management staff, doctors, nursing staff, pharmacists and academics. The placement was designed to facilitate the application of students' clinical skills and provide them with an opportunity to collect evidence of their professional development. A primary healthcare centre was identified to host the pilot longitudinal placement and pharmacy students in their third year of undergraduate study were recruited to take part. Following completion of the longitudinal placement a focus group was conducted with the students who completed the pilot to determine their experiences.</div></div><div><h3>Key findings</h3><div>Students reported that the longitudinal placement allowed them to become integrated into the primary healthcare team, apply knowledge they had gained during their academic studies and develop their clinical and decision-making skills. Students also valued the authentic interactions they had during the placement with other members of the multidisciplinary team and the opportunity to develop their professional identity.</div></div><div><h3>Conclusions</h3><div>The evaluation of this pilot suggest that placements in primary healthcare could support pharmacy students to develop their physical assessment skills, clinical decision making and apply the knowledge they have gained at university in a live clinical environment.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102415"},"PeriodicalIF":1.3,"publicationDate":"2025-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241593","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":"Natural product chemistry as an important topic in pharmacy education: Situational analysis and recommendations","authors":"Ahmed Ashour ,&nbsp;Mohamed Mirghani ,&nbsp;Mona Mohamed ,&nbsp;Wadah Osman ,&nbsp;Mohammed Hamed Alqarni ,&nbsp;Ahmed I. Foudah ,&nbsp;Ahmed A. Zaki ,&nbsp;Reham M. Samra","doi":"10.1016/j.cptl.2025.102410","DOIUrl":"10.1016/j.cptl.2025.102410","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;The foundational discipline from which the practice of Pharmacy has emerged is commonly recognized as Pharmacognosy. This field can be defined as the study of medicinal plants and their derivatives, reflecting the historical evolution of drug use, which has transitioned from the formulation of crude herbal remedies to the sophisticated isolation and characterization of active pharmaceutical compounds in the realm of drug discovery. No scientific subject remains static and a modern and comprehensive definition of Pharmacognosy includes the analysis of biogenic or naturally derived pharmaceuticals, as well as naturally occurring poisons. Rapid advancements of analytical techniques in phytochemistry, such as high-performance liquid chromatography (HPLC), nuclear magnetic resonance (NMR) spectroscopy, and mass spectrometry, which have greatly enhanced our ability to identify and quantify bioactive compounds and made Pharmacognostical research very informative and interesting. Pharmacognosy is confronted with many challenges.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Objectives&lt;/h3&gt;&lt;div&gt;The objective of this review is to assess the current situation of Pharmacognosy, as a subject, in the curriculums in some colleges of Pharmacy in Middle East, Arab region and some non-Arab African countries; and to evaluate its accompaniment with the global increase focus in phytochemistry and biological activities in natural products.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;A list of all Arab, Middle East countries and top ten non-Arab African universities was obtained from the website. The top 10 universities of each country were obtained from (&lt;span&gt;&lt;span&gt;www.edurank.org&lt;/span&gt;&lt;svg&gt;&lt;path&gt;&lt;/path&gt;&lt;/svg&gt;&lt;/span&gt;). Each university was individually searched if it contains a faculty of Pharmacy or not through its official website, if the university has no faculty of Pharmacy it was excluded from the study. Then, the official websites of the selected faculties of Pharmacy were used to obtain the needed information of our study.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;A total of 22 Middle East and Arab countries were assessed, including 80 universities. Only 43 faculties (53.75 %) have a separate Pharmacognosy department. Of the 66 faculties, 29 (43.9 %) study courses in applied Pharmacognosy, while 37 (56.1 %) do not study any advanced topics in their curriculum. Out of 66 faculties, 28 (42.4 %) include Phytotherapy courses in their curriculum, while 38 (57.6 %) do not. In non-Arab African countries, 7 out of 10 faculties (70 %) have a Pharmacognosy department; only 1 (10 %) lacks relevant courses. Additionally, 8 faculties (80 %) cover applied Pharmacognosy topics, and 9 faculties (90 %) study Phytotherapy or related subjects.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusion&lt;/h3&gt;&lt;div&gt;It is essential to address these new requirements while considering the historical foundations of Pharmacognosy (classical Pharmacognosy) alongside modern advancements in the field. Universities in second wor","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102410"},"PeriodicalIF":1.3,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231655","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 generic skills through the PROG test in Japanese pharmacy education: A pilot study","authors":"Hiroshi Ohara ,&nbsp;Keita Odanaka ,&nbsp;Toshinori Ito ,&nbsp;Shigeki Kisara ,&nbsp;Kitae Ito ,&nbsp;Naoto Nakagawa","doi":"10.1016/j.cptl.2025.102414","DOIUrl":"10.1016/j.cptl.2025.102414","url":null,"abstract":"<div><h3>Objective</h3><div>The Progress Report On Generic Skills (PROG) test has been used to assess generic skills in a variety of educational programs in Japan. It categorizes generic skills as either literacy or competency. Literacy involves applying previously acquired knowledge, while competency includes proper interaction with the environment. We aimed to examine student progression using the PROG test through a pharmacy program from the first year through the fifth year.</div></div><div><h3>Methods</h3><div>Undergraduate student pharmacists undertook the PROG test three times: in their first year (July 2019), before their on-site clinical internship in the fifth year (May 2023), and after the five-month clinical internship (December 2023). The scores of the three tests were compared to assess the outcomes of the on-campus didactic education and those of the clinical internship.</div></div><div><h3>Results</h3><div>During the on-campus didactic education from the first year to the fifth year, both literacy and competency scores decreased (5.0 to 4.7, <em>p</em> = 0.468, <em>r</em> = 0.257; 2.4 to 1.9; <em>p</em> = 0.042, <em>r</em> = 0.693; respectively). During the clinical internship, on the other hand, the literacy improved (4.9 to 5.7; <em>p</em> = 0.009, <em>r</em> = 0.679) while the competency reduced (2.0 to 1.9; <em>p</em> = 0.773, r = not calculated).</div></div><div><h3>Conclusion</h3><div>The PROG test scores may reflect changes in students' generic skills through their education program, suggesting that it holds potential for evaluating educational outcomes and providing educators with feedback to improve the efficacy of their educational programs.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102414"},"PeriodicalIF":1.3,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231241","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":"Examination of the utility of an algebra-based interview day math assessment to predict academic outcomes in an accelerated pharmacy curricula; A retrospective observational cohort study","authors":"Timothy K. Fincher,&nbsp;Abby J. Weldon,&nbsp;Charles R. Breese,&nbsp;Melissa A. Burmeister","doi":"10.1016/j.cptl.2025.102409","DOIUrl":"10.1016/j.cptl.2025.102409","url":null,"abstract":"<div><h3>Introduction</h3><div>There is a growing concern that students matriculating into pharmacy programs lack academic preparedness. Furthermore, there is a trend for students to complete only pre-requisite courses and forego degree completion. This study assessed whether performance on a pre-matriculation math assessment and/or bachelor's degree completion are associated with academic outcomes and progression in an accelerated pharmacy program.</div></div><div><h3>Methods</h3><div>During a standardized interview, an algebra-based math assessment was administered. Along with conventional metrics such as grade point average (GPA) and overall interview score (OIS), math assessment score (MAS) was compared between progressing <em>vs.</em> withdrawn students. Progressing students were dichotomized into those with an overall MAS &lt;70 % or ≥70 %. Four distinct math domain subscores were assessed. Average final course grades for didactic coursework completed in pharmacy year 1 (PY1) and 2 (PY2) were compared. Linear regression analysis determined whether there was an association between MAS, bachelor's degree completion, progression status, and course-specific outcomes.</div></div><div><h3>Results</h3><div>Average OIS, GPA, and MAS were higher in progressing students. Students with a MAS &lt;70 % performed poorly in all assessment domains as well as in multiple PY1 and PY2 courses on average. Furthermore, MAS is associated with progression status and grade outcomes in select PY1 and PY2 coursework. Bachelor's degree completion is associated with grade outcomes in only select PY2 coursework.</div></div><div><h3>Conclusion</h3><div>The math assessment reveals deficiencies in competency, which may manifest as a failure to progress, and can be used to identify “at-risk” students. Early intervention and remediation may improve student outcomes and mitigate attrition.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102409"},"PeriodicalIF":1.3,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231242","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":"Why choose pharmacy? A survey on factors influencing chinese high school students' choice of pharmacy major","authors":"Yuan Yuan ,&nbsp;Wanxin Liu ,&nbsp;Kai Zhu ,&nbsp;Wuquan Sun ,&nbsp;Yulin Zhu ,&nbsp;Canyu Chen ,&nbsp;Letian Pan ,&nbsp;Shengyi Feng ,&nbsp;Guoying Deng ,&nbsp;Qiugen Wang","doi":"10.1016/j.cptl.2025.102412","DOIUrl":"10.1016/j.cptl.2025.102412","url":null,"abstract":"<div><h3>Background</h3><div>Pharmacy plays an important role in healthcare.However, the trends regarding the number of scholars willing to contribute to the field of pharmacy remain unknown. High school students are at the initial stage of career decision-making. This survey focuses on their intention to enroll in pharmacy to explore the relevant influencing factors to support the development of the health industry.</div></div><div><h3>Methods</h3><div>In this cross-sectional study, we administered anonymous questionnaires to 9574 enrolled high school students across four Chinese provinces, obtaining 8050 valid responses (response rate: 84.1 %). The survey collected data on basic personal information, understanding of the pharmacy profession, and self-perception. We analyzed the data using chi-square tests and multivariate logistic regression to explore factors associated with enrollment intention in pharmacy majors.</div></div><div><h3>Results</h3><div>Among the surveyed students, 31.2 % (2515/8050) expressed interest in pharmacy, with higher proportions among females (33.8 %) than males (27.9 %) and among those with middle academic performance (17.1 %). Family or acquaintance recommendations were noted by 26.1 % of students as influencing their choice. Other observed patterns included: clear career plans (OR = 1.286, 95 % CI:1.127–1.468), participation in practical or scientific activities (OR = 1.223, 95 % CI:1.063–1.408), and employment prospects (OR = 2.119, 95 % CI:1.606–2.795). When evaluating the profession, with greater emphasis on societal contribution (18.2 %) compared to job stability, while 46.9 % reported limited awareness of professional risks.</div></div><div><h3>Conclusion</h3><div>Most high school students lacked a detailed understanding of the pharmacy profession and failed to consider the overall advantages and disadvantages, which might be the fundamental factor influencing the low enrollment rate in the pharmacy major.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102412"},"PeriodicalIF":1.3,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231245","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}