Currents in Pharmacy Teaching and Learning最新文献

{"title":"Frequency, impact and response to pharmacy students experiencing distressing APPE-related events","authors":"Kate Newman ,&nbsp;Valerie Ruehter","doi":"10.1016/j.cptl.2024.102233","DOIUrl":"10.1016/j.cptl.2024.102233","url":null,"abstract":"<div><h3>Introduction</h3><div>Work-related trauma has been extensively studied in medicine and nursing, revealing its frequent occurrence among both students and practicing professionals. This phenomenon has not been described in pharmacy despite pharmacists and student pharmacists working in similar clinical environments. This study aims to investigate the frequency, impact, and response to distressing events during Advanced Pharmacy Practice Experiences (APPEs) among pharmacy students.</div></div><div><h3>Methods</h3><div>An anonymous survey was distributed twice to 233 fourth-year pharmacy students at the end of each semester at two public schools of pharmacy during the 2021–2022 academic year. The survey collected demographic information, frequency of distressing events, perceived personal impact, and preceptor/site response. Descriptive statistics were used to analyze the quantitative survey results.</div></div><div><h3>Results</h3><div>A total of 132 responses were included in the analysis (response rate: 28.3 %). Among participants, 64.4 % reported experiencing at least one distressing event during their APPE rotations. The most reported event types were patient-care-related events (43 %) and student-provider/preceptor conflicts (33.8 %). Distressing events occurred in all rotation types. Of respondents experiencing a distressing event, 44.8 % indicated it had lasting impact. A debriefing discussion with someone at the site only occurred for 35.3 %. Open-ended comments from students revealed suggestions for colleges and schools to enhance operational procedures as well as recommendations for sites and preceptors to provide better proactive support to students and improve their response following a distressing event experience.</div></div><div><h3>Conclusion</h3><div>Students are experiencing distressing events during APPEs and frequently report that these situations are not being discussed, emphasizing the need for interventions and support. Additional research to understand long-term impact of these experiences and best approaches for prevention and response is warranted.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102233"},"PeriodicalIF":1.3,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143419058","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":"Black International Faculty in U.S. Academia: Reflections of a pharmacy educator","authors":"Ruth Jeminiwa","doi":"10.1016/j.cptl.2024.102226","DOIUrl":"10.1016/j.cptl.2024.102226","url":null,"abstract":"<div><h3>Background</h3><div>Black international faculty enhance diversity in pharmacy schools, are well suited to mentor international students, support cultural competence training for students, and may contribute substantially to research activities in schools of pharmacy. Understanding the experiences of black international faculty is critical to their recruitment and retention in pharmacy schools. Yet, there is very limited research about the experience of black international faculty in US pharmacy schools.</div></div><div><h3>Purpose</h3><div>This reflection paper seeks to highlight the unique challenges experienced by black international faculty in US pharmacy schools, drawing from both personal experiences and existing literature. This reflection and perspective study also provides recommendations to improve black international faculty representation and experience.</div></div><div><h3>Discussion</h3><div>Black international faculty experience structural, interpersonal, and internalized racism, as depicted by the Mechanism of Oppression Framework provided by Weinreb and Sun. US pharmacy schools need to take decisive actions to combat racism and improve the experience and representation of black international faculty. Regular faculty and student trainings on topics such as racism, implicit bias, stereotype threats, and impostor's syndrome should be mandated. A safe space should be provided for faculty to express their concerns about racism. Teaching ability should be assessed objectively by using reliable and validated measures of teaching effectiveness after reviewing recorded lectures or peer observations of teaching.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102226"},"PeriodicalIF":1.3,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143419113","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":"Student perceptions and outcomes from asynchronous versus synchronous remote learning in a pharmacy skills course","authors":"Stephanie L. Hsia ,&nbsp;Gabriela Mackey ,&nbsp;Raka Mondal ,&nbsp;Crystal Zhou","doi":"10.1016/j.cptl.2025.102299","DOIUrl":"10.1016/j.cptl.2025.102299","url":null,"abstract":"<div><h3>Objective</h3><div>Compare the effectiveness and characterize student experiences between asynchronous and synchronous remote pharmacy skills learning sessions in first-year (P1) and second-year (P2) pharmacy students.</div></div><div><h3>Methods</h3><div>Mixed-methods study consisting of qualitative analysis of semi-structured interviews and quantitative analysis of Objective Structured Clinical Examination (OSCE) performance and post-course questionnaires. An inductive thematic analysis of the interviews was conducted. Wilcoxon signed-rank tests were conducted to compare student-rated efficacy of aspects of the asynchronous and synchronous sessions. Chi-squared tests were conducted to compare pass rates between the 2020 Zoom (remote) OSCEs, which were assessments based on the asynchronous and synchronous remote sessions. We also compared pass rates of analogous 2019 in-person and 2020 Zoom (remote) OSCEs, which assessed the same skills across both years.</div></div><div><h3>Results</h3><div>Students described advantages and disadvantages for asynchronous and synchronous sessions along the themes of learning, feedback and preparation. For asynchronous sessions, students described value from one-on-one peer interactions and feedback and being more prepared for the session and practice. For the synchronous sessions, students emphasized the value of real-time feedback from faculty and facilitators. Overall, there was not a strong preference for one format. There was no difference in 2020 OSCE pass rates between the asynchronously and synchronously taught skills. P1 students in 2020 performed better on the OSCE conducted over Zoom for the asynchronous sessions, compared to 2019 in-person OSCEs.</div></div><div><h3>Conclusion</h3><div>An asynchronous remote format can be effective for teaching patient care skills that are lower on Bloom's taxonomy. Transitioning a synchronous session to asynchronous should be done thoughtfully. Aspects that make an asynchronous session effective include one-on-one peer interactions and learning, specific, individualized feedback from peers and faculty, and detailed and comprehensive learning materials.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102299"},"PeriodicalIF":1.3,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395445","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":"Innovation in teaching and learning: Gamification toward enhancing the performance of entrepreneurial skills and leadership skill in pharmacy student","authors":"Namfon Sribundit ,&nbsp;Surasit Lochid-amnuay ,&nbsp;Waranee Bunchuailua ,&nbsp;Nattiya Kapol ,&nbsp;Panoopat Poompruek ,&nbsp;Kamolpat Ratsameeratyatum ,&nbsp;Sirikanlaya Benjawan ,&nbsp;Burin T. Sriwong ,&nbsp;Rapeepun Chalongsuk ,&nbsp;Sineenart Krichanchai","doi":"10.1016/j.cptl.2025.102301","DOIUrl":"10.1016/j.cptl.2025.102301","url":null,"abstract":"<div><h3>Introduction</h3><div>Entrepreneurship and leadership are essential skills for pharmacy students, yet traditional lecture-based methods may not effectively develop these competencies. Gamification, an innovative teaching approach, has been underutilized in pharmacy education for non-pharmaceutical skills. This study employed gamification to enhance entrepreneurship and leadership skills among fifth-year pharmacy students at Silpakorn University, Thailand.</div></div><div><h3>Objective</h3><div>To (1) assess students' self-efficacy in entrepreneurship and leadership, and (2) evaluate student satisfaction and perceived benefits of Shark Tank-inspired gamification.</div></div><div><h3>Methods</h3><div>An exploratory post-then-pre-assessment was conducted with 65 students (76.9 % response rate). The survey included 18 statements on entrepreneurship and leadership self-efficacy. Students also rated overall skills and satisfaction with the gamified learning environment. Descriptive statistics and paired <em>t</em>-tests were performed using IBM SPSS Statistics version 20.</div></div><div><h3>Results</h3><div>The observations indicate improvements in entrepreneurship and leadership skills (<em>p</em> &lt; 0.01). Overall, post-gamification assessments showed mean scores of 4.04 ± 0.96 for entrepreneurship and 4.08 ± 0.85 for leadership, respectively. Students expressed high satisfaction with the learning environment, noting freedom and a relaxed setting (4.32 ± 0.81), teamwork-based activities (4.20 ± 0.82), and supportive advisor motivation (4.20 ± 0.98). Key perceived benefits included enhanced creativity through group work (4.32 ± 0.95), exposure to diverse pharmacy models (4.30 ± 0.85), and improved understanding of pharmacy management content and presentation skills (4.28 ± 0.92).</div></div><div><h3>Conclusion</h3><div>This study highlights the effectiveness of gamification in building critical non-pharmaceutical skills in pharmacy education. Key success factors include immersive world-building, structured gamified simulations, and personalized feedback.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102301"},"PeriodicalIF":1.3,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395446","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":"Impact of a Managed Care Elective on Pharmacy students’ Confidence Performing Transitions of Care via Telehealth","authors":"Tricia Gangoo-Dookhan ,&nbsp;Genevieve Hale ,&nbsp;Matthew Seamon ,&nbsp;Nicole A. Lopez ,&nbsp;Sandy Belcher ,&nbsp;Layla Shuaibi ,&nbsp;Alexandra Perez","doi":"10.1016/j.cptl.2025.102304","DOIUrl":"10.1016/j.cptl.2025.102304","url":null,"abstract":"<div><h3>Background</h3><div>With rising costs to the US healthcare system, managed care has become a vital component to cost containment and improved patient care. Pharmacy education provides a solid foundation in clinical and administrative sciences. However, managed care principles have not been widely and universally incorporated into the pharmacy curricula.</div></div><div><h3>Objective</h3><div>To evaluate the impact of a novel elective course in managed care topics on pharmacy students’ perceived understanding and confidence to deliver transitions of care (TOC) services via telehealth (i.e. telephonically).</div></div><div><h3>Methods</h3><div>This cohort study employed a sequential three-module based managed care elective course within a pharmacy curriculum. In module one, students received didactic lectures on managed care pharmacy and navigating electronic health records (EHR). In modules two and three, students engaged telephonically with real patients, who were referred to pharmacy faculty from collaborating physician offices through an online cloud based EHR, to perform Comprehensive Medication Reviews (CMR), Targeted Medication Reviews (TMR), and TOC consultations. The primary outcome was students’ perceived understanding and confidence in performing TOC services via a survey pre- and post-elective course. A calculation of of 30-day hospital readmissions rates conducted by comparing patients who received these services versus those who did not is also described in this report.</div></div><div><h3>Results</h3><div>Students demonstrated a statistical improvement in perceived understanding and confidence in performing TOC services post-elective course across a total range of 17 survey questions (<em>p</em>&lt;0.05). Incidentally, 11.8 % of patients who were contacted and completed a call with students had a 30-d readmission compared to a previously reported national benchmark.</div></div><div><h3>Conclusions</h3><div>Education in managed care and providing pharmacy students the opportunity to practice telehealth strategies for services commonly performed in pharmacy practice, such as TOC, are of value in the pharmacy curriculum to prepare students for the growth in digital health and expanding opportunities outside of traditional community and hospital settings.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102304"},"PeriodicalIF":1.3,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395447","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 culture and lived experiences on health professions education and practice","authors":"Miriam C. Purnell ,&nbsp;Tiffany S. Maxwell ,&nbsp;Latasha Wade","doi":"10.1016/j.cptl.2024.102263","DOIUrl":"10.1016/j.cptl.2024.102263","url":null,"abstract":"<div><div>Health professions educators are not immune to the impact our lived experiences and associated cultures, including healthcare professional/higher education culture, can have on the development and manifestation of biases. These biases can impact students during the admissions process, their interactions with faculty in the classroom, selection for rewards and recognition, and access to research opportunities. Likewise, our colleagues can be affected during the hiring process, in their assignment to committees, and during the promotion and tenure process. Patients on the receiving end of bias can have poorer treatment outcomes and their perception of the clinical encounter can be impacted. Educational institutions and faculty must employ strategies, including cultural humility to create an inclusive environment for faculty, staff, and students.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102263"},"PeriodicalIF":1.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899058","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":"Evaluation of medication appropriateness index in cardiovascular outpatient clinic: A cross-sectional study","authors":"Qusai Y. Al-Share,&nbsp;Rawand A. Khasawneh,&nbsp;Abeer M. Rababa'h,&nbsp;Fadi N. Asfar,&nbsp;Yara N. Mohammad","doi":"10.1016/j.cptl.2024.102262","DOIUrl":"10.1016/j.cptl.2024.102262","url":null,"abstract":"<div><h3>Background</h3><div>Older adults often have polypharmacy and multimorbidity. Cardiovascular diseases (CVDs) are the most common multimorbidities in older adults and are linked to wide range of adverse drug effects and drug-related problems. The medication appropriateness index (MAI) has been widely used in several patient settings to assess Potentially Inappropriate Medication (PIM) prescribing in older adults.</div></div><div><h3>Objectives</h3><div>The purpose of this study was to evaluate PIM prescribing in cardiovascular disease outpatient clinic. It also aimed at assessing the validity of the MAI to detect and quantify PIMs specifically in CVD outpatient clinics.</div></div><div><h3>Methods</h3><div>This was a cross-sectional, single-center study in cardiovascular outpatient setting. Demographic, clinical, and medication information from older adults (≥ 65 years old) were collected and reviewed. Two clinical pharmacists randomly selected 70 patients, evaluated 539 medications, and assessed their appropriateness using the MAI. The Statistical Package for the Social Sciences (SPSS) descriptive and logistic regression analyses was to calculate the number of PIMs, the MAI scores, and factors associated with PIM prescribing.</div></div><div><h3>Results</h3><div>Our data showed that 87.1 % of patients had at least one PIM and the number of PIMs per patient was 2.10. Approximately 60 % of the patients had an MAI weighted score of zero (no prescription error). The mean MAI score per patient was 17.61 and the mean MAI score per medication was 2.72. The overall agreement between the two raters was 87.3 % with moderate chance-adjusted agreement as indicated by the kappa static of 0.43. The factors that were associated with increased PIM prescribing were the total number of medications and being ≥85 years old.</div></div><div><h3>Conclusion</h3><div>A relatively high prevalence of PIMs was found in the studied population. The MAI is a reliable and valid tool to detect PIM prescribing in CVD outpatient clinics. It mandates implementing specific measures to reduce PIMs.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102262"},"PeriodicalIF":1.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830440","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":"COEPA ready: Innovative pedagogy for integrating social determinants of health in PharmD curricula","authors":"Jennifer Bhuiyan ,&nbsp;Regina Arellano ,&nbsp;Dana G. Carroll ,&nbsp;Christine Chim ,&nbsp;Sharon Connor ,&nbsp;Devra K. Dang ,&nbsp;Juanita A. Draime ,&nbsp;Tara P. Driscoll ,&nbsp;Lauren Jonkman ,&nbsp;Abby A. Kahaleh ,&nbsp;Rakhi Karwa ,&nbsp;Kristi W. Kelley ,&nbsp;Katie F. Leslie ,&nbsp;Brittney A. Meyer ,&nbsp;Nicole M. Sifontis","doi":"10.1016/j.cptl.2024.102267","DOIUrl":"10.1016/j.cptl.2024.102267","url":null,"abstract":"<div><h3>Background</h3><div>The American Association of Colleges of Pharmacy Curriculum Outcomes and Entrustable Professional Activities (COEPA) recognize the need for social determinants of health (SDH) education for pharmacy learners. However, there is a dearth of published strategies for incorporating comprehensive SDH education in Doctor of Pharmacy curricula. The objectives of this study were to: 1) highlight unpublished exemplars of SDH teaching models and 2) propose strategies for teaching SDH.</div></div><div><h3>Methods</h3><div>A survey was distributed to relevant AACP Special Interest Groups and Sections soliciting previously unpublished exemplars of SDH teaching models. The survey collected descriptions of the teaching model, relevant SDH domains as outlined in Healthy People 2030, and the level of influence on health outcomes according to the socioecological model. Deidentified survey submissions were analyzed and categorized by type (didactic, IPPE/APPE, or both), course type (elective or required), year taught, interprofessional education components (if applicable), innovation, assessment domains and tools, course structure, SDH domains, and the socioecological model.</div></div><div><h3>Results</h3><div>Eight programs submitted diverse exemplars of which six (75 %) were part of required didactic courses for P1-P3 learners. Teaching models included individual lectures and activities, didactic and experiential courses, and implementation of longitudinal curricular experiences. Seven (87.5 %) of the exemplars covered all five SDH domains, and seven (87.5 %) covered all levels of influence within the socioecological model. Exemplars featured simulations (50 %) and case-based learning activities (62.5 %). Three (37.5 %) featured interprofessional education and research components.</div></div><div><h3>Conclusion</h3><div>These exemplars provide faculty with varied models for implementing SDH-related teaching opportunities within their institutions.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102267"},"PeriodicalIF":1.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830434","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":"Integrating entrustable professional activities using an integrated curriculum design framework in pharmacy education","authors":"Kingston Rajiah","doi":"10.1016/j.cptl.2024.102269","DOIUrl":"10.1016/j.cptl.2024.102269","url":null,"abstract":"<div><h3>Purpose</h3><div>The integration of Entrustable Professional Activities (EPAs) using the Integrated Curriculum Design Framework (ICDF) is a promising yet underexplored strategy in pharmacy education. This reflective work identifies gaps in traditional approaches to competency-based education and highlights the alignment of the “Professional Practice Skills” Year 2 module at a UK university with EPAs and ICDF. By bridging these gaps, this work highlights the importance of equipping students with the competencies necessary for independent practice.</div></div><div><h3>Description</h3><div>The “Professional Practice Skills” module was transformed to align with ICDF and EPAs. Stakeholder engagement, including input from students, educators, and practitioners, guided the selection of EPAs reflective of real-world pharmacy tasks such as patient counselling, prescribing, prescriber interaction, and providing medicine query information. Learning outcomes were redefined to incorporate these EPAs, and teaching strategies were adapted to include experiential learning activities, such as simulated patient scenarios and reflective tasks. Assessment methods shifted from knowledge-based to competency-based evaluations, ensuring students could demonstrate practical readiness for professional roles.</div></div><div><h3>Analysis</h3><div>Integrating EPAs and ICDF revealed challenges, such as resistance to change and the need for significant resource investment in designing simulations. However, the shift encouraged collaborative teaching practices and enhanced student engagement. Students demonstrated improved confidence and ability to apply theoretical knowledge in practice, showcasing the value of a competency-based approach.</div></div><div><h3>Conclusions</h3><div>This integration process highlights the importance of aligning curriculum design with professional competencies.</div></div><div><h3>Implications</h3><div>The work has broader implications for pharmacy education, offering a replicable model for other healthcare institutions seeking to enhance professional readiness.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102269"},"PeriodicalIF":1.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142839991","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":"Validation of an instrument to assess student pharmacist self-authorship","authors":"Caitlin M. Gibson ,&nbsp;Meredith L. Howard ,&nbsp;Robert C. Haight","doi":"10.1016/j.cptl.2024.102264","DOIUrl":"10.1016/j.cptl.2024.102264","url":null,"abstract":"<div><h3>Introduction</h3><div>Self-authorship is the creation of one's own perspective by contextually evaluating evidence, constructing independent beliefs, and maintaining capacity to consider outside perspectives. Transitioning between cognitive self-authorship stages is common during higher education. Despite correlation to several co-curricular subdomains, instruments to measure self-authorship are limited, however, one such instrument has been developed within medical education and would benefit use within pharmacy education.</div></div><div><h3>Methods</h3><div>All student pharmacists at two public, 4-year pharmacy programs were invited to complete a voluntary, anonymous survey measuring self-authorship. The instrument was adapted from existing validated survey instruments. To ensure validity and reliability among, structural equation modeling and Chronbach's alpha was used to analyze three factors (Career Development, Data Interpretation &amp; Decision Making, and Ethics &amp; Values).</div></div><div><h3>Results</h3><div>A total of 157 surveys were completed. The mean age of respondents was 28 years and 79.17 % were female. Validation analysis found that results from the two institutions have an acceptable fit for the Career Development and Data Interpretation &amp; Decision Making factors, with the Ethics and Values factor having a poor model fit (RMSEA = 0.08, 0.09, 0.29 respectively). Each factor yielded a good level of internal consistency for the current stage of research (α = 0.49, 0.52, 0.72 respectively).</div></div><div><h3>Conclusions</h3><div>This development of an instrument assessing self-authorship among student pharmacists has wide-reaching applicability to assess and inform students in their journey towards exploring personal and professional values. The adaptation of this instrument has resulted in one which is valid and reliable for the current stage of research within student pharmacists. Future steps including using this instrument to determine if particular educational interventions or progression across curricular elements impact self-authoring.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102264"},"PeriodicalIF":1.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830446","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}