Currents in Pharmacy Teaching and Learning最新文献

{"title":"Exploring the link between mindset and psychological wellbeing among pharmacy students in Zimbabwe","authors":"Kundai Nyanganya ,&nbsp;Tinashe Mudzviti ,&nbsp;Paul Gavaza","doi":"10.1016/j.cptl.2025.102300","DOIUrl":"10.1016/j.cptl.2025.102300","url":null,"abstract":"<div><h3>Introduction</h3><div>Mindset may influence pharmacy students' psychological wellbeing. However, little is known about the relationship between mindset and psychological wellbeing among pharmacy students. This study aimed to explore the association between mindset and psychological wellbeing in pharmacy students in Zimbabwe.</div></div><div><h3>Method</h3><div>Fourth-year pharmacy students from the University of Zimbabwe and Harare Institute of Technology were invited to participate via their class WhatsApp groups. An online survey, linked through a cover letter, was distributed to measure students' mindsets, psychological wellbeing, and demographic characteristics. Descriptive and inferential statistics were used to assess the relationships among psychological wellbeing, mindset, and demographic factors.</div></div><div><h3>Results</h3><div>Of the 124 fourth-year pharmacy students, 85 completed the survey (response rate: 68.5 %). Most students demonstrated a growth mindset (<em>n</em> = 43; 56.6 %), while 33 (43.4 %) had a fixed mindset. Students with a strong growth mindset had a higher mean psychological wellbeing score (mean = 57.5; SD = 5.2) compared to those with a strong fixed mindset (mean = 52.4; SD = 4.4; <em>p</em> = 0.048). No associations were found between mindset or psychological wellbeing and age, gender, spirituality, marital status, or institution attended.</div></div><div><h3>Conclusion</h3><div>The majority of students exhibited a growth mindset, which was associated with better psychological wellbeing. Demographic and personal characteristics were not related to students' psychological wellbeing or mindsets. Pharmacy schools and educators should actively promote a growth mindset to enhance students' psychological wellbeing.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102300"},"PeriodicalIF":1.3,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143075926","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":"Awareness and attitude towards complementary and alternative medicine among pharmacy- and non-pharmacy- undergraduate students: A cross-sectional study from Jordan","authors":"Kenza Mansoor ,&nbsp;Eyad Mallah ,&nbsp;Luay Abuqatouseh ,&nbsp;Dana Darwish ,&nbsp;Suzanne Abdelmalek ,&nbsp;Mohammad Yasin ,&nbsp;Jiana Abu-Itham ,&nbsp;Ali Al-Khayat ,&nbsp;Khalid Matalka ,&nbsp;Fadi Qadan ,&nbsp;Mathias Schmidt","doi":"10.1016/j.cptl.2025.102297","DOIUrl":"10.1016/j.cptl.2025.102297","url":null,"abstract":"<div><h3>Objective</h3><div>The present study aimed to evaluate pharmacy students' awareness of Complementary and Alternative Medicine (CAM) to highlight the strengths and weaknesses that need improving in the pharmacy curriculum regarding CAM.</div></div><div><h3>Methods</h3><div>A questionnaire-based study, conducted at the University of Petra (UOP), Jordan, that compared the knowledge and attitudes towards CAM of pharmacy students with those of non-pharmacy non-health-related students.</div></div><div><h3>Results</h3><div>A CAM questionnaire was issued to 1230 students, and 1132 completed responses were received. Overall, over two-thirds of students (70 %) were aware of the existence of CAM. As expected, this awareness was higher among pharmacy students than non-pharmacy students (73 % vs. 65 %, <em>p</em> &lt; 0.001) and increased with junior year. Compared to pharmacy students, other faculty students believed CAM is more effective than conventional medicine (CT). Furthermore, pharmacy students' belief that CAM is more effective than CT showed a steady decline within the 5-year study period (33–39 % vs.16–17 %, <em>p</em> &lt; 0.0001). However, the most common reason for believing in CAM among pharmacy students (45 %) was their belief that CAM has fewer side effects compared to 35 % of non-pharmacy students. Of those pharmacy students who did not believe in CAM, almost half stated that there was no scientific evidence of CAM use. Surprisingly, only 16 % of pharmacy students indicated that their CAM source of information was from classes or attended courses during their study versus 69 % from the Internet. Furthermore, the medicinal applications most frequently thought by students to be treatable by CAM were gastrointestinal disorders (56 %) and diseases of the respiratory tract (51 %), whereas the slightest thought to be treated by CAM were endocrine disorders (2 %).</div></div><div><h3>Conclusions</h3><div>Although pharmacy students' CAM awareness and knowledge are enhanced as they advance in the curriculum, the conceptions that CAM could substitute conventional therapies and that CAM is more effective than conventional therapy are inversely associated with advancement in the curriculum. This latter reversal adjustment suggests the strength of the current curriculum towards conventional therapy. It underscores the need to correct the misconception of CAM by enhancing the awareness of well-researched herbal medicinal preparations. Therefore, the integration of evidence-based phytotherapy courses into the pharmacy curriculum is crucial to fostering a balanced awareness and trust in CAM.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102297"},"PeriodicalIF":1.3,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143075941","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":"Improving cultural humility in pharmacy education: A focus on diabetes management during religious fasting","authors":"Amre A. Elmaoued ,&nbsp;Rotana M. Radwan ,&nbsp;Omar E. Hassan ,&nbsp;Mohammed Zaed ,&nbsp;Raechel T. White","doi":"10.1016/j.cptl.2024.102275","DOIUrl":"10.1016/j.cptl.2024.102275","url":null,"abstract":"<div><h3>Background</h3><div>Cultural humility is an increasingly important focus of healthcare education, aiming to equip students with the tools they need to provide care to diverse groups of people. There is a growing need for healthcare providers to understand Islamic religious practices that influence heath decision-making, especially religious fasting during Ramadan. However, there are limited efforts in pharmacy curriculums to address this. The objective of this project is to describe a cultural humility activity focusing on increasing students' confidence in managing patients' diabetes medications during religious fasting.</div></div><div><h3>Methods</h3><div>A case-based activity was delivered within a pharmaceutical skills lab. Pre- and post-activity surveys assessed self-efficacy in student's confidence in communication, creating therapeutic plans, and identifying challenges and opportunities in the context of Ramadan fasting. Confidence was rated on a five-point Likert scale. Paired <em>t</em>-tests were used to compare mean confidence scores before and after the activity.</div></div><div><h3>Results</h3><div>A total of 56 of 63 students completed the survey. The results showed improvements in confidence across all areas: initiating conversations about medication management (mean change +1.11 [0.20]; <em>t</em> = 5.475; <em>P</em> &lt; .0001), developing therapeutic plans (mean change +1.29 [0.19]; <em>t</em> = 6.822; P &lt; .0001), identifying challenges (mean change +1.02 [0.20]; <em>t</em> = 5.136; P &lt; .0001), and recognizing opportunities (mean change +1.07 [0.20]; <em>t</em> = 5.318; P &lt; .0001).</div></div><div><h3>Conclusion</h3><div>This study demonstrated a successful activity designed to increase cultural humility in future pharmacists for the purpose of delivering high quality healthcare to diverse patient groups. To address disparities in pharmacists' ability to deliver culturally mindful care to Muslim populations, additional activities should be designed incorporating this topic into curricula.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102275"},"PeriodicalIF":1.3,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143157084","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":"Our learning journey: Creating continuing education courses for pharmacy team members on First Nations cultural safety and humility in British Columbia, Canada","authors":"Maria Jose Athie Martinez ,&nbsp;Turner Berreth ,&nbsp;Timothy Lim ,&nbsp;Allison Nourse ,&nbsp;Robbie Knott ,&nbsp;Candy-Lea Chickite ,&nbsp;Cindy Preston ,&nbsp;Tiana Tilli","doi":"10.1016/j.cptl.2024.102276","DOIUrl":"10.1016/j.cptl.2024.102276","url":null,"abstract":"<div><h3>Purpose</h3><div>Systemic racism across healthcare systems perpetuates health disparities. While pharmacy curricula are changing, most pharmacy team members in Canada have received minimal to no training in First Nations cultural safety and humility. At the time this work was undertaken, no pharmacy-specific First Nations cultural safety and humility courses existed for practicing pharmacy team members.</div></div><div><h3>Description</h3><div>Two online interactive modules were developed for pharmacy team members in British Columbia, Canada. The first focuses on anti-racism and forming relationships built on trust with First Nations clients. The second focuses on how to approach pharmacy-specific interactions with First Nations clients. Both modules leverage the CARE framework (being Considerate, Aware, Respectful, Empowering). Content was guided by a First Nations advisory group. A pharmacy advisory group helped ensure teachings could be actioned by pharmacy team members.</div></div><div><h3>Analysis</h3><div>Many lessons were learned throughout this journey. These included the importance of relationships coming first and recognizing First Nations individuals for sharing their experiences. In relation to module content, lessons centered on determining and communicating project scope, having respect for information that is not ours to share and how much language matters. Lessons in the development process included how doing things in a good way takes time and the need to look beyond module content.</div></div><div><h3>Conclusions</h3><div>These pharmacy-specific First Nations cultural safety and humility modules serve as a good step in affecting change within the profession.</div></div><div><h3>Implications</h3><div>Having an awareness of the learning and unlearning that took place during our work may help other educators as they develop local culturally responsive projects.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102276"},"PeriodicalIF":1.3,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143042108","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":"Professional organizations representing black pharmacists in hospitals and the health-systems","authors":"John E. Clark","doi":"10.1016/j.cptl.2025.102281","DOIUrl":"10.1016/j.cptl.2025.102281","url":null,"abstract":"<div><div>Pharmacy associations representing Black pharmacists practicing in hospitals and the health-systems are not well documented. Their stories, challenges, and accomplishments remain relatively untold. Through historical review, the roles of Black pharmacists and their organizations in promoting diversity, equity, and inclusion, supporting the professional growth and development of Black pharmacists in hospitals, and advocating for healthcare policies that address the needs of Black communities will be reviewed.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102281"},"PeriodicalIF":1.3,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143042111","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":"African American pharmacists and the evolution of black professional pharmacy associations","authors":"John E. Clark","doi":"10.1016/j.cptl.2024.102278","DOIUrl":"10.1016/j.cptl.2024.102278","url":null,"abstract":"<div><div>The histography of Black professional pharmacist associations has largely been ignored. During the Jim Crow era there existed multiple and overlapping spaces within which Black civic and professional voluntary organizations engaged in representation and advocacy, professional support and development, cultural competence, community engagement and education, research and innovation, and diversity and inclusion in the professions. One group that has received minimal to no attention is that of the role of Black professional pharmacy organizations. Through historical review, several key points about Black professional pharmacy organizations will be explored.</div><div><em>(This is the second of three papers dealing with key points of black professional pharmacy associations. This paper should be considered as a direct continuation of the preceding paper cited earlier)</em></div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102278"},"PeriodicalIF":1.3,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014057","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":"Empowering students in curriculum design and pedagogy: Perceptions of pharmacy students as partners; A qualitative study","authors":"Mari Kannan Maharajan ,&nbsp;Subarna Sivapalan ,&nbsp;Kingston Rajiah","doi":"10.1016/j.cptl.2025.102280","DOIUrl":"10.1016/j.cptl.2025.102280","url":null,"abstract":"<div><h3>Introduction</h3><div>The concept of “Students as Partners” (SaP) in curriculum design and pedagogy marks a significant shift towards relational pedagogical approaches in higher education. This study explored pharmacy students' perceptions of the SaP approach, focusing on their involvement in curriculum design and the perceived benefits and challenges of such partnerships.</div></div><div><h3>Methods</h3><div>A qualitative research design was employed, utilising one-on-one interviews with pharmacy students at a university in Malaysia. Participants were selected through purposive and snowball sampling. Data were collected using a semi-structured interview guide and analysed using thematic analysis.</div></div><div><h3>Results</h3><div>Thematic analysis revealed five core themes: student involvement in curriculum design, perceived benefits in students as partners, challenges in active learning environments, suggestions to improve relational pedagogy, and empowerment through student involvement in curriculum design. Students mentioned that the relationship as partners with educators will be beneficial and mentioned challenges, such as hierarchical barriers and communication issues. They suggested increased training and support, more frequent feedback mechanisms, and clearer communication channels to foster effective partnerships.</div></div><div><h3>Conclusion</h3><div>Students perceived that their engagement could lead to significant changes in their academic journeys. This participatory approach aligns with outcome-based educational goals and enhances the overall learning experience by making the content more relevant to students' needs and aspirations. The SaP approach has transformative potential in higher education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102280"},"PeriodicalIF":1.3,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014111","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 longitudinal curriculum to teach and assess empathy within the doctor of pharmacy curriculum","authors":"Luma Munjy,&nbsp;Kathleen Besinque,&nbsp;Richard Beuttler,&nbsp;Reza Taheri,&nbsp;Kimberly Won,&nbsp;Laressa Bethishou","doi":"10.1016/j.cptl.2024.102279","DOIUrl":"10.1016/j.cptl.2024.102279","url":null,"abstract":"<div><h3>Objective</h3><div>The purpose of this study is to assess changes in empathy throughout a Doctor of Pharmacy (PharmD) program using a self-assessment tool and assessment by standardized patients (SPs).</div></div><div><h3>Methods</h3><div>This study was conducted over the course of a three-year, accelerated PharmD curriculum. Students participated in a series of educational interventions focused on empathy development within the didactic curriculum. Within the experiential curriculum, students applied empathy skills and participated in interprofessional workshops during their experiential rotations. Self and SP assessed empathy was measured at baseline and upon conclusion of the study.</div></div><div><h3>Results</h3><div>PharmD students' self-rated empathy did not meaningfully change over the three-year period while SP-rated empathy increased.</div></div><div><h3>Conclusion</h3><div>Students were able to demonstrate empathetic behaviors as perceived by the SPs, even though they did not change their self-ratings from baseline. This difference may be due to students' ability to demonstrate empathetic behaviors without feeling higher levels of empathy or a decline in empathy due to burnout.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102279"},"PeriodicalIF":1.3,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143157772","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":"African American pharmacists in professional pharmacy associations","authors":"John E. Clark","doi":"10.1016/j.cptl.2024.102277","DOIUrl":"10.1016/j.cptl.2024.102277","url":null,"abstract":"<div><div>The early participation of African Americans in professional pharmacy associations between the 1870s and the 1970s is explored. The early participation African American pharmacists in the national pharmacy organizations was limited to the American Pharmaceuticals Association (APhA), a small number of the APhA state and local affiliates, and the pharmaceutical section of the national and state Black medical associations. Little to no participation of African American pharmacists as members in other national organizations (e.g., National Association of Retail Druggists (NARD), National Wholesale Druggists Association (NWDA), or the American College of the Apothecaries) occurred before the 1960s. Few African American pharmacists played a leadership role as officers before the 1960s except in the Black professional pharmacy organizations.</div><div>(This is the first of three papers dealing with key points of black professional pharmacy association)</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102277"},"PeriodicalIF":1.3,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014108","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":"Advancing cultural humility in pharmacy education: Insights from interprofessional experiences for varied learning modalities","authors":"Laura Leticia Salazar Preciado ,&nbsp;Inbal Mazar ,&nbsp;Sally Haack","doi":"10.1016/j.cptl.2024.102272","DOIUrl":"10.1016/j.cptl.2024.102272","url":null,"abstract":"<div><div>Effective pharmacy education requires incorporating interactive and engaging strategies that encourage collaboration among people from diverse backgrounds. Activities that forward cultural humility in combination with interprofessional education (IPE) are beneficial to achieve a comprehensive educational experience for enhanced patient centered care and effective teamwork between colleagues. Moving beyond travel seminars and Advanced Pharmacy Practice Experiences (APPEs), these goals can be met through numerous educational formats, which can be tailored to the needs of the course using institutional resources available.</div><div>Professors at Drake University in Des Moines, Iowa, United States, have developed and enhanced examples from two courses to advance cultural understanding and IPE. One of these courses was designed as a global classroom experience with professors from Tecnológico de Monterrey in Guadalajara, Mexico between 2016 and 2024. Both institutions value a focus on patient-centered awareness and address social determinants of health through cross-cultural experiences. This article underscores how diverse learning modalities, including in-person, hybrid, and virtual formats, can incorporate varied perspectives and foster interprofessional collaboration in pharmacy education.</div><div>Course initiatives have involved partnerships between academic institutions and placed an emphasis on engaging with community organizations both in-person and virtually during students' formative years, with the goal of strengthening cultural humility and awareness of health needs of at-risk populations in their communities and beyond.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102272"},"PeriodicalIF":1.3,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142972671","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}