Currents in Pharmacy Teaching and Learning最新文献

{"title":"Exploring the integration of behaviour change training in Australian pharmacy education: A curriculum review","authors":"Hayley Breare ,&nbsp;Amira Hassan ,&nbsp;Chloe Maxwell-Smith ,&nbsp;Deborah A. Kerr ,&nbsp;Tin Fei Sim ,&nbsp;Barbara A. Mullan","doi":"10.1016/j.cptl.2025.102405","DOIUrl":"10.1016/j.cptl.2025.102405","url":null,"abstract":"<div><h3>Background</h3><div>Pharmacists are essential in primary healthcare and are uniquely positioned to promote preventative health through behaviour change interventions. Effective delivery of these interventions requires theoretical and practical training in behaviour change strategies and techniques. The aim of the study was to (1) examine the current integration of behaviour change training in the Australian Pharmacy curricula, and (2) identify key factors contributing to its inclusion in the course.</div></div><div><h3>Methods</h3><div>A comprehensive qualitative approach was used to conduct a curriculum review across accredited Australian pharmacy courses. This involved a document analysis of unit outlines, triangulated with semi-structured interviews with pharmacy staff to explore perceptions and experiences of behaviour change training.</div></div><div><h3>Results</h3><div>Eleven accredited Australian pharmacy courses (6 undergraduate, 5 postgraduate), including 148-unit outlines, were analysed using summative content analysis. Behaviour change training focused on communication, counselling, clinical reasoning, and patient-centred skills. Semi-structured interviews (<em>N</em> = 10) showed five themes: “It's not clearly defined,” “Focus on ‘industry ready skills’,” “It's experience driven, “They're just expected to apply it”, and “Behaviour change is embedded.” Key factors included limited time, resources, incentives, knowledge gaps, and competing priorities.</div></div><div><h3>Conclusions</h3><div>Behaviour change training is integrated throughout the curriculum, however there are inconsistencies in the breadth and depth across universities. The findings highlight the need for clear and structured integration of behaviour change in learning outcomes and targeted assessments to develop students' behaviour change skills. Future curriculum development should focus on creating frameworks to equip educators to support student's competencies and confidence as they transition into practice.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102405"},"PeriodicalIF":1.3,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144221398","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 student knowledge and confidence through two sequential total parenteral nutrition active learning approaches","authors":"Caitlin M. Gibson ,&nbsp;Alisa K. Escaño ,&nbsp;Jeffrey J. McKenzie ,&nbsp;Dayanjan S. Wijesinghe ,&nbsp;Krista L. Donohoe","doi":"10.1016/j.cptl.2025.102396","DOIUrl":"10.1016/j.cptl.2025.102396","url":null,"abstract":"<div><h3>Background</h3><div>Total parenteral nutrition (TPN) is a complex topic involving clinical decision-making, safety checkpoints, and multiple calculations. The most effective methods to ensure student skill mastery in this space are not well described. The purpose of this study was to evaluate if the implementation of two total parenteral nutrition (TPN) activities for pharmacy students increased student knowledge and confidence. Additionally, to determine which activity student's preferred.</div></div><div><h3>Educational activity</h3><div>Third year pharmacy students participated in two TPN activities following the didactic lectures on the content: a team-based hand calculations activity utilizing a patient case scenario and a simulated TPN calculator activity on adjusting TPN components. Students completed pre- and post-assessments with ten knowledge-based and five confidence questions. On the post-assessment students completed open-ended questions on perceptions, preferences, and recommendations of the activities.</div></div><div><h3>Evaluation findings</h3><div>A total of 89 of 92 students (response rate: 96.7 %) completed both pre- and post-assessments for the TPN activities. Student performance on knowledge-based questions improved in seven out of ten areas. Student confidence improved in all five Likert-scale questions. Overall, 83 (93.3 %) of students preferred the hand calculation activity, 2 (2.2 %) preferred the KNIME activity, and 4 (4.5 %) had no preference.</div></div><div><h3>Conclusion</h3><div>Student knowledge and confidence improved after the implementation of two TPN activities. Students preferred the hand calculation activity over the KNIME calculator.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102396"},"PeriodicalIF":1.3,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231654","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 holistic approach to integrating well-being into pharmacy education: Reflection and lessons learned","authors":"Desirée N. Shapiro ,&nbsp;Candis M. Morello","doi":"10.1016/j.cptl.2025.102404","DOIUrl":"10.1016/j.cptl.2025.102404","url":null,"abstract":"<div><h3>Purpose</h3><div>Prioritizing cultures of well-being in pharmacy schools/colleges is essential and timely. Advancing well-being initiatives promotes healthier learning and workplace environments, mitigates burnout and distress, and supports long-term sustainability in the profession. However, tailored strategies and guidance are necessary to effectively address the diverse and unique needs of pharmacy schools/colleges.</div></div><div><h3>Description</h3><div>Given a recognized need to increase student supports, University of California San Diego (UCSD) Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) has taken proactive steps to promote a holistic approach to student well-being. Over the past 10 years, SSPPS has progressively developed a comprehensive well-being program that now includes a dedicated wellness advisor, learning specialist, disability expert, targeted well-being programming, and collaborations with a robust network of campus and community resources.</div></div><div><h3>Analysis/Interpretation</h3><div>The evolution of this holistic approach has yielded several key lessons: the importance of a clear vision, strong partnerships, consistent presence, patience, and persistence. These insights have guided the creation of a flexible framework designed to support other institutions while accommodating variations in organizational resources and cultures.</div></div><div><h3>Conclusions</h3><div>There is no one-size-fits-all approach to building a holistic well-being program for pharmacy schools/colleges. Institutions must leverage their unique strengths and address specific challenges to develop sustainable well-being cultures tailored to their needs.</div></div><div><h3>Implications</h3><div>Sharing reflections, innovative program elements, and future plans may inspire multi-institutional collaboration, enhancing collective well-being across the pharmacy profession. By learning from one another, pharmacy schools/colleges can amplify efforts to support students and prepare them to thrive in demanding healthcare environments.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102404"},"PeriodicalIF":1.3,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144221399","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' perceptions of artificial intelligence integration in pharmacy practice: Ethical challenges in multiple countries of the MENA region","authors":"Hisham E. Hasan ,&nbsp;Deema Jaber ,&nbsp;Omar F. Khabour ,&nbsp;Karem H. Alzoubi","doi":"10.1016/j.cptl.2025.102397","DOIUrl":"10.1016/j.cptl.2025.102397","url":null,"abstract":"<div><h3>Background</h3><div>The integration of artificial intelligence (AI) into pharmacy practice has the potential to advance learning experiences and prepare future pharmacists for evolving healthcare needs. However, it also raises ethical considerations that need to be addressed carefully. This study aimed to explore pharmacy students' attitudes regarding AI integration into their future pharmacy practice.</div></div><div><h3>Methods</h3><div>A cross-sectional design was employed, utilizing a validated online questionnaire administered to pharmacy students from diverse demographic backgrounds in multiple countries of the Middle East and North Africa (MENA) region from August 2022 to January 2023. Demographic, education, and work information data were, respectively, collected from study participants. In addition, technology literacy and AI familiarity were collected using a Likert scale on skill and a Likert scale on familiarity. Finally, participants' concerns and perceived barriers regarding AI integration were collected based on a Likert scale on agreement.</div></div><div><h3>Results</h3><div>A total of 702 pharmacy students participated in the study, with the majority being female (72.8 %), enrolled in public universities (55.6 %), and not employed (64.2 %). Participants expressed a generally negative attitude towards AI integration, where 56.2–70.8 % of respondents agreed/strongly agreed to concerns/barriers including patient data privacy (62.0 %), susceptibility to hacking (56.2 %), potential job displacement (69.3 %), cost limitations (66.8 %), access (69.1 %), the absence of regulations (68.1 %), and training (70.4 %), physicians' reluctance (65.1 %), and patient apprehension (70.8 %). Factors including country of residence, academic year, cumulative GPA, work status, technology literacy, and AI understanding influenced participants' attitudes. Positive correlations were found between attitude score and tech-savviness (<em>r</em> = 0.174), and AI understanding (<em>r</em> = 0.155).</div></div><div><h3>Conclusion</h3><div>Pharmacy students from multiple countries in the MENA region express significant ethical and practical concerns about AI's integration into their future practice. These findings underscore the need for incorporating AI education within pharmacy curricula, alongside the development of robust ethical guidelines and regulatory policies. Addressing students' concerns is crucial to ensuring ethical, equitable, and beneficial AI integration in future pharmacy practice.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102397"},"PeriodicalIF":1.3,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213323","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":"Factors affecting pharmacy student career intentions across patient-facing and non-patient facing settings: A cross-sectional evaluation","authors":"Ava Hovenden,&nbsp;Joseph P. O'Shea,&nbsp;Harriet Bennett-Lenane","doi":"10.1016/j.cptl.2025.102408","DOIUrl":"10.1016/j.cptl.2025.102408","url":null,"abstract":"<div><h3>Background</h3><div>Pharmacists are increasingly following diverse career opportunities beyond traditional patient-facing roles. This shift has contributed to workforce pressures in patient-facing settings. Improved workforce models are needed. This study aimed to inform models by understanding student career intentions, placing emphasis on differences in factors affecting career choices between those choosing patient-facing versus non-patient facing roles.</div></div><div><h3>Methods</h3><div>This cross-sectional study gathered data through an online survey consisting of Likert-scale and multiple-choice questions to explore career intentions and influencing factors. Responses were coded and analysed using descriptive and inferential statistics (chi-squared tests and post-hoc analysis).</div></div><div><h3>Results</h3><div>Data were collected from 90.1 % of a university's pharmacy students. An interest in science or healthcare, along with a desire to help others, were the main factors influencing decisions to study pharmacy. Over half (56.5 %) of students planned to enter community pharmacy, followed by industry (18.4 %) and hospital pharmacy (10.6 %). Work experience played a crucial role in career decision-making, with 98.7 % considering it important. Those pursuing patient-facing roles placed greater importance on direct patient contact and impact on health and well-being. Students choosing non-patient-facing roles valued benefits, promotion, and training opportunities more highly, while placing less emphasis on use of pharmacy-specific skills.</div></div><div><h3>Conclusion</h3><div>Study findings provide valuable insights for employers, educators, and policymakers, helping to align workforce planning and pharmacy curricula with student expectations and career motivations. This research supports development of targeted strategies to attract and retain talent in both patient-facing and non-patient-facing roles.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102408"},"PeriodicalIF":1.3,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144220837","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 compounding services: A qualitative exploration of operational management and professional relationships in community pharmacies in Bahir Dar town","authors":"Liknaw Workie Limenh ,&nbsp;Nigus Kassie Worku ,&nbsp;Mihret Melese ,&nbsp;Assefa Kebad Mengesha ,&nbsp;Gizachew Kassahun Bizuneh ,&nbsp;Eneyew Talie Fenta ,&nbsp;Mickiale Hailu ,&nbsp;Alemwork Abie ,&nbsp;Molla Getie Mehari ,&nbsp;Tenagnework Eseyneh Dagnaw ,&nbsp;Amare Mebrat Delie","doi":"10.1016/j.cptl.2025.102406","DOIUrl":"10.1016/j.cptl.2025.102406","url":null,"abstract":"<div><h3>Background</h3><div>Providing non-commercially available medications to elderly, young patients, or infants is crucial for those with special needs. However, many pharmacies lack this service. This study aimed to qualitatively investigate operational management and professional relationships regarding compounding services at community pharmacies in Bahir Dar city.</div></div><div><h3>Methods</h3><div>From September 1 to 30, 2023, an exploratory design was employed to conduct a qualitative investigation of operational management and professional relationships in compounding services. The data was gathered through in-depth interviews. Every interview was captured on audio by the lead researcher and transcribed verbatim. Thematic analysis was carried out using NVivo 11 software.</div></div><div><h3>Results</h3><div>This study developed two main themes, six subthemes, and seventeen categories. The main themes focus on pharmacy professionals' experiences and motivations regarding compounding. It highlights that pharmacy compounding is essential for providing customized medications and can impact a pharmacy's financial performance. Success relies on effective management of compounding services, including operations, prescription protocols, and technology. Furthermore, strong relationships with prescribers and patients are crucial in a competitive landscape where pharmacies aim to offer unique, high-quality customized medications.</div></div><div><h3>Conclusion</h3><div>The research highlights the importance of pharmacy compounding and external relationships in providing high-quality, customized medications. To succeed in a competitive market, pharmacies should prioritize exceptional customer service tailored to individual patient needs. Additionally, fostering collaboration can help improve the quality of compounding services. Adhering to regulatory guidelines is essential for ensuring the safety and quality of compounded medications, emphasizing the need for a balanced approach that integrates business growth and patient care.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102406"},"PeriodicalIF":1.3,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204136","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":"Choose your own adventure: Perception of gamification in continuing pharmacy education","authors":"Angela L. Goodhart ,&nbsp;Megan Adelman ,&nbsp;Taryn Mondiello ,&nbsp;Amber Lanae Martirosov","doi":"10.1016/j.cptl.2025.102384","DOIUrl":"10.1016/j.cptl.2025.102384","url":null,"abstract":"<div><h3>Background</h3><div>Literature detailing the implementation of gamification strategies, including ‘choose your own adventure’ (CYOA) patient cases, in continuing professional development within the pharmacy profession is limited. CYOA-style activities have had positive impacts on student cohorts. This report details attendees' perceptions of a continuing pharmacy education presentation at a national pharmacy conference that utilized gamification for content delivery.</div></div><div><h3>Educational activity</h3><div>An educational session was developed to use gamification to teach important concepts in the management of asthma. Presenters worked together to create ‘choose your own adventure’ (CYOA) activities as the gamification style for the session. Learning intentions were set for both cases based on important clinical considerations for pharmacists. A mixed methods approach was utilized to provide a descriptive evaluation of the CYOA educational session based on attendees' feedback. A survey was developed by the session moderators and distributed to attendees at the end of the session. A qualitative analysis was also conducted to analyze open-ended response questions within the end of session survey and the standardized session evaluation.</div></div><div><h3>Evaluation findings</h3><div>A total of 227 evaluations were submitted. Ninety-eight percent of respondents agreed or strongly agreed they would recommend the activity to a friend or colleague and were satisfied with the educational content and format of the activity.</div></div><div><h3>Analysis of educational activity</h3><div>Incorporating gamification techniques, such as CYOA, into continuing pharmacy education presents a valuable opportunity for practitioners.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102384"},"PeriodicalIF":1.3,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116423","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":"Do Swedish universities educate future doctors and pharmacists about the environmental impact of pharmaceuticals?","authors":"Abdullah Jazzaa ,&nbsp;Johanna Villén ,&nbsp;Elkanah Linder ,&nbsp;Ulrika Bergström ,&nbsp;Björn Wettermark","doi":"10.1016/j.cptl.2025.102386","DOIUrl":"10.1016/j.cptl.2025.102386","url":null,"abstract":"<div><h3>Objectives</h3><div>Residues of pharmaceuticals, originating from production, distribution or consumption, reach the environment where they have negative consequences on ecosystems. Educating future physicians and pharmacists could promote more environmentally friendly decisions throughout the life-cycle of pharmaceuticals. The aim of this cross-sectional study was to describe how pharmaceuticals in the environment was integrated into Swedish universities' medicine and pharmacy educations.</div></div><div><h3>Methods</h3><div>The study was conducted November–December 2022 and consisted of two parts; i) a review of program curricula for medicine and pharmacy programs in Sweden and ii) a questionnaire distributed to course managers at pharmacy programs, and to program managers at medicine programs. Multiple-choice questions were analysed with descriptive statistics. Open-ended questions and program curricula were assessed qualitatively with content analysis.</div></div><div><h3>Results</h3><div>Pharmaceuticals in the environment was mentioned in the general learning objectives aligned with the Higher Education Ordinance, but content related to environment was only included in curricula for some courses, mainly regarding sustainable development. A total of 47/100 pharmacy course managers and 6/7 medicine program managers responded to the questionnaire. 19/47 pharmacy course managers and 6/6 medicine program managers indicated that their courses include aspects of pharmaceuticals in the environment. The most common areas in pharmacy courses were sustainable drug use, and sustainable drug manufacturing/development.</div></div><div><h3>Conclusions</h3><div>Sweden's medicine and pharmacy programs contain some education about environmental impacts of pharmaceuticals but the curricula could be developed further. There is room for improvement in integrating environmental themes throughout the programs, potentially as an interprofessional education with a life-cycle perspective of pharmaceuticals.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102386"},"PeriodicalIF":1.3,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116422","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":"Escaping single disease silos: Assessing an escape room related to multiple disease states","authors":"Emily J. Clemens ,&nbsp;Luke A. Wedekind ,&nbsp;Jeffrey T. Lalama ,&nbsp;Bianca B. Calderon","doi":"10.1016/j.cptl.2025.102395","DOIUrl":"10.1016/j.cptl.2025.102395","url":null,"abstract":"<div><h3>Introduction</h3><div>Use of escape rooms in pharmacy education has increased; however, evidence is limited on their effectiveness in reinforcing pharmacy content. The purpose of this cohort study is to evaluate the effect of an escape room activity on second-year pharmacy students' knowledge across multiple disease states.</div></div><div><h3>Methods</h3><div>An escape room activity was integrated into a Doctor of Pharmacy Integrated Pharmacy Laboratory course to reinforce multiple disease states previously taught in Integrated Pharmacotherapy courses. Students completed a pre- and post-activity quiz related to their knowledge. Data was collected in three cohorts of students in the Integrated Pharmacy Laboratory course.</div></div><div><h3>Results</h3><div>Fifty-five students who were enrolled in the course from Fall 2023 to Fall 2024 opted into the study. In total, a large effect size was observed between pre- and post-activity scores (Cohen's d = 1.80, <em>p</em> &lt; 0.001), indicating a 1.8 standard deviation increase in quiz scores. Individually, all three cohorts exhibited a large effect size, suggesting a consistent pattern in quiz score improvements (Fall 2023: Cohen's d = 1.29, <em>p</em> &lt; 0.001; Summer 2024: Cohen's d = 2.17, <em>p</em> = 0.001; Fall 2024: Cohen's d = 2.76, <em>p</em> &lt; 0.001). Student perception of the activity was overall positive, noting its creative approach on solidifying knowledge of multiple disease states.</div></div><div><h3>Conclusion</h3><div>The escape room activity enhanced students' knowledge of managing multiple disease states, highlighting its potential as an effective active-learning strategy in pharmacy education to promote student engagement and knowledge reinforcement. Future implementations should consider cohorts with larger sample sizes.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102395"},"PeriodicalIF":1.3,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116489","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 faculty time investment in a residency preparation elective and impacts on match rates","authors":"Caroline M. Sierra,&nbsp;Lisa T. Hong","doi":"10.1016/j.cptl.2025.102387","DOIUrl":"10.1016/j.cptl.2025.102387","url":null,"abstract":"<div><h3>Introduction</h3><div>To assess the impact of a pharmacy residency preparation elective course on residency match rate and faculty workload.</div></div><div><h3>Methods</h3><div>This cohort study used residency match data to compare the match success rate of students who did and did not participate in the residency preparation elective. Surveys were administered to students who completed the elective to obtain course feedback and to the graduating class regarding how prepared they felt for residency/job interviews and applications. Faculty estimated time spent preparing for and executing the elective.</div></div><div><h3>Results</h3><div>Match success rates for students who participated in the residency preparation elective were higher than those who did not. Students who took the elective were more likely to feel prepared for the residency application process. Both faculty members co-teaching the course spent a yearly average of 73 h each in preparation, class time, grading, and course improvement.</div></div><div><h3>Discussion</h3><div>Those who took the residency preparation elective had an improved match success rate and felt more prepared for the residency/job application and interviewing process than those who did not. Considering the significant amount of time spent by faculty to execute this course, the time and effort may be better spent facilitating student participation in other opportunities to prepare for application for residencies/jobs.</div></div><div><h3>Conclusion</h3><div>Student participation in the residency preparation elective resulted in a higher match success rate compared with those who did not participate. Future studies could better inform the utility of an in-house residency preparation course versus other preparation.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102387"},"PeriodicalIF":1.3,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144107757","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}