Currents in Pharmacy Teaching and Learning最新文献

{"title":"The role of the patient and carer voices in modern pharmacy education","authors":"Sara Garfield ,&nbsp;Yogini H Jani ,&nbsp;Mike Etkind ,&nbsp;J Simon Bell ,&nbsp;Pinkie Chambers ,&nbsp;Cate Whittlesea ,&nbsp;Denise H Rhoney","doi":"10.1016/j.cptl.2025.102543","DOIUrl":"10.1016/j.cptl.2025.102543","url":null,"abstract":"<div><h3>Introduction</h3><div>Incorporating patient and caregiver voices into pharmacy education is essential in creating future pharmacists who will be empathic to patient needs, able to communicate well with them and provide person-centered care.</div></div><div><h3>Commentary</h3><div>Patient and caregivers should be involved in direct teaching activities as well as advising on the curriculum. Examples include incorporating patient/caregiver narratives, asking patients and caregivers to co-teach classes or asking patients to be real case examples during workshops, such as drug history taking, and providing feedback to students on communication skills. Involvement in curriculum design could incorporate a defined patient/caregiver panel and/or patient and caregiver representatives on a wider curriculum committee.</div><div>Effective integration of the patient and caregiver voices requires the appropriate infrastructure to be set up and embedded. Training and support are needed for patients and students including briefing and debriefing from teaching sessions. Practical and ethical issues also need to be considered such as funding and accessibility of physical spaces and systems. Continuously evaluating the impact of patient involvement on student learning and curriculum effectiveness and adapting accordingly are essential.</div></div><div><h3>Implications</h3><div>Moving forwards, institutions should prioritize the systematic integration of patient and caregiver voices throughout their educational programs to prepare professionals who can deliver clinical care that is truly person-centered.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102543"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684467","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":"Research as identity: Exposure, confidence, perceptions, and motivators among pharmacy students in a practice-based research network","authors":"Katherine Rotzenberg ,&nbsp;Kajua B. Lor ,&nbsp;Sarah C. Ray","doi":"10.1016/j.cptl.2025.102559","DOIUrl":"10.1016/j.cptl.2025.102559","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacist and student perceptions of research have been extensively studied; however, student members of a practice-based research network (PBRN) are a unique population. This study aimed to explore the characteristics and perceptions of student members of PearlRx, a PBRN of pharmacists, technicians, and students in Wisconsin.</div></div><div><h3>Methods</h3><div>An observational, cross-sectional mixed-methods study was conducted. Student members of the PBRN were surveyed on their exposure to research, confidence in their research-related knowledge and skills, perceptions of research, reasons for joining the PBRN, and the role of research within the profession. Quantitative data were analyzed with descriptive statistics while qualitative data were analyzed using Braun and Clarke's six-step thematic analysis.</div></div><div><h3>Results</h3><div>Twenty-eight of 172 student members responded to the survey for a response rate of 16.3 %. Most had been exposed to a variety of sources and types of research before (64.3 %) and during (67.9 %) pharmacy school. Students connected research to seven domains of professional identity with 30.4 % identifying conducting research as a professional role. Students had positive perceptions of the importance of research and their research-related knowledge and skills. Students endorsed 14 reasons for joining the network.</div></div><div><h3>Conclusion</h3><div>Student members of a PBRN may actively seek out research opportunities during pharmacy school, including PBRN membership, to prepare for their careers. Students recognized multiple professional domains in which research played a role, and exposure to pharmacist-led research through the PBRN may contribute to this perspective.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102559"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790030","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":"Multimodal interprofessional education in practice: Embedding pharmacy students in collaborative hospital-based learning","authors":"Angela Shogbon Nwaesei ,&nbsp;Pamela M. Moye ,&nbsp;Matthew Hogan ,&nbsp;Thomas H. Taylor Jr.","doi":"10.1016/j.cptl.2025.102558","DOIUrl":"10.1016/j.cptl.2025.102558","url":null,"abstract":"<div><h3>Objective</h3><div>To develop and implement a multimodal structured approach to interprofessional education (IPE) at a community hospital incorporating student pharmacists completing various Advanced Pharmacy Practice Experiences (APPEs) and medical students, and to evaluate students' perceptions targeting interprofessional education collaborative (IPEC) competencies, clinical knowledge, and impact on patient care recommendations.</div></div><div><h3>Methods</h3><div>A multimodal structured approach to IPE was designed, consisting of daily pre-rounds, daily teaching rounds, and once-weekly interactive case-based sessions between student pharmacists on various APPEs and medical students. Pre- and post-surveys were administered to assess students' perceptions of collaborative practice between physicians and pharmacists, using the validated SPICE 2 survey, and their knowledge of evidence-based guidelines. Clinical interventions were also assessed.</div></div><div><h3>Results</h3><div>A total of 39 students, consisting of 17 fourth-year student pharmacists and 22 third-year medical students, provided informed consent and were enrolled. On the SPICE 2 survey, students demonstrated improvement in their perceptions from the pre- to post-survey on items related to the IPEC competencies, specifically roles and responsibilities and values and ethics. Students also demonstrated improvement in their knowledge assessment and documented interventions, resulting in an estimated cost savings of $23,837.</div></div><div><h3>Conclusion</h3><div>A multimodal structured approach to IPE, incorporating student pharmacists on various APPEs and medical students, was successfully implemented at a community hospital and positively influenced learners' perceptions of interprofessional collaborative practice. It also created opportunities to improve knowledge of evidence-based guidelines and contribute to patient care recommendations. The study's strengths and unique contributions can serve as a framework for implementing similar programs in the experiential setting.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102558"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145821605","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":"Tracking changes in pharmacy students' engagement with ChatGPT: A comparative cross-sectional study (2023–2024)","authors":"Makiko Iwasawa ,&nbsp;Masahiro Kobayashi ,&nbsp;Katsuya Otori","doi":"10.1016/j.cptl.2025.102555","DOIUrl":"10.1016/j.cptl.2025.102555","url":null,"abstract":"<div><h3>Introduction</h3><div>Since its launch, ChatGPT has generated both interest and concern in education. Between 2023 and 2024, institutional policies shifted from restrictive to conditional use, increasing student exposure. This cross-sectional study compared independent cohorts from those years to assess differences in knowledge of AI and in impressions and appropriate use literacy regarding ChatGPT, and to examine motives for use, reasons for not using, concerns, and perceived need for AI education.</div></div><div><h3>Methods</h3><div>Online surveys were conducted in 2023 and 2024. The questionnaire assessed knowledge of AI, impressions and appropriate use literacy regarding ChatGPT, with acceptable internal consistency (Cronbach's α &gt; 0.70). Most items were retained for comparison, with 2024 updates reflecting OpenAI policy changes. Students were grouped by ChatGPT awareness (able to describe ChatGPT vs not). Fisher's exact test and the Mann–Whitney <em>U</em> test were applied; qualitative responses underwent thematic analysis.</div></div><div><h3>Results</h3><div>A total of 113 responses were analyzed in 2023 and 82 in 2024. Students who could describe ChatGPT demonstrated higher knowledge of AI, whereas appropriate use literacy did not improve across cohorts. In 2024, 62.2 % supported integrating AI education. Reported concerns included reliability, overreliance, lack of guidance, and privacy. Non-users cited lack of necessity and technical barriers. Thematic analysis highlighted both benefits and challenges of ChatGPT use.</div></div><div><h3>Conclusions</h3><div>Despite increased exposure, ChatGPT use and AI literacy remain limited. Structured AI education is essential to promote responsible and effective use in pharmacy education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102555"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145828959","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 neurotransmitter-based organization and case-based checkpoints in CNS pharmacotherapy: An innovative teaching approach","authors":"Mohammed F. Salahuddin ,&nbsp;Michael Ong","doi":"10.1016/j.cptl.2025.102530","DOIUrl":"10.1016/j.cptl.2025.102530","url":null,"abstract":"<div><h3>Introduction</h3><div>Central Nervous System (CNS) pharmacotherapy presents substantial cognitive challenges for pharmacy students, characterized by complex mechanisms and therapeutic decision-making demands. Traditional curricular designs often exacerbate cognitive overload, hindering integrative learning. This study evaluated an innovative curricular redesign integrating neurotransmitter-based content organization and structured formative checkpoints, guided explicitly by Cognitive Load Theory (CLT) principles and Accreditation Council for Pharmacy Education (ACPE) Standards 2025.</div></div><div><h3>Methods</h3><div>A quasi-experimental mixed-methods approach compared two consecutive cohorts of third-year PharmD students. Perception surveys were completed by Spring 2024 (<em>n</em> = 31) and Spring 2025 (<em>n</em> = 26) students, while objective exam data were analyzed for all enrolled students (Spring 2024, <em>n</em> = 40; Spring 2025, <em>n</em> = 31). The 2025 course redesign clustered therapeutic topics by neurotransmitter pathways (dopamine, serotonin, GABA) and included formative, summative and non-graded checkpoints. Quantitative measures involved pre- and post-course surveys and cohort-level exam outcomes; paired and independent <em>t</em>-tests evaluated changes, and Cohen's d quantified effect size. Qualitative thematic analysis using inductive coding evaluated open-ended reflections on clinical preparedness and integrative learning.</div></div><div><h3>Results</h3><div>Both cohorts showed substantial pre-to-post improvements (2024: d = 1.77; 2025: d = 1.74). Cohort-level exam means modestly increased (+1.1 percentage points overall), with early-unit gains of +6 points on Exam 1 and + 2 points on Exam 3, indicating stable or slightly improved achievement under the redesigned structure. Qualitative feedback highlighted enhanced integration of mechanisms with therapeutic application and reduced cognitive overload.</div></div><div><h3>Conclusion</h3><div>The CLT-guided redesign demonstrated both perceptual and objective educational benefits, offering a replicable model that operationalizes ACPE Standards 2, 5, and 7 while improving conceptual transfer and clinical readiness in pharmacotherapy education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102530"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145537059","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 longitudinal study assessing prevalence of stress in student pharmacists at two programs","authors":"Jennifer D. Robinson ,&nbsp;Lindsey E. Dayer ,&nbsp;Seth D. Heldenbrand ,&nbsp;Kimberly C. McKeirnan","doi":"10.1016/j.cptl.2025.102551","DOIUrl":"10.1016/j.cptl.2025.102551","url":null,"abstract":"<div><h3>Objective</h3><div>This research article aims to measure longitudinal self-reported student pharmacist stress data across two Doctor of Pharmacy (PharmD) programs from 2019 to 2023.</div></div><div><h3>Methods</h3><div>The study was conducted at two four-year PharmD programs. The Cohen Perceived Stress Scale was administered annually to students enrolled in the first three years of the program. A total of 2022 responses were analyzed after excluding incomplete surveys.</div></div><div><h3>Results</h3><div>Results indicated fluctuations in stress levels over the study period. Average stress levels increased from 2019 to 2020 (21.0 to 22.2, <em>p</em> &lt; 0.001), remained stable from 2020 to 2021 (22.2 to 22.2, <em>p</em> = 0.82), decreased from 2021 to 2022 (22.2 to 19.7, p &lt; 0.001), and increased again from 2022 to 2023 (19.7 to 21.3, p &lt; 0.001). By 2023, stress levels returned to baseline (21.0 to 21.3, <em>p</em> = 0.31). First-year students had similar stress levels compared to second and third-year students across the study period. The highest stress levels were observed in 2020 for first and second-year students, and in 2021 for third-year students.</div></div><div><h3>Conclusion</h3><div>The study underscores the importance of understanding stress dynamics in academic settings and suggests strategies for mitigating unnecessary stress through thoughtful scheduling and acknowledging external stressors. Future research should explore long-term effects and effective interventions to enhance student well-being.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102551"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145726636","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":"Disrupting traditional silos and boundary crossing: Interprofessional precepting in a fourth-year pharmacy rotation","authors":"Alex Tang ,&nbsp;Meg Wang ,&nbsp;Sara Hamidi ,&nbsp;Gordon Ly ,&nbsp;Gabriella Wong","doi":"10.1016/j.cptl.2025.102531","DOIUrl":"10.1016/j.cptl.2025.102531","url":null,"abstract":"<div><h3>Objectives</h3><div>The objectives of this early-stage, pilot study are to explore an interprofessional (IP) precepting model in which the preceptor is from another discipline to the program of training and; to assess the impact of this model and the associated rotation learning activities on the development of the Canadian Interprofessional Health Collaborative (CIHC) IP competencies among fourth-year pharmacy students.</div></div><div><h3>Methods</h3><div>Six student-preceptor pairs participated in a four-week (160-h) non-direct patient care Advanced Pharmacy Practice Experience. This interprofessional collaboration (IPC) rotation took place in community-based clinics. Five (out of six) students completed a 14-item retrospective post-then-pre questionnaire based on the CIHC IP competencies and all students participated in a focus group. Four (out of six) preceptors took part in either a focus group or semi-structured interview. Questionnaire data were analyzed using descriptive statistics. Transcripts were analyzed inductively using Braun and Clarke's thematic analysis approach.</div></div><div><h3>Results</h3><div>Students reported increased competence across all six IP competency domains, with an average increase of 0.8 points (<em>p</em> &lt; 0.01). The greatest gain was in the <em>Collaborative Leadership</em> (+1.1) domain, while the smallest was in <em>IP Conflict Resolution</em> (+0.4). Three themes were identified from the qualitative data: (1) learning activities and IP competencies, (2) the hidden curriculum, and (3) the preceptor experience.</div></div><div><h3>Conclusion</h3><div>By boundary crossing and disrupting traditional silos, this IP precepting model and the associated rotation learning activities supported pharmacy students' development of IP competencies within workplace-based learning; however, the subtle influences of the hidden curriculum and entrenched professional stereotypes remain important considerations. Preceptor development and support (i.e., community of IP precepting practice) is advised to optimize the delivery of IPC rotations. Despite a small sample size, this pilot study lends support to a novel approach to IPE.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102531"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145616226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring AI integration in continuing pharmacy education: A survey of emerging institutional practice and initial guidance","authors":"Logan T. Murry ,&nbsp;Kimberly Catledge ,&nbsp;Matthew Holderly ,&nbsp;Dimitra V. Travlos ,&nbsp;Janet P. Engle","doi":"10.1016/j.cptl.2025.102538","DOIUrl":"10.1016/j.cptl.2025.102538","url":null,"abstract":"<div><h3>Introduction</h3><div>The rapid evolution of artificial intelligence (AI) is reshaping pharmacy continuing education (CE), offering innovative content generation and administrative efficiencies. However, concerns regarding content validity, ethical implications, and responsible use remain underexplored among CE providers. This study aimed to evaluate the perspectives, practices, and needs of Continuing Pharmacy Education (CPE) providers regarding AI integration.</div></div><div><h3>Methods</h3><div>In 2023 and 2025, the Accreditation Council for Pharmacy Education (ACPE) administered a cross-sectional survey to all accredited CPE providers (<em>n</em> = 260 in 2023 and <em>n</em> = 262 in 2025). Questions assessed presence of AI policies, current applications, faculty/staff training, anticipated future uses, and organizational concerns. Quantitative data were analyzed using descriptive statistics; open-ended responses were analyzed using a general inductive approach.</div></div><div><h3>Results</h3><div>Response rates were 15 % (<em>n</em> = 39) in 2023 and 17.6 % (<em>n</em> = 46) in 2025. In 2023, only one provider (2.6 %) reported an AI policy; by 2025, 17 providers (37 %) had implemented one. Common AI applications included refining tone and wording, generating presentation titles/objectives, drafting assessment items, performing gap analyses, and suggesting conference themes. Few organizations offered formal AI training, a minority embedded guidance or disclosure protocols within speaker toolkits. Primary concerns centered on legality, liability, best practices, and content validity.</div></div><div><h3>Conclusions</h3><div>Although adoption of AI policy is increasing among CPE providers, gaps persist in training, ethical guidance, and implementation support. ACPE has created guidance for CE/CPD organizations seeking to assess AI readiness, standardize usage guidelines, and integrate transparent AI strategies into instructional design, supporting ethical, effective AI integration in CE.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102538"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571053","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":"HIV-themed escape room and perceived impact on learning among undergraduate pharmacy students in a game-naïve university: A cross-sectional study","authors":"Chinonyelum Emmanuel Agbo,&nbsp;Ezinwanne Jane Ugochukwu,&nbsp;AbdulMuminu Isah,&nbsp;Omotayo Faith Olanrewaju,&nbsp;Chukwuemeka Michael Ubaka","doi":"10.1016/j.cptl.2025.102537","DOIUrl":"10.1016/j.cptl.2025.102537","url":null,"abstract":"<div><h3>Objectives</h3><div>This study aims to evaluate the acceptability of an HIV-themed escape room activity and the perceived impact on the learning outcomes, and knowledge of HIV management, among pharmacy students at the University of Nigeria, Nsukka.</div></div><div><h3>Methods</h3><div>The study was conducted in three different HIV-themed escape rooms designed at the Faculty of Pharmaceutical Sciences, University of Nigeria, Nsukka (UNN), involving 36 final-year pharmacy students. The escape room activity was carried out in groups of six students, and data were collected from the participants after the activity using a 14-item questionnaire. The questionnaire was divided into three sections: socio-demographics, perception and acceptability, and feedback. Descriptive and inferential statistics were used to analyse the data.</div></div><div><h3>Results</h3><div>More than half of the participants (<em>n</em> = 20, 55.6 %) were between the ages of 20–24 years out of which a larger percentage (<em>n</em> = 22, 61.1 %) were females. Female participants were more likely to recommend the activity, and students with higher academic performance reported greater improvement in critical thinking skills. All teams were able to escape the room with the shortest and longest escape times recorded as 9.51 and 19.56 min, respectively. The majority of the participants (<em>n</em> = 34, 94.4 %) <em>agreed or strongly agreed</em> that the escape room activity impacted their learning.</div></div><div><h3>Conclusion</h3><div>Overall, the participants reported a positive perception of the escape room activity, which also had a self-reported positive impact on their learning of HIV pharmacotherapy. This suggests that escape rooms hold promise as an innovative teaching approach in pharmacy education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102537"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571155","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 and medical students knowledge and attitude towards respiratory syncytial virus vaccines","authors":"Khawla Abu Hammour ,&nbsp;Faris El-Dahiyat ,&nbsp;Fahmi Y. Al-Ashwal ,&nbsp;Qusai Manaseer ,&nbsp;Walid Abu Hammour ,&nbsp;Rana K. Abu-Farha","doi":"10.1016/j.cptl.2025.102554","DOIUrl":"10.1016/j.cptl.2025.102554","url":null,"abstract":"<div><h3>Background</h3><div>The objective of the research was to assess pharmacy and medical students' levels of knowledge, beliefs, and sentiments regarding the RSV vaccine.</div></div><div><h3>Methods</h3><div>A validated questionnaire was disseminated to pharmacy and medical students in the United States. The questionnaire consisted of sections to assess the sociodemographic characteristics of the respondents; knowledge regarding RSV and its vaccines; perceptions regarding RSV and its vaccines; and attitudes regarding barriers to RSV vaccination.</div></div><div><h3>Results</h3><div>There were substantial differences regarding participants' clinical knowledge of RSV and its vaccines. One-third of participants (33.3 %) expressed being unaware of RSV, however the majority felt it could be severe within at-risk populations (infants, children, elderly;65.4 %). Few participants expressed awareness that the FDA had approved vaccines to address RSV (29.2 % for older adults). There were disagreements among participants regarding whether vaccination would be encouraged within the older population; 29.7 % agreed vaccinating individuals beyond 75 years was encouraged, and 32.5 % agreed vaccination was recommended in individuals aged 60–74 years at risk for severe complications. Major barriers to RSV vaccination were cited, nearly half of participants (44.7 %) expressed concerns regarding safety of the vaccine, and all participants (53.7 %) recommended patient preferences against annual influenza and RSV vaccination. Only 29.3 % of participants recognized hospitalization for RSV as comparable to influenza in patients aged 50 or older. Overall, average participant knowledge scores regarding RSV vaccinations was 6.1 (SD = 3.9), with regression analysis indicating medical students recognized higher knowledge scores than pharmacy students (Beta = 0.195, 95 % CI [0.412 to 2.799], <em>p</em> = 0.003), with a small effect size (Cohen's f² = 0.0204).</div></div><div><h3>Conclusion</h3><div>Awareness of RSV in healthcare students is apparent; however subsequent education regarding the transmission of the virus, health implications associated with RSV, and advantages of vaccination for older adults is warranted. Strategies to improve awareness of RSV transmission, health implications associated with RSV in older adults, and the advantages of taking the vaccine may serve to address experienced barriers against RSV vaccination.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102554"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790031","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}