Currents in Pharmacy Teaching and Learning最新文献

{"title":"Live and learn: Utilizing MyDispense to increase student knowledge and confidence in caring for patients with diverse religious backgrounds","authors":"William E. Norton Jr ,&nbsp;Clark D. Kebodeaux ,&nbsp;Adam Phillips ,&nbsp;Krista L. Donohoe ,&nbsp;Lauren M. Caldas","doi":"10.1016/j.cptl.2024.102232","DOIUrl":"10.1016/j.cptl.2024.102232","url":null,"abstract":"<div><h3>Background</h3><div>The American Council for Pharmacy Education outlines that pharmacists should be able to “recognize social determinants of health to diminish disparities and inequities in access to quality care.” This randomized, cross-sectional study assessed students' knowledge and confidence in caring for patients with diverse religious backgrounds. Students were assigned to either a series of religious cases created in MyDispense or a control group to read a pamphlet on religious considerations in patient care.</div></div><div><h3>Impact</h3><div>First-year pharmacy students, 44 of 82 (response rate 53.7 %), consented to participate in an optional study, and were randomized to complete one of two religious educational interventions: an interactive simulation activity delivered via MyDispense (<em>n</em> = 23) or the control group of reading an educational pamphlet (<em>n</em> = 21). Both the MyDispense simulation and the control group improved pre- and post-assessment knowledge-based questions and confidence to achieve the three learning objectives.</div></div><div><h3>Recommendations</h3><div>There were three significant limitations to this study. The first was the use of a control group that limited the sample sizes making it difficult to show meaningful changes. The second that students had limited experience with the MyDispense platform making the ease of completing the active-learning religious simulations confounded by also learning the dispensing system. Finally, control group students utilized the pamphlet during the post-assessment, which was not the intention of the study design and significantly limited the ability to identify changes within and between the groups.</div></div><div><h3>Discussion</h3><div>Future studies will need to use alternative study design methods to determine how religious cultural sensitivity may best be incorporated into the pharmacy curriculum.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102232"},"PeriodicalIF":1.3,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644883","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 community pharmacy work experience impact on errors and omissions performance and MyDispense perceptions","authors":"Rashi C. Waghel ,&nbsp;Jennifer A. Wilson","doi":"10.1016/j.cptl.2024.102235","DOIUrl":"10.1016/j.cptl.2024.102235","url":null,"abstract":"<div><h3>Background</h3><div>Student pharmacists must learn to identify errors and omissions (E&amp;O). MyDispense can provide students, especially those without previous pharmacy experience, the opportunity to practice this skill. One institution explored the relationship between previous community pharmacy experience and performance on E&amp;O activities in a skills lab. It also examined student perceptions of using MyDispense for these activities.</div></div><div><h3>Educational activity</h3><div>Students participated in five E&amp;O activities over the P1 spring semester. Afterwards, students were surveyed to determine amount of previous community pharmacy work experience and perceptions of using MyDispense for these activities. Amount of experience was correlated to performance on E&amp;O activities using Spearman rank correlation coefficient. Descriptive statistics helped quantify student perceptions.</div></div><div><h3>Evaluation findings</h3><div>Of 71 enrolled students, 63 (89 %) completed the questionnaire. Forty-four respondents indicated having some amount of previous community pharmacy work experience. There was a slight positive correlation between amount of experience and average performance across all five E&amp;O activities, <em>r</em>_<em>s</em>(61) = 0.20, <em>p</em> = 0.115. The correlation was strongest for performance on the first activity, <em>r</em>_<em>s</em>(61) = 0.34, <em>p</em> = 0.006 but weakened with subsequent activities. Most students with prior experience (81.8 %) felt this was somewhat or very helpful for completing E&amp;O activities. At course conclusion, 93.7 % of respondents reported being somewhat or very confident in identifying errors and omissions, and 82.5 % recommended continuing MyDispense for E&amp;O activities.</div></div><div><h3>Analysis of educational activity</h3><div>Previous community pharmacy work experience may have benefited students on their first E&amp;O activity. However, repeated activities through MyDispense, a realistic simulation platform, was one way to provide all learners, regardless of previous experience, the opportunity to master the skill of identifying E&amp;Os.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102235"},"PeriodicalIF":1.3,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142649313","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":"Integration of medicinal chemistry in therapeutic decision-making: A way forward?","authors":"Ed S. Krol ,&nbsp;Simon P. Albon","doi":"10.1016/j.cptl.2024.102229","DOIUrl":"10.1016/j.cptl.2024.102229","url":null,"abstract":"<div><div>Many attempts have been made to integrate medicinal chemistry knowledge into therapeutic decision-making in pharmacy programs across North America. Examples include the use of Structure-Based Therapeutic Evaluations, alignment of medicinal chemistry content with courses in pharmacology, pharmaceutics and pharmacotherapeutics, and team-based or problem-based learning methods. The majority of these approaches indicate that students have greater confidence or comfort with medicinal chemistry, but there remain few cases where an improvement in performance has been measured. This is especially challenging for assessing a student's ability to implement medicinal chemistry learning in pharmacotherapeutic decision-making. Building upon our national special interest group's recent environmental scan of medicinal chemistry instruction in Canadian Pharmacy programs, we are investigating strategies for integration of medicinal chemistry learning in therapeutic decision-making. This commentary will discuss methods and evidence to support medicinal chemistry integration, relevant assessment strategies, and potential paths forward.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102229"},"PeriodicalIF":1.3,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644865","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-to-faculty ratios and NAPLEX pass rates","authors":"David P. Nau,&nbsp;Kelly M. Shields","doi":"10.1016/j.cptl.2024.102237","DOIUrl":"10.1016/j.cptl.2024.102237","url":null,"abstract":"<div><h3>Objective</h3><div>ACPE newly approved standards for PharmD programs (Standards 2025) indicates that colleges should maintain a student-to-faculty ratio of no greater than 10:1. This may have significant implications for colleges that are currently above the 10:1 ratio; yet, little published evidence exists for using 10:1 as the threshold for determining whether a college has sufficient faculty. This study examines the relationship of student-to-faculty ratio with NAPLEX first-attempt pass rate.</div></div><div><h3>Methods</h3><div>Data were extracted from AACP institutional research reports for academic year 2022 to determine the number of enrolled students and faculty members for each college of pharmacy, and data were obtained from NABP public reports to determine NAPLEX pass rates for the colleges across 2021–2023. The 3-year average NAPLEX first-attempt pass rate for each college was calculated. The 3-year NAPLEX pass rate was compared between colleges with high (&gt;10:1) and low (≤ 10:1) student-to-faculty ratios.</div></div><div><h3>Results</h3><div>Complete data were available for 138 colleges of pharmacy wherein 29 of those colleges had a student-to-faculty ratio of at least 10:1. Of the 29 colleges with a high ratio, 24 were private institutions. The mean 3-year first attempt pass rate for NAPLEX was not substantially different for colleges that had a student-to-faculty ratio &gt; 10:1 when compared to colleges with a ratio ≤ 10:1 (mean difference = 3.67 percentage points).</div></div><div><h3>Conclusion</h3><div>The NAPLEX first-attempt pass rate does not differ substantially between colleges based solely on student-to-faculty ratio. Additional research is needed to identify other factors that may explain these differences in program outcomes.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102237"},"PeriodicalIF":1.3,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Use of SMART objectives in an interprofessional training event: screening for fall and osteoporosis risk","authors":"Mary L. Wagner ,&nbsp;Ethan A. Lim ,&nbsp;Marta Galagoza ,&nbsp;Kyeongra Yang ,&nbsp;Anita Van Wingerden","doi":"10.1016/j.cptl.2024.102236","DOIUrl":"10.1016/j.cptl.2024.102236","url":null,"abstract":"<div><h3>Introduction</h3><div>SMART objectives are a major component of health coaching and lifestyle medicine, however, there are limited studies describing their use in current health care curriculums. This study incorporated SMART objectives within an Interprofessional Education (IPE) event offered to students who were screening community-dwelling adults within their community for falls and osteoporosis risk. The purpose was to evaluate if students could confidently develop a SMART objective with their client that was relevant to the screening results.</div></div><div><h3>Methods</h3><div>Student participants were recruited from pharmacy, nursing, and physical therapy programs at Rutgers University. The IPE event consisted of an educational pre-session assignment, 2-h virtual training session, student-led home screening with a self-selected community volunteer, and a 2-h virtual educational and debriefing session. Students taught peers through interprofessional education on their respective discipline's screening assessment tools during each session. Based on the screening results, students collaborated with their clients to develop a SMART objective aimed at addressing an identified problem.</div></div><div><h3>Results</h3><div>Post 3 yearly programs, 520 pharmacy, nursing, and DPT students completed the SMART objective, and 518 SMART objectives were analyzed. Analysis indicated all students were about 90 % confident in developing SMART objectives and 92 % confident in communicating with clients. Most students, regardless of discipline, felt comfortable developing a SMART objective and communicating with clients.</div></div><div><h3>Conclusion</h3><div>A significant number of people screened were found to have risk factors for falls or osteoporosis. Regardless of discipline, students worked with their client to develop appropriate SMART objectives. SMART objectives can enhance IPE programs, curriculums that include client counseling regarding lifestyle changes, and client engagement.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102236"},"PeriodicalIF":1.3,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644901","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":"Effect of pass/fail grading vs. letter grading on pharmacy students' achievement goal orientations","authors":"Juliette A. Miller ,&nbsp;Russ Palmer,&nbsp;Beth Bryles Phillips,&nbsp;Michael Fulford,&nbsp;Rebecca H. Stone,&nbsp;Blake R. Johnson,&nbsp;Devin Lavender","doi":"10.1016/j.cptl.2024.102200","DOIUrl":"10.1016/j.cptl.2024.102200","url":null,"abstract":"<div><h3>Introduction</h3><div>In the Fall of 2021, the grading scale for a pharmacotherapy case-based series of recitations in a pharmacy practice course was modified from a letter grade format to a pass/fail format. The aim of this study was to assess how different formats of grading affected pharmacy students' achievement goal orientations based on the 2 × 2 conceptual framework developed by Eliot and Harackiewicz (i.e. performance-approach, performance-avoidance, mastery-approach, mastery-avoidance).</div></div><div><h3>Methods</h3><div>Second-year pharmacy students who completed recitations in a pass/fail format and third-year students who completed recitations in a letter grade format received a questionnaire containing a Likert instrument (the Achievement Goal Questionnaire-Revised) that was previously validated and designed to evaluate students' achievement goal orientations along four different sub-scales. Baseline characteristics of the two groups were compared, and appropriate statistics were applied to the demographic information and questionnaire results.</div></div><div><h3>Results</h3><div>Questionnaires were completed by 99 % (<em>n</em> = 268) of pharmacy students (132  second-year students and 136 third-year students). There were higher mean scores for mastery-approach (4.7 v. 4.2; <em>P</em> &lt; .001), mastery-avoidance (3.7 v. 3.4; <em>P</em> = .006), performance-approach (4.3 v. 3.9; <em>P</em> &lt; .001), and performance-avoidance (4.1 v. 3.8; <em>P</em> = .010) for the second-year (pass/fail) students compared with third-year (letter grade) students.</div></div><div><h3>Conclusions</h3><div>Second-year pharmacy students who took a case-based series of recitations with a pass/fail grading scale had higher mean scores for each of the sub-scales within Eliot and Harackiewicz's 2 × 2 goal orientation framework compared with third-year pharmacy students who took the recitations in a letter grade format. Using the study results along with current literature on goal orientation theory, it may be beneficial to pharmacy students in courses with both pass/fail and letter grade formats for educators to encourage approach goal orientations while discouraging avoidance goal orientations.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102200"},"PeriodicalIF":1.3,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630525","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":"Investigating the perceptions and behaviors that contribute to student preparation for the NAPLEX exam","authors":"Benjamin Shultz,&nbsp;Jeffrey Mucksavage,&nbsp;Kristen Goliak,&nbsp;Jen Phillips,&nbsp;Mathew Thambi","doi":"10.1016/j.cptl.2024.102228","DOIUrl":"10.1016/j.cptl.2024.102228","url":null,"abstract":"<div><h3>Introduction</h3><div>The North American Pharmacist Licensure Examination (NAPLEX) is a critical assessment for pharmacy graduates. Declining first-time pass rates have led to increased focus on preparation strategies. This study evaluates a year-long NAPLEX preparation curriculum integrated into the fourth-year PharmD program, focusing on student perceptions, engagement, and performance.</div></div><div><h3>Methods</h3><div>A longitudinal, structured NAPLEX preparation curriculum was implemented for 151 fourth-year pharmacy students. The curriculum included mandatory assessments aligned with the NAPLEX blueprint and a self-directed study component using the UWorld Pharmacy RxPrep platform. Student engagement was quantified using a Usage Index derived from platform activity logs. A post-curriculum survey assessed students' perceptions of the program, which was analyzed using Principal Components Analysis (PCA).</div></div><div><h3>Results</h3><div>Variability in student engagement was observed, with the Usage Index showing a moderate correlation with performance on NAPLEX-style assessments. PCA identified four key components influencing students' NAPLEX preparation: Perceived Usefulness, Curriculum Effectiveness, Temporal Utilization, and Strategic Preparedness. Temporal Utilization was the only component strongly correlated with assessment outcomes, highlighting the importance of consistent resource use.</div></div><div><h3>Discussion</h3><div>Regular engagement with preparation resources was linked to better performance, though student perceptions of usefulness did not always align with exam performance. This highlights the complexity of preparing for high-stakes exams, where subjective evaluations of resources may not fully capture their effectiveness.</div></div><div><h3>Conclusion</h3><div>This study underscores the need for consistent engagement with preparation resources and highlights potential areas for improvement in NAPLEX preparation strategies. Future research should focus on strategies to improve student engagement and enhance self-assessment skills to better align perceptions with performance.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102228"},"PeriodicalIF":1.3,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142628632","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 learner abilities to address health disparities during ambulatory care Introductory Pharmacy Practice Experiences (IPPE)","authors":"Kristi W. Kelley,&nbsp;E. Kelly Hester,&nbsp;Allison Helmer,&nbsp;Dana G. Carroll","doi":"10.1016/j.cptl.2024.102218","DOIUrl":"10.1016/j.cptl.2024.102218","url":null,"abstract":"<div><h3>Background</h3><div>Pharmacists are often the most accessible health care provider, particularly in medically underserved areas, and experience addressing health disparities is important. While the importance of integrating health disparities throughout the pharmacy curriculum is clear from Accreditation Council of Pharmacy Education (ACPE) standards, there is a paucity of data within experiential settings. This study describes how focused, health disparities learning activities were incorporated into a 40-h clinical introductory pharmacy practice experience (IPPE) and describes learner outcomes from these learning activities.</div></div><div><h3>Educational activity</h3><div>This is a retrospective review of survey data completed by 52  second year pharmacy students on clinical IPPE rotations with four ambulatory care faculty members in rural and urban clinics. This was conducted at a single college of pharmacy over 5 years.</div></div><div><h3>Evaluation findings</h3><div>The number of resources learners could list for patients with health disparities increased on post-surveys. For case-related questions, learners recognized and could appreciate the challenges in managing a patient who had financial and social limitations. Learner confidence increased in their ability to access necessary medications and disease state management after the learning experience. Overall, learners had firm beliefs regarding the importance of health disparities on patients which were generally unchanged throughout the experience.</div></div><div><h3>Analysis of educational activity</h3><div>Intentional readings and cases with discussion related to addressing health disparities in underserved populations while providing direct patient care on a 40-h clinical IPPE ambulatory care rotation, improved knowledge of resources to access for patients experiencing health disparities. These learning activities also improved the confidence of learners in providing care to patients experiencing health disparities.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102218"},"PeriodicalIF":1.3,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142628510","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":"Implementation and initial evaluation of an exam self-reflection process","authors":"Jenna Mills ,&nbsp;Shantanu Rao","doi":"10.1016/j.cptl.2024.102211","DOIUrl":"10.1016/j.cptl.2024.102211","url":null,"abstract":"<div><h3>Objective</h3><div>To implement a standardized approach to exam review for Doctor of Pharmacy (PharmD) students and assess its effect on students' perceptions.</div></div><div><h3>Methods</h3><div>Over the academic years 2022–2024, second-professional year pharmacy (PharmD) students scoring less than 73 % on major midterm examinations were required to complete an exam self-reflection form in two pharmacotherapeutics courses. A survey was developed and distributed to all students enrolled in the pharmacotherapeutics courses to assess students' opinions about the exam self-reflection process.</div></div><div><h3>Results</h3><div>One hundred and twenty-two responses were received for the survey over the three semesters (95 % response rate). The majority of students expressed satisfaction with the benefit (92 %) and importance (87 %) of implementing the self-reflection process using the exam self-reflection form within the pharmacotherapeutics courses. Amongst students who submitted the exam self-reflection form (<em>n</em> = 58), survey data revealed that 76 % were overall satisfied with the self-reflection process using the exam self-reflection form. Students' satisfaction was also expressed in terms of supporting its continuation (66 %), recommendation in other courses (64 %), time spent completing the form (67 %), assistance with preparing for the remediation exam (85 %), impact on remediation score (79 %), confidence with course content (91 %), understanding of course content (97 %), test-taking skills (76 %), knowledge gap identification (88 %), and value (66 %).</div></div><div><h3>Conclusion</h3><div>Students positively perceived the exam self-reflection process. Future directions include evaluating exam data to determine the quantitative impact of the exam self-reflection review approach.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102211"},"PeriodicalIF":1.3,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142587220","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":"Global research progress in pharmacy education","authors":"Wei Zhang ,&nbsp;Shu-Rui Li ,&nbsp;Shan-Shan Cao ,&nbsp;Meng Tang ,&nbsp;Bo Ji ,&nbsp;Fei Mu ,&nbsp;Jie Ge ,&nbsp;Meng-Ying Li ,&nbsp;Bo-Yuan Fan ,&nbsp;Yue Guan ,&nbsp;Jing-Wen Wang","doi":"10.1016/j.cptl.2024.102157","DOIUrl":"10.1016/j.cptl.2024.102157","url":null,"abstract":"<div><h3>Introduction</h3><div>Bibliometric and visualization analyses are used to quantitatively assess and graphically display the current status, patterns, and trends using scholarly literature. Pharmacy education worldwide has developed rapidly over the past few decades, but few related studies have been conducted in this field. This study aims to explore the present landscape, identify research focal points, and future trends in the evolution of pharmacy education.</div></div><div><h3>Methods</h3><div>Published articles on pharmacy education from 2003 to 2022 were sourced and retrieved from the Web of Science Core Collection (WOSCC). Utilizing VOSviewer (1.6.18) and CiteSpace (6.2.R2) software, along with a platform (<span><span>bibliometric.com</span><svg><path></path></svg></span>), we performed comprehensive bibliometric and visualization analyses.</div></div><div><h3>Results</h3><div>From 2003 to 2022, research on pharmacy education developed rapidly, showing rising trends in annual publications and citations. A total of 2945 publications were collected for this study. The United States of America had the most significant number of publications. As shown in the co-authorship analysis, cooperation between countries is often led and embodied by collaborations between well-known institutions. “Online learning” is one of the latest research directions.</div></div><div><h3>Conclusions</h3><div>There is a continuously increasing tendency of studies in pharmacy education. The progression of pharmacy education research has transitioned from the theoretical phase to practical application in bedside clinical practice.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102157"},"PeriodicalIF":1.3,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142577885","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}