Currents in Pharmacy Teaching and Learning最新文献

{"title":"A mosaic of medicine: Acquainting pharmacy education with the rich tapestry of African-descent immigrant cultures","authors":"Olajumoke Amuwo","doi":"10.1016/j.cptl.2025.102296","DOIUrl":"10.1016/j.cptl.2025.102296","url":null,"abstract":"<div><div>There is an increasing number of African-descent immigrants to the United States, often from the Caribbean, South America, and Africa. These immigrants tend to have different healthcare needs than native-born Black Americans because they come from diverse backgrounds with unique cultural health practices and beliefs. While these immigrants may be healthier when they initially present to the United States, research has found that this health advantage is not long-lasting. Acculturation, cultural beliefs, systemic, and social factors have been closely linked to the health and well-being of Black immigrants, especially with increased years of residency in the United States. Culturally competent care involves understanding the influence of culture, ethnicity, and social factors on health. It is crucial that student pharmacists are trained in understanding the cultural considerations of our continuously evolving and diverse patients. While pharmacy schools have begun incorporating cultural competency and implicit bias training in PharmD curricula, there is still room for improvement to bring about meaningful change in health outcomes<strong>.</strong> This review calls for an end to oversimplified views of Black immigrant health, advocates for better recognition of distinct African-descent cultures, and recommends tools and strategies to incorporate this population into multicultural pharmacy education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102296"},"PeriodicalIF":1.3,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143075841","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":"Assessment of student well-being and identification of associated factors","authors":"Nicole Pizzutelli,&nbsp;Jaime Maerten-Rivera,&nbsp;Nicole Albanese,&nbsp;Kalpesh Desai,&nbsp;Jennifer Rosenberg,&nbsp;Christine Stumm,&nbsp;Ashley E. Woodruff","doi":"10.1016/j.cptl.2025.102298","DOIUrl":"10.1016/j.cptl.2025.102298","url":null,"abstract":"<div><h3>Objective</h3><div>The current study assessed the well-being of PharmD students in the first through third professional years (PY) utilizing an internally developed survey.</div></div><div><h3>Methods</h3><div>A survey was administered in Spring 2022 to students at one school, which contained five-point Likert scale items measuring factors of well-being (life balance, connectivity, inclusivity, and faculty support), in addition to background variables and an open-ended item asking what program changes would improve students' well-being. Descriptive statistics were examined along with ordinary least squares regression models with PY, gender, ethnicity, and residency (local versus non-local) examined as predictors. Open-ended responses were coded using a thematic analysis approach.</div></div><div><h3>Results</h3><div>A total of 253 (75 % response rate) students completed the survey. The summation of, “life balance” items had the lowest mean (<em>M</em> = 2.84, <em>SD</em> = 0.77) and, “inclusivity” items (<em>M</em> = 3.60, <em>SD</em> = 0.88) had the highest mean. PY2 and PY3 students both had higher scores on the life balance items, PY2 students had higher scores on the faculty support items. Females had lower scores on the life balance items. Blacks/Hispanics had lower scores on items pertaining to inclusivity and connectivity. Students commented that improving faculty-student engagement, the scheduling or frequency of exams, and improving student-student engagement could improve well-being.</div></div><div><h3>Conclusion</h3><div>It is important to develop a methodical plan to assess and address student well-being. This study assessed multiple factors of well-being and found differences based on professional year, gender, and race/ethnicity. Based on the results of the study, relevant changes were made at our institution.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102298"},"PeriodicalIF":1.3,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143075934","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":"Cultural competency in pharmacy education: Bringing the intangible to life through object-based learning","authors":"Janet M.Y. Cheung ,&nbsp;Alix Thoeming ,&nbsp;Jennifer A. Ong ,&nbsp;Jessica Pace ,&nbsp;Jane Thogersen ,&nbsp;Eve Guerry","doi":"10.1016/j.cptl.2025.102282","DOIUrl":"10.1016/j.cptl.2025.102282","url":null,"abstract":"<div><h3>Introduction</h3><div>Cultural competence is a core professional skill that plays a key role for bridging health inequities among culturally and liniguisticallty diverse populaitons. However, student receptiveness and perceived relevance of content remains a challenge for integrating training in the earlier stages of the curriculum. This study describes the application and preliminary evaluation of object-based learning (OBL) as a pedagogical approach to stimulate student engagement with concepts of cultural competency among first year pharmacy undergraduates.</div></div><div><h3>Methods</h3><div>A bespoke OBL workshop was implemented in a unit of study with 320 first year undergraduate pharmacy students enrolled. Students worked in small teams of 5to–6 people, handling a curated collection of health-related art, specimens and artefacts across cultures in a 2-h workshop. Across three activities, students critically analysed the collection items.</div></div><div><h3>Results</h3><div>A total of 169 and 66 students responded to the baseline and post-workshop questionnaire respectively, giving rise to 46 matched pairs who were mostly female (63 %, <em>n</em> = 29) with a mean age of 18.93 (SD =1.36). Nearly half of the respondents self-identified as “Asian” with three quarters speaking a language other than English at home. Post-workshop changes were observed in students' ability to define cultural competence (Z = -2.236, <em>p</em> = 0.025) as well as their perceived levels of cultural competency advancing from “cultural pre-competency” to “cultural competency” (Z = −2.524, <em>p</em> = 0.012). At baseline, students endorsed a high level of agreement with respect to the importance of pharmacists providing culturally appropriate care and the relevance of cultural competence to their future pharmacy career, both of which remained unchanged post-workshop.</div></div><div><h3>Conclusions</h3><div>OBL is a promising approach to introducing concepts of cultural competency to a first year pharmacy student cohort. There is scope to expand OBL approaches in other areas of skill development in pharmacy education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102282"},"PeriodicalIF":1.3,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143075914","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":"Enhancing multicultural pharmacy education through ethical debates: Fostering critical thinking and cultural competence","authors":"Kingston Rajiah","doi":"10.1016/j.cptl.2025.102294","DOIUrl":"10.1016/j.cptl.2025.102294","url":null,"abstract":"<div><h3>Purpose</h3><div>This reflective practice examines the integration of ethical debates as an assessment method in pharmacy education, focusing on their role in fostering critical thinking, ethical reasoning, and cultural competence.</div></div><div><h3>Description</h3><div>Rooted in principles of Multicultural Pharmacy Education and Diversity, Equity, Inclusion, and Belonging, ethical debates engage students in articulating and defending ethical positions across diverse cultural contexts.</div></div><div><h3>Interpretation</h3><div>Benefits include an enhanced understanding of cultural influences on ethical decision-making, promotion of respect for diverse viewpoints, and preparation for practice in multicultural healthcare settings.</div></div><div><h3>Conclusion</h3><div>Reflecting on feedback processes reveals opportunities for improvement in providing more personalised, culturally contextual feedback to support student development effectively. This reflection highlights the transformative impact of ethical debates on both teaching practices and student learning, highlighting their implications for enhancing pharmacy education and fostering inclusive healthcare practices.</div></div><div><h3>Implications</h3><div>Future actions include refining feedback mechanisms and promoting faculty development to align with MPE principles and support continuous student learning and professional development.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102294"},"PeriodicalIF":1.3,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143075922","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":"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}