Currents in Pharmacy Teaching and Learning最新文献

{"title":"The educational effect of incorporating an online context into medication instruction training in clinical preparation education","authors":"Susumu Kawano,&nbsp;Hiroaki Kaji,&nbsp;Yasuhisa Izushi,&nbsp;Keisuke Yoshii,&nbsp;Yuichi Tasaka,&nbsp;Takayoshi Maiguma,&nbsp;Mai Nishida,&nbsp;Shinsuke Akagi,&nbsp;Hideki Nawa,&nbsp;Kenichi Shimada,&nbsp;Yoshihisa Kitamura","doi":"10.1016/j.cptl.2025.102383","DOIUrl":"10.1016/j.cptl.2025.102383","url":null,"abstract":"<div><h3>Introduction</h3><div>The spread of the coronavirus disease (COVID-19) has accelerated the provision of medical services using video conferencing systems. Hence, educational institutions are required to develop human resources that can utilize Internet communication technology in clinical settings.</div></div><div><h3>Objectives</h3><div>This study aimed to create a learning program incorporating an online video conferencing environment into medication counseling clinical preparatory education for pharmacy students and measure its educational effectiveness. Specifically, we compared pharmacy students' medication instruction abilities using an online video conferencing system and the characteristics of face-to-face and online medication instruction before and after the program.</div></div><div><h3>Setting</h3><div>Fourth-year students of the School of Pharmacy at Shujitsu University in Okayama Japan for the academic year 2023–2024.</div></div><div><h3>Measurement</h3><div>To evaluate the program, we compared changes in learners' abilities and the characteristics of face-to-face and online medication instruction as recognized by the learners.</div></div><div><h3>Results</h3><div>Participants' abilities improved after completing the program. A characteristic of online medication counseling using a videoconferencing system is that, as in the real world, it is more difficult to maintain a patient's concentration than in face-to-face counseling. However, sharing clinical test results and checking the medication status may be more useful online than during face-to-face counseling.</div></div><div><h3>Conclusion</h3><div>Our clinical preparatory education program for medication instruction, which incorporates an online context into learning strategies, has been shown to closely mimic real-life online medication instruction.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102383"},"PeriodicalIF":1.3,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116420","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":"Comparison of a generative large language model to pharmacy student performance on therapeutics examinations","authors":"Christopher J. Edwards,&nbsp;Bernadette Cornelison,&nbsp;Brian L. Erstad","doi":"10.1016/j.cptl.2025.102394","DOIUrl":"10.1016/j.cptl.2025.102394","url":null,"abstract":"<div><h3>Objective</h3><div>To compare the performance of a generative language model (ChatGPT-3.5) to pharmacy students on therapeutics examinations.</div></div><div><h3>Methods</h3><div>Questions were drawn from two pharmacotherapeutics courses in a 4-year PharmD program. Questions were classified as case based or non-case based and application or recall. Questions were entered into ChatGPT version 3.5 and responses were scored. ChatGPT's score for each exam was calculated by dividing the number of correct responses by the total number of questions. The mean composite score for ChatGPT was calculated by adding individual scores from each exam and dividing by the number of exams. The mean composite score for the students was calculated by dividing the sum of the mean class performance on each exam divided by the number of exams. Chi-square was used to identify factors associated with incorrect responses from ChatGPT.</div></div><div><h3>Results</h3><div>The mean composite score across 6 exams for ChatGPT was 53 (SD = 19.2) compared to 82 (SD = 4) for the pharmacy students (<em>p</em> = 0.0048). ChatGPT answered 51 % of questions correctly. ChatGPT was less likely to answer application-based questions correctly compared to recall-based questions (44 % vs 80 %) and less likely to answer case-based questions correctly compared to non-case-based questions (45 % vs 74 %).</div></div><div><h3>Conclusion</h3><div>ChatGPT scored lower than the average grade for pharmacy students and was less likely to answer application-based and case-based questions correctly. These findings provide valuable insight into how this technology will perform which can help to inform best practices for item development and helps highlight the limitations of this technology.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102394"},"PeriodicalIF":1.3,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116490","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":"Comparing COEPA entrustment scale performance to traditionally graded content in a skills laboratory setting: A pilot study identifying assessment opportunities","authors":"Adriane Marino ,&nbsp;Michelle DeGeeter Chaplin ,&nbsp;Dawn Battise","doi":"10.1016/j.cptl.2025.102385","DOIUrl":"10.1016/j.cptl.2025.102385","url":null,"abstract":"<div><h3>Objective</h3><div>To evaluate if assessment outcomes on content rubrics and prospective COEPA entrustment scales correspond in the skills laboratory setting.</div></div><div><h3>Methods</h3><div>Non-graded COEPA entrustment scales were added alongside traditional graded content rubrics for objective structured clinical exams (OSCEs) during fall 2023 skills laboratory offerings. COEPA scale levels were compared to content scores for OSCEs across three different skills laboratories at one institution. Descriptive statistics were used in the comparisons. The authors hypothesized that performance on the COEPA scale would correspond with performance on the content rubrics. A student whose COEPA scale level was below the compared content rubric score would be considered to be performing <em>below</em> the expected level. A student whose COEPA scale level was above the compared content rubric score would be considered to be performing <em>above</em> the expected level.</div></div><div><h3>Results</h3><div>A total of 134 students across three cohorts were assessed. Students scored below the expected score 23.4 % of the time and above the expected score 29.7 % of the time. However, the percentage varies widely by assessment for those below the expected COEPA level (1.8 to 46.7 %) and for those above the expected COEPA level (0 to 70.2 %).</div></div><div><h3>Conclusions</h3><div>While there was not consistent correspondence between content and COEPA scores across the skills laboratories, the entrustment scale offers a new data point to track learner development and progression towards experiential readiness while also providing more practical feedback. Additionally, the use of COEPA entrustment scales further demonstrates the gravity of some errors.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 9","pages":"Article 102385"},"PeriodicalIF":1.3,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116421","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":"Knowledge of pharmacy students regarding HIV/AIDS: A cross-sectional survey","authors":"Thalya Müller Borges ,&nbsp;João Filipe Fabris Sepulcri ,&nbsp;Paula Gonçalves Ribeiro ,&nbsp;Bárbara Brambila-Manso ,&nbsp;Genival Araujo dos Santos Júnior ,&nbsp;Kérilin Stancine Santos Rocha ,&nbsp;Thiago Silva Torres ,&nbsp;Dyego Carlos Souza Anacleto de Araújo","doi":"10.1016/j.cptl.2025.102283","DOIUrl":"10.1016/j.cptl.2025.102283","url":null,"abstract":"<div><h3>Introduction</h3><div><em>Pharmacy students</em> play a crucial role in addressing the HIV epidemic; therefore, it is essential that they develop a thorough understanding of HIV/AIDS. In Brazil, knowledge about HIV/AIDS has been explored among health students, however research with pharmacy students is limited.</div></div><div><h3>Objective</h3><div>To assess the knowledge of pharmacy students concerning HIV/AIDS at a large university in Brazil.</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted between May and November 2023 among undergraduate Pharmacy students at a Federal University in Southeastern Brazil. The students were invited to complete the 12-item HIV/AIDS Knowledge Assessment Tool (HIV-KA) and provide demographic and educational data. The HIV-KA total score was calculated by summing all correct responses, ranging from 0 to 12, with higher scores indicating greater knowledge. A binary logistic regression analysis was conducted. The study was approved by the Ethics Committee (Protocol No. 5.995.451).</div></div><div><h3>Results</h3><div>A total of 215 pharmacy students completed the survey. The mean HIV-KA score was 10 (SD = 1.54, range: 3–12). The proportion of students deemed as having a high level of knowledge was 43.7 % (score ≥ 11), moderate level was 25.1 % (score = 10), and low level was 31.2 % (score ≤ 9). The items related to pre-exposure prophylaxis (PrEP) and use of antiretroviral drugs during pregnancy had lower levels of correct answers. In the adjusted binary logistic regression analysis, internships and courses with HIV/AIDS-specific content were associated with higher knowledge levels among pharmacy students.</div></div><div><h3>Conclusion</h3><div>Overall, students showed moderate to high understanding of HIV/AIDS, but knowledge gaps were noted in areas like PrEP and antiretroviral use during pregnancy. Internships and HIV/AIDS-focused courses were key factors linked to higher knowledge levels.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102283"},"PeriodicalIF":1.3,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144090242","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":"Assessing the impact of a peer-led vaping prevention program","authors":"Jamie L. McConaha ,&nbsp;Jane E. Cavanaugh ,&nbsp;Holly Lassila ,&nbsp;Jennifer Baird ,&nbsp;Phillip Lunney","doi":"10.1016/j.cptl.2025.102337","DOIUrl":"10.1016/j.cptl.2025.102337","url":null,"abstract":"<div><h3>Background</h3><div>The study examines the effectiveness of Drugs of Abuse (DOA) presentations conducted by student pharmacists in high schools across Pittsburgh, PA. The goal is to assess students' understanding and perceptions of addiction and the impact of educational interventions.</div></div><div><h3>Methods</h3><div>Student pharmacists specially trained as Tobacco Treatment Specialists (TTS) presented the DOA presentation at five local high schools. Data was collected through pre- and post-assessment surveys. The surveys evaluated students' perceptions of addiction using a ten-question format. Statistical analysis was performed using One-Way Analysis of Variance (ANOVA) and paired comparison techniques. Qualitative data was collected from the student pharmacist presenters to assess the impact of the presentation on their own views of addiction.</div></div><div><h3>Results</h3><div>The post-assessment of 32 matched student responses showed little global shift in scores; however, specific questions showed improvements, indicating the training's impact on understanding addiction's lifelong nature and treatment benefits.</div><div>Differences were observed between schools (<em>P</em> = 0.004), with one school scoring higher on knowledge of addiction due to socioeconomic factors. Gender analysis showed females scored higher than males (<em>P</em> = 0.010).</div></div><div><h3>Conclusions</h3><div>The DOA presentations were well-received, achieving high participation and diverse representation. The educational intervention improved students' understanding of addiction on specific measures. The success of the program suggests potential for expansion and continued implementation to further enhance student awareness and education on addiction.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102337"},"PeriodicalIF":1.3,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928770","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":"The impact of an intravenous admixture course on student pharmacists' confidence and comfort levels in compounding sterile preparations","authors":"Heeseung J. Mueller ,&nbsp;Holli Temple ,&nbsp;Yihua Lee ,&nbsp;Lakshya Sakthisivabalan ,&nbsp;Leticia R. Moczygemba","doi":"10.1016/j.cptl.2025.102325","DOIUrl":"10.1016/j.cptl.2025.102325","url":null,"abstract":"<div><h3>Introduction</h3><div>Ensuring the safety and accuracy of compounded sterile preparations (CSPs) is a crucial part of a pharmacist's role. The purpose of this study was to determine if intravenous (IV) admixture lab course activities improved students' confidence and comfort levels in compounding sterile preparations across campuses and terms.</div></div><div><h3>Methods</h3><div>This study examined pre- and post-survey results collected from third-year pharmacy students (P3s) who enrolled in the 2022 Basic IV Admixtures Lab course, delivered on two campuses, during the 5-week summer term or 10-week fall term. Confidence and comfort levels were measured using a 5-point Likert scale (1 = not confident/comfortable at all to 5 = completely confident/comfortable) with seven questions in each category. Helpfulness of required and optional course activities was measured with eleven questions using a 5-point Likert scale (1 = unhelpful to 5 = helpful). Descriptive statistics, paired <em>t</em>-tests, and ANOVA were used for data analysis.</div></div><div><h3>Results</h3><div>Ninety-eight students completed both pre- and post-surveys (94.2 % response rate). Student confidence and comfort level improved (<em>p</em> &lt; 0.001) on all measured items after taking the course, with improvement in confidence ranging from 0.62 to 2.35 points and comfort level ranging from 0.62 to 2.18 points. No differences were found in mean improvement scores between terms or between campuses. The majority of required and optional activities had a high mean score of 4 and above on the helpfulness scale.</div></div><div><h3>Conclusion</h3><div>The IV admixture lab course improved confidence and comfort levels in the preparation of CSPs regardless of which term and on which campus students took the course.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102325"},"PeriodicalIF":1.3,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143906311","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":"The relationship between sleep and academic performance among multiple health care training programs","authors":"Henry Hua ,&nbsp;Tawnya Kargupta ,&nbsp;Kim Vo ,&nbsp;Karen Chang ,&nbsp;Joy Takahashi","doi":"10.1016/j.cptl.2025.102371","DOIUrl":"10.1016/j.cptl.2025.102371","url":null,"abstract":"<div><h3>Background</h3><div>Sleep is linked with better academic performance in pharmacy and optometry students. No study was found that compared sleep and academic performance among students of different health care professions, nor any studies evaluating physician assistant students.</div></div><div><h3>Objective</h3><div>To evaluate the relationship between sleep quality and quantity on memory retention and academic performance among students in health care professions.</div></div><div><h3>Methods</h3><div>Marshall B. Ketchum University (MBKU) offers programs for Doctor of Pharmacy (PharmD), Doctor of Optometry (OD), and Master's in Physician Assistant Studies (PA). Students filled out a cross-sectional survey about quality of sleep, quantity of sleep, and quantity of caffeine consumed, which were compared with GPA and memory retention. GPA was self-reported. Memory retention was assessed using quiz-style questions drawn from mandatory first-year coursework in ethics and public health.</div></div><div><h3>Results</h3><div>The sample (<em>N</em> = 108) consisted of 50 OD students, 46 PharmD students, and 12 PA students. Memory retention negatively correlated with caffeine consumption during a typical weekday and during a typical weekend. Students who slept more the night before participating in this study earned higher scores on the memory retention task, regardless of how many years ago they took these classes. Drinking more caffeine during the weekends was correlated with lower GPA.</div><div><strong>Conclusion:</strong> Because students who slept more on the night before taking the study demonstrated superior memory retention, we recommend that students obtain adequate sleep before an examination. Weaknesses of the study include possible bias or inaccuracy in self-reported data, and the retrospective design cannot demonstrate causation.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 8","pages":"Article 102371"},"PeriodicalIF":1.3,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143908253","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":"Taking the plunge together: A student-led faculty learning seminar series on artificial intelligence","authors":"Faria Munir,&nbsp;Elma Abdulbaki,&nbsp;Zeba Saiyad,&nbsp;Heather Ipema","doi":"10.1016/j.cptl.2025.102370","DOIUrl":"10.1016/j.cptl.2025.102370","url":null,"abstract":"<div><h3>Objective</h3><div>This pilot study explored the effectiveness of a student-led faculty development series by evaluating two key outcomes: the capacity of students to deliver meaningful professional development sessions to faculty and the impact of these sessions on faculty perceptions of generative artificial intelligence (AI).</div></div><div><h3>Methods</h3><div>In a flipped classroom model, two pharmacy students and 12 faculty members engaged in a semester-long learning series on AI. Each week, students presented on a selected topic followed by discussions that facilitated self-directed learning, including decision-making and project management. Faculty perceptions of AI were evaluated before and after the series using an anonymous survey tool (Technology Acceptance Model Edited to Assess ChatGPT Adoption, TAME-ChatGPT). Respondents created a self-chosen code to link their responses. Additionally, students completed a questionnaire to gauge their reflective thinking after the series.</div></div><div><h3>Results</h3><div>Faculty participation averaged 7 members per session. Twelve faculty completed the pre-survey, while 8 faculty completed the post-survey. Among those who had used ChatGPT (<em>n</em> = 4 pre [33 %], <em>n</em> = 2 post [25 %]), scores for usefulness increased, while concerns about risks decreased. In contrast, faculty who had not used ChatGPT (<em>n</em> = 8 pre [67 %], <em>n</em> = 6 post [75 %]) reported unchanged or improved scores for ease of use and reduced anxiety. Both students responded positively to the reflective thinking questionnaire.</div></div><div><h3>Conclusion</h3><div>This pilot study demonstrated that a student-led faculty learning series effectively fostered mutual collaborative learning, benefiting both faculty and students. Pharmacy students, often an underutilized resource, can play a valuable role in faculty development. Colleges of pharmacy may enhance faculty engagement by integrating student-led initiatives into their programs.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 8","pages":"Article 102370"},"PeriodicalIF":1.3,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143899500","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":"Knowledge and attitude of pharmacists about Alzheimer's disease: A systematic review","authors":"Marcela Forgerini ,&nbsp;Daniel Alves Cabral ,&nbsp;Marília Aparecida Batista dos Santos ,&nbsp;Patricia de Carvalho Mastroianni ,&nbsp;Tácio de Mendonça Lima","doi":"10.1016/j.cptl.2025.102366","DOIUrl":"10.1016/j.cptl.2025.102366","url":null,"abstract":"<div><h3>Background</h3><div>To identify studies that explored pharmacists' knowledge and attitudes regarding Alzheimer's Disease (AD).</div></div><div><h3>Methods</h3><div>A comprehensive literature search was conducted in Scopus, Medline (via Pubmed), Latin American and Caribbean Literature in Health Sciences (LILACS), and PsycINFO databases until July 2024. Cross-sectional studies that measured pharmacists' knowledge and attitudes toward AD using structure instruments were included. Two reviewers independently performed the selection of studies, data extraction, and methodological assessment.</div></div><div><h3>Results</h3><div>Ten studies published between 2016 and 2024, involving 7810 participants, were included. Most studies were conducted in Asia (<em>n</em> = 5), in community pharmacies (<em>n</em> = 8), and used the Alzheimer's Disease Knowledge Scale (n = 8). The response rate varied from 8 % to 100 %, while the percentage of correct responses about AD ranged from 50.1 % to 85.3 %. A knowledge gap was identified in areas such as recognizing symptoms, understanding risk factors for AD development, and providing effective patient care. Pharmacists demonstrated greater expertise in the pharmacological management of AD.</div></div><div><h3>Implications</h3><div>The findings suggest the need for training programs and interventions targeting pharmacists working in services that care for patients with AD.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 8","pages":"Article 102366"},"PeriodicalIF":1.3,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143899501","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":"Assessing knowledge and beliefs in harm reduction strategies among student pharmacists: A pilot study","authors":"Stephen Hill II ,&nbsp;Taylor Hurst ,&nbsp;Meg Hamilton ,&nbsp;Maggie Brian ,&nbsp;Jameshia Below ,&nbsp;Aaron Brown ,&nbsp;Oscar Garza ,&nbsp;Alexis Horace","doi":"10.1016/j.cptl.2025.102364","DOIUrl":"10.1016/j.cptl.2025.102364","url":null,"abstract":"<div><h3>Objective</h3><div>In 2022 Louisiana ranked 4th in opioid overdose deaths and ranked above the national average in opioid prescription rates. To help combat the opioid epidemic in Louisiana faculty members received a grant for harm reduction education. The purpose of this study is to assess an adaptable education program developed to train student pharmacists on harm reduction and substance use disorders.</div></div><div><h3>Methods</h3><div>In this IRB approved observational pilot study, student pharmacists were recruited through e-mail to participate in two offerings of an education session. An informed consent was completed at the start of the education session. Pre-survey questions included demographic data, and the pre-survey and post survey included the validated Opioid Overdose Knowledge Scale (OOKS) and Opioid Overdose Attitude Scale (OOAS). A paired two-sided <em>t</em>-test was used to evaluate any changes. The program consisted of an introduction to common opioids, medical facts, stigma, issues with administering opioid reversal medications, Louisiana legislation, fentanyl test strip demonstration, overdose risk factors, and a simulated opioid overdose scenario. At the program's end, each participant received a certificate and a harm reduction kit.</div></div><div><h3>Results</h3><div>110 participants completed the training with most of the participants identifying as white/Caucasian and female (72 % and 79 % respectively). The OOKS showed a positive 3.83 (<em>p</em> &lt; .001) increase and the OOAS had an increase of 19.90 (p &lt; .001). The competency of managing an overdose subscale showed the largest increase.</div></div><div><h3>Conclusion</h3><div>Overall participants' opioid overdose knowledge and attitudes increased; therefore, the findings of our study indicate the education program can be used successfully in student pharmacists.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 8","pages":"Article 102364"},"PeriodicalIF":1.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892041","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}