Currents in Pharmacy Teaching and Learning最新文献

{"title":"Student perceptions and outcomes from asynchronous versus synchronous remote learning in a pharmacy skills course","authors":"Stephanie L. Hsia ,&nbsp;Gabriela Mackey ,&nbsp;Raka Mondal ,&nbsp;Crystal Zhou","doi":"10.1016/j.cptl.2025.102299","DOIUrl":"10.1016/j.cptl.2025.102299","url":null,"abstract":"<div><h3>Objective</h3><div>Compare the effectiveness and characterize student experiences between asynchronous and synchronous remote pharmacy skills learning sessions in first-year (P1) and second-year (P2) pharmacy students.</div></div><div><h3>Methods</h3><div>Mixed-methods study consisting of qualitative analysis of semi-structured interviews and quantitative analysis of Objective Structured Clinical Examination (OSCE) performance and post-course questionnaires. An inductive thematic analysis of the interviews was conducted. Wilcoxon signed-rank tests were conducted to compare student-rated efficacy of aspects of the asynchronous and synchronous sessions. Chi-squared tests were conducted to compare pass rates between the 2020 Zoom (remote) OSCEs, which were assessments based on the asynchronous and synchronous remote sessions. We also compared pass rates of analogous 2019 in-person and 2020 Zoom (remote) OSCEs, which assessed the same skills across both years.</div></div><div><h3>Results</h3><div>Students described advantages and disadvantages for asynchronous and synchronous sessions along the themes of learning, feedback and preparation. For asynchronous sessions, students described value from one-on-one peer interactions and feedback and being more prepared for the session and practice. For the synchronous sessions, students emphasized the value of real-time feedback from faculty and facilitators. Overall, there was not a strong preference for one format. There was no difference in 2020 OSCE pass rates between the asynchronously and synchronously taught skills. P1 students in 2020 performed better on the OSCE conducted over Zoom for the asynchronous sessions, compared to 2019 in-person OSCEs.</div></div><div><h3>Conclusion</h3><div>An asynchronous remote format can be effective for teaching patient care skills that are lower on Bloom's taxonomy. Transitioning a synchronous session to asynchronous should be done thoughtfully. Aspects that make an asynchronous session effective include one-on-one peer interactions and learning, specific, individualized feedback from peers and faculty, and detailed and comprehensive learning materials.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102299"},"PeriodicalIF":1.3,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395445","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":"Innovation in teaching and learning: Gamification toward enhancing the performance of entrepreneurial skills and leadership skill in pharmacy student","authors":"Namfon Sribundit ,&nbsp;Surasit Lochid-amnuay ,&nbsp;Waranee Bunchuailua ,&nbsp;Nattiya Kapol ,&nbsp;Panoopat Poompruek ,&nbsp;Kamolpat Ratsameeratyatum ,&nbsp;Sirikanlaya Benjawan ,&nbsp;Burin T. Sriwong ,&nbsp;Rapeepun Chalongsuk ,&nbsp;Sineenart Krichanchai","doi":"10.1016/j.cptl.2025.102301","DOIUrl":"10.1016/j.cptl.2025.102301","url":null,"abstract":"<div><h3>Introduction</h3><div>Entrepreneurship and leadership are essential skills for pharmacy students, yet traditional lecture-based methods may not effectively develop these competencies. Gamification, an innovative teaching approach, has been underutilized in pharmacy education for non-pharmaceutical skills. This study employed gamification to enhance entrepreneurship and leadership skills among fifth-year pharmacy students at Silpakorn University, Thailand.</div></div><div><h3>Objective</h3><div>To (1) assess students' self-efficacy in entrepreneurship and leadership, and (2) evaluate student satisfaction and perceived benefits of Shark Tank-inspired gamification.</div></div><div><h3>Methods</h3><div>An exploratory post-then-pre-assessment was conducted with 65 students (76.9 % response rate). The survey included 18 statements on entrepreneurship and leadership self-efficacy. Students also rated overall skills and satisfaction with the gamified learning environment. Descriptive statistics and paired <em>t</em>-tests were performed using IBM SPSS Statistics version 20.</div></div><div><h3>Results</h3><div>The observations indicate improvements in entrepreneurship and leadership skills (<em>p</em> &lt; 0.01). Overall, post-gamification assessments showed mean scores of 4.04 ± 0.96 for entrepreneurship and 4.08 ± 0.85 for leadership, respectively. Students expressed high satisfaction with the learning environment, noting freedom and a relaxed setting (4.32 ± 0.81), teamwork-based activities (4.20 ± 0.82), and supportive advisor motivation (4.20 ± 0.98). Key perceived benefits included enhanced creativity through group work (4.32 ± 0.95), exposure to diverse pharmacy models (4.30 ± 0.85), and improved understanding of pharmacy management content and presentation skills (4.28 ± 0.92).</div></div><div><h3>Conclusion</h3><div>This study highlights the effectiveness of gamification in building critical non-pharmaceutical skills in pharmacy education. Key success factors include immersive world-building, structured gamified simulations, and personalized feedback.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102301"},"PeriodicalIF":1.3,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395446","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":"Impact of a Managed Care Elective on Pharmacy students’ Confidence Performing Transitions of Care via Telehealth","authors":"Tricia Gangoo-Dookhan ,&nbsp;Genevieve Hale ,&nbsp;Matthew Seamon ,&nbsp;Nicole A. Lopez ,&nbsp;Sandy Belcher ,&nbsp;Layla Shuaibi ,&nbsp;Alexandra Perez","doi":"10.1016/j.cptl.2025.102304","DOIUrl":"10.1016/j.cptl.2025.102304","url":null,"abstract":"<div><h3>Background</h3><div>With rising costs to the US healthcare system, managed care has become a vital component to cost containment and improved patient care. Pharmacy education provides a solid foundation in clinical and administrative sciences. However, managed care principles have not been widely and universally incorporated into the pharmacy curricula.</div></div><div><h3>Objective</h3><div>To evaluate the impact of a novel elective course in managed care topics on pharmacy students’ perceived understanding and confidence to deliver transitions of care (TOC) services via telehealth (i.e. telephonically).</div></div><div><h3>Methods</h3><div>This cohort study employed a sequential three-module based managed care elective course within a pharmacy curriculum. In module one, students received didactic lectures on managed care pharmacy and navigating electronic health records (EHR). In modules two and three, students engaged telephonically with real patients, who were referred to pharmacy faculty from collaborating physician offices through an online cloud based EHR, to perform Comprehensive Medication Reviews (CMR), Targeted Medication Reviews (TMR), and TOC consultations. The primary outcome was students’ perceived understanding and confidence in performing TOC services via a survey pre- and post-elective course. A calculation of of 30-day hospital readmissions rates conducted by comparing patients who received these services versus those who did not is also described in this report.</div></div><div><h3>Results</h3><div>Students demonstrated a statistical improvement in perceived understanding and confidence in performing TOC services post-elective course across a total range of 17 survey questions (<em>p</em>&lt;0.05). Incidentally, 11.8 % of patients who were contacted and completed a call with students had a 30-d readmission compared to a previously reported national benchmark.</div></div><div><h3>Conclusions</h3><div>Education in managed care and providing pharmacy students the opportunity to practice telehealth strategies for services commonly performed in pharmacy practice, such as TOC, are of value in the pharmacy curriculum to prepare students for the growth in digital health and expanding opportunities outside of traditional community and hospital settings.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102304"},"PeriodicalIF":1.3,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395447","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":"Evaluation of medication appropriateness index in cardiovascular outpatient clinic: A cross-sectional study","authors":"Qusai Y. Al-Share,&nbsp;Rawand A. Khasawneh,&nbsp;Abeer M. Rababa'h,&nbsp;Fadi N. Asfar,&nbsp;Yara N. Mohammad","doi":"10.1016/j.cptl.2024.102262","DOIUrl":"10.1016/j.cptl.2024.102262","url":null,"abstract":"<div><h3>Background</h3><div>Older adults often have polypharmacy and multimorbidity. Cardiovascular diseases (CVDs) are the most common multimorbidities in older adults and are linked to wide range of adverse drug effects and drug-related problems. The medication appropriateness index (MAI) has been widely used in several patient settings to assess Potentially Inappropriate Medication (PIM) prescribing in older adults.</div></div><div><h3>Objectives</h3><div>The purpose of this study was to evaluate PIM prescribing in cardiovascular disease outpatient clinic. It also aimed at assessing the validity of the MAI to detect and quantify PIMs specifically in CVD outpatient clinics.</div></div><div><h3>Methods</h3><div>This was a cross-sectional, single-center study in cardiovascular outpatient setting. Demographic, clinical, and medication information from older adults (≥ 65 years old) were collected and reviewed. Two clinical pharmacists randomly selected 70 patients, evaluated 539 medications, and assessed their appropriateness using the MAI. The Statistical Package for the Social Sciences (SPSS) descriptive and logistic regression analyses was to calculate the number of PIMs, the MAI scores, and factors associated with PIM prescribing.</div></div><div><h3>Results</h3><div>Our data showed that 87.1 % of patients had at least one PIM and the number of PIMs per patient was 2.10. Approximately 60 % of the patients had an MAI weighted score of zero (no prescription error). The mean MAI score per patient was 17.61 and the mean MAI score per medication was 2.72. The overall agreement between the two raters was 87.3 % with moderate chance-adjusted agreement as indicated by the kappa static of 0.43. The factors that were associated with increased PIM prescribing were the total number of medications and being ≥85 years old.</div></div><div><h3>Conclusion</h3><div>A relatively high prevalence of PIMs was found in the studied population. The MAI is a reliable and valid tool to detect PIM prescribing in CVD outpatient clinics. It mandates implementing specific measures to reduce PIMs.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102262"},"PeriodicalIF":1.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830440","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 culture and lived experiences on health professions education and practice","authors":"Miriam C. Purnell ,&nbsp;Tiffany S. Maxwell ,&nbsp;Latasha Wade","doi":"10.1016/j.cptl.2024.102263","DOIUrl":"10.1016/j.cptl.2024.102263","url":null,"abstract":"<div><div>Health professions educators are not immune to the impact our lived experiences and associated cultures, including healthcare professional/higher education culture, can have on the development and manifestation of biases. These biases can impact students during the admissions process, their interactions with faculty in the classroom, selection for rewards and recognition, and access to research opportunities. Likewise, our colleagues can be affected during the hiring process, in their assignment to committees, and during the promotion and tenure process. Patients on the receiving end of bias can have poorer treatment outcomes and their perception of the clinical encounter can be impacted. Educational institutions and faculty must employ strategies, including cultural humility to create an inclusive environment for faculty, staff, and students.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102263"},"PeriodicalIF":1.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899058","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":"COEPA ready: Innovative pedagogy for integrating social determinants of health in PharmD curricula","authors":"Jennifer Bhuiyan ,&nbsp;Regina Arellano ,&nbsp;Dana G. Carroll ,&nbsp;Christine Chim ,&nbsp;Sharon Connor ,&nbsp;Devra K. Dang ,&nbsp;Juanita A. Draime ,&nbsp;Tara P. Driscoll ,&nbsp;Lauren Jonkman ,&nbsp;Abby A. Kahaleh ,&nbsp;Rakhi Karwa ,&nbsp;Kristi W. Kelley ,&nbsp;Katie F. Leslie ,&nbsp;Brittney A. Meyer ,&nbsp;Nicole M. Sifontis","doi":"10.1016/j.cptl.2024.102267","DOIUrl":"10.1016/j.cptl.2024.102267","url":null,"abstract":"<div><h3>Background</h3><div>The American Association of Colleges of Pharmacy Curriculum Outcomes and Entrustable Professional Activities (COEPA) recognize the need for social determinants of health (SDH) education for pharmacy learners. However, there is a dearth of published strategies for incorporating comprehensive SDH education in Doctor of Pharmacy curricula. The objectives of this study were to: 1) highlight unpublished exemplars of SDH teaching models and 2) propose strategies for teaching SDH.</div></div><div><h3>Methods</h3><div>A survey was distributed to relevant AACP Special Interest Groups and Sections soliciting previously unpublished exemplars of SDH teaching models. The survey collected descriptions of the teaching model, relevant SDH domains as outlined in Healthy People 2030, and the level of influence on health outcomes according to the socioecological model. Deidentified survey submissions were analyzed and categorized by type (didactic, IPPE/APPE, or both), course type (elective or required), year taught, interprofessional education components (if applicable), innovation, assessment domains and tools, course structure, SDH domains, and the socioecological model.</div></div><div><h3>Results</h3><div>Eight programs submitted diverse exemplars of which six (75 %) were part of required didactic courses for P1-P3 learners. Teaching models included individual lectures and activities, didactic and experiential courses, and implementation of longitudinal curricular experiences. Seven (87.5 %) of the exemplars covered all five SDH domains, and seven (87.5 %) covered all levels of influence within the socioecological model. Exemplars featured simulations (50 %) and case-based learning activities (62.5 %). Three (37.5 %) featured interprofessional education and research components.</div></div><div><h3>Conclusion</h3><div>These exemplars provide faculty with varied models for implementing SDH-related teaching opportunities within their institutions.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102267"},"PeriodicalIF":1.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830434","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 entrustable professional activities using an integrated curriculum design framework in pharmacy education","authors":"Kingston Rajiah","doi":"10.1016/j.cptl.2024.102269","DOIUrl":"10.1016/j.cptl.2024.102269","url":null,"abstract":"<div><h3>Purpose</h3><div>The integration of Entrustable Professional Activities (EPAs) using the Integrated Curriculum Design Framework (ICDF) is a promising yet underexplored strategy in pharmacy education. This reflective work identifies gaps in traditional approaches to competency-based education and highlights the alignment of the “Professional Practice Skills” Year 2 module at a UK university with EPAs and ICDF. By bridging these gaps, this work highlights the importance of equipping students with the competencies necessary for independent practice.</div></div><div><h3>Description</h3><div>The “Professional Practice Skills” module was transformed to align with ICDF and EPAs. Stakeholder engagement, including input from students, educators, and practitioners, guided the selection of EPAs reflective of real-world pharmacy tasks such as patient counselling, prescribing, prescriber interaction, and providing medicine query information. Learning outcomes were redefined to incorporate these EPAs, and teaching strategies were adapted to include experiential learning activities, such as simulated patient scenarios and reflective tasks. Assessment methods shifted from knowledge-based to competency-based evaluations, ensuring students could demonstrate practical readiness for professional roles.</div></div><div><h3>Analysis</h3><div>Integrating EPAs and ICDF revealed challenges, such as resistance to change and the need for significant resource investment in designing simulations. However, the shift encouraged collaborative teaching practices and enhanced student engagement. Students demonstrated improved confidence and ability to apply theoretical knowledge in practice, showcasing the value of a competency-based approach.</div></div><div><h3>Conclusions</h3><div>This integration process highlights the importance of aligning curriculum design with professional competencies.</div></div><div><h3>Implications</h3><div>The work has broader implications for pharmacy education, offering a replicable model for other healthcare institutions seeking to enhance professional readiness.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102269"},"PeriodicalIF":1.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142839991","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":"Validation of an instrument to assess student pharmacist self-authorship","authors":"Caitlin M. Gibson ,&nbsp;Meredith L. Howard ,&nbsp;Robert C. Haight","doi":"10.1016/j.cptl.2024.102264","DOIUrl":"10.1016/j.cptl.2024.102264","url":null,"abstract":"<div><h3>Introduction</h3><div>Self-authorship is the creation of one's own perspective by contextually evaluating evidence, constructing independent beliefs, and maintaining capacity to consider outside perspectives. Transitioning between cognitive self-authorship stages is common during higher education. Despite correlation to several co-curricular subdomains, instruments to measure self-authorship are limited, however, one such instrument has been developed within medical education and would benefit use within pharmacy education.</div></div><div><h3>Methods</h3><div>All student pharmacists at two public, 4-year pharmacy programs were invited to complete a voluntary, anonymous survey measuring self-authorship. The instrument was adapted from existing validated survey instruments. To ensure validity and reliability among, structural equation modeling and Chronbach's alpha was used to analyze three factors (Career Development, Data Interpretation &amp; Decision Making, and Ethics &amp; Values).</div></div><div><h3>Results</h3><div>A total of 157 surveys were completed. The mean age of respondents was 28 years and 79.17 % were female. Validation analysis found that results from the two institutions have an acceptable fit for the Career Development and Data Interpretation &amp; Decision Making factors, with the Ethics and Values factor having a poor model fit (RMSEA = 0.08, 0.09, 0.29 respectively). Each factor yielded a good level of internal consistency for the current stage of research (α = 0.49, 0.52, 0.72 respectively).</div></div><div><h3>Conclusions</h3><div>This development of an instrument assessing self-authorship among student pharmacists has wide-reaching applicability to assess and inform students in their journey towards exploring personal and professional values. The adaptation of this instrument has resulted in one which is valid and reliable for the current stage of research within student pharmacists. Future steps including using this instrument to determine if particular educational interventions or progression across curricular elements impact self-authoring.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102264"},"PeriodicalIF":1.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830446","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 a naloxone-focused population health management experience into an ambulatory care advanced pharmacy practice experience","authors":"Joseph Berendse ,&nbsp;Harrison Johnson ,&nbsp;Cactus Aanenson ,&nbsp;John Kappes ,&nbsp;Mike Lemon","doi":"10.1016/j.cptl.2025.102293","DOIUrl":"10.1016/j.cptl.2025.102293","url":null,"abstract":"<div><h3>Introduction</h3><div>Population-health management (PHM) is using healthcare analytics to target clinical interventions across a population. Many pharmacists are asked to engage in PHM, as these efforts improve outcomes. Veterans Health Administration has developed a population health dashboard (the Overdose Education and Naloxone Distribution [OEND] Dashboard) to identify patients eligible for naloxone, an opioid overdose reversal agent.</div><div>Integrating PHM experiences within pharmacy education is supported by current curricular outcomes. Thus, the primary purpose of this project is to determine whether a naloxone-focused PHM experience has positive outcomes in terms of students' perceived skills, knowledge, and attitudes related to PHM and naloxone counseling.</div></div><div><h3>Methods</h3><div>This single-site, prospective, observational study examined fourth-year student pharmacists on their ambulatory care advanced pharmacy practice experience (APPE). Students used the OEND Dashboard to independently make naloxone interventions throughout the rotation. A survey containing multiple Likert scale questions was administered at the beginning and end of the APPE to assess changes in students' perceived skills, knowledge, and attitudes related to PHM and naloxone counseling. Results were assessed using a two-tailed Wilcoxon Signed-Rank test for paired data.</div></div><div><h3>Results</h3><div>Between August 2022 and August 2024, 30 students completed an APPE at the study site. Overall, there were positive changes on all six Likert scale items assessing the domains of perceived skills, knowledge, and attitudes. In the post-survey, 96.2 % (27/28) of students responded “Agree” or “Strongly Agree” to “I believe that my efforts on this rotation had a direct impact on patient safety.”</div></div><div><h3>Conclusions</h3><div>Integration of a naloxone-focused PHM experience had positive outcomes in terms of students' perceived skills, knowledge, and attitudes toward the concepts of PHM and naloxone counseling.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102293"},"PeriodicalIF":1.3,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143075930","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":"Bridging disciplines: An evaluation of learning about Interprofessional roles and responsibilities through an interactive group activity","authors":"Sally R. Earl ,&nbsp;Lesley Thweatt ,&nbsp;Emmy Parkes ,&nbsp;Amy Fisher ,&nbsp;Carolyn Wiles Higdon ,&nbsp;Heather Landry Shirley ,&nbsp;Susan P. Wehring ,&nbsp;Younghee Lim ,&nbsp;Patricia K. Digby ,&nbsp;Seth T. Lirette ,&nbsp;Kim G. Adcock","doi":"10.1016/j.cptl.2024.102268","DOIUrl":"10.1016/j.cptl.2024.102268","url":null,"abstract":"<div><div>The World Health Organization (WHO) defines interprofessional education (IPE) as “when two or more professions learn about, from and with each other”, and considers IPE a necessary component of a “collaborative practice-ready” workforce.<span><span>¹</span></span> In this article we describe an interprofessional educational activity that focused on increasing students' knowledge of healthcare professionals' roles and responsibilities. Faculty members representing six healthcare related disciplines collaborated to develop an interactive group activity. Students from athletic training, nutrition, nursing, pharmacy, social work and speech-language pathology programs participated in a 1-h interactive session focusing on comparing and contrasting 20 common roles and responsibilities between each discipline. Each student completed a knowledge assessment prior to and after the interactive session. Using a matched pair pre-post design, we compared students' scores on their knowledge of interprofessional roles and responsibilities before and after the intervention. The findings revealed that students displayed an overall increase in knowledge. This intervention demonstrates that an interprofessional group-based activity can be a useful tool to increase students' understanding of various healthcare roles and their responsibilities. By improving knowledge, these students could be better prepared to participate in an interprofessional healthcare team, thereby improving the quality of patient-centered care.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102268"},"PeriodicalIF":1.3,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143075844","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}