Currents in Pharmacy Teaching and Learning最新文献

{"title":"Don't worry, be APPE: Developing and refining a skills-based assessment of student preparedness for advanced pharmacy practice experiences","authors":"Natalie N. Gordon,&nbsp;Emily J. Christenberry,&nbsp;Sara C. Smith,&nbsp;Vicki Howe,&nbsp;Ian A. Mendez,&nbsp;Amanda M. Loya,&nbsp;Gabriel Frietze,&nbsp;Margie E. Padilla","doi":"10.1016/j.cptl.2024.102204","DOIUrl":"10.1016/j.cptl.2024.102204","url":null,"abstract":"<div><h3>Background</h3><div>The Accreditation Council for Pharmacy Education (ACPE) 2025 Standards charge pharmacy programs to assess student readiness for Advanced Pharmacy Practice Experiences (APPEs), but the method of assessment is not defined. This report describes the process of developing, implementing, and refining an APPE readiness assessment (ARA) that can be adapted to individual institutional needs and learning outcomes.</div></div><div><h3>Educational activity</h3><div>The ARA at The University of Texas at El Paso School of Pharmacy, a Hispanic-serving institution, is comprised of two practice areas: drug information and the Pharmacist Patient Care Process, each with multiple objective structured clinical examinations (OSCEs) to mimic how students will apply these skills in required APPE rotations. The ARA has been adapted for administration both virtually and in-person. Students are required to attain a 70 % average across all five OSCEs, with an opportunity to retest on any failed areas prior to progression into the APPE year.</div></div><div><h3>Critical analysis of the educational activity</h3><div>Since initial implementation in 2021, faculty experience and student performance informed changes to the assessment, rubrics, and integration of skills throughout the curriculum. The average overall ARA score was an 89.13 % in 2021 and ranged from 79.74 to 82.3 % in 2022–2024. Typically, less than 10 % of the class required re-testing, however, in 2023 16 % of the class had an ARA average less than 70 % requiring re-testing. Written skills are consistently the lowest performing area for students, potentially due to language discordance between students' preferred language and the language of the assessment.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102204"},"PeriodicalIF":1.3,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394252","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":"Retrospective study assessing student utilization of optional practice questions on pharmacy calculations final examination performance","authors":"Andrew McMillen ,&nbsp;Henry Brosch ,&nbsp;Kirolos Zakhary ,&nbsp;Stefanie Juzkiw ,&nbsp;Liz Fredrickson ,&nbsp;Katherine M. Tromp ,&nbsp;Ryoichi Fujiwara","doi":"10.1016/j.cptl.2024.102203","DOIUrl":"10.1016/j.cptl.2024.102203","url":null,"abstract":"<div><h3>Objective</h3><p>Pharmacists are often the last line of defense from medical errors caused by inaccurate calculations. Effective teaching and assessment of pharmaceutical calculations is essential in preparing students for successful pharmacy careers. This study aimed to elucidate the potential benefit of self-testing practice questions on final examination performance in a first-year pharmaceutical calculations course.</p></div><div><h3>Methods</h3><p>One-hundred and sixteen students across the class of 2026 and 2027 were given access to 110 online practice calculation questions eight days prior to the final examination. Retrospective analysis using Pearson's Correlation Coefficient and an Unpaired <em>t</em>-test was used to assess the effect of self-study practice questions on exam performance.</p></div><div><h3>Results</h3><p>A correlation between higher quiz scores and enhanced final examination scores was observed for both the class of 2026 and 2027. A greater number of attempts on practice quiz questions correlated with a higher score on the final examination for the class of 2026, but not the class of 2027. Also, an earlier first access date was associated with higher final examination scores specifically for the class of 2026.</p></div><div><h3>Conclusion</h3><p>This retrospective study was conducted to evaluate the use of practice calculation questions on final examination performance, and results reveal that the utilization of practice calculation questions positively correlates with improved final examination performance, notably observed in the class of 2026 but not in 2027. These findings suggest the potential efficacy of this preparatory method across various pharmaceutical courses and other calculation-based disciplines internationally.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102203"},"PeriodicalIF":1.3,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1877129724002351/pdfft?md5=d7aa842bd4070993bf7859b91cd1a02f&pid=1-s2.0-S1877129724002351-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239000","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":"Assessing the relationship between curricular placement of law courses and multistate pharmacy jurisprudence examination pass rates","authors":"Shane Tolleson ,&nbsp;Sandy Diec ,&nbsp;Daniel Listiyo ,&nbsp;Asma Al-Mallah ,&nbsp;Tyler Varisco","doi":"10.1016/j.cptl.2024.102202","DOIUrl":"10.1016/j.cptl.2024.102202","url":null,"abstract":"<div><h3>Objective</h3><p>To identify if there is a relationship between the placement of standalone pharmacy law courses within the PharmD curriculum and Multistate Pharmacy Jurisprudence Examination (MPJE) first-time pass rates.</p></div><div><h3>Methods</h3><p>Colleges of pharmacy were identified using the MPJE Passing Rates for 2019–2022 Graduates found on the National Association of Boards of Pharmacy (NABP) website. Characteristics of the pharmacy law content delivery within the curriculum were extracted from the program, Pharmacy College Application Service, American Association of Colleges of Pharmacy (AACP), and NABP websites. Pharmacy programs with standalone law courses, MPJE pass rates reported by NABP, and data that could be obtained via publicly available sources were included. To standardize between three year and four-year programs, law course delivery within the curriculum was measured as number of semesters (fall, spring, or summer) before graduation.</p></div><div><h3>Results</h3><p>One hundred nine schools met the inclusion criteria. Linear path analysis revealed no relationship between the number of semesters a law course was scheduled before graduation and 4-year average first-time MPJE pass rates and 4-year average all-time MPJE pass rates.</p></div><div><h3>Conclusion</h3><p>The findings did not show that earlier placement of pharmacy law courses predicted MPJE first-time pass rates. However, a strong correlation existed between NAPLEX and MPJE pass rates, suggesting NAPLEX performance may indicate overall licensure exam preparedness. Notable differences in pass rates were observed between public and private pharmacy programs, highlighting the need to investigate program characteristics impacting exam success. Further research is warranted to identify predictive factors for MPJE outcomes.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102202"},"PeriodicalIF":1.3,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239145","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":"Escape rooms in pharmacy education: More than just a game","authors":"Ife MacKenzie,&nbsp;Kiran Parsons,&nbsp;Ya Ping Lee","doi":"10.1016/j.cptl.2024.102201","DOIUrl":"10.1016/j.cptl.2024.102201","url":null,"abstract":"<div><p>An educational escape room is a form of game-based learning that has been shown to improve students' learning experience. A cardiovascular escape room was designed to promote the development of transversal skills and help students retain learned content knowledge in an integrated pharmacology and therapeutic unit in a Pharmacy course.</p></div><div><h3>Objective</h3><p>This study aims to design, pilot, and evaluate the students' self-perceived transversal skills, learning experience and knowledge acquisition from a cardiovascular educational escape room.</p></div><div><h3>Methods</h3><p>The model pharmacy at Curtin University was used as the room that students were challenged to escape. Students were required to acquire a four-digit safe code, with each digit derived from four separate briefcases containing different puzzles and clues. This code enabled students to unlock a lifesaving medication to successfully escape the room and rescue a fictional patient who had collapsed outside of the pharmacy. Each session was followed by a debrief to reflect on the learning experience.</p></div><div><h3>Results</h3><p>Fifty-four students participated in the study. Eight out of twelve groups successfully escaped the room. There was negligible difference in the score of the pre- and post-knowledge assessments. All students strongly agreed/agreed that the escape room was an effective way to review the cardiovascular content covered in the lecture and tutorial and that the activity should be continued for future students.</p></div><div><h3>Conclusion</h3><p>Students perceived the education escape room as a valuable learning exercise to help them retain content knowledge and develop transversal skills in the learning of integrated pharmacology and therapeutic within a Pharmacy course.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102201"},"PeriodicalIF":1.3,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1877129724002338/pdfft?md5=d3f1fac8a0f4b954096f32097883f193&pid=1-s2.0-S1877129724002338-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239144","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":"Building Interprofessional Educational Bridges internationally: A reflection on our international partnership to equip future healthcare professionals with skills to care for rural and marginalized populations","authors":"Devin L. Lavender ,&nbsp;Virginia Fleming ,&nbsp;Blake R. Johnson ,&nbsp;Robin Southwood ,&nbsp;Elena C. Prendergast ,&nbsp;Lynn Glenn ,&nbsp;Alyssa Kingree ,&nbsp;Mary K. Steinbeck ,&nbsp;Tim R. Brown","doi":"10.1016/j.cptl.2024.102190","DOIUrl":"10.1016/j.cptl.2024.102190","url":null,"abstract":"<div><h3>Background</h3><p><em>Trans</em>-Atlantic collaboration between nursing and pharmacy programs for interprofessional education (IPE) is uncommon. A literature search revealed limited sources for comparison, leading to the creation of a stakeholder committee from four colleges: Augusta University College of Nursing and University of Georgia College of Pharmacy, representing the United States of America, and Robert Gordon University Schools of Nursing and Midwifery and Pharmacy and Life Sciences, representing Scotland. A proposal outlining an international IPE experience designed to prepare future healthcare professionals to collaboratively address the challenges facing rural and underserved populations by supporting improvements in access to care for both countries.</p></div><div><h3>Interprofessional activity</h3><p>Faculty were recruited from all four colleges to create six vignettes, three by each country, categorized as rural, marginalized, or global health. Faculty content teams were made up of a pharmacist and nurse from each country (e.g., USA pharmacist and USA nurse). Some vignettes utilized standardized patients, scripts, and filmed interactions to guide discussions. Others used a virtual platform offering an interactive mock patient scenario with prompts. The event took place virtually, over a five-hour period. An expert panel started the event by discussing scope of practice, practice models, and cultural diversity. Following the panel, student participants rotated through all six vignettes led by the faculty teams who created them.</p></div><div><h3>Discussion</h3><p>This experience was a first for all programs involved. Many lessons were learned throughout the experience, with both strengths and opportunities for improvement noted.</p></div><div><h3>Implications</h3><p>This report focuses on implementing an international IPE experience by highlighting successes and areas for improvement. Our hope is that by being transparent, other faculty within pharmacy and nursing contemplating the implementation of a similar experience can use this as a guide as they seek to address global health needs within their curricula and expand their IPE programs internationally.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102190"},"PeriodicalIF":1.3,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146588","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":"Understanding of pharmacy students' knowledge of cannabis use disorders in recreational vs non-recreational use states","authors":"Jerusha Daggolu,&nbsp;Sourab Ganna,&nbsp;Sujit S. Sansgiry","doi":"10.1016/j.cptl.2024.102191","DOIUrl":"10.1016/j.cptl.2024.102191","url":null,"abstract":"<div><h3>Introduction</h3><p>Currently, the trend of legalizing recreational cannabis across the United States is experiencing rapid expansion. Cannabis Use Disorder (CUD) is a pattern of cannabis use leading to clinically significant impairment, manifested by at least two of the 11 criteria on DSM-5. The objective of this study is to compare the knowledge of CUD among pharmacy students attending pharmacy schools in recreational cannabis-legalized states to nonlegalized states.</p></div><div><h3>Methods</h3><p>This was a survey-based study using validated questionnaires distributed among students from ACPE-accredited pharmacy schools in the United States. The survey included a CUD knowledge section followed by section on student characteristics. Individual item knowledge scores for each question were assessed as well as the total knowledge score. Adjusted linear regression model was used to evaluate knowledge scores between legalized and nonlegalized states.</p></div><div><h3>Results</h3><p>A total of 513 students initiated the survey and 408 completed responses with 153 from recreational cannabis legalized states and 255 from nonlegalized states. The mean knowledge score in RC-legalized states was higher than nonlegalized states. After adjusting for covariates, the knowledge of pharmacy students in recreational cannabis legalized states were 40% higher than in nonlegalized states.</p></div><div><h3>Conclusion</h3><p>For future patient requirements, it may be necessary for students to receive formal education in pharmacy schools regarding CUD so that they can proficiently assist with their patient needs. Given that pharmacy students might relocate to different states, it is essential to ensure that they possess a comprehensive understanding of the specific regulations CUD across the United States.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102191"},"PeriodicalIF":1.3,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146592","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 Spanish pathway program: Introducing, recruiting, and retaining Spanish-speaking students to the pharmacy profession","authors":"Angela Chu ,&nbsp;Trang (Susan) Nguyen ,&nbsp;David B. Rawlins","doi":"10.1016/j.cptl.2024.102188","DOIUrl":"10.1016/j.cptl.2024.102188","url":null,"abstract":"<div><h3>Background and purpose</h3><p>Although 19% of the US population is Hispanic or Latino, less than 5 % of pharmacists identify as Hispanic. To increase patients' access to Spanish-speaking pharmacists, we created a Spanish Pathway Program. This program is adaptable to other colleges or schools of pharmacy with high Hispanic or Latino populations or for addressing disparities in other underrepresented groups.</p></div><div><h3>Educational activity and setting</h3><p>The program was designed with three objectives: 1) attracting Hispanic, Latino, and/or Spanish-speaking students to pharmacy careers, 2) recruiting and retaining Spanish-speaking pharmacy students to the program with leadership development, mentoring, education, and networking opportunities, and 3) preparing students to serve Hispanic and Latino communities through experiential rotations and health outreaches. Outcomes included student application and retention rates, graduate job placement, and clinical interventions made by program students on experiential rotations in Hispanic/Latino communities.</p></div><div><h3>Findings</h3><p>Over six years, the program has grown from two students on one campus to 20 students from two campuses. Program retention is 97% with three-fourths of graduates securing community pharmacy careers. Students report positive patient interactions because of their ability to communicate in Spanish.</p></div><div><h3>Discussion</h3><p>This program successfully increased the number of Spanish-speaking pharmacists by increasing the number of Spanish-speaking students in our pharmacy program and subsequent employment in practice. We refined the program by adding a medical Spanish certification course and student projects which aid the Hispanic and Latino community.</p></div><div><h3>Summary</h3><p>The Spanish Pathway Program established at Roseman University has had six years of success increasing the Spanish-speaking pharmacist workforce.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102188"},"PeriodicalIF":1.3,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S187712972400220X/pdfft?md5=78500b833eca5aacdf7ea4d4f21e6eb3&pid=1-s2.0-S187712972400220X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146591","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":"Evaluating the use of virtual simulation training to support pharmacy students' competency development in conducting dispensing tasks","authors":"Tarik Al-Diery ,&nbsp;Taimaa Hejazi ,&nbsp;Najlaa Al-Qahtani ,&nbsp;Maguy ElHajj ,&nbsp;Ousama Rachid ,&nbsp;Myriam Jaam","doi":"10.1016/j.cptl.2024.102199","DOIUrl":"10.1016/j.cptl.2024.102199","url":null,"abstract":"<div><h3>Background</h3><p>The incorporation of digital health technologies in undergraduate teaching, such as the MyDispense program, provides a simulated opportunity to support students' competency development in dispensing tasks.</p></div><div><h3>Objective</h3><p>This study aimed to evaluate the impact of using MyDispense, an online pharmacy simulation platform, on pharmacy students' self-reported reaction, learning, and accuracy in performing dispensing tasks.</p></div><div><h3>Methodology</h3><p>16 MyDispense cases simulating real-practice scenarios from prescription dispensing and verification to patient counseling were created for 55 professional year 1 pharmacy students as part of a professional skills course. A pre-post survey, nestled on Kirkpatrick's Model of Training Evaluation, was conducted on participants in the cohort to evaluate how the incorporation of MyDispense supported their development of dispensing tasks. A virtual formative assessment was also done using MyDispense to compare students' self-reported accuracy with faculty assessment scores to evaluate how MyDispense can support students' knowledge and metacognitive abilities in dispensing.</p></div><div><h3>Results</h3><p>The study showed an increase in students' confidence after using MyDispense, which led to an increase in the “learning” level of Kirkpatrick's Model. However, small changes were observed in other levels and sublevels of Kirkpatrick's Model. A notable discrepancy was observed between students' self-assessment scores and faculty assessment scores, with students overestimating their performances. Correlation analysis showed a weak relationship between students' self-assessment scores and the learning level of Kirkpatrick's Model.</p></div><div><h3>Conclusion</h3><p>This study highlights the positive impact of MyDispense on pharmacy students' confidence in dispensing. However, virtual simulation training may be best incorporated when students have exposure to experiential training placements, to maximize the learning outcomes and knowledge in dispensing processes.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102199"},"PeriodicalIF":1.3,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146590","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":"Effectiveness of teaching and evaluation methods of clinical competencies for pharmacy: A systematic review","authors":"Carla Francisca dos Santos Cruz ,&nbsp;Dyego Carlos Souza Anacleto de Araújo ,&nbsp;Carla Tatiane de Jesus Santos ,&nbsp;Thelma Onozato ,&nbsp;Fernando de Castro Araújo-Neto ,&nbsp;Divaldo Pereira de Lyra Jr","doi":"10.1016/j.cptl.2024.102182","DOIUrl":"10.1016/j.cptl.2024.102182","url":null,"abstract":"<div><p>Background. This review aimed to analyze the effectiveness of the teaching and assessment methodologies used to develop fundamental clinical skills in pharmacist who are training in patient care. Methods. SCOPUS, EMBASE, ERIC, and PubMed were searched for original studies that featured randomized controlled trials as the study design published until March 2024. The search and extraction process followed PRISMA Guidelines. Results. The database search resulted in 2954 articles, of which 14 met the inclusion criteria. Four studies developed and tested interactive web-based software as the teaching methodologies. Eight studies applied simulation to their teaching and/or evaluation strategies. Two articles used high fidelity simulation, and the remaining studies used standardized patients associated with other teaching and evaluation techniques. The simulation methodologies were more effective than the conventional ones in three studies. In the other studies, the interventions were as effective or better than the control, albeit there no meaningful differences between the methods. In the studies that focused on the assessment methods, immediate feedback was preferred by students over delayed feedback. Additionally, the tested assessment tool, General Level Framework, proposed a pragmatic assessment from which the individual's training needs were identified. Conclusion. Few studies involved the objective quantification of learning beyond pre- and post-intervention knowledge tests. Proper assessment in pharmaceutical education requires expansion beyond the administration of student satisfaction, self-efficacy research tools, and knowledge assessments, and should encompass an examination of clinical performance and critical thinking.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102182"},"PeriodicalIF":1.3,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146589","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":"Acknowledging the need for traditional and complementary medicine education for pharmacists and students for the Chinese American population","authors":"Nicole C. Cheung ,&nbsp;Cerris Chung ,&nbsp;Sharon Zhu ,&nbsp;Rebecca Chu","doi":"10.1016/j.cptl.2024.102185","DOIUrl":"10.1016/j.cptl.2024.102185","url":null,"abstract":"<div><p>The prevalence of traditional and complementary medicine (T&amp;CM) use is significant globally and within the United States, especially among Chinese Americans. However, there are misconceptions regarding the efficacy and safety of herbal medicines in comparison with conventional Western medications, and limited education, training, clinical application, and resources among pharmacists and pharmacy students. Pharmacists should be well equipped to holistically treat patients through required undergraduate education on the culture and foundation of T&amp;CM along with interprofessional education experiences, a standardized and structured approach towards T&amp;CM in the clinical practice setting, as well as systematic changes through advocacy among professional organizations and public health policies.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102185"},"PeriodicalIF":1.3,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146587","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}