Currents in Pharmacy Teaching and Learning最新文献

{"title":"Maximizing learning value through cost-effective image and video compounding verification training for pharmacy students","authors":"Jeanne E. Frenzel,&nbsp;Morgan Windhurst","doi":"10.1016/j.cptl.2025.102381","DOIUrl":"10.1016/j.cptl.2025.102381","url":null,"abstract":"<div><h3>Background and purpose</h3><div>This study aimed to assess the effectiveness of image and video compounding verification in developing pharmacy students' sterile compounding skills through self- and peer-assessments of compounded sterile preparation (CSP) final products and aseptic technique. The purpose was to improve adherence to compounding principles and establish a foundation for students in continuous quality improvement practices.</div></div><div><h3>Educational activity and setting</h3><div>Image and video compounding verification was supported by a tablet-computer mounted in a laminar airflow workbench and used to capture photos of CSP final products and videos of aseptic technique for self- and peer-assessment. Fifty-five second-year pharmacy students engaged in hands-on practice of sterile compounding skills. Students' perceptions of the image and video compounding verification training were collected through a post-survey.</div></div><div><h3>Findings</h3><div>The study found high accuracy in students' self-assessments: 100 % identified the correct medication, 96 % the diluent, and 100 % the IV bag solution and volume. Self-assessment showed 66.7 % would dispense their CSP final product, while 33.3 % would re-compound it. Most students viewed the image and video compounding verification training positively, with 88.8 % finding it easy to use, 86.7 % seeing it as useful for understanding CSPs, and 88.9 % and 91.1 % finding it valuable for self- and peer-assessment, respectively. Additionally, 86.7 % felt it encouraged critical thinking about aseptic technique.</div></div><div><h3>Summary</h3><div>These findings suggest that integrating image and video compounding verification into a skills laboratory sterile compounding curriculum can enhance students' compounding skills, improve accuracy in compounding practices, and promote a culture of continuous quality improvement.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 8","pages":"Article 102381"},"PeriodicalIF":1.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892042","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":"Navigating the challenges of teaching nanotechnology to pharmacy students in a developing country","authors":"Danielle Teixeira Freire ,&nbsp;Lízia Alves Martins ,&nbsp;Júlio Abreu Miranda ,&nbsp;Luiz Fernando Polizelli Pereira ,&nbsp;Vitória de Almeida Pereira ,&nbsp;David Pereira Freire ,&nbsp;Éverton do Nascimento Alencar","doi":"10.1016/j.cptl.2025.102372","DOIUrl":"10.1016/j.cptl.2025.102372","url":null,"abstract":"<div><h3>Purpose</h3><div>This opinion paper highlights the importance of embedding nanotechnology education within pharmacy programs, focusing on its potential to equip future pharmacists with the skills necessary to navigate an evolving healthcare landscape.</div></div><div><h3>Description</h3><div>Nanotechnology and nanomedicine have become pivotal fields in recent years, driving advancements in health promotion, targeted therapies, and innovative nanostructured systems.</div></div><div><h3>Interpretation</h3><div>Despite its growing relevance, integrating nanotechnology into pharmacy curricula still needs to be improved, particularly in developing regions like Latin America. In the context of Brazil, a significant contributor to nanotechnology-related scientific publications in the region, this integration is especially vital.</div></div><div><h3>Conclusions and implications</h3><div>By fostering expertise in nanotechnology, pharmacy students can enhance their ability to develop cutting-edge products and deliver high-quality, patient-centered care. This approach not only advances professional competence but also strengthens the role of pharmacists in bridging scientific innovation and public health.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 8","pages":"Article 102372"},"PeriodicalIF":1.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143894590","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 need to develop a clinical competency framework for hospital pharmacist education and training programmes in Irish hospital pharmacy","authors":"Darren J. Walsh ,&nbsp;Cliona Hayden","doi":"10.1016/j.cptl.2025.102368","DOIUrl":"10.1016/j.cptl.2025.102368","url":null,"abstract":"<div><h3>Introduction</h3><div>Hospital pharmacists in Ireland have a core competency framework to guide their early career professional development but lack a competency framework to guide their development of clinical skills.</div></div><div><h3>Perspective</h3><div>A clinical core competency framework is needed to ensure that pharmacists who begin their careers in hospital pharmacy in Ireland are prepared to progress in the rapidly evolving hospital pharmacist role in Ireland.</div></div><div><h3>Implications</h3><div>A core clinical competency framework would serve as a foundation for hospital pharmacists. Completion of a training and development plan derived from such a framework would ensure pharmacists and pharmacy departments that clinical pharmacists reach a point where they are professionally ready for credentialing as advanced pharmacy practitioners. Pharmacists could achieve these competencies through institutional training, or formal postgraduate education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 8","pages":"Article 102368"},"PeriodicalIF":1.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143894589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating the correlation between student pharmacist admissions data and pharmacy course grades at a college of pharmacy in the United States","authors":"Jeannie K. Lee ,&nbsp;Nancy A. Alvarez ,&nbsp;Michael Katz ,&nbsp;Cyndi Fraser ,&nbsp;Bernadette Cornelison ,&nbsp;Tyler Gallo ,&nbsp;David R. Axon","doi":"10.1016/j.cptl.2025.102369","DOIUrl":"10.1016/j.cptl.2025.102369","url":null,"abstract":"<div><h3>Introduction</h3><div>There is an interest in examining how well admissions data including demographics and course grades correlate with academic success for student pharmacists. This project aimed to determine the correlation between Doctor of Pharmacy (PharmD) admissions data and academic performance at the University of Arizona R. Ken Coit College of Pharmacy (UA RKCCOP).</div></div><div><h3>Methods</h3><div>This retrospective quality improvement project included all PharmD students admitted in the last five cycles (2018–19, 2019–20, 2020–21, 2021–22, 2022–23) to the UA RKCCOP. The PharmCAS application system data and course grades from the three years of the pharmacy didactic curriculum at the UA RKCCOP were utilized. Descriptive statistics were calculated to describe the characteristics, grade point average (GPA) scores, and course grades. Spearman Rho correlations were calculated for the association between pre-pharmacy GPA scores and each PharmD course grade and the association between select prerequisite courses and their corresponding pharmacy courses.</div></div><div><h3>Results</h3><div>A total of 665 students were admitted to the UA RKCCOP PharmD program in the past five cohorts. Correlations between prerequisite course grades and select PharmD course grades were either weak or very weak, as were most correlations between pre-pharmacy GPAs and PharmD grades. There were nine moderate correlations – three basic science courses and two pharmacy practice courses were typically correlated with overall and/or science pre-pharmacy GPAs.</div></div><div><h3>Conclusions</h3><div>This project demonstrated a lack of strong correlations between prerequisite course grades with PharmD course grades and pre-pharmacy GPAs with PharmD grades. Although there were a few moderate correlations, most were weak or very weak.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 8","pages":"Article 102369"},"PeriodicalIF":1.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143894321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring pharmacy students' perceptions and confidence in using AI communication tools","authors":"Nadia Khartabil,&nbsp;Kazhal Laleh,&nbsp;Leanne Coyne","doi":"10.1016/j.cptl.2025.102365","DOIUrl":"10.1016/j.cptl.2025.102365","url":null,"abstract":"<div><h3>Introduction</h3><div>This study explores the impact of AI communication tools on the confidence and skill development of first-year pharmacy students enrolled in an accelerated hybrid PharmD program.</div></div><div><h3>Methods</h3><div>A pre-post survey design was employed to assess students' demographics, prior AI experience, confidence levels, and perceived challenges before and after the intervention. Virtual patient interactions were developed using Convai.ai to simulate self-care scenarios, aiming to enhance students' communication skills. The intervention included structured AI-driven patient simulations, followed by reflective assessments to measure changes in student confidence and perceived challenges in patient interactions.</div></div><div><h3>Results</h3><div>All students had similar AI usage capacity with the highest capacity to include AI personal use followed by academic use. The intervention led to an increase in confidence in AI tools among both native and non-native speakers, with non-native speakers showing a rise from 56.2 % to 76.5 % and native speakers from 52.2 % to 79 %. Qualitative findings found three key themes: positive user experience, practical skill development, and confidence building, with students appreciating the AI tool's role in improving communication. Challenges included robotic interactions and formulating the right questions.</div></div><div><h3>Conclusion</h3><div>The study concludes that AI communication tools offer valuable opportunities for enhancing pharmacy students' communication skills. However, further research with larger, more diverse samples is recommended to improve the use of AI in pharmacy education and address existing challenges.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 8","pages":"Article 102365"},"PeriodicalIF":1.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143894430","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":"Developing a framework for MyDispense implementation using the nominal group technique: Perspectives across student progression levels","authors":"Harjit Kaur Khera ,&nbsp;Keith Sewell ,&nbsp;Vivienne Mak ,&nbsp;Daniel Thomas Malone","doi":"10.1016/j.cptl.2025.102349","DOIUrl":"10.1016/j.cptl.2025.102349","url":null,"abstract":"<div><h3>Introduction</h3><div>MyDispense is an online dispensing pharmacy simulation with features such as electronic health records and clinical decision-making. This study aims to develop a framework for integrating MyDispense into pharmacy education programs, and to identify key considerations around its implementation.</div></div><div><h3>Methods</h3><div>A nominal group technique with faculty staff and students was employed to gather opinions and experiences with MyDispense, factors to consider during implementation, and perceptions of an ideal framework. A framework for MyDispense implementation was developed based on the input gathered, and common themes from content analysis and considerations for effective integration were identified.</div></div><div><h3>Results</h3><div>An analysis of discussions on the role of MyDispense in pharmacy student learning revealed that its role depends on how far along students are in their degree and their level of pharmacy knowledge as they progress through their degree. The proposed framework for implementing MyDispense in novice pharmacy education emphasizes the development of fundamental skills, while for students in intermediate year levels, MyDispense can be used in clinical notes. For near-entry to practice students, the focus shifts to refining advanced clinical decision-making skills through authentic virtual training exercises. Valuable insights from former users contributed to shaping a proposed implementation framework, indicating the need for tailored approaches at different student proficiency levels.</div></div><div><h3>Conclusion</h3><div>Our study highlights the versatility of MyDispense as a tool for enhancing pharmacy education. The MyDispense framework, shaped by diverse participant insights, emphasizes the need for tailored implementation based on student proficiency level. The findings offer practical guidance for educators to optimize MyDispense use in fostering clinical skills in pharmacy students.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102349"},"PeriodicalIF":1.3,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143864910","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":"Insights from the integration of mental health first aid into pharmacy education","authors":"Kelly N. Gable ,&nbsp;Stephanie Hunziker ,&nbsp;Julie A. Dopheide ,&nbsp;Samantha M. Catanzano ,&nbsp;Suzanne C. Harris ,&nbsp;Mengxi Wang","doi":"10.1016/j.cptl.2025.102363","DOIUrl":"10.1016/j.cptl.2025.102363","url":null,"abstract":"<div><h3>Introduction</h3><div>Doctor of pharmacy programs are encouraged to proactively promote well-being for students, faculty, and staff. In addition, a need has been highlighted to place greater focus on reducing mental health stigma within the promotion of patient-centered care. Mental Health First Aid (MHFA) is an evidence-based, early-intervention course that teaches participants how to support individuals experiencing a mental health challenge. Incorporation of MHFA into healthcare education has become an interest for many programs to address these needs, however, limited research is available regarding implementation of MHFA into pharmacy curricula. This study aimed to assess the current state of MHFA within existing PharmD programs and present opportunities to facilitate MHFA integration.</div></div><div><h3>Methods</h3><div>An online survey was administered to all Accreditation Council for Pharmacy Education (ACPE)-accredited pharmacy programs within the United States (US). Survey questions collected information on institution demographics, whether MHFA training is currently offered, and specifics of the MHFA training program. Questions assessing barriers and successes with MHFA implementation were also included.</div></div><div><h3>Results</h3><div>Twenty-six of the 52 programs that responded to the survey indicated that they offer MHFA to pharmacy students, with thirteen programs incorporating it as a core requirement within their curriculum. The top identified barriers to implementation included time requirements for training, cost, and curricular structure.</div></div><div><h3>Conclusion</h3><div>Implementation of MHFA is feasible as a required element of pharmacy curricula and aligns with ACPE standards 2025. MHFA training can assist student pharmacists with developing competency in providing care for persons with mental health and substance use challenges.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102363"},"PeriodicalIF":1.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859312","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":"Artificial intelligence (AI) performance on pharmacy skills laboratory course assignments","authors":"Vivian Do ,&nbsp;Krista L. Donohoe ,&nbsp;Apryl N. Peddi ,&nbsp;Eleanor Carr ,&nbsp;Christina Kim ,&nbsp;Virginia Mele ,&nbsp;Dhruv Patel ,&nbsp;Alexis N. Crawford","doi":"10.1016/j.cptl.2025.102367","DOIUrl":"10.1016/j.cptl.2025.102367","url":null,"abstract":"<div><h3>Objective</h3><div>To compare pharmacy student scores to scores of artificial intelligence (AI)-generated results of three common platforms on pharmacy skills laboratory assignments.</div></div><div><h3>Methods</h3><div>Pharmacy skills laboratory course assignments were completed by four fourth-year pharmacy student investigators with three free AI platforms: ChatGPT, Copilot, and Gemini. Assignments evaluated were calculations, patient case vignettes, in-depth patient cases, drug information questions, and a reflection activity. Course coordinators graded the AI-generated submissions. Descriptive statistics were utilized to summarize AI scores and compare averages to recent pharmacy student cohorts. Interrater reliability for the four student investigators completing the assignments was assessed.</div></div><div><h3>Results</h3><div>Fourteen skills laboratory assignments were completed utilizing three different AI platforms (ChatGPT, Copilot, and Gemini) by four fourth-year student investigators (<em>n</em> = 168 AI-generated submissions). Copilot was unable to complete 12; therefore, 156 AI-generated submissions were graded by the faculty course coordinators for accuracy and scored from 0 to 100 %. Pharmacy student cohort scores were higher than the average AI scores for all of the skills laboratory assignments except for two in-depth patient cases completed with ChatGPT. Conclusion. Pharmacy students on average performed better on most skills laboratory assignments than three commonly used artificial intelligence platforms. Teaching students the strengths and weaknesses of utilizing AI in the classroom is essential.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102367"},"PeriodicalIF":1.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859313","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":"Insights from a survey on professional identity formation activities in pharmacy skills laboratory courses","authors":"Apryl N. Peddi ,&nbsp;Kevin N. Astle ,&nbsp;Lisa Hong ,&nbsp;Brittany L. Riley ,&nbsp;Melissa Ruble ,&nbsp;Lisa Vandervoort ,&nbsp;Laura Knockel","doi":"10.1016/j.cptl.2025.102350","DOIUrl":"10.1016/j.cptl.2025.102350","url":null,"abstract":"<div><h3>Introduction</h3><div>Professional identity formation (PIF) is the process of internalizing a profession's values, norms, and standards to “think, act, and feel” like a member of that community, making it essential to incorporate into learners' development. The purpose of this article is to characterize how and to what extent PIF-related activities are currently integrated into pharmacy skills laboratory courses.</div></div><div><h3>Methods</h3><div>An electronic survey was sent to pharmacy faculty who teach in skills laboratory courses about how PIF is described to students and its differentiation from professionalism, how it is integrated into the pharmacy curriculum, the type of pharmacy skills laboratory activities currently in the curriculum related to PIF, and how PIF is assessed in skills laboratory courses.</div></div><div><h3>Results</h3><div>Survey respondents from all eight National Association of Boards of Pharmacy Districts provided with 34 individual responses representing 25 unique schools. Most respondents reported incorporating PIF into their curriculum, most commonly in experiential education (23.9 %), skills laboratory courses (21.1 %), and co-curricular activities (23.9 %). In skills laboratory courses, PIF development was included in lectures, individual activities, team-based activities, reflections, and small-group discussions. Descriptions provided by respondents mentioned prescription product preparation, patient counseling, patient cases, role-playing activities, reflections, cases with clinical uncertainty or ambiguity, interprofessional activities, and professionalism.</div></div><div><h3>Conclusion</h3><div>The incorporation of PIF-related activities into skills laboratory courses is not widespread. There is room for improving faculty understanding of PIF and differentiation from professionalism.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102350"},"PeriodicalIF":1.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859271","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":"Faculty experiences developing and directing a novel multi-campus medication therapy management introductory pharmacy practice experience","authors":"Kelsey D. Frederick ,&nbsp;Catherine M. Crill ,&nbsp;Kenneth C. Hohmeier ,&nbsp;Christopher K. Finch ,&nbsp;Danielle Case ,&nbsp;Collin Albrecht ,&nbsp;Dawn E. Havrda","doi":"10.1016/j.cptl.2025.102362","DOIUrl":"10.1016/j.cptl.2025.102362","url":null,"abstract":"<div><h3>Background and purpose</h3><div>The COVID-19 pandemic accelerated the emergence of telehealth, showcasing feasible and scalable ways to deliver remote patient care services during and beyond the pandemic. This underscores the need to equip students with the requisite skills to engage in telehealth patient care services and navigate the evolving landscape of healthcare delivery. Literature reveals that students recognize the critical role of medication therapy management (MTM) in patient care and education and desire more training to develop proficiency in delivering these services. Integrating telehealth MTM training within pharmacy experiential education curricula aligns with education standards and evolving needs of the profession, enhances student competencies, and offers practical exposure to real world MTM application and patient care.</div></div><div><h3>Educational activity and setting</h3><div>An innovative MTM introductory pharmacy practice experience (IPPE) was developed and implemented by The University of Tennessee Health Science Center College of Pharmacy in partnership with AdhereHealth. The course provides students with hands-on, real-world telehealth patient care experience. It allows students to address patient medication adherence and social determinants of health (SDOH) and communicate with patients and healthcare providers to optimize medication outcomes for thousands of patients across the country with a Proportion of Days Covered (PDC) less than 80%.</div></div><div><h3>Findings</h3><div>From 2021 through 2023, the novel MTM experience has provided MTM telehealth training for 390 s-year students across the three COP campuses, leading to over 6500 completed targeted medication reviews and SDOH assessments and over 154,000 total patient outreach attempts across the United States. Assessment data suggest that the innovative MTM IPPE improves student self-efficacy and efficiency in delivery of telehealth patient care. Additionally, both MTM in general and this specific IPPE can be effective in addressing SDOH. The authors list factors believed to contribute to successful operation of a telehealth MTM IPPE for consideration prior to implementation, including offering the experience in dedicated call center space on campus, providing a clear orientation to the MTM IPPE expectations, resources, and purpose, a personalized precepting approach, appropriate technology and regular tech support, and structuring student assessment to emphasize focus on learning and skill improvement, not the grade.</div></div><div><h3>Summary</h3><div>The MTM IPPE demonstrated feasibility and effectiveness as a means for purposeful integration of MTM telehealth and SDOH exposure within experiential education. The experiences and resources shared demonstrate that an MTM IPPE can be successfully scaled and implemented at other institutions.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102362"},"PeriodicalIF":1.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859272","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}