Currents in Pharmacy Teaching and Learning最新文献

{"title":"Assessment of non-time-intensive changes to a management course to address course evaluation scores","authors":"Erin E. Miller ,&nbsp;Shanna K. O'Connor ,&nbsp;Jacob Ford ,&nbsp;Emily Van Klompenburg ,&nbsp;Wendy Jensen Bender","doi":"10.1016/j.cptl.2024.102170","DOIUrl":"10.1016/j.cptl.2024.102170","url":null,"abstract":"<div><h3>Background</h3><p>Student-completed course evaluations are often included in university faculty promotion and tenure packets but may not be the best metrics for student learning. This juxtaposition creates a challenge - the metric faculty first want to improve is student learning rather than student perception, but course changes improving student learning do not always result in higher course evaluation scores. Additionally, making course changes can be time consuming for faculty. The objective of this project was to assess the changes made to a course, the time spent making those changes, and the impact of the changes on course evaluation scores and student performance.</p></div><div><h3>Educational activity</h3><p>A single course focused on management with a business plan as the primary course project was revised in Fall 2023; the goal of revisions was to address poor course evaluation scores and negative student perceptions of the course in as little faculty time as possible while maintaining quality of student work. Primary changes centered around the business plan project and a shift in course communication. Evaluation of the changes occurred through mid-semester survey and discussion and end-of-semester survey for the 2023 cohort, and comparing course evaluations and student work products between the 2022 and 2023 cohorts.</p></div><div><h3>Critical analysis of the educational activity</h3><p>Course evaluation scores were improved and student feedback was more positive for the revised Fall 2023 course. The implemented changes did not negatively affect student performance as quality of the business plan project was maintained across both semesters. Instructor transparency and responsiveness through the mid-semester survey and discussion may have positively influenced course evaluations scores. Overall, the course changes did not take a significant amount of faculty time, but the desired outcome of improving course evaluation scores was recognized.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102170"},"PeriodicalIF":1.3,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141951230","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":"Pharmacist perceptions of continuing professional development and goal development in a community health-system","authors":"Michelle M. Estevez ,&nbsp;Logan T. Murry ,&nbsp;Suzanne Turner ,&nbsp;John A. Armitstead","doi":"10.1016/j.cptl.2024.102166","DOIUrl":"10.1016/j.cptl.2024.102166","url":null,"abstract":"<div><h3>Introduction</h3><p>The Accreditation Council for Pharmacy Education (ACPE) defines continuing professional development (CPD) as a self-directed, ongoing, systematic, and outcomes-focused approach to lifelong learning that is applied into practice. Hospitals and health systems can use the ACPE CPD framework for performance evaluation and to support staff in developing learning goals.</p></div><div><h3>Methods</h3><p>This was an exploratory study using cross-sectional surveys and pharmacist self-reported CPD data at a community health system in the Southeastern USA. Surveys evaluating perceived value and use of CPD were administered to pharmacists with descriptive statistics calculated for quantitative survey responses qualitative data from open-ended responses analyzed using content analysis. CPD goals within pharmacist CPD records were reviewed and categorized based on relevance to the pharmacist's current practice setting. Survey results and CPD data were compared using an integrative narrative discussion.</p></div><div><h3>Results</h3><p>Overall, fifty-seven (33.1%) pharmacists and twelve (85.7%) pharmacy managers and directors responded to surveys. A total of 13 (22.8%) respondents strongly agreed and 21 (36.8%) respondents agreed that using CPD goals to advance their practice increased job enjoyment and 13 (22.8%) respondents strongly agreed and 30 (52.6%) respondents agreed that achievement of CPD goals resulted in improved patient care. A total of 3 (23.1%) managers or directors strongly agreed and 6 (46.2%) agreed that pharmacists are more engaged employees when they use a CPD framework to plan and achieve goals. Additionally, 3 (23.1%) strongly agreed and 7 (53.8%) agreed that using a CPD process for staff development contributed to retention. A total of 1353 CPD goals were documented by 148 pharmacists with 86.3% of goals rated as relevant to practice and 204 (15.1%) containing all specific, measurable, attainable, relevant, and time-bound (SMART) goal components.</p></div><div><h3>Conclusions</h3><p>The CPD framework may be a useful approach to support pharmacist development in hospital and health system settings and facilitate performance reviews.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102166"},"PeriodicalIF":1.3,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141914198","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":"Student pharmacist's application of the pharmacists' patient care process during an interprofessional diabetes camp introductory pharmacy practice experience","authors":"Tera McIntosh,&nbsp;Holly Divine,&nbsp;Stacy Taylor","doi":"10.1016/j.cptl.2024.102169","DOIUrl":"10.1016/j.cptl.2024.102169","url":null,"abstract":"<div><h3>Background and purpose</h3><p>To describe student pharmacist's application of the Pharmacists' Patient Care Process (PPCP) during participation in an interprofessional introductory pharmacy practice experience (IPPE) at a Type 1 Diabetes (T1D) pediatric summer camp.</p></div><div><h3>Educational activity and setting</h3><p>Student pharmacists entering professional year two (P2) and three (P3) attended a one-week, overnight T1D summer camp as part of the longitudinal IPPE curriculum between June 2021 and July 2023. They completed two PPCP assignments, a reflective assignment and a self-evaluation following the experience.</p></div><div><h3>Findings</h3><p>Thirty-seven students attended camp. The most common PPCP assignments submitted corresponded to the collaborate core competency (75.6%) and the implement (51.4%) and collect (27.0%) steps. Written reflections revealed students learned about therapeutic monitoring of diabetes, hypoglycemia and hyperglycemia management, insulin dose adjustment, and lifestyle strategies such as carbohydrate counting. Many students expressed feeling increased empathy (59.5%) and inspiration (56.8%) toward individuals with T1D. Students reflected positively on their experience working with an interprofessional team. Self-evaluations indicated perceived competency in all steps and core areas of the PPCP, especially in communication.</p></div><div><h3>Discussion</h3><p>Overall, student feedback indicates inclusion of camp as a non-traditional pharmacy practice site provides ample opportunity to apply the PPCP through participation and interprofessional decision-making opportunities in patient care. Our findings demonstrate camp provided the ability to partake in activities that encompass every step and core component of the PPCP. Immersion in the camp environment allowed early learners to feel competent in their ability to engage in the PPCP and communicate with patients and healthcare professionals.</p></div><div><h3>Summary</h3><p>Participation in a T1D summer camp provided early student pharmacists exposure to direct patient care and opportunity to apply the PPCP in an interprofessional education environment. Students learned clinical diabetes knowledge and skills, in addition to increased empathy and a feeling of inspiration. Students felt highly competent in their ability to communicate with patients, pharmacists, and other healthcare providers.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 11","pages":"Article 102169"},"PeriodicalIF":1.3,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141914197","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":"Pharmacy student perceptions of academically dishonest behavior in skills activities","authors":"Lena M. Maynor,&nbsp;Marina Galvez-Peralta,&nbsp;Ashleigh Barrickman","doi":"10.1016/j.cptl.2024.04.009","DOIUrl":"10.1016/j.cptl.2024.04.009","url":null,"abstract":"<div><p>Introduction: Academic dishonesty is prevalent across pharmacy education. Understanding student perceptions and engagement in academically dishonest behaviors across skills activities is important, as skills curricula are essential components in assessing APPE readiness. The objectives of this study were to assess pharmacy student perceptions of academically dishonest behavior within a skills curriculum and to determine if correlations exist between students' perceived wrongness of a described behavior and their willingness to engage in the behavior or past engagement in that described behavior.</p><p>Methods: Students within a Doctor of Pharmacy program were asked to respond to an anonymous, electronic survey. The survey described 18 specific academically dishonest student behaviors across 12 skills scenarios. For each behavior, students were asked to indicate their perception of the wrongness of the behavior, their willingness to engage in the behavior, and if they had engaged in the behavior in the past. Descriptive statistics were completed to assess responses. Fisher analysis was used to compare “yes” responses to “no/not sure” responses for each question.</p><p>Results: Students indicated general agreement that most described behaviors were wrong. There was &lt;50% agreement in the wrongness of behaviors that described failing to report another student's academically dishonest behavior. Generally, students who agreed that a particular behavior was wrong were less likely to report willingness to engage in the behavior or past engagement in the behavior.</p><p>Discussion: Generally, students in our cohort agreed that the presented actions across multiple skills activities were wrong, with less agreement regarding turning classmates in for academic dishonesty. Relatively small percentages of students responded that they had engaged in these activities in the past.</p><p>Conclusions: Understanding these perceptions, as well as students' willingness to engage in academic dishonesty, can guide instructors in communicating expectations regarding academic integrity within the skills curriculum.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102093"},"PeriodicalIF":1.3,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141907935","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":"Personal and professional development activity tracking in a pharmacy curriculum","authors":"Melanie W. Pound,&nbsp;Connie L. Barnes,&nbsp;Scott L. Perkins,&nbsp;Tina H. Thornhill","doi":"10.1016/j.cptl.2024.102171","DOIUrl":"10.1016/j.cptl.2024.102171","url":null,"abstract":"<div><h3>Background and purpose</h3><p>Personal and professional development (PPD) is an essential focus of pharmacy school curriculum in developing future pharmacists. This manuscript describes the creation, implementation, and data collection of a PPD Activity Tracker in a pharmacy curriculum.</p></div><div><h3>Educational activity and setting</h3><p>Previously, in “Standards 2016” and currently in “Standards 2025”, colleges of pharmacy are tasked with documenting how students achieve PPD throughout their academic careers. Therefore, the PPD course directors developed a PPD Activities Tracker to provide student pharmacists a central location to document curriculum and co-curricular activities as they matriculate through the pharmacy program. The tracker was created using an electronic survey platform. Eleven activity categories were established, and students noted whether the activity was directed toward personal and/or professional development. The purpose of the tracker was to create a repository for student documentation of their PPD-promoting experiences and to provide a mechanism for individual and cohort reporting for assessment and accreditation.</p></div><div><h3>Findings</h3><p>Student pharmacists from two class cohorts entered 3254 PPD activities into the tracker over a two-year period. All PPD categories were tracked with the highest attended activities, including personal development &amp; self-care (19%) and self-reflection (19%); the next highest category was interprofessional education/collaboration (15%). Students noted that most PPD activities enhanced their personal and professional development (49%), while personal development only and professional development only were 31% and 19%, respectively. The students “highly recommended” (72%) most tracked PPD activities, while 26% of activities were “recommended.” Individual student and class cohort data were also readily accessible.</p></div><div><h3>Summary</h3><p>The PPD tracker created a central, easily accessible, and organized storehouse for successfully collecting curricular and co-curricular PPD activities throughout the student pharmacist's career. The data from this tracker could easily be collected and sorted individually as a class cohort or for an individual student pharmacist.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 11","pages":"Article 102171"},"PeriodicalIF":1.3,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141907934","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":"Strategizing the removal of barriers to community pharmacist's business management capabilities","authors":"Braedon J. Davey ,&nbsp;Daniel Lindsay ,&nbsp;Justin Cousins ,&nbsp;Beverley D. Glass","doi":"10.1016/j.cptl.2024.102161","DOIUrl":"10.1016/j.cptl.2024.102161","url":null,"abstract":"<div><p>The community pharmacist may be challenged by their dual role of being both a health care provider and practice manager. This commentary proposes strategies to address the barriers to the management role of the community pharmacist in practice as perceived by stakeholders: pharmacist owners, pharmacist managers, pharmacists, and pharmacy students. Whilst some community pharmacist owners may believe managerial skills are not required for the profession, all stakeholders for the most part agree on the barriers to the management role of the community pharmacist in practice and the strategies to address these barriers. Three barriers were identified: business versus professional dichotomy, transitioning theoretical learned content into a practice setting, and professional overload. Three strategies are proposed to overcome these barriers: developing a dual thinking process, learning practice management from mentors, and the philosophy of becoming a leader and the team builder. A paradigm shift within the current culture in the profession may be required to overcome the barriers. This commentary also highlights the need to explore leadership in community pharmacy.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 12","pages":"Article 102161"},"PeriodicalIF":1.3,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141907936","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 peer, self, and faculty objective structured clinical examination evaluations in a PharmD nonprescription therapeutics course","authors":"Riley D. Bowers,&nbsp;Carrie N. Baker,&nbsp;Kaitlyn K. Becker,&nbsp;Jessica N. Hamilton,&nbsp;Katie Trotta","doi":"10.1016/j.cptl.2024.102159","DOIUrl":"10.1016/j.cptl.2024.102159","url":null,"abstract":"<div><h3>Purpose</h3><p>Objective structured clinical examinations (OSCE) are a valuable assessment within healthcare education, as they provide the opportunity for students to demonstrate clinical competency, but can be resource intensive to provide faculty graders. The purpose of this study was to determine how overall OSCE scores compared between faculty, peer, and self-evaluations within a Doctor of Pharmacy (PharmD) curriculum.</p></div><div><h3>Methods</h3><p>This study was conducted during the required nonprescription therapeutics course. Seventy-seven first-year PharmD students were included in the study, with 6 faculty members grading 10–15 students each. Students were evaluated by 3 graders: self, peer, and faculty. All evaluators utilized the same rubric. The primary endpoint of the study was to compare the overall scores between groups. Secondary endpoints included interrater reliability and quantification of feedback type based on the evaluator group.</p></div><div><h3>Results</h3><p>The maximum possible score for the OSCE was 50 points; the mean scores for self, peer, and faculty evaluations were 43.3, 43.5, and 41.7 points, respectively. No statistically significant difference was found between the self and peer raters. However, statistical significance was found in the comparison of self versus faculty (<em>p</em> = 0.005) and in peer versus faculty (<em>p</em> &lt; 0.001). When these scores were correlated to a letter grade (A, B, C or less), higher grades had greater similarity among raters compared to lower scores. Despite differences in scoring, the interrater reliability, or W score, on overall letter grade was 0.79, which is considered strong agreement.</p></div><div><h3>Conclusions</h3><p>This study successfully demonstrated how peer and self-evaluation of an OSCE provides a comparable alternative to traditional faculty grading, especially in higher performing students. However, due to differences in overall grades, this strategy should be reserved for low-stakes assessments and basic skill evaluations.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 11","pages":"Article 102159"},"PeriodicalIF":1.3,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141876313","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":"Development and implementation of an online formulary exercise for fifth-year pharmacy students during an experiential hospital practice training","authors":"Makiko Iwasawa ,&nbsp;Kumi Kasugai ,&nbsp;Mitsuhiro Sugawara ,&nbsp;Katsuya Otori","doi":"10.1016/j.cptl.2024.102155","DOIUrl":"10.1016/j.cptl.2024.102155","url":null,"abstract":"<div><h3>Background and purpose</h3><p>Formulary systems play a crucial role in healthcare organizations by promoting collaboration and ensuring the rational and cost-effective utilization of medications. With a rise in pharmacist involvement in hospital formulary management, this study aims to describe the components of an online formulary exercise, assess fifth-year students' perceptions of this exercise, and evaluate its effectiveness in understanding formulary management and the pharmacist’s role.</p></div><div><h3>Educational activity and setting</h3><p>The online formulary exercise was initiated during hospital practice training at Kitasato University Hospital since October 2021. Students underwent reading assignments and a pre-test before participating in the program. The one-day program included a pre-practice test, 1.5 h of pre-recorded video lectures, 2.5 h of two small group discussions, a 1-h individual assignment creating a proton pump inhibitor comparison chart, 30 min of group presentations, and feedback from clinical faculty. Post-program assessments comprised a test, evaluations, and surveys on difficulty, necessity, and impressions. Analysis involved descriptive methods and thematic analysis for free-form responses, and a Friedman test for test scores.</p></div><div><h3>Findings</h3><p>The surveys conducted between July 2022 and February 2023 were compiled and analyzed. This study assessed the impact of an online formulary exercise program on 100 participants, revealing an improvement in formulary understanding (97%) and a high recommendation rate (92%). Test performance demonstrated an improvement (<em>p</em> &lt; 0.05, <em>r</em> = 0.85), with students recognizing the importance of contributing to the reduction of healthcare costs. The program positively influenced students' formulary knowledge and readiness for pharmacist roles.</p></div><div><h3>Summary</h3><p>This online formulary exercise provided a valuable opportunity for students to learn about formulary management. The use of survey results and test scores demonstrated the positive impact of both pre-assignments and exercise on students' comprehension of formulary, enhancing not only their understanding but also fostering a sense of responsibility as future pharmacists.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 11","pages":"Article 102155"},"PeriodicalIF":1.3,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141861251","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":"Transformative pedagogy: Collaborative learning for inclusive education in pharmacy","authors":"Kingston Rajiah","doi":"10.1016/j.cptl.2024.102167","DOIUrl":"10.1016/j.cptl.2024.102167","url":null,"abstract":"<div><p>This article is based on pharmacy students using technology in collaborative learning and offers insights for tutors conducting clinical case study discussions. Reflection revealed that collaborative learning, fostering active interaction and asymmetrical roles, positively impacted student engagement. It proved beneficial when the goal was to enhance learners' engagement in a shared task with mutual accountability. Tutors are also encouraged to view teaching as a means of developing students' learning abilities rather than information transmission. This article emphasised the significance of technology, particularly Padlet, in this process, identified by students as an enabler of learning. Suggestions for future development include exploring variables affecting collaborative learning and understanding technology's role in supporting this method. Overall, this reflective work provided valuable guidance for tutors seeking to optimise collaborative learning experiences in case study discussions.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 11","pages":"Article 102167"},"PeriodicalIF":1.3,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1877129724001990/pdfft?md5=9ddb665c9fcfae86d709b9e98ce1c630&pid=1-s2.0-S1877129724001990-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141861252","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":"Implementation of self-care scenario simulations in a skills-based first year doctor of pharmacy course for student application of the Pharmacists' Patient Care Process","authors":"Leisa L. Marshall ,&nbsp;Renee L. Hayslett ,&nbsp;Paige S. Brockington ,&nbsp;Kathryn Momary","doi":"10.1016/j.cptl.2024.102165","DOIUrl":"10.1016/j.cptl.2024.102165","url":null,"abstract":"<div><h3>Background and purpose</h3><p>The objective of this project was to assess the impact of self-care scenario simulations on first year doctor of pharmacy student performance and self-perceived confidence in applying the Pharmacists' Patient Care Process (PPCP) during self-care encounters.</p></div><div><h3>Educational activity and settings</h3><p>Self-care scenarios were developed and used during low fidelity simulations in laboratory sessions in a skills-based course. Students met individually with faculty facilitators role-playing patients to apply the PPCP in four simulations. Facilitators graded student performance; a comparison was made between performance on the first and fourth simulation. Students completed a pre- and post-course survey regarding their self-perceived confidence in performance and knowledge in applying the PPCP in self-care encounters.</p></div><div><h3>Findings</h3><p>One hundred and eight (100%) of enrolled students voluntarily agreed to participate in this IRB-approved study. The median percentage of student scores on the fourth simulation, 90.7%, was higher compared to the median percentage of student scores on the first simulation, 82.4%, <em>P</em> &lt; 0.001 with a raw difference of 8.3 percentage points, for participants with scores for both simulations, 106 (98%). For the self-perceived PPCP confidence survey, 100 (92.5%) participants completed both pre- and post-course surveys. Self-perceived confidence on 12 of the 15 survey items where students ranked their confidence in performance and knowledge in self-care encounters increased post- versus pre-course.</p></div><div><h3>Summary</h3><p>Simulations served as a useful tool in improving student performance in applying the PPCP in self-care encounters in a first year doctor of pharmacy course. Student self-perceived confidence in performance and knowledge in self-care encounters also increased.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 11","pages":"Article 102165"},"PeriodicalIF":1.3,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141856791","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}