Currents in Pharmacy Teaching and Learning最新文献

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Infrastructure and resourcing of diversity, equity, inclusion, and accessibility initiatives across US pharmacy schools 美国药学院多样性、公平性、包容性和可及性倡议的基础设施和资源。
IF 1.3
Currents in Pharmacy Teaching and Learning Pub Date : 2024-12-25 DOI: 10.1016/j.cptl.2024.102242
Chelsey Llayton , Mary Elizabeth Ray , Jennifer Arnoldi , Sally Arif , Akesha Edwards , Leah Hall , Madison Loyer , G. Scott Weston
{"title":"Infrastructure and resourcing of diversity, equity, inclusion, and accessibility initiatives across US pharmacy schools","authors":"Chelsey Llayton ,&nbsp;Mary Elizabeth Ray ,&nbsp;Jennifer Arnoldi ,&nbsp;Sally Arif ,&nbsp;Akesha Edwards ,&nbsp;Leah Hall ,&nbsp;Madison Loyer ,&nbsp;G. Scott Weston","doi":"10.1016/j.cptl.2024.102242","DOIUrl":"10.1016/j.cptl.2024.102242","url":null,"abstract":"<div><h3>Objectives</h3><div>This study assesses the infrastructure and resources surrounding diversity, equity, inclusion, and accessibility (DEIA) efforts in pharmacy education. The objectives were to investigate leadership roles and qualifications, resource commitment, challenges faced, and proudest accomplishments related to DEIA initiatives in colleges and schools of pharmacy.</div></div><div><h3>Methods</h3><div>A 27-question survey was distributed to CEO deans of US colleges and schools of pharmacy. Descriptive statistics were used for data analysis.</div></div><div><h3>Results</h3><div>Of the 48 respondents (33 % response rate), 30 (63 %) indicated they utilized a standing DEIA committee and/or a DEIA leader with varying degrees of their position committed to these initiatives. Most leaders (40 %) indicated moderate to significant, but informal training related to their responsibilities. There was wide variation between both allocated salaries or stipends ($0 to &gt;$140,000) and additional budgeted monies for DEIA activities ($0 - &gt; $50,000). Over 90 % of respondents referenced a commitment to DEIA in various institutional documents, and provided multiple training opportunities to faculty, staff, and in some cases, preceptors. The vast majority (91 %) of programs reported having a relationship with their parent institution regarding DEIA, with varying levels of support.</div></div><div><h3>Conclusions</h3><div>This study provides insights into the landscape of DEIA in pharmacy education. Despite a modest response rate, respondents are representative of the academy highlighting the diversity of DEIA initiatives and leadership approaches across colleges and schools of pharmacy. Further research is needed to explore non-responders' perspectives, assess the impact of DEIA initiatives on educational outcomes and student experiences, and to see how the political landscape since distribution of this survey has changed DEIA initiatives.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102242"},"PeriodicalIF":1.3,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899232","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}
引用次数: 0
Development of a capstone exam as pre-advanced pharmacy practice experiences domains assessment 作为高级药学实践经验领域评估的顶点考试的发展。
IF 1.3
Currents in Pharmacy Teaching and Learning Pub Date : 2024-12-25 DOI: 10.1016/j.cptl.2024.102240
Michael R. Gionfriddo , Gale E. Garmong , Michael W. Perry , Autumn Stewart-Lynch , Pamela H. Koerner
{"title":"Development of a capstone exam as pre-advanced pharmacy practice experiences domains assessment","authors":"Michael R. Gionfriddo ,&nbsp;Gale E. Garmong ,&nbsp;Michael W. Perry ,&nbsp;Autumn Stewart-Lynch ,&nbsp;Pamela H. Koerner","doi":"10.1016/j.cptl.2024.102240","DOIUrl":"10.1016/j.cptl.2024.102240","url":null,"abstract":"<div><h3>Introduction</h3><div>Accreditation Council for Pharmacy Education's (ACPE) standards require pharmacy schools to assess Advanced Pharmacy Practice Experience (APPE) readiness. This paper describes the development and implementation of a Capstone Exam for assessing APPE-readiness and exploration of potential correlations between student performance on the Exam and performance measures within the didactic curriculum.</div></div><div><h3>Methods</h3><div>Faculty developed a Capstone examination aligned to the Pre-APPE Domains in Appendix A of the ACPE standards consisting of five stations assessing skills, which include: interviewing, counseling, prescription checking, professional communication, and inpatient order verification. Administered in the spring semester of the third professional year, students must pass all stations to progress to APPEs. Relationships between pass rates for student cohorts in the class of 2017–2023 and grade point average (GPA) and course deficiencies were explored using logistic regression.</div></div><div><h3>Results</h3><div>Since 2016, first-attempt pass rates fluctuated between 20.3 % and 51.2 % with variability in performance observed across stations and class cohorts. Students with higher GPAs were more likely to pass all stations on the first attempt. Although history of a course deficiency did not affect overall pass rates, it was associated with lower odds of passing the interviewing and order verification stations.</div></div><div><h3>Conclusions</h3><div>A Capstone Exam model fulfills the requirements in ACPE Standard 25.8 using a sustainable approach and has supported curricular continuous quality improvement. Findings regarding predictive value of GPA and prior course deficiencies may enable identifying students who would benefit from additional preparation<strong>.</strong></div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102240"},"PeriodicalIF":1.3,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899207","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}
引用次数: 0
From classroom to community: A college of pharmacy's faculty and student participation at a harm reduction coalition 从教室到社区:一所药学院的教师和学生参与减少伤害联盟。
IF 1.3
Currents in Pharmacy Teaching and Learning Pub Date : 2024-12-25 DOI: 10.1016/j.cptl.2024.102254
Kenric B. Ware , Abigail McBrayer , Savannah Wright
{"title":"From classroom to community: A college of pharmacy's faculty and student participation at a harm reduction coalition","authors":"Kenric B. Ware ,&nbsp;Abigail McBrayer ,&nbsp;Savannah Wright","doi":"10.1016/j.cptl.2024.102254","DOIUrl":"10.1016/j.cptl.2024.102254","url":null,"abstract":"<div><h3>Background and purpose</h3><div>Harm reduction is a paradigm that promotes safer drug consumption to maximize individuals' overall wellbeing. Equipping pharmacy faculty and students to engage in harm reduction can play a key role in addressing substance use disorders and facilitating meaningful educational experiences.</div></div><div><h3>Educational activity and setting</h3><div>Within the context of a 5-week ambulatory care advanced pharmacy practice experience (APPE), an APPE faculty preceptor and students engaged a harm reduction coalition with two primary objectives: street outreach initiatives and packaging of safer drug using kits. The faculty preceptor and students were guided through these responsibilities by harm reduction coordinators (HRC), where they also learned about other organizational service offerings. The HRC informally commented on having pharmacy faculty and student involvement. The faculty preceptor and students self-reflected upon their time with the coalition after the experience.</div></div><div><h3>Findings</h3><div>The HRC agreed that having pharmacy faculty and student involvement in daily operations added value to the coalition. The APPE faculty preceptor and students actively contributed to street outreach initiatives and preparations of safer drug using kits through being incorporated into routine workflow, affording them the ability to learn through doing. Based on the mutually agreeable experiences, further collaboration will be developed.</div></div><div><h3>Discussion and summary</h3><div>An APPE educational activity was developed in collaboration with a harm reduction coalition within close proximity to the university and contributed to street outreach initiatives and preparation of safer drug using kits as components of the coalition's operations. The contributions were favorably received by the HRC.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102254"},"PeriodicalIF":1.3,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899224","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}
引用次数: 0
Preceptor perspectives on disability-related accommodations in pharmacy experiential education 实习生对药学体验教育中与残疾有关的便利措施的看法。
IF 1.3
Currents in Pharmacy Teaching and Learning Pub Date : 2024-11-20 DOI: 10.1016/j.cptl.2024.102234
Janel Soucie , Jennifer Arnoldi , Katherine E. Banker , Nicole Carace , Lindsey Dayer , Richard O'Brocta , Eliza Dy-Boarman
{"title":"Preceptor perspectives on disability-related accommodations in pharmacy experiential education","authors":"Janel Soucie ,&nbsp;Jennifer Arnoldi ,&nbsp;Katherine E. Banker ,&nbsp;Nicole Carace ,&nbsp;Lindsey Dayer ,&nbsp;Richard O'Brocta ,&nbsp;Eliza Dy-Boarman","doi":"10.1016/j.cptl.2024.102234","DOIUrl":"10.1016/j.cptl.2024.102234","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Introduction&lt;/h3&gt;&lt;div&gt;Accreditation Council for Pharmacy Education Standards require reasonable accommodation for students with disabilities in an educational setting. There is limited information regarding preceptor experiences and perspectives associated with accommodations in the pharmacy experiential learning environment. This study examined preceptor experiences and viewpoints and explored opportunities for schools/colleges of pharmacy (S/COP) to provide support and education for preceptors when meeting access needs.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;A collaborative team from seven S/COP experiential programs developed, pilot tested, and electronically distributed a questionnaire. The questionnaire collected information on preceptor demographics, experiences with disability-related accommodations, concerns and confidence in implementation, support from the academic institution, and additional needs. An open-ended question was analyzed using thematic analysis, and quantitative responses were described using descriptive statistics.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;A total of 294 respondents consented to participate, met inclusion criteria, and submitted a questionnaire response (∼5 % response rate). Many respondents had not experienced requests for accommodation. The most common challenges related to implementation of accommodations were lack of clarity regarding the accommodation request (22 %) and uncertainty regarding how to apply the accommodation within the preceptor's practice (23 %). Most respondents (76 %) felt they would benefit from professional development in this area. Thematic analysis of free-text responses indicated a desire for resources, education, and for advanced notice when accommodation is needed.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusion&lt;/h3&gt;&lt;div&gt;While many preceptors may not have received requests for accommodation, opportunities exist for S/COP related to preceptor education, provision of resources, and transparent and proactive communication between the academic institution and the preceptor to support students with disabilities.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Contribution to the literature&lt;/h3&gt;&lt;div&gt;Requests for accommodations in the experiential education setting are an increasingly important topic for those involved in pharmacy experiential education, including directors, preceptors, and sites. The current body of literature published to date provides guidance, resources, strategies, and reviews of legal implications to consider when developing accommodations for experiential education. Additional literature provides insights from schools and colleges of pharmacy. However, there is limited information available regarding preceptor experiences and perspectives associated with accommodations in the pharmacy experiential learning environment. This manuscript outlines a study examining preceptor experiences and viewpoints. The results provide insight into preceptor perspectives as well as potential future opportunities for sch","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102234"},"PeriodicalIF":1.3,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142689205","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}
引用次数: 0
Practice transformation starts in the classroom: Mapping practice change learning in a PharmD program 实践变革始于课堂:绘制药学博士课程中的实践变革学习图。
IF 1.3
Currents in Pharmacy Teaching and Learning Pub Date : 2024-11-18 DOI: 10.1016/j.cptl.2024.102230
T'Bony Jewell , Ashley M. Lohmann , E. Michael Murphy , Jennifer L. Rodis
{"title":"Practice transformation starts in the classroom: Mapping practice change learning in a PharmD program","authors":"T'Bony Jewell ,&nbsp;Ashley M. Lohmann ,&nbsp;E. Michael Murphy ,&nbsp;Jennifer L. Rodis","doi":"10.1016/j.cptl.2024.102230","DOIUrl":"10.1016/j.cptl.2024.102230","url":null,"abstract":"<div><h3>Objective</h3><div>As the profession of pharmacy continues to evolve, it is important to integrate pharmacy practice change learning into the Doctor of Pharmacy (PharmD) curriculum. The objective of this project was to evaluate how pharmacy practice change was being taught within a PharmD curriculum and to identify strategies for improvement.</div></div><div><h3>Methods</h3><div>The College of Pharmacy's PharmD Curricular Leadership Committee (PDCLC) developed a definition for practice change learning and assembled a team of faculty experts to map practice change to the PharmD curriculum. After conducting student focus groups to gather input on practice change learning experiences and importance from the learner perspective, the team engaged faculty in interviews and mapped actual practice change learning experiences with 2016 Accreditation Council for Pharmacy Education (ACPE) standards and Ohio State University (OSU) College of pharmacy's (COP) ability-based outcomes, highlighting gaps and opportunities.</div></div><div><h3>Results</h3><div>Primary opportunities for improvement in practice change learning were identified and included: integration of value-based outcomes that influence healthcare reimbursement and quality, communication simulations around community health and the value of the pharmacist with organizations outside traditional healthcare settings and with payors, and exposure to careers beyond traditional pharmacy settings.</div></div><div><h3>Conclusion</h3><div>A faculty member has been appointed to lead integration of this content and optimization of practice change knowledge and skill building across courses and years in the program. Future directions involve curricular integration and obtaining alumni feedback to refine effectiveness of the curriculum.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102230"},"PeriodicalIF":1.3,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142676582","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}
引用次数: 0
Keeping pace in the age of innovation: The perspective of Dutch pharmaceutical science students on the position of machine learning training in an undergraduate curriculum 紧跟创新时代的步伐:荷兰制药科学专业学生对本科课程中机器学习培训定位的看法。
IF 1.3
Currents in Pharmacy Teaching and Learning Pub Date : 2024-11-16 DOI: 10.1016/j.cptl.2024.102231
S. Kidwai , D. Rojas-Velazquez , A. Lopez-Rincon , A.D. Kraneveld , D.L. Oberski , I. Meijerman
{"title":"Keeping pace in the age of innovation: The perspective of Dutch pharmaceutical science students on the position of machine learning training in an undergraduate curriculum","authors":"S. Kidwai ,&nbsp;D. Rojas-Velazquez ,&nbsp;A. Lopez-Rincon ,&nbsp;A.D. Kraneveld ,&nbsp;D.L. Oberski ,&nbsp;I. Meijerman","doi":"10.1016/j.cptl.2024.102231","DOIUrl":"10.1016/j.cptl.2024.102231","url":null,"abstract":"<div><h3>Background</h3><div>Over the years, approaches of the pharmaceutical industry to discover and develop drugs have changed rapidly due to new scientific trends. Among others, they have started to explore Machine Learning (ML), a subset of Artificial Intelligence (AI), as a promising tool to generate new hypotheses regarding drug candidate selections for clinical trials and to predict adverse side effects. Despite these recent developments, the possibilities of ML in pharmaceutical sciences have so far hardly penetrated the training of pharmaceutical science students. <sup>1, 2</sup> Therefore, as part of an elective course, an introductory module on ML was developed at Utrecht University, Department of Pharmaceutical Sciences.</div></div><div><h3>Objective</h3><div>The aim of this study was to assess student’ views on the module set-up, and their perspectives on ML within pharmaceutical science curricula.</div></div><div><h3>Methods</h3><div>Semi-structured interviews over three years were conducted with 15 students participating in the module.</div></div><div><h3>Results</h3><div>The students valued the well-designed and effective delivered module. They were personally motivated to learn more about ML in a future master or research internship. The students now perceive a lack of possibilities for ML training in pharmaceutical sciences education and indicate the value of incorporating ML opportunities for their future career.</div></div><div><h3>Conclusion</h3><div>Integrating ML training into pharmaceutical sciences curricula is needed to keep future drug researchers up to date with drug research advancements, enhancing their skills, academic development, and career prospects.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102231"},"PeriodicalIF":1.3,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644878","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}
引用次数: 0
Live and learn: Utilizing MyDispense to increase student knowledge and confidence in caring for patients with diverse religious backgrounds 活到老,学到老:利用 MyDispense 增加学生在护理具有不同宗教背景的病人方面的知识和信心。
IF 1.3
Currents in Pharmacy Teaching and Learning Pub Date : 2024-11-16 DOI: 10.1016/j.cptl.2024.102232
William E. Norton Jr , Clark D. Kebodeaux , Adam Phillips , Krista L. Donohoe , Lauren M. Caldas
{"title":"Live and learn: Utilizing MyDispense to increase student knowledge and confidence in caring for patients with diverse religious backgrounds","authors":"William E. Norton Jr ,&nbsp;Clark D. Kebodeaux ,&nbsp;Adam Phillips ,&nbsp;Krista L. Donohoe ,&nbsp;Lauren M. Caldas","doi":"10.1016/j.cptl.2024.102232","DOIUrl":"10.1016/j.cptl.2024.102232","url":null,"abstract":"<div><h3>Background</h3><div>The American Council for Pharmacy Education outlines that pharmacists should be able to “recognize social determinants of health to diminish disparities and inequities in access to quality care.” This randomized, cross-sectional study assessed students' knowledge and confidence in caring for patients with diverse religious backgrounds. Students were assigned to either a series of religious cases created in MyDispense or a control group to read a pamphlet on religious considerations in patient care.</div></div><div><h3>Impact</h3><div>First-year pharmacy students, 44 of 82 (response rate 53.7 %), consented to participate in an optional study, and were randomized to complete one of two religious educational interventions: an interactive simulation activity delivered via MyDispense (<em>n</em> = 23) or the control group of reading an educational pamphlet (<em>n</em> = 21). Both the MyDispense simulation and the control group improved pre- and post-assessment knowledge-based questions and confidence to achieve the three learning objectives.</div></div><div><h3>Recommendations</h3><div>There were three significant limitations to this study. The first was the use of a control group that limited the sample sizes making it difficult to show meaningful changes. The second that students had limited experience with the MyDispense platform making the ease of completing the active-learning religious simulations confounded by also learning the dispensing system. Finally, control group students utilized the pamphlet during the post-assessment, which was not the intention of the study design and significantly limited the ability to identify changes within and between the groups.</div></div><div><h3>Discussion</h3><div>Future studies will need to use alternative study design methods to determine how religious cultural sensitivity may best be incorporated into the pharmacy curriculum.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102232"},"PeriodicalIF":1.3,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644883","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}
引用次数: 0
Exploring community pharmacy work experience impact on errors and omissions performance and MyDispense perceptions 探索社区药房工作经验对错漏率和 MyDispense 感知的影响。
IF 1.3
Currents in Pharmacy Teaching and Learning Pub Date : 2024-11-16 DOI: 10.1016/j.cptl.2024.102235
Rashi C. Waghel , Jennifer A. Wilson
{"title":"Exploring community pharmacy work experience impact on errors and omissions performance and MyDispense perceptions","authors":"Rashi C. Waghel ,&nbsp;Jennifer A. Wilson","doi":"10.1016/j.cptl.2024.102235","DOIUrl":"10.1016/j.cptl.2024.102235","url":null,"abstract":"<div><h3>Background</h3><div>Student pharmacists must learn to identify errors and omissions (E&amp;O). MyDispense can provide students, especially those without previous pharmacy experience, the opportunity to practice this skill. One institution explored the relationship between previous community pharmacy experience and performance on E&amp;O activities in a skills lab. It also examined student perceptions of using MyDispense for these activities.</div></div><div><h3>Educational activity</h3><div>Students participated in five E&amp;O activities over the P1 spring semester. Afterwards, students were surveyed to determine amount of previous community pharmacy work experience and perceptions of using MyDispense for these activities. Amount of experience was correlated to performance on E&amp;O activities using Spearman rank correlation coefficient. Descriptive statistics helped quantify student perceptions.</div></div><div><h3>Evaluation findings</h3><div>Of 71 enrolled students, 63 (89 %) completed the questionnaire. Forty-four respondents indicated having some amount of previous community pharmacy work experience. There was a slight positive correlation between amount of experience and average performance across all five E&amp;O activities, <em>r</em><sub><em>s</em></sub>(61) = 0.20, <em>p</em> = 0.115. The correlation was strongest for performance on the first activity, <em>r</em><sub><em>s</em></sub>(61) = 0.34, <em>p</em> = 0.006 but weakened with subsequent activities. Most students with prior experience (81.8 %) felt this was somewhat or very helpful for completing E&amp;O activities. At course conclusion, 93.7 % of respondents reported being somewhat or very confident in identifying errors and omissions, and 82.5 % recommended continuing MyDispense for E&amp;O activities.</div></div><div><h3>Analysis of educational activity</h3><div>Previous community pharmacy work experience may have benefited students on their first E&amp;O activity. However, repeated activities through MyDispense, a realistic simulation platform, was one way to provide all learners, regardless of previous experience, the opportunity to master the skill of identifying E&amp;Os.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102235"},"PeriodicalIF":1.3,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142649313","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}
引用次数: 0
Integration of medicinal chemistry in therapeutic decision-making: A way forward? 将药物化学纳入治疗决策:前进之路?
IF 1.3
Currents in Pharmacy Teaching and Learning Pub Date : 2024-11-15 DOI: 10.1016/j.cptl.2024.102229
Ed S. Krol , Simon P. Albon
{"title":"Integration of medicinal chemistry in therapeutic decision-making: A way forward?","authors":"Ed S. Krol ,&nbsp;Simon P. Albon","doi":"10.1016/j.cptl.2024.102229","DOIUrl":"10.1016/j.cptl.2024.102229","url":null,"abstract":"<div><div>Many attempts have been made to integrate medicinal chemistry knowledge into therapeutic decision-making in pharmacy programs across North America. Examples include the use of Structure-Based Therapeutic Evaluations, alignment of medicinal chemistry content with courses in pharmacology, pharmaceutics and pharmacotherapeutics, and team-based or problem-based learning methods. The majority of these approaches indicate that students have greater confidence or comfort with medicinal chemistry, but there remain few cases where an improvement in performance has been measured. This is especially challenging for assessing a student's ability to implement medicinal chemistry learning in pharmacotherapeutic decision-making. Building upon our national special interest group's recent environmental scan of medicinal chemistry instruction in Canadian Pharmacy programs, we are investigating strategies for integration of medicinal chemistry learning in therapeutic decision-making. This commentary will discuss methods and evidence to support medicinal chemistry integration, relevant assessment strategies, and potential paths forward.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102229"},"PeriodicalIF":1.3,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644865","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}
引用次数: 0
Student-to-faculty ratios and NAPLEX pass rates 师生比例和 NAPLEX 通过率。
IF 1.3
Currents in Pharmacy Teaching and Learning Pub Date : 2024-11-15 DOI: 10.1016/j.cptl.2024.102237
David P. Nau, Kelly M. Shields
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