Currents in Pharmacy Teaching and Learning最新文献

{"title":"Use of an electronic health record training environment with a longitudinal patient case as a teaching tool in an APPE-readiness course","authors":"Marissa J. Cavaretta ,&nbsp;Joseph Wetterling ,&nbsp;Jamie L. Wagner ,&nbsp;Jason C. Gallagher","doi":"10.1016/j.cptl.2024.102273","DOIUrl":"10.1016/j.cptl.2024.102273","url":null,"abstract":"<div><h3>Background</h3><div>The integration of Electronic Health Records (EHRs) in healthcare has changed how healthcare is performed, necessitating a comprehensive understanding of these systems among pharmacists. The ability to navigate EHRs is crucial for pharmacy students' success in introductory and advanced pharmacy practice experiences (IPPEs and APPEs). This manuscript describes the development and use of an EHR training environment in an APPE-readiness course.</div></div><div><h3>Educational activity</h3><div>We developed an APPE-readiness course integrating a comprehensive longitudinal patient case within the Epic EHR training environment. The course was designed for third-year pharmacy students in their final didactic semester, focusing on practical skills and the Pharmacists' Patient Care Process (PPCP). Using a fictitious patient with multiple chronic conditions, students engaged in a variety of activities, including data collection, problem assessment, care plan creation, literature and guideline application, and communication using the SBAR technique. The course aimed to transition classroom knowledge into practical skills, assessed individually through application-based exams and quizzes.</div></div><div><h3>Critical analysis of the educational activity</h3><div>The course required significant initial resource investment but demonstrated benefits in student perceptions of preparedness. Student feedback indicated a desire for more group work and advanced learning options for quicker learners. Adjustments were made in the second course year, including modifications to the patient case and incorporation of resident instructors to help with the EHR training environment. Survey results showed improvements in students' self-assessed skills and confidence in their APPE readiness in both class years.</div></div><div><h3>Conclusions</h3><div>The EHR-based capstone course effectively increased students' confidence and preparedness for APPEs, highlighting the value of practical, longitudinal case-based learning. Our work supports the integration of EHR training in pharmacy curricula to enhance APPE-readiness. Other institutions can use similar EHR training environment tools in their curricula.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102273"},"PeriodicalIF":1.3,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899187","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":"Longitudinal pharmacogenomic learning for student pharmacists","authors":"Kaitlyn LeCompte ,&nbsp;James C. Coons ,&nbsp;Philip Empey ,&nbsp;Lucas A. Berenbrok","doi":"10.1016/j.cptl.2024.102189","DOIUrl":"10.1016/j.cptl.2024.102189","url":null,"abstract":"","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102189"},"PeriodicalIF":1.3,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899234","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":"UPJE: Most pharmacy law educators have heard of it, but support remains divided","authors":"Rachel E. Barenie ,&nbsp;Ettie Rosenberg ,&nbsp;Geoffrey Mospan ,&nbsp;Gina Moore","doi":"10.1016/j.cptl.2024.102266","DOIUrl":"10.1016/j.cptl.2024.102266","url":null,"abstract":"<div><h3>Background</h3><div>Most states require pharmacists to successfully pass the Multistate Pharmacy Jurisprudence Examination (MPJE) required by the National Association of Boards of Pharmacy (NABP) to obtain licensure as a pharmacist, though pass rates for the MPJE have declined in recent years. Meanwhile, NABP is pursing efforts to standardize the exam with the emergent Uniform Pharmacy Jurisprudence Examination (UPJE).</div></div><div><h3>Objective</h3><div>This study aimed to describe the current thinking of pharmacy law educators across the US on the UPJE.</div></div><div><h3>Methods</h3><div>The Pharmacy Law Educators Subcommittee of the American Society of Pharmacy Law (ASPL) surveyed pharmacy law educators across US pharmacy programs to characterize their current thinking on UPJE in May 2024.</div></div><div><h3>Results</h3><div>Of 78 educators that responded (61 % response rate), most had heard of the UPJE, while support for it was divided. Portability of licensure was an opportunity frequently identified, though on the other hand, an inability to assess state-specific law variations leading to potential concerns and about practice-readiness, was a common challenge noted.</div></div><div><h3>Conclusions</h3><div>Whether widespread adoption of the UPJE will be successful is unknown, but pharmacy law educators will still need to effectively teach both federal and state law, balancing licensure preparation with practice-readiness, and organizations leading these efforts must use data to inform their policy decisions.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102266"},"PeriodicalIF":1.3,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899170","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":"Current state of APPE-readiness assessments in schools or colleges of pharmacy","authors":"Katelyn A. Parsons ,&nbsp;Ashleigh Barrickman ,&nbsp;Lori H. Dupree ,&nbsp;Kimberley Begley ,&nbsp;Lisa Hong ,&nbsp;Mariette Sourial ,&nbsp;Jack H. Taylor ,&nbsp;Krista L. Donohoe","doi":"10.1016/j.cptl.2024.102241","DOIUrl":"10.1016/j.cptl.2024.102241","url":null,"abstract":"<div><h3>Objective</h3><div>To determine components and assessments included in Advanced Pharmacy Practice Experience (APPE) readiness plans in United States Doctor of Pharmacy (PharmD) programs.</div></div><div><h3>Methods</h3><div>An electronic survey was emailed to the American Association of Colleges of Pharmacy Laboratory Instructors Special Interest Group. Survey items included demographic information about the program, APPE-readiness plan implementation status and components. The survey asked participants to indicate which skills and knowledge assessments were remediable and the methods used for remediation. Data was analyzed using descriptive statistics.</div></div><div><h3>Results</h3><div>Thirty-six institutions (25 %) were represented in the survey results, with the majority (83.3 %) from a 4-year traditional PharmD program. Most participants were in the implementing (66.7 %) or creating (16.7 %) a formalized APPE-readiness plan stage. Most participants reported that APPE-readiness was determined based on skills (77.8 %) and/or knowledge (72.2 %) assessments within courses. The assessments represented in 50 % or more of APPE-readiness plans include: communication/patient counseling (100 %), collection of patient history (90 %), calculations (80 %), Top 200/300 drugs (73 %), SOAP note/documentation (73 %), provider interaction (70 %), outpatient (70 %) and inpatient (63 %) order fulfillment, drug information (67 %), medication reconciliation (60 %), immunization training (57 %), and Pharmacists' Patient Care Process assessments (50 %). The majority of assessments were incorporated into skills laboratory courses and were remediable. Most programs permitted one or more repeat attempts.</div></div><div><h3>Conclusions</h3><div>There are some similarities in skills and knowledge assessments represented in PharmD APPE-readiness plans. This can help guide other schools or colleges of pharmacy that wish to develop their own APPE-readiness plan in the future.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102241"},"PeriodicalIF":1.3,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899181","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":"A qualitative exploration of the interaction between mental illness stigma and preparedness for practice in pharmacy students","authors":"Hannah Macfarlane ,&nbsp;Alexis Paton ,&nbsp;Joseph Bush","doi":"10.1016/j.cptl.2024.102271","DOIUrl":"10.1016/j.cptl.2024.102271","url":null,"abstract":"<div><h3>Introduction</h3><div>Mental illness stigma can result in discriminative practice in pharmacy, such as providing less pharmaceutical care to people living with mental illness (PMI) than those with physical illness. Pharmacy education should aim to reduce the impact of mental illness stigma on the pharmaceutical care of PMI. Whilst previous research has shown that some interventions can reduce stereotyping and prejudice in pharmacy students, the impact on subsequent discrimination is questionable and the reasons for successful and unsuccessful outcomes are unclear. This study aimed to explore pharmacy students' views on working with PMI and how these views might interact with mental illness stigma.</div></div><div><h3>Methods</h3><div>Focus groups and semi-structured interviews with final year pharmacy students and recent graduates were conducted at one UK university. Question guides were developed based on the aim of the study and investigated participants' attitudes and beliefs about mental illness. Following transcription, data were analysed in line with the guiding principles of constructivist Grounded Theory.</div></div><div><h3>Results</h3><div>Three major categories were developed which accounted for the data: Knowing, Doing and Valuing. Participants reported that in common with the general public, pharmacy students possess insufficient knowledge about mental illness, which limits what can be done to help and support people living with it. Finally, participants reported that mental illness is ascribed insufficient value in the pharmacy curriculum, healthcare, and in wider society. Interactions between stigma and each of these categories were identified.</div></div><div><h3>Conclusion</h3><div>The findings offer a novel, qualitative description and explanation of mental illness stigma among pharmacy students from one UK university. Further, the factors identified by pharmacy students as modifiers of preparedness for professional practice provide an evidence base for curriculum development with possible international relevance. This may help pharmacy educators to develop evidence-based strategies aimed at reducing the impact of mental illness stigma in future professional practice.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102271"},"PeriodicalIF":1.3,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899061","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":"Factors influencing the healthcare programme selection of students in an Irish university","authors":"Roisin L. Murphy,&nbsp;Kevin D. Murphy","doi":"10.1016/j.cptl.2024.102238","DOIUrl":"10.1016/j.cptl.2024.102238","url":null,"abstract":"<div><h3>Background</h3><div>Globally, there is a rapidly increasing proportion of women studying and practising healthcare. This has been accompanied by a reducing proportion of males in most healthcare professions. This has been a contributory factor to the decreasing health staffing due to the tendency of females to work fewer hours and leave their profession earlier. Considering the current shortage of healthcare workers, it is of utmost importance to determine the factors generating these choices, so that recruitment of a significant number of males is not missed. The main objective of this study was to ascertain differences between factors that influence men and women who are students in one Irish university.</div></div><div><h3>Methods</h3><div>Semi-structured interviews were conducted with postgraduate and undergraduate Pharmacy, Nursing, Medicine, and Dentistry students. The interviews were then transcribed and a thematic analysis was applied to identify patterns and interrelationships in the data. Participants answered questions pertaining to the factors which influenced them to study healthcare.</div></div><div><h3>Results</h3><div>Fourteen students participated in recorded interviews, with 8 of them being women. The interviews lasted between 12 and 27 min (mean: 18 min). Four themes were identified: (1) student characteristics, (2) content interest needs, (3) perceived career characteristics, and (4) external encouragement. This study confirmed that there is a social perception of some healthcare professions as a women's profession. The factors that influence men and women to study healthcare differed in some ways; females were more drawn to careers by which they could use empathy, while males were more interested by career prospects.</div></div><div><h3>Conclusions</h3><div>This study offers insight into the decisions of students about their choice of healthcare profession. The study highlights factors that can be targeted by institutions wishing to increase the proportion of men or women in their professions. Using channels such as social media, school visits, and promotion of role models to demonstrate the variety of positions within each profession in terms of work-life balance, salary, career opportunity.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102238"},"PeriodicalIF":1.3,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899215","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":"Breaking the bamboo ceiling: Empowering Asian pharmacy students for leadership","authors":"Thu Nguyen ,&nbsp;Allison M. Chung ,&nbsp;Jing Wu ,&nbsp;Rajinder Rai","doi":"10.1016/j.cptl.2024.102227","DOIUrl":"10.1016/j.cptl.2024.102227","url":null,"abstract":"<div><div>Despite representing over 20 % of pharmacy students, Asian and Pacific Islander (API) remain underrepresented in leadership positions in the United States. This article examines barriers API pharmacy students face in pursuing leadership roles and offers strategies to navigate these challenges. Stereotypical assumptions that API students are “quiet and passive” may hinder their advancement to leadership and create a bamboo ceiling that limits their progress. As a result, they may feel the need to detach from their ethnic identity to achieve leadership success, which may lead to immense stress and pressure. Pharmacy schools and professional organizations can provide targeted support by understanding the barriers to leadership, emphasizing leadership styles compatible with API cultural values, and promoting mentorship. This article highlights the opportunities for API pharmacy students to overcome aforementioned challenges and actuate their leadership potential.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102227"},"PeriodicalIF":1.3,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899164","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":"Survey of drug information, literature evaluation, and biostatistics curricula among US colleges of pharmacy","authors":"Justyna Fydrych ,&nbsp;Faria Munir,&nbsp;Heather Ipema,&nbsp;Laura Koppen","doi":"10.1016/j.cptl.2024.102270","DOIUrl":"10.1016/j.cptl.2024.102270","url":null,"abstract":"<div><h3>Objective</h3><div>This survey assessed the current status of drug information education among US colleges of pharmacy, including the impact of the COVID-19 pandemic.</div></div><div><h3>Methods</h3><div>In December 2022, an electronic survey was sent to 140 US colleges of pharmacy. Survey questions assessed curricular content, methods of delivery, and course activities.</div></div><div><h3>Results</h3><div>One hundred two survey responses were received, which represented 78 colleges. Many colleges reported teaching drug information, literature evaluation, and biostatistics in separate courses, but about half of colleges combine these topics into one or two courses. Most drug information instruction occurred in the first two years of pharmacy school, and most instructional delivery was described as in-person. Didactic lectures were commonly used in drug information courses but about half of colleges also used active learning methods such as flipped classroom/team-based learning. Topics with which students struggled most included critically evaluating medical literature and summarizing basic biostatistics and research design methods. Responding colleges reported some course-related changes in the past five years and some permanent changes due to the COVID-19 pandemic.</div></div><div><h3>Conclusion</h3><div>Colleges of pharmacy report a variety of course structures and instructional approaches to teach drug information topics. Active learning strategies are used by many colleges. Some colleges reported permanent changes to their drug information teaching due to the COVID-19 pandemic. How best to teach the drug information topics that students struggle with as reported by survey respondents remains an area for future study.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102270"},"PeriodicalIF":1.3,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899168","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":"Will AI reshape or deform pharmacy education?","authors":"Majid Ali","doi":"10.1016/j.cptl.2024.102274","DOIUrl":"10.1016/j.cptl.2024.102274","url":null,"abstract":"<div><div>The integration of artificial intelligence (AI) into pharmacy education offers transformative opportunities but also introduces significant challenges. This commentary explores whether AI will reshape or deform pharmacy education by analyzing its effects on personalized learning, complex concept comprehension, simulation-based clinical training, interprofessional education, and administrative efficiency. While AI-driven tools provide adaptive learning experiences, immersive visualizations, and streamlined administrative processes, concerns persist about overreliance on technology, skill atrophy, ethical and legal challenges, erosion of humanistic skills, inequities stemming from the digital divide, and faculty preparedness. To address these risks while harnessing AI's potential, a balanced approach is essential. Key strategies include integrating AI into curricula alongside traditional teaching methods, fostering digital literacy and critical thinking, enhancing humanistic education, supporting faculty development, ensuring equitable access, and establishing ethical frameworks. By thoughtfully implementing these strategies, pharmacy educators can prepare students to thrive in an AI-driven healthcare landscape while preserving core professional competencies.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102274"},"PeriodicalIF":1.3,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899194","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":"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}