Currents in Pharmacy Teaching and Learning最新文献

{"title":"An observational study on the impact of an elective course in enhancing multiple dimensions of pharmacy student wellness","authors":"Janet Kennedy","doi":"10.1016/j.cptl.2025.102305","DOIUrl":"10.1016/j.cptl.2025.102305","url":null,"abstract":"<div><h3>Objective</h3><div>This observational study explored the impact of a comprehensive semester-long wellness elective, based on a reproducible framework, on Doctor of Pharmacy (PharmD) students' self-ratings of wellness dimensions before and after taking the course.</div></div><div><h3>Methods</h3><div>A wellness elective was designed based on the Substance Abuse and Mental Health Services Administration (SAMHSA) Wellness Dimensions Guide using all 8 Dimensions of Wellness. 24 students completed the elective in Spring 2024 and 19-item surveys were conducted in week 1 and week 15 of the course assessing students' perceived improvement in applying wellness strategies to their lives.</div></div><div><h3>Results</h3><div>Students' overall satisfaction with their wellness increased after the course from a 2.7 to a 3.5, a moderate effect based on Cohen's d scores. Students had increases in each of the 8 wellness domains, with large effects in Social, Financial and Occupational Wellness, and moderate effects in Emotional, Physical and Environmental Wellness. Comparing individual data, at least 50 % of the students had scores of their self-reported level of wellness improve in each of the 8 domains. Student agreement with a statement about knowing steps they can take to improve their wellness had a large effect and importantly, students reported a moderate positive effect on their self-reported mental health in the post course survey.</div></div><div><h3>Conclusion</h3><div>Implementation of a semester long elective based on the 8 SAMHSA Wellness Dimensions resulted in improvement in students' self-ratings of wellness. This study contributes to the identification of evidence-based approaches to feasibly incorporate wellness initiatives within the pharmacy curriculum.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102305"},"PeriodicalIF":1.3,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143510786","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 the unanticipated value of an oral exam integrating content across courses","authors":"Gardner A. Lepp ,&nbsp;Sarah M. Westberg ,&nbsp;Jungeun Lee ,&nbsp;Kristin K. Janke","doi":"10.1016/j.cptl.2025.102302","DOIUrl":"10.1016/j.cptl.2025.102302","url":null,"abstract":"<div><h3>Background</h3><div>An oral examination, in addition to assessing knowledge gains, can assess various skills including communication, critical thinking, and decision-making. These anticipated outcomes are valuable in helping students matriculate. This study aims to describe and explore <em>unanticipated</em> effects of an oral exam, and how those effects can have a positive long-term influence on student learning.</div></div><div><h3>Educational activity</h3><div>An Integrated Oral Exam (IOE) was used to assess a student's ability to effectively integrate and apply knowledge from multiple pharmacotherapy content areas to address complex patient cases. Students were required to develop care plans, and verbally explain, rationalize, and defend the plans with an evaluator during a one-on-one question and answer assessment. The IOE is administered in the spring semester of the second year. It consists of two cases followed by a debriefing session using a modified plus-delta approach.</div></div><div><h3>Evaluation findings</h3><div>An evaluation sought to develop a deeper understanding of the exam by exploring: <em>why is this working and what is happening</em>? Five years of student debriefing documentation underwent multiple cycles of coding. In addition to inductive coding exploring the exam's functioning, Fink's Taxonomy of Significant Learning was used for deductive coding.</div></div><div><h3>Analysis of educational activity</h3><div>While it was expected that there would be evidence of the exam's influence on Foundational Knowledge and Integration, unanticipated exam effects included Caring, Learning How to Learn, and the Human Dimension from Fink's Taxonomy. The IOE has both a summative and formative effect (ie, Assessment <em>of</em> Learning and an Assessment <em>for</em> Learning) and also functions as a high-impact assessment practice.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102302"},"PeriodicalIF":1.3,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143465438","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 international collaboration of pharmacy journal editors (ICPJE) formally constituted to foster quality around clinical and social pharmacy practice research publications","authors":"Alves da Costa Filipa ,&nbsp;Fernandez-Llimos Fernando ,&nbsp;Desselle Shane ,&nbsp;Arnet Isabelle ,&nbsp;Abar Zaheer ,&nbsp;Bond Christine ,&nbsp;Cordina Maria ,&nbsp;Garcia Cardenas Victoria ,&nbsp;El Hajj Maguy ,&nbsp;Jacobsen Ramune ,&nbsp;Law Anandi ,&nbsp;Nørgaard Lotte ,&nbsp;Polidori Carlo ,&nbsp;Shcherbakova Natalia ,&nbsp;Stewart Derek ,&nbsp;Tonin Fernanda ,&nbsp;Weidmann Anita","doi":"10.1016/j.cptl.2025.102317","DOIUrl":"10.1016/j.cptl.2025.102317","url":null,"abstract":"","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102317"},"PeriodicalIF":1.3,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143454748","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":"Scaffolding a clinical debate assignment in an infectious disease pharmacy elective: A mixed methods analysis","authors":"Elizabeth W. Covington ,&nbsp;Jeffrey Kyle ,&nbsp;Lindsey Moseley","doi":"10.1016/j.cptl.2025.102306","DOIUrl":"10.1016/j.cptl.2025.102306","url":null,"abstract":"<div><h3>Objective</h3><div>To evaluate the impact of instructional scaffolding on student performance and perceptions in a clinical debate activity within an infectious disease pharmacy elective course.</div></div><div><h3>Methods</h3><div>A sequential explanatory mixed-methods study was conducted from 2018 to 2022, involving pharmacy students enrolled in an infectious disease elective course. Students in the pre-scaffolding arm (2018) received traditional instruction, while those in the post-scaffolding arm (2019–2022) engaged in a scaffolded debate activity, comprising five milestone assignments and a mock debate. Student performance was assessed using group and individual debate rubrics. Student perceptions were evaluated through pre- and post-course surveys and thematic analysis of student reflections.</div></div><div><h3>Results</h3><div>Ninety-two students completed the elective (19 pre-scaffolding, 73 post-scaffolding). Group debate grades were higher in the post-scaffolding arm (median 94, interquartile range (IQR) [92,66] vs. 90 [90,91], <em>p</em> = 0.006), with no difference in individual debate grades. Students preferring debates/simulations had higher individual debate grades. Survey response rates were 100 % pre-course and 64 % post-course. Students in both arms reported increased confidence in defending clinical stances post-course, with higher confidence in the post-scaffolding arm. Qualitative results confirmed the debate activity as challenging, yet helpful in promoting communication, research, and professional skills.</div></div><div><h3>Conclusion</h3><div>Scaffolding a clinical debate activity increased student grades, confidence, and communication skills. These findings suggest that scaffolding can effectively enhance educational outcomes in pharmacy education. Further research should explore optimal scaffolding tasks and methods of scaffolding support.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102306"},"PeriodicalIF":1.3,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143445624","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":"Scoping review of entrepreneurship in community pharmacy: Bringing together education and practice","authors":"Shane Scahill,&nbsp;Maryam Pirouzi","doi":"10.1016/j.cptl.2025.102308","DOIUrl":"10.1016/j.cptl.2025.102308","url":null,"abstract":"<div><h3>Objective</h3><div>The evolving landscape of community pharmacy practice emphasizes the integration of entrepreneurship with clinical roles, recognizing pharmacists as crucial primary healthcare providers. This scoping review explores the community pharmacy entrepreneurship for both education and practice. Key themes and gaps in the literature are identified to highlight areas for collaboration between educators and practitioners.</div></div><div><h3>Methods</h3><div>A scoping review following the Arksey and O'Malley framework and JBI's guidelines, to ensure methodological rigor. Literature searches were performed across SCOPUS, PubMed, and EMBASE (via Ovid), supplemented by citation searches. The strategy focused on entrepreneurship, primary healthcare, and pharmacy education. After screening and removing duplicates, relevant publications were selected through team discussion, resolving discrepancies by consensus. All included papers were coded for key themes and patterns, followed by thematic analysis to uncover key insights and trends in the field.</div></div><div><h3>Results</h3><div>The review identified 39 relevant articles, with 24 focusing on pharmacy education, 11 on pharmacy practice, and 4 addressing both. Key themes in education included the need for entrepreneurship education, teaching methods, student interest in pharmacy ownership, essential skills, and knowledge gaps. In practice, themes included the dual role of pharmacists, gaps in entrepreneurial knowledge, entrepreneurial orientation, and the importance of fostering an entrepreneurial spirit and culture.</div></div><div><h3>Conclusion</h3><div>Disparities were observed between pharmacy education and practice. Education literature emphasized preparing students for entrepreneurial roles, while practice literature focused on real-world challenges and the need for essential entrepreneurial knowledge, skills, and attitudes.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102308"},"PeriodicalIF":1.3,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143445625","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":"Economizing the curriculum as a strategy for mitigating increased workload caused by enrollment-induced faculty downsizing","authors":"Daniel L. Brown","doi":"10.1016/j.cptl.2025.102307","DOIUrl":"10.1016/j.cptl.2025.102307","url":null,"abstract":"<div><div>From 2001 to 2014, pharmacy enrollment increased 78 %, but it has decreased 29 % since 2018. Almost 60 % of pharmacy schools experienced a drop in enrollment of more than 25 % in only 5 years.</div><div>Faculty attrition is a natural consequence of declining enrollment, as programs reduce expenses in response to falling tuition revenue. Pharmacy faculty decreased 11 % from 2018 to 2023, causing heavier workload demands. Increased faculty workload can be addressed by retooling curricular content and delivery, to make it more efficient.</div><div>The situation calls for innovative thinking and new approaches toward solving old problems. Visionary academic leadership is needed to guide the academy through an era of declining resources by fundamentally changing the design and delivery of pharmacy education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102307"},"PeriodicalIF":1.3,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143438063","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":"Beyond blood sugar: Navigating the complex landscape of diabetes management through a diabetes elective course","authors":"Emily Eddy ,&nbsp;Brittany Long ,&nbsp;Benjamin D. Aronson","doi":"10.1016/j.cptl.2025.102303","DOIUrl":"10.1016/j.cptl.2025.102303","url":null,"abstract":"<div><h3>Introduction</h3><div>Providing optimal care to complex patients can push pharmacists into an unclear gray area, requiring the use of clinical judgment, critical thinking, and problem-solving. Two diabetes-focused elective courses were developed to better prepare student pharmacists for working in this gray area on advanced pharmacy practice experiences (APPEs) and beyond.</div></div><div><h3>Objectives</h3><div>The primary objective was to evaluate how completion of a diabetes elective course affected student pharmacists' attitudes and perceived abilities, knowledge, preparedness, and self-efficacy in providing patient care in the real world.</div></div><div><h3>Methods</h3><div>This mixed-methods study evaluated two diabetes-focused pharmacy elective courses to determine outcomes on students a year later and to determine the most impactful course elements. A survey was sent to graduating pharmacy students to compare perceptions of knowledge and abilities, attitudes, and self-efficacy among those who did and did not take the electives. Elective-taking students were invited to participate in virtual interviews to further garner their experiences in caring for patients with diabetes and reflections on the course.</div></div><div><h3>Results</h3><div>Fifty-four students (42.5 %) completed the survey. Generally, completion of either elective appeared to be statistically related to perceptions of knowledge, skills, and behavioral attitudes, whereas no difference was found for self-efficacy. Eight students participated in one-on-one interviews and two major themes emerged of dealing with the gray areas of patient care and preparation for APPEs.</div></div><div><h3>Conclusion</h3><div>The study findings suggest that the diabetes electives helped students to be better prepared for their APPE experiences and ultimately take care of patients with diabetes.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102303"},"PeriodicalIF":1.3,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143419778","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":"Frequency, impact and response to pharmacy students experiencing distressing APPE-related events","authors":"Kate Newman ,&nbsp;Valerie Ruehter","doi":"10.1016/j.cptl.2024.102233","DOIUrl":"10.1016/j.cptl.2024.102233","url":null,"abstract":"<div><h3>Introduction</h3><div>Work-related trauma has been extensively studied in medicine and nursing, revealing its frequent occurrence among both students and practicing professionals. This phenomenon has not been described in pharmacy despite pharmacists and student pharmacists working in similar clinical environments. This study aims to investigate the frequency, impact, and response to distressing events during Advanced Pharmacy Practice Experiences (APPEs) among pharmacy students.</div></div><div><h3>Methods</h3><div>An anonymous survey was distributed twice to 233 fourth-year pharmacy students at the end of each semester at two public schools of pharmacy during the 2021–2022 academic year. The survey collected demographic information, frequency of distressing events, perceived personal impact, and preceptor/site response. Descriptive statistics were used to analyze the quantitative survey results.</div></div><div><h3>Results</h3><div>A total of 132 responses were included in the analysis (response rate: 28.3 %). Among participants, 64.4 % reported experiencing at least one distressing event during their APPE rotations. The most reported event types were patient-care-related events (43 %) and student-provider/preceptor conflicts (33.8 %). Distressing events occurred in all rotation types. Of respondents experiencing a distressing event, 44.8 % indicated it had lasting impact. A debriefing discussion with someone at the site only occurred for 35.3 %. Open-ended comments from students revealed suggestions for colleges and schools to enhance operational procedures as well as recommendations for sites and preceptors to provide better proactive support to students and improve their response following a distressing event experience.</div></div><div><h3>Conclusion</h3><div>Students are experiencing distressing events during APPEs and frequently report that these situations are not being discussed, emphasizing the need for interventions and support. Additional research to understand long-term impact of these experiences and best approaches for prevention and response is warranted.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102233"},"PeriodicalIF":1.3,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143419058","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":"Black International Faculty in U.S. Academia: Reflections of a pharmacy educator","authors":"Ruth Jeminiwa","doi":"10.1016/j.cptl.2024.102226","DOIUrl":"10.1016/j.cptl.2024.102226","url":null,"abstract":"<div><h3>Background</h3><div>Black international faculty enhance diversity in pharmacy schools, are well suited to mentor international students, support cultural competence training for students, and may contribute substantially to research activities in schools of pharmacy. Understanding the experiences of black international faculty is critical to their recruitment and retention in pharmacy schools. Yet, there is very limited research about the experience of black international faculty in US pharmacy schools.</div></div><div><h3>Purpose</h3><div>This reflection paper seeks to highlight the unique challenges experienced by black international faculty in US pharmacy schools, drawing from both personal experiences and existing literature. This reflection and perspective study also provides recommendations to improve black international faculty representation and experience.</div></div><div><h3>Discussion</h3><div>Black international faculty experience structural, interpersonal, and internalized racism, as depicted by the Mechanism of Oppression Framework provided by Weinreb and Sun. US pharmacy schools need to take decisive actions to combat racism and improve the experience and representation of black international faculty. Regular faculty and student trainings on topics such as racism, implicit bias, stereotype threats, and impostor's syndrome should be mandated. A safe space should be provided for faculty to express their concerns about racism. Teaching ability should be assessed objectively by using reliable and validated measures of teaching effectiveness after reviewing recorded lectures or peer observations of teaching.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102226"},"PeriodicalIF":1.3,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143419113","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 perceptions and outcomes from asynchronous versus synchronous remote learning in a pharmacy skills course","authors":"Stephanie L. Hsia ,&nbsp;Gabriela Mackey ,&nbsp;Raka Mondal ,&nbsp;Crystal Zhou","doi":"10.1016/j.cptl.2025.102299","DOIUrl":"10.1016/j.cptl.2025.102299","url":null,"abstract":"<div><h3>Objective</h3><div>Compare the effectiveness and characterize student experiences between asynchronous and synchronous remote pharmacy skills learning sessions in first-year (P1) and second-year (P2) pharmacy students.</div></div><div><h3>Methods</h3><div>Mixed-methods study consisting of qualitative analysis of semi-structured interviews and quantitative analysis of Objective Structured Clinical Examination (OSCE) performance and post-course questionnaires. An inductive thematic analysis of the interviews was conducted. Wilcoxon signed-rank tests were conducted to compare student-rated efficacy of aspects of the asynchronous and synchronous sessions. Chi-squared tests were conducted to compare pass rates between the 2020 Zoom (remote) OSCEs, which were assessments based on the asynchronous and synchronous remote sessions. We also compared pass rates of analogous 2019 in-person and 2020 Zoom (remote) OSCEs, which assessed the same skills across both years.</div></div><div><h3>Results</h3><div>Students described advantages and disadvantages for asynchronous and synchronous sessions along the themes of learning, feedback and preparation. For asynchronous sessions, students described value from one-on-one peer interactions and feedback and being more prepared for the session and practice. For the synchronous sessions, students emphasized the value of real-time feedback from faculty and facilitators. Overall, there was not a strong preference for one format. There was no difference in 2020 OSCE pass rates between the asynchronously and synchronously taught skills. P1 students in 2020 performed better on the OSCE conducted over Zoom for the asynchronous sessions, compared to 2019 in-person OSCEs.</div></div><div><h3>Conclusion</h3><div>An asynchronous remote format can be effective for teaching patient care skills that are lower on Bloom's taxonomy. Transitioning a synchronous session to asynchronous should be done thoughtfully. Aspects that make an asynchronous session effective include one-on-one peer interactions and learning, specific, individualized feedback from peers and faculty, and detailed and comprehensive learning materials.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102299"},"PeriodicalIF":1.3,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395445","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}