Currents in Pharmacy Teaching and Learning最新文献

{"title":"Characteristics and outcomes of practice experiences in community pharmacies: A scoping review","authors":"Luciana Flavia de Almeida Romani ,&nbsp;Ursula Carolina de Morais Martins ,&nbsp;Marina Guimaraes Lima","doi":"10.1016/j.cptl.2025.102339","DOIUrl":"10.1016/j.cptl.2025.102339","url":null,"abstract":"<div><h3>Background</h3><div>Pharmaceutical education includes practice experiences to develop in students the competencies required to perform in community pharmacies. However, evidence on practice experiences in community pharmacies was not synthesized in a review.</div></div><div><h3>Objective</h3><div>This scoping review aims to map, identify, characterize, and summarize the characteristics and outcomes of pharmacy practice experience programs in community pharmacy settings.</div></div><div><h3>Methods</h3><div>A scoping review was conducted. MEDLINE (PubMed), Web of Science, Scopus, and Google Scholar were searched to identify relevant literature. Studies describing characteristics of pharmacy practice experience programs in community pharmacy settings or evaluating their outcomes were included. Studies were limited to those published from 1990 to 2024.</div></div><div><h3>Results</h3><div>Fifty-one studies were included in the review. The papers were carried out in 19 different countries of the five continents. Most of the studies (56.9 %) included were published in the period 2016-2023. The most frequent design in the studies included was the quantitative (43.1 %), followed by mixed methods (27.5 %), and qualitative (25.5 %). There was heterogeneity across the globe in denominations of practice experiences. The findings suggested that these experiences impacted students' and preceptors' satisfaction, student's development of knowledge, skills, and attitudes, and improvements in community pharmacy.</div></div><div><h3>Conclusions</h3><div>These findings can inform the design and performance of practice experience programs by faculty members and preceptors, guiding them in the selection of characteristics more suitable to the context of their educational institutions and practice sites.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102339"},"PeriodicalIF":1.3,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671586","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":"Establishing an advanced diabetes rotation for ambulatory care pharmacy residents","authors":"Lindsay Zink ,&nbsp;Sarah Weddle ,&nbsp;Anne M. Komé","doi":"10.1016/j.cptl.2025.102342","DOIUrl":"10.1016/j.cptl.2025.102342","url":null,"abstract":"<div><h3>Introduction</h3><div>As the landscape of diabetes management continues to transform with the emergence of novel therapies and technological advances, pharmacy training programs must evolve accordingly. At the University of North Carolina (UNC), an advanced diabetes rotation for pharmacy residents that builds upon fundamental clinical experiences in endocrinology and family medicine clinics has not been established.</div></div><div><h3>Objective</h3><div>The primary goal was to develop a replicable, advanced diabetes rotation for pharmacy residents to enhance their clinical knowledge, confidence, and skillset beyond standard diabetes management by clinical pharmacist practitioners at UNC.</div></div><div><h3>Methods</h3><div>A one-month curriculum was developed, involving hands-on device trainings, inpatient and outpatient diabetes management, topic discussions, formal presentations, and experience at a pediatric diabetes summer camp. Rotation coordinators recruited over 15 stakeholders for this experience. Rotation objectives and evaluations were aligned with residency accreditation standards. Proficiency in diabetes-related competencies were assessed through pre- and post- self-assessment surveys.</div></div><div><h3>Results</h3><div>Two second-year ambulatory care pharmacy residents completed the inaugural rotation. The experience included six training sessions covering 15 diabetes devices, four unique clinical experiences, six expert-led presentations, five resident-led topic discussions, and seven days as a counselor at a pediatric diabetes summer camp. Self-assessment survey results demonstrated improved clinical knowledge, understanding, and comfort with diabetes-related competencies by the end of the rotation. The learning experience was perceived as valuable, successful, and replicable by participating residents, stakeholders, and coordinators.</div></div><div><h3>Conclusion</h3><div>Partaking in an advanced diabetes rotation increased knowledge, confidence, and skillset beyond core learning experiences for pharmacy residents preparing for clinical practice.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102342"},"PeriodicalIF":1.3,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143642711","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":"Evaluation of a training program to support depression screening for older adults in community pharmacies","authors":"Duha N. Gide ,&nbsp;Sarira El-Den ,&nbsp;Lisa Kouladjian O'Donnell ,&nbsp;Kevin Ou ,&nbsp;Simone Diamandis ,&nbsp;Natasa Gisev ,&nbsp;Claire L. O'Reilly","doi":"10.1016/j.cptl.2025.102340","DOIUrl":"10.1016/j.cptl.2025.102340","url":null,"abstract":"<div><h3>Introduction</h3><div>This study aimed to evaluate the impact of a training program on community pharmacists' and pharmacy staff's perceived knowledge and attitudes regarding depression, as well as community pharmacists' confidence and acceptability, regarding late-life depression (LLD) screening.</div></div><div><h3>Methods</h3><div>A training program was developed and delivered to participants in the EMPATHISE pilot study, whereby pharmacists delivered LLD screening and provided referrals when warranted. The study took place in community pharmacies across New South Wales, Australia. Training consisted of Mental Health First Aid training, and training on the identification of LLD. A 68-item survey was developed using validated questionnaires exploring participants' stigma, attitudes, knowledge and acceptability of such services. Participants were invited to complete the survey at baseline (T1), immediately post-training (T2), and 3-months post-training (T3). Changes in responses were analysed descriptively and using the Friedman test.</div></div><div><h3>Results</h3><div>Twenty-seven of the 78 participants at baseline completed the survey across all timepoints, including 21 community pharmacists (78 %). Across the three timepoints, some improvements in participants' attitudes towards depression were observed. From T1-T2 and T1-T3, participants demonstrated some improvements in their acceptability and confidence regarding LLD screening, and increased knowledge regarding use of the Geriatric Depression Scale-15.</div></div><div><h3>Conclusion</h3><div>This training program improved aspects of participants' knowledge and attitudes towards LLD, as well as their confidence and acceptability regarding LLD screening, suggesting a need for training prior to pharmacist-delivered LLD screening. This training program may be incorporated into future studies focusing on service delivery models to help support pharmacists' early identification of LLD.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102340"},"PeriodicalIF":1.3,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143654722","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":"Supporting PharmD graduates after unsuccessful licensing examination attempts","authors":"Paul Fina ,&nbsp;Daniel Kerner ,&nbsp;Edward Ofori ,&nbsp;Darilyn McClain ,&nbsp;Jeremy Hughes","doi":"10.1016/j.cptl.2025.102327","DOIUrl":"10.1016/j.cptl.2025.102327","url":null,"abstract":"<div><div>Not passing the North American Pharmacy Licensure Examination (NAPLEX) is the reality for a significant number of PharmD graduates. The average first time pass rates for the NAPLEX have experienced significant drops since 2017, hitting an all-time low (76.6 %) for the Class of 2023. While most candidates eventually pass the NAPLEX, a staggering 3228 PharmD graduates remain unlicensed due to unsuccessful licensure examinations from cycle years 2022 to 2024. Further decline is anticipated with impending changes to the structure of the NAPLEX in 2025. Unfortunately, unlicensed graduates are unable to practice and earn pharmacist salaries, leaving them with significant student debt. This commentary, examines the key drivers of this problem and suggests pragmatic measures to support the success of graduates who have not yet passed NAPLEX.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102327"},"PeriodicalIF":1.3,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143654723","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":"Design, programming, and evaluation of a serious game web application to memorise drug classification and properties","authors":"Anne-Laure Clairet ,&nbsp;Eros Albérola ,&nbsp;Florent Grossrieder ,&nbsp;Nathanaël Houn ,&nbsp;Valentin Perignon ,&nbsp;François Poguet ,&nbsp;Emmanuelle Born ,&nbsp;Fabien Garnier ,&nbsp;Frédéric Grenouillet ,&nbsp;Frédéric Dadeau ,&nbsp;Marc Pudlo","doi":"10.1016/j.cptl.2025.102335","DOIUrl":"10.1016/j.cptl.2025.102335","url":null,"abstract":"<div><h3>Background and purpose</h3><div>The pharmacy curriculum has shifted towards integrated teaching, focusing on specific therapeutic areas. However, pharmaceutical analysis needs a robust and comprehensive knowledge of the drug classification.</div></div><div><h3>Educational activity and setting</h3><div>Apothiquiz is an open-source web application game using multiple-choice questions and feedback to reinforce drug classification knowledge. The game sustains motivation through competitive duel mode and a safe, anonymous single-player mode. Efficacy and perception were evaluated via tests and questionnaires among pharmacy students.</div></div><div><h3>Findings</h3><div>A score increase of around 3 points was observed (95 % confidence interval of [3.8; 2.7] in the third year and of [4.3; 2.8] in the fourth year) between pre- and post-test and a high user satisfaction rate, due to the game's accessibility, playability and effective gamification techniques, including corrective feedback and safe, non-judgmental single mode, was observed. Therefore, Apothiquiz provides a valuable complementary retrieval strategy for pharmacy education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102335"},"PeriodicalIF":1.3,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143642709","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":"Dividing opinions - Reviewing the future calculation curriculum in pre-registration pharmacy technician teaching in England and Wales","authors":"Billy Smith,&nbsp;Hannah Kinsey","doi":"10.1016/j.cptl.2025.102336","DOIUrl":"10.1016/j.cptl.2025.102336","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacy Technician practice is continually evolving, yet many areas of the curriculum have stayed the same- including pharmaceutical calculations. This study aimed to review and discuss the teaching and examination of selected calculations within the Certificate in Higher Education in Pharmacy Technician Practice taught in England and Wales.</div></div><div><h3>Methods</h3><div>Qualified pharmacy technicians, who are current or previous educational supervisors to pre-registration pharmacy technicians, were invited to focus groups to discuss the teaching of four calculations previously highlighted as rarely or never used in the workplace by pharmacy technicians. The calculations discussed were moles, molarity, displacement values and dilutions. After discussing each individual calculation, participants voted to either: 1) continue teaching and examination 2) continue teaching and do not examine 3) remove from teaching/examination and teach as a post-qualification advanced course 4) remove from teaching/examination and do not teach in post-qualification. Voting results and transcripts from the focus groups were analysed using descriptive statistics and framework analysis.</div></div><div><h3>Results</h3><div>The participants, who were all hospital based, agreed that teaching of these calculations should be reconsidered. Most felt that they should be included as part of the scientific understanding for each concept rather than examined individually. There was no expectation that these calculations would be undertaken by newly qualified pharmacy technicians.</div></div><div><h3>Conclusion</h3><div>The evolution of healthcare practice means that certain calculations are no longer a routine part of modern pharmacy technician practice. We have highlighted that the teaching and examination of these should be reviewed and altered for future students.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102336"},"PeriodicalIF":1.3,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143642712","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":"A hands-on approach: Developing a longitudinal physical assessment curriculum for pharmacy students","authors":"Mathew Letizia ,&nbsp;Rachel Kavanaugh ,&nbsp;Nathan Lamberton","doi":"10.1016/j.cptl.2025.102343","DOIUrl":"10.1016/j.cptl.2025.102343","url":null,"abstract":"<div><h3>Objective</h3><div>To develop and implement a longitudinal pharmacy student physical assessment curriculum within an accelerated pharmacy school curriculum.</div></div><div><h3>Methods</h3><div>A team consisting of a primary care pharmacist and two patient care lab (PCL) course directors identified relevant pharmacist physical assessment skills and aligned the teaching of these skills with concurrent pharmacotherapeutic modules. Formative and summative assessments identified competency related to identified skills.</div></div><div><h3>Results</h3><div>In the first academic year, students successfully completed physical assessment workshops in vitals collection, performing cardiovascular, respiratory, and endocrine physical assessments. In the second academic year, students successfully completed workshops in performing advanced cardiovascular, respiratory, pain and inflammation, neurology and behavioral health, immunological and gastrointestinal disorders, special populations, and critical care, toxicology, and substance abuse. Students successfully completed summative assessments at prespecified intervals.</div></div><div><h3>Conclusion</h3><div>Faculty successfully developed and implemented a longitudinal physical assessment curriculum within an accelerated pharmacy school curriculum which incorporated intentional alignment with concurrent pharmacotherapeutic courses.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102343"},"PeriodicalIF":1.3,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143642710","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":"Experience using a state board of pharmacy adequate staffing form: A descriptive report","authors":"Paul M. Boylan,&nbsp;Vincent Dennis,&nbsp;Stephen Neely,&nbsp;Grant H. Skrepnek","doi":"10.1016/j.cptl.2025.102326","DOIUrl":"10.1016/j.cptl.2025.102326","url":null,"abstract":"<div><h3>Background</h3><div>Between 30 and 50 % of all medication errors may be attributable to inadequate pharmacy staffing. Potentially understaffed pharmacies have garnered national media attention and fostered workforce crises. As such, Boards of Pharmacy (BOPs) have codified laws requiring pharmacists to document inadequate staffing events. Thus, a need exists to prepare students for pharmacy workplace phenomena.</div></div><div><h3>Educational activity</h3><div>The purpose of this report was to describe two educational activities using the Oklahoma BOP adequate staffing report form. Third-year student pharmacists enrolled in a required, skills-based course completed two formative activities, a knowledge quiz and written assignment, developed from a BOP adequate staffing report form.</div></div><div><h3>Evaluation findings</h3><div>Forty-one students were enrolled and completed the quiz, and thirty-six completed the staffing report form (87.8 % completion). Mean (standard deviation) scores on the quiz and form were 78.8 % (14.9) and 81.7 % (18.7), respectively. On the quiz, 83 % and 88 % of students achieved low taxonomy learning objectives recalling medication errors and identifying required reporting elements, respectively; however, 65 % of students achieved a high taxonomy objective to document required information. On the written assignment, over 90 % of students provided suggestions to prevent recurrent inadequate staffing, whereas 30 % of students neglected including sufficient summaries of events surrounding an inadequate staffing scenario.</div></div><div><h3>Analysis of educational activity</h3><div>Over 80 % of student pharmacists recalled and identified necessary information to include on a BOP staffing form, though only 65 % achieved high taxonomy objectives tagged to form completion. Findings of this work suggest that further efforts are needed to prepare and assess student pharmacists' acumen concerning the characteristics and events surrounding inadequately staffed pharmacies, and also their readiness to respond to these environments. Ongoing research should continue to quantify the extent and impact of staffing levels to optimize resources required to improve both patient safety and outcomes and to provide evidence-based guidance for regulatory measures and public policy.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102326"},"PeriodicalIF":1.3,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143621421","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":"Enhancing pharmaceutical calculation proficiency: Exploring self-directed learning and self-reinforcement assessment strategies for student success","authors":"Uyen Minh Le ,&nbsp;Tarek Kassem ,&nbsp;Tuan Tho Tran","doi":"10.1016/j.cptl.2025.102323","DOIUrl":"10.1016/j.cptl.2025.102323","url":null,"abstract":"<div><h3>Introduction</h3><div>Proficiency in pharmaceutical calculations is essential for pharmacy students, particularly for their role in patient care. This study is to explore the impact of self-directed learning (SDL) and self-reinforcement assessment (SRA), (SDL/SRA), strategies on student performance in pharmaceutical calculations at [COP name].</div></div><div><h3>Methods</h3><div>The study was conducted from 2020 to 2022, which included first-year pharmacy students. The calculation curriculum comprised a pre-pharmacy refresher, a primer program, a comprehensive course, and an online SDL program. SDL/SRA methodologies were introduced in 2021 and 2022 to enhance student engagement and learning outcomes. Data was collected through course evaluations, anonymous surveys, and comparative performance analysis.</div></div><div><h3>Results</h3><div>The implementation of SDL/SRA in 2021 and 2022 led to a notable improvement in student grades, with an increase of 13–17 % compared to 2020. Additionally, the failure rates dropped significantly from 30 % in 2020 to 2 % and 12 % in 2021 and 2022, respectively. Student feedback reflected a higher level of engagement and satisfaction with the course structure and the resources provided. Additionally, the analysis also identified challenges, particularly in understanding complex calculations and applying formulas to real-world scenarios.</div></div><div><h3>Conclusion</h3><div>SDL/SRA strategies have the potential to effectively enhance student performance and engagement in pharmaceutical calculations. However, the study's limitations, such as being conducted at a single COP, the absence of demographic data, variations in teaching formats between online and onsite, and reliance on student feedback rather than direct analytics, highlight the need for further research to validate these findings across diverse educational contexts.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102323"},"PeriodicalIF":1.3,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628202","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":"Incorporation of cultural competencies ensured achievement of project goals across multiple states supported by Howard University Global Initiative, Nigeria","authors":"Dorothy Oqua ,&nbsp;Peter Okpe Agada ,&nbsp;Afeez Babatunde Oyetola ,&nbsp;Rosalyn C. King","doi":"10.1016/j.cptl.2025.102295","DOIUrl":"10.1016/j.cptl.2025.102295","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Introduction&lt;/h3&gt;&lt;div&gt;Howard University has served as the technical lead for ensuring best practices in pharmacy services and systems across multiple projects over the last two decades across all 36 + 1 states in Nigeria. Experiences and studies have shown that implementing projects without making allowances for local contexts and cultures can lead to failure. Howard University Global Initiative, Nigeria (HUGIN) incorporated cultural competencies into the design and implementation of training and care packages used in project implementation. In this paper, we share a review of the influence of cultural competency in the achievement of desired project goals in Nigeria.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methodology&lt;/h3&gt;&lt;div&gt;The approaches used involved stakeholders profiling and a co-creation mechanism to formulate appropriate level-adjusted training and care packages for healthcare providers and Recipients of Care (RoC) that reflected their educational and knowledge levels and accounting for their location, ethnicity, gender, age, literacy level, and religious beliefs. HUGIN developed instructional materials focusing on drug dispensing, patient counseling, ARV drug refilling, drug therapy monitoring, patient adherence, referral process, education programs, health team interaction, drug control, data production, collection, and verification.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;HUGIN trained 17,368 health care providers in various categories of service provision under various projects using different training packages. HUGIN developed the capacity of 113 top government personnel as Master Trainers on Pharmaceutical Care in HIV/AIDS who trained additional HCWs that served 163,901 recipients of care on antiretroviral therapy (ART), 96,041 women to prevent mother-to-child transmission of HIV and 3595 children who were exposed to HIV infection. HUGIN provided HIV testing services to 3000 Adolescents and Young People who were first time testers. HUGIN used culturally competent (Community ART Refill Clubs) CARC and (Community ART Refill Groups) CARG models to refill 5296 clients who could have interrupted treatment. Between January 2023 to December 2023, 10 clients on antiretroviral drugs in rural areas in Delta, Ekiti and Osun states were able to access Drug Information Services in areas with suboptimal HRH (Human Resources for Health). HUGIN also provided supervision to 36 pharmacy interns as well as experiential training for interns from the West African Health Organization and for students undertaking postgraduate courses in Health Management from Benue State University. The GHAIN project also trained 213 volunteer pharmacists to support pharmacy services in 93 supported healthcare facilities.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Lessons learned&lt;/h3&gt;&lt;div&gt;The co-creation of training with stakeholders enabled the sustainability and ownership of programs implemented in Nigeria. For example, the Community Pharmacy ART Refill Program (CPARP) model now has global appeal with ot","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102295"},"PeriodicalIF":1.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519102","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}