Currents in Pharmacy Teaching and Learning最新文献

{"title":"Perspectives on artificial intelligence use in pharmacy education in Northern Ireland: A qualitative study based on the unified theory of acceptance and use of technology","authors":"Farah Alghalbie,&nbsp;Mohamed Hassan Elnaem,&nbsp;Paul A. McCarron","doi":"10.1016/j.cptl.2025.102490","DOIUrl":"10.1016/j.cptl.2025.102490","url":null,"abstract":"<div><h3>Introduction</h3><div>Artificial intelligence (AI) is transforming healthcare education; however, its integration into pharmacy curricula requires further exploration. This study aimed to explore the acceptance of AI-based technology in pharmacy education through the extended Unified Theory of Acceptance and Use of Technology (UTAUT) framework and identify opportunities for responsible integration via improved AI literacy.</div></div><div><h3>Methods</h3><div>A qualitative study was conducted at the School of Pharmacy and Pharmaceutical Sciences, Ulster University, Northern Ireland, United Kingdom, in April 2025. Eight MPharm students were recruited through purposive sampling, with two participants from each of the four academic years (Years 1–4) to ensure representation of developmental perspectives. Informed by the extended UTAUT framework, semi-structured interviews were conducted via Microsoft Teams. Thematic analysis was conducted using Braun and Clarke's six-phase approach, with data management performed using NVivo 13.</div></div><div><h3>Results</h3><div>Four major themes emerged from the analysis: (1) Current Understanding and Experience with AI Tools, (2) Perceived Benefits and Opportunities, (3) Challenges and Concerns, and (4) Recommendations for Responsible AI Integration. Students demonstrated a developmental progression in AI use, from basic concept clarification in the first year to complex clinical reasoning applications in senior years. Students primarily discovered AI tools through informal networks rather than formal academic channels. Key benefits included immediate conceptual clarification across multidisciplinary subjects, enhanced academic efficiency, and support for clinical preparation through simulated patient interactions. However, concerns were expressed regarding regional context limitations, accuracy and reliability issues, potential impacts on critical thinking development, uncertainties related to academic integrity, and affordability constraints for premium features.</div></div><div><h3>Conclusion</h3><div>The findings reveal that students resourcefully use AI tools to enhance learning but navigate considerable challenges, including information inaccuracies, ethical uncertainties, and concerns about adverse impacts on critical thinking skills. Future recommendations include establishing clear institutional policies, implementing formal AI literacy training, developing UK-centric pharmacy-specific AI tools, and adopting scaffolded curriculum integration approaches.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102490"},"PeriodicalIF":1.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145120486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pharmacy students' perceptions and experience using AI tools to complete a drug information assignment: A thematic analysis","authors":"Kaitlin M. Alexander,&nbsp;Chris Egan,&nbsp;Carinda Feild","doi":"10.1016/j.cptl.2025.102491","DOIUrl":"10.1016/j.cptl.2025.102491","url":null,"abstract":"<div><h3>Background</h3><div>Faculty redesigned a drug information (DI) assignment to incorporate generative artificial intelligence (AI), encouraging the responsible use of AI to craft DI responses. The purpose of this study was to explore pharmacy students' perceptions of using AI tools in DI assignments and the value of AI-enabled assignments in health professions education.</div></div><div><h3>Educational activity</h3><div>A qualitative thematic analysis was conducted of third-year pharmacy students' narrative reflections after completing an AI-enabled team DI assignment in a Spring 2024 critical care elective. The steps to complete the DI assignment were: 1) create an AI-generated response to a DI question, 2) critique the AI output, 3) complete an individual literature search, 4) synthesize a final team DI submission, 5) reflect. Student AI use at baseline and anticipated use following the assignment were collected via a pre−/post- course survey.</div></div><div><h3>Evaluation findings</h3><div>Twenty-one students were enrolled in the course and submitted narrative reflections on the DI assignment. Most students stated that prior to the assignment they had never employed the use of AI for professional or academic reasons (<em>n</em> = 14/20; 70 %). Two themes, describing benefits and challenges, and six sub-themes were identified from the reflective statements: user benefits, awareness of AI and its capabilities, quality of the AI response, skepticism, user responsibility, and limitations of AI.</div></div><div><h3>Analysis of educational activity</h3><div>Through narrative reflection, students identified benefits and challenges of integrating AI into a DI assignment. While AI enhanced efficiency, students emphasized the importance of ensuring the validity and detail of the AI-generated DI question response.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102491"},"PeriodicalIF":1.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145160219","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":"Preparing pharmacists for disaster management and practice: A participatory scoping review","authors":"Emma Lydon ,&nbsp;Shane Scahill ,&nbsp;Naoko Arakawa ,&nbsp;Anthony R. Cox ,&nbsp;Carl R. Schneider ,&nbsp;Sara M. Hanning","doi":"10.1016/j.cptl.2025.102482","DOIUrl":"10.1016/j.cptl.2025.102482","url":null,"abstract":"<div><h3>Background</h3><div>Pharmacists are the third largest healthcare professional group globally and are often frontline responders to public health needs in emergencies. The objective of this scoping review was to explore the breadth of evidence relating to training and education activities to prepare pharmacists or pharmacy students for humanitarian crisis situations.</div></div><div><h3>Method</h3><div>In collaboration with an expert panel, a search strategy was developed to identify literature pertaining to 1) participants - pharmacists/pharmacy students, 2) concept – education/training and 3) context – disaster planning/emergency preparedness. We searched Ovid MEDLINE, Elsevier Scopus, Ovid EMBASE, Informit, Web of Science core collection and EBSCO CINAHL databases and reviewed grey literature to identify material relevant to the research question. The expert panel informed the interpretation and implications of findings.</div></div><div><h3>Results</h3><div>A total of 32 articles met the inclusion criteria and underwent data extraction and content analysis using NVivo™ software. A range of diverse and innovative training interventions were described by researchers and practitioners from a variety of backgrounds. Themes relating to training objectives, content, delivery methods and evaluation were identified.</div></div><div><h3>Implications</h3><div>More mainstream, standardised training resources are needed to enable pharmacists to fulfil their potential roles in disaster management and response. In addition to the pandemic, the impacts of climate change (such as extreme weather events) and global conflicts have increased over recent years. Pharmacists need to be systematically trained to deal with such events, and curriculum should reflect this.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102482"},"PeriodicalIF":1.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145120483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pharmacy students' views and experiences regarding an online video-recorded objective structured clinical examination: A mixed-methods survey study","authors":"Kieran Dalton,&nbsp;Kate Scannell,&nbsp;Aisling Kerr","doi":"10.1016/j.cptl.2025.102447","DOIUrl":"10.1016/j.cptl.2025.102447","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacy students were given the opportunity to participate in an online video-recorded objective structured clinical examination (OSCE) with pharmacist feedback. This study aimed to evaluate their views and experiences regarding this initiative and reviewing the recording.</div></div><div><h3>Methods</h3><div>Third year undergraduate pharmacy students (<em>n</em> = 68) were invited to participate in a formative video-recorded OSCE station online, followed by a one-to-one feedback discussion with a pharmacist facilitator. Participants were sent one questionnaire on the same day after the OSCE and another after receiving the video recording (seven days later). Closed-ended questions were analysed using descriptive statistics and open comments underwent conventional content analysis.</div></div><div><h3>Results</h3><div>Twenty-three students participated: 20 responded to the first questionnaire and 15 responded to the second. Nearly all students enjoyed the OSCE experience (94 %), and 75 % agreed that knowing they were being recorded had no meaningful impact on their performance. All were satisfied with the feedback quality; 79 % agreed that reviewing the recording had a greater impact on them versus receiving the pharmacist feedback alone. Whilst some were uncomfortable watching the recording, students became more aware of their body language, and 93 % agreed both i) that watching the recording made them more self-aware of what skills required development, and ii) that they would watch the recording to help prepare for future OSCEs.</div></div><div><h3>Conclusion</h3><div>This study has shown that video-recorded online OSCEs are beneficial and enjoyable for pharmacy students, and has underlined the added value of providing a recording to raise pharmacy students' self-awareness and improve their clinical skills.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102447"},"PeriodicalIF":1.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145030706","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 longitudinal evaluation of retention of pharmacy law knowledge by pharmacy students","authors":"Emily Van Klompenburg,&nbsp;Alex William Middendorf,&nbsp;Scout Forbes-Hurd","doi":"10.1016/j.cptl.2025.102483","DOIUrl":"10.1016/j.cptl.2025.102483","url":null,"abstract":"<div><h3>Background</h3><div>Pharmacy law knowledge is an important component of a pharmacy student's education, guiding future pharmacists on regulatory frameworks for pharmacy practice. However, limited research exists regarding longitudinal retention of pharmacy law knowledge. The objective of this study was to assess the short-term and long-term retention of pharmacy law knowledge for a single cohort of pharmacy students by comparing individual performance across three law-focused assessments.</div></div><div><h3>Methods</h3><div>Percent change in individual student performance was tracked across three specific assessments. The change between the first two assessments (P2 didactic course and P3 summer IPPE) assessed short-term retention, and the change between the first and third (P4 Community Pharmacy APPE) assessed long-term retention. Assessment results were converted to percentages to allow for direct comparisons given diversity of assessment structure.</div></div><div><h3>Results</h3><div>63 of 65 (96.9 %) of students completed all three assessments. Knowledge of pharmacy law was maintained from Assessment 1 to Assessment 2 and from Assessment 1 to Assessment 3. Student scores indicated a slight increase in short-term knowledge (average + 8 %, range ‐34 % to +38 %, <em>p</em> = 0.00016) and a slight decrease in long-term knowledge (average ‐6 %, range ‐34 % to +18 %, <em>p</em> = 0.000047).</div></div><div><h3>Conclusion</h3><div>Assessing pharmacy law knowledge scores at multiple points in the curriculum provided an analysis of short-term and long-term knowledge retention. While short-term knowledge of law was retained, long-term knowledge showed deterioration, but not to the extent expected. This may be due to the modified spaced repetition of pharmacy law assessments, blunting the Ebbinghaus Forgetting Curve effect or students exhibiting a testing effect. However, law touch points, such as incorporating a regulatory assessment into care plans, throughout the curriculum may be beneficial to overall law knowledge retention.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102483"},"PeriodicalIF":1.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099127","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":"Logistic regression modeling: methodological insights and roadmap","authors":"Lan N. Bui ,&nbsp;Qian Ding","doi":"10.1016/j.cptl.2025.102460","DOIUrl":"10.1016/j.cptl.2025.102460","url":null,"abstract":"<div><h3>Issue</h3><div>Logistic regression is commonly utilized in clinical and educational research to examine relationships between risk factors and binary outcomes. However, pharmacy researchers may encounter challenges in selecting appropriate predictors, verifying model assumptions, interpreting results, and reporting findings transparently.</div></div><div><h3>Methodological guidance</h3><div>This methodology review presents a structured roadmap for conducting logistic regression, covering key steps such as defining the binary outcome, selecting and coding predictors, checking assumptions, fitting the model, and evaluating model diagnostics.</div></div><div><h3>Applications</h3><div>To illustrate the roadmap in practice, we draw on two published studies: the OMICU study, which evaluated opioid use and prescribing outcomes in critically ill patients, and Spivey et al., which identified predictors of academic outcomes in pharmacy students. Additionally, a detailed how-to example using a simulated pharmacy education dataset further demonstrates model construction and interpretation, accompanied by STATA code to support reproducibility. The manuscript also includes a comparison of common software platforms, including STATA, R, and SAS, highlighting their relevance, functionality, and usability in the context of logistic regression.</div></div><div><h3>Recommendations</h3><div>The manuscript highlights best practices in covariate selection, exploratory data analysis, and model development using advanced techniques such as stepwise and LASSO regression. Guidance is also provided on the interpretation of odds ratios and confidence intervals, handling of sparse events and continuous variables, model performance evaluation, and transparent reporting.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102460"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144826952","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":"Using simulation stethoscopes to support physical exam skill development in health professionals education: A scoping review of educational applications and outcomes","authors":"Fong Chan ,&nbsp;Jessica Lee ,&nbsp;Ariel Hsuan Lu ,&nbsp;London Gokarn ,&nbsp;Daniel Rainkie","doi":"10.1016/j.cptl.2025.102466","DOIUrl":"10.1016/j.cptl.2025.102466","url":null,"abstract":"<div><h3>Background</h3><div>Developing physical assessment skills relies on practicing with healthy peer learners and standardized patients or simulating pathologic sounds with mannequins. Simulation stethoscopes bridges both by offering learners an opportunity to communicate with a live patient and hear pathologic sounds.</div></div><div><h3>Objectives</h3><div>This scoping review aims to map the use of simulation stethoscopes in health professions, describe how they are integrated into training, and identify further research opportunities.</div></div><div><h3>Methods</h3><div>We conducted a scoping review following the Arksey and O'Malley framework with advancements by Levac and colleagues. We searched EMBASE, MEDLINE, Google Scholar, and bibliographies of included studies. Eligible studies involved simulation stethoscopes used in health professions education. Two reviewers independently screened articles, extracted data, and mapped outcomes. Study characteristics, populations, learning objectives, disease states, and simulation design were analyzed descriptively.</div></div><div><h3>Results</h3><div>Six studies were included. These studies were published between 2011 and 2023 and conducted in the USA (<em>n</em> = 5) and UK (<em>n</em> = 1). Study populations included pharmacy students, paramedics, medical students, physician residents, and physiotherapists. Simulation stethoscopes were used during respiratory, cardiovascular, and acute paramedic scenarios on standardized patients, peer learners, and mannequins. Mapped outcomes included physical exam knowledge, technique, interpretation of findings, confidence, fidelity, and simulation evaluation.</div></div><div><h3>Implications</h3><div>Studies demonstrated the flexible use of simulation stethoscopes among healthcare professions by providing high realism with a focus on skills development and learner confidence. Further research on the role of simulation stethoscopes in teaching physical assessment, including their benefits and implications for student learning and confidence, especially among pharmacy professionals, would be beneficial.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102466"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048472","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":"Usability testing of an online, evidence-based pharmacogenomics education program for pharmacists working in cancer care","authors":"Benjamin Lee ,&nbsp;Georgia Bridges ,&nbsp;Chiao X. Lim ,&nbsp;Jenny Devine ,&nbsp;Senthil Lingaratnam ,&nbsp;Safeera Y. Hussainy","doi":"10.1016/j.cptl.2025.102478","DOIUrl":"10.1016/j.cptl.2025.102478","url":null,"abstract":"<div><h3>Introduction</h3><div>Usability testing provides valuable information when ensuring newly developed education programs are deemed acceptable to the target audience. The aim is to evaluate the usability of an online, evidence-based pharmacogenomics education program, developed in-house, to subsequently improve the user experience before wide scale implementation to pharmacists at an Australian public oncology hospital.</div></div><div><h3>Methods</h3><div>The methodology was adapted from Benedict et al. (2022) with permission. Five pharmacist-users tested up to two of eight modules utilising the think-aloud method. Participants' video, audio and screens were recorded, with automated audio transcription. A facilitator was present to prompt verbalisation of thoughts, ask standard pre- and post-usability testing questions, and guide users to complete three quantitative instruments; System Usability Scale (SUS), Standardised User Experience Percentile Rank Question (SUPR-Q) and WebQual. Two researchers employed reflexive thematic analysis.</div></div><div><h3>Results</h3><div>Four themes were finalised based on generated codes; recognition of usefulness of content, factors inhibiting understanding, acceptable user experience and poor user experience. The mean SUS and SUPR-Q scores were 83.1 (SD 14.9) and 4.6 (SD 0.2) respectively, and the overall mean WebQual score was 6.1 (SD 0.2), all indicating good usability. Overall, pharmacists valued the program content and found the format visually satisfying and engaging.</div></div><div><h3>Discussion</h3><div>The education program was found to be acceptable, useful, and a positive learning experience for pharmacists prior to practicing in pharmacogenomics. Results were used to inform changes to the program to further enhance the user experience.</div></div><div><h3>Conclusion</h3><div>Process, outcome and implementation evaluation will be conducted after program rollout.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102478"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049056","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":"Mobile gamification in pharmacy education: A comparative study of learning outcomes and perceptions across gender","authors":"C. Piquer-Martinez ,&nbsp;A. Gonzalez-Salgado ,&nbsp;M.I. Valverde-Merino ,&nbsp;M.J. Zarzuelo ,&nbsp;M. Gomez-Guzman","doi":"10.1016/j.cptl.2025.102480","DOIUrl":"10.1016/j.cptl.2025.102480","url":null,"abstract":"<div><h3>Introduction</h3><div>In the dynamic realm of educational technology, the “Pharmaceutical Care Mobile App (AF-UGR)” mobile application stands as a novel embodiment of gamification.</div></div><div><h3>Methods</h3><div>A controlled trial aimed to evaluate the app's impact on academic performance, satisfaction, and engagement among university students. This study included 239 undergraduate Pharmacy students enrolled in the subject of Pharmaceutical Care. Participants were assigned either to a Control group (traditional practice workbook; <em>n</em> = 151) or an App group (mobile gamified application; <em>n</em> = 88). Academic performance was measured through a standardized multiple-choice written exam based on the Pharmaceutical Care syllabus. Student satisfaction and engagement were assessed using an ad hoc questionnaire combining Likert-scale items (ranging from “Strongly Disagree” to “Strongly Agree”) and open-ended questions. Quantitative data were analyzed using descriptive statistics, <em>t</em>-tests, and chi-square tests, while qualitative feedback was reviewed to identify perceived strengths and areas for improvement.</div></div><div><h3>Results</h3><div>Gender-specific differences were observed, with male students more likely to pass the exam when using the app (OR = 6.67, CI95% = 1.72–25.87), whereas female students demonstrated greater success with the traditional practice book (OR = 2.00, CI95% = 1.01–4.03). Despite these variances, the app received high acclaim from students, averaging a score of 4.87 ± 0.40 out of 5.</div></div><div><h3>Conclusion</h3><div>The use of the app produced academic results comparable to those achieved through traditional methods, with some variation depending on the content area and student profile. While the app did not consistently outperform the traditional practice workbook, it was positively received by students and enhanced the perceived relevance of the practical content. These findings support its role as a complementary, rather than substitute, resource in Pharmacy education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102480"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145087746","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 the practice readiness of pharmacy graduates: Integrating prescribing and public health to meet evolving NHS demands","authors":"Cara O'Neill,&nbsp;Kingston Rajiah","doi":"10.1016/j.cptl.2025.102468","DOIUrl":"10.1016/j.cptl.2025.102468","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacists in the United Kingdom are expected to deliver both clinical and preventative care, yet pharmacy education often separates prescribing and public health content. This disconnect risks producing graduates who are underprepared for emerging National Health Service (NHS) roles.</div></div><div><h3>Perspective or commentary</h3><div>This commentary argues that the current fragmentation of public health and prescribing education undermines practice readiness. Evidence shows graduates often lack confidence in clinical decision-making and behaviour change communication. Integrating these domains through experiential learning, simulation, and interdisciplinary teaching would better reflect the realities of modern pharmacy practice.</div></div><div><h3>Implications</h3><div>Educators and regulators should redesign curricula to embed prescribing and public health as interconnected elements. These reforms are essential to prepare confident, clinically competent pharmacists aligned with NHS priorities for prevention and autonomous care.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102468"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144896033","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}