Currents in Pharmacy Teaching and Learning最新文献

{"title":"Peer-assisted learning to enhance pharmacy students' understanding of drug discovery in a conflict-affected setting","authors":"Samah S. Ibrahim ,&nbsp;Sara K. Hamad ,&nbsp;Eiman M. Shabo ,&nbsp;Ragdah A. Osman ,&nbsp;Naba O. Omer ,&nbsp;Noran K. Ali ,&nbsp;Lamis Y.M. Elkheir ,&nbsp;Bashir A. Yousef","doi":"10.1016/j.cptl.2025.102479","DOIUrl":"10.1016/j.cptl.2025.102479","url":null,"abstract":"<div><h3>Background</h3><div>Drug discovery is a complex, multidisciplinary process that requires pharmacy graduates to be effective analytical, teamwork-oriented, and problem-solving individuals. Traditional teaching approaches have shortcomings in enabling students to learn such skills, particularly in resource-limited or disrupted educational settings.</div></div><div><h3>Objective</h3><div>The aim of this study was to measure the effect of a peer-assisted learning (PAL) intervention on Sudanese pharmacy students' knowledge, confidence, and perceptions towards the drug discovery process during a period of conflict-related disruption.</div></div><div><h3>Methods</h3><div>A quasi-experimental pre-post design was used. Twenty-nine students with inclusion criteria attended a four-session web-based PAL workshop led by senior pharmacy students trained for the purpose. Pre-and post-intervention, multiple-choice questionnaires were employed to assess knowledge. Perceptions were assessed with Likert-scale and open-ended survey questions. Statistical analyses included paired <em>t</em>-tests and ANOVA.</div></div><div><h3>Results</h3><div>Post-test scores showed an improvement (mean increase = 3.62; <em>p</em> &lt; .001). Improvements in some content areas, including phenotypic drug discovery and ethical principles, were observed. High levels of satisfaction with PAL were expressed by students, with 96.6 % mentioning confidence in peer leaders and 93.1 % perceiving the sessions as well-organized and relevant. No differences were observed across gender, academic year, university, or location.</div></div><div><h3>Conclusion</h3><div>PAL effectively improved students' understanding of drug discovery and was widely accepted among multiple groups of learners. Its successful implementation in a conflict-affected context indicates the promise of PAL as an adaptive, low-resource learning strategy. Further studies must explore its scalability and sustained effectiveness as a pharmacy education intervention.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102479"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932728","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 effect of peer assessment on final exam scores and pharmacy students' perspectives towards peer assessment in laboratory practice","authors":"Azhoma Gumala","doi":"10.1016/j.cptl.2025.102465","DOIUrl":"10.1016/j.cptl.2025.102465","url":null,"abstract":"<div><h3>Introduction</h3><div>Practical sessions of the Biopharmaceutics and Pharmacokinetics course (BF) in the Faculty of Pharmacy, Universitas Andalas, Indonesia, were a mandatory group-based learning experience aimed at fostering cooperative and collaborative attitudes. This research aims to explore the impact of peer group assessment on final exam scores and investigate students' perceptions of the impact of peer assessment on attitudes within groups during the course.</div></div><div><h3>Methods</h3><div>This cross-sectional study was conducted during the odd semester, involving 3rd year pharmacy undergraduate students at Faculty of Pharmacy of Universitas Andalas. Students in the same group were grading their peers by participation percentages. At the end of the semester, the participation percentage was compared with the final test score (excellent, good, satisfactory) and analyzed using ANOVA. The perspectives of students about peer assessment on student groups were surveyed using 5-point Likert scale.</div></div><div><h3>Results</h3><div>The <em>p</em>-values of ANOVA between the three groups of final exam score and participation percentage were 0.219. Some students expressed satisfaction with peer assessment as they see it can influence students' motivation and contribution to the overall learning experience in the BF practical course.</div></div><div><h3>Conclusion</h3><div>The results of the ANOVA between the three groups of final exam scores and participation percentage indicate that peer assessment through participation percentage did not influence the final exam result. However, the distribution of participation percentage and perspective of students showed that peer assessment can serve as an effective tool in enhancing pharmacy students' engagement during group-based practical sessions.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102465"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144896032","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":"Introduction to special issue on research methods and analyses","authors":"James B. Schreiber","doi":"10.1016/j.cptl.2025.102463","DOIUrl":"10.1016/j.cptl.2025.102463","url":null,"abstract":"<div><div>This article is the introduction for our special issue on research methods for all research methodologies.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102463"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144926164","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":"Reliability of a student patient education assessment rubric for continuous glucose monitor initiation","authors":"Danielle M. Candelario ,&nbsp;Khyati Patel ,&nbsp;Sneha B. Srivastava ,&nbsp;Wendy Mobley-Bukstein ,&nbsp;Nic Lehman ,&nbsp;Sean P. Kane","doi":"10.1016/j.cptl.2025.102464","DOIUrl":"10.1016/j.cptl.2025.102464","url":null,"abstract":"<div><h3>Objective</h3><div>To validate a student patient education assessment rubric for initiation of a continuous glucose monitor (CGM) by measuring the inter-rater reliability (IRR).</div></div><div><h3>Methods</h3><div>Second and third-year pharmacy students at two institutions were evaluated on their ability to counsel a patient on the initial set up and use of a CGM device, either Dexcom G6 or FreeStyle Libre 2, during a practical assessment. Utilizing a standardized rubric, faculty evaluators evaluated each student. After course completion, three additional evaluators reviewed a recording of each session and evaluated the students utilizing the same rubric. The intraclass correlation coefficient [ICC(2,<em>k</em>)] was calculated to determine the IRR of the overall rubric and its four main sections: Introduction, Counseling Competency, Closing and Communication Ability.</div></div><div><h3>Results</h3><div>A total of 54 students completed the counseling practical assessment; one video recording was excluded for poor audio quality. Each student was graded using the standardized CGM rubric by four total faculty evaluators. The average student score was 23.1 out of 25 possible points. Median scores were slightly lower in students counseling on the Dexcom G6 device compared to Libre 2 (<em>p</em> = 0.005). The ICC(2,k) value among four evaluators was good [0.86, 95 % CI (0.71–0.93)], indicating a high level of agreement for the total rubric score.</div></div><div><h3>Conclusion</h3><div>A patient education assessment rubric for CGM device initiation demonstrated good inter-rater reliability across two institutions and may be a useful tool for institutions evaluating CGM counseling activities.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102464"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932636","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 two-step training program for utilizing interpreters during patient interactions: Advancing student pharmacists communication skills","authors":"Sha-Phawn Williams ,&nbsp;Gabriela C. Cipriano ,&nbsp;Kelly M. Conn","doi":"10.1016/j.cptl.2025.102467","DOIUrl":"10.1016/j.cptl.2025.102467","url":null,"abstract":"<div><h3>Objective</h3><div>To develop and evaluate the effectiveness of a two-step training pilot program in the Doctor of Pharmacy curriculum to prepare students to utilize medical language interpreters during patient interactions.</div></div><div><h3>Methods</h3><div>The Advanced Communications and Counseling Skills course was a two-step program developed to train professional year two (P2) student pharmacists to effectively utilize interpreters during patient encounters. Training included completion of virtual modules and in-person standardized patient encounters where the use of an interpreter was required to counsel. Students then demonstrated the communication skills acquired at a health fair for patients that spoke a language other than English. Student perspective, comfort, and confidence of using interpreter services were measured and compared pre and post program implementation. Patient satisfaction with P2 communication skills were also assessed.</div></div><div><h3>Results</h3><div>A total of 23 P2 students completed the program. Overall, summary statistics indicate trends for student improvement in all areas, with students' confidence in using an interpreter improved. All students were satisfied with the training modules (100.0 %) and the majority felt prepared in using an interpreter (94.4 %). Patients were very satisfied (76.5 %) or satisfied (23.5 %) with the students' ability to utilize an interpreter during the patient encounter at the health fair.</div></div><div><h3>Conclusion</h3><div>The Two-Step program provides students with training on how to utilize interpreters. Students are receptive to participating in the course and satisfied with the communication skills acquired. Embedding this course in the pharmacy curriculum could increase student confidence and have a positive impact on patient communication experience.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102467"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144988425","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":"Core reporting expectations for quantitative manuscripts using independent and dependent t-tests, One-Way ANOVA, OLS regression, and Chi-Square","authors":"James B. Schreiber ,&nbsp;Mohamed Ezzat Khamis Amin","doi":"10.1016/j.cptl.2025.102462","DOIUrl":"10.1016/j.cptl.2025.102462","url":null,"abstract":"<div><div>This article describes the expectations for reporting quantitative designs and analyses in the journal, <em>Currents in Pharmacy Teaching and Learning</em>. It is part of a special issue on methodology for the journal. We cover independent and dependent <em>t</em>-tests, One-Way ANOVA, linear regression, and Chi-Square. A basic overview of each analysis is provided along with a checklist and example narrative.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102462"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049057","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":"Impact of an ambulatory introductory pharmacy practice experience on advanced pharmacy practice experience readiness","authors":"Kathryn P. Lin ,&nbsp;Chinyere Okoh ,&nbsp;Nathan Pope","doi":"10.1016/j.cptl.2025.102443","DOIUrl":"10.1016/j.cptl.2025.102443","url":null,"abstract":"<div><h3>Introduction</h3><div>Introductory pharmacy practice experiences (IPPEs) allow pharmacy students early exposure to practice settings to prepare for advanced pharmacy practice experiences (APPEs) and help discover career interests. While only institutional health system and community IPPEs are required, ambulatory care is a growing practice model and required APPE. This study investigates the impact of a required 20-h ambulatory IPPE on pharmacy students' confidence, perceived skills, interests, and readiness for APPEs.</div></div><div><h3>Methods</h3><div>A cross sectional survey was conducted pre- and post-ambulatory IPPE for third-year (P3) students between 2020 and 2022 to assess confidence in various competencies. Post surveys captured overall impact and APPE readiness. A control group of fourth-year (P4) students who did not take the ambulatory IPPE completed the pre-survey for comparison.</div></div><div><h3>Results</h3><div>Confidence scores increased for several competencies following the ambulatory IPPE and students felt more prepared for APPEs. Post scores were higher in P3 students than P4 students. Most students agreed that the rotation improved their patient care skills and ability to identify problems.</div></div><div><h3>Conclusion</h3><div>The ambulatory IPPE positively impacted students' perceived skills and confidence in ambulatory care, preparing them further than more tenured students who had not taken the ambulatory IPPE, particularly in patient communication and describing daily responsibilities of the pharmacist. This highlights the benefits of early exposure to ambulatory care settings in pharmacy education and suggests integrating such experiences could better prepare students for APPE success. Further research is needed to determine the optimal duration and impact on practical application of skills.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102443"},"PeriodicalIF":1.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653470","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":"Pharmacovigilance in pharmacy education: Students' knowledge, attitude and perception: A cross-sectional study in Jordan","authors":"Saba Madae'en ,&nbsp;Isra Dmour ,&nbsp;Amjad Z. Alrosan ,&nbsp;Tahani Alwidyan ,&nbsp;Khaled Alrosan ,&nbsp;Tahanie Alqhewii ,&nbsp;Amani Alnsairat ,&nbsp;Rola Madain ,&nbsp;Tareq Smadi","doi":"10.1016/j.cptl.2025.102442","DOIUrl":"10.1016/j.cptl.2025.102442","url":null,"abstract":"<div><h3>Background</h3><div>Medication safety and pharmacovigilance remain crucial disciplines worldwide. However, there is a significant lack of knowledge regarding pharmacovigilance and adverse drug reaction reporting among practitioners and practicing students in the pharmaceutical field. This study aims to measure the level of knowledge, attitudes, and perceptions of pharmacy students concerning pharmacovigilance and adverse drug reaction reporting.</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted involving 370 undergraduate pharmacy students from various universities in Jordan. Participants completed a validated, structured, and pilot-tested questionnaire designed to assess their knowledge, attitudes, and perceptions towards pharmacovigilance and adverse drug reaction reporting by Alwhaibi et al. study. Descriptive statistics were used to summarize the study findings, and the data was analyzed using JASP.0.18.3.</div></div><div><h3>Results</h3><div>Most students exhibited positive attitudes and perceptions towards pharmacovigilance and adverse drug reaction reporting Only 61 % of pharmacy students reported having received any form of pharmacovigilance education, and 69 % indicated that they are adequately prepared to report adverse drug reaction.</div></div><div><h3>Conclusions</h3><div>There has been obvious progress in knowledge towards pharmacovigilance in the last few years in comparison to Alwhaibi et al. study, but still there is a clear lack of practice and adverse drug reaction reporting and no improvement in attitude, we recommend the need for more focused courses in pharmacy school curriculums on pharmacovigilance perspective and practice in Jordan.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102442"},"PeriodicalIF":1.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653469","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":"Bloom's taxonomy in health professions education: Associations with exam scores, clinical reasoning, and instructional effectiveness","authors":"Mary Elizabeth Ray ,&nbsp;Michael J. Rudolph ,&nbsp;Kimberly K. Daugherty","doi":"10.1016/j.cptl.2025.102444","DOIUrl":"10.1016/j.cptl.2025.102444","url":null,"abstract":"<div><h3>Background</h3><div>This scoping review examined how mapping examination questions to learning taxonomies (Bloom's taxonomy), is used in health professions education. The review examined relationships between taxonomy level and exam performance, clinical reasoning, and student engagement.</div></div><div><h3>Methods</h3><div>A literature search was conducted for studies published between 1980 and 2025. Articles were included if they reported student outcomes related to learning taxonomy mapping in undergraduate/graduate health professions education. At least two authors had to agree on the initial inclusion of each article. Final eligibility was confirmed through group review.</div></div><div><h3>Results</h3><div>A total of 832 records were initially identified. After removing duplicates and confirming eligibility, 24 articles were included. The studies were categorized into six themes: relationship between cognitive complexity of examination items (based on taxonomy level), item difficulty, and examination performance; use of taxonomy mapping to compare outcomes associated with different teaching styles; outcomes associated with assessment styles; differences in outcomes based on students' study approaches; correlations between examination question performance by taxonomy and performance during clinical or clinical reasoning assessments; and student engagement with/use of examination mapping. Studies showed decreased performance on higher-order questions. Some instructional strategies improved higher-order performance. Students reported that taxonomy mapping enhanced understanding and study strategies, though their interpretation of question complexity was inconsistent.</div></div><div><h3>Implications</h3><div>Despite widespread practice, mapping examination questions to a learning taxonomy remains a time-intensive practice with limited empirical support for improving educational outcomes. Additional research is needed to determine whether mapping supports critical thinking, clinical reasoning, or licensure performance.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102444"},"PeriodicalIF":1.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144679856","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":"Learners' perspective on the inclusion of gamification and advanced technology as teaching methods in undergraduate pharmacy curriculum: A one-arm post-interventional assessment","authors":"Abdulmuminu Isah,&nbsp;Chisom Victoria Aniefuna,&nbsp;Uzochukwu Emmanuel Chima,&nbsp;Jennifer Chinaecherem Onyehalu,&nbsp;Chukwuemeka Augustine Nwachuya,&nbsp;Chukwuma Charles Idabor,&nbsp;Nancy Chinwe Amandi,&nbsp;Anthony Uche Umeh,&nbsp;Eziwanne Jane Ugochukwu,&nbsp;Chukwuemeka Micheal Ubaka","doi":"10.1016/j.cptl.2025.102441","DOIUrl":"10.1016/j.cptl.2025.102441","url":null,"abstract":"<div><h3>Background</h3><div>Gamification involves applying game design elements to non-game contexts. Pharmacy students often encounter overwhelming resources, highlighting the need for innovative strategies to enhance learning.</div></div><div><h3>Objective</h3><div>To assess undergraduate pharmacy students' perceptions of using gamification and advanced technology (AT) as teaching methods at the University of Nigeria Nsukka (UNN).</div></div><div><h3>Methods</h3><div>A one-arm post-interventional survey was conducted, using stratified random sampling to select participants from professional pharmacy classes. The intervention involved a video-based tutorial educating students on gamification and AT, followed by a Google form questionnaire to gather responses. Descriptive statistics summarized the data, while Chi-square and regression analyses identified factors influencing perceptions and outcomes.</div></div><div><h3>Results</h3><div>A total of 441 students participated (response rate = 72.1 %), with 271 (61.5 %) female participants and 266 (60.3 %) living off-campus. Only 26 (5.9 %) found traditional teaching methods effective, and 197 (44.7 %) reported difficulty understanding course content, with 282 (63.9 %) resorting to cramming. Prior to the intervention, 105 (23.8 %) and 222 (51.4 %) were familiar with gamification and AT concepts, respectively. After the intervention, 244 (55.3 %) agreed that gamification and 258 (58.5 %) advanced technology such as simulated learning to improve learning experiences. Gender (being male) was a predictor of a lower likelihood of achieving positive outcomes from gamification and AT in pharmacy education (OR: 0.394, 95 % CI: 0.230–0.673, <em>p</em> = 0.001).</div></div><div><h3>Conclusion</h3><div>Overall, pharmacy students had a fair knowledge of gamification and advanced technology, and most believed that these approaches would enhance their learning outcomes, suggesting a strong potential for integrating such methods into pharmacy education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102441"},"PeriodicalIF":1.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653473","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}