Currents in Pharmacy Teaching and Learning最新文献

{"title":"Pharmacy students' process of learning of real patients in a simple first-person perspective patient simulation exercise — A qualitative analysis","authors":"Susanne Kaae ,&nbsp;Armin Andersen ,&nbsp;Bente Gammelgaard ,&nbsp;Frederik Voetmann Christiansen ,&nbsp;Caroline Buhl","doi":"10.1016/j.cptl.2024.102153","DOIUrl":"10.1016/j.cptl.2024.102153","url":null,"abstract":"<div><h3>Introduction</h3><p>Pharmacists need more insight into patients' perspectives on medicine to target their counseling and improve patient outcomes. Patient simulation exercises, where pharmacy students are asked to consume medicine-like products, have been shown to foster such understandings, although the specifics of how this occurs, in particularly, how students turn their first-person perspectives toward generalizations about real patients' lives with medicines, are not well documented.</p><p>The aim was to identify central aspects of the learning process by introducing reflection questions about real patients and follow students' development during a study period.</p></div><div><h3>Methods</h3><p>The study was conducted with students in their 4th semester in the second year of Pharmacy Education at the University of Copenhagen who were asked to respond to free text questions in a survey instrument about their daily experiences of taking a licorice product for one week as well as answering patient reflection questions. Qualitative deductive analysis was performed by coding students' experiences according to concepts of ‘experiential learning’. Pattern identification within each concept was then inferred, as were their interrelationships.</p></div><div><h3>Results</h3><p>Patient reflection questions enabled students to turn their first-person perspectives toward relevant generalizations about real patients' lives with medicines, including involved psychological mechanisms and how real patient groups differ in their ability to take medicine regularly. Students who during the week faced challenges with following the required dosing scheme came to more nuanced realizations that medicine adherence requires special efforts and restricts one's daily life; hence, negative emotions were involved in the learning process.</p></div><div><h3>Conclusions</h3><p>The design of the simple patient simulation exercise gave rise to new types of insights into real patients' lives with medicines. Negative emotions due to interference between the requirements of the exercise and students' normal social lives, as well as commitment to the exercise, were important aspects of this process.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 10","pages":"Article 102153"},"PeriodicalIF":1.3,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1877129724001850/pdfft?md5=571438ff8195870c534cc142ba2f208d&pid=1-s2.0-S1877129724001850-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141604347","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":"Development, implementation, and assessment of a tailored oral milestone remediation examination process for fourth-year pharmacy students","authors":"K. Ashley Garling,&nbsp;Kathryn Litten,&nbsp;Holli Temple","doi":"10.1016/j.cptl.2024.102139","DOIUrl":"10.1016/j.cptl.2024.102139","url":null,"abstract":"<div><p>Performance assessments for student pharmacists are required by the Accreditation Council for Pharmacy Education to monitor student knowledge, retention, and professional skill sets. Near the end of their Advanced Pharmacy Practice Experiences (APPEs), fourth-year pharmacy students (P4s) at the University of Texas at Austin College of Pharmacy must pass a milestone exam (P4ME) to graduate. The P4ME contains four sections: adult medicine, ambulatory care, community, and hospital. If a student fails one or more sections of the initial multiple-choice P4ME, they must retake that specific section(s) on the makeup P4ME. If a student fails the makeup multiple-choice P4ME, they participate in a case based oral exam designed to determine whether they meet minimal competencies to pass the P4ME. This report outlines the process undertaken by the faculty to develop a high-stakes P4 milestone oral exam. While only a few students have participated in the process, outcomes differentiated P4s eligible for graduation versus those who needed to repeat an APPE. Lessons learned about the oral exam process include minimizing the number of faculty in attendance, shortening the exam duration, and standardizing the exam process. Positive aspects include remediation led by a subject matter expert and implementation of a unique rubric to assess student performance. Overall, the authors find the P4 oral milestone exam to be a feasible assessment tool for students who perform poorly on the initial and makeup multiple-choice P4MEs.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 10","pages":"Article 102139"},"PeriodicalIF":1.3,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141604346","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":"Readiness for interprofessional education among health profession lecturers at a University in Vietnam: A cross-sectional study","authors":"Ngan Thi Tran ,&nbsp;Phuong Nguyen Thi Thu ,&nbsp;Nguyen Thi Thu Thao ,&nbsp;Dang Van Minh ,&nbsp;Nguyen Thi Thanh Binh ,&nbsp;Quynh-Mai Thi Ngo","doi":"10.1016/j.cptl.2024.102151","DOIUrl":"https://doi.org/10.1016/j.cptl.2024.102151","url":null,"abstract":"<div><p>Interprofessional education is acknowledged as an efficacious strategy for fostering collaboration among healthcare professionals, especially in developing countries where interdisciplinarity and cooperation among healthcare practitioners are notably deficient. The present study aimed to investigate the readiness among medical, pharmacy, public health, and nursing faculties for development of an IPE curriculum at a university in Vietnam. Employing a quantitative approach, the revised version of the Readiness for Interprofessional Learning Scale (RIPLS) questionnaire, comprising 19 items, was utilized to gather data from sixty-nine lecturers, including 26 medicine, 23 pharmacy, 11 public health, and 9 nursing faculties. Total scores and subscores (pertaining to teamwork and collaboration, professional identity, and roles and responsibilities) were subjected to comparison using the Kruskal-Wallis and Mann-Whitney <em>U</em> tests. Findings revealed a high level of readiness among all faculty members toward IPE with little difference between each faculty. However, nursing lecturers exhibited a more favorable attitude toward the roles and responsibilities associated with IPE in contrast to their counterparts in the medicine faculty (1.89 ± 1.02 vs 3.15 ± 0.63, <em>p</em> = 0.0048). Further study with deep interview methods should be done to explore the barriers of faculty members as well as of the leadership in developing IPE.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 10","pages":"Article 102151"},"PeriodicalIF":1.3,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141595855","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":"Death and dying in pharmacy learners: A critical review","authors":"Allison M. Chung,&nbsp;Ashley Hawthorne","doi":"10.1016/j.cptl.2024.102137","DOIUrl":"https://doi.org/10.1016/j.cptl.2024.102137","url":null,"abstract":"<div><h3>Purpose</h3><p>This review article is the first comprehensive evaluation of the available literature surrounding the education of death and dying in pharmacy schools. The purpose of this review was to describe the available literature and methods utilized regarding the emotional preparation for patient death in pharmacy education.</p></div><div><h3>Procedures</h3><p>Searches were performed in three pharmacy databases to identify articles that contained descriptions of activities related to death and dying education in pharmacy curriculums.</p></div><div><h3>Findings</h3><p>Eleven journal articles were reviewed, detailing activities in pharmacy education including simulations, didactic sessions, and an innovative “death over dessert” model. Evaluation methods varied, with surveys being most common, followed by reflection. Didactic courses demonstrated increased empathy and knowledge, while simulations compared to case-based activities improved skills, knowledge, and comfort levels with providing end-of-life care. Simulations often involved interprofessional groups, with third-year pharmacy students most evaluated.</p></div><div><h3>Conclusion</h3><p>Pharmacy students were mainly exposed to death and dying scenarios through didactic courses or simulations, with limited longitudinal exposure. Research suggests that students may lack preparation for handling death-related situations, leading to trauma and dysfunction. While existing studies focus on outward effects like empathy, internal factors such as coping methods receive less attention. Unlike nursing and medicine literature, pharmacy education lacks comprehensive coverage of coping and emotional support strategies for death and dying scenarios. Additional focus should be placed on intentional incorporation of these topics into pharmacy curriculums.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 10","pages":"Article 102137"},"PeriodicalIF":1.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141480319","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":"Pharmacists and pharmacy students' perceptions on how a new teaching model supports their clinical decision-making","authors":"Josephine F. Mertens ,&nbsp;Thomas G.H. Kempen ,&nbsp;Ellen S. Koster ,&nbsp;Vera H.M. Deneer ,&nbsp;Marcel L. Bouvy ,&nbsp;Teun van Gelder","doi":"10.1016/j.cptl.2024.102136","DOIUrl":"https://doi.org/10.1016/j.cptl.2024.102136","url":null,"abstract":"<div><h3>Background and purpose</h3><p>Clinical decision-making (CDM) is crucial in pharmacy practice, necessitating effective teaching in undergraduate and postgraduate pharmacy education. This study aims to explore undergraduates and postgraduates' perceptions of how a new teaching model supports their CDM when addressing patient cases.</p></div><div><h3>Educational activity and setting</h3><p>Implemented in a full-day CDM course for pharmacy students and a half-day course for pharmacists in the Netherlands, the model, accompanied by a learning guide, facilitated CDM in patient cases. Eight courses were conducted between September 2022 to June 2023, followed by an online survey measuring participants' agreement on how the model supported their CDM, using a 5-point Likert scale. Additionally, three open-ended questions were included to elicit learning outcomes and self-development opportunities.</p></div><div><h3>Findings</h3><p>Of 175 invited participants, 159 (91%) completed the survey. Most agreed the teaching model supported their CDM, particularly in considering the patient's healthcare needs and context (96%), and exploring all available options (96%). Participants found the model provided a clear structure (97%), and fostered critical thinking (93%). The most frequently mentioned learning outcomes and self-development opportunities included collecting sufficient relevant information, maintaining a broad perspective, and decelerating the process to avoid premature closure.</p></div><div><h3>Summary</h3><p>Participants agreed that the teaching model helped them to make clinical decisions. Both undergraduate and postgraduate pharmacy education could possibly benefit from the teaching model's implementation in supporting pharmacy students and pharmacists conducting CDM in pharmacy practice.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 10","pages":"Article 102136"},"PeriodicalIF":1.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1877129724001680/pdfft?md5=22e506a86c7ed2a2ecbde51283907f0e&pid=1-s2.0-S1877129724001680-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141480567","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":"Student personality type and preferred rounding methods in an internal medicine advanced pharmacy practice experience","authors":"Joe Strain ,&nbsp;Shanna K. O'Connor ,&nbsp;Jacob Ford","doi":"10.1016/j.cptl.2024.102138","DOIUrl":"https://doi.org/10.1016/j.cptl.2024.102138","url":null,"abstract":"<div><h3>Background</h3><p>Pharmacy students completing Internal Medicine rotations may be exposed to different stylistic approaches from providers on routine activities like patient rounds. This may be beneficial as students can learn in different ways. Conversely, extensive exposure to approaches that do not suit them may hinder student learning or lead students to feel they don't belong in a clinical setting.</p></div><div><h3>Educational Activity</h3><p>This study sought to assess how students of different personality types perceived benefits to their learning based on the rounding styles of two providers. One provider (Dr. Bedside) used a team-based, bedside rounding method with direct patient interaction, while the other (Dr. Table) used a tableside team-based discussion for each patient. In the final week of a 5-week Internal Medicine APPE rotation, a cohort of ten students completed a 12-item survey that collected details on two personality assessments and assessed perspectives of the two rounding styles.</p></div><div><h3>Evaluation Findings</h3><p>Ten students completed the personality assessments and survey. Students represented a diverse set of StrengthsFinder strengths and DOPE personality types, with the highest concentration (60%) of students receiving the Executing strength. All students agreed or strongly agreed that the exposure to two different rounding styles was valuable to their learning, with 80% of students preferring Dr. Bedside's approach.</p></div><div><h3>Analysis of Educational Activity</h3><p>Overall, no trends were identified between preference of rounding style and results from personality assessments, which indicates the current approach of exposing students to two rounding styles does not negatively impact certain learners based on DOPE and StrengthsFinders personality types.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 10","pages":"Article 102138"},"PeriodicalIF":1.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141480320","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":"Evaluating a medication history-taking entrustable professional activity and its assessment tool – Survey of a statewide public hospital pharmacy service","authors":"Huri Balikubiri ,&nbsp;Lauren Corré ,&nbsp;Jacinta L. Johnson ,&nbsp;Sally Marotti","doi":"10.1016/j.cptl.2024.102134","DOIUrl":"https://doi.org/10.1016/j.cptl.2024.102134","url":null,"abstract":"<div><h3>Introduction</h3><p>Entrustable Professional Activities (EPAs) are tasks that professionals within a field perform autonomously. EPAs are incorporated in workplace-based assessment tools to assist training and professional development. Few studies have evaluated medication history-taking EPAs use in pharmacy practice and none have sought stakeholder feedback on their use. This study evaluates the quality of the medication history-taking EPA utilized in South Australian public hospitals and the usability of its assessment tool.</p></div><div><h3>Methods</h3><p>A voluntary online questionnaire was conducted from July 15th to September 2nd 2021 to gather the opinions of stakeholders on the use of the medication history-taking EPA. The questionnaire was developed based on tools identified in the literature and utilized 14 open-text and five-point Likert scale questions. The questionnaire was distributed using Survey Monkey® to a purposive sample of staff and students.</p></div><div><h3>Results</h3><p>82 responses were received from 218 surveys distributed, yielding a response rate of 38%. Respondents believed the EPA promotes learner development (90.6%) and the provision of useful feedback (83%). 94.3% considered the EPA to be easy to use but only 56.6% indicated that using it fits easily within their workday. Time constraints and the presence of context-specific descriptors were commonly perceived as limitations. Some stakeholders indicated a lack of understanding of entrustment decisions.</p></div><div><h3>Conclusion</h3><p>The EPA and its assessment tool were perceived to have good quality and usability. Reducing the length of the tool, broadening its applicability across contexts, and improving user understanding of entrustment decision-making may support better use of the tool.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 10","pages":"Article 102134"},"PeriodicalIF":1.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141480582","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 novel experiential work-based learning model in paediatric secondary care using entrustable professional activities to develop clinical knowledge and communication skills","authors":"Dylan Davidson ,&nbsp;Nicola Vasey ,&nbsp;Amy Mundell ,&nbsp;Charlotte Lucy Richardson ,&nbsp;Adam Pattison Rathbone","doi":"10.1016/j.cptl.2024.102125","DOIUrl":"https://doi.org/10.1016/j.cptl.2024.102125","url":null,"abstract":"<div><h3>Background</h3><p>Initial education and training standards for pharmacists in Great Britain require early clinical exposure to patients using experiential work-based learning. However, there is poor evidence of this approach in some settings, such as paediatric care. The aim of this study was therefore to explore a novel model of experiential work-based learning for student pharmacists in a paediatric setting.</p></div><div><h3>Methods</h3><p>Fourth-year student pharmacists enrolled on a Master of Pharmacy programme were allocated five three-hour placement sessions at a paediatric hospital. Sessions consisted of a briefing, ward activities, scaffolded consultations with children and their carers, followed by a debriefing session with a clinical supervisor. Data were collected relating to the ward, patient details, student reported activities, learning outcomes and if follow up was required by a member of the clinical team. Data were cleaned, quality checked, then descriptive statistical analysis and inductive content analysis were conducted.</p></div><div><h3>Main findings</h3><p>Seventy-four students took part in 28 individual sessions and 233 consultations were recorded. Consultations included a best-possible medical history (76%, <em>n</em> = 177), a satisfactory drug history (45%, <em>n</em> = 104), or discussed hospital discharge (11%, <em>n</em> = 26). Students were exposed to patients with diagnosed acute conditions (41%, <em>n</em> = 96) and chronic conditions (33%, <em>n</em> = 76), as well as children awaiting diagnosis (13%, <em>n</em> = 30). Students reported learning about the pathology, diagnosis and symptoms of paediatric conditions (48%, <em>n</em> = 81), medicines used in children (24%, <em>n</em> = 41), patient experiences of recieving care (15%, <em>n</em> = 25), carer experiences (2%, n = 3), the hospital environment (2%, n = 4), career progression (2%, n = 4), and experiences of social care (11%, <em>n</em> = 18). Findings were synthesised with existing entrustable professional activities from the literature to generate novel EPAs specific to paediatric settings.</p></div><div><h3>Conclusions</h3><p>A paediatric setting offers a suitable environment to host experiential work-based learning in pharmacy education. Standards of initial education and training which require pharmacists to prescribe in Great Britain must recognise the importance of exposure to the health needs and experiences of children, young people's and carers prior to graduation.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 10","pages":"Article 102125"},"PeriodicalIF":1.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1877129724001576/pdfft?md5=7b78e928ad84b338042abfe9ff83fa69&pid=1-s2.0-S1877129724001576-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141480566","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":"An active-learning laboratory on urinary incontinence products for pharmacy students","authors":"Emily P. Peron,&nbsp;Jessica S. McDaniel,&nbsp;Benjamin Van Tassell,&nbsp;Krista L. Donohoe","doi":"10.1016/j.cptl.2024.102135","DOIUrl":"10.1016/j.cptl.2024.102135","url":null,"abstract":"<div><h3>Background and purpose</h3><p>To describe an active-learning laboratory on urinary incontinence (UI) and its effect on students' confidence and comfort in addressing UI.</p></div><div><h3>Educational activity and setting</h3><p>Second year pharmacy students (<em>n</em> = 98) participated in an active-learning laboratory focused on UI with four components: catheter lecture and demonstration, UI product overview, hands-on practice with UI absorbent products, and a debrief on the activity focused on difficult conversations. Students completed an optional retrospective pre-post survey at the end of the laboratory including five confidence questions, ranking of activities in the laboratory, and open-ended responses on how to change the activity as well as what was one takeaway from the debrief. Descriptive statistics assessed survey responses. Changes in student confidence were assessed using paired <em>t</em>-tests. Thematic analysis was used for the open-ended debrief question.</p></div><div><h3>Findings</h3><p>Of the 101 students who participated in the laboratory, 98 students completed the pre/post-survey (response rate: 97%). Students demonstrated a significant increase in their confidence in all five areas assessed. The hands-on activity with the absorbent products was rated as the most useful activity. The themes from the debrief on difficult conversations included: self-awareness, expanding viewpoints, cultural sensitivity, and professional duty. Student feedback on the UI active-learning laboratory was largely positive, with most students suggesting no changes (<em>n</em> = 75) to the activity.</p></div><div><h3>Summary</h3><p>An active-learning laboratory on UI helped improve confidence and was well received by pharmacy students.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 10","pages":"Article 102135"},"PeriodicalIF":1.3,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141471583","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 faculty expectations of and experiences with parental leave: A cross-sectional exploratory study","authors":"Mary E. Fredrickson ,&nbsp;Rachel Dragovich ,&nbsp;Jaclyn Boyle ,&nbsp;M. Petrea Cober ,&nbsp;Cynthia A. King ,&nbsp;M. David Gothard ,&nbsp;Lisa Ballard","doi":"10.1016/j.cptl.2024.102118","DOIUrl":"https://doi.org/10.1016/j.cptl.2024.102118","url":null,"abstract":"<div><h3>Introduction</h3><p>Parental leave policies have the potential to adversely impact faculty well-being and retention if not designed and deployed in a beneficial manner. This exploratory study aims to determine the perceptions of and experiences with parental leave for faculty at pharmacy institutions.</p></div><div><h3>Methods</h3><p>An exploratory, cross-sectional survey was sent to pharmacy school deans to distribute to faculty. The survey obtained demographic information and asked questions pertaining to parental leave experiences and expectations, including workload coverage and the perceived impact on performance evaluations. Comments regarding ideal parental leave were qualitatively summarized.</p></div><div><h3>Results</h3><p>Fifty-five respondents who had taken parental leave completed the survey, and 51 free text responses were received. A large effect size for the association between academic rank and planned timing of leave and a larger than medium effect size for the association with gender identity was identified.</p></div><div><h3>Conclusion</h3><p>The availability, duration, and requirements of parental leave at pharmacy institutions have the potential to negatively impact faculty well-being and retention. This exploratory study provides initial insight into pharmacy faculty's experiences with and expectations of parental leave. Further research is needed to examine this issue on a broader scale and corroborate these findings.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 9","pages":"Article 102118"},"PeriodicalIF":1.2,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141429240","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}