Currents in Pharmacy Teaching and Learning最新文献

{"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}

{"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}