American Journal of Pharmaceutical Education最新文献

{"title":"Student facing assessment blueprint reduces assessment-related anxiety.","authors":"Ya Ping Lee, Ayomide Ogundipe, Tin Fei Sim, Anett Nyaradi, Bryan Low, Taryn Hutchison, Sher-Lin Sackmann, Lesley Ellett, Leanne Chalmers","doi":"10.1016/j.ajpe.2026.102109","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.102109","url":null,"abstract":"<p><strong>Objectives: </strong>To determine the effect of a student facing assessment blueprint on student assessment-related anxiety and the perceived value of the blueprint for students preparing for assessments in an Integrated Pharmacology and Therapeutics (IPT) unit within an undergraduate Pharmacy programme.</p><p><strong>Methods: </strong>Undergraduate pharmacy students completed the Westside Test Anxiety Scale following the IPT mid-semester test in two consecutive semesters in 2024 - in Semester 1, without assessment blueprints (baseline) and in Semester 2, when assessment blueprints were provided for the mid-semester test and final written examination. Anxiety Scale scores at the two time points were compared and students were invited to participate in a focus group discussion (FGD) following the final written examination in Semester 2.</p><p><strong>Results: </strong>Fifty-eight and 53 students completed the Anxiety Scale in Semesters 1 and 2, respectively. The mean anxiety score was reduced from 3.71 in Semester 1 to 3.37 in Semester 2. Eight students participated in the FGD. Thematic analysis identified a perceived reduction in assessment-related anxiety attributed to enhanced focus and efficiency in preparing for assessments. Additionally, participants described the broader applicability of assessment blueprints to other units with high cognitive load.</p><p><strong>Conclusion: </strong>The student facing assessment blueprint reduces assessment-related anxiety and can be used as a valuable tool to support preparation for assessment within an IPT unit.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102109"},"PeriodicalIF":3.1,"publicationDate":"2026-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149225059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Matching Artificial Intelligence and digital simulation to educational purposes in a competency-first pharmacy education framework.","authors":"Yevhen Pruhlo, Amir Barzegar Behrooz, Ivan Iurchenko","doi":"10.1016/j.ajpe.2026.102107","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.102107","url":null,"abstract":"<p><strong>Objectives: </strong>To synthesize pharmacy-education evidence across artificial intelligence (AI) and digital simulation technologies, compare modalities by educational function, evidence maturity, implementation requirements, and risk, and derive a competency-first framework for curricular selection, implementation, assessment, and governance.</p><p><strong>Findings: </strong>A narrative search of PubMed, Scopus, and Web of Science prioritized pharmacy-education studies and reviews published from 2018 through August 2026. Educational function, rather than AI status alone, provided the primary organizing principle. Simulation modalities mainly support standardized rehearsal, contextualized practice, feedback, visualization, and debriefing; adaptive systems and large language models (LLMs) can add personalization or generative dialogue; and AI-assisted assessment can support item development, feedback, and workflow. Evidence maturity differed substantially across modalities, but comparisons reflect the type and volume of literature identified rather than formal certainty grading. Across the literature, the strongest and most consistent outcomes were feasibility, engagement, satisfaction, and selected short-term knowledge or skill measures. Evidence for durable competence, transfer to clinical performance, patient outcomes, cost-effectiveness, and equity remained limited.</p><p><strong>Summary: </strong>Pharmacy programs should use a competency-first, not technology-first, approach that defines observable learner outcomes before selecting tools. The proposed function-evidence-risk principle and ALIGN roadmap are author-derived syntheses intended to support curricular decision-making, not validated implementation instruments. AI literacy, output verification, transparent disclosure, privacy protection, and professional accountability should be developed longitudinally within existing pharmacy competency expectations, while faculty retain responsibility for curricular decisions, assessment validity, and patient-centered judgment.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102107"},"PeriodicalIF":3.1,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149186413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparing PharmD Graduates for AI-Enabled Practice: A Competency Framework to Complement Existing ACPE Standards.","authors":"Douglas R Oyler, Conan MacDougall, Timothy Dy Aungst, Jeff Cain, Alan J Zillich, Kaitlin Alexander","doi":"10.1016/j.ajpe.2026.102106","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.102106","url":null,"abstract":"<p><strong>Objectives: </strong>To propose a competency framework defining the AI-specific knowledge, skills, and attitudes Doctor of Pharmacy graduates should demonstrate, and to map these competencies to existing accreditation standards.</p><p><strong>Findings: </strong>While professional organizations and educators have developed valuable resources for using AI to teach, and existing ACPE Standards do not yet address AI directly. The proposed framework organizes competencies into three interrelated domains structured as a developmental progression: foundational AI literacy, critical use and appraisal of AI outputs, and responsible integration in practice. The framework extends skills already foundational to pharmacy education rather than introducing a parallel curriculum, maps each domain to existing standards, and provides examples for embedding competencies into current curricula. Continuing professional development sustains competency as technologies evolve.</p><p><strong>Summary: </strong>The proposed framework offers pharmacy programs a starting point for preparing graduates for AI-enabled practice. Because it has not been formally validated, it is intended to anchor the consensus-building, implementation, and assessment work that should follow.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102106"},"PeriodicalIF":3.1,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149186346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing Graphic Narrative and Text-Based Pharmacology Cases on Pharmacy Students' Cognitive Load, Workload, and Motivation.","authors":"Nicolas Picard, Vincent Roubeau","doi":"10.1016/j.ajpe.2026.102102","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.102102","url":null,"abstract":"<p><strong>Objective: </strong>To compare graphic narrative and conventional text-based formats for medication-related case-based learning among undergraduate pharmacy students, focusing on perceived cognitive load, workload, and situational motivation.</p><p><strong>Methods: </strong>This single-center exploratory study was conducted during scheduled pharmacology tutorials at the Faculty of Pharmacy, University of Limoges, France. Third- and fourth-year students completed post-session questionnaires after working on medication-related cases presented as either graphic narratives or conventional text-based cases. The main analysis compared students exposed to the graphic narrative format with those exposed to the text-based format. Global cognitive load was assessed using the Paas mental effort scale, workload using five adapted NASA-TLX dimensions, and motivation using a French translation of the Situational Motivation Scale. A secondary paired analysis was conducted among third-year students exposed to both formats.</p><p><strong>Results: </strong>The main analyzed sample included 101 students: 55 in the graphic narrative group and 46 in the text-based group. Graphic narrative cases were associated with lower perceived cognitive load, lower mental demand, lower frustration or stress, and higher intrinsic motivation than text-based cases. Perceived performance did not differ significantly between groups. The paired analysis among 46 third-year students showed a similar pattern, with lower cognitive load and workload on several dimensions and higher intrinsic motivation after graphic narrative cases.</p><p><strong>Conclusion: </strong>Graphic narrative clinical cases may represent a useful complementary format for medication-related learning in pharmacy education. Further studies should determine whether these favorable subjective outcomes translate into improved learning, retention, and clinical reasoning performance.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102102"},"PeriodicalIF":3.1,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149186399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pharmacy Education in Fragile and Conflict-Affected Settings: The Lebanese American University School of Pharmacy Experience.","authors":"Lamis R Karaoui, Nisrine El Hadi, Naser Zaki Alsharif, Imad F Btaiche","doi":"10.1016/j.ajpe.2026.102104","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.102104","url":null,"abstract":"<p><p>Between 2019 and 2026, Lebanon faced a cascade of severe crises, including financial and economic collapse, political instability, COVID-19, the Beirut Port explosion, and armed conflicts, that disrupted higher education. This manuscript describes how the Lebanese American University (LAU) School of Pharmacy (SOP) maintained its mission during this period of turmoil and presents a framework for pharmacy education in fragile and conflict-affected settings (FACS). During that period, the SOP adopted flexible teaching models (in-person, hybrid, and online), increased the use of simulation-based learning and virtual assessments, and implemented a contingency plan for educational activities. Curricular updates focused on crisis preparedness, emergency response, health equity, cultural sensitivity, and mental health. Partnerships with local and international institutions, humanitarian groups, and alumni supported experiential learning, mobility, and funding. Despite resource shortages, brain drain, and safety issues, the SOP maintained accreditation, steady graduation rates, and academic productivity. This experience shows that strategic governance, transparent communication, financial support, and psychosocial care can strengthen resilience and inform pharmacy education in FACS.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102104"},"PeriodicalIF":3.1,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149186375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promoting Well-being in Pharmacy Faculty or Staff with Caregiver Roles.","authors":"Batoul Senhaji-Tomza, Melissa S Medina","doi":"10.1016/j.ajpe.2026.102103","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.102103","url":null,"abstract":"<p><p>There is limited literature addressing work-life challenges caregivers face while working in pharmacy academia. Identifying these challenges and solutions can help increase their well-being and retention. Caregiving responsibilities vary from short-term support required during an acute illness or following an accident, to long-term care for an individual that can extend over months to years, such as aging parents, partners, family members, or children with chronic illnesses, conditions, or diseases. Pharmacy faculty and staff serving as caregivers face challenges such as the cognitive load associated with managing caretaking needs with workplace tasks and responsibilities. They also face challenges related to support networks that may diminish while fulfilling caretaking responsibilities resulting from decreased time, decreased attendance at work, or privacy concerns. This lack of a support network can lead to increased stress and burnout and decreased job retention. Potential solutions include fostering a supportive environment, increasing communication, conducting needs assessments, exploring flexible work arrangements and tailoring solutions, pausing promotion clocks and evaluations, facilitating support networks, and recognizing post-caregiving needs. Colleges and Schools of Pharmacy that proactively acknowledge and support caregiving as a reality, foster greater faculty and staff well-being, retention, and overall positive and nurturing cultures.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102103"},"PeriodicalIF":3.1,"publicationDate":"2026-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149167188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Fink's Taxonomy of Significant Learning to Evaluate Student-Reported Learning in a Longitudinal Case-Based Series.","authors":"Kathryn J Smith, Kashelle Lockman, Stuart K Pitman, John Swegle","doi":"10.1016/j.ajpe.2026.102101","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.102101","url":null,"abstract":"<p><strong>Objective: </strong>To evaluate student-reported outcomes in a longitudinal case-based series using Fink's Taxonomy of Significant Learning.</p><p><strong>Methods: </strong>Fink's Taxonomy was chosen to evaluate student-reported outcomes due to its inclusion of outcomes in cognitive, affective, relational, and metacognitive domains. Synthesis, a longitudinal case-based learning experience, took place over a series of seven weeks spread across the second and third didactic years of a PharmD program. Synthesis was designed to achieve three goals: promote professional identity formation, give student pharmacists repeated practice applying the Pharmacists' Patient Care Process to complex patient cases, and to promote self-awareness and professional growth. After the conclusion of the Synthesis series, student reflections on the series were collected. Responses to the question \"What have you learned as a result of Synthesis, and how do you think it will affect your future as a pharmacist?\" were coded. Codes were mapped to Fink's Taxonomy of Significant Learning (ie, Foundational Knowledge, Application, Integration, Human Dimension, Caring, and Learning How to Learn).</p><p><strong>Results: </strong>Reflective surveys were completed by 168 students, and a random sample of 84 responses were coded. Codes aligned with all categories of Fink's Taxonomy of Significant Learning and Synthesis goals. Reflections suggest that student-reported outcomes were consistent with Synthesis' goals, and may have influenced professional identity formation.</p><p><strong>Conclusion: </strong>Student-reported outcomes aligned with all of Fink's categories. Fink's Taxonomy could be a valuable lens through which others could evaluate students' reflections on learning in cognitive, affective, relational, and metacognitive domains.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102101"},"PeriodicalIF":3.1,"publicationDate":"2026-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149170900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Pharmacist's Paradox: Burnout, Financial Optionality and Career Sustainability.","authors":"Rosalyn Padiyara Vellurattil, Richard Wenzel","doi":"10.1016/j.ajpe.2026.102100","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.102100","url":null,"abstract":"<p><p>Burnout, workforce dissatisfaction, and concerns regarding career sustainability continue to affect the pharmacy profession. At the same time, pharmacists' earnings exceed that of the average US employee, creating a professional paradox in which high earning potential coexists with workforce and career sustainability challenges. Despite growing literature surrounding pharmacist wellbeing, limited attention has been given to how financial literacy, financial independence, and financial optionality may influence career decision-making and sustainability within pharmacy education and practice. This commentary explores how financial literacy and financial independence may contribute to financial optionality that expands career choice among pharmacists. A conceptual model is presented illustrating how professional discontent, financial awareness and behaviors, and professional agency may interact across pharmacist career trajectories to influence career optionality and evolving definitions of career sustainability. Financial literacy is proposed as a professional empowerment strategy rather than solely a personal skillset. The Academy, Accreditation Council for Pharmacy Education, and other professional stakeholders should expand discourse and training surrounding financial literacy, financial optionality, career sustainability, and workforce wellbeing to better prepare future and current pharmacists for long-term professional sustainability.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102100"},"PeriodicalIF":3.1,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149139503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Extracorporeal Membrane Oxygenation Is Uniquely Complex: Response to a “Fish Tank Model” to Teach Pharmacokinetics","authors":"Hannah M. Brinkman,&nbsp;Patrick M. Wieruszewski","doi":"10.1016/j.ajpe.2026.102055","DOIUrl":"10.1016/j.ajpe.2026.102055","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 10","pages":"Article 102055"},"PeriodicalIF":3.1,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148438961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Research-Related Education in Undergraduate Pharmacy Curricula: A Scoping Review.","authors":"Rawan Kharofa, Alaa Sharafeldin, Hanin Said, Miral Alomar, Hager El-Geed, Muhammad Abdul Hadi, Ahmed Awaisu, Banan Mukhalalati, Muna Al-Ismail","doi":"10.1016/j.ajpe.2026.102097","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.102097","url":null,"abstract":"<p><strong>Objective: </strong>To map the nature, characteristics, and extent of research-related education in undergraduate pharmacy curricula globally, and to identify facilitators and barriers associated with their implementation.</p><p><strong>Methods: </strong>A scoping review was conducted following the Joanna Briggs Institute methodology and the six-stage framework of Arksey and O'Malley. Systematic searches were performed across five electronic databases from inception September 2025. Studies were eligible if they addressed research-related education within undergraduate pharmacy degree programs. Title, abstract, and full-text screening were conducted independently by multiple reviewers. Data were extracted using a standardized charting form and synthesized descriptively.</p><p><strong>Results: </strong>Of 1,457 records identified, 58 studies met the inclusion criteria, spanning publications from 1990 to 2024. Research education was most delivered as a mandatory, faculty-mentored full research project concentrated in the final professional year. Research-based and research-tutored models predominated. Clinical pharmacy and pharmacy practice were the most frequent research domains. Combined formative and summative assessment were the most widely reported practice. Most studies reported positive educational outcomes, including gains in research knowledge and skills, critical appraisal, and scientific writing. Key facilitators included knowledge application, hands-on learning, and faculty mentorship. Principal barriers included faculty workload, variable student motivation, and limited research skills.</p><p><strong>Conclusion: </strong>Research-related education is increasingly integrated into undergraduate pharmacy curricula. However, implementation remains variable and geographically skewed. Longitudinal, vertically integrated models supported by structured mentorship and institutional commitment are needed to advance research competency development across the profession.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102097"},"PeriodicalIF":3.1,"publicationDate":"2026-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149042203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}