American Journal of Pharmaceutical Education最新文献

{"title":"Evaluating the longitudinal integration of a medication safety training program into a Doctor of Pharmacy curriculum.","authors":"Kelsey K Schmuhl, Kristin A Casper, Junan Li, Allison Layton, Ruth E Emptage, Katherine E Summers, Molly N Downing","doi":"10.1016/j.ajpe.2026.101993","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.101993","url":null,"abstract":"<p><strong>Objective: </strong>To describe the longitudinal integration of a virtual medication safety training program (Ambassadors) into a Doctor of Pharmacy curriculum and evaluate its impact on knowledge retention, Ambassador self-efficacy, and Ambassador self-intentions as students apply their training in both curricular and co-curricular experiences.</p><p><strong>Methods: </strong>First year Doctor of Pharmacy students completed the Generation Rx Ambassador training program as a requirement in their Concepts in Patient Care course. Students applied their Ambassador training in their first year through both required [small group workshop and community introductory pharmacy practice experiences (IPPEs)] and optional (medication safety outreach event) practice activities. Knowledge gains, Ambassador self-efficacy, and Ambassador self-intentions were evaluated utilizing pre-, post-, and 6-month post-surveys. A qualitative thematic analysis evaluated incorporating medication safety messaging into experiential rotations.</p><p><strong>Results: </strong>Students demonstrated statistically significant knowledge retention and gains in Ambassador self-efficacy from pre- to post- and 6-month post-surveys. Ambassador self-intention decreased significantly from post- to 6-month post-surveys. A sub-analysis showed that the small group workshop significantly impacted self-intention, and students who participated in the optional outreach event reported statistically significant increases in both self-efficacy and self-intention. Findings from the thematic analysis indicated that most students felt confident during patient interactions within their community IPPE and felt that their conversations about medication safety were positive, supporting increased self-efficacy.</p><p><strong>Conclusion: </strong>Longitudinal integration of a medication safety training program (Ambassadors) and practice application activities into a Doctor of Pharmacy curriculum was a successful method to increase student knowledge and self-efficacy in delivering medication safety messaging.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101993"},"PeriodicalIF":3.5,"publicationDate":"2026-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147857701","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 Predictive Utility of NAPLEX Advantage for Forecasting Future NAPLEX Performance.","authors":"Shan Jiang, Jasmina Bjegovic, Yi-Chen Chiang, Elizabeth Ferro, Chirin M Piszczuk, Robert C Brucia","doi":"10.1016/j.ajpe.2026.101989","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.101989","url":null,"abstract":"<p><strong>Objective: </strong>To present and discuss research conducted on the relationship between NAPLEX Advantage and NAPLEX performance.</p><p><strong>Methods: </strong>The NAPLFEX Advantage is a 100-question practice examination which is administered by schools of pharmacy to prepare students for the NAPLEX. The score results of pharmacy school students who took the NAPLEX Advantage between January 2024 and November 2025 and who also took the NAPLEX were analyzed using linear regression. The interval of time between taking the NAPLEX Advantage and taking the NAPLEX was also analyzed to determine if this variable impacted NAPLEX performance.</p><p><strong>Results: </strong>Results indicated that (1) NAPLEX Advantage scores accounted for a significant amount of variance in NAPLEX scores when administered in either the second-to-last or final year of a pharmacy school program; (2) an increased amount of variance in NAPLEX scores was accounted for when students took the NAPLEX Advantage multiple times; and (3) taking the NAPLEX Advantage between three and eight months before taking the NAPLEX led to increased NAPLEX performance.</p><p><strong>Conclusions: </strong>The results in this research demonstrate a predictive relationship between NAPLEX Advantage performance and NAPLEX performance and also reveal that students who took the NAPLEX Advantage three to eight months prior to taking the NAPLEX perform better compared to those who took the examinations one month apart. Future research will focus on the results of students who take the NAPLEX Advantage in year one and two of pharmacy school and analyze additional school level variables to further understand the predictive nature of NAPLEX Advantage results.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101989"},"PeriodicalIF":3.5,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147846676","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 Price of Preparedness: An Economic Evaluation of an OSCE in Pharmacy Training.","authors":"Kylie N Barnes, Karen Hardinger, Kierstan Hanson, Justine Gortney","doi":"10.1016/j.ajpe.2026.101990","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.101990","url":null,"abstract":"<p><strong>Objectives: </strong>This study aims to determine and analyze costs associated with administering an Objective Structured Clinical Examination (OSCE) at pharmacy programs.</p><p><strong>Methods: </strong>A comprehensive literature review was conducted alongside an in-depth analysis of three distinct OSCE programs. Costs were categorized as direct and indirect expenses. Indirect expenses, such as educational infrastructure costs, were excluded due to difficulty to attribute to individual cost units. The analysis of direct costs focused on personnel time associated with the OSCE process, including faculty, support staff, and standardized patients, as this represented the most measurable and consistently reportable cost component. The three Pharm.D. programs included cohorts of 50, 75, and 90 students per class (mean 72) and costs were evaluated accordingly.</p><p><strong>Results: </strong>The study found that a three-station OSCE required a total of 250 personnel hours and incurred a direct cost of $12,121. The majority of costs (54%) occurred on the day of the OSCE, with faculty time representing the highest expense. An additional 22% of costs were attributed to pre-event activities, including case development and preparation, and faculty and standardized patient training. Post-OSCE activities accounted for the remaining 24% of costs, primarily related to faculty time for student assessment.</p><p><strong>Conclusion: </strong>Implementing OSCEs in pharmacy programs requires financial investment, with personnel costs on the examination day accounting for the majority of total expenditures. A byproduct of this study was the development of practical tools that allow pharmacy programs to identify key cost drivers and explore cost-saving strategies while maintaining the quality of OSCE-based assessments.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101990"},"PeriodicalIF":3.5,"publicationDate":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147846731","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":"A Crisis of Clarity: When Everyone is Ordering from a Different Menu.","authors":"Kristine M Cline, Aleda M H Chen, Jennifer M Trujillo","doi":"10.1016/j.ajpe.2026.101992","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.101992","url":null,"abstract":"<p><p>This commentary explores the fragmented landscape of pharmacy education assessment frameworks and their impact on curricular design. Pharmacy education operates much like a restaurant kitchen where multiple stakeholders influence what appears on the menu. Tools such as the ACPE Standards 2025 (including COEPA and Appendix 1), ACCP Pharmacotherapy Toolkit, and NABP NAPLEX competencies all aim to clarify expectations, yet their misalignment creates ambiguity and inconsistency in defining the entry-level pharmacist, creating a confusing and inconsistent recipe. Our attempt to crosswalk these frameworks was unsuccessful, underscoring a critical insight: the solution is not to create an additional toolkit, but to harmonize the existing ones. Such scaffolding would provide clarity in delivering PharmD programs to prepare entry-level graduates across the Academy and decrease the administrative burden of interpreting these frameworks. To advance the quality and coherence of PharmD education, the Academy and other stakeholders must commit to a coordinated, collaborative effort to align these frameworks and build the missing scaffold.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101992"},"PeriodicalIF":3.5,"publicationDate":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147846726","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":"Raising My Hand: A Student Perspective on the Aspiring Academics Program.","authors":"Lauren Z Isaacs, Kevin T Fuji","doi":"10.1016/j.ajpe.2026.101991","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.101991","url":null,"abstract":"<p><p>The Aspiring Academics Program (AAP), established by the American Association of Colleges of Pharmacy in 2023, is a year-long program that provides student pharmacists in the last year of their didactic training with the opportunity to enhance their knowledge about the inner workings of academic pharmacy. Students complete the program alongside a home faculty mentor from their institution and a group of three other students (each representing a different institution) led by a group faculty mentor (also from a different institution). In this commentary, a student pharmacist offers perspective of experience gained from their participation in the second cohort of the AAP. Topics discussed include fostering collaboration with other cohort students, building a peer network, maximizing participation in the program, the AAP's influence in shaping a positive pharmacy school experience, and the direction it provided in creating a roadmap for a future pharmacy academician. Strategies are provided that can be used by both pharmacy faculty who are mentoring future pharmacy educators and pharmacy students who are pursuing a career in academic pharmacy. Lastly, a call-to-action is proposed for ongoing growth and refinement of the program.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101991"},"PeriodicalIF":3.5,"publicationDate":"2026-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147846697","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":"Do as I Teach, Not as I Do: Confronting our Academic Double Standards","authors":"Michael Gonyeau","doi":"10.1016/j.ajpe.2026.101986","DOIUrl":"10.1016/j.ajpe.2026.101986","url":null,"abstract":"<div><div>Pharmacy education places substantial emphasis on developing student professionalism, as mandated by the Accreditation Council for Pharmacy Education Standard 2. However, a critical examination reveals significant disconnects between the professional standards we demand of students and the behaviors we sometimes model as faculty. This commentary explores key areas of hypocrisy: the avoidance of professional judgment while expecting students to develop clinical decision-making skills, and the emphasis on accountability and integrity while avoiding self-reflection. Drawing from recent critiques of higher education and professional development literature, this analysis calls for greater faculty self-awareness and reform to align our practices with our pedagogical goals. The commentary examines specific areas, including assessment paradoxes, daily hypocrisies in time management and communication, technology use policies, and professional preparation standards. The impact on professional identity formation is discussed, along with recommendations for addressing these contradictions through institutional and individual faculty commitment to change. For the sake of our profession and the patients we serve, pharmacy education must commit to authentic professional practice that aligns with the standards we teach.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 5","pages":"Article 101986"},"PeriodicalIF":3.5,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147655532","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":"Combating Student Cheating in Pharmacy Schools in a Post-Pandemic World.","authors":"Tracy M Hagemann, Kelly M Shields, Myrah R Stockdale, Meredith Edelman, Jeremy Hughes, Scott M Mark","doi":"10.1016/j.ajpe.2026.101984","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.101984","url":null,"abstract":"<p><p>Concerns regarding academic dishonesty are a persistent problem in higher education, including health professions and pharmacy education. Students may respond to academic pressures and new policy or procedure restrictions with innovative ways to gain an unfair advantage through both technological advances and old-school methods. Recent shifts to online and hybrid modalities, as well as advances in Artificial Intelligence (AI), smartphones, watches, and other technologies, continue to escalate the arms race between educational programs and those seeking to circumvent the system. This manuscript seeks to remind faculty and administrators of common cheating modalities that students may use (including high and low-technology approaches), while also calling on members of the Academy to refrain from merely discussing academic integrity issues, but rather, to actively seek to minimize and address these concerns. This requires increased awareness of various types of cheating and academic integrity matters, understanding of cheating approaches, intentional reflection on academic integrity policies, and implementation of related risk-reduction strategies. It is our responsibility as educators to prevent and address developing complications and to be aware of advances in our field. One of the best ways to address advancing concerns of cheating, plagiarism, and academic integrity is by informing ourselves of recent developments relative to academic integrity, as well as peer-reviewed testing strategies to reduce cheating and other types of academic integrity issues.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101984"},"PeriodicalIF":3.5,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147647639","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":"I Highly Recommend This Candidate: Survey of PGY1 Program Directors Regarding Residency Letter Recommendation Levels","authors":"Derek A. Gaul ,&nbsp;Priyanka P. Gannavarapu ,&nbsp;Anna Phillips Shaw ,&nbsp;Chelsea A. Keedy","doi":"10.1016/j.ajpe.2026.101964","DOIUrl":"10.1016/j.ajpe.2026.101964","url":null,"abstract":"<div><h3>Objective</h3><div>The impressions of Postgraduate Year 1 (PGY1) residency program directors (RPDs) on the utility of the recommendation concerning admission portion of the Pharmacy Online Residency Centralized Application Service (PhORCAS) letter of recommendation (LOR) for residency candidate applications was evaluated.</div></div><div><h3>Methods</h3><div>This was a cross-sectional, survey-based study addressed to RPDs of American Society of Health-System Pharmacists (ASHP)–accredited residency programs. A 10-item survey assessing program demographics, current rating scales, and alternative rating scales was administered electronically. The primary outcome was to determine the perceived utility of the level of recommendation scale (PhORCAS recommendation concerning admission) for residency applicants. The secondary outcomes assessed the perceived usability and objectivity of alternative scales.</div></div><div><h3>Results</h3><div>The majority of respondents (309/551) indicated the current level of recommendation scale format was only somewhat effective (56%) and that the recommendation level selected by letter writers impacted their ability to assess applications to at least some degree. This included statistically significant distributions of responses regarding the impact of evaluation options (<em>p</em> &lt; .001) and inflation (<em>p</em> &lt; .001). An alternative 5-point scale with associated percentile guidance was chosen by the majority of RPDs as the most useful (65%) and most objective (68%) rating scale. Varying respondent demographics did not significantly affect the perceived usefulness and objectivity of the various rating scales.</div></div><div><h3>Conclusion</h3><div>A significant proportion of RPDs find the utility of the current level of recommendation scale limited and may prefer a rating scale with additional points and percentile guidance for both usefulness and objectivity.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 4","pages":"Article 101964"},"PeriodicalIF":3.5,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147446055","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":"Rethinking Success to Reduce Work–Life Tensions","authors":"Jeff Cain ,&nbsp;Krisy-Ann Thornby","doi":"10.1016/j.ajpe.2026.101975","DOIUrl":"10.1016/j.ajpe.2026.101975","url":null,"abstract":"<div><div>Balancing professional success with psychological well-being can be a challenge for faculty and professional staff in pharmacy education, as the pursuit of “balance” often creates tension across both personal and professional domains. This struggle stems from a bifurcated view of success that elevates productivity and career achievement above well-being. As work demands increasingly spill into personal time, faculty face an ongoing psychological negotiation of identity, priorities, and purpose. We argue that while the opportunity costs of career choices are inevitable, this tension can be mitigated by adopting a more holistic definition of success. Rather than delaying fulfillment until professional milestones are achieved, we propose embracing a mindset centered on life satisfaction, understood as a measure of well-being across interconnected domains such as career, relationships, health, leisure, and personal growth. Evidence from the behavioral sciences supports this integrated approach, demonstrating that life and work engagement are mutually reinforcing. Viewing success as a single, encompassing objective rather than as competing segments offers a clearer sense of direction and helps guide decisions according to one’s personal values. To support this shift, faculty should recognize the psychological forces that shape their choices. We discuss how the paradox of limitation, arrival fallacy, and social comparison theory can distort work–life decisions. By intentionally reframing success in the context of life satisfaction, faculty can choose to craft a career that supports meaningful, holistic, and sustained fulfillment.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 4","pages":"Article 101975"},"PeriodicalIF":3.5,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147492104","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":"Minutes of the 2026 Asynchronous Virtual House of Delegates Session January 26 - February 2, 2026.","authors":"","doi":"10.1016/j.ajpe.2026.101969","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.101969","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101969"},"PeriodicalIF":3.5,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147488620","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}