American Journal of Pharmaceutical Education最新文献

{"title":"Impact of Competency-Based Skills Assessments on Student Performance, Stress, and Preparedness in an Advanced Pharmacy Practice Experience (APPE) Readiness Course.","authors":"Sarah Leupold, Kristy Jackson, Junan Li, David E Matthews","doi":"10.1016/j.ajpe.2025.101401","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101401","url":null,"abstract":"<p><strong>Objective: </strong>To determine the impact of competency-based sessions within a Doctor of Pharmacy (PharmD) curriculum by comparing student performance and perception of stress and preparedness during an Objective Structured Clinical Examination (OSCE).</p><p><strong>Methods: </strong>An educational intervention was implemented for third professional year (P3) students at The Ohio State University College of Pharmacy in spring 2023. Students had the opportunity to demonstrate competency through four skills-based preliminary sessions prior to a final OSCE within an Advanced Pharmacy Practice Experience (APPE) readiness course. The difference in the average number of stations on the final OSCE with satisfactory performance was compared between cohorts before and after the intervention. For the post-intervention cohort, student perception on level of stress and preparedness was assessed through course survey data.</p><p><strong>Results: </strong>The study analyzed results from 127 students in the pre-intervention cohort and 118 students in the post-intervention cohort. Following the educational intervention, there was a non-statistically significant decrease in the average number of final OSCE stations with satisfactory performance (mean [SD] of 3.31 [.78] vs 3.12 [.94]). Three of the four stations showed similar or improved performance between the cohorts, and one showed a decrease in performance. Most survey respondents noted an increase in perceived preparedness (n = 77, 93.9%) and decrease in stress (n = 66, 80.5%).</p><p><strong>Conclusion: </strong>Despite a non-significant decrease in the average number of final OSCE stations with satisfactory performance, the students in the post-intervention cohort performed similarly on three of the four stations and felt less stressed and more prepared.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101401"},"PeriodicalIF":3.8,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143796434","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":"Evolving Standards: An Examination of NAPLEX Blueprint Changes and Implications for the Academy","authors":"Diana M. Sobieraj ,&nbsp;Thomas M. Ellington ,&nbsp;Aleda M.H. Chen ,&nbsp;Michael P. Kelsch ,&nbsp;Lisa Lebovitz ,&nbsp;Sarah Spinler ,&nbsp;Mary E. Ray","doi":"10.1016/j.ajpe.2025.101400","DOIUrl":"10.1016/j.ajpe.2025.101400","url":null,"abstract":"<div><h3>Objective</h3><div>To examine changes in the North American Pharmacist Licensure Examination (NAPLEX) blueprint from 2007 to 2025 and identify trends in the blueprint competencies and their alignment with curricular standards.</div></div><div><h3>Methods</h3><div>Members of the research team created a crosswalk using the 2025 NAPLEX blueprint as the reference year, to which they mapped the 2007, 2016, and 2021 blueprints. The crosswalk was distributed to several other assessment and curriculum colleagues at various institutions, public and private, for iterative review and revision until consensus was reached. The same process was used to map the 2025 blueprint to Curriculum Outcomes and Entrustable Professional Activities 2023.</div></div><div><h3>Results</h3><div>New NAPLEX subdomains in 2025 include immunization, ethics, and mentorship/preceptorship. Notable differences in blueprints include structural changes in content moving from separately identifiable areas (ie, math and compounding) and into a collective domain with other content and reducing formulation-related content while increasing clinical content. The latter aligns with a substantial amount of content mapping to the “provider” and “problem-solver” curricular outcomes and the clinical sciences, particularly, medication use processes, area of Accreditation Council for Pharmacy Education Standards 2025 Appendix 1.</div></div><div><h3>Conclusion</h3><div>The 2025 NAPLEX blueprint resembles a shift toward clinical content in comparison to previous blueprints. Curricular outcomes related to solving problems; providing whole person care; and stewardship of medication systems for prescribing, order processing, dispensing, administration, and effects monitoring align with the new NAPLEX blueprint.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 5","pages":"Article 101400"},"PeriodicalIF":3.8,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143789341","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":"Exploring the Effect on Pharmacy Students' Empathy Following a Simulation Using 360-Degree Video.","authors":"Denise Romano, Sarah Lynch, Thomas Komor, Joyce Rhodes-Keefe, Rosemary Collier, Lori-Marie Sprague","doi":"10.1016/j.ajpe.2025.101402","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101402","url":null,"abstract":"<p><strong>Objective: </strong>To explore the effects of a simulation using virtual reality (VR) 360-degree video on the empathy of pharmacy students.</p><p><strong>Methods: </strong>First-year pharmacy students participated in a synchronous in-person simulation using 360-degree video technology. The four-minute immersive video was developed from a patient perspective to improve the learner's understanding and increase empathy for the patient. Empathy was assessed using the Toronto Empathy Questionnaire (TEQ) administered pre- and post-simulation, along with responses to an open-ended reflection question post-simulation.</p><p><strong>Results: </strong>Forty-four students participated in the simulation. A total of 12 students completed the TEQ both before and after the simulation. There was no statistically significant change in TEQ scores pre- and post-simulation. Researchers analyzed the written takeaway responses of all 44 students that participated in the simulation. Qualitative analysis revealed the following themes: silent struggle, patient-centered focus, safe environment, and communication.</p><p><strong>Conclusion: </strong>Despite the lack of significant change in TEQ scores, the qualitative findings from this pilot study revealed four key themes. These themes highlighted that, upon reflecting on their participation in the 360-degree video simulation, students understood the key attributes of empathy and recognized the value of providing empathetic care to patients and communication that promotes empathetic care. Further research is required to determine if 360-degree video is an effective method of simulation delivery to enhance empathy in pharmacy students.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101402"},"PeriodicalIF":3.8,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143789431","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":"Impact of a Modular Bridge Course for First-Year Pharmacy Students","authors":"Rachael Baggett ,&nbsp;Karl R. Kodweis ,&nbsp;Sarka Beranova-Giorgianni ,&nbsp;DeAnna Owens-Mosby ,&nbsp;Chasity M. Shelton ,&nbsp;Dawn E. Havrda","doi":"10.1016/j.ajpe.2025.101395","DOIUrl":"10.1016/j.ajpe.2025.101395","url":null,"abstract":"<div><h3>Objective</h3><div>To determine the short-term impact of redesigning first professional year (first-year pharmacy [P1]) content using cognitive load theory on academic success and student well-being.</div></div><div><h3>Methods</h3><div>This retrospective study compared outcomes from the P1 fall/spring semesters and academic year for the classes of 2026 (<em>n</em> = 99) and 2027 (<em>n</em> = 104) after a content redesign implemented in fall 2023. Student demographics, nonacademic factors (perceived stress, impostor syndrome, testing anxiety, Grit), and academic factors (grade point averages, progression rates, grades, remediations) were collected and analyzed. Data comparisons between cohorts utilized the Mann-Whitney test for continuous variables, χ² test for categorical variables, and risk estimates for dichotomous variables.</div></div><div><h3>Results</h3><div>Academic outcomes showed no significant differences between cohorts. First-generation and non-White students in the class of 2026 were 3 times and 4.8 times more likely, respectively, to receive one or more grades below C- in the P1 year. Following curricular redesign, first-generation and non-White students in the class of 2027 did not exhibit increased likelihood of earning grades below C-. Non-White students in the class of 2027 no longer faced increased risk of not progressing to the P2 year, a significant improvement from the class of 2026, which showed a 6.9-fold increased risk. Additionally, remediating content during the P1 fall semester correlated with higher academic risk.</div></div><div><h3>Conclusion</h3><div>Curricular redesign utilizing cognitive load theory achieved comparable academic performance in P1 students overall, with notable benefits for first-generation and non-White students. This approach effectively identified students at risk, facilitating targeted and timely interventions.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 4","pages":"Article 101395"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143665513","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":"Development of a Pharmacogenomics Case Repository for Pharmacy Educators.","authors":"Cheryl D Cropp, Marina Gálvez-Peralta, Amy-Joan L Ham, Jacob D Hoger, Kristen M Ward, Madeline Norris, Natasha J Petry, Moom R Roosan, Roseann S Donnelly, Shannon Kinney, Daniel Brazeau, Lucas A Berenbrok, Christopher L Farrell, Yee Ming Lee, Otito F Iwuchukwu, David F Kisor, Emily J Cicali","doi":"10.1016/j.ajpe.2025.101397","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101397","url":null,"abstract":"<p><strong>Objective: </strong>To describe the creation of a curated, shared repository of pharmacogenomics cases for pharmacy educators and lessons learned during the process.</p><p><strong>Methods: </strong>The 2019-2020 American Association of Colleges of Pharmacy Pharmacogenomics Special Interest Group (PGx SIG) formed an ad-hoc committee charged with creating a pharmacogenomics patient case repository for educational use. Following a needs assessment, a standardized case framework was developed using the Pharmacists' Patient Care Process. A guidance document was also created for case authors. The maintenance of the repository and the involvement of students is also described.</p><p><strong>Results: </strong>A total of 44 pharmacogenomics cases were accepted at various levels of difficulty, including 17 introductory cases, 18 intermediate cases, and 9 advanced cases. These cases cover 9 therapeutic areas and are freely available in an online network and information sharing platform (i.e., AACP Connect). Over the last 36 months, cases have been downloaded 427 times.</p><p><strong>Conclusion: </strong>The AACP Pharmacogenomics SIG successfully created a shared repository of educational pharmacogenomics cases using a standardized framework. This approach can serve as a model for other Sections, SIGs or educators who desire to develop their own case repository in another field of study. Future work will measure direct outcomes of this available resource in the academic setting.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101397"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143782111","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":"Key Findings and Recommendations from the American Association of College of Pharmacy Curriculum Quality Survey of US Pharmacy School Faculty","authors":"M.O. Faruk Khan ,&nbsp;Mohamed Rashrash ,&nbsp;Suhila Sawesi ,&nbsp;Fatma Anam","doi":"10.1016/j.ajpe.2025.101391","DOIUrl":"10.1016/j.ajpe.2025.101391","url":null,"abstract":"<div><h3>Objective</h3><div>To evaluate the faculty perspectives on how well pharmacy programs achieve key areas in the American Association of Colleges of Pharmacy faculty survey, including administration, governance, faculty development, infrastructure, curriculum, teaching, and student supervision.</div></div><div><h3>Methods</h3><div>American Association of Colleges of Pharmacy Curriculum Quality Survey data from 2016 to 2023 were analyzed. The survey included 40 Likert-scale questions (rated from 1 to 5: Strongly Agree to Strongly Disagree). Questions were grouped into the following categories: organizational structure, administration, faculty support, curriculum, and resources. Responses for “Agree’’ and “Strongly Agree’’ were combined to report the overall agreement levels. An Independent Samples <em>t</em>-test was used to compare the mean agreement levels between private and public institutions, and trend analysis was conducted for each item.</div></div><div><h3>Results</h3><div>Faculty agreements ranged from 49.8 ± 2.5% to 94.8 ± 0.7% in public and 56.2 ± 2.3% to 95.8 ± 0.7% in private institutions. Private institutions exhibited statistically significant higher agreement levels than public institutions in faculty development, while public institutions exhibited statistically significant higher agreement levels in resources, infrastructure, professionalism, and culture.</div></div><div><h3>Conclusion</h3><div>Faculty concerns include leadership, resource allocation, and professional development across public and private institutions. Recommendations include strengthening cultural competency training, leadership, governance, faculty recruitment, emerging technologies, and interprofessional education. Although based on the Accreditation Council for Pharmacy Education Standards 2016, these analyses remain relevant to Accreditation Council for Pharmacy Education Standards 2025, which incorporate the earlier standards in a reorganized format.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 4","pages":"Article 101391"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143627088","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":"Pharmaceutical Education in LGBTQIA+ Health Care: A Scoping Review of Educational Strategies and Barriers","authors":"Vinicius Lima Faustino ,&nbsp;Thiago Afonso Rodrigues Melo ,&nbsp;Alícia Krüger ,&nbsp;Marília Berlofa Visacri ,&nbsp;Patricia Melo Aguiar","doi":"10.1016/j.ajpe.2025.101394","DOIUrl":"10.1016/j.ajpe.2025.101394","url":null,"abstract":"<div><h3>Objective</h3><div>To map and describe training and educational strategies and identify barriers faced in pharmaceutical education on lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other identities (LGBTQIA+) health care.</div></div><div><h3>Methods</h3><div>A comprehensive search was performed in PubMed, Scopus, Latin American and Caribbean Health Sciences Literature, and Google Scholar until December 2023. Publications evaluating pharmaceutical education for students or pharmacists on LGBTQIA+ health topics were included. Two authors independently performed the study selection and data extraction.</div></div><div><h3>Results</h3><div>A total of 26 studies were included, mostly focusing on transgender individuals (<em>n</em> = 14) and conducted in the United States (<em>n</em> = 19) within the last 7 years (<em>n</em> = 23). The majority were cross-sectional (<em>n</em> = 14) and targeted pharmacy students (<em>n</em> = 14). Educational strategies in LGBTQIA+ health care included primarily lectures (<em>n</em> = 7), clinical case-based learning (<em>n</em> = 6), and panels with LGBTQIA+ individuals (<em>n</em> = 4). Advanced strategies like role-play and objective structured clinical examinations were used exclusively with pharmacy students (<em>n</em> = 4). Identified barriers included a lack of curriculum space (<em>n</em> = 11), minimal exposure to LGBTQIA+ patients (<em>n</em> = 6), limited contact with the subject during formal education and training (<em>n</em> = 6), and a shortage of qualified professionals to teach LGBTQIA+ topics (<em>n</em> = 5).</div></div><div><h3>Conclusion</h3><div>This review highlights the need to integrate LGBTQIA+ health topics into pharmacy curricula and continuing education through active learning strategies to develop advanced competencies. Addressing curriculum space limitations, increasing exposure to LGBTQIA+ patients, and enhancing the availability of qualified educators are essential to ensure pharmacists are well-prepared to provide inclusive and effective care to LGBTQIA+ individuals.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 4","pages":"Article 101394"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143634964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Novel Elective Course on Substance Use for Pharmacy Students in Jordan","authors":"Mayyada Wazaify ,&nbsp;Yara Al-Khateeb ,&nbsp;Kaveh Khoshnood ,&nbsp;Srinivas B Muvvala ,&nbsp;Rebecca Minahan-Rowley ,&nbsp;Rana Abu-Dahab ,&nbsp;Jeanette M. Tetrault","doi":"10.1016/j.ajpe.2025.101399","DOIUrl":"10.1016/j.ajpe.2025.101399","url":null,"abstract":"<div><h3>Objective</h3><div>The objective of this report is to describe the development, implementation, feasibility, and evaluation of a novel elective course on substance use for pharmacy students in Jordan. This was part of the Yale-University of Jordan (UJ) Joint Training Program in Addiction Medicine that was launched in 2021 to address the lack of addiction-specific training for health profession students.</div></div><div><h3>Methods</h3><div>The course reflects a 15-week curriculum for fifth-year Doctor of Pharmacy and Bachelor of Pharmacy students. Activities include lecture-style presentations from Yale professors, UJ professors, and governmental organization employees, a joint discussion between Yale and UJ students, as well as a site visit to an addiction treatment program in Amman, Jordan.</div></div><div><h3>Results</h3><div>A total of 99 students across 2-course cohorts (53 in 2022 and 46 in 2023) completed a pre- and post-assessment form that assessed knowledge and attitudes. The average knowledge score increased from 17.9 to 21.1 points out of 30. Positive change was seen in students’ attitudes toward harm reduction, the need for free treatment for people who use substances, and the use of nonstigmatizing terminology when working with people who use substances. Moreover, the course got a high quality-assurance average rating of 4.20/5.00 compared with the University average of 3.5/5.0.</div></div><div><h3>Conclusion</h3><div>This course focused on the role of the Jordanian pharmacist in dealing with patients who may use substances and providing them with proper management, setting the stage for other similar courses on substance use for undergraduate pharmacy students.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 5","pages":"Article 101399"},"PeriodicalIF":3.8,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755995","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":"Impact of COVID-19 on Scholarly Outcomes of Pharmacy Practice Faculty by Gender and Academic Rank","authors":"Samuel O. Adeosun ,&nbsp;Ayonna M. Hollowell ,&nbsp;Olalekan Soremekun","doi":"10.1016/j.ajpe.2025.101398","DOIUrl":"10.1016/j.ajpe.2025.101398","url":null,"abstract":"<div><h3>Objective</h3><div>To determine how the COVID-19 pandemic impacted the scholarly outcomes of pharmacy practice faculty, and whether the impact varied by gender and academic rank.</div></div><div><h3>Methods</h3><div>Pharmacy practice faculty from the top 50 NIH-funded schools of pharmacy (2018-2021) were included. Faculty whose gender was indeterminable with Gender API or who has no Scopus record were excluded. Publications before and during the pandemic (2018-2019 and 2020-2021, respectively) were obtained from Scopus. Primary outcomes included scholarly activity (probability of publishing) and scholarly output (number of documents published). Secondary outcomes were fractional scholarly output (FSO) and collaboration coefficient (CC). Data was analyzed using generalized linear mixed-effects models, with fixed effects including pandemic, rank, and gender. Interaction effects were only included in final models if statistically significant.</div></div><div><h3>Results</h3><div>Faculty included were 1081 (61.2% women; 31.4%, 40.0%, and 28.7% assistant, associate, and professors, respectively). Unique documents published increased from 2428 to 2737 during the pandemic. There was a significant pandemic-rank interaction in scholarly activity, while scholarly output had both pandemic-rank and pandemic-gender interactions. Men had higher scholarly output versus women across all ranks, in both periods. During the pandemic, scholarly output increased among all assistants and associates, but among professors, men had no change, while women had a decrease.</div></div><div><h3>Conclusion</h3><div>The pandemic effect on pharmacy practice faculty scholarly outcomes varied across gender and academic ranks. Institutions should implement initiatives to mitigate the extant gender gap in scholarly output that persisted during the pandemic, as it may impact career progression, tenure prospects, and retention.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 5","pages":"Article 101398"},"PeriodicalIF":3.8,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143733395","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":"Empowering Academic Writers: The Role of a Writing Retreat and Social Cognitive Theory","authors":"Kelsey D. Frederick ,&nbsp;Suzanne Larson ,&nbsp;Kate Newman ,&nbsp;Janet Cooley","doi":"10.1016/j.ajpe.2025.101396","DOIUrl":"10.1016/j.ajpe.2025.101396","url":null,"abstract":"<div><h3>Objective</h3><div>The objective of this study was to explore faculty perceptions and experiences of a newly developed writing retreat designed to boost scholarly productivity.</div></div><div><h3>Methods</h3><div>An immersive scholarly writing retreat was designed and implemented in January 2023 among 4 female pharmacy faculty from different institutions. In addition to daily scholarly writing, reflective journaling was completed during and 4 to 6 weeks after the retreat. Written reflections underwent qualitative analysis via initial exploratory inductive thematic analysis and subsequent deductive thematic analysis based on Social Cognitive Theory (SCT) to capture and represent themes.</div></div><div><h3>Results</h3><div>Eight journals were analyzed, 1 per participant during and postretreat. Participants reported positive emotions and productivity during the retreat with sustained benefits. Four themes were identified, including The Role of Emotions in Writing, The Impact of Mindset on Writing, The Exploration of New Writing Strategies, and The Power of Social Connection. These themes aligned with SCT, emphasizing cognitive, behavioral, and environmental factors that determine motivation, learning, and action.</div></div><div><h3>Conclusion</h3><div>This article describes a faculty writing retreat and the role of cognitive, behavioral, and environmental factors that influence scholarly productivity. Aligned with principles of SCT, the retreat was shown to facilitate effective writing habits, associate positive emotions with writing, minimize writing resistance, build positive social connections, and increase sustainable scholarly productivity. This information provides a scalable framework for other faculty members to optimize and enhance their scholarly endeavors.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 5","pages":"Article 101396"},"PeriodicalIF":3.8,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671902","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}