American Journal of Pharmaceutical Education最新文献

Corrigendum to "AACP Argus Commission Forecast 2024" [Am J Pharm Educ 88 (2024) 100763].

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-08 DOI: 10.1016/j.ajpe.2025.101366

David D Allen, Anne Y F Lin, Stuart T Haines, Todd D Sorensen, Russell B Melchert, Robert A Blouin, Zubin Austin, Gina D Moore, Samuel M Poloyac, Lee C Vermeulen

引用次数: 0

Impact of Curricular Content Reduction on Student Reported Mental and Physical Health.

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-07 DOI: 10.1016/j.ajpe.2025.101367

Taylor D Steuber, Daniel J Trujillo, Erika L Kleppinger, Miranda R Andrus, Nathan A Pinner, Lori B Hornsby, Emily McCoy, Lea S Eiland

{"title":"Impact of Curricular Content Reduction on Student Reported Mental and Physical Health.","authors":"Taylor D Steuber, Daniel J Trujillo, Erika L Kleppinger, Miranda R Andrus, Nathan A Pinner, Lori B Hornsby, Emily McCoy, Lea S Eiland","doi":"10.1016/j.ajpe.2025.101367","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101367","url":null,"abstract":"<p><strong>Objective: </strong>To assess the impact of curricular content reduction in a three-year integrated course sequence in a Doctor of Pharmacy curriculum on student reported mental and physical health.</p><p><strong>Methods: </strong>A 3-hour, 5-day a week integrated course sequence spanning three years of a curriculum was transitioned to a 3-hour, 4-day a week course, representing 207hours of reduced in-class time. After implementation, first- through third-year pharmacy students were asked to complete a 23-item voluntary survey asking about the impact of the curricular change on their mental and physical health, how they spent time on the non-Integrated Learning Experience (ILE) course day, and additional demographic and social characteristics. Respondents were asked to participate in follow-up focus group sessions to elucidate on the findings of the survey.</p><p><strong>Results: </strong>A total of 197 students (50.3% response rate) representing the classes of 2024, 2025, and 2026 responded to the survey and 15 students participated in one of four focus group sessions. The majority of students indicated a preference for a 4-day week compared to the 5-day week course and reported improvement in mental and physical health during the 4-day week course. Most students used the additional time to study or complete assignments while many third-year students used it to work, but many also used it to complete personal errands and activities, which led to a positive impact on their wellbeing.</p><p><strong>Conclusion: </strong>Student self-reported mental and physical health improved with reducing curricular content by one course session (3hours) per week.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101367"},"PeriodicalIF":3.8,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143384158","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}

引用次数: 0

A Narrative Review of Pharmacy Identity and the PharmD Experiment

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-01 DOI: 10.1016/j.ajpe.2024.101351

Timothy J. Bloom , Clark Kebodeaux , Mark Munger , Mary Douglass Smith , Misty Stutz , Jamie Wagner

{"title":"A Narrative Review of Pharmacy Identity and the PharmD Experiment","authors":"Timothy J. Bloom , Clark Kebodeaux , Mark Munger , Mary Douglass Smith , Misty Stutz , Jamie Wagner","doi":"10.1016/j.ajpe.2024.101351","DOIUrl":"10.1016/j.ajpe.2024.101351","url":null,"abstract":"<div><h3>Objectives</h3><div>This narrative review summarizes the evolution of pharmacy education in response to the development of patient-focused pharmacy practice. It examines outcomes of the switch to Doctor of Pharmacy (PharmD)-only education, and discusses whether the needs of society and the profession are being met by that change.</div></div><div><h3>Findings</h3><div>The development of the PharmD degree paralleled the evolution of clinical pharmacy practice, with an emphasis on patients rather than products. Advocates of abandoning the Bachelor of Science in Pharmacy for the PharmD-only model predicted pharmacists would be able to devote full attention to serving patients’ pharmaceutical care needs. Preparing all pharmacists with a doctoral-level education was also anticipated to clarify their abilities and contributions in the minds of the public and other health care professionals. Skeptics warned of underutilization of pharmacist skills and stagnation of pharmacists involved in technical dispensing functions.</div></div><div><h3>Summary</h3><div>Nursing in the United States (US) and pharmacy in other countries offer models of tiered educational credentials and practice responsibilities that could clarify the connection between pharmacists’ education and responsibilities in the minds of the public. This tiering could be achieved through stepwise pharmacy degrees, or through intentional and consistent enhancement of the education and roles of pharmacy technicians. Several US states have already increased the responsibilities permitted to pharmacy technicians in support of a pharmacist supervisor.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101351"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143292057","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}

引用次数: 0

Insights and Questions for Success in a Pharmacy Academic Career 见解和问题，成功在药学学术生涯。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-01 DOI: 10.1016/j.ajpe.2025.101358

Gayle A. Brazeau , Evan T. Robinson

引用次数: 0

Analysis of Experiential Education Absence Policies for Mental Health Criteria 体验式教育缺勤政策对心理健康标准的影响分析。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-01 DOI: 10.1016/j.ajpe.2024.101343

Paula Paseiro, Suzanne C. Harris, Kathryn Fuller

{"title":"Analysis of Experiential Education Absence Policies for Mental Health Criteria","authors":"Paula Paseiro, Suzanne C. Harris, Kathryn Fuller","doi":"10.1016/j.ajpe.2024.101343","DOIUrl":"10.1016/j.ajpe.2024.101343","url":null,"abstract":"<div><h3>Objective</h3><div>This study investigates the language used in experiential education resources from 144 Accreditation Council for Pharmacy Education-accredited Schools of Pharmacy regarding mental health-related absences. While attendance policies at Schools of Pharmacy accommodate medical conditions, the lack of explicit mental health language can leave students uncertain about what is considered excused.</div></div><div><h3>Methods</h3><div>This narrative review examined experiential education resources, including student handbooks and syllabi obtained from institutional websites. Content analysis focused on identifying policies, procedures, and accommodations for mental health absences, with key themes coded to highlight mental health-explicit language.</div></div><div><h3>Results</h3><div>The study found that 55% of available documents explicitly stated experiential education attendance requirements but only 3% included explicit mental health terminology for absences. Commonly used terms were nonmental health specific, such as ‘illness’ and ‘medical emergency.’ This highlights a lack of explicit mental health language in experiential education attendance policies and the need for further research on its impact on students’ absence requests for mental health reasons.</div></div><div><h3>Conclusion</h3><div>This research contributes to discussions on enhancing mental health support in higher education, aiming to normalize mental health as a criterion for excused absences in pharmacy programs.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101343"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142815138","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}

引用次数: 0

Validity in Question: Is Pharmacy Educational Research Meeting the Standards?

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-01 DOI: 10.1016/j.ajpe.2024.101350

Kamila A. Dell , Gwendolyn A. Wantuch , Neal Benedict , Michael J. Peeters

{"title":"Validity in Question: Is Pharmacy Educational Research Meeting the Standards?","authors":"Kamila A. Dell , Gwendolyn A. Wantuch , Neal Benedict , Michael J. Peeters","doi":"10.1016/j.ajpe.2024.101350","DOIUrl":"10.1016/j.ajpe.2024.101350","url":null,"abstract":"<div><h3>Objective</h3><div>We aimed to quantify the rate of validity evidence reporting for educational testing described in pharmacy education literature and determine if this has changed over a 10-year period.</div></div><div><h3>Methods</h3><div>Articles published between 2019 and 2021 in 5 pharmacy education journals were reviewed to identify studies which reported the use of educational testing for knowledge, skills, and/or abilities. Two investigators independently screened and coded each included article for validity evidence sources reported based on the <em>Standards for Educational and Psychological Testing</em>.</div></div><div><h3>Results</h3><div>Overall, 1467 articles were screened, wherein 22% (326/1467) reported use of educational testing. Of the articles included, almost one-third (30%) reported 2 or more sources of validity evidence and another 39% reported only 1 source. Validity evidence for content was most frequently reported (54%), while validity evidence for Internal Structure, including reliability, was reported much less often (17%). Alarmingly, many articles (31%) did not report <em>any</em> source of validity evidence for their student learning assessments. Compared to a decade ago, fewer articles reported validity evidence for their student learning assessments.</div></div><div><h3>Conclusion</h3><div>Despite the critical role of validity evidence in ensuring accurate interpretation of educational testing, its reporting in pharmacy education literature remains inconsistent and has declined over the past decade. Since accurate test score interpretation requires validity evidence, its absence undermines the credibility and impact of research findings. Scholars, journal reviewers, and journal editors should better ensure research reports include validity evidence when inferences are made from learning assessment scores.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101350"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143292289","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}

引用次数: 0

Creating, Implementing, and Assessing an Elective Queer-iculum: Creating Change Agents Through Pharmacy Education 创建、实施和评估一个可选的酷儿课程：通过药学教育创造变革媒介。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-01 DOI: 10.1016/j.ajpe.2025.101356

Christopher G. Medlin , Heather Howell , Delilah Knapp , Gabriel Frietze

{"title":"Creating, Implementing, and Assessing an Elective Queer-iculum: Creating Change Agents Through Pharmacy Education","authors":"Christopher G. Medlin , Heather Howell , Delilah Knapp , Gabriel Frietze","doi":"10.1016/j.ajpe.2025.101356","DOIUrl":"10.1016/j.ajpe.2025.101356","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to detail the creation and implementation of a lesbian, gay, bisexual, transgender, queer or questioning, intersex, and asexual (LGBTQIA+) health elective course at a Hispanic-serving institution and assess its preliminary impact on Doctor of Pharmacy student attitudes and perceptions of LGBTQIA+ health care.</div></div><div><h3>Methods</h3><div>An 8-week course covering various topics related to LGBTQIA+ health care was designed and delivered to second- and third-year Doctor of Pharmacy students who voluntarily enrolled in the course from June to July 2023. As part of an institutional review board–approved pilot study, the enrolled students completed an electronic survey before and after the elective, assessing student pharmacists’ perceptions of personal capabilities and attitudes as well as curriculum exposure for several LGBTQIA+ health care–related topics.</div></div><div><h3>Results</h3><div>Several strong correlations emerged in the current study, ranging from −.87 to .90. In the assessment of personal and pharmacist capabilities toward providing LGBTQIA+ health care, there were no significant differences identified in perceived capabilities before and after the elective course; however, several promising themes emerged, including professional identity formation, allyship, and existing concerns and challenges.</div></div><div><h3>Conclusion</h3><div>The findings highlight the importance of effectively utilizing a didactic curriculum to increase exposure to LGBTQIA+ health to address knowledge gaps, increase confidence, and reduce stigma toward the LGBTQIA+ community. Schools and colleges of pharmacy should increase capacity for building elective courses that address health equity in marginalized communities through multiple modalities, including community engagement, advocacy, clinical simulation, and pharmacotherapy.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101356"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142967392","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}

引用次数: 0

Best Practices for Teaching and Assessing Population Health and Wellness 教学和评估人口健康与福利的最佳做法。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-01 DOI: 10.1016/j.ajpe.2025.101359

Jill M. Augustine , Shankar Munusamy , Omar F. Attarabeen

{"title":"Best Practices for Teaching and Assessing Population Health and Wellness","authors":"Jill M. Augustine , Shankar Munusamy , Omar F. Attarabeen","doi":"10.1016/j.ajpe.2025.101359","DOIUrl":"10.1016/j.ajpe.2025.101359","url":null,"abstract":"<div><h3>Objective</h3><div>We aimed to describe the concept of population health and wellness in the context of pharmacy education, curricular integration, and assessment.</div></div><div><h3>Findings</h3><div>The definition of population health and wellness, which differs from that of public health, emphasizes the importance of environmental, biological, and social factors in determining population health outcomes. Various population health measures, including objective (mortality rates and life expectancy) and subjective (self-rated health and quality of life) indicators, can be used to teach and assess population-based care. Curricular frameworks and approaches such as the Clinical Prevention and Population Health Curriculum Framework and the competency map approach can be used to integrate population health concepts into pharmacy education. Didactic and experiential learning opportunities, skill assessments (eg, immunizations, point-of-care testing, and research projects), and co-curricular activities (eg, health fairs and student-run clinics) can be used by educators to assess student’s knowledge and skills related to population health.</div></div><div><h3>Summary</h3><div>Despite the significance of population health and wellness for pharmacists, there is a lack of established comprehensive curricular approaches to effectively teach these concepts in pharmacy education. Skill assessments have standardized rubrics and should be used by all pharmacy educators. Other activities and assessments exist to evaluate students in research projects, service-learning opportunities, health fairs, and student-run clinics. There is a need for greater collaboration across pharmacy programs and health profession education initiatives to publish more examples and assessment tools to ensure that all graduates attain the necessary population health competencies.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101359"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143016969","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}

引用次数: 0

Fostering Advocacy in Student Pharmacists: Strategies for Curricular Integration and Assessment 培养药学学生的倡导：课程整合与评估策略。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-01 DOI: 10.1016/j.ajpe.2024.101355

Justine S. Gortney , Matthew Lacroix , Brianne L. Dunn

{"title":"Fostering Advocacy in Student Pharmacists: Strategies for Curricular Integration and Assessment","authors":"Justine S. Gortney , Matthew Lacroix , Brianne L. Dunn","doi":"10.1016/j.ajpe.2024.101355","DOIUrl":"10.1016/j.ajpe.2024.101355","url":null,"abstract":"<div><h3>Objectives</h3><div>This study aimed to discuss teaching and assessment of advocacy skills in student pharmacists as called for in the American Association of Colleges of Pharmacy 2022 Curriculum Outcomes and Entrustable Professional Activities.</div></div><div><h3>Findings</h3><div>The American Association of Colleges of Pharmacy 2022 Curriculum Outcomes and Entrustable Professional Activities categorize advocacy as a skill that should be developed to advance patient care and the profession. This is a change from the 2013 Center for Advancement of Pharmacy Education outcomes, in which the focus was on advocating for patients. Several thought papers have been released calling for an increase in advocacy training, but there has been limited published work on how advocacy is taught and assessed. In this review of published literature, examples of how pharmacy programs have incorporated and assessed advocacy are provided. Historically, teaching advocacy and its principles has been placed in the core curriculum content, elective courses, and/or cocurriculum, with limited assessment of skills related to advocacy. To support the greater focus on developing advocacy skills within the profession and among patient populations, it is recommended to incorporate the teaching of advocacy-related models of change into education curricula. Examples of 3 existing models are detailed.</div></div><div><h3>Summary</h3><div>Advocacy is a core skill set for advancing patient care and shaping the direction of the profession. There are currently limited external validation tools to test if students understand what advocacy is and how to perform advocacy. Further development of teaching and evaluation tools should be explored to help provide a common foundation of this skill set in all student pharmacists.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101355"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142907953","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}

引用次数: 0

A Scoping Review of Calls to Action in Pharmacy Education 药学教育行动呼吁的范围审查。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-01 DOI: 10.1016/j.ajpe.2025.101363

Sharon K. Park , Aleda M.H. Chen , Lisa Lebovitz , Thomas M. Ellington , Minakshi Lahiri , David Weldon , Erin Behnen , Julie Sease , Rosalyn Padiyara Vellurattil , Hugh Donohoe , Robert Bechtol

{"title":"A Scoping Review of Calls to Action in Pharmacy Education","authors":"Sharon K. Park , Aleda M.H. Chen , Lisa Lebovitz , Thomas M. Ellington , Minakshi Lahiri , David Weldon , Erin Behnen , Julie Sease , Rosalyn Padiyara Vellurattil , Hugh Donohoe , Robert Bechtol","doi":"10.1016/j.ajpe.2025.101363","DOIUrl":"10.1016/j.ajpe.2025.101363","url":null,"abstract":"<div><h3>Objectives</h3><div>Calls to action in pharmacy education are frequently observed in the literature, with little information about their authors, audience, or focus, especially regarding whether these calls led to any changes. This scoping review aims to (1) quantitatively and qualitatively characterize the calls to action in pharmacy education and (2) examine the traits of published articles typically associated with effective advocacy.</div></div><div><h3>Findings</h3><div>A systematic literature search for the scoping review was conducted using the PRISMA Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Of 3287 articles, 232 were included and extracted for their specific call to action, including topics, audience, and call quality. Two-thirds (66.7%) of the calls were initiated by faculty groups, 49% were commentaries, opinions, or editorials, and 39% were focused on the Doctor of Pharmacy curriculum. More than 90% of the articles were published between 2013 and 2023, with 26% published in 2023 alone. Most calls were directed to colleges/schools of pharmacy (81%). Only 21% of articles had a strong call to action with next steps or recommendations for enacting change.</div></div><div><h3>Summary</h3><div>The most frequently published calls to action were related to the pharmacy curriculum, authored by faculty groups, directed to pharmacy programs, and published in the postpandemic years, but were often not sufficiently strong to elicit change. To evoke change, calls to action should include several key characteristics according to this scoping review, such as being written in active voice, to a specific audience, with clearly stated problems, and with actionable solutions that could be implemented.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101363"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143016922","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}

引用次数: 0