American Journal of Pharmaceutical Education最新文献

{"title":"Student Performance and Instructional Complexity Across Team-Based and Mastery Learning Course Formats.","authors":"Adam M Persky, Zachary R Noel, Jacqueline E McLaughlin","doi":"10.1016/j.ajpe.2026.102091","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.102091","url":null,"abstract":"<p><strong>Objective: </strong>To compare cumulative final examination performance between mastery learning (ML) and team-based learning (TBL) and conduct an exploratory characterization of differences in instructional complexity between the two models.</p><p><strong>Methods: </strong>This retrospective study compared seven years of student performance data from a TBL course format (2012-2018, n=996) with seven years following implementation of ML (2019-2025, n=1,078). Course content, sequencing, learning objectives, and cumulative examination blueprint remained relatively stable across years. The primary outcome was student performance on a cumulative final examination. Final examination scores were compared between instructional models using Welch's independent samples t-test. Effect sizes were calculated using Cohen's d. An exploratory retrospective analysis used instructor-informed ratings to characterize relative instructional complexity between formats.</p><p><strong>Results: </strong>Students in the ML format achieved statistically significantly higher examination scores compared with students in the TBL format (ML=90.0%, TBL=88.0%, mean difference=2.0 percentage points, p<.001, d=0.24). Results remained consistent when COVID-affected cohorts were excluded from analysis. ML was also associated with lower score variability (SD=7.9 vs 8.9), suggesting greater consistency in student performance. The exploratory instructor-informed complexity analysis suggested that TBL concentrated relative instructional complexity within synchronous classroom coordination and team management, whereas ML concentrated complexity within assessment infrastructure, reassessment processes, and individualized learner support.</p><p><strong>Conclusion: </strong>Both TBL and ML were associated with high cumulative final examination performance despite substantial differences in instructional organization and operational demands. Selection of an instructional model should depend on alignment among learning goals, institutional resources, and implementation context rather than small differences in examination outcomes.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102091"},"PeriodicalIF":3.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148892704","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":"Faculty Perceptions of a Design Thinking-Guided Curricular Revision Process at a Single Institution.","authors":"Diana M Sobieraj, Marissa Salvo, Marie Smith, Kathryn Wheeler","doi":"10.1016/j.ajpe.2026.102089","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.102089","url":null,"abstract":"<p><strong>Objective: </strong>To evaluate faculty perceptions of the Design Thinking (DT) framework used to assess and revise the didactic Pharm.D. curriculum.</p><p><strong>Methods: </strong>An 18-month curricular assessment and revision process was implemented within a single school according to the DT framework. Faculty were anonymously surveyed about the extent to which the key principles of DT were followed and how faculty engaged with the process. Results from American Association of Colleges of Pharmacy Program Quality Survey (PQS) section on curriculum, teaching, and assessment were compared before, during, and after the 18-month period.</p><p><strong>Results: </strong>Fifty-three percent of faculty responded to the survey. Prior to this process, few faculty had experience with revising a plan of study. Faculty agreed that the key principles of DT were followed, including teamwork, collaborative problem solving, focus on authentic needs of faculty and students, creativity, and having a sufficient opportunity to seek input and feedback from faculty and students. The faculty agreed the process utilized transparent communication, focused on and addressed the faculty approved curricular priorities, demonstrated inclusivity, applied best practices in curricular design, and promoted data driven decision-making. PQS results showed improvement over time, which may be consistent with a positive impact of the curricular assessment and revision process. Residual disagreement in the depth of curricular topics remains.</p><p><strong>Conclusion: </strong>The DT framework was perceived as a viable human-centered approach to solving complex curricular problems in pharmacy education.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102089"},"PeriodicalIF":3.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148892683","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":"Scholarly Productivity Pre- and Post-Tenure Among Non-Pharmacy Practice Faculty in U.S. Schools/Colleges of Pharmacy.","authors":"May H Abdel Aziz, Sierra Pollard, Osama A Shoair","doi":"10.1016/j.ajpe.2026.102086","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.102086","url":null,"abstract":"<p><strong>Objective: </strong>To evaluate scholarly productivity before and after tenure among non-pharmacy practice (NPP) faculty in U.S. schools and colleges of pharmacy and assess whether changes in scholarly productivity following tenure varied across faculty demographic and institutional characteristics.</p><p><strong>Methods: </strong>This retrospective bibliometric analysis included tenured NPP faculty who achieved tenure between 2014 and 2023. Publication productivity was assessed using Web of Science records during the five years preceding tenure and the post-tenure period through December 31, 2024, excluding the tenure year. Publication counts were annualized to account for differences in post-tenure observation periods. Pre- and post-tenure productivity were compared overall, across faculty and institutional characteristics, and by publication type using Wilcoxon matched-pairs signed-rank tests.</p><p><strong>Results: </strong>A total of 234 tenured NPP faculty from 41 U.S. schools and colleges of pharmacy were included. Mean annualized publication productivity increased from 3.5 ± 2.9 publications per faculty member per year before tenure to 4.5 ± 3.8 after tenure (median 3 vs. 3.4). Increases were observed across most faculty demographic and institutional characteristics examined. Original research articles accounted for the largest share of scholarly output and increased from a mean of 2.2 ± 1.8 to 3.3 ± 3.1 publications per faculty member per year (median 1.8 vs. 2.3).</p><p><strong>Conclusion: </strong>Publication productivity among NPP faculty in U.S. schools and colleges of pharmacy increased following tenure, driven primarily by original research publications. These findings challenge concerns that publication productivity declines after tenure; however, the observational study design does not permit attribution of the observed increase to tenure itself.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102086"},"PeriodicalIF":3.1,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148882752","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":"Response to Antwi and colleagues \"Reliability and validity of an abbreviated motivated strategies for learning questionnaire in student pharmacists\".","authors":"Minarti Usman, Erma Pratiwi Nufi","doi":"10.1016/j.ajpe.2026.102022","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.102022","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 9","pages":"102022"},"PeriodicalIF":3.1,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148882762","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":"Determinants of University-Industry Collaboration in Pharmacy Education: Causal Analysis of Academic Perceptions and Barriers.","authors":"Muammer Çalıkuşu, Özlem Kaymaz, Gülbin Özçelikay","doi":"10.1016/j.ajpe.2026.102088","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.102088","url":null,"abstract":"<p><strong>Objectives: </strong>This nationwide study evaluated attitudes, perceived benefits, and perceived barriers to university-industry collaboration among faculty members in pharmacy schools in Türkiye and examined whether these perceptions differed by personal, professional, disciplinary, and regional characteristics.</p><p><strong>Methods: </strong>A cross-sectional questionnaire was emailed to all 1,723 faculty members working in pharmacy schools in Türkiye. The questionnaire assessed attitudes, perceived benefits, and perceived barriers related to university-industry collaboration. Exploratory and confirmatory factor analyses were used to evaluate the measurement structure. Structural equation modeling examined associations among the constructs, while independent-samples t tests and analysis of variance were used for group comparisons.</p><p><strong>Results: </strong>A total of 319 valid responses were received, corresponding to a response rate of 18.5%. More positive attitudes toward university-industry collaboration were associated with greater perceived benefits (β = 0.742, p <.001) and lower perceived barriers (β = -0.418, p =.002). Women reported higher scores for industry-oriented education and perceived benefits, whereas men reported higher scores for current problems. Perceptions also differed according to academic rank, professional seniority, academic specialization, and geographic region.</p><p><strong>Conclusions: </strong>Faculty members working in pharmacy schools generally recognized the educational and institutional benefits of university-industry collaboration, although substantial perceived barriers remained. Clearer institutional procedures, support for junior faculty members, and regionally inclusive collaboration mechanisms may strengthen academic-industry engagement in pharmacy education.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102088"},"PeriodicalIF":3.1,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148875949","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":"Responding to: July 1 Licensure Pressure for Pharmacy Residents-Why Early Licensure Matters.","authors":"Andrew K Posen, Braxton M Snuffer, Christian J Phillips, Noor Alawad, Renee M Petzel Gimbar, Kirsten H Ohler","doi":"10.1016/j.ajpe.2026.102043","DOIUrl":"10.1016/j.ajpe.2026.102043","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102043"},"PeriodicalIF":3.1,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148388291","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":"Proactive Support, Not Pressure: Responding to \"Stop Pressuring Pharmacy Residents to be Licensed by July 1st\".","authors":"Chris Johnson, Megan G Smith","doi":"10.1016/j.ajpe.2026.102034","DOIUrl":"10.1016/j.ajpe.2026.102034","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102034"},"PeriodicalIF":3.1,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148304176","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":"Response to Salman Regarding \"Using the ACCP Toolkit to Evolve the PharmD Curriculum\".","authors":"Diana M Sobieraj, Jennifer Luciano, Stefanie Nigro, Marissa Salvo, Kathleen K Adams, Kathryn Wheeler","doi":"10.1016/j.ajpe.2026.102032","DOIUrl":"10.1016/j.ajpe.2026.102032","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102032"},"PeriodicalIF":3.1,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148304148","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":"Response to \"Stop Pressuring Pharmacy Residents to be Licensed by July 1″.","authors":"Harrison Jozefczyk, Ryan Naseman, Ben Lopez","doi":"10.1016/j.ajpe.2026.102033","DOIUrl":"10.1016/j.ajpe.2026.102033","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102033"},"PeriodicalIF":3.1,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148304189","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":"Response to \"Using the ACCP Toolkit to evolve the PharmD curriculum\".","authors":"Genene Salman","doi":"10.1016/j.ajpe.2026.102021","DOIUrl":"10.1016/j.ajpe.2026.102021","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102021"},"PeriodicalIF":3.1,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148378063","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}