American Journal of Pharmaceutical Education最新文献

{"title":"Course Development and Integration of a Skills-Based Assessment for an Elective Palliative Care Course.","authors":"Maria Felton Lowry, Jennifer Pruskowski, Rene Claxton, Lucas A Berenbrok","doi":"10.1016/j.ajpe.2025.101439","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101439","url":null,"abstract":"<p><strong>Objective: </strong>To develop and pilot a novel palliative care elective course and assess its impact on 3^rd professional year (P3) student pharmacist's attitudes and skills in palliative care utilizing skills-based assessment methods and course evaluations.</p><p><strong>Methods: </strong>Faculty from the University of Pittsburgh School of Pharmacy implemented a semester-long (15-week) elective course in palliative care delivered by an interdisciplinary team of palliative care clinicians. Students were evaluated by pre- and post- standardized patient assessments, and Wilcoxon signed rank test was used to compare pre- and post- assessment scores. Students completed post-course evaluations and content was analyzed to transform student-perceived learning takeaways into themes.</p><p><strong>Results: </strong>Twenty-two students participated in the course across years 2023 and 2024. Pre- and post-assessment data from a standardized patient activity showed improvement in student palliative care skills including patient assessment, formulating pharmacologic recommendation, verbal communication, and written documentation of recommendations after participating in this elective course. Seven themes were identified through content analysis of student evaluations which encompassed knowledge gained in areas of both generalist and specialist palliative care.</p><p><strong>Conclusion: </strong>Integrating skills-based assessment was an objective way to assess the impact our palliative care elective course had on student pharmacist skill development. Our palliative care elective course improved student palliative care attitude and skills evidenced by course evaluations and skills-based assessment.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101439"},"PeriodicalIF":3.8,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144340725","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":"Deciding Whether to Communicate a Cancer Diagnosis at Work.","authors":"Melissa S Medina, Batoul Senhaji-Tomza","doi":"10.1016/j.ajpe.2025.101435","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101435","url":null,"abstract":"<p><p>With rising cancer rates, a faculty or staff member may face a personal cancer diagnosis. As the news may be unexpected, faculty and staff members with cancer have several decisions to make, including whether or not they should tell colleagues or students and how they should deliver the news. Guidance for these types of decisions and conversations are rarely discussed in the pharmacy literature; however, it is an important topic to consider as a cancer diagnosis can have a significant impact on the faculty or staff member, work environment, and the college/school of pharmacy overall. It is important to raise awareness of the issues facing faculty or staff members with a cancer diagnosis in order to help support them.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101435"},"PeriodicalIF":3.8,"publicationDate":"2025-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318818","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":"Educators' and Academic Leaders' Insights on Incorporating Computer-Based Simulation in Pharmacy Education: A Global Qualitative Study.","authors":"Ahmed M Gharib, Ivan K Bindoff, Gregory M Peterson, Mohammed S Salahudeen","doi":"10.1016/j.ajpe.2025.101433","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101433","url":null,"abstract":"<p><strong>Objective: </strong>To explore the perspectives of pharmacy educators and academic leaders on the barriers, facilitators, and future directions for implementing computer-based simulation (CBS) in pharmacy practice education.</p><p><strong>Methods: </strong>An exploratory qualitative approach was employed, using semi-structured interviews to gather perspectives from pharmacy educators and academic leaders. A total of 41 participants were invited, and responses from the 25 interviewees were analysed through reflexive thematic analysis to identify key themes related to barriers, facilitators, and potential future directions for CBS integration in pharmacy practice education.</p><p><strong>Results: </strong>Twenty-five participants from 21 countries were included in this study. Educators and leaders were generally consistent in terms of identified themes but differed in their focus; educators emphasised practical challenges related to classroom implementation, while leaders prioritised strategic considerations and institutional goals. The analysis revealed several barriers, particularly workload burdens, resource constraints, scepticism about CBS's ability to achieve desired learning outcomes, personal beliefs and cultural norms. Facilitators included strong Institutional support via training, alignment with institutional goals, and the presence of advocacy by champions. Future strategies emphasised the importance of interprofessional learning, joint simulation across health professions, institutional partnerships, and leveraging artificial intelligence (AI) to enhance CBS's scalability, interactivity, and personalisation.</p><p><strong>Conclusions: </strong>This study identifies key barriers and facilitators to the integration of CBS in pharmacy practice education and underscores the transformative potential of AI in overcoming these challenges. AI was identified as a promising tool for automating assessments, generating scenarios, reducing educator workloads, and improving learning outcomes. Future efforts should prioritize scalable, evidence-based strategies to maximize the impact of CBS on learning outcomes.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101433"},"PeriodicalIF":3.8,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144295440","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":"To Stay or To Go? Debate Regarding US News and World Report Pharmacy Program Rankings","authors":"Shanna K. O’Connor ,&nbsp;Caroline M. Sierra ,&nbsp;Megan N. Willson ,&nbsp;Jaime Maerten-Rivera ,&nbsp;Cameron C. Lindsey ,&nbsp;Catherine M. Crill ,&nbsp;Laura M. Frankart ,&nbsp;Rebecca Moote ,&nbsp;Anita Mosley ,&nbsp;Margie Padilla ,&nbsp;Jennifer Prisco ,&nbsp;Susan Smith","doi":"10.1016/j.ajpe.2025.101432","DOIUrl":"10.1016/j.ajpe.2025.101432","url":null,"abstract":"<div><h3>Objective</h3><div>The methodology used to generate the US News and World Report rankings has been increasingly scrutinized by members of the Academy. The primary objective was to describe the potential positive and negative effects of the Academy ceasing participation in the US News and World Report ranking system (USNWR-RS).</div></div><div><h3>Methods</h3><div>As part of the Academic Leadership Fellows Program, fellows participated in a debate on current topics in academic pharmacy. For this topic, authors partnered with health science librarians and individually searched the peer-reviewed literature and lay press for evidence related to the USNWR-RS for pharmacy. Each piece of evidence was reviewed by 2 different authors for inclusion, and discrepancies were resolved through discussion. All evidence was then summarized to identify themes related to the primary objective.</div></div><div><h3>Results</h3><div>Thirteen pieces of evidence were included in the summary: 8 (62%) were from peer-reviewed literature and the remaining were from popular media or news sources. Just over one-third of the pieces of evidence were initially structured as research studies rather than opinion-based articles.</div></div><div><h3>Conclusion</h3><div>The USNWR-RS has flaws and benefits that should be considered as the Academy works to address concerns. Established work and initial steps toward change lay an encouraging framework for the future.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101432"},"PeriodicalIF":3.8,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144276805","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 Scoping Review of Teaching and Assessment Strategies for Pharmaceutical Calculations in Health Professions Education.","authors":"Mary E Fredrickson, Anna Nogid, Sharon Wu, Apryl N Peddi, Rachel Whitney, Melissa Gratz, Jennifer N Wisniewski","doi":"10.1016/j.ajpe.2025.101430","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101430","url":null,"abstract":"<p><strong>Introduction: </strong>Proficiency in pharmaceutical calculations is an essential and fundamental skill for healthcare professionals, as medication dosing and dispensing errors can result in serious patient harm. Despite this importance, research suggests many health professions education (HPE) students face challenges in mastering these concepts. This scoping review aims to explore the available literature on pharmaceutical calculations teaching and assessment strategies within HPE.</p><p><strong>Methods: </strong>A comprehensive search was conducted in PubMed, Scopus, ERIC, and CINAHL Complete. Full-text research articles were included if they involved HPE students, discussed pharmaceutical calculations in the didactic curriculum, and were available in English. Results were reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR).</p><p><strong>Results: </strong>Seventy-three articles met inclusion criteria, with the majority being quasi-experimental studies. Of the studies, 57.5% involved student nurses and 35.6% involved student pharmacists. Teaching strategies varied, with problem-solving approaches, simulation, and online learning being the most common. Examinations were the most common assessment strategy. Competency was assessed in 33% of the studies, with thresholds ranging from 70-100%.</p><p><strong>Conclusion: </strong>While pharmaceutical calculations education remains a crucial component of HPE curricula, this review found a lack of robust evidence supporting either teaching or assessment interventions to improve learning outcomes. Additional research is needed to determine the comparative effectiveness of various teaching and assessment strategies for pharmaceutical calculations.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101430"},"PeriodicalIF":3.8,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144251004","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 Engle and Colleagues “Commentary on AACP Argus Commission Forecast 2024”","authors":"David D. Allen ,&nbsp;Todd D. Sorensen ,&nbsp;Anne Y.F. Lin ,&nbsp;Stuart T. Haines ,&nbsp;Russell B. Melchert ,&nbsp;Craig D. Cox ,&nbsp;Lee C. Vermeulen","doi":"10.1016/j.ajpe.2025.101431","DOIUrl":"10.1016/j.ajpe.2025.101431","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 7","pages":"Article 101431"},"PeriodicalIF":3.8,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144251005","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":"Implementation and Effectiveness of an Immersive Continuing Professional Development Elective for Student Pharmacists during the COVID-19 Pandemic.","authors":"Kelsey D Frederick, Catherine M Crill, James S Wheeler, Kenneth C Hohmeier, Lauren Bivacca, Michael J Rouse, Jennifer L Baumgartner, Dawn E Havrda","doi":"10.1016/j.ajpe.2025.101428","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101428","url":null,"abstract":"<p><strong>Objective: </strong>To examine the implementation and effectiveness of a continuing professional development (CPD) elective for fourth-year student pharmacists.</p><p><strong>Methods: </strong>A 4-week, remote CPD elective was developed and implemented during the COVID-19 pandemic for the Class of 2021. Students worked through each step of the CPD cycle, logged activities that facilitated achievement of self-identified goals, and submitted a final CPD portfolio and written reflection describing their experience applying the CPD approach. Data were collected using in-depth, semi-structured interviews and electronic, web-based surveys. Early implementation outcomes measured included acceptability, appropriateness, and feasibility. The interview guide was based on the Consolidated Framework for Implementation Research (CFIR).</p><p><strong>Results: </strong>All CPD elective students (100%, n=80) completed course requirements and surveys and passed the course. Implementation outcomes were 83.4% acceptability, 93% appropriateness, and 86.6% feasibility. Students reported full (62.9%) or partial (35%) achievement of self-identified goals and satisfaction with their learning outcomes (92.5%). Compared to Class of 2021 students not taking the elective, CPD elective students were more likely to have used a structured tool to identify professional strengths, areas of improvement, and learning opportunities, and to document a learning plan to achieve their goals. Twelve students participated in interviews. Students responded positively to the CPD experience and recognized the value of CPD training in achieving professional goals and preparing for lifelong learning. Participants appreciated the personalization, autonomy, and flexibility the elective offered, which increased perceived motivation and engagement in the learning process.</p><p><strong>Conclusion: </strong>The CPD elective provided an acceptable, appropriate, feasible, and effective CPD experience within the PharmD curriculum. Findings may be used to support development of future CPD activities within pharmacy education.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101428"},"PeriodicalIF":3.8,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparing NAPLEX-Ready Graduates Requires Collaboration to Optimize Success","authors":"Mary Elizabeth Ray ,&nbsp;Thomas M. Ellington ,&nbsp;Lisa Lebovitz ,&nbsp;Sarah A. Spinler ,&nbsp;Diana M. Sobieraj ,&nbsp;Michael P. Kelsch ,&nbsp;Aleda M.H. Chen","doi":"10.1016/j.ajpe.2025.101427","DOIUrl":"10.1016/j.ajpe.2025.101427","url":null,"abstract":"<div><div>Declining NAPLEX pass rates are prompting widespread discussions and urgent investigations into potential causes, including an examination of PharmD program characteristics, curriculum, student preparedness, and an evolving exam blueprint. Many studies have been conducted to understand the association of various factors with NAPLEX success, and individual programs have attempted to address these factors with mixed results. It is time to include additional stakeholders and collaborate on solutions. The National Association of Boards of Pharmacy (NABP), Accreditation Council for Pharmacy Education (ACPE), American Association of Colleges of Pharmacy (AACP), and PharmD programs (including preceptors and students) are all invested in and may influence NAPLEX outcomes. Specific recommendations for the NABP and the ACPE include increasing transparency regarding the timing and process of exam blueprint changes, coordinating a structured crosswalk between ACPE standards and NAPLEX content, and considering overall pass rates as a measurable outcome of program quality. PharmD programs should consider strategies such as engaging preceptors in exam preparation and providing proactive, structured student support for skills such as time management. Collectively, AACP members can leverage their expertise to develop shared resources, such as a practice question bank. Enhancing alignment between education and licensure ensures that pharmacy graduates are prepared for practice, ultimately benefiting patient care.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 7","pages":"Article 101427"},"PeriodicalIF":3.8,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210359","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":"Erratum to “A Curricular Assessment Blueprint and Needs Analysis for the Curricular Outcomes and Entrustable Professional Activities” [Am J Pharm Educ 89 (2025) 101378]","authors":"Michael J. Fulford ,&nbsp;Ashley N. Castleberry ,&nbsp;Melissa S. Medina","doi":"10.1016/j.ajpe.2025.101423","DOIUrl":"10.1016/j.ajpe.2025.101423","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 6","pages":"Article 101423"},"PeriodicalIF":3.8,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144170245","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":"Influence of demographic characteristics on perceptions of pharmacy faculty workload equity: A post hoc analysis.","authors":"Daniel R Malcom, Sharon K Park, Lisa Lebovitz, Omar F Attarabeen, Ashley Castleberry, Surajit Dey, Margarita V DiVall, Kelly C Lee, Melissa Medina, Elizabeth A Sheaffer, David Weldon","doi":"10.1016/j.ajpe.2025.101425","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101425","url":null,"abstract":"<p><strong>Objective: </strong>To examine how specific demographic factors affect pharmacy faculty perceptions of workload equity.</p><p><strong>Methods: </strong>A post hoc analysis of previously published survey results was conducted. Faculty were asked about the comparison of actual vs. assigned workload, fairness toward assigned workload, domains used by primary decision maker(s) when assigning workload, and the importance of factors to improve perceived fairness. Responses were grouped by gender identity (female vs. non-female), race and ethnicity (White vs. non-White), and clinical practice status (clinical vs non-clinical).</p><p><strong>Results: </strong>A total of 662 complete responses were received (15.9% response rate). The distribution of effort for research/scholarship significantly differed for females vs. non-females (14.8% vs. 22.2%, respectively). Female respondents reported significantly lower alignment of actual vs. assigned workload and performing more actual service than assigned compared to non-female respondents. This misalignment was also observed among non-White faculty. White faculty were more likely to believe those assigning workload considered individual context and contributions. Differences were also found in workload allocation across gender identity, race and ethnicity, and clinical practice status, with the most substantial variations in time dedicated to research/scholarship vs. clinical practice.</p><p><strong>Conclusion: </strong>Faculty self-reported workload allocation/assignment as well as perception of actual vs. assigned workload varied based on gender identity, race and ethnicity, and clinical practice status. These findings highlight the importance of clear, transparent workload policies and equitable assignment of responsibilities. Considering individual faculty roles and contributions to the overall program is crucial for improving perceived fairness and job satisfaction.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101425"},"PeriodicalIF":3.8,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175519","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}