American Journal of Pharmaceutical Education最新文献

To the Editor: TikTok as a Tool for Learning Top 300 Drugs. 致编辑：TikTok作为学习前300种药物的工具。

IF 3.5 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-10-06 DOI: 10.1016/j.ajpe.2025.101879

Kathryn Sawyer, Mary Sullivan Kopale

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The Effect of Socioeconomic Disadvantage for On-Time Graduation in Three Doctor of Pharmacy Programs. 社会经济劣势对三个药学博士专业准时毕业的影响。

IF 3.5 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-10-06 DOI: 10.1016/j.ajpe.2025.101881

Nicole Lounsbury-Rivera, Melissa A Burmeister, Heather Wende, Lynne Arric, Antonio C Perry

{"title":"The Effect of Socioeconomic Disadvantage for On-Time Graduation in Three Doctor of Pharmacy Programs.","authors":"Nicole Lounsbury-Rivera, Melissa A Burmeister, Heather Wende, Lynne Arric, Antonio C Perry","doi":"10.1016/j.ajpe.2025.101881","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101881","url":null,"abstract":"<p><strong>Objective: </strong>To determine if there is a relationship between socioeconomic disadvantage and student progression in three doctor of pharmacy (Pharm.D.) programs.</p><p><strong>Methods: </strong>On-time graduation for six classes of Pharm.D. students was compared based on the economic or environmental disadvantage questions posed by the Pharmacy College Application Service. Demographic characteristics, including sex, race/ethnicity, and geographical area, were also analyzed. A Pearson chi-squared test was used to compare these variables to on-time graduation.</p><p><strong>Results: </strong>Students whose families met the criteria for economic disadvantage had lower on-time graduation compared to students who did not. Male students had lower on-time graduation vs. female students. Race/ethnicity also adversely impacted progression, with Black/African American students displaying the lowest on-time graduation.</p><p><strong>Conclusion: </strong>Multiple socioeconomic factors and demographic characteristics hindered progression at three schools of pharmacy, although the precise reasons for lower on-time graduation remain unclear.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101881"},"PeriodicalIF":3.5,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145253985","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}

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To the Editor Response to Sawyer and Kopale Re. TikTok as a Tool for Learning Top 300 Drugs. 致编辑对Sawyer和Kopale Re. TikTok作为学习前300种药物的工具的回应。

IF 3.5 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-10-06 DOI: 10.1016/j.ajpe.2025.101880

Karl R Kodweis, Elizabeth A Hall, Andrea Franks, Amy E Hall, Joanna Q Hudson, Dawn E Havrda

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Comparison of Peer, Near-Peer, and AI-Assisted Methods to Faculty Grading of SOAP Notes. 对等、近对等和人工智能辅助方法对教师SOAP笔记评分的比较。

IF 3.5 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-10-04 DOI: 10.1016/j.ajpe.2025.101877

John Pham, Krista L Donohoe, Dayanjan Wijesinghe, Benjamin Van Tassell, Sarah E Wheeler, Apryl N Peddi

{"title":"Comparison of Peer, Near-Peer, and AI-Assisted Methods to Faculty Grading of SOAP Notes.","authors":"John Pham, Krista L Donohoe, Dayanjan Wijesinghe, Benjamin Van Tassell, Sarah E Wheeler, Apryl N Peddi","doi":"10.1016/j.ajpe.2025.101877","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101877","url":null,"abstract":"<p><strong>Objective: </strong>The objective of this study was to determine which approach (peer, near-peer, ChatGPT Plus, or an in-house implementation of a GPT-4-based application referred to as GRADES) was the closest to faculty grading of SOAP notes.</p><p><strong>Methods: </strong>Second-year pharmacy students (n=83) completed a practice SOAP note. Five methods were used to grade the SOAP notes: faculty, peer, near-peer, ChatGPT Plus, and GRADES. Variability in rubric scores among grading methods was analyzed using Friedman one-way repeated measures ANOVA with post-hoc testing. Time was tracked for each grading method to evaluate efficiency.</p><p><strong>Results: </strong>The median scores and interquartile ranges for each grading method were as follows: faculty (65% [56% - 71%], peer (78% [62% - 88%]), near-peer (77% [72% - 86%]), ChatGPT Plus (87% [80% - 91%]), and GRADES (66% [57% - 73%]). Peer-, near-peer, and ChatGPT scores were statistically different from faculty scores. Scores from GRADES were not significantly different from faculty grading.</p><p><strong>Conclusion: </strong>The use of an in-house implementation of GPT-4 (GRADES), with faculty oversight, resulted in similar rubric scores to a faculty grader.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101877"},"PeriodicalIF":3.5,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145240498","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

Oral Assessment of Clinical Reasoning in Pharmacy Students: A Scoping Review. 药学学生临床推理能力的口头评估：范围综述。

IF 3.5 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-10-03 DOI: 10.1016/j.ajpe.2025.101876

Angelene van der Westhuizen, Sanyogita Sanya Ram, Shane Scahill

{"title":"Oral Assessment of Clinical Reasoning in Pharmacy Students: A Scoping Review.","authors":"Angelene van der Westhuizen, Sanyogita Sanya Ram, Shane Scahill","doi":"10.1016/j.ajpe.2025.101876","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101876","url":null,"abstract":"<p><strong>Objectives: </strong>This scoping review aimed to identify, collate, and map the existing literature on oral assessment of clinical reasoning in pharmacy students, focusing on assessment methods and rubric types.</p><p><strong>Findings: </strong>A comprehensive scoping review was conducted, utilising Arksey and O'Malley's five-stage framework, and JBI methodological guidance. A comprehensive search across ten electronic databases, and grey literature sources yielded 356 potentially relevant articles, of which 16 full-text articles met the inclusion criteria. All oral assessments were case based, in hospital, ambulatory or community settings. Students were evaluated through problem-based learning, Socratic questioning, virtual or standardized patient interactions, or a think-aloud approach. Students used frameworks such as SOAP, PPCP, and SBAR with safety and efficacy being the most commonly addressed drug-related problems. Rubrics were mostly analytic, supported by checklists and global scores. Presentation skills were assessed in some studies and most rubrics aligned with intellectual standards. Assessor training and feedback varied, and inter-rater reliability was inconsistently reported.</p><p><strong>Summary: </strong>Oral assessments offer an authentic way to evaluate clinical reasoning in pharmacy students and reduce risks associated with AI in written assessments. Future assessments should incorporate real world scenarios; a hybrid of analytic and global rubrics aligned with intellectual standards and structured assessor training. Further research is needed to identify optimal rubric and assessment formats. Findings from this review can guide the development of oral assessments in pharmacy curricula, ensuring that pharmacy graduates meet the competency standards for entry into the pharmacist scope of practice.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101876"},"PeriodicalIF":3.5,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145234250","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

Environmental Sustainability and Pharmacy Students: The Mediating Role of Environmental Health Literacy Between Green Self-Efficacy and Environmental Attitude. 环境可持续性与药学学生：环境健康素养在绿色自我效能感与环境态度之间的中介作用。

IF 3.5 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-10-03 DOI: 10.1016/j.ajpe.2025.101878

Rumeysa Eren, Elif Ulutas Deniz, Bilge Sözen Şahne

{"title":"Environmental Sustainability and Pharmacy Students: The Mediating Role of Environmental Health Literacy Between Green Self-Efficacy and Environmental Attitude.","authors":"Rumeysa Eren, Elif Ulutas Deniz, Bilge Sözen Şahne","doi":"10.1016/j.ajpe.2025.101878","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101878","url":null,"abstract":"<p><strong>Objective: </strong>The objective of this study is to examine the relationships between green self-efficacy, environmental literacy, and environmental attitude and to investigate the mediating role of environmental literacy in the relationship between green self-efficacy and environmental attitude among pharmacy students.</p><p><strong>Methods: </strong>This research was descriptive and correlational.</p><p><strong>Results: </strong>In total, 870 students' questionnaires were found to be valid for analysis. To the best of our knowledge, this is the inaugural study to examine the relationship between green self-efficacy, environmental attitude, and environmental health literacy levels among pharmacy students. This study concluded that environmental health literacy plays a mediating role in the link between green self-efficacy and environmental attitude among pharmacy students.</p><p><strong>Conclusion: </strong>It is imperative for educators to cultivate learning environments that will enhance environmental health literacy, thereby fortifying green self-efficacy. Such initiatives have the potential to motivate students to adopt eco-friendly approaches in their pharmaceutical practices. In addition, it is imperative to integrate environmental awareness and sustainability themes into practical education processes, complementing them with theoretical knowledge.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101878"},"PeriodicalIF":3.5,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145234252","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}

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Dispensing The Truth: The Need to Educate Future Pharmacists to Counter Health Misinformation 分发真相：需要教育未来的药剂师对抗健康错误信息。

IF 3.5 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-09-18 DOI: 10.1016/j.ajpe.2025.101874

Jordan R. Covvey , Spencer E. Harpe

引用次数: 0

Meet the President 见见总统。

IF 3.5 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-09-18 DOI: 10.1016/j.ajpe.2025.101869

Gayle A. Brazeau, Elizabeth Alida Stern

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Interventions to Improve the Quality of Multiple-Choice Questions: A Systematic Review and Meta-Analysis 提高多项选择题质量的干预措施：系统回顾和荟萃分析。

IF 3.5 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-09-15 DOI: 10.1016/j.ajpe.2025.101872

Tanvirul Hye , M. Faisal Hossain , Monzurul A. Roni

{"title":"Interventions to Improve the Quality of Multiple-Choice Questions: A Systematic Review and Meta-Analysis","authors":"Tanvirul Hye , M. Faisal Hossain , Monzurul A. Roni","doi":"10.1016/j.ajpe.2025.101872","DOIUrl":"10.1016/j.ajpe.2025.101872","url":null,"abstract":"<div><h3>Objectives</h3><div>This article aimed to identify, review, and synthesize the literature on interventions to improve the quality of multiple-choice questions (MCQs) in health professions education and to evaluate the effectiveness of faculty training and peer review of items in enhancing item quality.</div></div><div><h3>Findings</h3><div>Both faculty training and peer review were found to improve MCQ quality, with peer review associated with a greater effect. Most studies were quasi-experimental and assessed item quality using objective metrics such as discrimination index, difficulty level, and distractor efficiency. Faculty training showed variable effectiveness depending on format and duration, with longitudinal workshops yielding more consistent improvements. Peer review interventions produced substantial gains in item quality. Meta-analysis of 6 eligible studies showed a significantly higher effect size for peer review (Cohen’s <em>d</em> = 1.68) compared with faculty training (Cohen’s <em>d</em> = 0.98). Resource-efficient approaches such as self-paced modules and targeted review of flawed items emerged as promising strategies.</div></div><div><h3>Summary</h3><div>Improving the quality of MCQs is critical for valid and reliable assessment in health professions education. A brief one-time faculty training workshop may yield limited benefits, whereas ongoing development programs and cost-effective alternatives can provide sustainable improvement. Institutions should prioritize evidence-based, resource-conscious approaches to faculty development and peer review as a routine component of MCQ quality assurance.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 11","pages":"Article 101872"},"PeriodicalIF":3.5,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082557","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}

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No-To-Nicotine: Developing and Evaluating a Smoking and Vaping Cessation Module for Pharmacy Students No-To-Nicotine：为药学学生开发和评估戒烟和电子烟模块。

IF 3.5 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-09-12 DOI: 10.1016/j.ajpe.2025.101864

David Le , Maya Saba , Emil Dan , Jocelyn Bussing , Renee Bittoun , Smita Shah , Bandana Saini

{"title":"No-To-Nicotine: Developing and Evaluating a Smoking and Vaping Cessation Module for Pharmacy Students","authors":"David Le , Maya Saba , Emil Dan , Jocelyn Bussing , Renee Bittoun , Smita Shah , Bandana Saini","doi":"10.1016/j.ajpe.2025.101864","DOIUrl":"10.1016/j.ajpe.2025.101864","url":null,"abstract":"<div><h3>Objective</h3><div>With vaping emerging as a growing public health concern, pharmacists’ training needs to address both smoking and vaping cessation. Student pharmacists, as future health professionals, require training that reflects current clinical guidelines and incorporates behavior change support techniques. This study aimed to develop and evaluate an educational module that addressed key knowledge and skill gaps related to smoking and vaping practices among student pharmacists.</div></div><div><h3>Methods</h3><div>A pedagogical module, No-to-Nicotine, was implemented with second-year undergraduate student pharmacists at The University of Sydney. The module consisted of 2 lectures on smoking and vaping and a 2.5-h interactive workshop to encourage active learning through the application of content in practical activities. A pre-post module questionnaire was used to assess potential changes in knowledge and attitude scores.</div></div><div><h3>Results</h3><div>There was a significant increase in knowledge (premean total knowledge score: 18.9 ± 5.6; postmean total knowledge score: 25.4 ± 5.0; <em>p</em> <.001), demonstrating an improved understanding of smoking and vaping. Attitudinal shifts suggested greater awareness of the pharmacist’s role in nicotine dependence management. Students' feedback reinforced the module’s relevance and applicability to future pharmacy practice.</div></div><div><h3>Conclusion</h3><div>An educational module with underlying pedagogical principles for student pharmacists can empower their roles in smoking and vaping cessation in professional practice. Incorporating knowledge and skills relevant to current practices in smoking and vaping services is essential in pharmacy curricula.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 11","pages":"Article 101864"},"PeriodicalIF":3.5,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145066570","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