American Journal of Pharmaceutical Education最新文献

{"title":"A Modified Delphi Process to Achieve Consensus on Social/Administrative Science Topics in Pharmacy Curricula.","authors":"Nicole M Sifontis, Sharon E Connor, Jane Ai-Chen Ho, Susan Morley, Catherine E O'Brien, Katherine Rotzenberg, Ranjani Varadarajan, Jordan R Covvey","doi":"10.1016/j.ajpe.2024.101349","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101349","url":null,"abstract":"<p><strong>Objective: </strong>To identify a consensus among pharmacy educators regarding relevant social/administrative science (SAS) topic areas and their priorities within pharmacy curricula.</p><p><strong>Methods: </strong>A modified Delphi process was conducted with members of selected American Association of Colleges of Pharmacy (AACP) affinity groups as the expert panel. Eighty-three potential topic areas across 12 domains were gathered via an informal literature review. Four rounds of electronic surveys were conducted in June 2023, September 2023, January 2024, and March 2024. Questionnaires queried the importance and tiered priority ranking of topics using methodology adapted from the American College of Clinical Pharmacy (ACCP) Pharmacotherapy Didactic Curriculum Toolkit.</p><p><strong>Results: </strong>A total of 147, 140, 139, and 111 respondents participated in each of the four rounds, respectively. Approximately two-thirds of respondents were women, with just over half working at public institutions, and had a median of 12-15 years of experience in academia. The final list of SAS topics after four rounds included 76 topics across 11 domains, with 35 topics (46%) placed in tier 1, 28 topics (37%) in tier 2, and 13 (17%) in tier 3.</p><p><strong>Conclusion: </strong>A tiered prioritization of SAS topics results can assist institutions in curricular mapping and preparation of graduates for pharmacy practice of today and the future.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101349"},"PeriodicalIF":3.8,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142878662","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 the 2025 ACPE Accreditation Standards Leading to the Doctor of Pharmacy Degree.","authors":"Mary E Kiersma, Dawn Zarembski, Janet P Engle, J Gregory Boyer, Jacob Gettig","doi":"10.1016/j.ajpe.2024.101348","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101348","url":null,"abstract":"<p><p>The Accreditation Council for Pharmacy Education (ACPE) has developed the Accreditation Standards and Key Elements for the Professional Program in Pharmacy Leading to the Doctor of Pharmacy (PharmD) Degree (Standards 2025), effective July 1, 2025. This article describes the processes used to revise the accreditation standards and key elements as well as changes made from Standards 2016 to Standards 2025. Communities of interest were invited to provide written comments via email and/or participate in a web-based survey. Standards 2025 introduces significant changes based on stakeholder feedback including the reduction from 25 standards from to seven.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101348"},"PeriodicalIF":3.8,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142873571","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":"Curricular Assessment Blueprint and Needs Analysis for the Social, Administrative, and Behavioral Foundational Sciences.","authors":"Aleda M H Chen, Krisy-Ann Thornby, Anandi V Law","doi":"10.1016/j.ajpe.2024.101346","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101346","url":null,"abstract":"<p><strong>Objectives: </strong>The objective of this integrative review is to analyze conceptual topics, applied content, teaching and learning strategies, and assessment methods within social, administrative, and behavioral sciences (SAS) syllabi and literature. The goal is to evaluate opportunities for enhancing the adoption and implementation of Curricular Outcomes and Entrustable Professional Activities (COEPA) 2022. Recommendations to better inform curriculum and assessment planning efforts are presented for programs and faculty seeking to optimize the integration of SAS content.</p><p><strong>Findings: </strong>Our search yielded 69 SAS-related syllabi from the AACP Connect repository and 296 publications from pharmacy journals focused on education. Most SAS literature was published in the didactic setting, which represents an opportunity to interweave and apply SAS knowledge concepts through the experiential, co-curricular, and interprofessional settings. Moving forward, it is prudent to thoughtfully design assessment measures that encompass both summative and formative evaluations. The literature findings offer valuable insights and examples regarding content, teaching strategies, and assessment methods. These findings can serve as a practical roadmap, providing ideas and guidance for programs and faculty aiming to enhance the integration of SAS content into their curricula.</p><p><strong>Summary: </strong>In response to the recent guidance from COEPA 2022 and the release of Standards 2025, programs and faculty have the responsibility to thoughtfully revise and improve the delivery and assessment of SAS content. The intentional integration of SAS knowledge, skills and attitudes should be guided by a collaborative effort to develop pharmacists who deliver effective person-centered care and are well-equipped to navigate the complexities of healthcare.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101346"},"PeriodicalIF":3.8,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830928","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":"Pioneering Computational Culture Within Pharmacy Schools by Empowering Students With Data Science and Bioinformatics Skills.","authors":"Cynthia Ronkowski, Dhrithi Deshpande, Nitesh Sharma, Mohammad Vahed, Yesha M Patel, Hovhannes J Gukasyan, Maryann Wu, Kerui Peng, Terry David Church, Rory E Kim, Edith Mirzaian, William Vincent Padula, Daniel Tomaszewski, Tien M H Ng, Annie Wong-Beringer, Jennica Zaro, Dima M Qato, Daryl L Davies, Vassilios Papadopoulos, Serghei Mangul","doi":"10.1016/j.ajpe.2024.101341","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101341","url":null,"abstract":"<p><p>As advancements in digital health lead to the generation of increasingly diverse and voluminous pharmaceutical data, it is increasingly critical that we teach trainee pharmaceutical scientists how to leverage this data to lead future innovations in healthcare and pharmaceutical research. To address this need, the University of Southern California Alfred E. Mann School of Pharmacy and Pharmaceutical Sciences (USC Mann) is incorporating data science and bioinformatics into the graduate and undergraduate curricula through introductory courses tailored for students without prior programming experience. These courses feature a teaching framework designed to make the fundamentals of data science and bioinformatics accessible to pharmacy students through step-by-step, Jupyter-based coding assignments with examples relevant to the pharmaceutical sciences. The framework supports PharmD students by focusing on the practical applications of data science in clinical settings, while for PhD and MS students, the emphasis is on research methodologies and advanced data analysis techniques. Here, we outline the design of this framework, highlighting the strategies we developed and the opportunities it provides to cultivate a computational culture within our institution and beyond.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101341"},"PeriodicalIF":3.8,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142824888","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":"Preferred Educational Programming Among Graduate Students and Post-doctoral Fellows at Pharmacy Schools: a Pilot Survey.","authors":"Natalie S Hohmann, Taylor L Watterson, Chenyu Zou, Theresa Filtz, Ana M Castejon, Terri L Warholak, Peter M Gannett, Marie Barnard","doi":"10.1016/j.ajpe.2024.101342","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101342","url":null,"abstract":"<p><strong>Objective: </strong>To inform program development, the AACP Graduate Education Special Interest Group Colleagues in Training Committee (CITC) investigated professional development needs of graduate students and post-doctoral fellows at schools/colleges of pharmacy.</p><p><strong>Methods: </strong>A cross-sectional pilot survey examined preferred programming topics, mentoring needs, and career goals. A survey invitation was posted on AACP Connect and emailed to Graduate Program Officers and Assistant/Associate Deans for Research at US pharmacy schools/colleges for distribution to trainees. Eligible respondents were trainees in Master's, PhD, or post-doctoral programs at US schools/colleges of pharmacy.</p><p><strong>Results: </strong>A total of 108 responses were analyzed. Most respondents were White (51%) or Asian (34%), 4% African-American or Black, and 3% Hispanic/Latino(a). Most were female (58%), with mean age 30 years (SD=6.05 years). Fifty-five percent were domestic and 41% international. The majority were PhD students (84%) in Basic Sciences (60%) or Economic, Social, and Administrative Sciences (ESAS, 24%). Preferred programming topics included: overview of career options (72%), how to get a job in pharmaceutical/biotech companies (67%), and resume/CV development (65%). There were significant differences in preferred programming topics between international and domestic trainees. Only 17% had a written mentorship contract with their major advisor. Forty-four percent planned careers in pharmaceutical/biotech companies, 27% academia, and 10% government agencies.</p><p><strong>Conclusions: </strong>Future programming may prioritize strategies for graduate students/post-doctoral fellows to decide what career is the right fit and developing job application materials. Results are relevant for AACP programming and graduate school curricula, as well as implementing individualized development programs targeting essential soft skills training.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101342"},"PeriodicalIF":3.8,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142820296","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":"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":"https://doi.org/10.1016/j.ajpe.2024.101343","url":null,"abstract":"<p><p>This study investigates the language used in experiential education resources from 144 Accreditation Council for Pharmacy Education (ACPE)-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. Analyzing experiential education resources, 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 non-mental 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. This research contributes to discussions on enhancing mental health support in higher education, aiming to normalize mental health as criteria for excused absences in pharmacy programs.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101343"},"PeriodicalIF":3.8,"publicationDate":"2024-12-09","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}

{"title":"Leveraging Collective Expertise, Wisdom, and Guidance Through Mastermind Teams.","authors":"Jeremy Hughes, Annesha White, Grace M Kuo, Jayesh Parmar, David Fuentes","doi":"10.1016/j.ajpe.2024.101345","DOIUrl":"10.1016/j.ajpe.2024.101345","url":null,"abstract":"<p><p>Leadership positions with enormous responsibilities are challenging; at times leaders may feel isolated or lonely. A mastermind team is a small group of peer mentors or a personal board of directors, who meet on a recurring basis to share ideas for feedback, groupsource solutions, and to celebrate/commiserate on events. Joining a mastermind team helps leaders receive psychological support, encouragement, inspiration, suggestions for solving problems, and resources to manage challenges. This commentary reviews the purpose and concept of mastermind teams. Included in the review are practical suggestions for ways to form a team, set ground rules, implement engagement approaches, establish meeting formats, and create psychological safety. Mastermind teams can help leaders grow personally and professionally.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101345"},"PeriodicalIF":3.8,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142815153","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":"Choose Your Own Adventure to Enhance Hypertension, Heart Failure, and Insulin Management Skills.","authors":"Morgan P Stewart, Kenneth A Lawson, Kathryn Litten","doi":"10.1016/j.ajpe.2024.101344","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101344","url":null,"abstract":"<p><strong>Objective: </strong>Choose Your Own Adventure (CYOA) educational activities can be utilized in the classroom to simulate patient cases. The objective of this study was to evaluate changes in pharmacy student knowledge and confidence in hypertension, heart failure, and insulin management skills after completion of CYOA activities.</p><p><strong>Methods: </strong>Three CYOA activities were developed for three separate lectures in two pharmacy electives on topics of hypertension, heart failure, and insulin management. Two different online platforms were used for the activities. Before and after each activity, instructor-created surveys were administered to students to assess knowledge, confidence, and satisfaction.</p><p><strong>Results: </strong>One hundred and ten potential respondents completed at least one of the three activities between 2021 and 2023. Average knowledge and confidence improved for each disease state individually and when combined as a whole. Satisfaction was high (>4.5/5) for all activities and no differences were seen between activity platform.</p><p><strong>Conclusions: </strong>CYOA activities can be successfully implemented in PharmD elective classrooms using a digital platform for a variety of disease states and skills. Knowledge and confidence were improved in each individual topic and overall. Students enjoyed this activity regardless of the platform. Validated surveys and follow up assessments would be beneficial in the future to determine if knowledge gains are sustainable.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101344"},"PeriodicalIF":3.8,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142815141","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":"Rethinking the Pace of Productivity in Pharmacy Academia.","authors":"Kathryn J Smith, Jeff Cain, Lindsey M Childs-Kean","doi":"10.1016/j.ajpe.2024.101338","DOIUrl":"10.1016/j.ajpe.2024.101338","url":null,"abstract":"<p><p>In response to rising levels of burnout and stress among pharmacy faculty, there is a growing call to reassess traditional approaches to productivity and well-being within the Academy. We introduce a \"slower\" approach to faculty work, one that advocates for a deliberate focus on quality over quantity and promoting sustainable practices that prioritize meaningful contributions and personal well-being. The aim of this commentary is to encourage pharmacy faculty to embrace a slow mindset while maintaining the ability to contribute meaningfully to the lives of their students, patients, colleagues, and the profession of pharmacy. Drawing from Cal Newport's book, Slow Productivity, principles of obsessing over quality, doing fewer things, and working at a natural pace are explained. Practical strategies are discussed, including reevaluating workload distribution, setting realistic project limits, and embracing seasonal variations in academic demands. These approaches aim to foster a supportive and balanced organizational culture within pharmacy academia, aligning individual aspirations with institutional goals. This commentary encourages pharmacy faculty to embrace a slower, more intentional approach to their work, promoting personal and professional fulfillment.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101338"},"PeriodicalIF":3.8,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142803558","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 Call for Clarity: A Proposed Toolkit to Integrate Foundational Sciences into Pharmacy Curricula.","authors":"Noha A Mourad, Marina Gálvez-Peralta, Christopher B Brown, Ahmad Hanif, Amy-Joan L Ham","doi":"10.1016/j.ajpe.2024.101340","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101340","url":null,"abstract":"<p><p>The American College of Clinical Pharmacy (ACCP) Pharmacotherapy Didactic Curriculum Toolkit has been used across many schools of pharmacy to guide the depth and breadth of therapeutics coverage, but no counterpart for foundational science coverage in pharmacy education currently exists. Broad topic areas for the foundational sciences are outlined in Appendix 1 of the Accreditation Council for Pharmacy Education (ACPE) standards, but the standards lack specific direction with regards to foundational sciences content needed in the professional pharmacy curriculum. Faculty are therefore challenged to determine the depth and breadth of foundational sciences to meet educational standards within limited curricular space, often resulting in curricular hoarding and overload. Another challenge is how faculty should best integrate the foundational sciences with clinical practice in accordance with ACPE expectations. This narrative review serves as an urgent call to develop a Comprehensive Foundational Sciences Toolkit and provides an example of a toolkit mapped to pharmacy educational standards and competencies. The authors discuss the potential of this foundational sciences toolkit to 1) guide faculty on the appropriate coverage of foundational sciences within the professional pharmacy curriculum to limit curricular overload; and 2) enhance communication and coordination between faculty to facilitate the process of streamlining, connecting, and aligning content across the foundational and clinical sciences.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101340"},"PeriodicalIF":3.8,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142803474","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}