American Journal of Pharmaceutical Education最新文献

{"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 , Ashley N. Castleberry , 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}

{"title":"Impact of Ungraded Readiness Assurance Tests on Student Preparation and Performance in an Integrated Required Pharmacy Course.","authors":"Cheryl D Wood, Michelle Z Farland, Lindsey M Childs-Kean","doi":"10.1016/j.ajpe.2025.101426","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101426","url":null,"abstract":"<p><strong>Objective: </strong>To examine the impact of ungraded Readiness Assurance Tests (RATs) on students' pre-class preparation and performance in a team-based learning integrated required professional pharmacy course.</p><p><strong>Methods: </strong>This retrospective cohort study compared student performance and pre-class preparation quantitatively and qualitatively when RATs in a team-based learning course were ungraded vs. graded in a course in the second professional year. Student perceptions of the course were also summarized for the cohort that experienced ungraded RATs (2021). Four cohorts (2018, 2019, 2021, and 2022) were included in this study. Student performance was measured through individual RAT (iRAT) and exam scores. Student's pre-class preparation was measured by the number of unique viewers and portion of each video viewed for each pre-recorded lecture. The 2021 cohort's student evaluations of teaching were then analyzed for themes.</p><p><strong>Results: </strong>iRAT scores decreased in the ungraded 2021 cohort (mean score 7.5) compared to graded cohorts (2018: 8.1, 2019: 8.1, 2022: 8.4). Overall exam performance was consistent across cohorts. The mean of unique viewers accessing pre-recorded lectures and the portion of each pre-recorded lecture viewed ranged from 72.9% to 83.1% and 74.3% to 80.5%, respectively. Themes from student evaluations of teaching in the ungraded 2021 cohort included change in course structure caused stress; change in motivation and pre-class preparation; benefits of retrieval practice; preference for graded iRAT.</p><p><strong>Conclusion: </strong>Ungrading a single portion of the course resulted in lower performance on formative assessments, but similar performance on course exams. Students were uncomfortable with the change in grading structure in this course, which differed from their experiences in prior courses in the curriculum.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101426"},"PeriodicalIF":3.8,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152837","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 “Best Practices for Teaching and Assessing Population Health and Wellness” [Am J Pharm Educ 89 (2025) 101359]","authors":"Jill M. Augustine ,&nbsp;Shankar Munusamy ,&nbsp;Omar F. Attarabeen","doi":"10.1016/j.ajpe.2025.101421","DOIUrl":"10.1016/j.ajpe.2025.101421","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 6","pages":"Article 101421"},"PeriodicalIF":3.8,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144123461","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 and Evolution of the Accreditation Council for Pharmacy Education's International Services Program.","authors":"Dawn Zarembski, Jacob Gettig, Janet P Engle","doi":"10.1016/j.ajpe.2025.101424","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101424","url":null,"abstract":"<p><p>The Accreditation Council for Pharmacy Education (ACPE) International Services Program was established in 2011 following a year-long feasibility analysis undertaken on the basis of observed trends in requests for assistance, consultation and accreditation from international governments, organizations, and programs. Since it was established, the International-Accreditation process has expanded and evolved with 47 programs across 11 countries currently holding some form of International-Accreditation status. This paper describes aspects of the development and evolution of ACPE's International Services Program. Future plans for ACPE's International-Accreditation Program are also described.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101424"},"PeriodicalIF":3.8,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144144416","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":"Exploring Professional Identity Formation among Pharmacists in Pakistan: Barriers, Enablers, and Recommendations.","authors":"Iqra Hafeez, Rahila Yasmeen, Shabana Ali, Mustafeez Mujtaba Babar","doi":"10.1016/j.ajpe.2025.101422","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101422","url":null,"abstract":"<p><strong>Objectives: </strong>Despite being the third-largest healthcare professional group globally, pharmacists often grapple with ambiguity surrounding their professional identity and role in the healthcare system. This study addressed the scarcity of data on factors influencing Professional Identity Formation (PIF) among pharmacists, focusing on the context of Pakistan.</p><p><strong>Method: </strong>Utilizing a qualitative exploratory design, the researcher conducted semi-structured interviews with 12 pharmacists in hospital, community pharmacy and the pharmaceutical industry over six months. The data was transcribed, and thematic analysis was done after running two coding cycles. Three dominant themes emerged: pharmacists' perceptions of professional identity in Pakistan, attitudes towards professional roles and culture, and contextual influences on PIF.</p><p><strong>Result: </strong>Barriers to Professional Identity Formation identified include identity splinting, insufficient knowledge and lack of Continuing Professional Development (CPD) opportunities, absence of incentives and mentorship programs, workplace power dynamics, suboptimal interaction with other healthcare professionals, negative feedback from physicians, unethical marketing practices by pharmaceutical companies, and unclear roles and responsibilities. Conversely, enablers encompass a supportive working environment, equal learning opportunities, effective communication skills, respect for colleagues, and adherence to moral and ethical standards.</p><p><strong>Conclusion: </strong>The study emphasizes the significance of PIF for pharmacists in Pakistan and calls for collective efforts to empower and enhance the pharmacy workforce. Recommendations include incorporating educational practices, curricular reforms, and experiential learning to foster professional identity among aspiring pharmacists. Strengthening professional identities is considered as beneficial for the pharmacy profession, educators, regulators, and the community, ultimately improving patient care and community health.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101422"},"PeriodicalIF":3.8,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144133247","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":"TikTok as a tool for learning top 300 drugs","authors":"Karl R. Kodweis ,&nbsp;Elizabeth A. Hall ,&nbsp;Andrea Franks ,&nbsp;Amy E. Hall ,&nbsp;Joanna Q. Hudson ,&nbsp;Dawn E. Havrda","doi":"10.1016/j.ajpe.2025.101419","DOIUrl":"10.1016/j.ajpe.2025.101419","url":null,"abstract":"<div><h3>Objective</h3><div>The study aimed to assess the influence of student-generated TikTok videos on quiz performance and to evaluate student perspectives on this tool for learning the top 300 drug facts.</div></div><div><h3>Methods</h3><div>This mixed-methods cohort study was conducted in Fall 2021 with second-year pharmacy (P2) students (<em>n</em> = 169). Students could create videos in small groups tasked with developing and viewing TikTok videos or use traditional study methods (top 300 drugs flashcards). Pre and poststudy surveys and focus groups assessed perceptions and demographics. Quiz performance was compared between TikTok creators, viewers, and nonparticipants using Kruskal-Wallis tests, with thematic analysis applied to qualitative data.</div></div><div><h3>Results</h3><div>The survey response rate was 94.1% (159/169). A total of 112 students watched TikTok videos to study (“viewers”; 70.4%), while 47 did not (“nonviewers”; 29.6%); 106 students created videos (“creators”; 66.7%), while 53 did not (“noncreators”; 33.3%). No significant difference in quiz scores was noted between TikTok viewers and nonviewers. Similarly, no significant difference in quiz scores was observed between TikTok creators and noncreators. Thematic analysis revealed that creating videos helped with understanding but was time-consuming, and viewing the videos for study purposes was reportedly distracting.</div></div><div><h3>Conclusion</h3><div>Student perceptions supported the educational value of TikTok videos, but neither producing nor watching significantly affected quiz performance. Although creating and viewing these videos had benefits, such as making studying more fun and accessible, there were also some limitations, including the laborious process of creating the videos and distractions.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 6","pages":"Article 101419"},"PeriodicalIF":3.8,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095700","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":"Blending Early Warning and Remediation Processes to Facilitate Student Success","authors":"Michelle N. Schroeder,&nbsp;Julie A. Murphy","doi":"10.1016/j.ajpe.2025.101420","DOIUrl":"10.1016/j.ajpe.2025.101420","url":null,"abstract":"<div><h3>Objective</h3><div>To describe remediation and early-warning strategies in a PharmD program and to evaluate the impact on student success factors such as attrition rates, on-time graduation rates, and remediation pass rates.</div></div><div><h3>Methods</h3><div>A multifaceted approach was adopted, including the development of in-course and postcourse remediation procedures to provide timely support, focusing on coherence and integrating student-directed learning activities. In addition, we implemented an early-warning system to identify at-risk students, provide personalized advising, and emphasize improving study habits.</div></div><div><h3>Results</h3><div>The combination of the early-warning system and remediation procedures contributed to a 10% improvement in both on-time graduation and total attrition rates. Over 60% of PharmD courses reported grades below C on exams and major assignments. In-course remediation had an average passing rate of 89%, with formal postcourse remediation resulting in a 94% success rate. Of students participating in formal postcourse remediation, 87% (n = 27) progressed to graduation on time. Without remediation, the college attrition rate would have been 20.3% rather than the actual rate of 13.5%.</div></div><div><h3>Conclusion</h3><div>This study demonstrates that a multifaceted approach, including an early-warning system with targeted remediation strategies, positively impacted student success factors in our program. Proactive identification through the early-warning system and tailored remediation procedures improved on-time graduation rates and reduced total attrition rates. The effectiveness of in-course and postcourse remediation in supporting student progression and mitigating attrition risk emphasizes the importance of comprehensive support mechanisms in promoting student success and program retention.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 7","pages":"Article 101420"},"PeriodicalIF":3.8,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095693","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":"An Exploration into Student Pharmacists’ Experiences of Practice-Based Interprofessional Education During Experiential Learning Placements","authors":"Clare Depasquale ,&nbsp;Amy Arnold ,&nbsp;Scott Cunningham ,&nbsp;Aisling Kerr ,&nbsp;Sabrina A. Jacob ,&nbsp;Anne Boyter ,&nbsp;Matthew Boyd ,&nbsp;Ailsa Power ,&nbsp;Brian Addison","doi":"10.1016/j.ajpe.2025.101418","DOIUrl":"10.1016/j.ajpe.2025.101418","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to explore student pharmacists’ experiences of interprofessional education (IPE) during experiential learning (EL) placements.</div></div><div><h3>Method</h3><div>A paper questionnaire was used to collect data and was distributed to all penultimate/final-year student pharmacists enrolled in the Master of Pharmacy programs at Robert Gordon University or the University of Strathclyde (<em>n</em> = 485). Data collection took place between January and March 2023, shortly after student pharmacists attended EL placements in various practice settings. Participation in the research was voluntary, and questionnaires were completed anonymously. Thematic analysis was used to identify themes from responses to open-ended questions, aligning with the research aim. Ethical approval was granted by the Robert Gordon University School Ethics Research Committee.</div></div><div><h3>Results</h3><div>The questionnaire was completed by 328 (67.6%) student pharmacists. Themes identified included: (1) Nature of IPE experiences: mostly unplanned or informally planned, with few examples of formally planned IPE; opportunities varied across areas of practice; professional groups varied, with medicine and nursing most represented. (2) Factors influencing interprofessional learning: related to EL facilitator (preceptor), student pharmacist, placement, and cultural factors. Facilitators included prioritization of IPE and positive role modeling by mentors; barriers included student pharmacists’ perceived lack of preparedness for IPE, lack of specific IPE learning outcomes, and sector-specific limitations. (3) Student pharmacists’ perceived value of IPE: experiences supported the development of collaborative competencies, as well as personal, professional, and interprofessional identity development.</div></div><div><h3>Conclusion</h3><div>Greater emphasis on the relevance of IPE in the EL curriculum and the wider Master of Pharmacy curriculum could enhance learning from opportunistic IPE. The lack of formally planned IPE opportunities requires further attention.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 6","pages":"Article 101418"},"PeriodicalIF":3.8,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144082165","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":"Accreditation Council for Pharmacy Education: 2024 Annual Report","authors":"Janet P. Engle ,&nbsp;John Gregory Boyer ,&nbsp;Dimitra V. Travlos ,&nbsp;Dawn Zarembski","doi":"10.1016/j.ajpe.2025.101412","DOIUrl":"10.1016/j.ajpe.2025.101412","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 6","pages":"Article 101412"},"PeriodicalIF":3.8,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143946750","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}