American Journal of Pharmaceutical Education最新文献_第10页

Response to the ACPE Readiness Survey for Standards 2025 对2025年ACPE标准准备情况调查的回应

IF 3.5 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-11-01 Epub Date: 2025-11-06 DOI: 10.1016/j.ajpe.2025.101810

David Foster , Ashley Lamb , Madelynn Packer , Patricia Darbishire , Chelsea Baker , Brian Shepler , Kimberly Illingworth (Plake)

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Structuring Research Pathways for Future Pharmacy Scholars 构建未来药学学者的研究路径

IF 3.5 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-11-01 Epub Date: 2025-11-06 DOI: 10.1016/j.ajpe.2025.101797

Julie Murphy, Justin Reinert

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Evaluating ACPE Standards 2025: Diagnosing and Prescribing at the University of Kansas School of Pharmacy 评估ACPE标准2025：堪萨斯大学药学院的诊断和处方

IF 3.5 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-11-01 Epub Date: 2025-11-06 DOI: 10.1016/j.ajpe.2025.101804

Tiffany Shin , Susan King , Ashley Crowl-Glissman , Bradley Newell

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Does It Spark Joy? Refining Processes; Cutting Inefficiencies; keeping What Matters! 它能激发快乐吗？炼油过程;切割效率低下;保留重要的东西！

IF 3.5 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-11-01 Epub Date: 2025-11-06 DOI: 10.1016/j.ajpe.2025.101745

Nicole Gattas , Gloria Grice , Tricia Berry , Laura Challen , Alicia Forinash , Erica Crannage , Sara Richter , Terri Warholak

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Leading and Facilitating Practice Advancement Initiatives at the State Level 领导和促进州一级的实践进步倡议

IF 3.5 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-11-01 Epub Date: 2025-11-06 DOI: 10.1016/j.ajpe.2025.101764

Angela Birnbaum, Jeannine Conway, Todd Sorensen, Andrea Larson, Alison Knutson, Keri Hager, Sarah Westberg

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The Practice and Team Ready Curriculum: Advancing Student Success Through an Innovative Final Year Experience 实践和团队准备课程：通过创新的最后一年经验促进学生的成功

IF 3.5 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-11-01 Epub Date: 2025-11-06 DOI: 10.1016/j.ajpe.2025.101788

Brett Bullard, Jeffrey Kyle, Jonathan Thigpen, Michael Kendrach, Michael Crouch

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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 : 2025-11-01 Epub 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":"10.1016/j.ajpe.2025.101877","url":null,"abstract":"<div><h3>Objective</h3><div>The objective of this study was to determine which approach (peer, near-peer, Chat- Chat-Generative Pretrained Transformer [GPT] Plus, or an inhouse implementation of a GPT-4-based application referred to as GRADES) was closest to faculty grading of Subjective, Objective, Assessment, Plan (SOAP) notes.</div></div><div><h3>Methods</h3><div>Second-year student pharmacists (<em>n</em> = 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 1-way repeated measures analysis of variance with post hoc testing. Time was tracked for each grading method to evaluate efficiency.</div></div><div><h3>Results</h3><div>The median scores and IQRs 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.</div></div><div><h3>Conclusion</h3><div>The use of an inhouse implementation of GPT-4 (GRADES), with faculty oversight, resulted in rubric scores similar to those of a faculty grader.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 11","pages":"Article 101877"},"PeriodicalIF":3.5,"publicationDate":"2025-11-01","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}

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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 : 2025-11-01 Epub 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":"2025-11-01","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 : 2025-11-01 Epub 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":"2025-11-01","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

Bridging the Gap: A Longitudinal Curricular Innovation to Enhance APPE Readiness 弥合差距：纵向课程创新，以提高APPE准备

IF 3.5 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-11-01 Epub Date: 2025-11-06 DOI: 10.1016/j.ajpe.2025.101739

Catherine Eichler , Emily Jones , Danielle Parker , Vinh Nguyen , Sarah Raake , Emily Frederick , Christian Castro , Katie Leslie

引用次数: 0