American Journal of Pharmaceutical Education最新文献

{"title":"Teaching and Assessing Pharmacy Students in Medication-Use Process Stewardship","authors":"Lisa Lebovitz ,&nbsp;Amy L. Ives ,&nbsp;Seth P. Brownlee","doi":"10.1016/j.ajpe.2024.101298","DOIUrl":"10.1016/j.ajpe.2024.101298","url":null,"abstract":"<div><h3>Objectives</h3><div>The medication use system is a complex process of medication prescribing, order processing, dispensing, administration, and effects monitoring. The objectives of this review are to describe the available literature and identify resources for educating and assessing pharmacy students in COEPA (Curriculum Outcomes and Entrustable Professional Activities) 2.6 Medication-use Process Stewardship.</div></div><div><h3>Findings</h3><div>In 2013, the Center for the Advancement of Pharmacy Education (CAPE) published educational outcomes, which included Medication Use Systems Management (CAPE 2.2, Manager). In 2022, the educational outcomes for pharmacy education were updated and integrated with entrustable professional activities as COEPA. During this evolution, the revised Medication-use Process Stewardship (COEPA 2.6, Steward) de-emphasized process management while focusing more on stewardship of the Pharmacists’ Patient Care Process, person-centered care, optimizing patient outcomes, and the environmental impact of medication-use systems. A literature review identified 41 articles relevant to pharmacy education and assessment of medication-use concepts. Most available literature is aligned with CAPE 2013 domain 2.2 Manager, not COEPA 2.6 Steward. Many articles reported innovations in teaching and assessment, such as simulation in prescription verification and objective structured clinical examinations. Few articles reported on prescription verification and dispensing in noncommunity settings.</div></div><div><h3>Summary</h3><div>The change from management to stewardship in COEPA 2.6 has significant curricular implications, with the emphasis moving from process- to person-centered care. However, continued integration of process-centered activities throughout the curriculum is essential to fully prepare graduates for entry-level practice. Future research is needed to identify approaches for teaching and assessing stewardship and the environmental impact of medication use systems.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101298"},"PeriodicalIF":3.8,"publicationDate":"2024-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142333036","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":"Redesigned Entrustable Professional Activity (EPA) Assessments Reduce Grade Inflation in the Experiential Setting","authors":"Kathryn Fuller,&nbsp;Nicole R. Pinelli,&nbsp;Adam M. Persky","doi":"10.1016/j.ajpe.2024.101297","DOIUrl":"10.1016/j.ajpe.2024.101297","url":null,"abstract":"<div><h3>Objective</h3><div>This study aims to evaluate the impact of redesigning an entrustable professional activities (EPAs) assessment tool on the accuracy of student performance assessment within pharmacy education.</div></div><div><h3>Methods</h3><div>The study used retrospective programmatic data for students on clinical rotations over a 3-year period and compared entrustment levels assigned by preceptors with suggested entrustment levels. This tool was redesigned to separate formative EPA feedback from final grade determination. Data were analyzed using chi-squared tests to identify trends in students ABOVE, AT, or BELOW the suggested entrustment levels. Additionally, to account for intercohort variability, the relationship between students ABOVE the suggested level of entrustment and postgraduate metrics was examined.</div></div><div><h3>Results</h3><div>After the implementation of the revised tool, there was a significant decrease (−3%) in the percentage of students scoring ABOVE the suggested entrustment levels and an increase in the percentage of students scoring AT (+1%) or BELOW (+2%) the suggested entrustment levels. Changes were also observed in individual patient care settings, with a decrease in grade inflation and an increase in accurate assessments. North American Pharmacist Licensure Examination (NAPLEX) pass rates, residency match rates, and grade point average did not correlate with entrustment levels.</div></div><div><h3>Conclusion</h3><div>The redesigned EPA assessment tool demonstrated a decrease in grade inflation resulting in more accurate assessments. The tool’s focus on holistic grading and narrative descriptors contributed to better alignment between preceptor assessment and school-suggested achievement levels. This study suggests that EPA assessments in pharmacy education could benefit from a stronger emphasis on formative feedback and the use of holistic assessment methods for final grade determinations. The findings underscore the potential advantages of considering a separation between EPA scoring and final grades, prompting the Academy to explore their assessment practices to better reflect student performance in clinical experiences.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101297"},"PeriodicalIF":3.8,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142333035","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":"Qualitative Analysis of Mental Health Stressors Among Pharmacy and Medical Students Between 2009 and 2020","authors":"Janice S. Huang ,&nbsp;Cassidy Ballard ,&nbsp;Sidney Zisook ,&nbsp;Judy E. Davidson ,&nbsp;Kelly C. Lee","doi":"10.1016/j.ajpe.2024.101296","DOIUrl":"10.1016/j.ajpe.2024.101296","url":null,"abstract":"<div><h3>Objective</h3><div>The primary objective of this study was to identify and compare stressors between pharmacy and medical students that may lead to poor mental health outcomes and decreased quality of professional medical care.</div></div><div><h3>Methods</h3><div>We used an inductive reflexive thematic analysis to interpret free-text responses from a stress and depression survey administered to pharmacy and medical students between 2009 and 2020 at a single public university. The inductive process involved several steps, including data familiarization, coding, and theme development. Two of the authors independently coded the data and presented their findings to the research team. After reaching a consensus, the data were recoded according to the new interpretation. Theme generation involved grouping codes into overarching ideas that provided a narrative.</div></div><div><h3>Results</h3><div>Five major themes emerged among both cohorts: constant overwhelming pressure, stressors of an interpersonal relationship, internal battle with oneself, financial burden, and postgraduation anxiety and uncertainty. Constant overwhelming pressure, stresses of an interpersonal relationship, and internal battle with oneself were the 3 most frequent themes identified. One notable stressor observed only among pharmacy students was having an internship during their training years.</div></div><div><h3>Conclusion</h3><div>Addressing the well-being of pharmacy and medical students early in training is crucial. Despite the different pharmacy and medical school curricula, it was evident that both cohorts faced similar stressors. This study identified specific stressors among pharmacy and medical students that can help health professional programs develop initiatives to support student well-being.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101296"},"PeriodicalIF":3.8,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142333034","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":"Pharmacy School Affordability for Pharmacy Technicians From 2004 to 2022","authors":"Grace LaFleur,&nbsp;T. Joseph Mattingly II","doi":"10.1016/j.ajpe.2024.101289","DOIUrl":"10.1016/j.ajpe.2024.101289","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to evaluate the trends in pharmacy technician wages relative to pharmacy school tuition and fees for the first professional year (P1) from 2004 to 2022, and to assess the affordability of pharmacy education for those currently employed as technicians in a pharmacy.</div></div><div><h3>Methods</h3><div>This observational cross-sectional study used data from the United States Bureau of Labor Statistics to calculate median disposable incomes for pharmacy technicians and the American Association of Colleges of Pharmacy Tuition Trends Database to calculate cumulative sums of P1 in-state tuition and mandatory fees for pharmacy students. The primary outcome was the national change in the tuition affordability ratio, defined as the comparison of median disposable income with median total tuition and fees for P1. Changes in the tuition affordability ratio for the most affordable programs in each state were analyzed as a secondary outcome.</div></div><div><h3>Results</h3><div>The study found that from 2004 to 2022, the median disposable income of pharmacy technicians nationally increased from $20,103 to $33,255, while median P1 tuition and fees rose from $13,223 to $36,183. The median tuition affordability ratio decreased from 1.52 in the 2004–2005 academic year to 0.92 in 2022–2023, indicating a 40% reduction in affordability. State-specific analysis revealed varying affordability ratios, with only Pennsylvania and Rhode Island showing an increase in affordability.</div></div><div><h3>Conclusion</h3><div>The study highlights a significant decline in the affordability of pharmacy education, raising concerns about the economic barriers faced by prospective pharmacy students and calling for a reevaluation of financial strategies within the field.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101289"},"PeriodicalIF":3.8,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301770","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":"Large Language Models and the North American Pharmacist Licensure Examination (NAPLEX) Practice Questions","authors":"Alexa Ehlert ,&nbsp;Benjamin Ehlert ,&nbsp;Binxin Cao ,&nbsp;Kathryn Morbitzer","doi":"10.1016/j.ajpe.2024.101294","DOIUrl":"10.1016/j.ajpe.2024.101294","url":null,"abstract":"<div><h3>Objective</h3><div>This study aims to test the accuracy of large language models (LLMs) in answering standardized pharmacy examination practice questions.</div></div><div><h3>Methods</h3><div>The performance of 3 LLMs (generative pretrained transformer [GPT]−3.5, GPT-4, and Chatsonic) was evaluated on 2 independent North American Pharmacist Licensure Examination practice question sets sourced from McGraw Hill and RxPrep. These question sets were further classified into binary question categories of adverse drug reaction (ADR) questions, scenario questions, treatment questions, and select-all questions. Python was used to run χ² tests to compare model and question-type accuracy.</div></div><div><h3>Results</h3><div>Of the 3 LLMs tested, GPT-4 achieved the highest accuracy, with 87% accuracy on the McGraw Hill question set and 83.5% accuracy on the RxPrep question set. In comparison, GPT-3.5 had 68.0% and 60.0% accuracy on those question sets, respectively, and Chatsonic had 60.5% and 62.5% accuracy on those question sets, respectively. All models performed worse on select-all questions compared with non-select-all questions (GPT-3: 42.3% vs 66.2%; GPT-4: 73.1 vs 87.2%; Chatsonic: 36.5% vs 71.6%). GPT-4 had statistically higher accuracy in answering ADR questions (96.1%) compared with non-ADR questions (83.9%).</div></div><div><h3>Conclusion</h3><div>Our study found that GPT-4 outperformed GPT-3.5 and Chatsonic in answering North American Pharmacist Licensure Examination pharmacy licensure examination practice questions, particularly excelling in answering questions related to ADRs. These results suggest that advanced LLMs such as GPT-4 could be used for applications in pharmacy education.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101294"},"PeriodicalIF":3.8,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301768","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":"Utilizing Game-Based Learning in Literature Searching Instruction for Pharmacy Students","authors":"Rachel Whitney ,&nbsp;Christopher S. Wisniewski","doi":"10.1016/j.ajpe.2024.101291","DOIUrl":"10.1016/j.ajpe.2024.101291","url":null,"abstract":"<div><h3>Objective</h3><div>To determine whether gamifying librarian-led literature searching instruction improved student performance on an authentic literature searching assessment. Secondary objectives included determination of effect on email requests for assistance and student confidence in literature searching abilities.</div></div><div><h3>Methods</h3><div>Literature searching in PubMed is taught by a librarian to first-year pharmacy students in a drug information course over a 2-week period. The librarian chose to implement 2 game-based learning activities in the live lecture sessions: a crossword puzzle and an escape room. To increase engagement, students were encouraged to work collaboratively as a team during class. To evaluate the impact of incorporating gamification into literature searching instruction, the authors evaluated student grades on a literature searching assignment, reviewed the number of emails received asking for assistance, and evaluated student confidence in literature searching.</div></div><div><h3>Results</h3><div>Students scored higher on their literature searching assignment after the implementation of game-based instruction. The average grade on this assignment in 2022 was 90.1% compared with 2021 when the average was 79.9%. The average of 90.6% in 2023 also showed statistically significant improvement compared with 2021. Email requests decreased and student confidence increased when comparing 2021 outcomes with those in 2022 and 2023.</div></div><div><h3>Conclusion</h3><div>Overall, the gamification of literature searching instruction in this course appears to have increased student assignment scores and was well-received by the students.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101291"},"PeriodicalIF":3.8,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301772","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 a Geriatric Pharmacy Elective on Student Knowledge, Attitudes, and Empathy Regarding Older Adults","authors":"Lydia Newsom,&nbsp;Leisa L. Marshall,&nbsp;Jennifer L. Nguyen,&nbsp;Kathryn M. Momary","doi":"10.1016/j.ajpe.2024.101292","DOIUrl":"10.1016/j.ajpe.2024.101292","url":null,"abstract":"<div><h3>Objective</h3><div>To evaluate the impact of a Geriatric Pharmacy elective on pharmacy students’ knowledge, attitudes, and empathy regarding older adults.</div></div><div><h3>Methods</h3><div>Enrolled students in a 15-week Geriatric Pharmacy elective during 3 consecutive academic years were invited to complete a precourse and postcourse survey. The survey consisted of the revised Palmore facts on aging quiz, the University of California at Los Angeles geriatric attitudes scale, the Kiersma-Chen empathy scale, and demographic questions. The presurvey and postsurvey data were compared and the impact of demographic factors on student knowledge, attitudes, and empathy was assessed in an exploratory analysis.</div></div><div><h3>Results</h3><div>Sixty-six students participated in the study. Scores on the revised Palmore facts on aging quiz and the University of California at Los Angeles geriatric attitudes scale increased significantly postsurvey compared with presurvey. Student scores on the Kiersma-Chen empathy scale increased on the postsurvey compared with the presurvey, but this increase was not statistically significant. Student self-reported experience with older adults, race, and the course year impacted student performance.</div></div><div><h3>Conclusion</h3><div>A geriatric elective positively impacted the students’ knowledge and attitudes toward older adults. Future research should include validity and reliability testing of geriatric assessment scales in a diverse student population to ensure effective assessment of student knowledge, attitudes, and empathy in this patient population.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101292"},"PeriodicalIF":3.8,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301767","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 Review of Performance Evaluation Paradigms Involving Practice Faculty","authors":"Federico Facciolo,&nbsp;Amy L. Pittenger","doi":"10.1016/j.ajpe.2024.101293","DOIUrl":"10.1016/j.ajpe.2024.101293","url":null,"abstract":"<div><h3>Objectives</h3><div>This article aimed to identify, review, and summarize the literature broadly related to practice faculty evaluations, and provide recommendations for developing equitable systems that recognize and value diverse contributions across the 4 mission areas of practice, teaching, research, and service.</div></div><div><h3>Findings</h3><div>Practice contributions are often evaluated using ill-defined and highly variable approaches, with surveys reporting that half of pharmacy schools have written policies for evaluating practice contributions. From our review of the literature, performance evaluations of teaching are primarily focused on didactic teaching. Performance evaluations of research are misaligned with faculty job descriptions and primarily focus on grants, contracts, and publications, with faculty perceiving research as more valued than other mission areas. Service contributions are perceived to be overlooked and difficult to describe and measure. Dissatisfaction with performance evaluations and distribution of rewards is reported in the literature, along with implications for productivity, turnover, and burnout.</div></div><div><h3>Summary</h3><div>Practice faculty are essential for preparing future pharmacists. Performance evaluation criteria for practice faculty are commonly vague, inconsistent, and misaligned with position responsibilities, leading to unclear expectations, job dissatisfaction, and turnover. This is a complex and long-established challenge that the pharmacy Academy should address.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101293"},"PeriodicalIF":3.8,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301765","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 Case Study of Multi-Institutional Leadership Circles to Support Faculty Leadership Development","authors":"Kristin K. Janke ,&nbsp;Kathryn J. Smith ,&nbsp;Michael H. Nelson ,&nbsp;Federico Facciolo ,&nbsp;Jungeun Lee ,&nbsp;Kem P. Krueger ,&nbsp;Whitney D. Maxwell ,&nbsp;Jennifer D. Robinson","doi":"10.1016/j.ajpe.2024.101290","DOIUrl":"10.1016/j.ajpe.2024.101290","url":null,"abstract":"<div><h3>Objective</h3><div>To explore anticipated and unanticipated outcomes of Leadership Circles (LC), a multi-institutional leadership development program that moves beyond traditional workshops and enables participants to tackle real-world academic leadership challenges.</div></div><div><h3>Methods</h3><div>LC goals included addressing leadership challenges, applying leadership frameworks, providing feedback, seeking advice, and expanding networks. LC participants were recruited from the American Association of Colleges of Pharmacy Leadership Development Special Interest Group and were convened by faculty who had previously participated in an LC. Virtual small group consultations involved rotating assigned roles for each session. To gather observations on the mechanisms that supported LC functioning and outcomes, a case study approach was used, and a formal evaluation was conducted, including 2 focus groups with 6 LC Advisors. Focus group transcripts were analyzed using deductive coding with an established taxonomy to identify outcomes and thematic analysis was used to develop themes.</div></div><div><h3>Results</h3><div>Six LCs totaling 37 members from 33 institutions met during the 2022–2023 academic year. Sessions involved applying concepts in real, complex, emotionally charged situations, enabling members to share challenges, seek advice and see immediate effects, increasing their investment and the practical application of leadership frameworks (Theme 1). The virtual format fostered relationship building and rapid learning in a cost-effective environment (Theme 2). Members demonstrated vulnerability and sustained commitment at a level that surprised LC Advisors (Theme 3). Cognitive, environmental, relationship and affect outcomes were identified.</div></div><div><h3>Conclusion</h3><div>LCs were reported as an accessible, engaging, and flexible approach to leadership development. Unanticipated outcomes included the development of supportive and enduring relationships.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101290"},"PeriodicalIF":3.8,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301764","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":"Evaluation of Mental Health First Aid Training and Simulated Psychosis Care Role-Plays for Pharmacy Education","authors":"Tina X. Ung,&nbsp;Claire L. O’Reilly,&nbsp;Rebekah J. Moles,&nbsp;Jack C. Collins,&nbsp;Ricki Ng,&nbsp;Lily Pham,&nbsp;Bandana Saini,&nbsp;Jennifer A. Ong,&nbsp;Timothy F. Chen,&nbsp;Carl R. Schneider,&nbsp;Sarira El-Den","doi":"10.1016/j.ajpe.2024.101288","DOIUrl":"10.1016/j.ajpe.2024.101288","url":null,"abstract":"<div><h3>Objective</h3><div>This study explored the impact of Mental Health First Aid (MHFA) training and simulated psychosis care role-plays on pharmacy students’ stigma, confidence, and behaviors when supporting people experiencing mental health symptoms or crises.</div></div><div><h3>Methods</h3><div>MHFA training was delivered to final year pharmacy students. Post-MHFA training, students were invited to participate in simulated psychosis care role-plays (co-designed and content validated with mental health stakeholders) with trained actors. Role-plays were observed by peers, tutors, and mental health consumer educators (MHCEs). Students immediately engaged in self-assessment, feedback, and debrief discussions with peers, tutors, and MHCEs. Quantitative analyses (ANOVA and chi-square tests) were conducted on scores awarded by each rater (self, tutor, MHCE) and for each scenario (n = 3). Students completed a 15-item survey exploring mental health stigma and mental health confidence, at 3 timepoints (pre-MHFA training, post-MHFA training, and post-role-plays). Survey scores were analyzed using paired <em>t</em> tests.</div></div><div><h3>Results</h3><div>Of 209 MHFA-trained students, 86 participated in role-play. The self-assessment mean score was the lowest and the MHCEs’ mean score highest. Post-MHFA training, 14 survey item scores significantly improved, implying reduced stigma and increased confidence in providing psychosis care. Post-role-play scores suggested improvements in 12 survey items.</div></div><div><h3>Conclusion</h3><div>Psychosis care role-plays are associated with short-term improvements in pharmacy students’ stigma and mental health confidence post-MHFA training; students’ self-assessment scores are lower than tutors and MHCEs. It is recommended that future studies further integrate observed behaviors with self-reported data and use simulated patients in clinical practice to evaluate MHFA outcomes longitudinally.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101288"},"PeriodicalIF":3.8,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}