American Journal of Pharmaceutical Education最新文献

{"title":"Testing by Talking: Rethinking Oral Examinations","authors":"Frank Romanelli,&nbsp;E. Penni Black,&nbsp;Jeff Cain","doi":"10.1016/j.ajpe.2025.101892","DOIUrl":"10.1016/j.ajpe.2025.101892","url":null,"abstract":"<div><h3>Objectives</h3><div>The advent of artificial intelligence and other influences has spurred some to revisit the utility of oral examinations. This narrative review discusses the historical underpinnings of oral examinations as a testing modality, describing the advantages of their use as well as barriers to implementation, including issues surrounding reliability and validity.</div></div><div><h3>Findings</h3><div>The authors propose best practices that can be employed if oral examinations are used.</div></div><div><h3>Summary</h3><div>Oral examinations can be used as an assessment tool. They may have particular utility as artifical intelligence platforms become more prominent. Educators should judicuously use oral exmainations in concert with best practices.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"Article 101892"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145433258","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":"Cross-Cultural Exchange in Pharmacy Practice: An International APPE Experience in Japan","authors":"Mikiko Y. Takeda ,&nbsp;Tracy Hunter ,&nbsp;Barry E. Bleske ,&nbsp;Donald Godwin ,&nbsp;Mana Miyakoda ,&nbsp;Shintaro Fumoto ,&nbsp;Hirotaka Miyamoto ,&nbsp;Kaname Ohyama ,&nbsp;Tomoaki Kurosaki ,&nbsp;Mikiro Nakashima ,&nbsp;Koyo Nishida","doi":"10.1016/j.ajpe.2025.101888","DOIUrl":"10.1016/j.ajpe.2025.101888","url":null,"abstract":"<div><h3>Objective</h3><div>International collaboration between pharmacy schools enhances understanding of pharmacy practice, operations, and health care challenges across countries. Since 2020, our institution has partnered with Nagasaki University School of Pharmaceutical Sciences (NUSOP) in Japan on research and education initiatives. Through this partnership, both institutions identified similar challenges, especially in preparing students to provide rural health care to aging populations. In 2023, the inaugural International Advanced Pharmacy Practice Experience (APPE) was launched in Nagasaki to address these needs. This article outlines the development and design of the International APPE and evaluates its alignment with Accreditation Council for Pharmacy Education (ACPE) Standards 2025 to ensure program quality and relevance.</div></div><div><h3>Methods</h3><div>The experiential course was arranged into 4 week-long phases: pretravel orientation; on-site learning in an urban area, with shadowing and observing a Japanese traditional herbal medicine (Kampo) pharmacy; on-site learning in a rural area, including delivering home-based health care with a pharmacist preceptor in a patient’s home; and the final week for summary reflections to present at our college.</div></div><div><h3>Results</h3><div>By April 2025, 5 students had completed this APPE. The International APPE immersed the students in the pharmacist role in the Japanese health care system and met elements of the elective APPE in ACPE Standards 2025. In addition to providing valuable insights for global health care and cultural exchange, this educational experience strengthened the relationship between the 2 institutions. Further, students at both institutions established a strong bond.</div></div><div><h3>Conclusion</h3><div>The International APPE has provided students with unique opportunities to exchange ideas between 2 cultures facing similar health care challenges, enriching their future careers.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"Article 101888"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145330910","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":"Comparison of Qualitative Analyses Conducted by Artificial Intelligence Versus Traditional Methods","authors":"Marcela Salazar ,&nbsp;May Chaw ,&nbsp;Yvette Hellier ,&nbsp;Stephanie Hsia ,&nbsp;Katherine Gruenberg","doi":"10.1016/j.ajpe.2025.101882","DOIUrl":"10.1016/j.ajpe.2025.101882","url":null,"abstract":"<div><h3>Objective</h3><div>Qualitative research remains underutilized in health professions education, in part due to insufficient training and time-intensive analytic methods. Recent advances in generative artificial intelligence offer new opportunities to streamline the qualitative research process using large language models such as GPT-4. However, the accuracy of GPT-4-generated codes and themes remains underexplored in health professions education research. This study characterizes qualitative analyses assisted by a general-purpose GPT-4 compared to traditional human-conducted analyses.</div></div><div><h3>Methods</h3><div>Two health professions datasets were previously analyzed using content or thematic analysis and then reanalyzed using a version of GPT-4. Researchers compared the accuracy, alignment, relevance, and appropriateness of codebooks and themes produced by GPT-4 with the prior findings. Dichotomous numerical ratings and explanations were assessed independently and then discussed collaboratively to identify strengths and weaknesses associated with GPT-4 qualitative analysis.</div></div><div><h3>Results</h3><div>In total, 36 survey responses and seven 1-h interview transcripts were analyzed using GPT-4. The codebooks and themes generated by GPT-4 generally aligned with human-identified concepts. Challenges included failure to detect low-frequency codes, difficulty constructing coherent code relationships, and a lack of nuance in theme descriptions and quote selection.</div></div><div><h3>Conclusion</h3><div>GPT-4 can support, though not replace, human-led qualitative analysis. A general understanding of qualitative research processes and the dataset is necessary for researchers to identify potential gaps, limitations, and redundancies in qualitative findings generated by GPT-4.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"Article 101882"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145309936","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 ‘A Modified Delphi Process to Achieve Consensus on Social/Administrative Science Topics in Pharmacy Curricula’ [American Journal of Pharmaceutical Education, 89/2 February 2025, 101349]","authors":"Nicole M. Sifontis ,&nbsp;Sharon E. Connor ,&nbsp;Jane Ai-Chen Ho ,&nbsp;Susan Morley ,&nbsp;Catherine E. O’Brien ,&nbsp;Katherine Rotzenberg ,&nbsp;Ranjani Varadarajan ,&nbsp;Jordan R. Covvey","doi":"10.1016/j.ajpe.2025.101873","DOIUrl":"10.1016/j.ajpe.2025.101873","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"Article 101873"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145276681","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 Implementation of a Peer Review Training Program","authors":"Jonathan Thigpen ,&nbsp;Kevin N. Astle ,&nbsp;Aleda M.H. Chen ,&nbsp;Surajit Dey ,&nbsp;Michael Hegener","doi":"10.1016/j.ajpe.2025.101884","DOIUrl":"10.1016/j.ajpe.2025.101884","url":null,"abstract":"<div><h3>Objective</h3><div>To create and implement a peer review training program for the <em>American Journal of Pharmaceutical Education</em>.</div></div><div><h3>Methods</h3><div>From 2019 to 2022, several iterations of task forces worked on creating the Reviewer Mentorship Program. The program was designed to appeal to novice reviewers and utilizes a “Mentee”/”Mentor” format, focusing on mentorship and hands-on experiences. Demographics and other characteristics of cohort participants were documented. The program’s inaugural cohort launched in the summer of 2022.</div></div><div><h3>Results</h3><div>Three cohorts have enrolled in the program to date. Interest remains high, with 71, 67, and 81 Mentee applications and 22, 25, and 27 final pairs, respectively (Cohort 1, Cohort 2, and Cohort 3).</div></div><div><h3>Conclusion</h3><div>The <em>American Journal of Pharmaceutical Education</em> successfully established its Reviewer Mentorship Program as a means to improve the quantity and quality of peer reviews. The program provides an opportunity for knowledge and skills development for novice reviewers and continues to improve over time.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"Article 101884"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145309881","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":"Silent Struggles in Health Care Education: Eating Disorder Risk and Awareness Among Future Pharmacists","authors":"Elif Sena Şahin ,&nbsp;Nadir Yalçın","doi":"10.1016/j.ajpe.2025.101893","DOIUrl":"10.1016/j.ajpe.2025.101893","url":null,"abstract":"<div><h3>Objective</h3><div>Eating disorders are serious conditions that profoundly impact individuals’ physical and psychological health, yet they are often underrecognized by health care professionals. This study aimed to evaluate the knowledge levels and attitudes of fourth- and fifth-year student pharmacists regarding eating disorders and to assess the impact of a brief educational intervention on their knowledge.</div></div><div><h3>Methods</h3><div>This quasi-experimental, descriptive study was conducted between January and June 2025 with 165 students enrolled at a Faculty of Pharmacy. Participants completed the Eating Attitudes Test-26 (EAT-26) and a researcher-developed knowledge questionnaire. The questionnaire was administered in 2 stages: before and after an educational briefing. Total correct responses were compared, and risk levels for eating disorders were determined using the EAT-26.</div></div><div><h3>Results</h3><div>According to the EAT-26, 6.7% of participants were at risk for an eating disorder, while 27.9% displayed risky eating behaviors. The risk was 7.8% among female students and 2.1% among males. No significant difference was found between fourth- and fifth-year students. Following the intervention, the mean number of correct answers significantly increased (pretest: 4.20 ± 1.41; post-test: 8.10 ± 1.31), with knowledge levels improving in all participants.</div></div><div><h3>Conclusion</h3><div>This study demonstrates that the risk of eating disorders among student pharmacists is noteworthy and that brief educational efforts can effectively improve awareness. The findings highlight the need for structured content on eating disorders within pharmacy education.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"Article 101893"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145433210","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":"Minutes of the 2025 House of Delegates Sessions.","authors":"","doi":"10.1016/j.ajpe.2025.101870","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101870","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"101870"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145812389","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":"Current Trends in Pharmacy Law Education","authors":"Gina D. Moore ,&nbsp;Rachel Barenie ,&nbsp;Geoffrey Mospan ,&nbsp;James Ruble ,&nbsp;Jennell C. Bilek ,&nbsp;Teri Miller ,&nbsp;Kristin Villa ,&nbsp;Ettie Rosenberg","doi":"10.1016/j.ajpe.2025.101481","DOIUrl":"10.1016/j.ajpe.2025.101481","url":null,"abstract":"<div><h3>Objective</h3><div>To describe pharmacy law topics and teaching methods within United States colleges and schools of pharmacy.</div></div><div><h3>Methods</h3><div>Pharmacy law educators across the United States were surveyed to describe pharmacy law topics and methods for teaching and assessment used to optimize student learning, subject retention, and practice readiness.</div></div><div><h3>Results</h3><div>Seventy-two out of 127 programs (those American Association of Colleges of Pharmacy member institutions that identified their respective pharmacy law instructor) completed the survey, yielding a response rate of 56.7%. Topics covered within pharmacy law courses varied, but a majority of respondents addressed subjects tested by the National Association of Boards of Pharmacy Multistate Pharmacy Jurisprudence Exam. An increasing number of respondent schools included pharmacy advocacy content for both patient care and the pharmacist scope of practice. Many respondent schools are incorporating novel active learning strategies to foster student learning and retention.</div></div><div><h3>Conclusion</h3><div>Delivery of a pharmacy law curriculum within pharmacy schools is dynamic. There is no clear consensus for optimal course delivery; however, the subjects taught and assessment of student learning are evolving.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"Article 101481"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800991","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 Study Exploring Perceptions of Integrating Artificial Intelligence into Future Pharmacy Objective Structured Clinical Examinations","authors":"Ziad G. Nasr,&nbsp;Abrar Mohamed,&nbsp;Hebatalla Almarri,&nbsp;Najwa Amir,&nbsp;Roaa Rustom,&nbsp;Lana Kattan,&nbsp;Sara Abulola","doi":"10.1016/j.ajpe.2025.101906","DOIUrl":"10.1016/j.ajpe.2025.101906","url":null,"abstract":"<div><h3>Objective</h3><div>This qualitative study explored how pharmacy faculty and graduates perceive the potential future use of artificial intelligence (AI) in Objective Structured Clinical Examinations (OSCEs) at Qatar University, where AI had not yet been implemented. To reflect the open-ended nature of the evaluation, participants were asked to consider multiple hypothetical ways AI might be incorporated across OSCE design, administration, assessment, and feedback, rather than any specific predetermined model.</div></div><div><h3>Methods</h3><div>Semi-structured interviews with 12 faculty members and 5 focus groups with 29 graduates were conducted using purposive sampling. Data were analyzed thematically using Braun and Clarke’s reflexive approach.</div></div><div><h3>Results</h3><div>Five themes emerged: (1) Traditional OSCE Challenges, which included inconsistencies in grading, lack of standardization, logistical burdens, and limited feedback; (2) Perceptions of AI Use in Education and OSCEs, where AI was viewed as a supportive but not substitutive tool; (3) Potential Roles and Benefits of AI in OSCEs, highlighting its capacity to improve standardization, automate tasks, provide structured feedback, and reduce exam-related stress; (4) Potential Challenges and Concerns, including limitations in assessing empathy, fairness, algorithmic bias, privacy, and overreliance on AI; and (5) Implementation Strategies, emphasizing the need for piloting, ethical training, institutional readiness, and adoption of a combined human and AI model.</div></div><div><h3>Conclusion</h3><div>Participants expressed cautious optimism about integrating AI into OSCEs. Although AI offers promising solutions to challenges, thoughtful and gradual implementation is essential. Institutional investments, stakeholder training, and strong policy frameworks are critical to ensuring AI enhances rather than compromises educational quality and integrity in pharmacy assessment.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"Article 101906"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145589529","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":"Evaluating the Performance of AI-Powered Browser Extensions in Online Pharmacy Exams","authors":"Madison H. Ricco,&nbsp;Heather D. Anderson,&nbsp;Sunny A. Linnebur,&nbsp;Joseph J. Saseen,&nbsp;Jennifer M. Trujillo","doi":"10.1016/j.ajpe.2025.101897","DOIUrl":"10.1016/j.ajpe.2025.101897","url":null,"abstract":"<div><h3>Objective</h3><div>Artificial intelligence (AI) tools present both opportunities and challenges in health professions education, particularly regarding academic integrity during online assessments. This study evaluated the functionality and performance of AI-powered browser extensions on remotely proctored pharmacy exams.</div></div><div><h3>Methods</h3><div>Three AI-powered browser extensions were tested on 24 required PharmD online exams administered during Fall 2024. Extensions were selected based on cost, advertised accuracy, item-type compatibility, and integration with the Canvas learning management system. Exams were completed under both proctored and unproctored conditions, depending on extension compatibility with Proctorio. AI-generated responses were graded using the same criteria applied to students. Analyses compared extension performance overall, against each other, against student averages, and by item type.</div></div><div><h3>Results</h3><div>Only 1 extension functioned in the proctored environment during midterms before being blocked by a subsequent update. Across all 24 exams, the 3 AI extensions achieved passing scores on 61.5% to 84.6% of midterm exams and 81.8% to 100% of finals, with significant differences between extensions on select midterms. Compared to students, AI scores were similar or higher on 20 of 24 (83.3%) exams. Accuracy was highest for nonreference multiple-choice items (85.6%) and lowest for reference-based short-answer questions (34.6%).</div></div><div><h3>Conclusions</h3><div>AI browser extensions can achieve a passing score on the majority of pharmacy exams and can perform comparably to or better than students, including within some proctored environments. These findings underscore the need for assessment strategies that emphasize higher-order thinking and contextual reasoning to preserve academic integrity in the AI era.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"Article 101897"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145497615","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}