American Journal of Pharmaceutical Education最新文献

{"title":"Corrigendum to “Exploration of Psychosocial Hazards: Core Values, Justice and Fairness, and Social Support to Address Workforce Well-Being” [Am J Pharm Educ 89 (2025) 101460]","authors":"Seena L. Haines , Kelly C. Lee , Kelly N. Gable , Jonathan Thigpen , Caitlin M. Gibson , Susan Morley , Ashley N. Crowl , Elias B. Chahine , Michelle L. Hilaire , Kathy E. Komperda , Doreen Szollosi , Kam Nola","doi":"10.1016/j.ajpe.2025.101496","DOIUrl":"10.1016/j.ajpe.2025.101496","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101496"},"PeriodicalIF":3.5,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145027457","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 Longitudinal Impact of Mental Health First Aid Training on Student Pharmacist Perceptions","authors":"Kimberly C. McKeirnan ,&nbsp;Kathryn L. MacCamy ,&nbsp;Jennifer D. Robinson ,&nbsp;Karen Colorafi ,&nbsp;Megan N. Willson","doi":"10.1016/j.ajpe.2025.101868","DOIUrl":"10.1016/j.ajpe.2025.101868","url":null,"abstract":"<div><h3>Objective</h3><div>To assess the longitudinal impact of Mental Health First Aid (MHFA) training on student pharmacists’ perceptions of stigma, comfort, confidence, and willingness to intervene with someone experiencing a mental health issue over time.</div></div><div><h3>Methods</h3><div>Students in a PharmD program completed MHFA training as a curricular requirement and were surveyed to gather perceptions 6 months after the training. Survey data were analyzed in combination with 2 separate surveys conducted immediately before and after the training during a previous project. Surveys included multiple validated tools for evaluating students’ perceptions of mental health stigma as well as comfort, confidence, and willingness to intervene with someone experiencing mental health challenges. A 1-way repeated-measures analysis of variance and <em>t</em> tests with the Bonferroni correction were used to analyze results.</div></div><div><h3>Results</h3><div>MHFA training was completed by 235 students, and the 6-month post-training survey was completed by 147. A significant change in scores was observed in students’ ability to identify mental health concerns, recognize suicide warning signs, and provide resources for mental health and suicide prevention counseling. A significant improvement in stigma was limited over time; willingness to work with a colleague who disclosed a mental illness and to tell friends about their own mental illness improved immediately after training but not at 6 months post-training.</div></div><div><h3>Conclusion</h3><div>MHFA had mixed longitudinal results in decreasing stigma, but did impact both professional and personal views on mental health. MHFA training was most impactful in increasing student confidence in assisting individuals experiencing mental health concerns and in suicide prevention.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101868"},"PeriodicalIF":3.5,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145034810","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":"The Case for Specifications Grading","authors":"Jeff Cain ,&nbsp;Michelle Farland ,&nbsp;Lori H. Dupree ,&nbsp;Laura Fox ,&nbsp;Erika L. Kleppinger ,&nbsp;Kashelle Lockman","doi":"10.1016/j.ajpe.2025.101863","DOIUrl":"10.1016/j.ajpe.2025.101863","url":null,"abstract":"<div><div>Grades profoundly shape student approaches to learning, yet traditional points-based systems are often misaligned with educational goals. Specifications grading has emerged as a viable alternative that promotes mastery learning, transparency, and rigor. This grading approach replaces numerical points with clearly defined pass/fail criteria tied to course outcomes. Three essential components of specifications grading are precise specifications for competency, descriptive feedback to promote growth, and flexibility in demonstrating competency. In this commentary, we outline the pedagogical and logistical rationale for specifications grading in pharmacy education. Significant benefits include improved alignment between grades and learning, increased student motivation and autonomy, reduced grade anxiety, and more meaningful student-instructor interactions. The model can shift faculty time away from course administrative activities (eg, managing disputes over partial credit) and toward more teaching-focused activities such as formative assessment. When contemplating a redesign for specifications grading, faculty should consider potential challenges, such as time needed to plan and implement, building trust through clear communication, and balancing high expectations with student support. Specifications grading also offers a philosophical and logistical bridge toward competency-based pharmacy education, as it shares key principles such as demonstration of competency aligned with outcomes and flexible pathways to achievement.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101863"},"PeriodicalIF":3.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145008550","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":"Balancing Autonomy and Accountability Through Curricular Flexibility in Pharmacy Education","authors":"Krisy-Ann Thornby ,&nbsp;Jeff Cain","doi":"10.1016/j.ajpe.2025.101865","DOIUrl":"10.1016/j.ajpe.2025.101865","url":null,"abstract":"<div><div>Higher education faces growing calls to rethink traditional approaches to teaching, delivery, and assessment, driven by the evolving needs of modern learners. Today’s students seek education that is flexible, personalized, and closely aligned with their career goals. Curricular flexibility supports learner-centered education, promotes adaptability, and empowers students by shifting some decision-making from faculty to learners. Important nuances must be considered, including the type of flexibility applied and the degree to which learning can be made accessible and adaptable. Literature highlights several benefits, such as fostering self-reflection, promoting engagement, supporting well-being, and encouraging greater accountability for learning. However, barriers exist, including concerns about increased faculty workload, limited direct evidence of positive student outcomes, and the possibility of creating academic entitlement. The purpose of this commentary is to describe elements of curricular flexibility and present examples from higher education and health professions literature that can be implemented at the program level or within individual courses. Successful implementation requires thoughtful consideration of where structure remains essential and where intentional opportunities can be introduced to foster learner accountability and autonomy. Curricular flexibility is not a one-size-fits-all solution, and faculty should assess the feasibility and support provided at the institutional and program levels. Research within pharmacy education is needed to clarify the impact of flexible learning and identify additional ways to overcome the barriers described. By balancing flexibility with academic rigor and professional standards, educators can better prepare learners to work in a society that values autonomy and adaptability and offers multiple paths to success.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101865"},"PeriodicalIF":3.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145008582","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":"Building a Pharmacy Preceptor Development Framework for Nurturing Learner Professional Identity Formation","authors":"Natalie Kennie-Kaulbach ,&nbsp;Janet Cooley ,&nbsp;Heidi Anksorus ,&nbsp;Kristin K. Janke ,&nbsp;Brittany Riley ,&nbsp;Teresa A. O’Sullivan","doi":"10.1016/j.ajpe.2025.101862","DOIUrl":"10.1016/j.ajpe.2025.101862","url":null,"abstract":"<div><h3>Objective</h3><div>To explore experiential education (EE) and preceptor development experts’ perceptions for priorities for preceptor development aimed at supporting learner professional identity formation (PIF) and to create a framework for preceptor development to inform future preceptor training programs.</div></div><div><h3>Methods</h3><div>This multicomponent study involved: 1) conducting virtual focus groups with EE and preceptor development experts to explore perceived preceptor development needs, including content and learning outcomes; 2) utilizing a modified nominal group technique to identify priorities for preceptor development; and 3) creating a preceptor development framework for supporting learner PIF. Transcripts were analyzed to identify specific content areas of focus and practical program insights. Main findings from the focus groups and nominal group technique priorities, informed by PIF and preceptor development literature, were used to create the preceptor development framework.</div></div><div><h3>Results</h3><div>Twenty preceptor development experts participated in 4 focus groups. Focus group data yielded 5 overarching program insights and several priority content areas to inform the preceptor development framework. The framework created contains content elements for preceptor learning (ie, reflecting on the preceptors’ own PIF journey, using good precepting practices with a PIF lens) and associated preceptor learning outcomes. To support PIF-related learning and preceptor engagement, the framework describes program design elements related to the structure and delivery of programming (ie, reflection, peer discussion, communities of practice, workplace learning).</div></div><div><h3>Conclusion</h3><div>This study expands on existing frameworks for preceptor development that focus on competency to guide EE and ensure preceptors are equipped to support and nurture learners in their PIF<strong>.</strong></div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101862"},"PeriodicalIF":3.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145008541","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":"Substitute Economics and the Threat of Artificial Intelligence Providing Pharmaceutical Care","authors":"T. Joseph Mattingly II","doi":"10.1016/j.ajpe.2025.101867","DOIUrl":"10.1016/j.ajpe.2025.101867","url":null,"abstract":"<div><div>The accelerating adoption of artificial intelligence (AI), particularly large language models such as ChatGPT, has raised critical questions about the role of pharmacists and the potential for AI to substitute for human expertise in pharmaceutical care. Grounded in Porter’s Five Forces framework—specifically the threat of substitutes—this commentary explores whether AI can adequately fulfill the complex and relational functions of pharmacists in delivering patient care. Drawing from foundational definitions of pharmaceutical care and economic theories of substitution, the paper examines both historical and emerging competitors to pharmacist-provided services, including physicians, nurses, and now AI-powered tools. Rather than assert a binary conclusion about AI’s ability to replace pharmacists, this paper identifies conditions under which substitution may be more or less likely. Key factors include the nature of the pharmaceutical care service, patient preferences, the quality and accessibility of AI tools, and regulatory and institutional constraints. Using examples from practice and education, the commentary highlights areas where AI may function as a substitute—such as information delivery or curricular mapping—and others where human oversight remains essential. Ultimately, the question is not whether AI will serve as a substitute, but to what extent, under what circumstances, and with what implications for pharmacy educators. Preparing students for a professional environment augmented by AI requires a shift in educational strategies, with a focus on adaptability, data literacy, and meaningful integration of emerging technologies.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101867"},"PeriodicalIF":3.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145008511","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":"Career-Mentoring Options for Pharmacy Faculty and Staff: Navigating the Three Phases of Cancer Survivorship","authors":"Melissa S. Medina ,&nbsp;Batoul Senhaji-Tomza","doi":"10.1016/j.ajpe.2025.101866","DOIUrl":"10.1016/j.ajpe.2025.101866","url":null,"abstract":"<div><div>Cancer rates are on the rise, and new treatments are helping people live longer with cancer, yet the questions remain: when does one consider themselves a cancer survivor, and what direction should one’s career take when diagnosed with cancer? This commentary explores how mentoring can support working individuals, such as pharmacy faculty and staff, across the 3 distinct phases of cancer survivorship: (1) the acute phase, which includes testing, diagnosis, staging, and treatment; (2) the post-treatment survival phase; and (3) the permanent phase of disease-free survival. While career-mentoring programs may exist for pharmacy faculty and staff across various pharmacy practice settings, there is a notable lack of structured mentoring programs for those navigating a cancer diagnosis, especially as mentoring needs shift throughout these 3 phases of survivorship. Thoughtful mentoring and support can significantly enhance both the personal and professional quality of life for individuals with cancer. Therefore, it is essential to develop targeted career-mentoring opportunities for pharmacy faculty and staff cancer survivors to meet this growing and unmet need.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101866"},"PeriodicalIF":3.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145008605","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":"Assessing the Geographic Distribution of Community-Based Pharmacy Residency Programs in Areas of Health Care Need","authors":"Chardaé Whitner ,&nbsp;Inas Mahdi ,&nbsp;Aicha Ndiaye ,&nbsp;Ruth Adeyemi ,&nbsp;William Wei-Han Chen ,&nbsp;Jingchuan Guo ,&nbsp;Stacey Curtis","doi":"10.1016/j.ajpe.2025.101860","DOIUrl":"10.1016/j.ajpe.2025.101860","url":null,"abstract":"<div><h3>Objective</h3><div>To evaluate the geographic distribution of American Society of Health-System Pharmacists Community-Based Pharmacy Residency programs in relation to federally designated areas of health care need and social vulnerability across the United States.</div></div><div><h3>Methods</h3><div>Community-Based Pharmacy Residency Program addresses were collected from September 2023 to September 2024 through a 3-phase approach: an initial Qualtrics survey of Residency Program Directors, review of program websites, and telephone call follow-up. The resulting 268 addresses (approximately 80% of US Community-Based Pharmacy Residency programs) were analyzed using ArcGIS Pro to assess their distribution relative to 3 federal metrics: Medically Underserved Areas (MUA) (score ≥ 62), Primary Care Health Professional Shortage Areas (P-HPSAs) (score ≥ 19), and the Centers for Disease Control and Prevention (CDC) Social Vulnerability Index (SVI).</div></div><div><h3>Results</h3><div>Of the 268 Community-Based Pharmacy Residency sites, 37.3% were in MUAs and 41.4% in P-HPSAs. Although 68.3% of programs were in areas of higher CDC SVI, only 2.6% were in the highest-vulnerability communities, indicating limited presence in areas of greatest need.</div></div><div><h3>Conclusion</h3><div>The expansion of Community-Based Pharmacy Residency programs in MUAs, P-HPSAs, and CDC SVIs could present a vital strategy to address health care disparities and improve access to pharmacist-led clinical services and health care.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101860"},"PeriodicalIF":3.5,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144994638","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":"Characteristics of Prepharmacy Undergraduate Institutions as a Predictor of First-Year Pharmacy School Success.","authors":"Sean P Kane, Christian McCaughey, Danielle M Candelario, Scott Hanes, Khyati Patel, Abbie Lyden","doi":"10.1016/j.ajpe.2025.101479","DOIUrl":"10.1016/j.ajpe.2025.101479","url":null,"abstract":"<p><strong>Objective: </strong>To evaluate the impact of undergraduate institutional characteristics on first-year pharmacy (P1) success at a private, 4-year program.</p><p><strong>Methods: </strong>A retrospective review of students matriculating from 2020 to 2023 was conducted. Characteristics of each student's primary undergraduate institution, such as admission rate, highest degree offered, enrollment size, and other factors, were obtained from the US Department of Education Scorecard. Student academic metrics and outcomes in the P1 year were also collected. A mixed-effects model was used to identify independent undergraduate institutional predictors of P1 success, defined as passing all courses without remediation and progressing on time to the second year.</p><p><strong>Results: </strong>A total of 162 students from 82 undergraduate institutions were included. Univariate analysis demonstrated that undergraduate institutions offering a bachelor's degree or higher, having a lower admission rate (or not having an open admissions policy), and having at least 50% full-time faculty were predictors of P1 success. Student metrics such as prematriculation grade point average (GPA) and achieving a bachelor's degree were not predictive of P1 success, although prematriculation GPA was independently associated with P1 GPA. Collinearity among predictive undergraduate institution characteristics was common. In a mixed-effects model, P1's success was best predicted by the undergraduate institution's admission rate.</p><p><strong>Conclusion: </strong>Multiple undergraduate institution characteristics significantly predict P1 success, whereas student academic metrics were not predictive in our analyses. These findings challenge the reliance on traditional academic metrics, particularly GPA, and suggest that future research should focus on holistic admissions approaches that include both institutional and nonacademic factors.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101479"},"PeriodicalIF":3.5,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144762434","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":"Behavioral Foundations for CBPE: Using the BCW to Advance Individual Readiness to Change.","authors":"Denise H Rhoney, Aleda M H Chen, Eunice Chung, Mariann D Churchwell, Kimberly K Daugherty, Erika L Kleppinger, Nicholas R Nelson, Dennis Parker, Stephanie L Sibicky, Cindy D Stowe, Krisy-Ann Thornby, Nidhi Gandhi-Patel","doi":"10.1016/j.ajpe.2025.101470","DOIUrl":"10.1016/j.ajpe.2025.101470","url":null,"abstract":"<p><p>The American Association of Colleges of Pharmacy Academic Affairs Committee (2024-2025) was charged with supporting the implementation of competency-based pharmacy education (CBPE) by developing a validated readiness-to-change instrument and offering recommendations to guide adoption. Recognizing that change requires both organizational support and individual engagement, the committee applied established behavior change frameworks, including the Capability, Opportunity, Motivation-Behavior model and the behavior change wheel, to define the actions needed from faculty, administrators, preceptors, and learners. These behaviors align with the 5 core components of CBPE: (1) outcome competencies that are clearly articulated, measurable, and transparent; (2) progressive sequencing of competencies across the curriculum with defined developmental markers; (3) authentic learning experiences embedded throughout the curriculum; (4) learner-centric, competency-focused instruction with individualized learning plans; and (5) longitudinal assessment practices that document competency acquisition and progression. A national Delphi panel and stakeholder focus groups informed the development of the instrument. Additional data gathered at the 2025 American Association of Colleges of Pharmacy Interim Meeting showed general support for CBPE but also identified challenges such as limited faculty familiarity, insufficient resources, gaps in technological infrastructure, and uncertainty around assessment methods. Based on these findings, the committee presents practical recommendations, including faculty development, systems alignment, and leadership support. The report emphasizes that meaningful progress requires coordinated efforts across institutions and roles-built through collaboration, sustained by inclusive leadership, and shaped by the voices of those responsible for teaching and learning. With the right educational infrastructure and stakeholder engagement, CBPE can be effectively implemented to better meet the needs of learners, the profession, and society.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101470"},"PeriodicalIF":3.5,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144669050","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}