American Journal of Pharmaceutical Education最新文献

{"title":"Do as I Teach, Not as I Do: Confronting our Academic Double Standards","authors":"Michael Gonyeau","doi":"10.1016/j.ajpe.2026.101986","DOIUrl":"10.1016/j.ajpe.2026.101986","url":null,"abstract":"<div><div>Pharmacy education places substantial emphasis on developing student professionalism, as mandated by the Accreditation Council for Pharmacy Education Standard 2. However, a critical examination reveals significant disconnects between the professional standards we demand of students and the behaviors we sometimes model as faculty. This commentary explores key areas of hypocrisy: the avoidance of professional judgment while expecting students to develop clinical decision-making skills, and the emphasis on accountability and integrity while avoiding self-reflection. Drawing from recent critiques of higher education and professional development literature, this analysis calls for greater faculty self-awareness and reform to align our practices with our pedagogical goals. The commentary examines specific areas, including assessment paradoxes, daily hypocrisies in time management and communication, technology use policies, and professional preparation standards. The impact on professional identity formation is discussed, along with recommendations for addressing these contradictions through institutional and individual faculty commitment to change. For the sake of our profession and the patients we serve, pharmacy education must commit to authentic professional practice that aligns with the standards we teach.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 5","pages":"Article 101986"},"PeriodicalIF":3.5,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147655532","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":"Combating Student Cheating in Pharmacy Schools in a Post-Pandemic World.","authors":"Tracy M Hagemann, Kelly M Shields, Myrah R Stockdale, Meredith Edelman, Jeremy Hughes, Scott M Mark","doi":"10.1016/j.ajpe.2026.101984","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.101984","url":null,"abstract":"<p><p>Concerns regarding academic dishonesty are a persistent problem in higher education, including health professions and pharmacy education. Students may respond to academic pressures and new policy or procedure restrictions with innovative ways to gain an unfair advantage through both technological advances and old-school methods. Recent shifts to online and hybrid modalities, as well as advances in Artificial Intelligence (AI), smartphones, watches, and other technologies, continue to escalate the arms race between educational programs and those seeking to circumvent the system. This manuscript seeks to remind faculty and administrators of common cheating modalities that students may use (including high and low-technology approaches), while also calling on members of the Academy to refrain from merely discussing academic integrity issues, but rather, to actively seek to minimize and address these concerns. This requires increased awareness of various types of cheating and academic integrity matters, understanding of cheating approaches, intentional reflection on academic integrity policies, and implementation of related risk-reduction strategies. It is our responsibility as educators to prevent and address developing complications and to be aware of advances in our field. One of the best ways to address advancing concerns of cheating, plagiarism, and academic integrity is by informing ourselves of recent developments relative to academic integrity, as well as peer-reviewed testing strategies to reduce cheating and other types of academic integrity issues.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101984"},"PeriodicalIF":3.5,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147647639","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":"I Highly Recommend This Candidate: Survey of PGY1 Program Directors Regarding Residency Letter Recommendation Levels","authors":"Derek A. Gaul ,&nbsp;Priyanka P. Gannavarapu ,&nbsp;Anna Phillips Shaw ,&nbsp;Chelsea A. Keedy","doi":"10.1016/j.ajpe.2026.101964","DOIUrl":"10.1016/j.ajpe.2026.101964","url":null,"abstract":"<div><h3>Objective</h3><div>The impressions of Postgraduate Year 1 (PGY1) residency program directors (RPDs) on the utility of the recommendation concerning admission portion of the Pharmacy Online Residency Centralized Application Service (PhORCAS) letter of recommendation (LOR) for residency candidate applications was evaluated.</div></div><div><h3>Methods</h3><div>This was a cross-sectional, survey-based study addressed to RPDs of American Society of Health-System Pharmacists (ASHP)–accredited residency programs. A 10-item survey assessing program demographics, current rating scales, and alternative rating scales was administered electronically. The primary outcome was to determine the perceived utility of the level of recommendation scale (PhORCAS recommendation concerning admission) for residency applicants. The secondary outcomes assessed the perceived usability and objectivity of alternative scales.</div></div><div><h3>Results</h3><div>The majority of respondents (309/551) indicated the current level of recommendation scale format was only somewhat effective (56%) and that the recommendation level selected by letter writers impacted their ability to assess applications to at least some degree. This included statistically significant distributions of responses regarding the impact of evaluation options (<em>p</em> &lt; .001) and inflation (<em>p</em> &lt; .001). An alternative 5-point scale with associated percentile guidance was chosen by the majority of RPDs as the most useful (65%) and most objective (68%) rating scale. Varying respondent demographics did not significantly affect the perceived usefulness and objectivity of the various rating scales.</div></div><div><h3>Conclusion</h3><div>A significant proportion of RPDs find the utility of the current level of recommendation scale limited and may prefer a rating scale with additional points and percentile guidance for both usefulness and objectivity.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 4","pages":"Article 101964"},"PeriodicalIF":3.5,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147446055","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":"Rethinking Success to Reduce Work–Life Tensions","authors":"Jeff Cain ,&nbsp;Krisy-Ann Thornby","doi":"10.1016/j.ajpe.2026.101975","DOIUrl":"10.1016/j.ajpe.2026.101975","url":null,"abstract":"<div><div>Balancing professional success with psychological well-being can be a challenge for faculty and professional staff in pharmacy education, as the pursuit of “balance” often creates tension across both personal and professional domains. This struggle stems from a bifurcated view of success that elevates productivity and career achievement above well-being. As work demands increasingly spill into personal time, faculty face an ongoing psychological negotiation of identity, priorities, and purpose. We argue that while the opportunity costs of career choices are inevitable, this tension can be mitigated by adopting a more holistic definition of success. Rather than delaying fulfillment until professional milestones are achieved, we propose embracing a mindset centered on life satisfaction, understood as a measure of well-being across interconnected domains such as career, relationships, health, leisure, and personal growth. Evidence from the behavioral sciences supports this integrated approach, demonstrating that life and work engagement are mutually reinforcing. Viewing success as a single, encompassing objective rather than as competing segments offers a clearer sense of direction and helps guide decisions according to one’s personal values. To support this shift, faculty should recognize the psychological forces that shape their choices. We discuss how the paradox of limitation, arrival fallacy, and social comparison theory can distort work–life decisions. By intentionally reframing success in the context of life satisfaction, faculty can choose to craft a career that supports meaningful, holistic, and sustained fulfillment.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 4","pages":"Article 101975"},"PeriodicalIF":3.5,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147492104","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 2026 Asynchronous Virtual House of Delegates Session January 26 - February 2, 2026.","authors":"","doi":"10.1016/j.ajpe.2026.101969","DOIUrl":"https://doi.org/10.1016/j.ajpe.2026.101969","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101969"},"PeriodicalIF":3.5,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147488620","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":"Advancing Systems-Based Patient Workup Skills Through Redesign of a Critical Care Pharmacy Elective","authors":"Kaitlin M. Alexander ,&nbsp;Mary Layton Waer ,&nbsp;Carinda Feild ,&nbsp;Bethany Shoulders","doi":"10.1016/j.ajpe.2026.101950","DOIUrl":"10.1016/j.ajpe.2026.101950","url":null,"abstract":"<div><h3>Objective</h3><div>Developing practice-ready pharmacists requires that learners be equipped to systematically collect and interpret patient data, including complex or critically ill cases. This evaluation examined the impact of integrating a systems-based patient workup process into a Critical Care Elective Course on student learning outcomes and assessed student perceptions compared with the previous instructional model.</div></div><div><h3>Methods</h3><div>In Spring 2024, a 2-week critical care elective for third-year student pharmacists was revised to incorporate structured patient workup activities with instructor feedback. Following the course revision, students utilized a systems-based patient workup template to complete 5 graded systems-based workup assignments, which also served as their preparation for in-class active learning. Academic performance on examinations and quizzes in the 2024 and 2025 offerings (with workups) was compared with the 2023 course (without workups). Sequential workup scores within the 2024 and 2025 cohorts were analyzed to evaluate skill development.</div></div><div><h3>Results</h3><div>Seventy-five students (25 in 2023, 21 in 2024, and 29 in 2025) were included. Mean workup scores significantly increased from 86.4% on the first assignment to 97.5% on the final assignment.</div><div>Final examination scores were maintained between the systems-based workup and no-workup cohorts (85.5% vs 87.8%), as were overall final course grades (90.5% vs 91.1%).</div></div><div><h3>Conclusion</h3><div>Incorporating a systems-based patient workup process into a Critical Care Pharmacy Elective maintained student performance compared to the previous model. Following the redesign, students received formative feedback on patient workups, which contributed to the development of their clinical skills in working up patients who are complex and acutely ill.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 3","pages":"Article 101950"},"PeriodicalIF":3.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146222197","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":"Leveraging Case-Based Learning Exercises in Pharmacology Courses to Promote AI Readiness Among Student Pharmacists","authors":"Shankar Munusamy ,&nbsp;Shantanu Rao ,&nbsp;Vanishree Rajagopalan","doi":"10.1016/j.ajpe.2026.101943","DOIUrl":"10.1016/j.ajpe.2026.101943","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to improve student pharmacists’ confidence and metacognitive awareness in using artificial intelligence (AI) tools through case-based learning in pharmacology. Generative AI tools were integrated into pharmacology coursework to foster AI readiness, guiding students to triangulate AI-derived information with evidence-based drug information resources.</div></div><div><h3>Methods</h3><div>Second-year student pharmacists (P2) from 3 colleges of pharmacy completed 2 case-based assignments in their pharmacology courses. Upon orientation to effective prompt writing, students gathered AI-generated pharmacological information and verified it using evidence-based drug references. Pre and postintervention surveys assessed students' confidence in using AI tools, whereas a metacognition survey (Metacognitive Awareness Inventory) evaluated their planning, monitoring, debugging, and evaluation skills.</div></div><div><h3>Results</h3><div>Eighty-five students (66%) completed the preintervention survey, and 59 (46%) completed the postintervention survey. Overall confidence in using AI tools significantly increased from 64.0 ± 12.9% to 89.4 ± 3.1%. Metacognition survey results showed that most students (74.6% to 94.9%) planned, monitored, debugged, and evaluated use of AI; notably, 94.5% identified strategies they would reuse. Students identified academic integrity concerns (69.5%), reliability (52.5%), and ethical issues (50.8%) as primary barriers to AI adoption. Students indicated their likelihood to use AI for concept comprehension and generating study guides. They recommended additional AI training in course activities and clear academic integrity guidelines to support AI use in pharmacy education.</div></div><div><h3>Conclusion</h3><div>Leveraging case-based assignments to foster AI competency can effectively help student pharmacists gain confidence and metacognitive skills. Addressing concerns about academic integrity and reliability will be essential for the effective adoption of AI in pharmacy curricula.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 3","pages":"Article 101943"},"PeriodicalIF":3.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146151439","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":"Are Pharmacy Programs Obligated to Train Students to Use AI for Clinical Practice?","authors":"Angela K. Nagel ,&nbsp;Edgar Diaz-Cruz ,&nbsp;Krystal L. Edwards ,&nbsp;Hala Fadda ,&nbsp;Michael J. Gonyeau ,&nbsp;Giuseppe Gumina ,&nbsp;Jarred Prudencio ,&nbsp;Laurel Sampognaro ,&nbsp;Dana A. Strachan ,&nbsp;Jenny A. Van Amburgh ,&nbsp;Emily McCoy","doi":"10.1016/j.ajpe.2026.101951","DOIUrl":"10.1016/j.ajpe.2026.101951","url":null,"abstract":"<div><div>The question of whether schools and colleges of pharmacy have an obligation to train their students in the use of artificial intelligence (AI) tools for clinical practice has gained increasing attention in recent years, particularly as AI platforms and access continue to evolve. To evaluate this responsibility, it is important to consider both the potential benefits of AI in advancing clinical practice and the risks associated with its integration into pharmacy education. This article represents the collaborative efforts of 2 Academic Leadership Fellows Program groups who explored each viewpoint during a structured debate at the American Association of Colleges of Pharmacy Interim Meeting in Phoenix, AZ, in February 2024.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 3","pages":"Article 101951"},"PeriodicalIF":3.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146776588","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":"Determining Consensus Priorities for Compounding Skills in Pharmacy Education Using a Modified Delphi Method","authors":"Emily Polischuk ,&nbsp;Jeanne E. Frenzel","doi":"10.1016/j.ajpe.2026.101932","DOIUrl":"10.1016/j.ajpe.2026.101932","url":null,"abstract":"<div><h3>Objective</h3><div>To identify and prioritize sterile and nonsterile compounding skills essential for inclusion in pharmacy curricula through expert consensus and validation surveys.</div></div><div><h3>Methods</h3><div>A 2-round modified Delphi process was conducted with panels of pharmacists selected based on their extensive sterile or nonsterile compounding expertise. Round 1 consisted of open-ended questions to elicit key skills and knowledge areas, which were thematically analyzed to inform Round 2. In Round 2, experts rated the importance of identified skills on a 5-point Likert scale. Findings were validated through follow-up cross-sectional surveys distributed to members of the American College of Apothecaries (ACA), who ranked skills from most to least important. Descriptive analyses were performed for all survey data.</div></div><div><h3>Results</h3><div>Twenty-five sterile and 25 nonsterile experts were invited; 4 experts in each group completed Round 1, and 3 sterile and 2 nonsterile experts completed Round 2. Seventeen members of the ACA completed the validation survey. Sterile compounding experts prioritized aseptic technique, hand hygiene, and garbing as essential skills, whereas nonsterile compounding experts emphasized pharmaceutical calculations, accurate measurement, and preparation of suspensions, solutions, and capsules. Both groups highlighted the importance of regulatory knowledge (United States Pharmacopeia [USP] &lt;795&gt;, &lt;797&gt;, and &lt;800&gt;), beyond-use dating, and pharmacists’ supervisory roles over technicians.</div></div><div><h3>Conclusion</h3><div>This study established a preliminary consensus of sterile and nonsterile compounding skills needed by pharmacy graduates. Prioritizing aseptic technique, commonly compounded nonsterile dosage form preparation, pharmaceutical calculations, and regulatory competencies, along with repeated practice and supervisory simulation, may better prepare graduates to meet contemporary practice and regulatory demands.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 3","pages":"Article 101932"},"PeriodicalIF":3.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146055070","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 Didactic Curriculum Toolkit for Pharmaceutics and Related Disciplines: Recommendations to ACPE Accredited Programs","authors":"Bhaskara R. Jasti ,&nbsp;Timothy K. Fincher ,&nbsp;William C. Mobley ,&nbsp;John W. Holladay ,&nbsp;Eytan A. Klausner ,&nbsp;Karen Nagel ,&nbsp;Shaifali Bhalla ,&nbsp;Ashish K. Dutta ,&nbsp;Gayle A. Brazeau ,&nbsp;Rajesh Vadlapatla","doi":"10.1016/j.ajpe.2026.101934","DOIUrl":"10.1016/j.ajpe.2026.101934","url":null,"abstract":"<div><div>The American Association of Colleges of Pharmacy Pharmaceutics Section assembled a Pharmaceutics Learning Outcomes Task Force to develop a didactic curriculum toolkit that delineates a tiered set of topics and subtopics for pharmaceutics and related disciplines, including pharmacy calculations, pharmacokinetics, and compounding. The task force mapped the topics and subtopics to the Center for the Advancement of Pharmacy Education 2013 outcomes, Curricular Outcomes, and Entrustable Professional Activities (2022), and to the North American Pharmacist Licensure Examination 2025 content domains. The purpose of this toolkit is to guide PharmD programs in developing content in pharmaceutics and related disciplines. To help prioritize this content, a tiering process similar to that used in the American College of Clinical Pharmacy Pharmacotherapy Didactic Curriculum Toolkit was developed. This pharmaceutics toolkit can be utilized by faculty members to help select and prioritize topics in pharmaceutics and related disciplinary courses. Moreover, curriculum committees can use the toolkit to determine the appropriate coverage in these disciplines in PharmD programs.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 3","pages":"Article 101934"},"PeriodicalIF":3.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146097648","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}