American Journal of Pharmaceutical Education最新文献_第2页

Characteristics of Academic Pharmacy Fellowship Programs: Results of a Cross-Sectional Online Search.

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2024-12-07 DOI: 10.1016/j.ajpe.2024.101339

Tyler Marie Kiles, Ijeoma S Anadi, Joshua T Wollen

{"title":"Characteristics of Academic Pharmacy Fellowship Programs: Results of a Cross-Sectional Online Search.","authors":"Tyler Marie Kiles, Ijeoma S Anadi, Joshua T Wollen","doi":"10.1016/j.ajpe.2024.101339","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101339","url":null,"abstract":"<p><strong>Objective: </strong>The pharmacy academy faces an urgent need for diverse, experienced faculty members. However, while many faculty candidates may come from advanced training backgrounds, many do not have all of the skills required to transition seamlessly into an academic role. Academic Pharmacy Fellowships are a promising strategy to address these gaps. The objectiv of this paper is to describe the information available online about Academic Pharmacy Fellowships.</p><p><strong>Methods: </strong>In this cross-sectional review, a list of programs was compiled from multiple online sources over one year. For each program identified, available information related to the institution, application requirements, and program details was compiled into a database. The quality of the data in the database was evaluated using an analysis of missing values and data to error ratio.</p><p><strong>Results: </strong>A total of 29 Academic Pharmacy Fellowships were identified for the 2023-2024 application year, including 19 teaching-intensive and 10 research-intensive programs. In general, there is variability in the clarity and amount of information available online for these programs and a lack of standardization.</p><p><strong>Conclusion: </strong>For applicants seeking careers in academic pharmacy, there are diverse options; however, there is an opportunity for Academic Pharmacy Fellowship programs to develop common language, timelines, and online presence. Further collaboration is necessary to ensure pharmacy faculty and mentors are aware of these opportunities and are able to connect potential applicants to these programs to strengthen this endeavor.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101339"},"PeriodicalIF":3.8,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142803477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Multisite, Longitudinal Study Assessing Prevalence of Anxiety in Student Pharmacists 一项评估学生药剂师焦虑症患病率的多地点纵向研究。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2024-12-01 DOI: 10.1016/j.ajpe.2024.101334

Lindsey E. Dayer , Kathryn L. MacCamy , Seth D. Heldenbrand , Kimberly C. McKeirnan , Jennifer D. Robinson

{"title":"A Multisite, Longitudinal Study Assessing Prevalence of Anxiety in Student Pharmacists","authors":"Lindsey E. Dayer , Kathryn L. MacCamy , Seth D. Heldenbrand , Kimberly C. McKeirnan , Jennifer D. Robinson","doi":"10.1016/j.ajpe.2024.101334","DOIUrl":"10.1016/j.ajpe.2024.101334","url":null,"abstract":"<div><h3>Objective</h3><div>Conduct a multisite, survey-based study assessing rates of self-reported anxiety symptoms among student pharmacists enrolled in the first 3 professional years (PY1 to PY3) of a 4-year Doctor of Pharmacy (PharmD) curricula.</div></div><div><h3>Methods</h3><div>This study followed a cross-sectional observational design conducted at Washington State University, College of Pharmacy and Pharmaceutical Sciences (WSU) and the University of Arkansas for Medical Sciences, College of Pharmacy (UAMS). Student pharmacists in PY1 to PY3 of the PharmD curricula were invited to voluntarily complete the Generalized Anxiety Disorder 7-item (GAD-7) scale in order to self-report measures of anxiety. The GAD-7 is a validated 7-item instrument using a 4-point Likert scale.</div></div><div><h3>Results</h3><div>A total of 2022 surveys were evaluated from PY1-PY3 students at WSU and UAMS over a 5-year period (2019 to 2023). Overall, 882 (43.6%) completed surveys indicated the presence of moderate to severe anxiety according to the GAD-7. When asked about the difficulty of doing work, taking care of things at home, or getting along with other people, 487 (24.1%) respondents indicated “very” or “extremely” difficult using a 4-point Likert scale.</div></div><div><h3>Conclusion</h3><div>Behavioral and mental health support appears to be needed to support students living with symptoms of anxiety that are impacting life activities. Pharmacy educators should consider proactive approaches to improve mental well-being and support skill development related to anxiety management for student pharmacists. Future studies may include measuring change in student pharmacist anxiety over time with targeted interventions and studies to determine impact on reported levels of anxiety.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101334"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142669883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessment of Student-Reported Preparedness in Leadership and Professional Service Management Post Capstone Course 评估学生对领导力和专业服务管理后顶点课程的准备情况。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2024-12-01 DOI: 10.1016/j.ajpe.2024.101331

Tatiana Makhinova , Michelle Deng

{"title":"Assessment of Student-Reported Preparedness in Leadership and Professional Service Management Post Capstone Course","authors":"Tatiana Makhinova , Michelle Deng","doi":"10.1016/j.ajpe.2024.101331","DOIUrl":"10.1016/j.ajpe.2024.101331","url":null,"abstract":"<div><h3>Objective</h3><div>Our objective was to explore the effectiveness and utility of a newly introduced capstone course for developing leadership and management skills in pharmacy students.</div></div><div><h3>Methods</h3><div>A secondary analysis was conducted on precourse and postcourse questionnaire data collected from third-year doctoral-level students and their mentors. The frequency and mean scores of responses to statements regarding confidence in leadership, management, and collaboration skills scored on the Likert scale were presented. Open-ended comments from students and mentors were also grouped and summarized.</div></div><div><h3>Results</h3><div>For all questionnaire items related to the confidence self-assessment, the majority of students responded either agree (40%–69% per question) or strongly agree (6%–56% per question). Students also showed a significant increase in confidence in their management skills after completing the course. Student comments and feedback regarding the course were grouped into 3 major categories: content, timeline/organization, and group dynamics.</div></div><div><h3>Conclusion</h3><div>Based on feedback from students and mentors, the capstone course is a valuable learning experience for pharmacy students and an effective tool for developing leadership, management, and collaboration skills. The value of in-person learning, engaged mentors, and real-world relevance for the capstone project is highlighted.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101331"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142683725","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}

引用次数: 0

Prescription for Curricular Revision: Application of Design Thinking Principles. 课程修订处方：设计思维原则的应用。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2024-12-01 Epub Date: 2024-11-23 DOI: 10.1016/j.ajpe.2024.101325

Diana M Sobieraj, Kathryn Wheeler, Marissa Salvo, Marie Smith

{"title":"Prescription for Curricular Revision: Application of Design Thinking Principles.","authors":"Diana M Sobieraj, Kathryn Wheeler, Marissa Salvo, Marie Smith","doi":"10.1016/j.ajpe.2024.101325","DOIUrl":"10.1016/j.ajpe.2024.101325","url":null,"abstract":"<p><p>Continuous quality improvement of the professional curriculum can present as a series of complex problems to solve. Schools and colleges of pharmacy would benefit from a structured framework to approach complex problem-solving while engaging faculty and students throughout the process. Design thinking is a framework that promotes creative problem-solving while using techniques that make ambiguity and failure more comfortable during the iterative process. In this commentary, we describe how we applied the design thinking process to revise our professional didactic curriculum, concluding with a new plan of study approved by the faculty. We explain what we believe that our key drivers of success were the main challenges that we faced in each of the 5 phases of design thinking and what we did to overcome these challenges. Overall, design thinking led to a successful curricular revision that allowed transparency, established trust among participants, and democratized the lines of communication. As we move into the revised curriculum's implementation, we anticipate some resistance as course coordinators and instructors develop courses incorporating the Curriculum and Curricular Assessment Committee vision of the designed curriculum. Developing a recurring process to maintain alignment between the intended, designed, and delivered curriculum is a necessary next step. This should allow earlier identification and quicker resolution of curricular concerns through a shorter and smaller scale design thinking process.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101325"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142717686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Best Practices for Interprofessional Education to Meet the Curriculum Outcomes and Entrustable Professional Activities. 跨专业教育的最佳实践，以满足课程成果和委托专业活动（COEPA）的要求。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2024-12-01 Epub Date: 2024-11-07 DOI: 10.1016/j.ajpe.2024.101321

Jacqueline M Zeeman, Deepti Vyas, Kelly R Ragucci

{"title":"Best Practices for Interprofessional Education to Meet the Curriculum Outcomes and Entrustable Professional Activities.","authors":"Jacqueline M Zeeman, Deepti Vyas, Kelly R Ragucci","doi":"10.1016/j.ajpe.2024.101321","DOIUrl":"10.1016/j.ajpe.2024.101321","url":null,"abstract":"<p><strong>Objectives: </strong>A proliferation of articles describe the importance of interprofessional education (IPE) in promoting a collaborative practice-ready workforce. As pharmacy programs implement, develop, and assess impactful IPE activities and experiences in their didactic and experiential curricula, it is important to consider various IPE frameworks and accreditation expectations. This article aims to elucidate best practices for high-quality IPE by taking into account the recently released 2022 Curriculum Outcomes and Entrustable Professional Activities, 2023 Interprofessional Education Collaborative Competencies, and 2025 Accreditation Council for Pharmacy Education Standards.</p><p><strong>Findings: </strong>Multiple factors were identified as important considerations for building and sustaining effective IPE programs, including (1) institutional readiness, (2) institutional culture, (3) infrastructure, (4) financial considerations, (5) faculty development, (6) curricular programming, and (7) outcomes assessment. Evidence supports these factors as best practices for quality IPE and articulates how these elements can be used to mitigate challenges and/or barriers experienced in developing, implementing, and advancing IPE.</p><p><strong>Summary: </strong>Equipping learners with the knowledge, skills, and attitudes to work effectively as part of an interprofessional team is key to developing a collaborative practice-ready pharmacy workforce. The 2023 Interprofessional Education Collaborative Competencies, which serve as a consensus framework to advance IPE, informed the development of the interprofessional collaboration elements in the 2022 Curriculum Outcomes and Entrustable Professional Activities and 2025 Accreditation Council for Pharmacy Education Standards. Individual programs should leverage best practices related to institutional considerations, curricular development, and assessment to establish successful IPE programs.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101321"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perceptions of Pharmacy Educators Regarding the NAPLEX Pass Rate Puzzle. 药学院教师对导致首次 NAPLEX 考试通过率下降的因素的看法。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2024-12-01 Epub Date: 2024-11-15 DOI: 10.1016/j.ajpe.2024.101336

Hope Brandon, Clark Kebodeaux, Sara Stallworth, Elizabeth Autry, Mandy Jones, Tyler Bosley, Aric Schadler, Frank Romanelli

{"title":"Perceptions of Pharmacy Educators Regarding the NAPLEX Pass Rate Puzzle.","authors":"Hope Brandon, Clark Kebodeaux, Sara Stallworth, Elizabeth Autry, Mandy Jones, Tyler Bosley, Aric Schadler, Frank Romanelli","doi":"10.1016/j.ajpe.2024.101336","DOIUrl":"10.1016/j.ajpe.2024.101336","url":null,"abstract":"<p><strong>Objective: </strong>Identify perceptions from pharmacy faculty across the Academy concerning factors that may be influencing North American Pharmacist Licensure Examination (NAPLEX) first-time pass rates to highlight potential focused areas of further research based on common experiences.</p><p><strong>Methods: </strong>An anonymous 43-item Qualtrics questionnaire was distributed to faculty members from the American Association of Colleges of Pharmacy. Questions were predominantly 5-point Likert scale items (5 = very large impact) and encompassed 6 domains: pharmacy school factors, COVID-19 educational modifications, testing factors, standardized testing, applicant preparedness, and student factors. Demographic data and perceptions were reported with means and standard deviations (SD).</p><p><strong>Results: </strong>In total, 600 responses were analyzed. Respondents were predominantly female (66%) and white (78%). Most had a Doctor of Pharmacy degree and residency training and were practicing as a licensed pharmacist within the southern and midwestern United States. Respondents indicated that the decline in NAPLEX first-time pass rates is a moderate to large problem (mean 3.64, SD 0.891), and the top potential influencing factors include student quality (mean 3.99, SD 0.876), student's critical thinking (mean 3.90, SD 0.947), study habits (mean 3.74, SD 0.920), and admission standards (mean 3.67, SD 1.082).</p><p><strong>Conclusion: </strong>The top four factors indicated by respondents as impacting the NAPLEX first-time pass rates were related to the student quality. This result highlights the importance of exploring issues related to pharmacy admissions and the need to implement effective strategies to support an increasing number of potentially less prepared pharmacy students.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101336"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Association of Emotional Intelligence With Pharmacy Students' Leadership and Academic Performance. 情商与药学专业学生领导力和学习成绩的关系

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2024-12-01 Epub Date: 2024-11-16 DOI: 10.1016/j.ajpe.2024.101335

Aayna Shamsi, Tyler Varisco, Austin De La Cruz, Rania El-Desoky, Matthew Wanat, Elizabeth Coyle, Divya Varkey

{"title":"Association of Emotional Intelligence With Pharmacy Students' Leadership and Academic Performance.","authors":"Aayna Shamsi, Tyler Varisco, Austin De La Cruz, Rania El-Desoky, Matthew Wanat, Elizabeth Coyle, Divya Varkey","doi":"10.1016/j.ajpe.2024.101335","DOIUrl":"10.1016/j.ajpe.2024.101335","url":null,"abstract":"<p><strong>Objective: </strong>This study aimed to examine the association between emotional intelligence, leadership involvement, and academic performance among student pharmacists.</p><p><strong>Methods: </strong>This was a retrospective, observational study that included all second-year student pharmacists in the 2022-2023 and 2023-2024 academic years. Emotional intelligence was assessed using the emotional quotient (EQ) inventory, version 2.0 (EQ-i 2.0), with results reported for 15 skills of EQ. Leadership involvement was collected from student organizations as the number of officer positions held by each student throughout the Doctor of Pharmacy curriculum. Academic performance was reported as the cumulative grade point average (GPA). The primary end point was the mean EQ-i 2.0 skill results compared between students with < 2 and ≥ 2 leadership positions. The secondary end point was mean EQ-i 2.0 skill results of students with GPA < 3.5 and GPA ≥ 3.5. Bivariate logistic regression was used to analyze each outcome.</p><p><strong>Results: </strong>All 214 s-year students in both cohorts completed the assessment. Students who held ≥ 2 leadership positions, on average, had a higher social responsibility score than students with < 2 positions. Students with GPA ≥ 3.5 had an assertiveness score lower than students with GPA< 3.5.</p><p><strong>Conclusion: </strong>The results indicated that students with higher social responsibility as an EQ skill were reported to have increased leadership involvement. Students with lower assertiveness as an EQ skill were reported to have GPA ≥ 3.5. These findings demonstrate the importance of emphasizing social responsibility in the pharmacy curriculum.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101335"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142669909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing Allies: Preparing Pharmacy Students to Practice With Cultural and Structural Humility. 培养盟友：培养药剂学学生以文化和结构谦逊的态度进行实践。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2024-12-01 Epub Date: 2024-11-17 DOI: 10.1016/j.ajpe.2024.101329

Jaime Maerten-Rivera, Malaika R Turner, Odinaka C Oranekwu, Margarita V DiVall

{"title":"Developing Allies: Preparing Pharmacy Students to Practice With Cultural and Structural Humility.","authors":"Jaime Maerten-Rivera, Malaika R Turner, Odinaka C Oranekwu, Margarita V DiVall","doi":"10.1016/j.ajpe.2024.101329","DOIUrl":"10.1016/j.ajpe.2024.101329","url":null,"abstract":"<p><strong>Objectives: </strong>The Curricular Outcomes and Entrustable Professional Activities learning outcome of Cultural and Structural Humility was updated, prompting programs to evaluate how this content is included. The authors reviewed relevant literature published within the past 10 years (2014-2024) and provided a summary and relevant recommendations, as well as resources.</p><p><strong>Findings: </strong>Calls to action were made within the Academy for programs to develop a holistic programmatic approach to developing students' cultural and structural humility. Current shortcomings identified were that most programs incorporated related competencies into their curriculum at the introduction level; lacked intentional development of related skills and behaviors, instead focusing on knowledge and attitudes; seldomly used validated, reliable, and standardized assessments; and allowed this work to fall on a few designated experts rather than all faculty and preceptors.</p><p><strong>Summary: </strong>Programs should aim for a holistic approach to prepare graduates to practice with cultural and structural humility, which should begin with creating structures to support it, such as appointment of an administrator or a diversity, equity, and inclusion committee. Integration of Cultural and Structural Humility content should be intentional and spiraled, with competencies mapped across didactic, experiential, and cocurricular activities at all learning levels to ensure development of knowledge, skills, attitudes, and behaviors. Students should have multiple assessment opportunities, including formative and summative, and programs should use standardized, valid, and reliable assessment tools. Intentional development of all faculty, preceptors, and students is critical for success. Institutions are encouraged to share their initiatives with the Academy.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101329"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142649994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Determining Ideal Practices for Student Course Evaluations Using a Modified Delphi Approach. 采用改良德尔菲法确定学生课程评价的理想做法。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2024-12-01 Epub Date: 2024-11-15 DOI: 10.1016/j.ajpe.2024.101330

Aleda M H Chen, Diana M Sobieraj, Robert D Beckett, Jill Augustine, Bupendra K Shah, Robert A Bechtol

{"title":"Determining Ideal Practices for Student Course Evaluations Using a Modified Delphi Approach.","authors":"Aleda M H Chen, Diana M Sobieraj, Robert D Beckett, Jill Augustine, Bupendra K Shah, Robert A Bechtol","doi":"10.1016/j.ajpe.2024.101330","DOIUrl":"10.1016/j.ajpe.2024.101330","url":null,"abstract":"<p><strong>Objective: </strong>While approaches for utilizing student course evaluations (SCEs) have been discussed in the literature, there remain opportunities to identify ideal practices for SCEs. Thus, the objective of this project was to generate consensus on best practices in creating, administering, and using SCEs.</p><p><strong>Methods: </strong>A modified Delphi approach was utilized to generate a set of items based on the literature and prior work. Experts were identified from different roles, institution types, and geographic regions to participate in the panel. Consensus-building rounds were performed until no new ideas were introduced using an electronic survey platform. Data were analyzed descriptively in each round.</p><p><strong>Results: </strong>After the second round, 47 items met consensus. Key recommendations included enhanced training of students to provide feedback, transparency with students on how feedback is utilized, using SCEs as one element of data sources, and the importance of ensuring intentional approaches based on theoretical constructs used in the field of course evaluation.</p><p><strong>Conclusion: </strong>This Delphi study established consensus on approaches programs can use to optimize SCEs, according to experts from across the academy. Though some items are very specific, there are opportunities for individualization based on program priorities.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101330"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

It Can No Longer Be Optional-Medical Billing in the PharmD Curriculum.

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2024-11-27 DOI: 10.1016/j.ajpe.2024.101337

Shanna K O'Connor, Miranda Steinkopf, Nidhi Gandhi-Patel, Jennifer L Bacci, Jennifer L Adams

引用次数: 0