American Journal of Pharmaceutical Education最新文献

{"title":"Tools for Assessing Communication in Pharmacy Education: Review and Recommendations.","authors":"J E McLaughlin, K Kelley, S Mortha, J Bowen","doi":"10.1016/j.ajpe.2024.101328","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101328","url":null,"abstract":"<p><strong>Objectives: </strong>Well-developed and finely tuned communication skills are foundational for pharmacists and should be at the core of PharmD curricula. The objective of this narrative review was to identify and summarize useful instruments for pharmacy educators interested in assessing communication skills.</p><p><strong>Findings: </strong>Fifty-seven studies were evaluated. Eighteen studies with communication assessment instruments that were readily available and deemed useful by the research team were included for further review. Most focused on oral communication (n=15), included pharmacy students as the communicators (n=14), and utilized instructors as the assessors in the didactic, simulation, OSCE, or experiential settings (n=18). The communication tasks (e.g., patient counseling, medication history taking, SOAP notes), contexts (e.g., community pharmacy), and scales of measurement varied for each instrument.</p><p><strong>Summary: </strong>While communication is a critical skill for pharmacy students, its assessment is complicated by the potential need for various types of assessors, communication tasks, and contexts. This review describes a set of useful assessment instruments to aid pharmacy educators in selecting an appropriate tool, or adapting an existing one, to meet their course or program assessment needs.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101328"},"PeriodicalIF":3.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633053","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":"Integrative Medicine Elective for the Wellbeing of Pharmacy Students.","authors":"Lauren M Hynicka, Hyunuk Seung","doi":"10.1016/j.ajpe.2024.101326","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101326","url":null,"abstract":"<p><strong>Objective: </strong>To describe the impact of an integrative medicine elective on the wellbeing of pharmacy students at the University of Maryland School of Pharmacy and examine the relationship between perceived stress and happiness.</p><p><strong>Methods: </strong>Students completed the Perceived Stress Scale (PSS) and Subjective Happiness Scale (SHS) prior to and three months after taking the course. Our study compared the outcomes of each composite score from the PSS and SHS before and after course participation to detect any difference. The interpretation of single composite scores was analyzed similarly. The correlation of the PSS and SHS was checked to determine their relationships, and the correlation between the change in PSS and the time the students spent practicing their identified integrative modality was also analyzed to detect whether any association existed.</p><p><strong>Results: </strong>A total of 49 students completed both the pre and post wellness inventories over three offerings of the class (2020, 2022 and 2023). There was a decrease in PSS of 0.8 that was not statistically significant with most students reporting moderate perceived stress on both the pre-PSS and post-PSS. The average SHS was 4.7. There was a strong negative correlation between the PSS and SHS. There was a moderate negative correlation between the time practicing the integrative medicine modality and post-course PSS.</p><p><strong>Conclusion: </strong>This practical, hands-on experience will add non-pharmacologic tools to the pharmacy student tool kit, which could be used in both patient care and pharmacy student wellness.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101326"},"PeriodicalIF":3.8,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633047","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 Road Beyond Academic Pharmacy Leadership.","authors":"Evan T Robinson, Gayle A Brazeau","doi":"10.1016/j.ajpe.2024.101322","DOIUrl":"10.1016/j.ajpe.2024.101322","url":null,"abstract":"<p><p>Individuals in positions of leadership, of which there are a myriad of these positions in pharmacy education, will experience a transition from this position in most situations. This transition from a leadership position, be it voluntary or involuntary, can be challenging time. It can leave an individual wondering how to either channel their passion to new areas or recognize a new passion for future opportunities. The 2 questions this individual will need to answer is \"what is next\" and what is needed for them to feel valued and engaged in their future academic career or alternative career paths. The what is next challenge is not unique to pharmacy education. In reflecting on this question, the authors found examples of individuals who struggled with what is next after they left their leadership position. These individuals were 7 former presidents of the United States. As discussed in the book titled Life After Power, Seven Presidents and their Search for Purpose Beyond the White House by Jared Cohen, each of these presidents went through a unique journey of either rediscovery or self-discovery during their postpresidency years. Their stories offer important insights into answering the question what is next when an individual is considering opportunities after their leadership transition in our colleges or schools of pharmacy.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101322"},"PeriodicalIF":3.8,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633051","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":"Best Practices for Interprofessional Education to Meet the Curriculum Outcomes and Entrustable Professional Activities (COEPA).","authors":"J M Zeeman, D Vyas, K R Ragucci","doi":"10.1016/j.ajpe.2024.101321","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101321","url":null,"abstract":"<p><strong>Objective: </strong>A proliferation of articles describe the importance of interprofessional education (IPE) to promote a collaborative practice 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. The purpose of this article is to elucidate best practices for high-quality IPE with consideration given to the recently released 2022 Curriculum Outcomes and Entrustable Professional Activities (COEPA), 2023 Interprofessional Education Collaborative (IPEC) Competencies, and 2025 Accreditation Council for Pharmacy Education (ACPE) 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 IPEC Competencies, which serve as a consensus framework to advance interprofessional education, informed the development of the interprofessional collaboration elements in the 2022 COEPA and 2025 ACPE 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":"2024-11-06","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}

{"title":"A Blended Learning Approach to Teaching Medication Use and Perspectives on Spirituality in Pharmacy Practice.","authors":"Yael Marks, Kalpesh Desai, Jaime Maerten-Rivera, Fred Doloresco, Gina M Prescott","doi":"10.1016/j.ajpe.2024.101324","DOIUrl":"10.1016/j.ajpe.2024.101324","url":null,"abstract":"<p><strong>Objective: </strong>This study aimed to assess students' proficiency and perspectives regarding the role of spirituality in pharmacy practice using a blended learning approach.</p><p><strong>Methods: </strong>Students viewed online preclass videos on general spirituality and 5 major religions in the United States. Next, students attended an interactive lecture followed by a simulated counseling session. Lastly, students completed an anonymous, 38-question, electronic perspective survey. The items were grouped into scales, and the results were compared using paired-sample t tests. Effect sizes were measured by Cohen's d. Additionally, students could opt to complete a reflection assignment on this activity as part of a concurrent course. A content analysis qualitative approach was utilized to assess these reflections.</p><p><strong>Results: </strong>All students (N = 125) completed the counseling session, and 113 (90.4%) completed the survey. The mean score on the counseling session rubric was 94.8%, demonstrating students' skills in recognizing spiritual concerns in simulated patient interactions. All perspective scale scores indicated a statistically significant change from pre to post, with the greatest change demonstrated in empathic perspective-taking (medium effect), followed by anxiety and lack of multicultural self-efficacy, religious/spiritual openness, and desire to learn (small effects). Students agreed that the instruction helped prepare them as a pharmacist (mean = 5.41) and that hearing from people with authentic experiences was valuable (mean = 5.40). Major learning themes included individualizing care, respect for beliefs, learning about diverse backgrounds, and prohibited medications.</p><p><strong>Conclusion: </strong>Students performed well in counseling patients regarding medication-related spiritual needs using a blended learning approach. In addition, the students perceived an increase in empathy while addressing spiritual considerations in patient care.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101324"},"PeriodicalIF":3.8,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142632988","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":"Pharmacogenomics Concierge Service as an Opportunity for Pharmacist Reimbursement and Practice-based Learning.","authors":"Suzanne Lifer-Surowiec, Jason W Guy, Julie H Oestreich","doi":"10.1016/j.ajpe.2024.101319","DOIUrl":"10.1016/j.ajpe.2024.101319","url":null,"abstract":"<p><strong>Objective: </strong>To assess the feasibility of a pilot pharmacogenomics concierge service that incorporates student practice-based learning opportunities and a survey to determine the patients' interest and willingness to pay.</p><p><strong>Methods: </strong>Participants in the pilot study (n = 34) completed a survey to determine their willingness to pay for concierge services. Six participants indicating the highest level of interest were selected to participate in the program free of charge. Students conducted preliminary genetic testing to assess the potential value of a pharmacogenomics service. For the subset of participants (n = 6) invited to the concierge service, confirmatory genetic testing was completed by a third-party laboratory. A layered learning model allowed senior students to mentor and train junior students in the area of pharmacogenomics.</p><p><strong>Results: </strong>Six invited participants completed the concierge program and third-party pharmacogenomic testing, and the majority (83%) received pharmacogenomic consultation with the pharmacist. Completed surveys from participants in the pilot program (n = 34) indicated a willingness to pay $25 to $50 per month to have continued access to a pharmacist. Surveyed individuals rated their likelihood of utilizing the concierge service at a mean rating of 8.6 (SD 1.88) on a scale of 1 to 10, although this rating dropped significantly when insurance did not cover the cost. The pilot program offered opportunities for practice-based learning through a layered learning model.</p><p><strong>Conclusion: </strong>This pilot concierge program presented several successes and challenges which may help others avoid common pitfalls and spur discussion on optimal ways to develop new pharmacy services and experiential opportunities for students.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101319"},"PeriodicalIF":3.8,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142570479","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":"Reconsidering and Rebalancing our Investment in Student Leader Development","authors":"Kristin K. Janke ,&nbsp;Kathryn J. Smith ,&nbsp;Kyle Turner","doi":"10.1016/j.ajpe.2024.101317","DOIUrl":"10.1016/j.ajpe.2024.101317","url":null,"abstract":"<div><h3>Objectives</h3><div>Since leadership development was first included in the 2013 Center for the Advancement of Pharmacy Education Educational Outcomes as a desired outcome of pharmacy curricula, pharmacy educators have embraced leadership development as a desired outcome of pharmacy professional programs. As we gain experience and as circumstances change, educators must consider whether our current strategies for preparing leaders will meet the needs of an ever-evolving and deeply complex practice environment. The aim of this review is to encourage educators to reconsider our investments in leadership development and leader development.</div></div><div><h3>Findings</h3><div>Using an analogy between carpentry and leader development, we argue for a rebalancing of our efforts. Leaning on Day, Harrison, and Halpin’s Integrative Theory of Leader Development, we summarize the expert performance and skill acquisition, identity and self-regulation, and adult development theories. Each of these 3 theories provides educators with variables to consider as we seek to design a system to support leader development. Our traditional practices of teaching leadership are challenged by this deeper understanding of how leaders develop.</div></div><div><h3>Summary</h3><div>Sustainable leader development requires a longitudinal perspective with a focus on individualized support and a growth orientation. Practical implications of committing to leader development include educators serving as coaches rather than content experts, creating space for intentional practice and critical reflection, and adapting traditional structures and resources for faculty involved in leader development initiatives. A deeper understanding of the process of leader development will set students on a lifelong trajectory of leading, which will benefit the profession for years to come.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101317"},"PeriodicalIF":3.8,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559559","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 Survey Analysis of Motivations and Perceived Consequences of Work Hours Among Pharmacy Students","authors":"Sara Stallworth ,&nbsp;Madison Ricco ,&nbsp;Krisy-Ann Thornby ,&nbsp;Abigail Leonhard ,&nbsp;Aric Schadler ,&nbsp;Jeff Cain","doi":"10.1016/j.ajpe.2024.101318","DOIUrl":"10.1016/j.ajpe.2024.101318","url":null,"abstract":"<div><h3>Objective</h3><div>To determine pharmacy students’ weekly work hours during Doctor of Pharmacy (PharmD) semesters, the primary reasons for working or not working, and how work hours impact their pharmacy education experience.</div></div><div><h3>Methods</h3><div>A multicenter cross-sectional survey was conducted among first-year (P1) to fourth-year (P4) pharmacy students enrolled in PharmD programs at 3 colleges of pharmacy between January and February 2024. The 22-item anonymous survey queried student characteristics, current and ideal paid work hours, primary reasons for working, and perceived consequences of work hours on pharmacy education.</div></div><div><h3>Results</h3><div>A total of 622 pharmacy students participated in this survey (61% response rate). Community pharmacies (39%, <em>n</em> = 242) and inpatient hospital pharmacies (29%, <em>n</em> = 179) were the most common work settings for participants. Mean reported student work hours per week were statistically higher than ideal hours (12.3 vs 10.8). Most students were comfortable with their weekly work hours (63%, <em>n</em> = 307). Academic commitment was the main reason for students working fewer than ideal hours (76%, <em>n</em> = 65) while financial necessity was the primary reason for students working more than their ideal hours (86%, <em>n</em> = 82). Reduced study time (90%, <em>n</em> = 84), increased stress and fatigue (72%, <em>n</em> = 67), and limited extracurricular involvement (59%, <em>n</em> = 55) were consequences of working beyond ideal work hours.</div></div><div><h3>Conclusion</h3><div>Most students are comfortable with their average 12-h/week work hours. Financial necessity is a primary reason for students working more than their ideal hours, and excess work hours may contribute to reduced student engagement in pharmacy education. Faculty can use this information in their discussions with students balancing work and academic commitments.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101318"},"PeriodicalIF":3.8,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559558","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 Interconnectedness of Interprofessional Education and Professional Identity Formation.","authors":"Mariette Sourial, Kimberley J Begley, John A Dougherty, Ashley E Woodruff","doi":"10.1016/j.ajpe.2024.101315","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101315","url":null,"abstract":"<p><p>Professional identity formation (PIF) is the transformative process by which an individual, \"thinks, feels and acts\" in accordance with professional norms. In the pharmacy academy, institutions are required to support students on this transformative journey, however the most efficient and effective way to do so has yet to be determined. Interprofessional Education (IPE) in pharmacy programs typically consist of activities and assessments across most of the professional years. These IPE activities designed in accordance with the Interprofessional Education Collaborative (IPEC) Core Competencies include key elements of PIF such as, individual growth opportunities, socialization and \"pivotal\" moments that can propel an individual's professional identity development. In light of curricular overload and attempt for curricular efficiency, pharmacy programs might consider using already existing IPE programming to help augment student PIF.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101315"},"PeriodicalIF":3.8,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142570483","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":"Empowering Pharmacy Graduates to Diagnose and Prescribe.","authors":"Brooke Buffat, Glenda Carr, Nathan Spann, Jennifer L Adams","doi":"10.1016/j.ajpe.2024.101314","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101314","url":null,"abstract":"<p><p>This commentary underscores the diagnosis and prescribing skills essential to the pharmacists' role on the healthcare team. It advocates for the integration of these skills into pharmacy curricula and emphasizes the urgent need for collaboration among pharmacy educators and the academy to address the omission of diagnosis and prescribing from key frameworks and standards, including the Pharmacists' Patient Care Process (PPCP), the Curricular Outcomes and Entrustable Professional Activities (COEPA), and the Accreditation Council for Pharmacy Education (ACPE) Draft Accreditation Standards 2025. The commentary draws on a case study of one college of pharmacy's integration of diagnosis and prescribing skills into its PharmD curriculum, in a state where pharmacists were granted full diagnostic and prescriptive authority. The integration was achieved through faculty-led modifications to the PPCP and COEPA, making diagnosis and prescribing an explicit part of the curriculum. The commentary concludes with a call to action for educational organizations to recognize and include these aspects in educational outcomes, accreditation standards, and practice frameworks. By doing so, the future of pharmacy education can be reshaped to improve patient care and advance the profession forward.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101314"},"PeriodicalIF":3.8,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142513479","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}