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

Assessment of Rational Drug Use Literacy and Its Influencing Factors among Pharmacy Students. 药学专业学生合理用药素养评价及其影响因素

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-07-02 DOI: 10.1016/j.ajpe.2025.101456

Pongpan Suriyong, Titinun Auamnoy, Poonpong Suksawang, Penkarn Kanjanarat, Thawari Khansamrong, Krittayot Supakanjanakanti, Natthaporn Wedvimonrattana, Siwakorn Nobnop

{"title":"Assessment of Rational Drug Use Literacy and Its Influencing Factors among Pharmacy Students.","authors":"Pongpan Suriyong, Titinun Auamnoy, Poonpong Suksawang, Penkarn Kanjanarat, Thawari Khansamrong, Krittayot Supakanjanakanti, Natthaporn Wedvimonrattana, Siwakorn Nobnop","doi":"10.1016/j.ajpe.2025.101456","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101456","url":null,"abstract":"<p><strong>Background: </strong>Irrational drug use remains a global health concern, underscoring the urgent need for a well-prepared healthcare workforce. Pharmacy students play a vital role in promoting rational drug use literacy (RDUL) to enhance medication safety. This study assessed RDUL among Thai pharmacy students and examined influencing factors.</p><p><strong>Methods: </strong>A cross-sectional study was conducted among doctorate of pharmacy students at Burapha University between January and March 2024, using cluster sampling and the Thai version of RDUL measurement tool for Thai people. Data were analyzed using descriptive statistics, t-tests, chi-square tests, ANOVA, multiple regression, and structural equation modeling (SEM).</p><p><strong>Results: </strong>Among 273 pharmacy students from years 1 to 5 (74.4% female), the mean RDUL score was 44.6 (85.8% of total), exceeding the general Thai population. However, 19.0% had low RDUL. Academic year, medication use experience, and gender significantly influenced RDUL (F = 7.080, t = 2.148, and 3.529; p < 0.05). Tukey's HSD analysis showed higher RDUL scores in upper-year students. Multiple regression revealed a significant positive association between the RDU learning environment and RDUL (β = 0.110; 95% CI, 0.019 -0.200; p = 0.018). SEM confirmed its direct impact (λ = 0.30), with dynamic interactions among six RDUL dimensions.</p><p><strong>Conclusion: </strong>Pharmacy students demonstrated higher RDUL than the general population. Academic year, medication experience, and gender were the influencing factors, while the RDU learning environment was found to have a direct impact on student's RDUL.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101456"},"PeriodicalIF":3.8,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144565461","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 Pilot Study Using Artificial Intelligence to Enhance Efficiency, Accuracy, and Objectivity in Grading Pharmacy Objective Structured Clinical Examinations. 利用人工智能提高药学客观结构化临床检查分级的效率、准确性和客观性的初步研究。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-07-02 DOI: 10.1016/j.ajpe.2025.101455

Mariette Sourial, Jeremy C Hagler

{"title":"A Pilot Study Using Artificial Intelligence to Enhance Efficiency, Accuracy, and Objectivity in Grading Pharmacy Objective Structured Clinical Examinations.","authors":"Mariette Sourial, Jeremy C Hagler","doi":"10.1016/j.ajpe.2025.101455","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101455","url":null,"abstract":"<p><strong>Objective: </strong>The goal of this project was to evaluate the feasibility of using artificial intelligence (AI) in grading pharmacy Objective Structured Clinical Examination (OSCE) analytical checklists in terms of accuracy, objectivity and consistency, and efficiency when compared to faculty evaluators.</p><p><strong>Methods: </strong>Third year pharmacy students (n=39) enrolled in a private Christian university completed a five station OSCE as part of the Advanced Pharmacy Practice Experience (APPE)-readiness plan. Audio recordings from two of the interactive stations were de-identified and fed into two customized language learning models: a speech-to-text, and tailored transformer model trained on the analytical checklist. A validation set using the analytical checklist was completed by the study investigator. Comparison of AI scoring of the analytical checklist against the validation set and faculty evaluators' scoring was retrospectively reviewed for analysis.</p><p><strong>Results: </strong>The customized AI model demonstrated greater than 95% and 93% accuracy for station A and B respectively. There was an observed statistically significant inter-rater variability among the faculty evaluators, with one evaluator scoring on average four points higher in one station, and another evaluator scoring on average one point higher in the second station. For efficiency, the AI model graded 39 students in less than five minutes, saving time for faculty grading, along with timely feedback to assist in improving future student performance.</p><p><strong>Conclusion: </strong>Customized AI model outperformed faculty scoring on the pharmacy OSCE analytical checklists of two stations in accuracy, objectivity and consistency, and efficiency.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101455"},"PeriodicalIF":3.8,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144565536","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

Adapting the Pharmacists' Patient Care Process for Faculty to Effectively Support and Meet Student Needs. 适应药剂师的病人护理过程为教师有效地支持和满足学生的需求。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-07-01 DOI: 10.1016/j.ajpe.2025.101444

Krystal L Edwards, Rachel Allen, Dana A Strachan, Kayla R Stover, Jeremy Hughes

{"title":"Adapting the Pharmacists' Patient Care Process for Faculty to Effectively Support and Meet Student Needs.","authors":"Krystal L Edwards, Rachel Allen, Dana A Strachan, Kayla R Stover, Jeremy Hughes","doi":"10.1016/j.ajpe.2025.101444","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101444","url":null,"abstract":"<p><p>Positive interactions between students and both faculty and staff, including those focused on student well-being, career advising, academic advising, and learner accountability are key to student success in PharmD education and beyond. Many faculty and staff members lack formal training in student support initiatives, resulting in the absence of structured methodologies for addressing student needs. The Joint Commission of Pharmacy Practitioners' Pharmacists' Patient Care Process (PPCP) provides a standardized approach for pharmacists to deliver patient care in any setting. Utilizing an adaptation of the PPCP framework, this manuscript proposes a novel Faculty Student Care Process (FSCP), incorporating both the PPCP as well as the diagnostic elements that the new 2025 Accreditation Council for Pharmacy Education Standards outline to create a systematic process for effective engagement with and support of students. The FSCP provides faculty and staff with a methodology to support students and/or programmatic needs, whereby they collect, assess, plan, implement and follow-up/monitor challenges or opportunities. By applying this approach, faculty and staff can better understand students' unique circumstances and provide tailored support, embracing the idea of meeting students where they are and addressing their needs in the most effective ways.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101444"},"PeriodicalIF":3.8,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144562085","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 Call to Explore Teacher Professional Identity 探索教师专业认同的呼唤。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-06-28 DOI: 10.1016/j.ajpe.2025.101454

Jungeun Lee, Kristin K. Janke

引用次数: 0

Student Pharmacists' Satisfaction, Perceptions, and Knowledge in Advanced Pharmacy Practice Experience in the Pharmaceutical Industry. 学生药师在制药业高级药学实践经验中的满意度、认知与知识。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-06-26 DOI: 10.1016/j.ajpe.2025.101452

Imad F Btaiche, Lamis R Karaoui, Kristina Attieh, Bertha Abou Zeid, Roy Kanbar

{"title":"Student Pharmacists' Satisfaction, Perceptions, and Knowledge in Advanced Pharmacy Practice Experience in the Pharmaceutical Industry.","authors":"Imad F Btaiche, Lamis R Karaoui, Kristina Attieh, Bertha Abou Zeid, Roy Kanbar","doi":"10.1016/j.ajpe.2025.101452","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101452","url":null,"abstract":"<p><strong>Objective: </strong>This study describes an elective advanced pharmacy practice experience (APPE) in the pharmaceutical industry offered to fourth professional year (P4) student pharmacists and reports on the outcomes assessment of students' satisfaction, perceptions, and knowledge during the APPE.</p><p><strong>Methods: </strong>An observational cross-sectional study design was employed to analyze responses from 59 P4 student pharmacists who completed a pharmaceutical industry elective APPE, based on data collected over 10 years of offering the elective. Students completed surveys after the APPE, describing their agreement levels with the practice site and preceptors, as well as their satisfaction with the APPE in meeting its learning objectives.</p><p><strong>Results: </strong>Most respondents highly rated the quality standards of the practice site and preceptors with average ratings of 3.39 ± 0.09 and 3.38 ± 0.11 on a 4-point Likert scale, respectively. They also expressed their high satisfaction with the coverage of the APPE learning objectives, with an average rating of 3.47 ± 0.09. Moderate-to-strong correlations were observed in the ratings between the practice site and learning objectives, and the preceptors and learning objectives.</p><p><strong>Conclusion: </strong>The pharmaceutical industry offers pharmacy programs a unique opportunity to conduct non-traditional elective APPEs. This can be effectively implemented through partnership agreements and close collaboration between the programs and pharmaceutical companies, with active involvement from the site preceptors in teaching students. Student pharmacists appreciated the non-patient care industrial APPE, which broadened their knowledge and practice while also expanding the school's experiential offerings.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101452"},"PeriodicalIF":3.8,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144531257","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

Scaffolding for Problem Solving Using Goldilocks Help in Objective Structured Clinical Examinations 在客观结构化临床检查（oses）中使用Goldilocks帮助解决问题的脚手架。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-06-26 DOI: 10.1016/j.ajpe.2025.101451

Shaun W.H. Lee , Angelina Lim , Li Ling Yeap

{"title":"Scaffolding for Problem Solving Using Goldilocks Help in Objective Structured Clinical Examinations","authors":"Shaun W.H. Lee , Angelina Lim , Li Ling Yeap","doi":"10.1016/j.ajpe.2025.101451","DOIUrl":"10.1016/j.ajpe.2025.101451","url":null,"abstract":"<div><h3>Objective</h3><div>Objective Structured Clinical Examinations (OSCEs) can be overwhelming for students due to time constraints and anxiety. Algorithms and scaffolds can assist with problem solving by breaking the process into prompts and steps.</div></div><div><h3>Methods</h3><div>In total, 60 assessment data points based on performance tier (high, middle, and low) from students across Malaysian and Australian institutions were selected. Content and thematic analyses, structured around the Goldilocks Help model steps, were employed to assess students' metacognitive processes that occur during OSCE problem solving.</div></div><div><h3>Results</h3><div>Students from all performance levels initially focused on understanding patient history and medications. Top and middle performers effectively used medical resources for safety checks and decision-making, while lower performers struggled with identifying medication-related problems, reflecting gaps in knowledge application. Emphasis on each step of the Goldilocks model varied across stations. All students prioritized initial patient information gathering, but their ability to analyze and plan interventions differed according to their knowledge level.</div></div><div><h3>Conclusion</h3><div>This study provides evidence that student pharmacists’ natural problem-solving process, as described in post-OSCE reflections, follows through the 5 Goldilocks Help steps during OSCEs. Low performing students struggled with step 2 (Analyze) and spent excessive time on step 3 (Plan). Educators can use Goldilocks Help to support low performing students by guiding their thought processes through a more systematic way until they are able to build their expertise to approach problems in a more flexible manner.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101451"},"PeriodicalIF":3.8,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144531247","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

Pharmacy Students' Clinical Reasoning and Decision-Making to Detect and Resolve Medication Errors. 药学专业学生临床推理与决策以发现和解决用药错误。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-06-26 DOI: 10.1016/j.ajpe.2025.101449

Maguy Saffouh El Hajj, Israa Mahdi, Nourhan Mohamed, Nadin Hany Kamel, Alla El Awaisi, Derek Stewart

{"title":"Pharmacy Students' Clinical Reasoning and Decision-Making to Detect and Resolve Medication Errors.","authors":"Maguy Saffouh El Hajj, Israa Mahdi, Nourhan Mohamed, Nadin Hany Kamel, Alla El Awaisi, Derek Stewart","doi":"10.1016/j.ajpe.2025.101449","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101449","url":null,"abstract":"<p><strong>Objective: </strong>Medication errors pose a significant challenge in healthcare, impacting patient safety. Pharmacists play a key role in mitigating errors using clinical reasoning skills. This study examined Qatar University (QU) College of Pharmacy (CPH) students' clinical reasoning and decision-making process in case scenarios involving medication errors.</p><p><strong>Methods: </strong>Qualitative case study using the think-aloud procedure was conducted with senior fourth-year BSc Pharm and Doctor of Pharmacy students using the clinical reasoning model. Data were analyzed thematically.</p><p><strong>Results: </strong>Twenty-five interviews were conducted. Eight themes were identified 1) Gaining Initial Patient Impression 2) Assessing Patient Data 3) Difficulty Recalling Therapeutic Knowledge 4) Interpreting Patient Data 5) Synthesizing Facts and Inferences for a Definitive Diagnosis of Errors 6) Describing Desired Outcomes 7) Optimizing Decision-Making 8) Process and Recommendations.</p><p><strong>Conclusion: </strong>QU pharmacy students used various strategies to detect and resolve medication errors. The think-aloud procedure offered insights into factors influencing clinical reasoning and decision-making, highlighting the importance of future educational interventions to further develop students' skills.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101449"},"PeriodicalIF":3.8,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144531246","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

Deficiencies in Mathematical Skills Identified in First-Year Students at Two Pharmacy Institutions 两所药学院校一年级学生数学技能的不足。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-06-26 DOI: 10.1016/j.ajpe.2025.101448

Laura M. Frankart , Kamila A. Dell , Abigale T. Matulewicz , Lauren M. Caldas , Gwendolyn A. Wantuch

{"title":"Deficiencies in Mathematical Skills Identified in First-Year Students at Two Pharmacy Institutions","authors":"Laura M. Frankart , Kamila A. Dell , Abigale T. Matulewicz , Lauren M. Caldas , Gwendolyn A. Wantuch","doi":"10.1016/j.ajpe.2025.101448","DOIUrl":"10.1016/j.ajpe.2025.101448","url":null,"abstract":"<div><h3>Objective</h3><div>Describe the mathematics ability of incoming student pharmacists at 2 US pharmacy institutions.</div></div><div><h3>Methods</h3><div>A baseline mathematics assessment (BMA) was administered to first-year students (P1) during orientation at 2 public, 4-year pharmacy schools over 4 years. The assessment questions incorporated basic mathematics principles needed for pharmacy calculations, without pharmacy-specific terminology. A survey of students’ prior mathematics experience, pharmacy experience, perceptions of mathematics ability, and native English speaker status followed the assessment. Descriptive statistics were used to summarize performance based on question category. Overall performance and performance by category were analyzed using <em>t</em>-tests. One-way analysis of variance was used to evaluate survey responses.</div></div><div><h3>Results</h3><div>The BMA was completed by 922 students during the 4-year study period. The mean score was 73.8% (range: 26.6%–99.2%). Students performed best in the categories of rounding (88.9%), fractions and decimals (86.8%), and proportions (85.8%). The category with the lowest performance was conversions (29.7%). Overall performance differed significantly between the 2 schools. Students who self-identified as native English speakers performed significantly better than those who did not. Students’ self-ratings of mathematics ability aligned with their performance.</div></div><div><h3>Conclusion</h3><div>The assessment revealed variation in mathematics proficiency and identified areas of weakness for incoming student pharmacists.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101448"},"PeriodicalIF":3.8,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144531245","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

Reinforcing Immunology Concepts with Student Pharmacists Through a Point-of-Care Testing Lab. 通过护理点测试实验室加强学生药剂师的免疫学概念。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-06-25 DOI: 10.1016/j.ajpe.2025.101442

Sarah P Collier, Sarah F Uroza

{"title":"Reinforcing Immunology Concepts with Student Pharmacists Through a Point-of-Care Testing Lab.","authors":"Sarah P Collier, Sarah F Uroza","doi":"10.1016/j.ajpe.2025.101442","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101442","url":null,"abstract":"<p><strong>Objective: </strong>In U.S.-based doctoral pharmacy education, students receive immunology instruction; however, advanced cellular and molecular concepts are often abstract and pose a challenge for many. Therefore, a first-year laboratory experience was designed for students to observe antibodies in action and connect this activity to patient care.</p><p><strong>Methods: </strong>Participants were enrolled in a first-year Microbiology and Immunology and an Integrated Sciences Lab course. One week after a didactic introduction, urine pregnancy tests were used in the lab to reinforce immunology concepts. Changes in participant knowledge, results interpretation and related confidence, and ability to generate patient-friendly communication were measured. Analysis was generated in GraphPad Prism and Flesch-Kincaid readability was calculated.</p><p><strong>Results: </strong>Participants (N=88) completed the lab in the fall of 2021 and 2022. Knowledge-related item performance improved 20.4% after the lab and was sustained on the longitudinal assessment. Reported confidence in results interpretation grew to over 90%. Participant-synthesized responses explaining the science behind point-of-care (POC) tests averaged an 8th-grade reading level. Finally, student evaluation highlights the value of integrating pharmacy practice skills and foundational science concepts.</p><p><strong>Conclusion: </strong>Through an active learning experience, participants were introduced to POC testing and explained the science behind patient results. While this lab is limited by evaluation at a single site, POC testing is readily adaptable to other foundational sciences and offers a low-cost approach to actively engage with \"invisible science\" concepts in a meaningful way.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101442"},"PeriodicalIF":3.8,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144512739","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

Changes in Advanced Pharmacy Practice Experience Students' Clinical Interventions Before, During, and After COVID-19. 新冠肺炎前、中、后高等药学实习生临床干预的变化

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-06-25 DOI: 10.1016/j.ajpe.2025.101447

Kari Vavra Janes, Dane Shiltz, Minji Sohn, Margaret de Voest

{"title":"Changes in Advanced Pharmacy Practice Experience Students' Clinical Interventions Before, During, and After COVID-19.","authors":"Kari Vavra Janes, Dane Shiltz, Minji Sohn, Margaret de Voest","doi":"10.1016/j.ajpe.2025.101447","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101447","url":null,"abstract":"<p><strong>Objective: </strong>To describe the differences in advanced pharmacy practice experience (APPE) students' clinical interventions, including number of interventions, characterization, and acceptance, before, during, and after the COVID-19 pandemic.</p><p><strong>Methods: </strong>Fourth-year pharmacy students for three faculty preceptors on inpatient internal medicine APPEs at a large, urban community medical center documented clinical interventions in an online database from May 2018 through April 2024. The database captured information pertaining to the APPE block, preceptor, intervention category, intervention description, potential benefits, outcomes, and references. Data was extracted from the database for each APPE block and assigned into the following groupings: pre-COVID-19 (May 2018-March 2020), COVID-19 (May 2020-April 2022), and post-COVID-19 (May 2022-April 2024). Pre-COVID-19 and COVID-19 clinical interventions were compared to post-COVID-19.</p><p><strong>Results: </strong>The pre-COVID-19 period included 59 students who documented 1,752 interventions (mean 29.7 per student); the COVID-19 period had 62 students who documented 1,402 interventions (mean 22.6 per student); and the post-COVID-19 period had 60 students who documented 1,266 interventions (mean 21.1 per student). Compared to post-COVID-19, pre-COVID-19 had significantly more interventions per student on average; however, post-COVID-19 and COVID-19 were not significantly different.</p><p><strong>Conclusion: </strong>Post-COVID-19 intervention numbers have not returned to pre-COVID-19 levels. Further qualitative analysis is warranted to explain this continued downtrend in student interventions.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101447"},"PeriodicalIF":3.8,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144512799","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