American Journal of Pharmaceutical Education最新文献

{"title":"Improving the Effectiveness of Workplace-based Assessment for Pharmacy Interns, An Evaluation Study","authors":"Hayley Croft,&nbsp;Josephine Maundu,&nbsp;Kirstie Galbraith,&nbsp;Balakrishnan R. Nair,&nbsp;Glenys Wilkinson,&nbsp;Bronwyn Clark,&nbsp;Kate Spencer,&nbsp;Carmen Abeyaratne","doi":"10.1016/j.ajpe.2025.101390","DOIUrl":"10.1016/j.ajpe.2025.101390","url":null,"abstract":"<div><h3>Objective</h3><div>Growing interest in competency-based education has driven the need for reliable workplace-based assessment (WBA) tools to evaluate pharmacy graduate competency. Entrustable professional activities (EPAs), case-based discussion, and structured in-training assessment activities were introduced as part of an initial WBA “toolkit” for intern pharmacist training in Australia. The study aimed to explore perspectives on the impact of WBA tools—comprising EPAs, case-based discussion, and in-training assessment activities—on intern learning, feedback provision, intern-preceptor relationships, and workload.</div></div><div><h3>Methods</h3><div>Data were collected using 3 complementary approaches: (1) an anonymous cross-sectional survey of interns, pharmacist preceptors, and intern training program providers; (2) focus groups with pharmacy interns and/or pharmacist preceptors; and (3) structured interviews with pharmacists coordinating intern training. Qualitative data from focus groups and interviews were analyzed thematically, while survey data were analyzed using descriptive statistics.</div></div><div><h3>Results</h3><div>A total of 29 participants (interns: <em>n</em> = 13, pharmacists, <em>n</em> = 16) engaged across 9 focus groups. Ten pharmacists, equally distributed between community and hospital settings, were interviewed. A total of 510 individuals participated in the survey. Participants reported high satisfaction with the tools, highlighting 6 key themes: workplace learning, feedback, performance assessment, consistency in expectations, integration of reflective practices, and workload management. While these tools were well received and effectively used, managing the associated workload emerged as a challenge for interns and preceptors.</div></div><div><h3>Conclusion</h3><div>The integration of WBA tools into pharmacy intern training enhanced feedback quality and supported workplace learning and performance assessment. Although these tools increase workload for learners and supervisors, their benefits and overall value outweighed the challenges.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 5","pages":"Article 101390"},"PeriodicalIF":3.8,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671903","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}

{"title":"Impact of a Flipped Classroom on Evidence-Based Medicine Skills Among Pharmacy Students","authors":"Amanda Margolis,&nbsp;Marina Maes,&nbsp;Anna Erickson,&nbsp;Kylie Steinke,&nbsp;Denise Walbrandt Pigarelli","doi":"10.1016/j.ajpe.2025.101392","DOIUrl":"10.1016/j.ajpe.2025.101392","url":null,"abstract":"<div><h3>Objective</h3><div>In 2020, the lecture series for a written clinical inquiry (CI) assignment (ie, drug information papers) transitioned to a flipped model using asynchronous presentations with preclass assignments, followed by synchronous discussions with active learning. The objective of this evaluation was to determine the impact of a flipped instructional model on pharmacy students’ evidence-based medicine (EBM) skills using CI scores.</div></div><div><h3>Methods</h3><div>A report of CI scores was generated for the 2019 third-year (P3) class (lecture) and the 2020 and 2021 P3 classes (flipped) as well as for Block 1 Advanced Pharmacy Practice Experience (APPE) CI scores. Clinical questions were assigned by faculty to P3 students, while preceptors assigned questions on APPEs. The CI rubric includes 3 major subscores: appropriate literature, evidence summary, and evidence-based answer, each contributing 25% of the total score.</div></div><div><h3>Results</h3><div>There were 139 and 259 students in the lecture and flipped cohorts, respectively. In the flipped cohort, the mean overall CI scores improved in both the P3 and APPE years compared to the lecture cohort (mean change: 4.2% and 6.7%, respectively). The major subscores statistically significantly increased in the flipped model for both P3 and APPE assignments, except for a nonsignificant increase in the P3 evidence-based answer subscore. Improvements were primarily observed in the skills emphasized during in-class active learning.</div></div><div><h3>Conclusion</h3><div>Meaningful increases in CI scores were observed using a flipped model compared to a lecture-based model, especially in skills reinforced by in-class active learning. A flipped model can improve skills with translation to practice-based settings.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 5","pages":"Article 101392"},"PeriodicalIF":3.8,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143627129","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":"Game-Based Learning Effects on Student Engagement and Outcomes in Clinical Therapeutics Courses","authors":"Anne M. Masich,&nbsp;Leigh Anne Hylton Gravatt,&nbsp;Benjamin Van Tassell,&nbsp;Haley Bresnahan,&nbsp;Daniel Deanhofer,&nbsp;Laura Frankart,&nbsp;Krista L. Donohoe","doi":"10.1016/j.ajpe.2025.101387","DOIUrl":"10.1016/j.ajpe.2025.101387","url":null,"abstract":"<div><h3>Objective</h3><div>To determine whether the integration of game-based learning (GBL) strategies throughout 2 Clinical Therapeutics Module (CTM) courses increased student engagement and learning.</div></div><div><h3>Methods</h3><div>GBL competitions (Olympics, Harry Potter) were implemented in 2 CTM courses in the second year pharmacy and third year pharmacy (P3) of the Doctor of Pharmacy program. Course grades were collected, and class participation was documented through direct observation. Students completed a brief survey at the end of each course regarding their perceptions of engagement and learning in GBL CTM courses compared to previous non-GBL CTM courses. Participation in both the competitions and surveys was optional.</div></div><div><h3>Results</h3><div>Nearly all second year pharmacy and P3 students (97.6%) participated in the GBL competition in the 2 CTM courses. P3 students who actively participated in the gaming competition by answering questions at least 5 times during class were more likely to earn an A in the course than those who did not (odds ratio 4.02, 95% CI 1.66–9.74). A total of 75 students (45.5%) responded to the gamification survey. The overall average engagement score (scale 1–10) was higher in the GBL courses than in prior non-GBL CTM courses (7.26 vs 5.76, respectively). Most students (84%) agreed that the gaming competitions should continue in the future.</div></div><div><h3>Conclusions</h3><div>The integration of GBL throughout the 2 CTM courses was well received by the students and led to increased engagement compared to the previous non-GBL CTM courses. Additionally, participating in GBL had a positive impact on P3 students' grades.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 4","pages":"Article 101387"},"PeriodicalIF":3.8,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143597747","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":"Implementation and Evaluation of the Pharmacist eCare Plan in Didactic Self-Care Pharmacotherapy Courses at Two Institutions","authors":"Danielle Kieck ,&nbsp;Deanna Tran ,&nbsp;Elizabeth Harris ,&nbsp;Hyunuk Seung","doi":"10.1016/j.ajpe.2025.101388","DOIUrl":"10.1016/j.ajpe.2025.101388","url":null,"abstract":"<div><h3>Objective</h3><div>To assess students’ knowledge, confidence, and performance in documenting interventions using the Pharmacist electronic Care Plan (PeCP) within self-care courses at 2 institutions.</div></div><div><h3>Methods</h3><div>Two institutions collaborated to develop a multipart self-care electronic care (eCare) planning activity. The activity included (1) a lecture on the PeCP, (2) a video on how to document within PioneerRx (pharmacy documentation software), (3) small group classroom practice, and (4) an individual graded assignment. Students’ knowledge and confidence were assessed with a pre and postactivity survey, while their documentation performance was evaluated by analyzing the graded individual assignment. Survey responses and individual assignment grades were analyzed using descriptive statistics. The Wilcoxon signed-rank test assessed changes in skill responses between pre and postactivity surveys. McNemar’s and Bowker’s tests were used to evaluate changes in response proportions, with a Bonferroni correction applied for multiple comparisons.</div></div><div><h3>Results</h3><div>Matched pre and postactivity surveys were collected from 76 students across both institutions. There was a statistically significant increase in 2 of 5 knowledge-based questions, as well as in students’ confidence regarding all essential components of the PeCP. The average score on the individual eCare planning assignment was 93.9% (<em>n</em> = 157).</div></div><div><h3>Conclusion</h3><div>This study describes a potential strategy for incorporating the PeCP into a required didactic course. This expands students’ exposure to digital health, which is supported by the Accreditation Council of Pharmacy Education Standards 2025. Furthermore, it provides students with the knowledge and skills necessary to serve as change agents in community pharmacy practice transformation.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 5","pages":"Article 101388"},"PeriodicalIF":3.8,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143588352","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":"An Examination of Mandatory Class Attendance and Academic Performance in a PharmD Program","authors":"Carla Lea Bonner Winkles ,&nbsp;Candace W. Barnett ,&nbsp;Alexander P. Burgoyne","doi":"10.1016/j.ajpe.2025.101389","DOIUrl":"10.1016/j.ajpe.2025.101389","url":null,"abstract":"<div><h3>Objective</h3><div>This study examined the relationship between a mandatory attendance policy (MAP) and grade point average (GPA), grade distribution, and course failures in a PharmD program. Student adherence to the MAP was also analyzed.</div></div><div><h3>Methods</h3><div>A MAP was implemented in the 2021-2022 academic year. Pre- and post-MAP course grades were collected retrospectively, along with post-MAP attendance records and violations for MAP nonadherence. Due to curricular revisions, grade analyses were restricted to the first and third years.</div></div><div><h3>Results</h3><div>Analysis of covariance revealed significant main and interaction effects of MAP and curriculum on unweighted GPA. Specifically, unweighted third-year GPA increased by 0.21 points post-MAP, while unweighted first-year GPA increased by 0.11 points. The MAP had a greater impact in the third year than in the first, as indicated by the significant interaction effect. For weighted GPA, analysis of covariance revealed a significant main effect for MAP but no significant main effect for curriculum or interaction effect. Specifically, the aggregate first- and third-year weighted GPA increased significantly by 0.14 GPA post-MAP. For final grades in third-year courses, the failure rate decreased significantly from 1.04% pre-MAP to 0.31% post-MAP, and likewise for first-year courses, from 3.14% pre-MAP to 1.73% post-MAP. Grade distributions improved at both the upper and lower ends post-MAP. Student adherence to the MAP in the 2 academic years following its implementation ranged from 93.2% in fall 2021 to 79.6% in spring 2023.</div></div><div><h3>Conclusion</h3><div>The implementation of a MAP warrants consideration by schools and colleges of pharmacy seeking to improve students’ academic performance.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 4","pages":"Article 101389"},"PeriodicalIF":3.8,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143597279","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":"Association of Cocurricular Activities to ACPE Standard #3 Elements by Student-Reported Competencies","authors":"Landon Welch ,&nbsp;Halie Anderson ,&nbsp;Craig Henchey ,&nbsp;James Herron ,&nbsp;Hanna Raber ,&nbsp;Elizabeth Bald ,&nbsp;Theresa M. Filtz ,&nbsp;Alison A. Tubilla ,&nbsp;Gisel Gomez ,&nbsp;Casey Tak ,&nbsp;Mark A. Munger","doi":"10.1016/j.ajpe.2025.101386","DOIUrl":"10.1016/j.ajpe.2025.101386","url":null,"abstract":"<div><h3>Objective</h3><div>To assess the influence of required cocurricular activities on Accreditation Council of Pharmacy Education (ACPE) Standards 2016: Standard #3 Elements-Approach to Practice and Care competencies using year-end student surveys.</div></div><div><h3>Methods</h3><div>Year-end surveys of first year pharmacy (P1) to fourth pharmacy year (P4) students compared student self-assessments of their aptitude for each Center for the Advancement of Pharmacy Education 2013 outcomes in ACPE Standard #3 from a 3 year period when cocurricular activities were voluntary (volunteer period) and a 3 year period when a unique cocurricular activity was required each semester without academic credit (required period). A total of 294 unique cocurricular activities were offered during the required period. <em>t</em> tests and analysis of variance were used to compare responses across periods within each pharmacy year and academic year.</div></div><div><h3>Results</h3><div>During the volunteer period, 589 student survey responses were collected (81.7% response rate), compared to 433 (79.7%) engaging in cocurricular activities (required period). The mean age of the students in both periods was 24.1 years (SD 4.3), 61.0% were female, and 49.2% had prior degrees. Students participated in 283 distinct cocurricular activities. Student self-assessment across all Standard #3 elements improved each year. The aggregate improvement range across P1 to P4 years was 25.1% to 74.4% (<em>p</em> &lt;.05 for each element). The most significant improvement was observed in Domain 3.1, Problem-Solving. The greatest increase occurred during the P1 year, followed by a leveling off across the third year pharmacy to P4 years.</div></div><div><h3>Conclusion</h3><div>Student-reported assessment indicates that providing required cocurricular opportunities across all professional years positively influences student perceptions of competency in ACPE Standard #3 Approach to Practice and Care Elements.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 4","pages":"Article 101386"},"PeriodicalIF":3.8,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143588349","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":"Approaches for Embedding Structural Competency and Social Determinants of Health in Pharmacy Curricula","authors":"Tyler Marie Kiles ,&nbsp;Natalie Rosario ,&nbsp;Katie F. Leslie ,&nbsp;Nicholas Denton ,&nbsp;Devra K. Dang ,&nbsp;Divita Singh ,&nbsp;Natalea Braden-Suchy ,&nbsp;Sharon E. Connor","doi":"10.1016/j.ajpe.2025.101384","DOIUrl":"10.1016/j.ajpe.2025.101384","url":null,"abstract":"<div><div>There is emerging scholarship related to teaching social determinants of health (SDOH) in pharmacy education; however, challenges remain for pharmacy educators due to a lack of formal consensus on which aspects of SDOH should be taught or evaluated. SDOH is often confused with similar, overlapping concepts such as cultural competence, cultural humility, Diversity, Equity, and Inclusion; however, there are key differences. While all domains of SDOH are relevant to patient health outcomes, educators may find it challenging to determine which competencies are most essential for student pharmacists and most applicable to direct patient care in pharmacy practice. This article reviews literature from pharmacy and multiple health professions disciplines relating to teaching SDOH. The objective of this paper is to use this literature as support and leverage the expertise within the American Association of Colleges of Pharmacy (AACP) Health Disparities and Cultural Competence Special Interest Group, to provide guidance to pharmacy programs aiming to meet accreditation requirements. The recommendations herein are evidence-based, with practical insights and recommendations from forward-thinking pharmacy educators.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 4","pages":"Article 101384"},"PeriodicalIF":3.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143544642","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":"Bridging the Digital Divide: The Importance of Techquity in Pharmacy Education","authors":"Radhika Devraj ,&nbsp;Jordan R. Covvey ,&nbsp;Sally A. Arif","doi":"10.1016/j.ajpe.2025.101380","DOIUrl":"10.1016/j.ajpe.2025.101380","url":null,"abstract":"<div><div>Technology is ubiquitous in both pharmacy education and practice, vital for optimizing the learning environment and delivering high-quality patient care. The growth of artificial intelligence, automation, and wearable technologies has prompted changes in pharmacy curricula, with the Accreditation Council for Pharmacy Education now requiring education on digital health and associated technologies. Although technology offers significant benefits, it can also perpetuate inequities that disproportionately affect marginalized populations. These disparities arise from differences in technology access, varying levels of digital literacy, and biases embedded within technological tools. With the anticipated continuing expansion of technology use, creating equitable learning environments and preventing unintentional biases in patient care are paramount goals. Therefore, this commentary aims to introduce the concept of techquity and urge pharmacy educators to discuss not only digital health but also the sources of technology-driven inequities. Further, we encourage faculty to remain mindful of these inequities within the learning environment and explore ways to promote techquity in education. Educating future pharmacists about techquity will ensure a future where technology-based inequities are significantly minimized or eliminated.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 4","pages":"Article 101380"},"PeriodicalIF":3.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543491","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":"Exploring the Challenges Student Pharmacists Confront when Learning to Detect Medication-Related Problems in Electronic Health Records: Implications for Instructional Design","authors":"Russ H. Palmer,&nbsp;Daniel Chastain,&nbsp;Christopher M. Bland,&nbsp;Beth B. Phillips","doi":"10.1016/j.ajpe.2025.101371","DOIUrl":"10.1016/j.ajpe.2025.101371","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to explore the challenges pharmacy students face when learning to detect medication-related problems (MRPs) in electronic health records (EHRs) during simulated patient work-ups and offer implications for instructional design in pharmacy education.</div></div><div><h3>Methods</h3><div>A qualitative research design was employed to analyze responses from 120 third-year pharmacy students enrolled in a required course. The students completed open-ended surveys at the end of the semester, describing the difficulties they encountered while working on patient cases in a simulated EHR. Inductive thematic analysis was used to identify recurring themes related to the students’ challenges.</div></div><div><h3>Results</h3><div>The analysis revealed 3 macro-categories of challenges: (1) Work-up Process, including rushing through tasks and overlooking information; (2) Interpreting Cues, such as failing to understand the relevance of data and information overload; and (3) Perceived Ambiguity, including difficulty defining MRPs and conflicting information in the EHR. Ten specific themes were discovered within these macro-categories, providing a comprehensive view of the challenges students confronted.</div></div><div><h3>Conclusion</h3><div>Learners experienced significant challenges in detecting MRPs. These challenges were primarily rooted in managing the work-up process, interpreting clinical cues, and handling ambiguous information. The findings suggest a need for more structured scaffolding, repeated case-based practice focused on key cues and new strategies for modeling how to address ambiguity in clinical settings. These modifications may enhance students’ clinical reasoning and problem-detection abilities, improving their preparedness for real-world pharmacy practice.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 3","pages":"Article 101371"},"PeriodicalIF":3.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143411698","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":"Fixed, Systematically Formed versus Continuously Changing Random Team Assignments and Outcomes in a Therapeutics Course","authors":"Ashley M. Campbell ,&nbsp;Prince Bosiako Antwi ,&nbsp;Lisa E. Davis ,&nbsp;Terri L. Warholak","doi":"10.1016/j.ajpe.2025.101370","DOIUrl":"10.1016/j.ajpe.2025.101370","url":null,"abstract":"<div><h3>Objective</h3><div>This study examined the association between fixed and randomly changing teams on workshop preparation and learning outcomes.</div></div><div><h3>Methods</h3><div>In this crossover study, third-year therapeutics course students were randomized to complete workshops 1 to 4 in either fixed, systematically developed teams or teams randomly assigned before each session. They then crossed over for workshops 5 to 8. Students provided information on their grade point average, work experience, and leadership tendencies and completed an abbreviated version of the Motivated Strategies for Learning Questionnaire. After each workshop, students completed a quiz, reported the time spent preparing, and rated their perceived preparedness of themselves and their peers using a Likert scale from 1 (not at all prepared) to 5 (very well prepared). At the end of the semester, students reported their team formation preferences. Parametric data were compared using paired <em>t</em> tests, while nonparametric data were analyzed using Wilcoxon signed-rank tests.</div></div><div><h3>Results</h3><div>Of the 66 students who participated in the study, 49 (74.2%) preferred working in fixed teams over random teams, and 44 (66.7%) perceived fixed teams as the most effective for their learning. There was no significant difference in mean postworkshop quiz scores (78.7% fixed vs 77.4% random), mean exam scores (77.9% vs 77.6%), or median time spent preparing for a workshop (91.3 vs 95.6 min). Students perceived themselves as more prepared when working in fixed teams, but there was no difference in their perception of peer preparedness.</div></div><div><h3>Conclusion</h3><div>Although students preferred and felt more prepared in fixed teams, there was no difference in learning outcomes or preparation time between the 2 team formation methods.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 3","pages":"Article 101370"},"PeriodicalIF":3.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143411699","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}