American Journal of Pharmaceutical Education最新文献

{"title":"Behavioral Foundations for CBPE: Using the BCW to Advance Individual Readiness to Change.","authors":"Denise H Rhoney, Aleda M H Chen, Eunice Chung, Mariann D Churchwell, Kimberly K Daugherty, Erika L Kleppinger, Nicholas R Nelson, Dennis Parker, Stephanie L Sibicky, Cindy D Stowe, Krisy-Ann Thornby, Nidhi Gandhi-Patel","doi":"10.1016/j.ajpe.2025.101470","DOIUrl":"10.1016/j.ajpe.2025.101470","url":null,"abstract":"<p><p>The American Association of Colleges of Pharmacy Academic Affairs Committee (2024-2025) was charged with supporting the implementation of competency-based pharmacy education (CBPE) by developing a validated readiness-to-change instrument and offering recommendations to guide adoption. Recognizing that change requires both organizational support and individual engagement, the committee applied established behavior change frameworks, including the Capability, Opportunity, Motivation-Behavior model and the behavior change wheel, to define the actions needed from faculty, administrators, preceptors, and learners. These behaviors align with the 5 core components of CBPE: (1) outcome competencies that are clearly articulated, measurable, and transparent; (2) progressive sequencing of competencies across the curriculum with defined developmental markers; (3) authentic learning experiences embedded throughout the curriculum; (4) learner-centric, competency-focused instruction with individualized learning plans; and (5) longitudinal assessment practices that document competency acquisition and progression. A national Delphi panel and stakeholder focus groups informed the development of the instrument. Additional data gathered at the 2025 American Association of Colleges of Pharmacy Interim Meeting showed general support for CBPE but also identified challenges such as limited faculty familiarity, insufficient resources, gaps in technological infrastructure, and uncertainty around assessment methods. Based on these findings, the committee presents practical recommendations, including faculty development, systems alignment, and leadership support. The report emphasizes that meaningful progress requires coordinated efforts across institutions and roles-built through collaboration, sustained by inclusive leadership, and shaped by the voices of those responsible for teaching and learning. With the right educational infrastructure and stakeholder engagement, CBPE can be effectively implemented to better meet the needs of learners, the profession, and society.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101470"},"PeriodicalIF":3.5,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144669050","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":"Impact of Honors Pass/Pass/Fail vs Traditional Letter Grading on EPA-Based Assessment of Student APPE Performance.","authors":"Farehaa Hussain, Whitney D Maxwell, Elizabeth D Weed, Jennifer L Baker, Celia Dennison, Chao Cai, Cathy L Worrall","doi":"10.1016/j.ajpe.2025.101446","DOIUrl":"10.1016/j.ajpe.2025.101446","url":null,"abstract":"<p><strong>Objective: </strong>This retrospective, observational study evaluated the impact of honors/pass/fail grading (HPFG) implementation compared to traditional letter grading (TLG) on student performance assessed using entrustable professional activity (EPA)-based Advanced Pharmacy Practice Experience (APPE) rotation evaluations. Insights gleaned from a transition from Center for the Advancement of Pharmacy Education (CAPE)-based to EPA-based experiential assessments are also shared.</p><p><strong>Methods: </strong>A total of 6679 raw student performance scores (RSPS) were collected from 2 colleges of pharmacy (COPs) across a 2-year period during which both COPs used an identical CAPE-based APPE evaluation tool with traditional letter grading (TLG), and a 2-year post-EPA implementation period during which one COP also implemented HPFG (COP 1), while the other (COP 2) continued using TLG. The change in RSPS from baseline was compared between the years 1-2 timeframe and years 3-4 at both institutions to assess for significant differences following HPFG implementation. A multiple linear regression model also evaluated associations between RSPS and several independent variables, including COP, time frame of evaluation, evaluation type (EPA vs CAPE-based), rotation category, and grading system (TLG vs HPFG). The distribution of grade prevalences was also compared across the 2 timeframes at both institutions.</p><p><strong>Results: </strong>The COP transitioning to HPFG experienced a similar decline in RSPS following EPA-based evaluation implementation as the COP maintaining TLG. A multiple regression model identified no significant association between RSPS and the grading system, while controlling for COP, rotation category, and the timeframe of evaluation.</p><p><strong>Conclusion: </strong>Implementation of HPFG did not appear to have a detrimental impact on student rotation performance at a COP implementing EPA-based APPE evaluations.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101446"},"PeriodicalIF":3.5,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144512801","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":"Entrustment in Action: Factors that Contribute to Entrustment Decision-Making Through the Lens of the Supervisor and the Intern.","authors":"Tarik Al-Diery, Sally Marotti, Yu Ting Sim, Debra Rowett, Jacinta L Johnson","doi":"10.1016/j.ajpe.2025.101478","DOIUrl":"10.1016/j.ajpe.2025.101478","url":null,"abstract":"<p><strong>Objective: </strong>To explore what factors are considered in making an entrustment decision about a provisionally registered (intern) pharmacist from the perspectives of registered and intern pharmacists.</p><p><strong>Methods: </strong>Registered and intern pharmacists in Australia were invited to participate in an anonymous online survey. The survey included open-ended, free-text questions exploring the factors influencing entrustment decisions for three Entrustable Professional Activities developed by the Australian Pharmacy Council for use in workplace-based assessments of intern pharmacists: dispensing medicines, compounding pharmaceutical products, and providing medication counselling. Qualitative data were analyzed using Braun and Clarke's reflexive thematic analysis approach to identify key themes and subthemes influencing entrustment decisions.</p><p><strong>Results: </strong>Of the 302 respondents (220 registered pharmacists and 82 interns), 215 participants provided qualitative responses. Analysis revealed four major themes: (1) Intern's competency and skill proficiency, with emphasis on technical knowledge, task execution, and interpersonal skills; (2) Intern's self-awareness and metacognition, including receptiveness to feedback and reflective practice; (3) Entrustment process dynamics, highlighting task complexity, contextual risk, and supervisor trust propensity; and (4) Barriers to and opportunities for establishing entrustment practices that guide entrustment decisions. Supervisors reported relying on team-based perspectives to inform entrustment decisions.</p><p><strong>Conclusion: </strong>Entrustment decision-making is a multifaceted process shaped by intern characteristics, task complexity, and contextual dynamics. In addition to technical competence, metacognitive capabilities and reflective practice were identified as critical to fostering more autonomy in practice. Variability in supervisors' trust propensity and entrustment practices highlights the need to strengthen entrustment practices to enhance consistency in how decisions are made and to support effective use of Entrustable Professional Activities in workplace-based pharmacy education.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101478"},"PeriodicalIF":3.5,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144735543","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":"Building Implementation Science Capacity in Academic Pharmacy: Report of the 2020-2021 AACP Research and Graduate Affairs Committee.","authors":"Kimberly B Garza, Ephrem Abebe, Jennifer L Bacci, Nitesh K Kunda, Kajua B Lor, Nathaniel Rickles, Nathan Shankar, Dorothy Farrell","doi":"10.1016/j.ajpe.2025.101466","DOIUrl":"10.1016/j.ajpe.2025.101466","url":null,"abstract":"<p><p>The 2020-2021 American Association of Colleges of Pharmacy (AACP) Research and Graduate Affairs Committee (RGAC) continued the work begun by the 2019-2020 RGAC to increase awareness of and capacity for implementation research to advance practice transformation in academic pharmacy. AACP President Anne Lin charged the RGAC with developing resources and programs for training faculty and graduate students in implementation science. The committee was further charged with developing a mechanism to pair pharmacy faculty and implementation experts on practice advancement projects. In its work, the committee focused on generating near-term opportunities for pharmacy practice faculty to pursue projects while developing programs that would support ongoing career development and future implementation practice and research by pharmacy faculty and trainees. To support training, the RGAC developed a competency framework for graduate education that builds on the 6 domains of graduate education in pharmaceutical sciences put forward by the 2016-2017 RGAC. The new, specialized framework identifies and organizes those competencies that should be cultivated to successfully pursue implementation research in pharmacy, with utility beyond graduate education. The identified competencies could act as the base for pharmacy-specific implementation science training materials suitable for faculty development. The committee proposes a faculty development program that leverages the framework and existing implementation science training resources offered by federal agencies and universities to provide facilitated learning opportunities and peer support for faculty who wish to pursue implementation research. The committee considered multiple approaches AACP could take to promote collaboration between pharmacy faculty and implementation experts. While recognizing the importance of individual development support for pharmacy faculty, the committee felt that a focus on supporting interdisciplinary teams that span practice and research and engage faculty, trainees and preceptors would have the greatest impact on enabling practice advancement projects in the near-term while increasing capacity in the long-term. The committee envisions a program in which AACP creates opportunities for pharmacy faculty and implementation experts to come together with the purpose of matching researchers and projects. AACP support for these collaborations should begin prior to any such matching event, for example, by helping pharmacy faculty articulate the scope and value of their proposed practice advancement projects, and extend beyond the initial match to include assisting nascent collaborations as they seek to establish connections and secure institutional and external backing. The RGAC made specific recommendations to AACP about how the framework and proposed programs could be used to further develop pharmacy faculty and graduate students as researchers while advancing the goal of sustainable","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101466"},"PeriodicalIF":3.5,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144661105","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":"Evaluating Instructional Efficiency in a Flipped Classroom: A Pilot Study in a Pharmacotherapy Course","authors":"Zachary R. Noel ,&nbsp;Emily Ong ,&nbsp;Kelly Womack-Adams","doi":"10.1016/j.ajpe.2025.101500","DOIUrl":"10.1016/j.ajpe.2025.101500","url":null,"abstract":"<div><h3>Objective</h3><div>This study aims to evaluate the instructional efficiency of preclass learning materials in an integrated pharmacotherapy course, using mental effort and assessment performance as metrics.</div></div><div><h3>Methods</h3><div>This pilot study was conducted in a required pharmacotherapy course that uses a flipped classroom approach. Third-year PharmD students completed preclass learning activities across 6 different modules and 2 sections during the Fall 2024 semester. Preclass materials primarily consisted of readings and guided learning questions. Mental effort, measured using the Paas scale, and performance on individual readiness assurance tests were standardized and used to calculate the instructional efficiency of preclass materials for each module. Data were used to inform decision-making related to course quality improvement.</div></div><div><h3>Results</h3><div>A total of 129 students participated, with a response rate greater than 90% for the mental effort survey. Assessment performance data were available for all students. Instructional efficiency scores identified less efficient topics, such as atrial fibrillation and acute coronary syndrome, as areas for quality improvement. Efficiency graphs compared instructional efficiency across modules and sections, highlighting specific areas in need of refinement.</div></div><div><h3>Conclusion</h3><div>Preclass learning is essential but challenging in flipped classrooms. Instructional efficiency measures can support quality improvement by identifying inefficient learning tasks. Efficiency data can guide decision-making and allow for year-over-year comparisons of course topics. Strategies informed by cognitive load theory and motivational theory can improve instructional efficiency and promote student success.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101500"},"PeriodicalIF":3.5,"publicationDate":"2025-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144979693","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":"Balancing Professional Responsibilities and Personal Well-Being Through the Lens of Professional Identity Formation in Academic Pharmacy","authors":"Rebecca Schoen ,&nbsp;Sara N. Trovinger ,&nbsp;Lindsey M. Childs-Kean ,&nbsp;Shareen Y. El-Ibiary ,&nbsp;Elizabeth J. Unni","doi":"10.1016/j.ajpe.2025.101491","DOIUrl":"10.1016/j.ajpe.2025.101491","url":null,"abstract":"<div><div>Self-care and pharmacist burnout have been at the forefront of pharmacy workforce issues over the last decade and beyond, not excluding academic pharmacists. The Academy has concurrently advocated for the well-being of academicians and learners alike while embracing professional identity formation (PIF) as a central tenet of what it means to be a pharmacist. PIF involves a multifaceted process in which individuals learn and change by adopting core knowledge, skills, values, and beliefs of a specific profession, resulting in the individual thinking, behaving, and feeling like a member of that profession. PIF fosters a critical sense of responsibility in health care professionals to fulfill the covenantal relationship with their patients. As a result, pharmacists, including academic pharmacists, often prioritize their work over themselves. In academic pharmacy, the downstream effects include not only detrimental impacts on personal well-being but also potential modeling of these behaviors to learners during their formative years of PIF, thereby perpetuating a broader culture of burnout in the profession. The purpose of this commentary is to explore how PIF may contribute to pharmacist hesitancy to place personal well-being at the forefront, specifically for academic pharmacists. Additionally, the commentary suggests that PIF represents a missed opportunity to examine this tension between self-care and service with our students. To address this, academicians need to develop and model healthy boundaries and sustainable career practices. These changes could influence academic pharmacy culture and create a healthy pharmacy profession for future generations.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101491"},"PeriodicalIF":3.5,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144979700","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":"Call for Inclusion of Staff and Culture Change in Pharmacy Academia","authors":"Evan Williams ,&nbsp;Nicole Pizzutelli ,&nbsp;Ciara Beckers ,&nbsp;Elizabeth Blake ,&nbsp;Duc Do ,&nbsp;Curtis G. Jefferson","doi":"10.1016/j.ajpe.2025.101499","DOIUrl":"10.1016/j.ajpe.2025.101499","url":null,"abstract":"<div><div>Staff job satisfaction and retention in pharmacy academia remain critical challenges, particularly since the COVID-19 pandemic. Although staff roles at colleges and schools of pharmacy have seemingly expanded, resources and recognition may not have kept pace, even though the impact of this has not been formally assessed. This commentary explores the importance of fostering a sense of professional belonging for pharmacy staff, emphasizing the need for professional development opportunities, clear career advancement pathways, and inclusion in shared governance. We call for the establishment of dedicated support and funding for staff development, the creation of staff wellness policies, and the implementation of performance management processes that promote growth. Furthermore, we advocate for the American Association of Colleges of Pharmacy to develop a national staff survey to guide improvements. Through these efforts, we seek to empower staff and enhance their contributions to the future of pharmacy education.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101499"},"PeriodicalIF":3.5,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144979695","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":"Standardized Patients to Deliver or Evaluate Suicide Prevention Trainings for Health Professionals: A Scoping Review","authors":"Caroline M. Shubel ,&nbsp;Zhuying Zhang ,&nbsp;Delesha M. Carpenter","doi":"10.1016/j.ajpe.2025.101497","DOIUrl":"10.1016/j.ajpe.2025.101497","url":null,"abstract":"<div><h3>Objective</h3><div>Existing reviews on how standardized patients (SPs) have been used to teach suicide prevention skills to health professionals have often been limited to psychiatric nursing. A broader and more in-depth evaluation is needed. The research objective was to explore how SPs have been used to deliver or evaluate suicide prevention training programs for health professionals, particularly pharmacists.</div></div><div><h3>Findings</h3><div>The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed throughout this scoping review. Titles and abstracts were screened, and eligible articles were reviewed by 2 independent coders, who extracted information on 9 key categories, including trainee type, SP scenario, type of SP, and strengths and limitations of the SP methodology. A total of 65 studies were included. The SP methodology was used widely across health care disciplines, including pharmacists and student pharmacists (<em>n</em> = 12). Strengths to the SP methodology reported in the articles were improving knowledge (<em>n</em> = 12), building trainee confidence (<em>n</em> = 11), and developing and practicing clinical and communication skills (<em>n</em> = 9), among others.</div></div><div><h3>Summary</h3><div>SPs were considered an effective way to train health professionals in suicide prevention skills. Tailored SP scenarios, informed by people with lived experience of suicidal ideation or suicide attempts, which reflect common pharmacist interactions, can better prepare pharmacists for intervening when patients exhibit suicidal warning signs. Further research is needed to assess the cost-benefit of nonhuman virtual SPs in pharmacy education.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101497"},"PeriodicalIF":3.5,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144979662","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":"Testing the Limits: Revisiting Standardized Testing in Pharmacy Education","authors":"Paula Paseiro ,&nbsp;Wendy Cox","doi":"10.1016/j.ajpe.2025.101498","DOIUrl":"10.1016/j.ajpe.2025.101498","url":null,"abstract":"<div><div>Standardized tests have long served as tools in higher education admissions to assess academic readiness and predict student success. The Pharmacy College Admission Test (PCAT), established in 1974, historically played a crucial role in evaluating prospective student pharmacists. Research consistently linked higher PCAT scores with stronger academic performance in pharmacy programs. However, criticisms of standardized testing, such as biases against underrepresented and low-income students, prompted a shift toward test-optional policies in many institutions. The COVID-19 pandemic, along with a declining number of applicants, accelerated this trend and led numerous pharmacy schools to adopt PCAT-optional admissions policies, ultimately resulting in the examination’s official retirement in January 2024. This paradigm shift raises pertinent questions about the efficacy of current admissions practices amidst evolving educational landscapes marked by grade inflation, reliance on remote learning, and the use of generative artificial intelligence. Concurrently, other health professions, such as medicine and dentistry, continue to use standardized tests for admissions decisions. This commentary explores the impact of discontinuing standardized tests in pharmacy school admissions, highlighting challenges faced and proposing the development of a new, unbiased standardized assessment tool to aid in identifying students equipped to meet the demands of pharmacy education and practice.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101498"},"PeriodicalIF":3.5,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144979729","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":"Across the Annual Meeting Tables: Evaluating Pharmacy Faculty Members’ Understanding of COEPA Assessment Strategies","authors":"Melissa S. Medina ,&nbsp;Ashley N. Castleberry ,&nbsp;Mike Fulford ,&nbsp;Justine Gortney ,&nbsp;Kashelle Lockman ,&nbsp;Jill Augustine","doi":"10.1016/j.ajpe.2025.101495","DOIUrl":"10.1016/j.ajpe.2025.101495","url":null,"abstract":"<div><h3>Objective</h3><div>To assess pharmacy educators' knowledge and perceptions of Curricular Outcomes and Entrustable Professional Activities (COEPA) and Accreditation Council for Pharmacy Education (ACPE) Standards 2025 assessment strategies.</div></div><div><h3>Methods</h3><div>Participants at a session at the 2024 Annual Meeting of the American Association of Colleges of Pharmacy completed a Padlet activity with open-ended responses to 2 items. No participant demographic data was collected.</div></div><div><h3>Results</h3><div>Results from the session revealed that most participants are seeking efficient processes to collect and assess data at the individual student level while ensuring that the curriculum integrates all components of COEPA and ACPE Standards 2025. Careful attention is being paid to skills development and entrustable professional activities implementation across various learning environments.</div></div><div><h3>Conclusion</h3><div>The study underscores both the enthusiasm and uncertainty surrounding COEPA and ACPE Standards 2025 implementation. There is a clear desire for more collaborative discussions, where participants can exchange resources and refine best practices. The COEPA-CaBANA collection of articles in the <em>American Journal of Pharmaceutical Education</em> is a method to encourage these collaborations. By sharing implementation strategies and best practices, stakeholders can move closer toward a coherent plan for meeting the new standards.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101495"},"PeriodicalIF":3.5,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144979718","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}