American Journal of Pharmaceutical Education最新文献

{"title":"An Intervention to Support Newly Admitted Students’ Transition to Pharmacy School","authors":"C. Lea Bonner-Winkles,&nbsp;Candace Barnett,&nbsp;Jordana Berry,&nbsp;Tennesha Frierson-Ali,&nbsp;Reid Proctor","doi":"10.1016/j.ajpe.2024.101316","DOIUrl":"10.1016/j.ajpe.2024.101316","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to provide prematriculation intervention addressing basic needs for newly admitted Doctor of Pharmacy students, and to assess postintervention changes made by students in the transition areas.</div></div><div><h3>Methods</h3><div>Six transition areas were identified as basic needs that should be addressed by students before matriculation to enhance their potential for academic success. These areas included housing, commute, nonschool responsibilities and commitments (eg, childcare, excessive extracurricular activities), work, finances, and study approach. A prematriculation survey was administered to 24 students enrolling in January 2024. On the basis of the survey responses, members of the college’s transition team contacted students to intervene in 1 or more of the 6 transition areas when plans had not been made or were deemed as a potential barrier to academic success. A postmatriculation survey was administered during new student orientation to assess the changes that students made following the interventions.</div></div><div><h3>Results</h3><div>A total of 24 students (100%) completed the presurveys and postsurveys. On the basis of presurvey data, 14 students were contacted (7 video conferences, 7 email exchanges). The interventions addressed work (36.8%), study approach (31.6%), finances (15.8%), non–school-related responsibilities (10.5%), and housing (5.3%). Students made a total of 54 changes in the transition areas. Thirty-three (61.1%) of the changes were made by students who received intervention, and 21 (38.9%) were made by students who had not been contacted for intervention.</div></div><div><h3>Conclusion</h3><div>Prematriculation intervention addressing basic needs assists students in the transition to pharmacy school and proactively supports academic success.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101316"},"PeriodicalIF":3.8,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142513477","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 Assessing Problem-Solving","authors":"Beth Janetski ,&nbsp;Patricia Wigle ,&nbsp;Curtis G. Jefferson","doi":"10.1016/j.ajpe.2024.101313","DOIUrl":"10.1016/j.ajpe.2024.101313","url":null,"abstract":"<div><h3>Objectives</h3><div>To explore best practices for the achievement and assessment of the problem-solving subdomain of the Curricular Outcomes and Entrustable Practice Activities in pharmacy education, including problem-solving, critical thinking, and creative thinking (innovative mindset).</div></div><div><h3>Findings</h3><div>Measuring all 3 of these individual skills is challenging but tools and approaches exist in the literature. Common approaches include standardized instruments and validated rubrics for assignment design and performance assessment.</div></div><div><h3>Summary</h3><div>More work is needed in continuing to define and refine best practices in this area. It appears the coupling of standardized tools with the use of validated rubrics may be necessary to achieve accurate measurement of student achievement in this subdomain.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101313"},"PeriodicalIF":3.8,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142513478","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 Role of Biomedical and Pharmaceutical Sciences in Pharmacy Education and Practice","authors":"W. Cary Mobley ,&nbsp;Marc W. Harrold ,&nbsp;Julianne M. Hall ,&nbsp;Marcos A. Oliveira ,&nbsp;Timothy J. Bloom","doi":"10.1016/j.ajpe.2024.101312","DOIUrl":"10.1016/j.ajpe.2024.101312","url":null,"abstract":"<div><div>A current major topic of conversation in academic pharmacy is “curricular hoarding,” the overloading of the curriculum due to the steady addition of required knowledge and skills without a concomitant subtraction of existing content. It can be tempting to consider addressing hoarding by just reducing content in the foundational biomedical and pharmaceutical sciences or by shifting some foundational content into prerequisites for admission into the Doctor of Pharmacy program. The health care education literature suggests that this approach would negatively impact the development of the critical and clinical thinking skills needed by a modern pharmacist. This commentary is intended to inform conversations on curricular hoarding by affirming and demonstrating the reliance of pharmacists’ clinical and critical thinking on the scientific concepts of the biomedical and pharmaceutical science disciplines and reiterating the importance to the practicing pharmacist of a deep understanding of these concepts, conferred through a careful and intentional educational integration.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101312"},"PeriodicalIF":3.8,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142481674","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":"Remembering a Giant of the Academy—Robert K. Chalmers","authors":"Steven A. Scott","doi":"10.1016/j.ajpe.2024.101310","DOIUrl":"10.1016/j.ajpe.2024.101310","url":null,"abstract":"<div><div>Awards presented by professional associations frequently carry the name of an individual who exemplifies the qualities associated with individuals who are selected as award recipients. Early in the tenure of the award, the recipients and selection committee members are familiar with the name and accomplishments of the individual whose name appears on the award but, over time, members of the Academy may lose the significance the individual played in the association and have little or no memory of how the work of the pioneer laid the foundation for today’s practice. This commentary reviews the career, accomplishments, and visionary leadership of Robert K. Chalmers who the American Association of Colleges of Pharmacy Board of Directors chose to link with the Distinguished Pharmacy Educator Award in 2000.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101310"},"PeriodicalIF":3.8,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142481671","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":"Student Pharmacists’ Perceptions of Artificial Intelligence and Machine Learning in Pharmacy Practice and Pharmacy Education","authors":"Xiangjun Zhang,&nbsp;Chi Chun Steve Tsang,&nbsp;Destiny D. Ford,&nbsp;Junling Wang","doi":"10.1016/j.ajpe.2024.101309","DOIUrl":"10.1016/j.ajpe.2024.101309","url":null,"abstract":"<div><h3>Objective</h3><div>This study explored student pharmacists’ perceptions and attitudes regarding artificial intelligence (AI) and machine learning (ML) in pharmacy practice. Due to AI/ML’s promising prospects, understanding students’ current awareness, comprehension, and hopes for their use in this field is essential.</div></div><div><h3>Methods</h3><div>In April 2024, a Zoom focus group discussion was conducted with 6 student pharmacists using a self-developed interview guide. The guide included questions about the benefits, challenges, and ethical considerations of implementing AI/ML in pharmacy practice and education. The participants’ demographic information was collected through a questionnaire. The research team conducted a thematic analysis of the discussion transcript. The results generated by a team member using NVivo were compared with those generated by ChatGPT, and all discrepancies were addressed.</div></div><div><h3>Results</h3><div>Student pharmacists displayed a generally positive attitude toward the implementation of AI/ML in pharmacy practice but lacked knowledge about AI/ML applications. Participants recognized several advantages of AI/ML implementation in pharmacy practice, including improved accuracy and time-saving for pharmacists. Some identified challenges were alert fatigue, AI/ML-generated errors, and the potential obstacle to person-centered care. The study participants expressed their interest in learning about AI/ML and their desire to integrate these technologies into pharmacy education.</div></div><div><h3>Conclusion</h3><div>The demand for integrating AI/ML into pharmacy practice is increasing. Student and professional pharmacists need additional AI/ML training to equip them with knowledge and practical skills. Collaboration between pharmacists, institutions, and AI/ML companies is essential to address barriers and advance AI/ML implementation in the pharmacy field.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101309"},"PeriodicalIF":3.8,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142481672","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 Entrustable Professional Activities for a Pharmacy Intern Training Program in Australia","authors":"Carmen Abeyaratne,&nbsp;Kirsten Galbraith","doi":"10.1016/j.ajpe.2024.101308","DOIUrl":"10.1016/j.ajpe.2024.101308","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to describe the implementation and evaluation of entrustable professional activities (EPAs) for a pharmacy intern training program in Australia.</div></div><div><h3>Methods</h3><div>Surveys and focus groups were used to evaluate the perceptions and experiences of provisionally registered pharmacists and pharmacists using the EPAs as an assessment tool in the workplace. Thematic analysis was used to analyze the focus group data. Surveys compared the frequency and median responses to the Likert-scale items. Entrustment levels at 6, 13, 26, and 44 weeks were reported for each EPA.</div></div><div><h3>Results</h3><div>Pharmacist (<em>n</em> = 6) and provisionally registered pharmacist (<em>n</em> = 8) focus groups identified the following themes: use of EPAs in the workplace, benefits and challenges of using EPAs, and future direction and recommendations for using EPAs in the workplace. Feasibility measures in the pharmacist survey suggested that pharmacists were satisfied with using EPAs in the workplace. The provisionally registered pharmacist survey showed that they valued feedback provided by pharmacists and that they engaged with the EPAs in the workplace. Provisionally registered pharmacists enrolled in the study (<em>n</em> = 40) showed progression in entrustment levels at each reporting period.</div></div><div><h3>Conclusion</h3><div>Pharmacists and provisionally registered pharmacists reported that EPAs were feasible and could be used in the workplace as an educative tool. However, they highlighted education as an important factor for successful implementation. At each milestone, provisionally registered pharmacists showed progression in entrustment level.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101308"},"PeriodicalIF":3.8,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142481670","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":"Description of a Longitudinal Interprofessional Education Plan and Outcomes From an Inaugural Student Cohort","authors":"Susanne G. Barnett ,&nbsp;Casey E. Gallimore ,&nbsp;Beth Janetski ,&nbsp;Amanda Margolis ,&nbsp;Beth A. Martin ,&nbsp;Joseph A. Zorek","doi":"10.1016/j.ajpe.2024.101307","DOIUrl":"10.1016/j.ajpe.2024.101307","url":null,"abstract":"<div><h3>Objective</h3><div>To describe a longitudinal interprofessional education (IPE) plan at 1 school of pharmacy including inaugural student cohort outcomes.</div></div><div><h3>Methods</h3><div>Standards 2016 prompted the creation of an IPE task force at the University of Wisconsin–Madison School of Pharmacy to develop and implement an IPE plan consisting of outcome-based goals, a deliberate design, and a formalized assessment strategy (an approach that inspired national consensus guidance from the Health Professions Accreditors Collaborative). Beginning with the 2022 graduating class, required interprofessional learning activities were embedded longitudinally across a 4-year Doctor of Pharmacy program and included classroom-, simulation-, and clinical-based IPE activities. Student learning outcomes, focused on attitudes, skills, and behaviors, were assessed longitudinally using 3 self-reported, validated measures allowing before and after comparisons: Student Perceptions of Interprofessional Clinical Education–Revised, Version 2, Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3, and Interprofessional Collaborative Competencies Attainment Survey–Revised, coupled with the Individual Teamwork Observation and Feedback Tool.</div></div><div><h3>Results</h3><div>End point Student Perceptions of Interprofessional Clinical Education–Revised, Version 2 and Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3 average scores were in the agree to strongly agree range with statistically significant before and after change in 80% (4 of 5) of subscales. Students’ attainment and demonstration of positive teamwork behaviors were evidenced by statistically significant before and after changes in advanced pharmacy practice experience student Interprofessional Collaborative Competencies Attainment Survey–Revised scores and universal satisfactory ratings of advanced pharmacy practice experience students on the Individual Teamwork Observation and Feedback Tool.</div></div><div><h3>Conclusion</h3><div>A developmentally progressive, longitudinal IPE plan was implemented into a 4-year Doctor of Pharmacy program. Inaugural student cohort assessment results documented students were prepared for interprofessional practice upon graduation.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101307"},"PeriodicalIF":3.8,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142481669","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 Mediating Role of Self-Efficacy Between Solution-Focused Thinking Skills and Psychological Resilience Among Pharmacy Students in Turkey","authors":"Elif Ulutas Deniz ,&nbsp;Adnan Tasgin","doi":"10.1016/j.ajpe.2024.101306","DOIUrl":"10.1016/j.ajpe.2024.101306","url":null,"abstract":"<div><h3>Objective</h3><div>The objective of this study was to examine the relationships between solution-focused thinking, self-efficacy, and psychological resilience in pharmacy students and to investigate the mediating role of self-efficacy in the relationship between solution-focused thinking and psychological resilience.</div></div><div><h3>Methods</h3><div>To achieve the objective of this study, a cross-sectional, descriptive, correlational study was conducted.</div></div><div><h3>Results</h3><div>A total of 884 pharmacy students participated in the study. A total of 877 student’s questionnaires were found to be valid for analysis. This study, which, to the best of our knowledge, is the first to examine the relationship between psychological resilience, solution-focused thinking, and self-efficacy levels in pharmacy students, found that students demonstrated above-average levels of psychological resilience, solution-focused thinking, and self-efficacy. Based on the research, it was determined that self-efficacy played a mediating role in the connection between solution-focused thinking and psychological resilience among pharmacy students.</div></div><div><h3>Conclusion</h3><div>Strategies that promote psychological resilience and self-efficacy, such as solution-focused approaches to learning, self-reflection, positive refraction, and skills practice, need to be integrated at all stages of the school curriculum and their efficacy assessed. Furthermore, teachers can use solution-focused approaches to develop the students’ skills and competencies in coping with challenges. To meet the increasingly complex demands of health care systems, pharmacy students need to acquire high levels of competence and self-efficacy, and the pharmacy curriculum should be designed to aid them in achieving this.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101306"},"PeriodicalIF":3.8,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142481673","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":"Student Pharmacists’ Reflections on Personal and Professional Development Following a Series of Longitudinal Faith-Based Courses","authors":"Mohammed A. Islam,&nbsp;Afroza Hossain,&nbsp;Arjun Dutta,&nbsp;Marilyn Uvero","doi":"10.1016/j.ajpe.2024.101305","DOIUrl":"10.1016/j.ajpe.2024.101305","url":null,"abstract":"<div><h3>Objective</h3><div>This study aims to explore how integrating Judeo-Christian religious education into the pharmacy curriculum influences students’ spiritual and moral development, professional values, and mindset, preparing them for future holistic health care practice.</div></div><div><h3>Methods</h3><div>A series of Judeo-Christian faith-based courses were integrated into the required Doctor of Pharmacy curriculum with the aim of developing student pharmacists’ moral foundation for future health care roles. Student reflections from these courses were compiled and analyzed using WordStat, combining natural language processing and statistical analysis. Content analysis included word cloud visualization, word co-occurrence, phrase extraction, and topic modeling. Thematic analysis with a deductive coding approach was applied. Descriptive statistics were used to analyze coding frequencies.</div></div><div><h3>Results</h3><div>Word cluster analysis revealed frequently cited and co-occurring words, including <em>God</em>, <em>patient</em>, <em>care</em>, <em>life</em>, <em>love</em>, <em>ethics</em>, <em>personal</em>, <em>professional</em>, <em>health</em>, and <em>people</em>. The frequently occurring phrases included <em>patient care</em>, <em>professional ethics</em>, <em>personal ethics</em>, and <em>professional developments</em>. The topics with high coherence values included love and compassion, empathetic care, caring health professionals, patient care, and leadership based on biblical principles. The major themes that emerged included spiritual growth and connection with God, the cultivation of virtues and ethical principles in personal development, and integration of faith into professional commitments for these aspiring professionals.</div></div><div><h3>Conclusion</h3><div>The findings suggest that integrating spiritual and religious education into the pharmacy curriculum helps students develop a strong moral foundation, guiding their future practice with compassion and integrity.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101305"},"PeriodicalIF":3.8,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142407243","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":"Pharmacy Students’ Self-Reported Cultural Competence in a Pharmacy Curriculum by Academic Year","authors":"Nardine Karam,&nbsp;Michelle A. Amankwah,&nbsp;Suzanna Gim,&nbsp;Rebecca Cope","doi":"10.1016/j.ajpe.2024.101304","DOIUrl":"10.1016/j.ajpe.2024.101304","url":null,"abstract":"<div><h3>Objective</h3><div>This study aims to explore the results of a Cultural Competency Assessment of Pharmacy Students (CCAPS) survey to identify areas where cultural competence content in one college of pharmacy curriculum can be improved.</div></div><div><h3>Methods</h3><div>The 39-item CCAPS survey was developed and administered to Doctor of Pharmacy (PharmD) students from July 2022 (after the end of the didactic curriculum and at the beginning of experiential rotations for fourth-year students) to October 2022 (at the beginning of the fall semester for first-year, second-year, and third-year students). Self-perception of cultural competency items were selected from the Cultural Competence Assessment Instrument and the Clinical Cultural Competency Questionnaire items. Responses were collected anonymously and analyzed in the aggregate by academic year using SPSS.</div></div><div><h3>Results</h3><div>A total of 541 students participated, with ethnicities including White/European American (26.6%), East/South/Southeast Asian (17%, 18.5%, 5.4%), Arab/Middle Eastern (17.9%), African American/Black (6.7%), and Hispanic (6.1%). Two-thirds of respondents identified as “very or extremely” culturally competent, and 78% reported comfort interacting with culturally diverse patients. Students scored lower on questions that assessed their comfort interacting with patients who have limited English proficiency or who refuse medications due to cultural reasons. Students in the fourth year reported more difficulty practicing skills related to cultural competency in their daily lives compared with students in other years.</div></div><div><h3>Conclusion</h3><div>Using the CCAPS survey annually could help evaluate the cultural competency of pharmacy students across different academic years and identify gaps in the curriculum related to cultural competency.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101304"},"PeriodicalIF":3.8,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142395525","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}