American Journal of Pharmaceutical Education最新文献

{"title":"Exploring the Reasons Behind the Estimate: Responding to “Prevalence of Student Pharmacists with Neurodivergent Conditions”","authors":"Jordan R. Covvey, Spencer E. Harpe","doi":"10.1016/j.ajpe.2026.102054","DOIUrl":"10.1016/j.ajpe.2026.102054","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 8","pages":"Article 102054"},"PeriodicalIF":3.1,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148681144","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":"Response to Willig and colleagues and Covvey and Harpe Regarding “Prevalence of Student Pharmacists with Neurodivergent Conditions in a School of Pharmacy”","authors":"Alexis N. Crawford, Emily P. Peron, Laura M. Frankart, Krista L. Donohoe","doi":"10.1016/j.ajpe.2026.102053","DOIUrl":"10.1016/j.ajpe.2026.102053","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 8","pages":"Article 102053"},"PeriodicalIF":3.1,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148681175","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":"Response to “Prevalence of Student Pharmacists With Neurodivergent Conditions in a School of Pharmacy”","authors":"Thiébaut-Noël Willig, Françoise Joseph, Laurie Sürig, Erica Fongaro, Stéphanie Iannuzzi, Diane Purper-Ouakil","doi":"10.1016/j.ajpe.2026.102048","DOIUrl":"10.1016/j.ajpe.2026.102048","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 8","pages":"Article 102048"},"PeriodicalIF":3.1,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148681215","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":"2025–2026 Academic Affairs Committee Report: Advancing Competency-Based Pharmacy Education and Academic Coaching","authors":"Aleda M.H. Chen,&nbsp;Denise H. Rhoney,&nbsp;Krisy A. Thornby,&nbsp;Eunice P. Chung,&nbsp;Mariann D. Churchwell,&nbsp;Elizabeth A. Coyle,&nbsp;Kimberly K. Daugherty,&nbsp;Abigail Elmes-Patel,&nbsp;Erika L. Kleppinger,&nbsp;Wanda T. Maldonado Davila,&nbsp;Molly Minze,&nbsp;Nicholas R. Nelson,&nbsp;Michelle Rapier,&nbsp;May Shehata,&nbsp;Stephanie L. Sibicky,&nbsp;Andrew Traynor,&nbsp;Kelly R. Ragucci,&nbsp;Cindy D. Stowe","doi":"10.1016/j.ajpe.2026.102009","DOIUrl":"10.1016/j.ajpe.2026.102009","url":null,"abstract":"<div><div>The American Association of Colleges of Pharmacy Academic Affairs Committee (2025–2026) was charged with continuing to advance competency-based pharmacy education (CBPE) efforts. Specifically, the committee was asked to develop and pilot readiness-to-change instruments for faculty, administrators, preceptors, and learners, as well as to develop recommendations for the training and development of coaches in the context of CBPE. A national Delphi panel and stakeholder focus groups informed the development of the instruments. A scoping review focused on the training and development of coaches was completed. This report summarizes CBPE work to date and outlines practical recommendations and suggestions based on our findings and a thorough review of the published literature. Although the American Association of Colleges of Pharmacy is uniquely positioned to lead this conversation, offer faculty and staff development, and develop frameworks and guidance, individual institutions can make meaningful progress by assessing organizational and individual readiness, building programmatic assessment capacity, and developing effective coaches. Although agreement has not yet been fully achieved around CBPE language, concepts, or implementation, preparing the profession to adopt a coherent CBPE model capable of meeting the evolving needs of learners, practice, and society is necessary.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 7","pages":"Article 102009"},"PeriodicalIF":3.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148159160","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":"Advancing Pharmacy Students’ Competence in Transgender Health: Multicohort Evaluation of a Gender-Affirming Therapy Curriculum","authors":"Julianne Mercer,&nbsp;Sarah Bandy,&nbsp;Paul Tang,&nbsp;Benjamin Encino,&nbsp;Kristoff Crayton,&nbsp;Laurajo Ryan,&nbsp;Grace Lee,&nbsp;Justina Lipscomb","doi":"10.1016/j.ajpe.2026.102004","DOIUrl":"10.1016/j.ajpe.2026.102004","url":null,"abstract":"<div><h3>Objective</h3><div>To explore changes in pharmacy students’ attitudes, preparedness, and knowledge of gender-affirming therapy (GAT) after a multicomponent educational intervention, conducted during a time of heightened focus on transgender and gender-diverse (TGD) health.</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted in fall 2022 and 2023. Two cohorts were surveyed: the intervention comparison cohort (ICC) who received curriculum-based GAT instruction during their third year, and the parallel control cohort (PCC) who receive no structured training. The intervention included a 2-h didactic session on TGD health and a 2-h lab with application-based strategies. Students collaborated on a drug therapy consult note, then individually delivered Situation-Background-Assessment-Recommendation format recommendations to a simulated provider and counseled a simulated patient. Surveys assessing attitudes, preparedness, and TGD health knowledge were administered at baseline and 1 year later. Data were analyzed to assess within- and between-cohorts changes over time.</div></div><div><h3>Results</h3><div>A total of 245 surveys were analyzed (127 PCC; 118 ICC). Intervention comparison cohort (ICC) students demonstrated greater improvements in preparedness to provide GAT counseling (73.1% vs 6.3%) and make clinical GAT recommendations (69.2% vs 15.6%) than PCC students. Intervention comparison cohort (ICC) students also reported greater confidence in locating and using TGD-related clinical resources. Intervention comparison cohort (ICC) knowledge of feminizing hormone significantly increased from 32.5% to 82.9% postintervention. Exploratory findings suggested stronger baseline support for TGD content and greater GAT knowledge gains among students with personal connections to TGD individuals.</div></div><div><h3>Conclusion</h3><div>This study supports the effectiveness and feasibly of integrating brief, applied GAT training into pharmacy curricula to enhancing student readiness to provide affirming, patient-centered care.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 7","pages":"Article 102004"},"PeriodicalIF":3.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147977561","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 Faculty Workload as a “Must-Have” for Addressing Curricular Overload","authors":"Brianne L. Porter,&nbsp;Kristine M. Cline,&nbsp;Victoria L. Williams","doi":"10.1016/j.ajpe.2026.102011","DOIUrl":"10.1016/j.ajpe.2026.102011","url":null,"abstract":"<div><div>Faculty in health sciences often juggle multiple competing priorities related to teaching, scholarship, service, and clinical practice. This may lead to the prioritization of certain duties at the expense or delay of others, especially when tasked with addressing significant educational disruptors, such as curriculum overload, in addition to routine responsibilities. From our own experience in a college of pharmacy addressing curriculum overload in a large integrated pharmacotherapy course, we learned that to be successful in implementing change, it is critical to address barriers to faculty engagement. Paradoxically, these same barriers make this process inherently more complicated. A potential solution is to account for efforts related to addressing significant educational disruptors in faculty workload estimations, which may help avoid burnout. Using curriculum overload as a case study for significant educational disruptors, this commentary explores how redefining teaching workload to account for problem-solving, collaboration, and the implementation of innovative solutions to contemporary teaching challenges may result in sustained faculty well-being (rather than burnout) while maintaining high-quality Doctor of Pharmacy programs.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 7","pages":"Article 102011"},"PeriodicalIF":3.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148152330","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":"Development and Validation of a Sensitive Search Strategy for Pharmacy Education","authors":"Hilary Jasmin,&nbsp;Krystal Bullers,&nbsp;Deborah D. Divis,&nbsp;Emily F. Gorman,&nbsp;Molly K. Maloney,&nbsp;Rachel Whitney,&nbsp;Rebecca B. Carlson","doi":"10.1016/j.ajpe.2026.102007","DOIUrl":"10.1016/j.ajpe.2026.102007","url":null,"abstract":"<div><h3>Objective</h3><div>To develop and validate a comprehensive search hedge for pharmacy education research to support efficient and precise evidence synthesis.</div></div><div><h3>Methods</h3><div>A title search for pharmacy education systematic reviews was undertaken to discover papers captured by a sensitive search hedge, defined as a pre-constructed set of database search terms designed to retrieve literature on a specific topic. Primary studies were extracted from 7 high-quality reviews. These were used to build a corpus of 100 PubMed identifiers for measuring relative recall. The hedge was adapted from terms previously created by a member of the author team and tested by the research team for maximum sensitivity.</div></div><div><h3>Results</h3><div>The resulting PubMed search hedge was translated and revalidated for use in Embase via Elsevier and in MEDLINE via Ovid and EBSCO in June 2025. All searches attained 100% relative recall.</div></div><div><h3>Conclusion</h3><div>The use of relative recall methodology by a team of expert searchers led to a highly sensitive validated search hedge. The validated hedge can be trusted to identify relevant literature for pharmacy education researchers, whereas the approach may be adapted to other pharmacy research domains and health science disciplines.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 7","pages":"Article 102007"},"PeriodicalIF":3.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148007605","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":"Reframing the Language of Academic Support in Pharmacy Education","authors":"Erin E. Pauling","doi":"10.1016/j.ajpe.2026.102015","DOIUrl":"10.1016/j.ajpe.2026.102015","url":null,"abstract":"<div><div>Terminology plays an important role in shaping how students experience academic support within pharmacy education. The terms commonly used in progression policies, such as “remediation,” “at-risk,” or “slow down plans,” may convey deficit-oriented messages that frame academic challenges as failures rather than opportunities for growth. Drawing on literature from educational psychology and health professions education, this commentary examines how terminology influences learner motivation, professional identity formation, and engagement with academic support systems. Many pharmacy programs have implemented structured processes to identify and support students experiencing academic difficulty; however, the terminology used within these systems can influence whether students perceive them as punitive or developmental. Examples of alternative language that emphasizes growth, partnership, and skill development are presented. By intentionally reconsidering the terminology used in academic policies and communications, pharmacy programs can reinforce a culture of support while maintaining rigorous academic standards. As pharmacy education continues to prioritize student well-being, belonging, and professional identity formation, thoughtful attention to terminology represents a practical opportunity to align academic progression processes with these goals.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 7","pages":"Article 102015"},"PeriodicalIF":3.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148165668","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":"Report of the Journal Editor","authors":"Gayle A. Brazeau,&nbsp;Elizabeth Alida Stern","doi":"10.1016/j.ajpe.2026.102013","DOIUrl":"10.1016/j.ajpe.2026.102013","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 7","pages":"Article 102013"},"PeriodicalIF":3.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148159112","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":"Do as I Teach, Not as I Do: Confronting our Academic Double Standards","authors":"Michael Gonyeau","doi":"10.1016/j.ajpe.2026.101986","DOIUrl":"10.1016/j.ajpe.2026.101986","url":null,"abstract":"<div><div>Pharmacy education places substantial emphasis on developing student professionalism, as mandated by the Accreditation Council for Pharmacy Education Standard 2. However, a critical examination reveals significant disconnects between the professional standards we demand of students and the behaviors we sometimes model as faculty. This commentary explores key areas of hypocrisy: the avoidance of professional judgment while expecting students to develop clinical decision-making skills, and the emphasis on accountability and integrity while avoiding self-reflection. Drawing from recent critiques of higher education and professional development literature, this analysis calls for greater faculty self-awareness and reform to align our practices with our pedagogical goals. The commentary examines specific areas, including assessment paradoxes, daily hypocrisies in time management and communication, technology use policies, and professional preparation standards. The impact on professional identity formation is discussed, along with recommendations for addressing these contradictions through institutional and individual faculty commitment to change. For the sake of our profession and the patients we serve, pharmacy education must commit to authentic professional practice that aligns with the standards we teach.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 5","pages":"Article 101986"},"PeriodicalIF":3.5,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147655532","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}