American Journal of Pharmaceutical Education最新文献

{"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":"https://doi.org/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 CAPE-based to EPA-based experiential assessments are also shared.</p><p><strong>Methods: </strong>6,679 raw student performance scores (RSPS) were collected from two Colleges of Pharmacy (COPs) across a 2-year period where both COPs used an identical CAPE-based APPE evaluation tool with traditional letter grading (TLG), and a 2-year post-EPA implementation period where one COP also implemented HPFG (COP 1) and the other (COP 2) continued TLG. The change in RSPS vs baseline was compared between the Years 1-2 timeframe to 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 were also compared across the two 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 to the COP maintaining TLG. A multiple regression model identified a lack of significant association between RSPS and grading system, while controlling for COP, rotation category, and 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 college of pharmacy implementing EPA-based APPE evaluations.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101446"},"PeriodicalIF":3.8,"publicationDate":"2025-06-25","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":"Shifting the Leadership Assessment Paradigm in Doctor of Pharmacy Curricula.","authors":"Kristin K Janke, Robert A Bechtol, Kathryn J Smith","doi":"10.1016/j.ajpe.2025.101443","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101443","url":null,"abstract":"<p><strong>Objectives: </strong>Leadership brings about direction, alignment, and/or commitment. Observing and assessing leadership, in context, over time, is challenging. In this review, we take a critical stance. We move beyond describing leadership-related measurement tools, and argue that an effective leadership assessment process involves: shifting from an attainment approach, broadening educational outcomes, and examining new techniques for assessment and program evaluation.</p><p><strong>Findings: </strong>Pharmacy education has typically approached assessment from an attainment perspective, setting a desired performance level for all students to achieve. But leadership learning does not progress linearly - it is dynamic and requires repeated application of complex skills over a lifetime. Therefore, a shift to a growth-focused assessment approach is needed. Quality self-assessments can help instructors understand a student's status, and fuel student growth. Growth-focused assessment may also include program-level coordination of assignments, collection of leadership-related work products over time (e.g., cumulative coversheets, patchwork text assessment), and feedback from multiple assessors. Entry-to-practice goals include the beginnings of a leadership identity and a commitment to ongoing leadership development. In addition, the impact of leadership education can be more fully captured with an extended taxonomy of education outcomes, including relational and affective outcomes. To support program improvements, strong program evaluation can provide insight into whether, how, and why leadership learning occurs. Seven areas are identified to move leadership learning assessment forward.</p><p><strong>Summary: </strong>Shifting the student learning assessment paradigm in leadership education will require inquiry, debate, and action using the collective wisdom and expertise of assessment professionals and leadership educators.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101443"},"PeriodicalIF":3.8,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144509561","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 evaluation of a virtual privilege walk activity.","authors":"Harjit Kaur Khera, Vivienne Mak, Daniel Thomas Malone","doi":"10.1016/j.ajpe.2025.101450","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101450","url":null,"abstract":"<p><strong>Introduction: </strong>Privilege walks can encourage self-reflection about privilege, but may cause discomfort amongst participants as they observe disparities between one another.</p><p><strong>Aims: </strong>To evaluate the usefulness of a teaching activity that included an anonymous virtual privilege walk, in order to encourage students to reflect on privilege as a concept in healthcare.</p><p><strong>Methods: </strong>30 privilege walk statements were as developed and built into a virtual privilege walk to allow students to confidentially see their results compared to the whole cohort. The virtual privilege walk and a reflective activity was undertaken by first year pharmacy students, while before, immediately after and 9 months later, students completed a 16-item inclusiveness and oppression survey. This survey was designed to measure four factors: 1. Confidence in knowledge and understanding of inclusiveness, 2. Awareness of inclusiveness and oppression, 3. Opinions on pharmacy counselling and congruence between pharmacist and client, and 4. Opinions on pharmacists' roles in promotion and support of inclusiveness.</p><p><strong>Results: </strong>When comparing paired data pre and post teaching activity, there was a significant increase in factors 1, 2 and 4, but a decrease in factor 3 post-activity compared with pre-activity. Data from students that completed the survey again 9 months after the activity revealed an increased in factor 1, no change in factors 2 and 4, and a decrease in factor 3.</p><p><strong>Discussion: </strong>Confidence in knowledge and understanding of, awareness of and opinions on pharmacists' role in the support of inclusiveness were all improved after students undertook and reflected on the privilege walk.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101450"},"PeriodicalIF":3.8,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144512800","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":"NAPLEX Practice Analysis and Determining the Knowledge and Skills Expected of an Entry-Level Pharmacist","authors":"Karen S. Fiano ,&nbsp;Lynn Kassel ,&nbsp;Mary Barna Bridgeman ,&nbsp;Angela Maria McBride ,&nbsp;Katherine Lampman ,&nbsp;Rachel Antypas ,&nbsp;Winter J. Smith ,&nbsp;Elizabeth Ferro ,&nbsp;Jason S. Sprouse ,&nbsp;Brianna Lewis ,&nbsp;Robert C. Brucia","doi":"10.1016/j.ajpe.2025.101438","DOIUrl":"10.1016/j.ajpe.2025.101438","url":null,"abstract":"<div><h3>Objective</h3><div>To describe the results of a practice analysis defining the knowledge, skills, and abilities expected of entry-level pharmacists and the development of the resultant North American Pharmacist Licensure Examination (NAPLEX) content outline (CO).</div></div><div><h3>Methods</h3><div>The National Association of Boards of Pharmacy convened a representative panel of pharmacists (<em>n</em> = 14) to create a practice analysis document and CO. Panel experience, current NAPLEX competency statements, and guiding documents were used in the process. A survey was administered to a large sample of practicing pharmacists to validate the CO and determine final weights for each domain. Respondents selected a relevance rating for the lowest content domain level on a four-point Likert scale (1 = not at all relevant; 4 = very relevant). Survey results were used to develop the final CO, which was approved by the National Association of Boards of Pharmacy to guide NAPLEX development.</div></div><div><h3>Results</h3><div>A practice analysis document was created listing 5 content domains along with the tasks, knowledge, and skills associated with each domain. A total of 1950 pharmacists fully or partially completed the survey and provided relevance ratings for the lowest level of each content domain (<em>n</em> = 54). The mean relevance rating was 3.25 (SD = 0.42; range 2.22 to 3.85), indicating a high degree of relevance for each content domain to practice. A final CO was created, which is used to define content areas to be assessed on the NAPLEX.</div></div><div><h3>Conclusion</h3><div>A practice analysis process produced valuable resources for defining the expected knowledge, skills, and abilities for entry-level pharmacists. These resources can be utilized by educators to prepare graduates for the NAPLEX.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101438"},"PeriodicalIF":3.8,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144499476","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":"AACP Argus Commission Forecast 2025.","authors":"Todd D Sorensen, Craig D Cox, Stuart T Haines, Anne Y F Lin, Russell B Melchert, Vicki Ellingrod, Michelle Z Farland, Brian A Hemstreet, Rae R Matsumoto, Melissa Somma McGivney, Parisa Vatanka, Lee C Vermeulen","doi":"10.1016/j.ajpe.2025.101441","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101441","url":null,"abstract":"<p><p>The American Association of Colleges of Pharmacy charged its Argus Commission (comprised of the past 5 AACP Presidents) to conduct an environmental scan of the pharmacy academy, and to develop a forecast, providing substantive guidance to colleges and schools of pharmacy in their strategic, academic, and research planning and visioning. The forecast was informed by a survey of over 400 leaders, faculty, and staff at all AACP member colleges and schools of pharmacy. Utilizing methods employed by other associations, the survey provided the wisdom of the crowd to predict phenomena that will impact the pharmacy academy over the next 5 years. Survey items focused on broad, over-arching issues facing the pharmacy academy, as well as specific concerns in pharmacy education, practice, and research. Members of the Argus Commission, along with invited guest authors, reviewed the survey results and have offered observations and detailed predictions of future events. Topics included in the forecast consist of the financial future of pharmacy education, trends in the delivery of pharmacy education, workforce issues in pharmacy practice, research funding, and future core competencies for graduate education. A focused section of the Forecast addresses the future of artificial intelligence (AI) in pharmacy education, practice, and research. This forecast is intended to provide reliable and innovative predictions that can be informative for proactive strategic planning for AACP and at all individual colleges and schools of pharmacy.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101441"},"PeriodicalIF":3.8,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144499475","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":"A Conversation With the 2025 Rufus A. Lyman Award Authors","authors":"Gayle A. Brazeau ,&nbsp;Elizabeth Alida Stern","doi":"10.1016/j.ajpe.2025.101440","DOIUrl":"10.1016/j.ajpe.2025.101440","url":null,"abstract":"<div><div>Each year, the <em>American Journal of Pharmaceutical Education</em> awards the Rufus A. Lyman Award to the best paper from the previous year. This commentary, derived from an interview with the members of a successful research collaboration, not only provides insight to our Academy into the elements necessary for developing and maintaining a successful research collaboration from the development of the project through publication but also offers practical advice and guidance on how faculty members can develop and sustain these research teams and how individuals can improve their skills and abilities as authors. The authors who received the Rufus A. Lyman Award share their experiences and strategies, making this commentary a beacon for all those interested in research collaborations and improving writing skills in the field of pharmacy education.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101440"},"PeriodicalIF":3.8,"publicationDate":"2025-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144369574","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.2025.101434","DOIUrl":"10.1016/j.ajpe.2025.101434","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101434"},"PeriodicalIF":3.8,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144369575","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":"Course Development and Integration of a Skills-Based Assessment for an Elective Palliative Care Course","authors":"Maria Felton Lowry ,&nbsp;Jennifer Pruskowski ,&nbsp;Rene Claxton ,&nbsp;Lucas A. Berenbrok","doi":"10.1016/j.ajpe.2025.101439","DOIUrl":"10.1016/j.ajpe.2025.101439","url":null,"abstract":"<div><h3>Objective</h3><div>To develop and pilot a novel palliative care elective course and assess its impact on third professional year (P3) student pharmacists’ attitudes and skills in palliative care using skills-based assessment methods and course evaluations.</div></div><div><h3>Methods</h3><div>Faculty from the University of Pittsburgh School of Pharmacy implemented a semester-long (15-week) elective course in palliative care delivered by an interdisciplinary team of palliative care clinicians. Students were evaluated through pre and poststandardized patient assessments, and the Wilcoxon signed-rank test was used to compare pre and postassessment scores. Students completed postcourse evaluations, and content was analyzed to transform student-perceived learning takeaways into themes.</div></div><div><h3>Results</h3><div>Twenty-two students participated in the course across the years 2023 and 2024. Pre and postassessment data from a standardized patient activity showed improvement in student palliative care skills, including patient assessment, formulating pharmacologic recommendations, verbal communication, and written documentation of recommendations after participating in the elective course. Seven themes were identified through content analysis of student evaluations, which encompassed knowledge gained in areas of both generalist and specialist palliative care.</div></div><div><h3>Conclusion</h3><div>Integrating skills-based assessment was an objective way to assess the impact of our palliative care elective course on student pharmacist skill development. The course improved student attitudes and skills in palliative care, as evidenced by course evaluations and skills-based assessments.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101439"},"PeriodicalIF":3.8,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144340725","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":"Entrusting Pharmacy Trainees: Exploring Expectations of Entrustment Across the Pharmacy Intern Year in Australia","authors":"Tarik Al-Diery ,&nbsp;Sally Marotti ,&nbsp;Debra Rowett ,&nbsp;Jacinta L. Johnson","doi":"10.1016/j.ajpe.2025.101437","DOIUrl":"10.1016/j.ajpe.2025.101437","url":null,"abstract":"<div><h3>Objective</h3><div>To explore the expected level of entrustment and the corresponding degree of supervision for trainees at designated milestones during their pharmacy internship.</div></div><div><h3>Methods</h3><div>Registered and provisionally registered (intern) pharmacists in Australia were invited to participate in an anonymous online questionnaire. Participants articulated the level of supervision they expect an intern pharmacist to achieve for the three Entrustable Professional Activities (EPAs) included in the Australian Pharmacy Council workplace-based assessment tools using the 5-level entrustment scale. These three EPAs are dispensing medicines, compounding pharmaceutical products, and providing medication counseling.</div></div><div><h3>Results</h3><div>A total of 302 responses were received (82 intern pharmacists and 220 registered pharmacists). Intern pharmacists’ self-perceived level of entrustment was higher than the level expected by registered pharmacists at the midpoint and conclusion of intern training for the dispensing and compounding EPAs. Pharmacists in community pharmacy and hospital dispensary settings expected intern pharmacists to practice with more autonomy compared to hospital clinical pharmacists at the conclusion of intern training for the compounding and counseling EPAs. A medium level of consensus (50%–74.9% overall agreement at any one entrustment level) was reached by all pharmacists regarding the expected level of entrustment of intern pharmacists at different time points in training for all three EPAs.</div></div><div><h3>Conclusion</h3><div>There is a lack of consensus among registered pharmacists regarding the level of supervision expected of intern pharmacists at defined time points in training. Entrustment decisions by registered pharmacists may vary depending on the practice setting. Intern pharmacists’ self-perceived entrustment of their performance was higher than that of registered pharmacists, highlighting the need for further research to explore the existing gap between supervisor and trainee perceptions of supervision requirements.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101437"},"PeriodicalIF":3.8,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144487220","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’ Experience with Using Artificial Intelligence for Pharmacogenetic Counseling in a Skills Laboratory Course","authors":"Lama Basalelah ,&nbsp;Lauren M. Caldas ,&nbsp;Alexis N. Crawford ,&nbsp;Dayanjan Wijesinghe ,&nbsp;Krista L. Donohoe","doi":"10.1016/j.ajpe.2025.101436","DOIUrl":"10.1016/j.ajpe.2025.101436","url":null,"abstract":"<div><h3>Objective</h3><div>To describe third-year student pharmacists’ experiences using PharmTutorAI.com's Gene Counsel artificial intelligence (AI) tool for simulated pharmacogenetic counseling sessions in a skills laboratory course.</div></div><div><h3>Methods</h3><div>During the Fall semester of the 2023–2024 academic term, third-year student pharmacists completed 3 pharmacogenetic counseling cases focused on cardiovascular conditions, psychiatry, and epilepsy—using PharmTutorAI.com. Each case was graded and scored by the AI out of 40 points. Students were asked to complete an optional survey assessing their perceptions of AI use in this learning simulation and if they would recommend it. Open-ended survey questions were also included. Data were analyzed using KoNstanz Information MinEr and Python. Descriptive statistics were applied.</div></div><div><h3>Results</h3><div>A total of 71 out of 72 students (98.6%) completed all 3 Gene Counsel AI pharmacogenetic counseling cases and the associated survey. Mean scores (out of 40) were 38.2 ± 1.5 for the cardiovascular case, 38.1 ± 1.9 for the psychiatry case, and 37.3 ± 4.9 for the epilepsy case. When asked about counseling preferences, 65.2% of students preferred both human subjects and PharmTutorAI.com cases, 24.6% preferred AI alone, and 10% preferred human-only interaction.</div></div><div><h3>Conclusion</h3><div>Students performed well on the AI-based pharmacogenetic counseling cases and expressed predominantly positive perceptions of the activity. The Gene Counsel AI tool successfully reduced faculty workload by eliminating the need for multiple facilitators per session, while enabling students to engage in multiple pharmacogenetic counseling scenarios rather than just one.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101436"},"PeriodicalIF":3.8,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144487221","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}