American Journal of Pharmaceutical Education最新文献_第4页

Exploring Instructor-Led Team Formation and Task Assignment to Enhance Group Dynamics in Pharmacy Problem-Based Learning

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-20 DOI: 10.1016/j.ajpe.2025.101377

Yuki Shimomura , Miho Utsumi

{"title":"Exploring Instructor-Led Team Formation and Task Assignment to Enhance Group Dynamics in Pharmacy Problem-Based Learning","authors":"Yuki Shimomura , Miho Utsumi","doi":"10.1016/j.ajpe.2025.101377","DOIUrl":"10.1016/j.ajpe.2025.101377","url":null,"abstract":"<div><h3>Objective</h3><div>This study investigates how different team grouping methods and task assignments affect group dynamics, specifically focusing on the presence of free riders and active learners (students who fully engage and contribute to the group).</div></div><div><h3>Methods</h3><div>This study was conducted in 2020 as part of a problem-based learning program in physical chemistry and pharmaceutics. A total of 255 second-year students were randomly assigned to 1 of 3 groups: (1) motivation-based, (2) grade-based, and (3) random. They were then divided into teams based on career prospects, academic performance, radom assignment. Data were collected using postprogram questionnaires which included demographic information, learning behaviors, and peer evaluations. Statistical analyses, including χ<sup>2</sup> tests and analysis of variance, were used to compare group dynamics and learner characteristics. Qualitative comments on team performance were analyzed through coding and categorization.</div></div><div><h3>Results</h3><div>The grade-based group had the highest number of free riders, whereas the motivation-based group had the most active learners. Free riders demonstrated lower grades and self-evaluations, whereas active learners exhibited higher grades and leadership roles. Motivation-based grouping, which aligns team tasks with students' career prospects, was associated with higher engagement and fewer free riders. Grouping students based on career prospects promoted active learning, whereas grouping by academic performance increased free riding.</div></div><div><h3>Conclusion</h3><div>Grouping students from various academic performance levels may not yield positive outcomes, whereas grouping based on career prospects has the potential to enhance student motivation and engagement.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 4","pages":"Article 101377"},"PeriodicalIF":3.8,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143477259","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}

引用次数: 0

A Reflective Approach to Enhancing Didactic Remediation

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-18 DOI: 10.1016/j.ajpe.2025.101375

Katelyn M. Alexander , Lauren B. Angelo , Jeremy A. Hughes

{"title":"A Reflective Approach to Enhancing Didactic Remediation","authors":"Katelyn M. Alexander , Lauren B. Angelo , Jeremy A. Hughes","doi":"10.1016/j.ajpe.2025.101375","DOIUrl":"10.1016/j.ajpe.2025.101375","url":null,"abstract":"<div><div>Approaches to remediation have become increasingly important as the Academy responds to continued admissions pressures and progression monitoring by various accreditation bodies. Remediation is often driven by multifaceted issues, including enrollment numbers, academic preparedness, learner resiliency, efficacy of online delivery, graduation rates, and licensure examination success. Attitudes toward remediation may differ among faculty and students, and perspectives vary widely depending on the stakeholder group and across institutions. Each program has nuances and critical issues that make the challenges of remediation unique, and individualized approaches are often needed when defining the process for remediation. Recognizing this is a complicated issue, reframing the approach to remediation may help uncover various aspects of remediation that can be enhanced. A toolkit targeting remediation approaches for didactic coursework is provided that can be used to help programs navigate the stages of the remediation process and associated policy development. Application of the goals, reality, options, wrap-up/way forward model to identify opportunities to improve didactic remediation is described. Recognizing that there is no one-size-fits-all approach to remediation, taking a more customized approach to identify feasible and realistic options for a specific program’s needs is the focus of this commentary. A framework for designing and reflecting on didactic remediation approaches is threaded throughout.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 4","pages":"Article 101375"},"PeriodicalIF":3.8,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469889","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}

引用次数: 0

Threshold Concepts as a Framework for Understanding the Internal Work of Learners’ Professional Identity Formation

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-11 DOI: 10.1016/j.ajpe.2025.101369

Natalie Kennie-Kaulbach , Kristin K. Janke

{"title":"Threshold Concepts as a Framework for Understanding the Internal Work of Learners’ Professional Identity Formation","authors":"Natalie Kennie-Kaulbach , Kristin K. Janke","doi":"10.1016/j.ajpe.2025.101369","DOIUrl":"10.1016/j.ajpe.2025.101369","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to provide pharmacy educators with an understanding of threshold concepts as a framework that can help understand and support the internal work involved in professional identity formation (PIF).</div></div><div><h3>Findings</h3><div>Threshold concepts are transformative and troublesome concepts critical to the transition from trainee to practitioner. In particular, threshold concepts shed light on the individual, recursive, and transformational processes learners undertake while they grapple with important professional practices as they explore what it means to be a pharmacist. While there has been limited discussion in pharmacy education, health professions education literature has described threshold concepts related to ways of practicing and PIF.</div></div><div><h3>Summary</h3><div>Pharmacy educators can use the framework of threshold concepts to better understand the learner’s developmental process (ie, their internal work, pathway, and trajectory) in coming to “think, act, and feel” like a pharmacist. Future work can further explore and define essential threshold concepts for pharmacy.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 3","pages":"Article 101369"},"PeriodicalIF":3.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143416222","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}

引用次数: 0

Connecting Power Types and Leadership Approaches in Academia Can Enhance Our Influence and Maximize Impact

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-09 DOI: 10.1016/j.ajpe.2025.101368

Tonya Jackson , Miriam Purnell , David G. Fuentes , Jeremy A. Hughes

{"title":"Connecting Power Types and Leadership Approaches in Academia Can Enhance Our Influence and Maximize Impact","authors":"Tonya Jackson , Miriam Purnell , David G. Fuentes , Jeremy A. Hughes","doi":"10.1016/j.ajpe.2025.101368","DOIUrl":"10.1016/j.ajpe.2025.101368","url":null,"abstract":"<div><div>Power types are systems of influence that leaders can use when faced with an opportunity or challenge; thus, power types can be viewed as tools in a leader’s toolbox. Each tool has a unique purpose and can be used depending on the situation at hand. Just as individual strengths, leadership styles, and preferences among leaders, no one power type is better or worse than another. Although there is substantial discussion about leadership styles and personality preferences in the academic pharmacy literature, little is said about the use of power types in higher education administration, and even less in health professions education administration. Leaders across the Academy can benefit from understanding how to exert influence using various power-type approaches, whether they hold formal administrative positions or lead and influence without formal leadership titles. This commentary focuses on identifying approaches to power, distinct from leadership styles, and calls on both individual leaders and the Academy to integrate power types and power dynamics more coherently into conversations about leadership and leadership approaches. Like leadership styles and strengths, power types can be helpful when leaders are at their best and can work against them in times of stress. Understanding power types, along with their benefits and drawbacks, can help leaders at all levels better use their power, express their voice, and influence their locus of control.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 3","pages":"Article 101368"},"PeriodicalIF":3.8,"publicationDate":"2025-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392250","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}

引用次数: 0

Impact of Curricular Content Reduction on Student-Reported Mental and Physical Health

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-07 DOI: 10.1016/j.ajpe.2025.101367

Taylor D. Steuber , Daniel J. Trujillo , Erika L. Kleppinger , Miranda R. Andrus , Nathan A. Pinner , Lori B. Hornsby , Emily K. McCoy , Lea S. Eiland

{"title":"Impact of Curricular Content Reduction on Student-Reported Mental and Physical Health","authors":"Taylor D. Steuber , Daniel J. Trujillo , Erika L. Kleppinger , Miranda R. Andrus , Nathan A. Pinner , Lori B. Hornsby , Emily K. McCoy , Lea S. Eiland","doi":"10.1016/j.ajpe.2025.101367","DOIUrl":"10.1016/j.ajpe.2025.101367","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to assess the impact of curricular content reduction in a 3-year integrated course sequence in a Doctor of Pharmacy curriculum on student-reported mental and physical health.</div></div><div><h3>Methods</h3><div>A 3-hour, 5-days-a-week integrated course sequence spanning 3 years of a curriculum was transitioned to a 3-hour, 4-days-a-week course, representing 207 h of reduced in-class time. After implementation, first- through third-year student pharmacists were asked to complete a 23-item voluntary survey regarding the impact of the curricular change on their mental and physical health, how they spent time on the non–Integrated Learning Experience course day, and additional demographic and social characteristics. Respondents were asked to participate in follow-up focus group sessions to elucidate the findings of the survey.</div></div><div><h3>Results</h3><div>A total of 197 students (50.3% response rate) representing the classes of 2024, 2025, and 2026 responded to the survey, and 15 students participated in 1 of 4 focus group sessions. Most students indicated a preference for the 4-days-a-week over the 5-days-a-week course and reported improvement in mental and physical health during the 4-days-a-week course. Most students used the additional time to study or complete assignments, while many third-year students used it to work, but many also used it to complete personal errands and activities, which led to a positive impact on their well-being.</div></div><div><h3>Conclusion</h3><div>Student self-reported mental and physical health improved with a reduction in curricular content by 1 course session (3 h) per week.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 3","pages":"Article 101367"},"PeriodicalIF":3.8,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143384158","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}

引用次数: 0

A Narrative Review of Pharmacy Identity and the PharmD Experiment

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-01 DOI: 10.1016/j.ajpe.2024.101351

Timothy J. Bloom , Clark Kebodeaux , Mark Munger , Mary Douglass Smith , Misty Stutz , Jamie Wagner

{"title":"A Narrative Review of Pharmacy Identity and the PharmD Experiment","authors":"Timothy J. Bloom , Clark Kebodeaux , Mark Munger , Mary Douglass Smith , Misty Stutz , Jamie Wagner","doi":"10.1016/j.ajpe.2024.101351","DOIUrl":"10.1016/j.ajpe.2024.101351","url":null,"abstract":"<div><h3>Objectives</h3><div>This narrative review summarizes the evolution of pharmacy education in response to the development of patient-focused pharmacy practice. It examines outcomes of the switch to Doctor of Pharmacy (PharmD)-only education, and discusses whether the needs of society and the profession are being met by that change.</div></div><div><h3>Findings</h3><div>The development of the PharmD degree paralleled the evolution of clinical pharmacy practice, with an emphasis on patients rather than products. Advocates of abandoning the Bachelor of Science in Pharmacy for the PharmD-only model predicted pharmacists would be able to devote full attention to serving patients’ pharmaceutical care needs. Preparing all pharmacists with a doctoral-level education was also anticipated to clarify their abilities and contributions in the minds of the public and other health care professionals. Skeptics warned of underutilization of pharmacist skills and stagnation of pharmacists involved in technical dispensing functions.</div></div><div><h3>Summary</h3><div>Nursing in the United States (US) and pharmacy in other countries offer models of tiered educational credentials and practice responsibilities that could clarify the connection between pharmacists’ education and responsibilities in the minds of the public. This tiering could be achieved through stepwise pharmacy degrees, or through intentional and consistent enhancement of the education and roles of pharmacy technicians. Several US states have already increased the responsibilities permitted to pharmacy technicians in support of a pharmacist supervisor.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101351"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143292057","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}

引用次数: 0

Analysis of Experiential Education Absence Policies for Mental Health Criteria 体验式教育缺勤政策对心理健康标准的影响分析。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-01 DOI: 10.1016/j.ajpe.2024.101343

Paula Paseiro, Suzanne C. Harris, Kathryn Fuller

{"title":"Analysis of Experiential Education Absence Policies for Mental Health Criteria","authors":"Paula Paseiro, Suzanne C. Harris, Kathryn Fuller","doi":"10.1016/j.ajpe.2024.101343","DOIUrl":"10.1016/j.ajpe.2024.101343","url":null,"abstract":"<div><h3>Objective</h3><div>This study investigates the language used in experiential education resources from 144 Accreditation Council for Pharmacy Education-accredited Schools of Pharmacy regarding mental health-related absences. While attendance policies at Schools of Pharmacy accommodate medical conditions, the lack of explicit mental health language can leave students uncertain about what is considered excused.</div></div><div><h3>Methods</h3><div>This narrative review examined experiential education resources, including student handbooks and syllabi obtained from institutional websites. Content analysis focused on identifying policies, procedures, and accommodations for mental health absences, with key themes coded to highlight mental health-explicit language.</div></div><div><h3>Results</h3><div>The study found that 55% of available documents explicitly stated experiential education attendance requirements but only 3% included explicit mental health terminology for absences. Commonly used terms were nonmental health specific, such as ‘illness’ and ‘medical emergency.’ This highlights a lack of explicit mental health language in experiential education attendance policies and the need for further research on its impact on students’ absence requests for mental health reasons.</div></div><div><h3>Conclusion</h3><div>This research contributes to discussions on enhancing mental health support in higher education, aiming to normalize mental health as a criterion for excused absences in pharmacy programs.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101343"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142815138","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}

引用次数: 0

Validity in Question: Is Pharmacy Educational Research Meeting the Standards?

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-01 DOI: 10.1016/j.ajpe.2024.101350

Kamila A. Dell , Gwendolyn A. Wantuch , Neal Benedict , Michael J. Peeters

{"title":"Validity in Question: Is Pharmacy Educational Research Meeting the Standards?","authors":"Kamila A. Dell , Gwendolyn A. Wantuch , Neal Benedict , Michael J. Peeters","doi":"10.1016/j.ajpe.2024.101350","DOIUrl":"10.1016/j.ajpe.2024.101350","url":null,"abstract":"<div><h3>Objective</h3><div>We aimed to quantify the rate of validity evidence reporting for educational testing described in pharmacy education literature and determine if this has changed over a 10-year period.</div></div><div><h3>Methods</h3><div>Articles published between 2019 and 2021 in 5 pharmacy education journals were reviewed to identify studies which reported the use of educational testing for knowledge, skills, and/or abilities. Two investigators independently screened and coded each included article for validity evidence sources reported based on the <em>Standards for Educational and Psychological Testing</em>.</div></div><div><h3>Results</h3><div>Overall, 1467 articles were screened, wherein 22% (326/1467) reported use of educational testing. Of the articles included, almost one-third (30%) reported 2 or more sources of validity evidence and another 39% reported only 1 source. Validity evidence for content was most frequently reported (54%), while validity evidence for Internal Structure, including reliability, was reported much less often (17%). Alarmingly, many articles (31%) did not report <em>any</em> source of validity evidence for their student learning assessments. Compared to a decade ago, fewer articles reported validity evidence for their student learning assessments.</div></div><div><h3>Conclusion</h3><div>Despite the critical role of validity evidence in ensuring accurate interpretation of educational testing, its reporting in pharmacy education literature remains inconsistent and has declined over the past decade. Since accurate test score interpretation requires validity evidence, its absence undermines the credibility and impact of research findings. Scholars, journal reviewers, and journal editors should better ensure research reports include validity evidence when inferences are made from learning assessment scores.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101350"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143292289","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}

引用次数: 0

Insights and Questions for Success in a Pharmacy Academic Career 见解和问题，成功在药学学术生涯。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-01 DOI: 10.1016/j.ajpe.2025.101358

Gayle A. Brazeau , Evan T. Robinson

引用次数: 0

Creating, Implementing, and Assessing an Elective Queer-iculum: Creating Change Agents Through Pharmacy Education 创建、实施和评估一个可选的酷儿课程：通过药学教育创造变革媒介。

IF 3.8 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-02-01 DOI: 10.1016/j.ajpe.2025.101356

Christopher G. Medlin , Heather Howell , Delilah Knapp , Gabriel Frietze

{"title":"Creating, Implementing, and Assessing an Elective Queer-iculum: Creating Change Agents Through Pharmacy Education","authors":"Christopher G. Medlin , Heather Howell , Delilah Knapp , Gabriel Frietze","doi":"10.1016/j.ajpe.2025.101356","DOIUrl":"10.1016/j.ajpe.2025.101356","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to detail the creation and implementation of a lesbian, gay, bisexual, transgender, queer or questioning, intersex, and asexual (LGBTQIA+) health elective course at a Hispanic-serving institution and assess its preliminary impact on Doctor of Pharmacy student attitudes and perceptions of LGBTQIA+ health care.</div></div><div><h3>Methods</h3><div>An 8-week course covering various topics related to LGBTQIA+ health care was designed and delivered to second- and third-year Doctor of Pharmacy students who voluntarily enrolled in the course from June to July 2023. As part of an institutional review board–approved pilot study, the enrolled students completed an electronic survey before and after the elective, assessing student pharmacists’ perceptions of personal capabilities and attitudes as well as curriculum exposure for several LGBTQIA+ health care–related topics.</div></div><div><h3>Results</h3><div>Several strong correlations emerged in the current study, ranging from −.87 to .90. In the assessment of personal and pharmacist capabilities toward providing LGBTQIA+ health care, there were no significant differences identified in perceived capabilities before and after the elective course; however, several promising themes emerged, including professional identity formation, allyship, and existing concerns and challenges.</div></div><div><h3>Conclusion</h3><div>The findings highlight the importance of effectively utilizing a didactic curriculum to increase exposure to LGBTQIA+ health to address knowledge gaps, increase confidence, and reduce stigma toward the LGBTQIA+ community. Schools and colleges of pharmacy should increase capacity for building elective courses that address health equity in marginalized communities through multiple modalities, including community engagement, advocacy, clinical simulation, and pharmacotherapy.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101356"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142967392","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}

引用次数: 0