American Journal of Pharmaceutical Education最新文献

{"title":"Using Politeness Theory to Deconstruct How Preregistrant Pharmacists Approach Disagreement in the Workplace","authors":"Yannee Liu ,&nbsp;Averil Grieve ,&nbsp;Steven Walker ,&nbsp;Harjit Khera ,&nbsp;Mahbub Sarkar ,&nbsp;Eugene Ong ,&nbsp;Angelina S. Lim","doi":"10.1016/j.ajpe.2024.101303","DOIUrl":"10.1016/j.ajpe.2024.101303","url":null,"abstract":"<div><h3>Objective</h3><div>Using politeness theory, this study investigates how preregistrant pharmacists engage in workplace disputes.</div></div><div><h3>Methods</h3><div>Overall, 56 students participated in 2 mock job judgment scenarios. In scenario A (<em>n</em> = 25), the conflict was with a colleague of lower hierarchical status, while in scenario B (<em>n</em> = 32), the conflict was with a colleague of equal hierarchical status. Using politeness theory, responses were coded into 3 tiers: (1) engagement in the face-threatening act (FTA); (2) use of on/off-record approaches; and (3) communicative strategies. For tier 1, reasons for engaging in the FTA were also coded.</div></div><div><h3>Results</h3><div>89% of the participants indicated they would unequivocally engage in the FTA. For scenario A, the pharmacist’s roles and responsibilities (40%) and for scenario B, situational urgency/safety (65%) were the key drivers. Scenario A participants were more likely to use an on-record approach (80%) than those in scenario B (68%). Empathetic approaches (56%) were more common in scenario A, while explanatory approaches (64%) were more frequent in scenario B.</div></div><div><h3>Conclusion</h3><div>This study shows that preregistrant pharmacists are aware of the principles of face-work. While the study only reflects what participants believe they would do, not their actual ability in professional disputes, it supports current research that students need simulated low-stakes opportunities to practice communication skills before entering the workplace, especially where situational urgency is present. Integration of politeness theory in workshop and feedback design could help students to link awareness to actual interaction, although the theory should be expanded to integrate urgency as a factor impacting all levels of interactional decision-making.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101303"},"PeriodicalIF":3.8,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142382560","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":"Tools for Success in Experiential Education for PharmD Students With Trauma and Adverse Childhood Events (ACEs)","authors":"K. Ashley Garling","doi":"10.1016/j.ajpe.2024.101302","DOIUrl":"10.1016/j.ajpe.2024.101302","url":null,"abstract":"<div><div>In the past 5 years, new priorities for student wellness, burnout prevention, and improved mental health have become top priorities for experiential learning. Individual students' academic resilience is a critical aspect of these student factors. Self-regulatory skills like emotion regulation and executive functioning are vital underlying resilience processes. Preceptors, faculty, and administration should assess threats to academic resilience, such as adverse childhood experiences (ACEs) and trauma, to ensure students' optimal outcomes in experiential learning. This article uses the recognizing, responding, and preventing re-traumatization principles from the Substance Abuse and Mental Health Services Administration (SAMHSA) concept of a trauma-informed approach to provide tools for success for pharmacy students living with trauma and ACEs. Preceptor tools for students living with trauma and ACEs are designed to proactively recognize trauma responses, whether they occur in isolated incidences or of a chronic nature. Screening and assessment can identify students preemptively who may need extra support, resources, and tools for academic resilience. Responding to a student's disclosure with a disclosure plan will lay the groundwork for a safe and productive encounter. During the encounter, prevent re-traumatization by being up to date on sensitive and appropriate language while providing daily logistical tools for success in an experiential practice rotation. Little is known about the specific effects of ACEs on self-regulation, resilience, and executive function in Doctor of Pharmacy students. However, preceptors can provide tools to develop students' academic resilience and improve their educational outcomes in experiential learning.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101302"},"PeriodicalIF":3.8,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142376381","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":"Leading Across Health Professions: Reflections on Opportunities and Challenges","authors":"Anastasia Rivkin ,&nbsp;Margarita V. DiVall","doi":"10.1016/j.ajpe.2024.101300","DOIUrl":"10.1016/j.ajpe.2024.101300","url":null,"abstract":"<div><div>Pharmacy leaders are well equipped to serve as academic leaders overseeing additional health profession programs and/or faculty. Organizing multiple health professions programs under one umbrella offers a number of opportunities, such as efficiencies in financial and human resources, expanded and more diverse leadership talent which offers advantages in succession planning, organizational effectiveness in its operations, expanded opportunities for interprofessional education and collaborations in research and scholarship, greater visibility as a partner for establishing pipeline agreements and clinical partners affiliations, and personal professional development and growth for those in senior leadership positions. However, pharmacy academic leaders with oversight over multiple health professions programs and faculty also face challenges in understanding the professional identities and culture of their faculty, complexities of equity of workload across numerous departments, mistrust from departments other than pharmacy, and their own increased workload and possible burnout. The American Association of Colleges of Pharmacy has recently established a new Multi-Professional Health Care Administrative Leaders Connect Community, which should be further promoted to increase membership. Programming to allow additional networking, sharing of best practices, mentorship and professional development of leaders who oversee, or aspire to oversee, multiple health professions programs can be beneficial. Further research can describe different models of organizing multiple health professions programs and identify best practices for successful organizational and operational structures.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101300"},"PeriodicalIF":3.8,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142376380","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":"Address of the President-Elect at the 2024 AACP Annual Meeting: Reach Out, Engage, and Elevate Through Interconnectedness","authors":"Anandi V. Law ,&nbsp;Elizabeth Alida Stern ,&nbsp;Gayle A. Brazeau","doi":"10.1016/j.ajpe.2024.101295","DOIUrl":"10.1016/j.ajpe.2024.101295","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101295"},"PeriodicalIF":3.8,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142373639","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":"Gender Equity Perceptions Among Social and Administrative Sciences Pharmacy Faculty: An AACP-APhA Task Force Report","authors":"Lourdes G. Planas ,&nbsp;Elizabeth J. Unni ,&nbsp;Jamie C. Barner ,&nbsp;Tyan F. Thomas ,&nbsp;Radhika Devraj ,&nbsp;Ana C. Quiñones-Boex ,&nbsp;Michelle L. Blakely ,&nbsp;Michelle A. Clark ,&nbsp;Adriane N. Irwin ,&nbsp;Terri S. Moore ,&nbsp;Karen Nagel-Edwards ,&nbsp;Katie J. Suda ,&nbsp;David Zgarrick ,&nbsp;Henry N. Young ,&nbsp;David P. Nau ,&nbsp;Terri L. Warholak","doi":"10.1016/j.ajpe.2024.101301","DOIUrl":"10.1016/j.ajpe.2024.101301","url":null,"abstract":"<div><h3>Objective</h3><div>The American Association of Colleges of Pharmacy’s Social and Administrative Sciences Section and the American Pharmacists Association-Academy of Pharmaceutical Research and Science’s Economic, Social and Administrative Sciences Section formed a Gender Equity Task Force to determine if there is evidence to suggest that there is gender disparity in pay; responsibilities; treatment by peers/colleagues, students, and administration; leadership opportunities; and rank, tenure status, and career advancement for Section members; and to develop recommendations to address existing disparities.</div></div><div><h3>Methods</h3><div>A Qualtrics survey was emailed in December 2020 to all American Association of Colleges of Pharmacy’s Social and Administrative Sciences and American Pharmacists Association-Academy of Pharmaceutical Research and Science’s Economic, Social and Administrative Sciences Section members. The questionnaire included items regarding favorability toward men or women in various academic domains (research, teaching, service, recruitment, mentoring, and advancement). Participants were asked if they had experienced gender inequity, and if so, at what type of institution and academic rank. The χ² tests of independence and post hoc comparisons were used to assess item responses according to gender.</div></div><div><h3>Results</h3><div>Of the respondents, 72% indicated that they had experienced gender inequity. Women and persons of color were more likely to do so. Women commonly reported that men received more favorable treatment in nearly all academic domains, whereas men reported that women and men were treated equally.</div></div><div><h3>Conclusion</h3><div>Pharmacy faculty specializing in social and administrative sciences reported experiences of gender inequity and perceptions of gender inequity. Perception gaps existed between male and female faculty in numerous academic domains. Colleges and schools of pharmacy should increase awareness of, and strive to self-assess, gender inequity in their institutions.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101301"},"PeriodicalIF":3.8,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142376379","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":"Minutes of the 2024 House of Delegates Sessions","authors":"","doi":"10.1016/j.ajpe.2024.101285","DOIUrl":"10.1016/j.ajpe.2024.101285","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 10","pages":"Article 101285"},"PeriodicalIF":3.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142121239","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 2024","authors":"","doi":"10.1016/j.ajpe.2024.100763","DOIUrl":"10.1016/j.ajpe.2024.100763","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 10","pages":"Article 100763"},"PeriodicalIF":3.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142395526","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":"Teaching and Assessing Pharmacy Students in Medication-Use Process Stewardship","authors":"Lisa Lebovitz ,&nbsp;Amy L. Ives ,&nbsp;Seth P. Brownlee","doi":"10.1016/j.ajpe.2024.101298","DOIUrl":"10.1016/j.ajpe.2024.101298","url":null,"abstract":"<div><h3>Objectives</h3><div>The medication use system is a complex process of medication prescribing, order processing, dispensing, administration, and effects monitoring. The objectives of this review are to describe the available literature and identify resources for educating and assessing pharmacy students in COEPA (Curriculum Outcomes and Entrustable Professional Activities) 2.6 Medication-use Process Stewardship.</div></div><div><h3>Findings</h3><div>In 2013, the Center for the Advancement of Pharmacy Education (CAPE) published educational outcomes, which included Medication Use Systems Management (CAPE 2.2, Manager). In 2022, the educational outcomes for pharmacy education were updated and integrated with entrustable professional activities as COEPA. During this evolution, the revised Medication-use Process Stewardship (COEPA 2.6, Steward) de-emphasized process management while focusing more on stewardship of the Pharmacists’ Patient Care Process, person-centered care, optimizing patient outcomes, and the environmental impact of medication-use systems. A literature review identified 41 articles relevant to pharmacy education and assessment of medication-use concepts. Most available literature is aligned with CAPE 2013 domain 2.2 Manager, not COEPA 2.6 Steward. Many articles reported innovations in teaching and assessment, such as simulation in prescription verification and objective structured clinical examinations. Few articles reported on prescription verification and dispensing in noncommunity settings.</div></div><div><h3>Summary</h3><div>The change from management to stewardship in COEPA 2.6 has significant curricular implications, with the emphasis moving from process- to person-centered care. However, continued integration of process-centered activities throughout the curriculum is essential to fully prepare graduates for entry-level practice. Future research is needed to identify approaches for teaching and assessing stewardship and the environmental impact of medication use systems.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101298"},"PeriodicalIF":3.8,"publicationDate":"2024-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142333036","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":"Redesigned Entrustable Professional Activity (EPA) Assessments Reduce Grade Inflation in the Experiential Setting","authors":"Kathryn Fuller,&nbsp;Nicole R. Pinelli,&nbsp;Adam M. Persky","doi":"10.1016/j.ajpe.2024.101297","DOIUrl":"10.1016/j.ajpe.2024.101297","url":null,"abstract":"<div><h3>Objective</h3><div>This study aims to evaluate the impact of redesigning an entrustable professional activities (EPAs) assessment tool on the accuracy of student performance assessment within pharmacy education.</div></div><div><h3>Methods</h3><div>The study used retrospective programmatic data for students on clinical rotations over a 3-year period and compared entrustment levels assigned by preceptors with suggested entrustment levels. This tool was redesigned to separate formative EPA feedback from final grade determination. Data were analyzed using chi-squared tests to identify trends in students ABOVE, AT, or BELOW the suggested entrustment levels. Additionally, to account for intercohort variability, the relationship between students ABOVE the suggested level of entrustment and postgraduate metrics was examined.</div></div><div><h3>Results</h3><div>After the implementation of the revised tool, there was a significant decrease (−3%) in the percentage of students scoring ABOVE the suggested entrustment levels and an increase in the percentage of students scoring AT (+1%) or BELOW (+2%) the suggested entrustment levels. Changes were also observed in individual patient care settings, with a decrease in grade inflation and an increase in accurate assessments. North American Pharmacist Licensure Examination (NAPLEX) pass rates, residency match rates, and grade point average did not correlate with entrustment levels.</div></div><div><h3>Conclusion</h3><div>The redesigned EPA assessment tool demonstrated a decrease in grade inflation resulting in more accurate assessments. The tool’s focus on holistic grading and narrative descriptors contributed to better alignment between preceptor assessment and school-suggested achievement levels. This study suggests that EPA assessments in pharmacy education could benefit from a stronger emphasis on formative feedback and the use of holistic assessment methods for final grade determinations. The findings underscore the potential advantages of considering a separation between EPA scoring and final grades, prompting the Academy to explore their assessment practices to better reflect student performance in clinical experiences.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101297"},"PeriodicalIF":3.8,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142333035","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":"Qualitative Analysis of Mental Health Stressors Among Pharmacy and Medical Students Between 2009 and 2020","authors":"Janice S. Huang ,&nbsp;Cassidy Ballard ,&nbsp;Sidney Zisook ,&nbsp;Judy E. Davidson ,&nbsp;Kelly C. Lee","doi":"10.1016/j.ajpe.2024.101296","DOIUrl":"10.1016/j.ajpe.2024.101296","url":null,"abstract":"<div><h3>Objective</h3><div>The primary objective of this study was to identify and compare stressors between pharmacy and medical students that may lead to poor mental health outcomes and decreased quality of professional medical care.</div></div><div><h3>Methods</h3><div>We used an inductive reflexive thematic analysis to interpret free-text responses from a stress and depression survey administered to pharmacy and medical students between 2009 and 2020 at a single public university. The inductive process involved several steps, including data familiarization, coding, and theme development. Two of the authors independently coded the data and presented their findings to the research team. After reaching a consensus, the data were recoded according to the new interpretation. Theme generation involved grouping codes into overarching ideas that provided a narrative.</div></div><div><h3>Results</h3><div>Five major themes emerged among both cohorts: constant overwhelming pressure, stressors of an interpersonal relationship, internal battle with oneself, financial burden, and postgraduation anxiety and uncertainty. Constant overwhelming pressure, stresses of an interpersonal relationship, and internal battle with oneself were the 3 most frequent themes identified. One notable stressor observed only among pharmacy students was having an internship during their training years.</div></div><div><h3>Conclusion</h3><div>Addressing the well-being of pharmacy and medical students early in training is crucial. Despite the different pharmacy and medical school curricula, it was evident that both cohorts faced similar stressors. This study identified specific stressors among pharmacy and medical students that can help health professional programs develop initiatives to support student well-being.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101296"},"PeriodicalIF":3.8,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142333034","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}