American Journal of Pharmaceutical Education最新文献

{"title":"Across the Annual Meeting Tables: Evaluating Pharmacy Faculty Members’ Understanding of COEPA Assessment Strategies","authors":"Melissa S. Medina ,&nbsp;Ashley N. Castleberry ,&nbsp;Mike Fulford ,&nbsp;Justine Gortney ,&nbsp;Kashelle Lockman ,&nbsp;Jill Augustine","doi":"10.1016/j.ajpe.2025.101495","DOIUrl":"10.1016/j.ajpe.2025.101495","url":null,"abstract":"<div><h3>Objective</h3><div>To assess pharmacy educators' knowledge and perceptions of Curricular Outcomes and Entrustable Professional Activities (COEPA) and Accreditation Council for Pharmacy Education (ACPE) Standards 2025 assessment strategies.</div></div><div><h3>Methods</h3><div>Participants at a session at the 2024 Annual Meeting of the American Association of Colleges of Pharmacy completed a Padlet activity with open-ended responses to 2 items. No participant demographic data was collected.</div></div><div><h3>Results</h3><div>Results from the session revealed that most participants are seeking efficient processes to collect and assess data at the individual student level while ensuring that the curriculum integrates all components of COEPA and ACPE Standards 2025. Careful attention is being paid to skills development and entrustable professional activities implementation across various learning environments.</div></div><div><h3>Conclusion</h3><div>The study underscores both the enthusiasm and uncertainty surrounding COEPA and ACPE Standards 2025 implementation. There is a clear desire for more collaborative discussions, where participants can exchange resources and refine best practices. The COEPA-CaBANA collection of articles in the <em>American Journal of Pharmaceutical Education</em> is a method to encourage these collaborations. By sharing implementation strategies and best practices, stakeholders can move closer toward a coherent plan for meeting the new standards.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101495"},"PeriodicalIF":3.5,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144979718","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":"Tiered Training and Licensure for the Future of the Pharmacy Profession: Panacea or Pandora's Box?","authors":"Katelyn M. Alexander ,&nbsp;Julie B. Cooper ,&nbsp;Jessica H. Hinson ,&nbsp;Scott T. Benken ,&nbsp;Sherrill Brown ,&nbsp;Diane Calinski ,&nbsp;Rebecca L. Cunningham ,&nbsp;Julie A. Murphy ,&nbsp;John M. Allen ,&nbsp;Catherine Cone ,&nbsp;Anisa Hansen ,&nbsp;Harshita Kumari ,&nbsp;Adam N. Pate ,&nbsp;Mary Barna Bridgeman","doi":"10.1016/j.ajpe.2025.101493","DOIUrl":"10.1016/j.ajpe.2025.101493","url":null,"abstract":"<div><h3>Objective</h3><div>To summarize the findings of an Academic Leadership Fellows Program debate and to evaluate the affirmative and opposing arguments for implementing a tiered training and licensure model within the pharmacy profession.</div></div><div><h3>Findings</h3><div>This analysis was conducted as part of the Academic Leadership Fellows Program, where fellows debated current topics in academic pharmacy. Debate participants reviewed contemporary and historical literature on the transition to the all-Doctor of Pharmacy degree, conducted informal polls and surveys of colleagues and key opinion leaders in pharmacy education and practice, and synthesized their findings to assess the potential impact of a tiered training model. The analysis revealed diverse perspectives on the role of tiered pharmacy education and licensure. Proponents and opponents aligned their arguments around three core themes: oversight of the medication use process, economic impacts, and professional identity considerations for all pharmacy professionals.</div></div><div><h3>Summary</h3><div>In light of current challenges, including weakening employment conditions, professional dissatisfaction, and declining student applicant pools, a comprehensive examination of alternative training models is timely. Although a tiered training and licensure model offers potential solutions, it also presents significant risks. Enhanced integration of pharmacy technician training and credentialing alongside pharmacist education is critical and should be embraced, particularly for advanced technician roles.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101493"},"PeriodicalIF":3.5,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144979716","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":"AI-Enabled Virtual Clinic Impact on Pharmacist Confidence in Managing Warfarin: Implications for Experiential Education","authors":"Jeff Nagge ,&nbsp;Cynthia Richard ,&nbsp;Brianna Bennett ,&nbsp;Fuqian Tang ,&nbsp;Robert Clapperton","doi":"10.1016/j.ajpe.2025.101494","DOIUrl":"10.1016/j.ajpe.2025.101494","url":null,"abstract":"<div><h3>Objective</h3><div>Despite an expanding scope of practice, uptake of advanced clinical services is hindered by pharmacists’ self-efficacy in high-stakes decision-making. Traditional experiential learning builds confidence but is constrained by <em>preceptor shortages, scheduling conflicts, and travel requirements</em>. This study evaluates an artificial intelligence-enabled virtual clinical training program designed to replace in-person warfarin-management rotations.</div></div><div><h3>Methods</h3><div>This mixed-methods study assessed the impact of the Management of Oral Anticoagulation Therapy course on learners’ confidence and satisfaction. The course combines online modules with a virtual clinic that simulates a full clinical rotation, including patient encounters, therapeutic decisions, documentation, and structured feedback. Surveys administered after the online modules and again after completing the virtual clinic captured confidence (5-point Likert) and program satisfaction; free-text responses underwent content analysis.</div></div><div><h3>Results</h3><div>Of 287 participants (96.9% pharmacists), mean confidence on a 5-point Likert scale increased from baseline (1.92) to post-modules (3.85) and further after the virtual clinic (4.24). Approximately 40% experienced additional gains following simulations. Virtual simulations were ranked the most valuable component (69%). Qualitative analysis yielded 4 themes: experiential consolidation of learning, virtual experience comparable to in-person training, complementary role of preparatory materials, and technical refinements needed.</div></div><div><h3>Conclusion</h3><div>The artificial intelligence-enabled virtual clinic effectively replaced traditional clinical rotations and enhanced confidence in warfarin care. Graduates’ patients later achieved the highest time in therapeutic range reported in Canadian general practice, supporting real-world impact. The Management of Oral Anticoagulation Therapy model may mitigate preceptor shortages and deliver standardized experiential training; broader validation across therapeutic areas and learner groups is warranted.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101494"},"PeriodicalIF":3.5,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144979724","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":"Use of Linguistic Communication Strategies (Hedges and Intensifiers) in Simulated Pharmacy Education Shared Decision-Making","authors":"Natalie Cheung ,&nbsp;Averil Grieve ,&nbsp;Kyle Wilby ,&nbsp;Tim Tran ,&nbsp;Angelina Lim","doi":"10.1016/j.ajpe.2025.101492","DOIUrl":"10.1016/j.ajpe.2025.101492","url":null,"abstract":"<div><h3>Objective</h3><div>Hedges and intensifiers are linguistic strategies that are used to indicate respect for an individual's face needs, particularly their desire to feel autonomous or part of a social group. This study aimed to investigate the use of such linguistic strategies by pharmacy students and their impact on communication grades in an Objective Structured Clinical Examination, focusing on shared decision-making and uptake of pharmacists’ recommendations by patients and prescribers.</div></div><div><h3>Methods</h3><div>An analytical observational retrospective cohort of Objective Structured Clinical Examination videos across poor, average, and good grades was conducted. Underpinned by politeness theory and using summative content analysis and statistical analysis, the use of hedges and intensifiers was identified, mapped, and compared across communication grades.</div></div><div><h3>Results</h3><div>Overall, students used more hedges than intensifiers when interacting with physicians (1253 vs 565) and patients’ carers (2026 vs 369). The most common hedges were modal auxiliary verbs (27.5%), whereas the most common intensifiers were high-strength adverbs (47%). Students who were marked as good communicators were seen to use less hedges when speaking with carers than physicians (median 42 vs 29) vs students who were marked with poor communication skills (median 42 vs 38).</div></div><div><h3>Conclusion</h3><div>Overall, pharmacy students tend to hedge when making recommendations. Students who were marked highly by examiners showed differences in the number of hedges between the 2 interlocutors, whereas students who were marked as poor communicators used similar language when talking to the patient or the physicians. Study findings provide insight into links between grading and linguistic strategies used and could inform innovative applied linguistic-based communication training programs for students and examiners, which could lead to preparing graduates to utilize linguistic strategies to communicate pharmacist-led recommendations in the workplace.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101492"},"PeriodicalIF":3.5,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144979746","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 Identification of Medically Underserved Populations During a First-Year Community Introductory Pharmacy Practice Experience","authors":"Amanda Margolis,&nbsp;Doha Awad,&nbsp;Tegan Quinn,&nbsp;Michael Minus,&nbsp;Andrea Porter","doi":"10.1016/j.ajpe.2025.101490","DOIUrl":"10.1016/j.ajpe.2025.101490","url":null,"abstract":"<div><h3>Objective</h3><div>This evaluation determined the ability of first-year (P1) students to recognize medically underserved populations after completing a required community Introductory Pharmacy Practice Experience (IPPE).</div></div><div><h3>Methods</h3><div>Students completed a 40-h community IPPE and submitted post‐experience reflections. Reflection prompts included patient populations they interacted with or observed, and impactful patient interactions or discussions with their preceptors related to medically underserved populations. Content analysis was performed to analyze student reflections.</div></div><div><h3>Results</h3><div>All 192 first-year pharmacy students completed postrotation reflections; 72.9% (<em>n</em> = 140) accurately identified a medically underserved population. Low-income (37.5%), rural (13%), individuals with limited English proficiency (10.4%), and individuals with disabilities (9.4%) were most frequently identified. Two additional themes emerged from the student reflections: (1) barriers to care and (2) the role of the pharmacist in supporting medically underserved patients. Students (<em>n</em> = 95) listed at least 1 barrier to care (106 instances), with 5 subthemes: low socioeconomic status, limited English proficiency, rurality, disability, and low health literacy. Students (<em>n</em> = 93) also listed at least 1 pharmacist role (130 instances) with 4 subthemes: increasing access to health care, patient advocacy, improving knowledge of medication use, and administering vaccinations.</div></div><div><h3>Conclusion</h3><div>Most P1 students on their community IPPE identified a medically underserved population, described barriers to care, and listed ways pharmacists can mitigate these barriers. By engaging in this activity with authentic practice-based exposure early in the curriculum, students may be able to perform abstract conceptualization and make connections from classroom to practice to better care for medically underserved populations in the future.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101490"},"PeriodicalIF":3.5,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144979734","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":"Prematriculation Programs for Student Pharmacist Success","authors":"Zara Risoldi Cochrane ,&nbsp;Oluwaranti (Ranti) Akiyode ,&nbsp;Evan T. Robinson ,&nbsp;Elias B. Chahine ,&nbsp;Duc P. Do ,&nbsp;Molly G. Minze","doi":"10.1016/j.ajpe.2025.101488","DOIUrl":"10.1016/j.ajpe.2025.101488","url":null,"abstract":"<div><h3>Objective</h3><div>To characterize prematriculation programs among US colleges/schools of pharmacy and explore their impact on improving student success among PharmD students.</div></div><div><h3>Methods</h3><div>A national survey was conducted by the 2022–2023 American Association of Colleges of Pharmacy Student Affairs Committee to investigate student success among American Association of Colleges of Pharmacy member institutions. The survey collected demographic data and information on prematriculation offerings, delivery, goals, and impact.</div></div><div><h3>Results</h3><div>Of 142 programs contacted, 120 participated in the survey (public, <em>n</em> = 55; private, <em>n</em> = 65), yielding an 84.5% response rate. Of the 120 respondents, 46 (38.3%) offered a prematriculation program. The primary goals of these programs were to provide science and math remediation and to assess student preparedness for the PharmD program. Most surveyed colleges and schools of pharmacy perceived the impact of prematriculation programs on student success outcomes—specifically on-time graduation and degree completion—as somewhat positive or neutral.</div></div><div><h3>Conclusion</h3><div>The prevalence of prematriculation programs in US colleges/schools of pharmacy appears to be growing. However, few institutions reported a clearly positive impact of these interventions on student success outcomes. More data-driven research is needed to fully assess the effectiveness of prematriculation programs in supporting student pharmacists’ success.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101488"},"PeriodicalIF":3.5,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144876933","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":"Innovative Models to Increase Student Retention and Progression Support in the Doctor of Pharmacy Curriculum","authors":"Steven J. Crosby ,&nbsp;Maria Kostka-Rokosz ,&nbsp;Gerard D’Souza ,&nbsp;Ronny Priefer ,&nbsp;Frederick Frankhauser","doi":"10.1016/j.ajpe.2025.101489","DOIUrl":"10.1016/j.ajpe.2025.101489","url":null,"abstract":"<div><h3>Objective</h3><div>To design and implement innovative student support measures to improve academic progression and course completion across the first professional year 3 years.</div></div><div><h3>Methods</h3><div>A Dean’s Progression Advisory program, based on midsemester academic warning data, connected academically at-risk students with School of Pharmacy administrators. A Competency Reassessment Initiative was designed to provide a postsemester assessment opportunity for students earning a final numerical average ranging from 65% to 69.4%, in a maximum of 2 courses per semester. Successful completion of the reassessment (score of ≥70%) yielded a passing course grade of C-.</div></div><div><h3>Results</h3><div>A high level of participation has been observed in the Dean’s Progression Advisory program. Qualitative information gathered through this process (eg, personal/family health concerns, financial insecurity, traumatic experience, etc.) has supported program continuation decisions for 20 students, avoiding dismissal. The program has yielded a potential benefit for persistence. The Competency Reassessment Initiative has yielded a 40% success rate based on the number of assessments administered (136 exams with a score of ≥70% out of 339 exams administered). Across 3 iterations, a total of 16, 9, and 6 students, respectively, were able to achieve Good Academic Standing without repeating any courses.</div></div><div><h3>Conclusion</h3><div>The implementation of the Dean’s Progression Advisory program and the Competency Reassessment Initiative has demonstrated benefits in connecting at-risk students with administrators, providing deeper insight into confounding factors for academic difficulty, and offering an additional opportunity to demonstrate course mastery through a supplemental assessment.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 9","pages":"Article 101489"},"PeriodicalIF":3.5,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144876932","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 Social Cognitive Approach to Improving Stress and Anxiety Management Among Student Pharmacists","authors":"Sean R. King ,&nbsp;Jeffrey S. Hallam ,&nbsp;Virginia E. Schwindt","doi":"10.1016/j.ajpe.2025.101486","DOIUrl":"10.1016/j.ajpe.2025.101486","url":null,"abstract":"<div><h3>Objective</h3><div>To evaluate the impact of a social cognitive theory (SCT)-based intervention incorporating destructive therapy as a novel approach to assisting student pharmacists in better managing mental health challenges.</div></div><div><h3>Methods</h3><div>This investigation, conducted during the Spring 2023 semester, utilized a pretest-post-test, control group design to examine the effects of an SCT-based intervention incorporating destructive therapy on perceived stress, general anxiety, situational perception, outcome expectations, and self-efficacy among student pharmacists. The perceived stress scale-10, general anxiety disorder scale-7, and items developed to measure select SCT constructs were used to assess the intervention’s impact. The month-long intervention was delivered to experimental group members (<em>n</em> = 30) and consisted of 3 weekly lunch-and-learn seminars and a 10-minute session of destructive therapy. Learning activities conducted during the intervention were designed to elicit change in the constructs. A random sample of students who opted not to join the intervention served as the control group (<em>n</em> = 32). Comparisons were made between groups for each post-test measure using analysis of covariance, with the corresponding pretest scores as covariate.</div></div><div><h3>Results</h3><div>Compared with the control group, significant reductions in perceived stress and anxiety levels were observed in the intervention group. Results also indicated improved self-efficacy and situational perception within the intervention group. Significant differences were not observed for outcome expectations.</div></div><div><h3>Conclusion</h3><div>Results suggest that interventions based on SCT incorporating destructive therapy may reduce stress and anxiety among student pharmacists, help them better recognize stress-inducing situations, and improve confidence in managing stress and anxiety. The role of destructive therapy within traditional behavioral health strategies is elucidated.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 9","pages":"Article 101486"},"PeriodicalIF":3.5,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144862720","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":"Incorporation of Responsible Conduct of Research Education in Brazilian Graduate Pharmacy Programs: A Qualitative Assessment","authors":"Cíntia Maria Lanzarini ,&nbsp;Anna Catharina Vieira Armond ,&nbsp;Sofia Carvalho ,&nbsp;Mariana Conceição Souza ,&nbsp;Carmen Penido","doi":"10.1016/j.ajpe.2025.101484","DOIUrl":"10.1016/j.ajpe.2025.101484","url":null,"abstract":"<div><h3>Objective</h3><div>Education in Responsible Conduct of Research (RCR) is essential for fostering a culture of research integrity. This study identifies the extent and content of RCR education in Brazilian graduate programs in Pharmacy.</div></div><div><h3>Methods</h3><div>Brazilian graduate programs in Pharmacy offering RCR curricula were identified through a national database of graduate programs. Course duration, mandatory status, and syllabi were extracted for analysis. Syllabi were analyzed deductively, based on the National Institutes of Health’s recommended RCR core content. Content not aligned with the National Institutes of Health´s recommendations was categorized inductively.</div></div><div><h3>Results</h3><div>Out of the 69 graduate programs, 71% (49/69) offered at least one course that included RCR content in their syllabi. Overall, 62.3% (43/69) included RCR content as part of a broader course (integrated courses), whereas 26.1% (18/69) offered courses solely focused on RCR (dedicated courses). Dedicated and integrated courses were required by 4.3% (3/69) and 13.0% (9/69) of programs, respectively. Most programs’ courses had a duration of 30 h. Ethical standards for research regarding animals were the most common content offered, followed by research regarding human beings. Most courses that addressed misconduct focused on plagiarism.</div></div><div><h3>Conclusion</h3><div>Most Brazilian graduate programs in Pharmacy include some RCR-related content, primarily within integrated and elective courses. We recognize that the implementation of dedicated mandatory courses is needed. Brazilian funding agencies have the potential to foster the expansion of research integrity by requiring such courses across all graduate programs. In turn, it would encourage institutions to expand educational initiatives and help to consolidate a strong culture of research integrity.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 10","pages":"Article 101484"},"PeriodicalIF":3.5,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144862733","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":"State of the Academy—Challenges to Student Success","authors":"Molly G. Minze ,&nbsp;James M. Culhane ,&nbsp;Evan T. Robinson","doi":"10.1016/j.ajpe.2025.101487","DOIUrl":"10.1016/j.ajpe.2025.101487","url":null,"abstract":"<div><h3>Objective</h3><div>The purpose of this study is to report and analyze data collected from a comprehensive student academic success survey conducted by the 2022–2023 Student Affairs Committee of the American Association of Colleges of Pharmacy that identifies important intrinsic and environmental factors affecting student academic success in PharmD programs.</div></div><div><h3>Methods</h3><div>A comprehensive survey developed and conducted by the American Association of Colleges of Pharmacy 2022–2023 Student Affairs Committee investigated 61 items related to student success across PharmD programs. Data relating to student success are presented.</div></div><div><h3>Results</h3><div>The survey results reveal several critical factors negatively impacting student success in pharmacy education. Ineffective study and time management strategies emerged as the most prevalent barrier, followed closely by academic preparation, mental health concerns, work responsibilities, and financial hardships. Additionally, a significant number of programs report that program costs negatively influence student academic success. Programs also highlight the significant positive impact of cocurricular activities, internships, and fostering a sense of student belonging on academic success.</div></div><div><h3>Conclusion</h3><div>This research provides a comprehensive understanding of the complex interplay between the internal and external challenges faced by student pharmacists across the Academy. The survey results emphasize the need for administrators, faculty, and staff to collaborate in minimizing barriers to student learning and success within our programs. Further research is recommended to explore the evolving impact of external disruptions, such as the COVID-19 pandemic, on educational outcomes in pharmacy education.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 9","pages":"Article 101487"},"PeriodicalIF":3.5,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144862734","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}