American Journal of Pharmaceutical Education最新文献

{"title":"A Survey Analysis of Motivations and Perceived Consequences of Work Hours Among Pharmacy Students","authors":"Sara Stallworth ,&nbsp;Madison Ricco ,&nbsp;Krisy-Ann Thornby ,&nbsp;Abigail Leonhard ,&nbsp;Aric Schadler ,&nbsp;Jeff Cain","doi":"10.1016/j.ajpe.2024.101318","DOIUrl":"10.1016/j.ajpe.2024.101318","url":null,"abstract":"<div><h3>Objective</h3><div>To determine pharmacy students’ weekly work hours during Doctor of Pharmacy (PharmD) semesters, the primary reasons for working or not working, and how work hours impact their pharmacy education experience.</div></div><div><h3>Methods</h3><div>A multicenter cross-sectional survey was conducted among first-year (P1) to fourth-year (P4) pharmacy students enrolled in PharmD programs at 3 colleges of pharmacy between January and February 2024. The 22-item anonymous survey queried student characteristics, current and ideal paid work hours, primary reasons for working, and perceived consequences of work hours on pharmacy education.</div></div><div><h3>Results</h3><div>A total of 622 pharmacy students participated in this survey (61% response rate). Community pharmacies (39%, <em>n</em> = 242) and inpatient hospital pharmacies (29%, <em>n</em> = 179) were the most common work settings for participants. Mean reported student work hours per week were statistically higher than ideal hours (12.3 vs 10.8). Most students were comfortable with their weekly work hours (63%, <em>n</em> = 307). Academic commitment was the main reason for students working fewer than ideal hours (76%, <em>n</em> = 65) while financial necessity was the primary reason for students working more than their ideal hours (86%, <em>n</em> = 82). Reduced study time (90%, <em>n</em> = 84), increased stress and fatigue (72%, <em>n</em> = 67), and limited extracurricular involvement (59%, <em>n</em> = 55) were consequences of working beyond ideal work hours.</div></div><div><h3>Conclusion</h3><div>Most students are comfortable with their average 12-h/week work hours. Financial necessity is a primary reason for students working more than their ideal hours, and excess work hours may contribute to reduced student engagement in pharmacy education. Faculty can use this information in their discussions with students balancing work and academic commitments.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101318"},"PeriodicalIF":3.8,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559558","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":"The Interconnectedness of Interprofessional Education and Professional Identity Formation.","authors":"Mariette Sourial, Kimberley J Begley, John A Dougherty, Ashley E Woodruff","doi":"10.1016/j.ajpe.2024.101315","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101315","url":null,"abstract":"<p><p>Professional identity formation (PIF) is the transformative process by which an individual, \"thinks, feels and acts\" in accordance with professional norms. In the pharmacy academy, institutions are required to support students on this transformative journey, however the most efficient and effective way to do so has yet to be determined. Interprofessional Education (IPE) in pharmacy programs typically consist of activities and assessments across most of the professional years. These IPE activities designed in accordance with the Interprofessional Education Collaborative (IPEC) Core Competencies include key elements of PIF such as, individual growth opportunities, socialization and \"pivotal\" moments that can propel an individual's professional identity development. In light of curricular overload and attempt for curricular efficiency, pharmacy programs might consider using already existing IPE programming to help augment student PIF.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101315"},"PeriodicalIF":3.8,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142570483","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":"Empowering Pharmacy Graduates to Diagnose and Prescribe.","authors":"Brooke Buffat, Glenda Carr, Nathan Spann, Jennifer L Adams","doi":"10.1016/j.ajpe.2024.101314","DOIUrl":"https://doi.org/10.1016/j.ajpe.2024.101314","url":null,"abstract":"<p><p>This commentary underscores the diagnosis and prescribing skills essential to the pharmacists' role on the healthcare team. It advocates for the integration of these skills into pharmacy curricula and emphasizes the urgent need for collaboration among pharmacy educators and the academy to address the omission of diagnosis and prescribing from key frameworks and standards, including the Pharmacists' Patient Care Process (PPCP), the Curricular Outcomes and Entrustable Professional Activities (COEPA), and the Accreditation Council for Pharmacy Education (ACPE) Draft Accreditation Standards 2025. The commentary draws on a case study of one college of pharmacy's integration of diagnosis and prescribing skills into its PharmD curriculum, in a state where pharmacists were granted full diagnostic and prescriptive authority. The integration was achieved through faculty-led modifications to the PPCP and COEPA, making diagnosis and prescribing an explicit part of the curriculum. The commentary concludes with a call to action for educational organizations to recognize and include these aspects in educational outcomes, accreditation standards, and practice frameworks. By doing so, the future of pharmacy education can be reshaped to improve patient care and advance the profession forward.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101314"},"PeriodicalIF":3.8,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142513479","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":"An Intervention to Support Newly Admitted Students’ Transition to Pharmacy School","authors":"C. Lea Bonner-Winkles,&nbsp;Candace Barnett,&nbsp;Jordana Berry,&nbsp;Tennesha Frierson-Ali,&nbsp;Reid Proctor","doi":"10.1016/j.ajpe.2024.101316","DOIUrl":"10.1016/j.ajpe.2024.101316","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to provide prematriculation intervention addressing basic needs for newly admitted Doctor of Pharmacy students, and to assess postintervention changes made by students in the transition areas.</div></div><div><h3>Methods</h3><div>Six transition areas were identified as basic needs that should be addressed by students before matriculation to enhance their potential for academic success. These areas included housing, commute, nonschool responsibilities and commitments (eg, childcare, excessive extracurricular activities), work, finances, and study approach. A prematriculation survey was administered to 24 students enrolling in January 2024. On the basis of the survey responses, members of the college’s transition team contacted students to intervene in 1 or more of the 6 transition areas when plans had not been made or were deemed as a potential barrier to academic success. A postmatriculation survey was administered during new student orientation to assess the changes that students made following the interventions.</div></div><div><h3>Results</h3><div>A total of 24 students (100%) completed the presurveys and postsurveys. On the basis of presurvey data, 14 students were contacted (7 video conferences, 7 email exchanges). The interventions addressed work (36.8%), study approach (31.6%), finances (15.8%), non–school-related responsibilities (10.5%), and housing (5.3%). Students made a total of 54 changes in the transition areas. Thirty-three (61.1%) of the changes were made by students who received intervention, and 21 (38.9%) were made by students who had not been contacted for intervention.</div></div><div><h3>Conclusion</h3><div>Prematriculation intervention addressing basic needs assists students in the transition to pharmacy school and proactively supports academic success.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101316"},"PeriodicalIF":3.8,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142513477","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":"Best Practices for Assessing Problem-Solving","authors":"Beth Janetski ,&nbsp;Patricia Wigle ,&nbsp;Curtis G. Jefferson","doi":"10.1016/j.ajpe.2024.101313","DOIUrl":"10.1016/j.ajpe.2024.101313","url":null,"abstract":"<div><h3>Objectives</h3><div>To explore best practices for the achievement and assessment of the problem-solving subdomain of the Curricular Outcomes and Entrustable Practice Activities in pharmacy education, including problem-solving, critical thinking, and creative thinking (innovative mindset).</div></div><div><h3>Findings</h3><div>Measuring all 3 of these individual skills is challenging but tools and approaches exist in the literature. Common approaches include standardized instruments and validated rubrics for assignment design and performance assessment.</div></div><div><h3>Summary</h3><div>More work is needed in continuing to define and refine best practices in this area. It appears the coupling of standardized tools with the use of validated rubrics may be necessary to achieve accurate measurement of student achievement in this subdomain.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101313"},"PeriodicalIF":3.8,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142513478","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":"The Role of Biomedical and Pharmaceutical Sciences in Pharmacy Education and Practice","authors":"W. Cary Mobley ,&nbsp;Marc W. Harrold ,&nbsp;Julianne M. Hall ,&nbsp;Marcos A. Oliveira ,&nbsp;Timothy J. Bloom","doi":"10.1016/j.ajpe.2024.101312","DOIUrl":"10.1016/j.ajpe.2024.101312","url":null,"abstract":"<div><div>A current major topic of conversation in academic pharmacy is “curricular hoarding,” the overloading of the curriculum due to the steady addition of required knowledge and skills without a concomitant subtraction of existing content. It can be tempting to consider addressing hoarding by just reducing content in the foundational biomedical and pharmaceutical sciences or by shifting some foundational content into prerequisites for admission into the Doctor of Pharmacy program. The health care education literature suggests that this approach would negatively impact the development of the critical and clinical thinking skills needed by a modern pharmacist. This commentary is intended to inform conversations on curricular hoarding by affirming and demonstrating the reliance of pharmacists’ clinical and critical thinking on the scientific concepts of the biomedical and pharmaceutical science disciplines and reiterating the importance to the practicing pharmacist of a deep understanding of these concepts, conferred through a careful and intentional educational integration.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101312"},"PeriodicalIF":3.8,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142481674","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":"Remembering a Giant of the Academy—Robert K. Chalmers","authors":"Steven A. Scott","doi":"10.1016/j.ajpe.2024.101310","DOIUrl":"10.1016/j.ajpe.2024.101310","url":null,"abstract":"<div><div>Awards presented by professional associations frequently carry the name of an individual who exemplifies the qualities associated with individuals who are selected as award recipients. Early in the tenure of the award, the recipients and selection committee members are familiar with the name and accomplishments of the individual whose name appears on the award but, over time, members of the Academy may lose the significance the individual played in the association and have little or no memory of how the work of the pioneer laid the foundation for today’s practice. This commentary reviews the career, accomplishments, and visionary leadership of Robert K. Chalmers who the American Association of Colleges of Pharmacy Board of Directors chose to link with the Distinguished Pharmacy Educator Award in 2000.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101310"},"PeriodicalIF":3.8,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142481671","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’ Perceptions of Artificial Intelligence and Machine Learning in Pharmacy Practice and Pharmacy Education","authors":"Xiangjun Zhang,&nbsp;Chi Chun Steve Tsang,&nbsp;Destiny D. Ford,&nbsp;Junling Wang","doi":"10.1016/j.ajpe.2024.101309","DOIUrl":"10.1016/j.ajpe.2024.101309","url":null,"abstract":"<div><h3>Objective</h3><div>This study explored student pharmacists’ perceptions and attitudes regarding artificial intelligence (AI) and machine learning (ML) in pharmacy practice. Due to AI/ML’s promising prospects, understanding students’ current awareness, comprehension, and hopes for their use in this field is essential.</div></div><div><h3>Methods</h3><div>In April 2024, a Zoom focus group discussion was conducted with 6 student pharmacists using a self-developed interview guide. The guide included questions about the benefits, challenges, and ethical considerations of implementing AI/ML in pharmacy practice and education. The participants’ demographic information was collected through a questionnaire. The research team conducted a thematic analysis of the discussion transcript. The results generated by a team member using NVivo were compared with those generated by ChatGPT, and all discrepancies were addressed.</div></div><div><h3>Results</h3><div>Student pharmacists displayed a generally positive attitude toward the implementation of AI/ML in pharmacy practice but lacked knowledge about AI/ML applications. Participants recognized several advantages of AI/ML implementation in pharmacy practice, including improved accuracy and time-saving for pharmacists. Some identified challenges were alert fatigue, AI/ML-generated errors, and the potential obstacle to person-centered care. The study participants expressed their interest in learning about AI/ML and their desire to integrate these technologies into pharmacy education.</div></div><div><h3>Conclusion</h3><div>The demand for integrating AI/ML into pharmacy practice is increasing. Student and professional pharmacists need additional AI/ML training to equip them with knowledge and practical skills. Collaboration between pharmacists, institutions, and AI/ML companies is essential to address barriers and advance AI/ML implementation in the pharmacy field.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101309"},"PeriodicalIF":3.8,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142481672","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":"Implementation and Evaluation of Entrustable Professional Activities for a Pharmacy Intern Training Program in Australia","authors":"Carmen Abeyaratne,&nbsp;Kirsten Galbraith","doi":"10.1016/j.ajpe.2024.101308","DOIUrl":"10.1016/j.ajpe.2024.101308","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to describe the implementation and evaluation of entrustable professional activities (EPAs) for a pharmacy intern training program in Australia.</div></div><div><h3>Methods</h3><div>Surveys and focus groups were used to evaluate the perceptions and experiences of provisionally registered pharmacists and pharmacists using the EPAs as an assessment tool in the workplace. Thematic analysis was used to analyze the focus group data. Surveys compared the frequency and median responses to the Likert-scale items. Entrustment levels at 6, 13, 26, and 44 weeks were reported for each EPA.</div></div><div><h3>Results</h3><div>Pharmacist (<em>n</em> = 6) and provisionally registered pharmacist (<em>n</em> = 8) focus groups identified the following themes: use of EPAs in the workplace, benefits and challenges of using EPAs, and future direction and recommendations for using EPAs in the workplace. Feasibility measures in the pharmacist survey suggested that pharmacists were satisfied with using EPAs in the workplace. The provisionally registered pharmacist survey showed that they valued feedback provided by pharmacists and that they engaged with the EPAs in the workplace. Provisionally registered pharmacists enrolled in the study (<em>n</em> = 40) showed progression in entrustment levels at each reporting period.</div></div><div><h3>Conclusion</h3><div>Pharmacists and provisionally registered pharmacists reported that EPAs were feasible and could be used in the workplace as an educative tool. However, they highlighted education as an important factor for successful implementation. At each milestone, provisionally registered pharmacists showed progression in entrustment level.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101308"},"PeriodicalIF":3.8,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142481670","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":"Description of a Longitudinal Interprofessional Education Plan and Outcomes From an Inaugural Student Cohort","authors":"Susanne G. Barnett ,&nbsp;Casey E. Gallimore ,&nbsp;Beth Janetski ,&nbsp;Amanda Margolis ,&nbsp;Beth A. Martin ,&nbsp;Joseph A. Zorek","doi":"10.1016/j.ajpe.2024.101307","DOIUrl":"10.1016/j.ajpe.2024.101307","url":null,"abstract":"<div><h3>Objective</h3><div>To describe a longitudinal interprofessional education (IPE) plan at 1 school of pharmacy including inaugural student cohort outcomes.</div></div><div><h3>Methods</h3><div>Standards 2016 prompted the creation of an IPE task force at the University of Wisconsin–Madison School of Pharmacy to develop and implement an IPE plan consisting of outcome-based goals, a deliberate design, and a formalized assessment strategy (an approach that inspired national consensus guidance from the Health Professions Accreditors Collaborative). Beginning with the 2022 graduating class, required interprofessional learning activities were embedded longitudinally across a 4-year Doctor of Pharmacy program and included classroom-, simulation-, and clinical-based IPE activities. Student learning outcomes, focused on attitudes, skills, and behaviors, were assessed longitudinally using 3 self-reported, validated measures allowing before and after comparisons: Student Perceptions of Interprofessional Clinical Education–Revised, Version 2, Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3, and Interprofessional Collaborative Competencies Attainment Survey–Revised, coupled with the Individual Teamwork Observation and Feedback Tool.</div></div><div><h3>Results</h3><div>End point Student Perceptions of Interprofessional Clinical Education–Revised, Version 2 and Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3 average scores were in the agree to strongly agree range with statistically significant before and after change in 80% (4 of 5) of subscales. Students’ attainment and demonstration of positive teamwork behaviors were evidenced by statistically significant before and after changes in advanced pharmacy practice experience student Interprofessional Collaborative Competencies Attainment Survey–Revised scores and universal satisfactory ratings of advanced pharmacy practice experience students on the Individual Teamwork Observation and Feedback Tool.</div></div><div><h3>Conclusion</h3><div>A developmentally progressive, longitudinal IPE plan was implemented into a 4-year Doctor of Pharmacy program. Inaugural student cohort assessment results documented students were prepared for interprofessional practice upon graduation.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101307"},"PeriodicalIF":3.8,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142481669","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}