American Journal of Pharmaceutical Education最新文献

{"title":"Best Practices for Teaching and Assessing Population Health and Wellness","authors":"Jill M. Augustine ,&nbsp;Shankar Munusamy ,&nbsp;Omar F. Attarabeen","doi":"10.1016/j.ajpe.2025.101359","DOIUrl":"10.1016/j.ajpe.2025.101359","url":null,"abstract":"<div><h3>Objective</h3><div>We aimed to describe the concept of population health and wellness in the context of pharmacy education, curricular integration, and assessment.</div></div><div><h3>Findings</h3><div>The definition of population health and wellness, which differs from that of public health, emphasizes the importance of environmental, biological, and social factors in determining population health outcomes. Various population health measures, including objective (mortality rates and life expectancy) and subjective (self-rated health and quality of life) indicators, can be used to teach and assess population-based care. Curricular frameworks and approaches such as the Clinical Prevention and Population Health Curriculum Framework and the competency map approach can be used to integrate population health concepts into pharmacy education. Didactic and experiential learning opportunities, skill assessments (eg, immunizations, point-of-care testing, and research projects), and co-curricular activities (eg, health fairs and student-run clinics) can be used by educators to assess student’s knowledge and skills related to population health.</div></div><div><h3>Summary</h3><div>Despite the significance of population health and wellness for pharmacists, there is a lack of established comprehensive curricular approaches to effectively teach these concepts in pharmacy education. Skill assessments have standardized rubrics and should be used by all pharmacy educators. Other activities and assessments exist to evaluate students in research projects, service-learning opportunities, health fairs, and student-run clinics. There is a need for greater collaboration across pharmacy programs and health profession education initiatives to publish more examples and assessment tools to ensure that all graduates attain the necessary population health competencies.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101359"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143016969","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":"Fostering Advocacy in Student Pharmacists: Strategies for Curricular Integration and Assessment","authors":"Justine S. Gortney ,&nbsp;Matthew Lacroix ,&nbsp;Brianne L. Dunn","doi":"10.1016/j.ajpe.2024.101355","DOIUrl":"10.1016/j.ajpe.2024.101355","url":null,"abstract":"<div><h3>Objectives</h3><div>This study aimed to discuss teaching and assessment of advocacy skills in student pharmacists as called for in the American Association of Colleges of Pharmacy 2022 Curriculum Outcomes and Entrustable Professional Activities.</div></div><div><h3>Findings</h3><div>The American Association of Colleges of Pharmacy 2022 Curriculum Outcomes and Entrustable Professional Activities categorize advocacy as a skill that should be developed to advance patient care and the profession. This is a change from the 2013 Center for Advancement of Pharmacy Education outcomes, in which the focus was on advocating for patients. Several thought papers have been released calling for an increase in advocacy training, but there has been limited published work on how advocacy is taught and assessed. In this review of published literature, examples of how pharmacy programs have incorporated and assessed advocacy are provided. Historically, teaching advocacy and its principles has been placed in the core curriculum content, elective courses, and/or cocurriculum, with limited assessment of skills related to advocacy. To support the greater focus on developing advocacy skills within the profession and among patient populations, it is recommended to incorporate the teaching of advocacy-related models of change into education curricula. Examples of 3 existing models are detailed.</div></div><div><h3>Summary</h3><div>Advocacy is a core skill set for advancing patient care and shaping the direction of the profession. There are currently limited external validation tools to test if students understand what advocacy is and how to perform advocacy. Further development of teaching and evaluation tools should be explored to help provide a common foundation of this skill set in all student pharmacists.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101355"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142907953","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 Scoping Review of Calls to Action in Pharmacy Education","authors":"Sharon K. Park ,&nbsp;Aleda M.H. Chen ,&nbsp;Lisa Lebovitz ,&nbsp;Thomas M. Ellington ,&nbsp;Minakshi Lahiri ,&nbsp;David Weldon ,&nbsp;Erin Behnen ,&nbsp;Julie Sease ,&nbsp;Rosalyn Padiyara Vellurattil ,&nbsp;Hugh Donohoe ,&nbsp;Robert Bechtol","doi":"10.1016/j.ajpe.2025.101363","DOIUrl":"10.1016/j.ajpe.2025.101363","url":null,"abstract":"<div><h3>Objectives</h3><div>Calls to action in pharmacy education are frequently observed in the literature, with little information about their authors, audience, or focus, especially regarding whether these calls led to any changes. This scoping review aims to (1) quantitatively and qualitatively characterize the calls to action in pharmacy education and (2) examine the traits of published articles typically associated with effective advocacy.</div></div><div><h3>Findings</h3><div>A systematic literature search for the scoping review was conducted using the PRISMA Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Of 3287 articles, 232 were included and extracted for their specific call to action, including topics, audience, and call quality. Two-thirds (66.7%) of the calls were initiated by faculty groups, 49% were commentaries, opinions, or editorials, and 39% were focused on the Doctor of Pharmacy curriculum. More than 90% of the articles were published between 2013 and 2023, with 26% published in 2023 alone. Most calls were directed to colleges/schools of pharmacy (81%). Only 21% of articles had a strong call to action with next steps or recommendations for enacting change.</div></div><div><h3>Summary</h3><div>The most frequently published calls to action were related to the pharmacy curriculum, authored by faculty groups, directed to pharmacy programs, and published in the postpandemic years, but were often not sufficiently strong to elicit change. To evoke change, calls to action should include several key characteristics according to this scoping review, such as being written in active voice, to a specific audience, with clearly stated problems, and with actionable solutions that could be implemented.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101363"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143016922","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":"Identifying the Important Skills and Attributes of a Practice-Based Research Supervisor Among Hospital Pharmacists","authors":"Jesslyn Ha ,&nbsp;Marianne Jovanovic ,&nbsp;Louise Lord","doi":"10.1016/j.ajpe.2024.101354","DOIUrl":"10.1016/j.ajpe.2024.101354","url":null,"abstract":"<div><h3>Objective</h3><div>To identify the important skills and attributes of a practice-based research (PBR) supervisor as perceived by both resident pharmacists and PBR supervisors.</div></div><div><h3>Methods</h3><div>In July 2023, past resident pharmacists and PBR supervisors across a multi-center, metropolitan hospital network, were invited to participate in an anonymous, online, modified Delphi panel. Three sequential rounds were used to identify and then prioritize skills and attributes perceived as important in a PBR supervisor from the perspectives of resident pharmacists and supervisors. Supervisors were also asked to identify areas for self-development and improvement.</div></div><div><h3>Results</h3><div>In total, 100% (12/12) of resident pharmacists and 77% (10/13) of supervisors completed all 3 rounds of the Delphi. “Prior research experience” and “ability to interpret results” were agreed on as important skills by both groups. Three attributes were also agreed on as important: ”approachable and supportive,” \"able to provide direction and structure,” and “able to provide constructive/effective feedback.” Resident pharmacists prioritized “data analysis” as an important skill but supervisors did not, despite being identified by all supervisors as an area requiring development.</div></div><div><h3>Conclusion</h3><div>Resident pharmacists and supervisors both perceive similar skills and attributes as important for PBR supervision. The results from this study could be used to guide targeted training, support, and resource development for supervisors and align expectations between resident pharmacists and supervisors. Addressing these gaps may enhance professional development for both resident pharmacists and supervisors and improve research quality and output.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101354"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143292288","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":"Preferred Educational Programming Among Graduate Students and Postdoctoral Fellows at Pharmacy Schools: A Pilot Survey","authors":"Natalie S. Hohmann ,&nbsp;Taylor L. Watterson ,&nbsp;Chenyu Zou ,&nbsp;Theresa Filtz ,&nbsp;Ana M. Castejon ,&nbsp;Terri L. Warholak ,&nbsp;Peter M. Gannett ,&nbsp;Marie Barnard","doi":"10.1016/j.ajpe.2024.101342","DOIUrl":"10.1016/j.ajpe.2024.101342","url":null,"abstract":"<div><h3>Objective</h3><div>To inform program development, the American Association of Colleges of Pharmacy (AACP) Graduate Education Special Interest Group Colleagues in Training Committee (CITC) investigated the professional development needs of graduate students and postdoctoral fellows at schools/colleges of pharmacy.</div></div><div><h3>Methods</h3><div>A cross-sectional pilot survey examined preferred programming topics, mentoring needs, and career goals. A survey invitation was posted on AACP Connect and emailed to Graduate Program Officers and Assistant/Associate Deans for Research at US pharmacy schools/colleges for distribution to trainees. Eligible respondents were trainees in Master’s, PhD, or postdoctoral programs at US schools/colleges of pharmacy.</div></div><div><h3>Results</h3><div>A total of 108 responses were analyzed. Most respondents were White (51%) or Asian (34%), 4% African American or Black, and 3% Hispanic/Latino(a). Most were female (58%), with a mean age of 30 years (SD = 6.05 years). Overall, 55% were domestic and 41% international. The majority were PhD students (84%) in Basic Sciences (60%) or Economic, Social, and Administrative Sciences (ESAS, 24%). Preferred programming topics included: an overview of career options (72%), how to get a job in pharmaceutical/biotech companies (67%), and resume/CV development (65%). There were significant differences in preferred programming topics between international and domestic trainees. Only 17% had a written mentorship contract with their major advisor. Overall, 44% planned careers in pharmaceutical/biotech companies, 27% in academia, and 10% in government agencies.</div></div><div><h3>Conclusion</h3><div>Future programming may prioritize strategies for graduate students/postdoctoral fellows to decide what career is the right fit and develop job application materials. Results are relevant for AACP programming and graduate school curricula, as well as implementing individualized development programs targeting essential soft skills training.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101342"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142820296","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 ,&nbsp;Glenda Carr ,&nbsp;Nathan Spann ,&nbsp;Jennifer L. Adams","doi":"10.1016/j.ajpe.2024.101314","DOIUrl":"10.1016/j.ajpe.2024.101314","url":null,"abstract":"<div><div>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) and the Curricular Outcomes and Entrustable Professional Activities (COEPA). The commentary calls on colleges and schools of pharmacy to recognize and incorporate these aspects into curricular outcomes, and urges the American Association of Colleges of Pharmacy and the Joint Commission of Pharmacy Practitioners to integrate them into practice frameworks. By taking these steps, we can reshape the future of pharmacy education, enhancing patient care and advancing the profession. The commentary also includes 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.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101314"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","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":"Blended learning course in medical affairs to improve exposure and interest in pharmaceutical industry careers","authors":"Nandini D.P.K. Manne ,&nbsp;Gayle A. Brazeau ,&nbsp;Craig Kimble","doi":"10.1016/j.ajpe.2025.101362","DOIUrl":"10.1016/j.ajpe.2025.101362","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to evaluate students’ knowledge and perceptions of career options and their knowledge of the pharmaceutical industry based on pre-post module quizzes, reflections, and team presentations in a hybrid medical affairs elective certification course.</div></div><div><h3>Methods</h3><div>A qualitative research design was used to analyze the reflections of 19 students enrolled in the Accreditation Council for Medical Affairs Pharmaceutical Industry Training Certificate elective at Marshall University during spring 2023. The course used 7 modules from the Medical Affairs Competency Certificate offered by the Accreditation Council for Medical Affairs. Students completed premodule and postmodule quizzes, engaged in discussions with industry professionals, and submitted written reflections on the 5 most significant concepts they learned. Reflections were qualitatively analyzed, whereas a paired sample <em>t</em> test was used to analyze quantitative data from pre-post scores on the module quizzes. A postcourse survey was administered to evaluate the changes in the students’ career preferences in the pharmacy field.</div></div><div><h3>Results</h3><div>The qualitative analysis identified 17 key concepts, including the breadth of career opportunities in the pharmaceutical industry, role of medical science liaisons, ethical communication practices, and the importance of diversity in clinical trials. A significant improvement in knowledge was observed across all modules in medical affairs, with the highest increase observed in the compliance module. A total of 20% of respondents (<em>n</em> = 3/15) reported changing their career choices to pursue a path in the pharmaceutical industry.</div></div><div><h3>Conclusion</h3><div>The course broadened the students’ knowledge of industrial practices and career opportunities. The structured approach and professional engagement offered valuable insights, enabling student exploration, and influencing career choices.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101362"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143016971","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":"Collaboration for Competence: Unlocking the Win-Win of Shared OSCE Resources","authors":"Kelly C. Lee ,&nbsp;Katherine Gruenberg ,&nbsp;Jennifer M. Namba ,&nbsp;Cynthia S. Valle-Oseguera ,&nbsp;Linda Awdishu ,&nbsp;Mitra Assemi ,&nbsp;Robin L. Corelli ,&nbsp;Crystal Zhou","doi":"10.1016/j.ajpe.2024.101352","DOIUrl":"10.1016/j.ajpe.2024.101352","url":null,"abstract":"<div><div>Given the current state of academic pharmacy, characterized by constrained resources and heightened expectations for curricular and professional excellence, institutions must strategically employ methods to enhance efficiency. Objective structured clinical examinations (OSCEs) are beneficial for assessing communication skills that are difficult to measure within traditional examinations; however, OSCEs are labor-intensive and costly to administer. In this commentary, we describe the context, process, successes, challenges, and best practices for inter-institutional collaborative OSCE development and implementation. Here we put forth a call to action to all institutions within the Academy to consider forming such collaboratives.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101352"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143291228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of the 2025 ACPE Accreditation Standards Leading to the Doctor of Pharmacy Degree","authors":"Mary E. Kiersma,&nbsp;Dawn Zarembski,&nbsp;Janet P. Engle,&nbsp;J. Gregory Boyer,&nbsp;Jacob Gettig","doi":"10.1016/j.ajpe.2024.101348","DOIUrl":"10.1016/j.ajpe.2024.101348","url":null,"abstract":"<div><div>The Accreditation Council for Pharmacy Education has developed the Accreditation Standards and Key Elements for the Professional Program in Pharmacy Leading to the PharmD Degree (Standards 2025), effective July 1, 2025. This article describes the processes used to revise the accreditation standards and key elements, as well as changes made from Standards 2016 to Standards 2025. Communities of interest were invited to provide written comments via email or participate in a web-based survey. Standards 2025 introduces significant changes based on stakeholder feedback, including a reduction from 25 standards to 7.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101348"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142873571","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 of Cultural Intelligence Education into Doctor of Pharmacy Curricula: A Review","authors":"Shaleen Ghosh,&nbsp;Sophia Mortha,&nbsp;Megan C. Roberts,&nbsp;Jacqueline E. McLaughlin","doi":"10.1016/j.ajpe.2025.101360","DOIUrl":"10.1016/j.ajpe.2025.101360","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to use the Consolidated Framework for Implementation Research to identify key determinants that impact the successful integration of cultural intelligence training in Doctor of Pharmacy classes and develop recommendations to address the barriers to such training.</div></div><div><h3>Methods</h3><div>Terms related to cultural intelligence were searched in PubMed, Embase, CINAHL, Scopus, ProQuest Dissertations and Theses, ERIC, and PsycInfo. Articles were imported into Covidence and screened for content related to cultural intelligence in Doctor of Pharmacy programs, specifically in classroom settings. Forty-eight articles were reviewed using deductive coding with Consolidated Framework for Implementation Research determinants.</div></div><div><h3>Results</h3><div>The literature was highly descriptive of the design aspect of the Innovation Domain; the intended advantages of specific course design and content were presented in detail. The Outer Setting Domain was represented by the Accreditation Council for Pharmacy Education standards and the Inner Setting Domain was represented through pharmacy school mission statements. Reflection and evaluation were the focal points of many articles because these were used as measures of student learning and sources of feedback for novel training.</div></div><div><h3>Conclusion</h3><div>Schools of pharmacy use various strategies to implement cultural intelligence trainings, and key factors include reflections, local interests, and regional demographics. The strategy of developing and implementing a specific tool for quality monitoring may aid in prioritizing these interests in a more intentional manner while providing students with a clear reference for their learning experiences.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101360"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143016974","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}