American Journal of Pharmaceutical Education最新文献

{"title":"Impact of Ungraded Readiness Assurance Tests on Student Preparation and Performance in an Integrated Required Pharmacy Course","authors":"Cheryl D. Wood ,&nbsp;Michelle Z. Farland ,&nbsp;Lindsey M. Childs-Kean","doi":"10.1016/j.ajpe.2025.101426","DOIUrl":"10.1016/j.ajpe.2025.101426","url":null,"abstract":"<div><h3>Objective</h3><div>To examine the impact of ungraded Readiness Assurance Tests (RATs) on students’ preclass preparation and performance in a team-based learning integrated required professional pharmacy course.</div></div><div><h3>Methods</h3><div>This retrospective cohort study compared student performance and preclass preparation quantitatively and qualitatively when RATs in a team-based learning course were ungraded vs graded in a course in the second professional year. Student perceptions of the course were also summarized for the cohort that experienced ungraded RATs (2021). Four cohorts (2018, 2019, 2021, and 2022) were included in this study. Student performance was measured through individual RAT (iRAT) and exam scores. Student’s preclass preparation was measured by the number of unique viewers and the portion of each video viewed for each prerecorded lecture. The 2021 cohort’s student evaluations of teaching were then analyzed for themes.</div></div><div><h3>Results</h3><div>iRAT scores decreased in the ungraded 2021 cohort (mean score: 7.5) compared to graded cohorts (2018: 8.1; 2019: 8.1; 2022: 8.4). Overall exam performance was consistent across cohorts. The mean percentage of unique viewers accessing prerecorded lectures and the portion of each lecture viewed ranged from 72.9% to 83.1% and 74.3% to 80.5%, respectively. Themes from student evaluations of teaching in the ungraded 2021 cohort included change in course structure caused stress, changes in motivation and preclass preparation, benefits of retrieval practice, and a preference for graded iRATs.</div></div><div><h3>Conclusion</h3><div>Ungrading a single portion of the course resulted in lower performance on formative assessments but similar performance on course exams. Students were uncomfortable with the change in grading structure in this course, which differed from their experiences in prior courses in the curriculum.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 7","pages":"Article 101426"},"PeriodicalIF":3.8,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152837","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":"Erratum to “Best Practices for Teaching and Assessing Population Health and Wellness” [Am J Pharm Educ 89 (2025) 101359]","authors":"Jill M. Augustine ,&nbsp;Shankar Munusamy ,&nbsp;Omar F. Attarabeen","doi":"10.1016/j.ajpe.2025.101421","DOIUrl":"10.1016/j.ajpe.2025.101421","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 6","pages":"Article 101421"},"PeriodicalIF":3.8,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144123461","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 and Evolution of the Accreditation Council for Pharmacy Education’s International Services Program","authors":"Dawn Zarembski,&nbsp;Jacob Gettig,&nbsp;Janet P. Engle","doi":"10.1016/j.ajpe.2025.101424","DOIUrl":"10.1016/j.ajpe.2025.101424","url":null,"abstract":"<div><div>The Accreditation Council for Pharmacy Education (ACPE) International Services Program was established in 2011 following a year-long feasibility analysis undertaken based on observed trends in requests for assistance, consultation, and accreditation from international governments, organizations, and programs. Since its establishment, the International-Accreditation process has expanded and evolved, with 47 programs across 11 countries currently holding some form of International-Accreditation status. This paper describes aspects of the development and evolution of ACPE’s International Services Program. Future plans for ACPE’s International-Accreditation Program are also described.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 7","pages":"Article 101424"},"PeriodicalIF":3.8,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144144416","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":"Exploring Professional Identity Formation among Pharmacists in Pakistan: Barriers, Enablers, and Recommendations","authors":"Iqra Hafeez ,&nbsp;Rahila Yasmeen ,&nbsp;Shabana Ali ,&nbsp;Mustafeez Mujtaba Babar","doi":"10.1016/j.ajpe.2025.101422","DOIUrl":"10.1016/j.ajpe.2025.101422","url":null,"abstract":"<div><h3>Objective</h3><div>Despite being the third-largest health care professional group globally, pharmacists often grapple with ambiguity surrounding their professional identity and role in the health care system. This study addresses the scarcity of data on factors influencing Professional Identity Formation (PIF) among pharmacists, focusing on Pakistan.</div></div><div><h3>Methods</h3><div>Utilizing a qualitative exploratory design, the researcher conducted semistructured interviews with 12 pharmacists in hospital, community pharmacies, and the pharmaceutical industry over 6 months. The data were transcribed, and thematic analysis was conducted after two coding cycles. Three dominant themes emerged: <em>pharmacists' perceptions of professional identity in Pakistan</em>, <em>attitudes toward professional roles and culture</em>, and <em>contextual influences on PIF</em>.</div></div><div><h3>Results</h3><div>Barriers to PIF identified include identity splintering, insufficient knowledge and Continuing Professional Development opportunities, absence of incentives and mentorship programs, workplace power dynamics, suboptimal interaction with other health care professionals, negative feedback from physicians, unethical marketing practices by pharmaceutical companies, and unclear roles and responsibilities. Conversely, enablers encompass a supportive working environment, equal learning opportunities, effective communication skills, respect for colleagues, and adherence to moral and ethical standards.</div></div><div><h3>Conclusion</h3><div>The study emphasizes the significance of PIF for pharmacists in Pakistan and calls for collective efforts to empower and enhance the pharmacy workforce. Recommendations include incorporating educational practices, curricular reforms, and experiential learning to foster professional identity among aspiring pharmacists. Strengthening professional identities is considered beneficial for the pharmacy profession, educators, regulators, and the community, ultimately improving patient care and community health.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 7","pages":"Article 101422"},"PeriodicalIF":3.8,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144133247","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":"TikTok as a tool for learning top 300 drugs","authors":"Karl R. Kodweis ,&nbsp;Elizabeth A. Hall ,&nbsp;Andrea Franks ,&nbsp;Amy E. Hall ,&nbsp;Joanna Q. Hudson ,&nbsp;Dawn E. Havrda","doi":"10.1016/j.ajpe.2025.101419","DOIUrl":"10.1016/j.ajpe.2025.101419","url":null,"abstract":"<div><h3>Objective</h3><div>The study aimed to assess the influence of student-generated TikTok videos on quiz performance and to evaluate student perspectives on this tool for learning the top 300 drug facts.</div></div><div><h3>Methods</h3><div>This mixed-methods cohort study was conducted in Fall 2021 with second-year pharmacy (P2) students (<em>n</em> = 169). Students could create videos in small groups tasked with developing and viewing TikTok videos or use traditional study methods (top 300 drugs flashcards). Pre and poststudy surveys and focus groups assessed perceptions and demographics. Quiz performance was compared between TikTok creators, viewers, and nonparticipants using Kruskal-Wallis tests, with thematic analysis applied to qualitative data.</div></div><div><h3>Results</h3><div>The survey response rate was 94.1% (159/169). A total of 112 students watched TikTok videos to study (“viewers”; 70.4%), while 47 did not (“nonviewers”; 29.6%); 106 students created videos (“creators”; 66.7%), while 53 did not (“noncreators”; 33.3%). No significant difference in quiz scores was noted between TikTok viewers and nonviewers. Similarly, no significant difference in quiz scores was observed between TikTok creators and noncreators. Thematic analysis revealed that creating videos helped with understanding but was time-consuming, and viewing the videos for study purposes was reportedly distracting.</div></div><div><h3>Conclusion</h3><div>Student perceptions supported the educational value of TikTok videos, but neither producing nor watching significantly affected quiz performance. Although creating and viewing these videos had benefits, such as making studying more fun and accessible, there were also some limitations, including the laborious process of creating the videos and distractions.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 6","pages":"Article 101419"},"PeriodicalIF":3.8,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095700","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":"Blending Early Warning and Remediation Processes to Facilitate Student Success","authors":"Michelle N. Schroeder,&nbsp;Julie A. Murphy","doi":"10.1016/j.ajpe.2025.101420","DOIUrl":"10.1016/j.ajpe.2025.101420","url":null,"abstract":"<div><h3>Objective</h3><div>To describe remediation and early-warning strategies in a PharmD program and to evaluate the impact on student success factors such as attrition rates, on-time graduation rates, and remediation pass rates.</div></div><div><h3>Methods</h3><div>A multifaceted approach was adopted, including the development of in-course and postcourse remediation procedures to provide timely support, focusing on coherence and integrating student-directed learning activities. In addition, we implemented an early-warning system to identify at-risk students, provide personalized advising, and emphasize improving study habits.</div></div><div><h3>Results</h3><div>The combination of the early-warning system and remediation procedures contributed to a 10% improvement in both on-time graduation and total attrition rates. Over 60% of PharmD courses reported grades below C on exams and major assignments. In-course remediation had an average passing rate of 89%, with formal postcourse remediation resulting in a 94% success rate. Of students participating in formal postcourse remediation, 87% (n = 27) progressed to graduation on time. Without remediation, the college attrition rate would have been 20.3% rather than the actual rate of 13.5%.</div></div><div><h3>Conclusion</h3><div>This study demonstrates that a multifaceted approach, including an early-warning system with targeted remediation strategies, positively impacted student success factors in our program. Proactive identification through the early-warning system and tailored remediation procedures improved on-time graduation rates and reduced total attrition rates. The effectiveness of in-course and postcourse remediation in supporting student progression and mitigating attrition risk emphasizes the importance of comprehensive support mechanisms in promoting student success and program retention.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 7","pages":"Article 101420"},"PeriodicalIF":3.8,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095693","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 Exploration into Student Pharmacists’ Experiences of Practice-Based Interprofessional Education During Experiential Learning Placements","authors":"Clare Depasquale ,&nbsp;Amy Arnold ,&nbsp;Scott Cunningham ,&nbsp;Aisling Kerr ,&nbsp;Sabrina A. Jacob ,&nbsp;Anne Boyter ,&nbsp;Matthew Boyd ,&nbsp;Ailsa Power ,&nbsp;Brian Addison","doi":"10.1016/j.ajpe.2025.101418","DOIUrl":"10.1016/j.ajpe.2025.101418","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to explore student pharmacists’ experiences of interprofessional education (IPE) during experiential learning (EL) placements.</div></div><div><h3>Method</h3><div>A paper questionnaire was used to collect data and was distributed to all penultimate/final-year student pharmacists enrolled in the Master of Pharmacy programs at Robert Gordon University or the University of Strathclyde (<em>n</em> = 485). Data collection took place between January and March 2023, shortly after student pharmacists attended EL placements in various practice settings. Participation in the research was voluntary, and questionnaires were completed anonymously. Thematic analysis was used to identify themes from responses to open-ended questions, aligning with the research aim. Ethical approval was granted by the Robert Gordon University School Ethics Research Committee.</div></div><div><h3>Results</h3><div>The questionnaire was completed by 328 (67.6%) student pharmacists. Themes identified included: (1) Nature of IPE experiences: mostly unplanned or informally planned, with few examples of formally planned IPE; opportunities varied across areas of practice; professional groups varied, with medicine and nursing most represented. (2) Factors influencing interprofessional learning: related to EL facilitator (preceptor), student pharmacist, placement, and cultural factors. Facilitators included prioritization of IPE and positive role modeling by mentors; barriers included student pharmacists’ perceived lack of preparedness for IPE, lack of specific IPE learning outcomes, and sector-specific limitations. (3) Student pharmacists’ perceived value of IPE: experiences supported the development of collaborative competencies, as well as personal, professional, and interprofessional identity development.</div></div><div><h3>Conclusion</h3><div>Greater emphasis on the relevance of IPE in the EL curriculum and the wider Master of Pharmacy curriculum could enhance learning from opportunistic IPE. The lack of formally planned IPE opportunities requires further attention.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 6","pages":"Article 101418"},"PeriodicalIF":3.8,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144082165","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":"Accreditation Council for Pharmacy Education: 2024 Annual Report","authors":"Janet P. Engle ,&nbsp;John Gregory Boyer ,&nbsp;Dimitra V. Travlos ,&nbsp;Dawn Zarembski","doi":"10.1016/j.ajpe.2025.101412","DOIUrl":"10.1016/j.ajpe.2025.101412","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 6","pages":"Article 101412"},"PeriodicalIF":3.8,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143946750","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":"Advancing Pharmacy Students’ Communication Skills through Real-Time Feedback in Innovative Simulations","authors":"Cheng-Yi Chao ,&nbsp;Tsung-Kun Lin ,&nbsp;Nai-Yung Hung ,&nbsp;Chun-Lun Hsu ,&nbsp;Li-Ting Kao","doi":"10.1016/j.ajpe.2025.101414","DOIUrl":"10.1016/j.ajpe.2025.101414","url":null,"abstract":"<div><h3>Objective</h3><div>Effective communication skills are essential for student pharmacists, particularly in telehealth contexts where clear and professional interactions are critical. This study compared 3 simulation-based teaching methods aimed at improving pharmacy students’ telephone communication skills, focusing on the impact of real-time feedback vs postsimulation reflection.</div></div><div><h3>Methods</h3><div>A quasi-experimental study was conducted with 114 student pharmacists from 5 Taiwanese universities, assigned to 3 groups: (1) Standard Simulation Teaching Method (STM, <em>n</em> = 58), (2) Modified STM (MSTM, <em>n</em> = 21), and (3) MSTM with Real-time Feedback (MSTM+RTF, <em>n</em> = 35). All students participated in standardized clinical scenarios designed to simulate common pharmacy-related inquiries. Performance was assessed using a validated 15-item questionnaire on a 5-point Likert scale. Quantitative data were analyzed using one-way analysis of variance and Scheffe post hoc tests, while qualitative data were analyzed thematically to explore students' experiences.</div></div><div><h3>Results</h3><div>Significant differences were observed between the methods in 4 key communication metrics: call time recording, identification and confirmation of caller details, providing reply times, and asking additional questions. Students in the MSTM+RTF group consistently outperformed those in the STM and MSTM groups. Qualitative analysis revealed themes of initial anxiety, skill development through practice and feedback, and improvements in communication and professionalism.</div></div><div><h3>Conclusion</h3><div>The MSTM+RTF demonstrated superior outcomes in developing student pharmacists' telephone communication skills by combining immediate feedback with iterative practice. Embedding real-time feedback, repetition, and structured reflection into simulations holds promise for building essential communication competencies. Future research should investigate optimal simulation design components and evaluate long-term skill retention and transfer to clinical practice settings.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 6","pages":"Article 101414"},"PeriodicalIF":3.8,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144044661","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":"Evaluating a Three-Pronged Self-Assessment Tool to Enhance Communication Skills in First-Year Pharmacy Students: A Multi-Institutional Study","authors":"Maria Charbonneau ,&nbsp;Allissa Long ,&nbsp;Jana Murry","doi":"10.1016/j.ajpe.2025.101417","DOIUrl":"10.1016/j.ajpe.2025.101417","url":null,"abstract":"<div><h3>Objective</h3><div>To evaluate the impact of a novel, three-pronged self-assessment tool on the verbal and nonverbal communication skills of first-year pharmacy (P1) students at two Schools of Pharmacy.</div></div><div><h3>Methods</h3><div>This study, conducted during the 2022–2023 academic year, involved 200 P1 students from two institutions. Students recorded a patient counseling session and utilized the three-pronged tool to self-assess their performance in 3 distinct phases: (1) video-only review for evaluating nonverbal communication, (2) audio-only review for assessing verbal communication, and (3) a combined audio and video review for a comprehensive assessment. Students then recorded a second graded counseling session. Changes in student grades between the initial and subsequent counseling sessions were analyzed using descriptive statistics and Wilcoxon signed-rank tests. Qualitative data from self-assessment responses were categorized into themes to explore common communication strengths and areas for improvement.</div></div><div><h3>Results</h3><div>Cohort 1 (virtual) showed a significant improvement in scores from 76.9% to 88.9%, while Cohort 2 (in person) improved from 94.3% to 95.7%. Cohort 3 (virtual) showed no significant improvement. Students identified strengths and areas for improvement in both nonverbal and verbal communication skills, demonstrating engagement in self-assessment and skill enhancement.</div></div><div><h3>Conclusion</h3><div>Improved communication skills observed in P1 students were likely influenced by the 3-pronged, self-assessment tool in conjunction with standard faculty feedback and other aspects of the study design. This tool promotes structured self-assessment and continuous improvement, aligning with educational standards and suggesting potential for broader application, pending further validation across diverse educational settings.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 6","pages":"Article 101417"},"PeriodicalIF":3.8,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144027182","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}