American Journal of Pharmaceutical Education最新文献

{"title":"Unlocking Findings of Entrustable Professional Activities for Trainee Development, Entrustment, and Practice Readiness in Pre-registration Pharmacy Training: A Systematic Review","authors":"Tarik Al-Diery ,&nbsp;Sally Marotti ,&nbsp;Kyung Min Kirsten Lee ,&nbsp;AbdelHakim Bishawi ,&nbsp;Debra Rowett ,&nbsp;Jacinta L. Johnson","doi":"10.1016/j.ajpe.2025.101485","DOIUrl":"10.1016/j.ajpe.2025.101485","url":null,"abstract":"<div><h3>Objective</h3><div>To explore key findings on the use of entrustable professional activities (EPAs) in preregistration pharmacy training, with a focus on their role in trainee development, entrustment decision-making, and practice readiness.</div></div><div><h3>Methods</h3><div>A systematic search was conducted across 5 electronic databases (MEDLINE, Embase, Scopus, Emcare, and Cumulative Index to Nursing and Allied Health Literature (CINAHL)) to identify studies reporting on the use of EPAs in preregistration pharmacy training. Studies that described how EPAs influenced trainee development, entrustment decision-making, and practice readiness were included. Two independent reviewers screened and extracted data from the included studies. Key findings were synthesized into thematic domains. The Mixed Methods Appraisal Tool 2018 was used to evaluate the quality of the included studies.</div></div><div><h3>Results</h3><div>A total of 581 articles were screened, with 27 meeting the inclusion criteria (17 quantitative descriptive, 7 mixed methods, and 3 qualitative studies). A narrative synthesis of the eligible studies revealed 3 key findings: EPAs support the progressive entrustment of trainees across different time points in training, EPA implementation enhances trainees’ self-directed learning and self-awareness skills, and supervisor entrustment decisions are influenced by a range of contextual, personal, and trainee-related factors. Although EPAs were consistently associated with increased trainee autonomy, entrustment practices among supervisors remained relatively variable. Most included studies were assessed as medium to high quality.</div></div><div><h3>Conclusion</h3><div>The use of EPAs in pharmacy education fosters trainee autonomy, self-assessment, and professional growth in trainees. However, variability in supervisor decision-making highlights the need for further research to support consistent EPA implementation and supervisor training in authentic practice environments.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 9","pages":"Article 101485"},"PeriodicalIF":3.5,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144859929","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 Real-Time Online Referral System Pilot for Preceptor-Reported Issues","authors":"Charlene Williams ,&nbsp;Jacqueline E. McLaughlin ,&nbsp;Sarah Pankracij ,&nbsp;Kelly Womack-Adams ,&nbsp;Nicole R. Pinelli","doi":"10.1016/j.ajpe.2025.101482","DOIUrl":"10.1016/j.ajpe.2025.101482","url":null,"abstract":"<div><h3>Objective</h3><div>The purpose of this study was to evaluate preliminary results of a centralized online referral system that facilitated expedient intervention in experiential environments.</div></div><div><h3>Methods</h3><div>An online referral system was established for students, faculty, staff, and preceptors to bring immediate student concerns to the school’s attention and request real-time support. Experiential academic and personal concerns submitted by preceptors were managed collaboratively by student affairs and experiential education personnel. Referrals from 2018 to 2022 were deidentified and analyzed using qualitative methods. Quantitative and qualitative data from the 2019 and 2023 American Association of Colleges of Pharmacy Preceptor Surveys related to student support and the referral system were assessed using descriptive statistics and thematic analysis to determine preceptor satisfaction with the referral system.</div></div><div><h3>Results</h3><div>Fifty-five referrals were submitted, 46 of which involved students in the second professional year. A total of 182 codes were applied to the data. The most common codes were related to Professionalism (<em>n</em> = 94, 51.6%), Personal Issues (<em>n</em> = 50, 27.4%), and Academic Concerns (<em>n</em> = 28, 15.3%). Preceptors agreed or strongly agreed that they knew how to utilize processes for academic misconduct (86.3%), professional misconduct (90.4%), and harassment/discrimination (88.1%), and survey responses ranked higher compared to national and peer institution benchmarks. Preceptors positively endorsed the referral system and support from the school.</div></div><div><h3>Conclusion</h3><div>This study found similar preceptor concerns compared to previous studies. Preceptors indicated knowledge of support systems and positively regarded the system and school support. These initial results suggest the system is a promising method to support student success. More studies are needed on interventions applied and student success outcomes.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 9","pages":"Article 101482"},"PeriodicalIF":3.5,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800990","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":"Current Trends in Pharmacy Law Education.","authors":"Gina D Moore, Rachel Barenie, Geoffrey Mospan, James Ruble, Jennell C Bilek, Teri Miller, Kristin Villa, Ettie Rosenberg","doi":"10.1016/j.ajpe.2025.101481","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101481","url":null,"abstract":"<p><strong>Objective: </strong>To describe pharmacy law topics and teaching methods within US colleges and schools of pharmacy.</p><p><strong>Methods: </strong>Pharmacy law educators across the US were surveyed to describe pharmacy law topics and methods for teaching and assessment used to optimize student learning, subject retention, and practice readiness.</p><p><strong>Results: </strong>Seventy-two (72) out of 127 programs (those American Association of Colleges of Pharmacy (AACP) member institutions which identified their respective pharmacy law instructor) completed the survey, yielding a response rate of 56.7%. Topics covered within pharmacy law courses varied, but a majority of respondents addressed subjects tested by the National Association of Boards of Pharmacy Multistate Pharmacy Jurisprudence Exam (MPJE). An increasing number of respondent schools include pharmacy advocacy content for both patient care and pharmacist scope of practice. Many respondent schools are incorporating novel active learning strategies to foster student learning and retention.</p><p><strong>Conclusion: </strong>Delivery of a pharmacy law curriculum within pharmacy schools is dynamic. There is no clear consensus for optimal course delivery; however, the subjects taught, and assessment of student learning is evolving.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101481"},"PeriodicalIF":3.5,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800991","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 Academic Rank Portability in Pharmacy Education","authors":"Mary E. Ray ,&nbsp;Jeremy A. Hughes","doi":"10.1016/j.ajpe.2025.101467","DOIUrl":"10.1016/j.ajpe.2025.101467","url":null,"abstract":"<div><div>Recent pharmacy school closures and consolidations have intensified concerns about faculty job security and mobility, making academic rank portability (ARP)—the ability to transition between institutions without loss of academic rank—an increasingly important consideration. This commentary explores the structural and cultural barriers that limit ARP, particularly for faculty moving from teaching-focused institutions to research-intensive (R1) environments. Differences in workload allocation, scholarly expectations, and promotion criteria often result in misalignment, leaving experienced faculty unable to retain their rank despite strong teaching and service records. Drawing from the literature and personal experience, we highlight how faculty can proactively plan for ARP by aligning their academic profiles with broader institutional expectations, particularly in research and scholarship. Strategies include reframing teaching and service activities as scholarship, adopting structured writing routines, and leveraging professional development opportunities. Creative frameworks, such as design thinking, along with participation in national leadership and research training programs, can further enhance scholarly identity and visibility. While ARP is not guaranteed, faculty who intentionally build portable academic portfolios are better positioned to navigate institutional transitions and sustain long-term career growth.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101467"},"PeriodicalIF":3.5,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144621256","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":"Exploration of Psychosocial Hazards: Job Demands, Rewards and Recognitions, and Autonomy to Address Workforce Well-Being","authors":"Kelly C. Lee ,&nbsp;Seena Haines ,&nbsp;Kelly N. Gable ,&nbsp;Susan P. Bruce ,&nbsp;Audrey Kostrzewa ,&nbsp;Maria Marzella Mantione ,&nbsp;Catherine Oliphant ,&nbsp;Sara K. Richter ,&nbsp;Heather M. Wende ,&nbsp;Angela A. Burrell ,&nbsp;Xiaoshan Z. Gordy","doi":"10.1016/j.ajpe.2025.101459","DOIUrl":"10.1016/j.ajpe.2025.101459","url":null,"abstract":"<div><h3>Objective</h3><div>High rates of turnover among employees (faculty, administrators, and staff) in higher education, exacerbated by workplace stress and burnout, pose significant challenges to institutions. This first narrative review of a 2-part series explores the psychosocial hazards faced by employees and proposes strategies to foster a supportive organizational culture.</div></div><div><h3>Findings</h3><div>Key findings from focus groups with administrators revealed several critical themes: psychological safety and trust, coping mechanisms and support systems, effective communication, personalized approaches to well-being, leadership and resource allocation, and professional development and recognition.</div></div><div><h3>Summary</h3><div>From these themes, 6 psychosocial hazards were explored in detail, through evidence-based definitions, assessments, interventions, monitoring, and additional resources and recommendations for each hazard. Three hazards are explored in each part of this 2-part series. Within each of the 3 primary areas of focus, we provide evidence-based recommendations for schools and colleges of pharmacy to best support their employees. For Job Demands/Task Stressors, employers are encouraged to provide clear workload policies, role clarity, and work-family conflict strategies. For Rewards/Recognition, employers should provide equitable compensation, establish practices to provide personalized recognition, and engage in ongoing monitoring. For Autonomy/Flexibility, we recommend that employers investigate flexible work arrangements and job crafting opportunities and provide organizational support for employees. A proactive and holistic approach that encompasses individual, departmental, and institutional levels to address psychosocial hazards can create a more supportive and healthier environment to improve employee well-being and reduce turnover rates.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101459"},"PeriodicalIF":3.5,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144610414","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":"Exploration of Psychosocial Hazards: Core Values, Justice and Fairness, and Social Support to Address Workforce Well-Being.","authors":"Seena L Haines, Kelly C Lee, Kelly N Gable, Jonathan Thigpen, Caitlin M Gibson, Susan Morley, Ashley N Crowl, Elias B Chahine, Michelle L Hilaire, Kathy E Komperda, Doreen Szollosi, Kam Nola","doi":"10.1016/j.ajpe.2025.101460","DOIUrl":"10.1016/j.ajpe.2025.101460","url":null,"abstract":"<p><strong>Objectives: </strong>Institutions of higher learning have been challenged with high rates of turnover among faculty, administrators, and staff. Pharmacy educators face unique challenges linked to workplace stress and burnout. Efforts from the year-long work of a Council of Faculties and Council of Deans Taskforce led to the adoption of the 6 areas of work-life definitions as they apply to pharmacy academia and the identification of psychosocial hazards within these work-life areas.</p><p><strong>Findings: </strong>In this narrative review, we provide example assessments, interventions, monitoring, and additional resources and recommendations within 3 of the 6 work-life areas that include Core Values/Work Boundaries, Social Support, and Justice/Fairness.</p><p><strong>Summary: </strong>Within each of these 3 areas of focus, we provide evidence-based recommendations for pharmacy programs to support their employees. For Core Values/Work Boundaries, organizational leaders are encouraged to explore personal values and work-life boundary preferences with employees, with a focus on better integration. For Social Support, institutions should consider ways to integrate social connection into their curriculum and strive to create a culture of connection that brings people together for meaningful contact. For Justice/Fairness, we encourage employers to maintain transparent and consistent practices when distributing workload, salaries, and performance appraisals, and this process should be openly communicated to all employees. A proactive and holistic approach that encompasses individual, departmental, and institutional levels to address psychosocial hazards can create a more supportive and healthier environment to improve employee well-being and reduce turnover rates.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101460"},"PeriodicalIF":3.5,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144627825","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 Investigation of College and School of Pharmacy Support for Graduates who Fail the NAPLEX","authors":"Ijeoma S. Anadi,&nbsp;Ashley E. Woodruff,&nbsp;Jaime Maerten-Rivera,&nbsp;William A. Prescott Jr","doi":"10.1016/j.ajpe.2025.101465","DOIUrl":"10.1016/j.ajpe.2025.101465","url":null,"abstract":"<div><h3>Objective</h3><div>To determine the prevalence of Accreditation Council for Pharmacy Education (ACPE)-accredited colleges/schools of pharmacy (C/SOP) that support graduates who fail the North American Pharmacist Licensure Examination (NAPLEX) on their first attempt and, secondarily, to characterize the nature and determine the effectiveness of that support.</div></div><div><h3>Methods</h3><div>A 19-item electronic survey was designed to assess if and how C/SOP supports graduates who fail the NAPLEX on their first attempt and the perceived effectiveness of this support. The survey, which contained forced-response, Likert, and open-ended items, was distributed to 141 ACPE-accredited C/SOP. Subsequent-attempt pass rates were compared between C/SOP that reported providing (or not providing) support. Descriptive statistics, χ², and <em>t</em>-tests were conducted.</div></div><div><h3>Results</h3><div>Fifty-eight C/SOP participated (41% response rate). The demographics and mean 3-year first-time NAPLEX pass rates among responding C/SOP were comparable to those of all ACPE-accredited C/SOP. While nearly all C/SOP (97%) acknowledged their responsibility in preparing students for the NAPLEX while enrolled, only 29% indicated supporting graduates who failed the NAPLEX on their first attempt. This was accomplished through the allocation of faculty/staff time and effort (76.5%) and access to college/school resources (64.7%). Those offering support deemed their process somewhat to very effective for improving subsequent-attempt pass rates; however, no difference was observed between C/SOP with or without established processes (57.5% vs 59.8%).</div></div><div><h3>Conclusion</h3><div>Few C/SOP have established support processes for graduates who fail the NAPLEX. Those providing support indicated it was effective; however, there was no correlation to better subsequent-attempt pass rates. While the onus of passing the NAPLEX falls to graduates, C/SOP may consider supporting those who fail the exam, time- and resource-permitting.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101465"},"PeriodicalIF":3.5,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144700432","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 Perceptions and the Impact of Mnemonics on Knowledge Retention and Application in Pharmacology Education","authors":"Shankar Munusamy ,&nbsp;Madelynn Aeilts ,&nbsp;Carrie Koenigsfeld ,&nbsp;Ronald J. Torry","doi":"10.1016/j.ajpe.2025.101480","DOIUrl":"10.1016/j.ajpe.2025.101480","url":null,"abstract":"<div><h3>Objective</h3><div>To assess the longitudinal impact of using mnemonics in a pharmacology course for second-year pharmacy PharmD students on their exam performance and perceptions of mnemonics' helpfulness in knowledge retention and application in clinical settings.</div></div><div><h3>Methods</h3><div>Thirteen mnemonics were taught in a pharmacology course covering endocrine and autonomic pharmacology topics in the 2020–2021 and 2021–2022 academic years. A nonanonymous survey was administered after exams to gather students' self-reported use of mnemonics to answer exam questions. On the end-of-semester anonymous course evaluation, students rated the impact of using mnemonics on their knowledge retention, application, critical thinking, learning anxiety, and confidence when answering exam questions. To longitudinally evaluate students’ perceptions of mnemonics' effectiveness, an anonymous follow-up survey was administered to the same student cohort at the end of a Therapeutics course, 5 months later.</div></div><div><h3>Results</h3><div>Mnemonics use significantly improved students' exam performance on 6 of 14 exam questions based on mnemonics-linked concepts. Students reported that using mnemonics improved their knowledge retention and clinical application (98.21% in 2020–2021; 97.56% in 2021–2022), enhanced critical thinking (89.29% in 2020–2021; 87.80% in 2021–2022), increased confidence during test-taking (96.43% in 2020–2021; 90.24% in 2021–2022), and reduced learning anxiety (80.36% in 2020–2021; 60.97% in 2021–2022). The longitudinal survey validated initial perceptions survey findings and reaffirmed that students find mnemonics memorable when they aid in comprehending and organizing concepts.</div></div><div><h3>Conclusion</h3><div>Mnemonic use enhances students' exam performance, and students perceive mnemonics as promoting knowledge retention, application, critical thinking, confidence during test-taking, and reduced learning anxiety.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 9","pages":"Article 101480"},"PeriodicalIF":3.5,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144765830","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 an Introduction to Electronic Medical Record–Based Assessment of Medication Orders Among Novice Student Pharmacists","authors":"Joi Hei Chan,&nbsp;Steven Walker,&nbsp;Angelina Lim,&nbsp;Emily Stokes","doi":"10.1016/j.ajpe.2025.101477","DOIUrl":"10.1016/j.ajpe.2025.101477","url":null,"abstract":"<div><h3>Objective</h3><div>To pilot an electronic medical records (EMRs) simulation activity that incorporates a medication verification process, aimed at exploring novice learners’ interactions with the system, as well as their perceptions and confidence in verifying medication orders.</div></div><div><h3>Methods</h3><div>A quasi-experimental study was conducted using a simulated EMR platform, MyDispense. The study consisted of 5 medication orders, where students were asked to either select “verify” or “reject” each order. The activity was piloted by 390 second-year students across Australia and Malaysia. Verification actions and common mistakes were exported from MyDispense. Student perception and confidence data were collected using pre and postsurveys. An expert panel reviewed the data and suggested a scaffolded curriculum.</div></div><div><h3>Results</h3><div>The majority of students (80.5%–94.4% across cases) correctly selected the appropriate medication verification option. Common mistakes included incorrect selections on the issues for review form, such as specifying incorrect medication duration and indication. When orders were pitched to be clinically gray but safe to administer, novice learners showed a preference for rejection. Preactivity survey responses totaled 277, and postactivity responses were 261. There was a statistically significant increase in perceived confidence, with scores rising from 3 to 4 on a 5-point Likert scale, indicating improved confidence in EMR medication verification. A scaffolded curriculum incorporating milestones of experiential placements was recommended.</div></div><div><h3>Conclusion</h3><div>While students’ perceived confidence in medication verification increased overall, the study highlighted a potential need for educators to prepare students for clinical documentation and discussions by encouraging them to log interventions and partake in conversations with the prescribing team outside of the electronic verification process.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 9","pages":"Article 101477"},"PeriodicalIF":3.5,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709998","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 Research and Scholarship: Report of the 2024–2025 AACP Research and Graduate Affairs Committee","authors":"Elias B. Chahine ,&nbsp;Jaclyn D. Cole ,&nbsp;Motolani E. Ogunsanya ,&nbsp;Johnnie L. Early ,&nbsp;Aurijit Sarkar ,&nbsp;Wen Xie ,&nbsp;Dorothy F. Farrell ,&nbsp;Vicki Ellingrod","doi":"10.1016/j.ajpe.2025.101471","DOIUrl":"10.1016/j.ajpe.2025.101471","url":null,"abstract":"<div><div>The 2024–2025 American Association of Colleges of Pharmacy (AACP) Research and Graduate Affairs Committee (or the Committee) was charged with creating an updated definition of research and scholarship for use by the Academy, performing an audit of AACP activities to identify opportunities to advance or support research and scholarship as defined by the Committee, and developing metrics for these programs. The Committee met its first charge by providing updated definitions for both research and scholarship, recognizing that each is essential to the advancement of the pharmacy profession and equally important to the Academy. To fulfil its second charge, the Committee identified opportunities to add content and objectives related to research, scholarship, and graduate education to several AACP programs. For many of these programs, the Committee noted that AACP could expand eligibility, adjust program requirements, or reimagine marketing materials to enable or increase participation by graduate students, researchers, and basic scientists. The Committee emphasized the importance of including more content related to science, research, and graduate education in the AACP annual meeting, including the creation of a focused research and scholarship track. The Committee also identified opportunities for AACP to support research, scholarship, and research training through new programs. In addressing the third charge, the Committee reviewed AACP activities and programs related to research and scholarship and proposed outcomes and metrics that could be used to regularly evaluate these programs to ensure they are meeting their intended goals. In its call to action, the Committee affirms that a strong foundation in research and scholarship for all members of the academy is needed to advance the tripartite mission of higher education. The Committee proposes 12 recommendations for consideration by AACP and 2 suggestions for consideration by colleges and schools of pharmacy.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 9","pages":"Article 101471"},"PeriodicalIF":3.5,"publicationDate":"2025-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144683579","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}