American Journal of Pharmaceutical Education最新文献

{"title":"Bridging the Research Gap: Assessing the Impact of a Scalable, Required Applied Research Course for Second-Year Student Pharmacists","authors":"Alexandra Perez,&nbsp;Jesus Sanchez,&nbsp;Silvia Rabionet","doi":"10.1016/j.ajpe.2026.101939","DOIUrl":"10.1016/j.ajpe.2026.101939","url":null,"abstract":"<div><h3>Objective</h3><div>This study evaluated the effectiveness of Evidence-Based Practice 4 (EBP4): Introduction to Data Analytics, a required 1-semester course for second-year student pharmacists, in providing structured training in cross-sectional medication-use study design and execution using the National Health and Nutrition Examination Survey dataset, data analysis with IBM Statistical Package for the Social Sciences, and results interpretation. Its assessment examined its impact on learning, skills, confidence, and course satisfaction, as well as postcourse research engagement.</div></div><div><h3>Methods</h3><div>Course impact was evaluated over 3 years (2022–2025) using multiple measures. Knowledge acquisition was measured with 6 proctored quizzes; applied research skills were measured through 4 graded group assignments; and confidence and satisfaction were captured through end-of-course surveys. Long-term impact was assessed through graduating student surveys conducted 2 years postcourse.</div></div><div><h3>Results</h3><div>Over 90% of students demonstrated learning related to the National Health and Nutrition Examination Survey design, dataset structure, and the Statistical Package for the Social Sciences tasks. All student groups successfully completed and submitted every required project component across 3 consecutive course offerings. End-of-course surveys indicated that over 90% of students reported confidence in conducting most research activities, and more than 75% reported that the course exceeded expectations. Two-year follow-up surveys found that at least 73% of graduates engaged in 1 or more related research activities, with over 80% crediting EBP4 as helpful or very helpful preparation.</div></div><div><h3>Conclusions</h3><div>EBP4 built foundational research competencies, fostered student confidence and satisfaction, and supported long-term research engagement, offering a scalable model to enhance research training in pharmacy curricula.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 3","pages":"Article 101939"},"PeriodicalIF":3.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146107902","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":"Assessment of Curricular Integration of Compassionate Communication in Pharmacy Training","authors":"Rabia S. Atayee ,&nbsp;Christina L. Mnatzaganian ,&nbsp;Jennifer M. Namba ,&nbsp;Ila M. Saunders ,&nbsp;Niamh Higgins ,&nbsp;Desiree Shapiro ,&nbsp;Kelly C. Lee","doi":"10.1016/j.ajpe.2026.101941","DOIUrl":"10.1016/j.ajpe.2026.101941","url":null,"abstract":"<div><h3>Objective</h3><div>Cultivating compassionate communication skills in health care enhances quality patient care and health outcomes, while improving the experiences of health care trainees and professionals. Given the limited research on compassionate communication within pharmacy training, this study assessed the impact of a novel compassionate communication curriculum at the University of California, San Diego, Skaggs School of Pharmacy and Pharmaceutical Sciences.</div></div><div><h3>Methods</h3><div>Compassionate communication training sessions were integrated across all 4 years of pharmacy school curriculum. Sessions were tailored to the experience levels of cohorts to promote compassionate communication skills in health care settings. Sessions included information sharing, engaging demonstrations and videos, skill-building exercises, and self-reflection. Participants were invited to complete pre and postsurveys, including select items from the Compassionate Engagement and Action Scale, along with measures of confidence and likelihood of applying learned skills.</div></div><div><h3>Results</h3><div>A total of 273 student pharmacists participated in the curriculum, with 237 (86.8%) completing the presurvey and 234 completing the postsurvey (85.7%). Pre and postsurveys were successfully matched for 151 participants, yielding a matched response rate of 55.3%. Post-training, participants demonstrated significant improvements in compassionate engagement and action toward self and others, perceived confidence in demonstrating compassionate communication within interprofessional teams, and the likelihood of incorporating compassionate communication in patient-centered care.</div></div><div><h3>Conclusion</h3><div>Implementing a compassionate communication curriculum within pharmacy education is a feasible and valuable approach to fostering compassion and collaboration, with downstream benefits for students, future pharmacist leaders, patients, and health care teams.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 3","pages":"Article 101941"},"PeriodicalIF":3.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146144769","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":"Revitalizing Pharmacy Education in Conflict Zones: Lessons From Arab Countries","authors":"Randa Alsadig Almahdi","doi":"10.1016/j.ajpe.2026.101944","DOIUrl":"10.1016/j.ajpe.2026.101944","url":null,"abstract":"<div><div>Pharmacy education in several Arab countries has been affected by prolonged political instability and armed conflict, disrupting earlier efforts to modernize curricula and expand clinically oriented, patient-centered training. This commentary examines the impact of conflict on pharmacy education in 6 Arab countries (Sudan, Lebanon, Libya, Syria, Yemen, and Iraq), with particular attention to curriculum disruption, faculty shortages, weakened infrastructure, and limited experiential training capacity. It discusses how conflict-related system fragmentation and academic workforce migration have constrained alignment with regional and international educational standards and impeded the preparation of graduates for evolving professional roles. The commentary further argues that postconflict transitions represent a critical window for educational reform and recovery. Key priorities for revitalization include strengthening experiential education, updating curricula to address population health needs, rebuilding academic capacity, and promoting regional collaboration among educational institutions and policymakers. Context-sensitive, coordinated strategies are essential to support the development of resilient and socially accountable pharmacy education systems in conflict-affected settings.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 3","pages":"Article 101944"},"PeriodicalIF":3.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146198190","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":"Challenging Ableism in Pharmacy Education: A Call for Inclusive Technical Standards","authors":"Brian A. Hemstreet ,&nbsp;Candis M. Morello ,&nbsp;Emily F. Langham ,&nbsp;Toni Qualantone ,&nbsp;Kruti Parikh Shah ,&nbsp;Diego Rosso ,&nbsp;Lisa M. Meeks","doi":"10.1016/j.ajpe.2026.101942","DOIUrl":"10.1016/j.ajpe.2026.101942","url":null,"abstract":"<div><div>Technical standards (TS) define the nonacademic requirements for admission, progression, and graduation in pharmacy education, yet they may also function as structural barriers for students with disabilities. Although other health professions have advanced guidance on inclusive TS, pharmacy education has lagged in both scholarship and implementation. This commentary synthesizes best practices for developing accessible TS drawn from health professions education literature, legal and accreditation frameworks, and professional guidance. Central recommendations include replacing organic, ability-based language with functional, competency-focused standards; clearly communicating disability disclosure and accommodation processes; aligning TS with competency-based education models; and maintaining a structured, interactive accommodation process supported by specialized Disability Resource Professionals. Two case examples from schools of pharmacy in the United States illustrate distinct approaches to TS revision, demonstrating how interdisciplinary collaboration, faculty education, legal review, and proactive communication can improve clarity, transparency, and inclusivity. These examples support cultural change and institutional accountability. Accessible, functional TS influences who is able to enter, persist in, and contribute to the pharmacy profession. Aligning TS with contemporary educational models represents a strategic opportunity to strengthen equity, workforce sustainability, and the future of pharmacy education.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 3","pages":"Article 101942"},"PeriodicalIF":3.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146144684","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":"Navigating the Transition to APPEs: A Survey of US Schools of Pharmacy","authors":"Laressa Bethishou ,&nbsp;Albert Bach,&nbsp;Kathleen Besinque,&nbsp;Jeff Goad,&nbsp;Karl Hess,&nbsp;Emmanuelle Schwartzman","doi":"10.1016/j.ajpe.2026.101945","DOIUrl":"10.1016/j.ajpe.2026.101945","url":null,"abstract":"<div><h3>Objective</h3><div>To describe the current state of curriculum elements designed to transition student pharmacists in the United States to Advanced Pharmacy Practice Experiences (APPEs) and to identify trends, strategies, and challenges in their implementation.</div></div><div><h3>Methods</h3><div>A cross-sectional survey was administered to 142 accredited US schools of pharmacy between May and October 2024. One faculty member with curriculum oversight was selected per institution. The survey collected data on course structure, content delivery, evaluation strategies, and perceived barriers. Descriptive statistics summarized quantitative data, and thematic analysis was applied to open-ended responses.</div></div><div><h3>Results</h3><div>A total of 115 responses were received (80.9% response rate). Of these, 75.7% (<em>n</em> = 84) reported an intentionally designed transition to APPE curriculum, most commonly as a stand-alone course delivered immediately prior to APPEs. Programs covered key topics such as professionalism (91%), literature evaluation (88.9%), and therapeutics (86.5%), using diverse teaching and assessment strategies, including simulations, examinations, and objective structured clinical examinations. Fewer programs addressed wellness (44.2%) or professional identity formation (55.8%). Faculty cited challenges such as lack of standardized APPE readiness definitions, varied assessment methods, and resource limitations. Programs without formal transition curricula often integrated APPE readiness into broader curricular components.</div></div><div><h3>Conclusion</h3><div>There is considerable variability in how pharmacy schools approach student transitions to APPEs. The findings highlight that most schools have discrete curricula for APPE transitions, but there is a need for shared definitions, standardization, and guidance in curriculum design and assessment. These results may inform the future development of best practices to ensure consistent and effective preparation of students for experiential learning.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 3","pages":"Article 101945"},"PeriodicalIF":3.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146196115","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":"Revisions to iTOFT to Support Preceptor Evaluation of APPE Interprofessional Interactions","authors":"Amanda Margolis ,&nbsp;Maeleigh Tidd ,&nbsp;Nicholas Apitz ,&nbsp;Beth Martin","doi":"10.1016/j.ajpe.2026.101940","DOIUrl":"10.1016/j.ajpe.2026.101940","url":null,"abstract":"<div><h3>Objective</h3><div>The validated 12-item individual Teamwork Observation and Feedback Tool (iTOFT) was implemented into required acute and ambulatory care Advanced Pharmacy Practice Experiences to assess student performance on interprofessional teams, but received preceptor criticism. This evaluation identified barriers and facilitators to the iTOFT activity and proposed solutions to improve the activity.</div></div><div><h3>Methods</h3><div>Preceptors of required acute or ambulatory care Advanced Pharmacy Practice Experiences who submitted at least 4 iTOFT evaluations were invited to participate in focus groups describing barriers and facilitators to completing the activity. Preceptors from each practice setting were asked to participate in 1-on-1 semistructured interviews. Focus group and interview transcripts were analyzed using inductive thematic analysis to identify themes.</div></div><div><h3>Results</h3><div>Four focus groups were conducted, 2 with acute care (<em>n</em> = 6) and 2 with ambulatory care preceptors (<em>n</em> = 9). Five preceptors participated in subsequent interviews. A total of 11 barriers were identified across 3 themes: difficulty finding appropriate experiences, difficulty using the iTOFT, and difficulty managing student expectations. Facilitators identified from interviews included discussions with peers, modifications to iTOFT items, incorporating multiple student observations, and setting student expectations. iTOFT items with high importance or concern were summed across preceptors.</div></div><div><h3>Conclusions</h3><div>A revised 4-item modified iTOFT was created specific to pharmacist use of the tool. Facilitators, such as setting student expectations, can be shared with preceptors. Pharmacy programs can create preceptor training using examples to facilitate familiarity with items and rating scales. Future directions include further validation of the 4-item modified iTOFT and assessing preceptor satisfaction with the updated tool.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 3","pages":"Article 101940"},"PeriodicalIF":3.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146107860","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":"Utilizing the Pharmacists’ Patient Care Process Within a Simulated Medication Management Experience for Medical Learners","authors":"Jaime A. Foushee ,&nbsp;David Eagerton ,&nbsp;Tom Lindsey ,&nbsp;Michael Parks ,&nbsp;Stacey Stokes ,&nbsp;Alexis M. Stoner ,&nbsp;David Redden ,&nbsp;Jieun Park","doi":"10.1016/j.ajpe.2026.101948","DOIUrl":"10.1016/j.ajpe.2026.101948","url":null,"abstract":"<div><h3>Objective</h3><div>To describe the implementation and evaluation of a simulated medication management experience for medical learners utilizing the pharmacists’ patient care process (PPCP).</div></div><div><h3>Methods</h3><div>Second-year medical students participated in a simulated medication management experience piloted over 2 consecutive academic cycles. Following an orientation, students rotated through stations designed to incorporate steps within the PPCP: Collect, Assess, Plan, Implement, and Monitor. A pre and postsurvey were administered to assess knowledge of the PPCP and perceived confidence in performing each PPCP step. Aggregate pre and postsurvey data were examined for changes in total confidence and confidence subcategorized within each step. The nonparametric sign test was used to compare pre to postresponses, and the Wilcoxon rank-sum test was used for comparisons between cohorts. Using course evaluations, a quantitative review of student feedback was performed.</div></div><div><h3>Results</h3><div>Between 2022 and 2024, 310 students participated in the experience and submitted completed surveys. At baseline, 76 students (24.5%) were familiar with the PPCP. Following the experience, statistically significant changes were observed in affirmed confidence in performing each PPCP step, compared to pre-experience responses. Additionally, a statistically significant increase was observed between pre and postmedian summed Likert-scale confidence levels, as well as for median summed confidence level changes subcategorized by PPCP step.</div></div><div><h3>Conclusion</h3><div>Within a simulated learning activity, the PPCP framework can be used to enhance knowledge of and confidence in medication management for students from other health professions.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 3","pages":"Article 101948"},"PeriodicalIF":3.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146203808","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":"Loop, Swoop, and Pull: Promoting Pedagogical Content Knowledge in Pharmacy Education","authors":"Zachary R. Noel ,&nbsp;Peter Boedeker","doi":"10.1016/j.ajpe.2026.101933","DOIUrl":"10.1016/j.ajpe.2026.101933","url":null,"abstract":"<div><h3>Objective</h3><div>The objective of this review is to introduce the concept of pedagogical content knowledge (PCK) to pharmacy educators, demonstrate its relevance to pharmacy education, and provide practical strategies to support its development and application in teaching.</div></div><div><h3>Findings</h3><div>Pedagogical content knowledge describes the integration of subject matter expertise with pedagogical knowledge required to teach specific content effectively. Although PCK has been extensively studied in science and mathematics education, it remains underrecognized within health professions education, including pharmacy. This review defines PCK and its key subcomponents (enacted, personal, and collective PCK) and illustrates how they interact to support effective teaching. Drawing parallels between PCK and the Pharmacists’ Patient Care Process, the review frames teaching as a systematic, iterative, and reflective practice analogous to patient care. Practical tools from the education literature, including content representations, reflective practice, and communities of practice, are highlighted as strategies to promote PCK development at the individual, course, and institutional levels.</div></div><div><h3>Summary</h3><div>Pedagogical content knowledge provides a practical and accessible framework for improving teaching effectiveness in pharmacy education. By intentionally developing PCK through reflection, collaboration, and shared language, pharmacy educators and institutions can enhance instructional decision-making, support faculty development, and improve learner outcomes.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 3","pages":"Article 101933"},"PeriodicalIF":3.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146055018","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":"From Pen to Prompt: Navigating LLM-Generated Content in Postgraduate Pharmacy Training Applications","authors":"Katherine E. Bradley ,&nbsp;Daniel B. Chastain ,&nbsp;Henry N. Young ,&nbsp;Sharmon P. Osae","doi":"10.1016/j.ajpe.2026.101947","DOIUrl":"10.1016/j.ajpe.2026.101947","url":null,"abstract":"<div><div>Postgraduate pharmacy training selection relies heavily on narrative application materials, particularly letters of recommendation (LORs) and letters of intent (LOIs), to differentiate among highly qualified candidates. Although these documents are consistently valued by residency and fellowship programs, prior literature has identified substantial limitations in their evaluative utility, including vague language, uniformly positive descriptors, and nonspecific areas for improvement. The rapid adoption of large language models (LLMs) introduces new complexity, with the potential to further homogenize narratives, obscure authentic voice, and reduce meaningful differentiation across applications. This commentary examines how LLM-assisted writing may amplify existing weaknesses in LORs and LOIs, thereby contributing to the erosion of evaluative discrimination rather than improving efficiency alone. We synthesize evidence demonstrating that while numeric ratings and global endorsements correlate poorly with applicant outcomes, behaviorally anchored narratives describing clinical judgment, leadership, and growth potential remain informative and predictive of interview performance. We further argue that thoughtful self-assessment within LOIs, when framed as forward-looking learning goals and explicitly tethered to program-specific training opportunities, can demonstrate maturity and trainability rather than detract from applicant strength. Finally, we propose actionable strategies for key stakeholders, including colleges and schools of pharmacy, postgraduate training programs, professional societies, and accrediting agencies, to preserve the authenticity, interpretability, and usefulness of application materials in the artificial intelligence era. Emphasis is placed on guidance rather than policing, on meaningful, specific narratives rather than polished but generic language, and on using LLMs to support, rather than replace, thoughtful, individualized evaluation in postgraduate pharmacy recruitment.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 3","pages":"Article 101947"},"PeriodicalIF":3.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146196094","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":"Reddit as a Window into NAPLEX Preparation: A Thematic and Network Analysis","authors":"Basma Gomaa,&nbsp;Karen S. Fiano,&nbsp;Jesus Sanchez","doi":"10.1016/j.ajpe.2026.101935","DOIUrl":"10.1016/j.ajpe.2026.101935","url":null,"abstract":"<div><h3>Objective</h3><div>To characterize Reddit discussions related to North American Pharmacist Licensure Examination (NAPLEX) preparation using thematic and network analysis.</div></div><div><h3>Methods</h3><div>Reddit posts to threads containing the keyword “NAPLEX” were collected using NodeXL Pro between July 18 and August 4, 2025. A user-to-user interaction network was constructed (<em>n</em> = 593 users; 2141 connections). Standard social network analysis (SNA) measures characterized network structure, whereas qualitative content analysis of the exported text dataset identified thematic patterns. A keyword cooccurrence analysis was conducted to map associations of frequently used terms.</div></div><div><h3>Results</h3><div>The Reddit network demonstrated low clustering (0.05) and density (D = 0.004), indicating fragmented interactions and a sparse, loosely connected, decentralized structure with limited local cohesion. Community detection revealed 25 subgroups centered on topics such as test-taking strategies, examination content areas, and stress coping. Thematic analysis of posts identified 5 primary themes: 1) examination preparation strategies, 2) emotional responses and anxiety, 3) resource and material use, 4) peer support and shared experiences, and 5) critiques of the examination. Keyword cooccurrence mapping confirmed that study practices, time management, emotional stress, and resource use were highly interconnected.</div></div><div><h3>Conclusion</h3><div>Thematic and network analysis of Reddit discussions identified interconnected cognitive, emotional, and resource-related aspects of NAPLEX preparation. These observations offer insight to pharmacy programs that may consider the timing and nature of graduate support provided in the postgraduation licensure preparation period.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 3","pages":"Article 101935"},"PeriodicalIF":3.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146097675","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}