American Journal of Pharmaceutical Education最新文献

{"title":"Pharmacy School Affordability for Pharmacy Technicians From 2004 to 2022","authors":"Grace LaFleur,&nbsp;T. Joseph Mattingly II","doi":"10.1016/j.ajpe.2024.101289","DOIUrl":"10.1016/j.ajpe.2024.101289","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to evaluate the trends in pharmacy technician wages relative to pharmacy school tuition and fees for the first professional year (P1) from 2004 to 2022, and to assess the affordability of pharmacy education for those currently employed as technicians in a pharmacy.</div></div><div><h3>Methods</h3><div>This observational cross-sectional study used data from the United States Bureau of Labor Statistics to calculate median disposable incomes for pharmacy technicians and the American Association of Colleges of Pharmacy Tuition Trends Database to calculate cumulative sums of P1 in-state tuition and mandatory fees for pharmacy students. The primary outcome was the national change in the tuition affordability ratio, defined as the comparison of median disposable income with median total tuition and fees for P1. Changes in the tuition affordability ratio for the most affordable programs in each state were analyzed as a secondary outcome.</div></div><div><h3>Results</h3><div>The study found that from 2004 to 2022, the median disposable income of pharmacy technicians nationally increased from $20,103 to $33,255, while median P1 tuition and fees rose from $13,223 to $36,183. The median tuition affordability ratio decreased from 1.52 in the 2004–2005 academic year to 0.92 in 2022–2023, indicating a 40% reduction in affordability. State-specific analysis revealed varying affordability ratios, with only Pennsylvania and Rhode Island showing an increase in affordability.</div></div><div><h3>Conclusion</h3><div>The study highlights a significant decline in the affordability of pharmacy education, raising concerns about the economic barriers faced by prospective pharmacy students and calling for a reevaluation of financial strategies within the field.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101289"},"PeriodicalIF":3.8,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301770","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":"Large Language Models and the North American Pharmacist Licensure Examination (NAPLEX) Practice Questions","authors":"Alexa Ehlert ,&nbsp;Benjamin Ehlert ,&nbsp;Binxin Cao ,&nbsp;Kathryn Morbitzer","doi":"10.1016/j.ajpe.2024.101294","DOIUrl":"10.1016/j.ajpe.2024.101294","url":null,"abstract":"<div><h3>Objective</h3><div>This study aims to test the accuracy of large language models (LLMs) in answering standardized pharmacy examination practice questions.</div></div><div><h3>Methods</h3><div>The performance of 3 LLMs (generative pretrained transformer [GPT]−3.5, GPT-4, and Chatsonic) was evaluated on 2 independent North American Pharmacist Licensure Examination practice question sets sourced from McGraw Hill and RxPrep. These question sets were further classified into binary question categories of adverse drug reaction (ADR) questions, scenario questions, treatment questions, and select-all questions. Python was used to run χ² tests to compare model and question-type accuracy.</div></div><div><h3>Results</h3><div>Of the 3 LLMs tested, GPT-4 achieved the highest accuracy, with 87% accuracy on the McGraw Hill question set and 83.5% accuracy on the RxPrep question set. In comparison, GPT-3.5 had 68.0% and 60.0% accuracy on those question sets, respectively, and Chatsonic had 60.5% and 62.5% accuracy on those question sets, respectively. All models performed worse on select-all questions compared with non-select-all questions (GPT-3: 42.3% vs 66.2%; GPT-4: 73.1 vs 87.2%; Chatsonic: 36.5% vs 71.6%). GPT-4 had statistically higher accuracy in answering ADR questions (96.1%) compared with non-ADR questions (83.9%).</div></div><div><h3>Conclusion</h3><div>Our study found that GPT-4 outperformed GPT-3.5 and Chatsonic in answering North American Pharmacist Licensure Examination pharmacy licensure examination practice questions, particularly excelling in answering questions related to ADRs. These results suggest that advanced LLMs such as GPT-4 could be used for applications in pharmacy education.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101294"},"PeriodicalIF":3.8,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301768","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 Game-Based Learning in Literature Searching Instruction for Pharmacy Students","authors":"Rachel Whitney ,&nbsp;Christopher S. Wisniewski","doi":"10.1016/j.ajpe.2024.101291","DOIUrl":"10.1016/j.ajpe.2024.101291","url":null,"abstract":"<div><h3>Objective</h3><div>To determine whether gamifying librarian-led literature searching instruction improved student performance on an authentic literature searching assessment. Secondary objectives included determination of effect on email requests for assistance and student confidence in literature searching abilities.</div></div><div><h3>Methods</h3><div>Literature searching in PubMed is taught by a librarian to first-year pharmacy students in a drug information course over a 2-week period. The librarian chose to implement 2 game-based learning activities in the live lecture sessions: a crossword puzzle and an escape room. To increase engagement, students were encouraged to work collaboratively as a team during class. To evaluate the impact of incorporating gamification into literature searching instruction, the authors evaluated student grades on a literature searching assignment, reviewed the number of emails received asking for assistance, and evaluated student confidence in literature searching.</div></div><div><h3>Results</h3><div>Students scored higher on their literature searching assignment after the implementation of game-based instruction. The average grade on this assignment in 2022 was 90.1% compared with 2021 when the average was 79.9%. The average of 90.6% in 2023 also showed statistically significant improvement compared with 2021. Email requests decreased and student confidence increased when comparing 2021 outcomes with those in 2022 and 2023.</div></div><div><h3>Conclusion</h3><div>Overall, the gamification of literature searching instruction in this course appears to have increased student assignment scores and was well-received by the students.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101291"},"PeriodicalIF":3.8,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301772","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":"Impact of a Geriatric Pharmacy Elective on Student Knowledge, Attitudes, and Empathy Regarding Older Adults","authors":"Lydia Newsom,&nbsp;Leisa L. Marshall,&nbsp;Jennifer L. Nguyen,&nbsp;Kathryn M. Momary","doi":"10.1016/j.ajpe.2024.101292","DOIUrl":"10.1016/j.ajpe.2024.101292","url":null,"abstract":"<div><h3>Objective</h3><div>To evaluate the impact of a Geriatric Pharmacy elective on pharmacy students’ knowledge, attitudes, and empathy regarding older adults.</div></div><div><h3>Methods</h3><div>Enrolled students in a 15-week Geriatric Pharmacy elective during 3 consecutive academic years were invited to complete a precourse and postcourse survey. The survey consisted of the revised Palmore facts on aging quiz, the University of California at Los Angeles geriatric attitudes scale, the Kiersma-Chen empathy scale, and demographic questions. The presurvey and postsurvey data were compared and the impact of demographic factors on student knowledge, attitudes, and empathy was assessed in an exploratory analysis.</div></div><div><h3>Results</h3><div>Sixty-six students participated in the study. Scores on the revised Palmore facts on aging quiz and the University of California at Los Angeles geriatric attitudes scale increased significantly postsurvey compared with presurvey. Student scores on the Kiersma-Chen empathy scale increased on the postsurvey compared with the presurvey, but this increase was not statistically significant. Student self-reported experience with older adults, race, and the course year impacted student performance.</div></div><div><h3>Conclusion</h3><div>A geriatric elective positively impacted the students’ knowledge and attitudes toward older adults. Future research should include validity and reliability testing of geriatric assessment scales in a diverse student population to ensure effective assessment of student knowledge, attitudes, and empathy in this patient population.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101292"},"PeriodicalIF":3.8,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301767","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 Review of Performance Evaluation Paradigms Involving Practice Faculty","authors":"Federico Facciolo,&nbsp;Amy L. Pittenger","doi":"10.1016/j.ajpe.2024.101293","DOIUrl":"10.1016/j.ajpe.2024.101293","url":null,"abstract":"<div><h3>Objectives</h3><div>This article aimed to identify, review, and summarize the literature broadly related to practice faculty evaluations, and provide recommendations for developing equitable systems that recognize and value diverse contributions across the 4 mission areas of practice, teaching, research, and service.</div></div><div><h3>Findings</h3><div>Practice contributions are often evaluated using ill-defined and highly variable approaches, with surveys reporting that half of pharmacy schools have written policies for evaluating practice contributions. From our review of the literature, performance evaluations of teaching are primarily focused on didactic teaching. Performance evaluations of research are misaligned with faculty job descriptions and primarily focus on grants, contracts, and publications, with faculty perceiving research as more valued than other mission areas. Service contributions are perceived to be overlooked and difficult to describe and measure. Dissatisfaction with performance evaluations and distribution of rewards is reported in the literature, along with implications for productivity, turnover, and burnout.</div></div><div><h3>Summary</h3><div>Practice faculty are essential for preparing future pharmacists. Performance evaluation criteria for practice faculty are commonly vague, inconsistent, and misaligned with position responsibilities, leading to unclear expectations, job dissatisfaction, and turnover. This is a complex and long-established challenge that the pharmacy Academy should address.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101293"},"PeriodicalIF":3.8,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301765","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 Case Study of Multi-Institutional Leadership Circles to Support Faculty Leadership Development","authors":"Kristin K. Janke ,&nbsp;Kathryn J. Smith ,&nbsp;Michael H. Nelson ,&nbsp;Federico Facciolo ,&nbsp;Jungeun Lee ,&nbsp;Kem P. Krueger ,&nbsp;Whitney D. Maxwell ,&nbsp;Jennifer D. Robinson","doi":"10.1016/j.ajpe.2024.101290","DOIUrl":"10.1016/j.ajpe.2024.101290","url":null,"abstract":"<div><h3>Objective</h3><div>To explore anticipated and unanticipated outcomes of Leadership Circles (LC), a multi-institutional leadership development program that moves beyond traditional workshops and enables participants to tackle real-world academic leadership challenges.</div></div><div><h3>Methods</h3><div>LC goals included addressing leadership challenges, applying leadership frameworks, providing feedback, seeking advice, and expanding networks. LC participants were recruited from the American Association of Colleges of Pharmacy Leadership Development Special Interest Group and were convened by faculty who had previously participated in an LC. Virtual small group consultations involved rotating assigned roles for each session. To gather observations on the mechanisms that supported LC functioning and outcomes, a case study approach was used, and a formal evaluation was conducted, including 2 focus groups with 6 LC Advisors. Focus group transcripts were analyzed using deductive coding with an established taxonomy to identify outcomes and thematic analysis was used to develop themes.</div></div><div><h3>Results</h3><div>Six LCs totaling 37 members from 33 institutions met during the 2022–2023 academic year. Sessions involved applying concepts in real, complex, emotionally charged situations, enabling members to share challenges, seek advice and see immediate effects, increasing their investment and the practical application of leadership frameworks (Theme 1). The virtual format fostered relationship building and rapid learning in a cost-effective environment (Theme 2). Members demonstrated vulnerability and sustained commitment at a level that surprised LC Advisors (Theme 3). Cognitive, environmental, relationship and affect outcomes were identified.</div></div><div><h3>Conclusion</h3><div>LCs were reported as an accessible, engaging, and flexible approach to leadership development. Unanticipated outcomes included the development of supportive and enduring relationships.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101290"},"PeriodicalIF":3.8,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301764","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":"Evaluation of Mental Health First Aid Training and Simulated Psychosis Care Role-Plays for Pharmacy Education","authors":"Tina X. Ung,&nbsp;Claire L. O’Reilly,&nbsp;Rebekah J. Moles,&nbsp;Jack C. Collins,&nbsp;Ricki Ng,&nbsp;Lily Pham,&nbsp;Bandana Saini,&nbsp;Jennifer A. Ong,&nbsp;Timothy F. Chen,&nbsp;Carl R. Schneider,&nbsp;Sarira El-Den","doi":"10.1016/j.ajpe.2024.101288","DOIUrl":"10.1016/j.ajpe.2024.101288","url":null,"abstract":"<div><h3>Objective</h3><div>This study explored the impact of Mental Health First Aid (MHFA) training and simulated psychosis care role-plays on pharmacy students’ stigma, confidence, and behaviors when supporting people experiencing mental health symptoms or crises.</div></div><div><h3>Methods</h3><div>MHFA training was delivered to final year pharmacy students. Post-MHFA training, students were invited to participate in simulated psychosis care role-plays (co-designed and content validated with mental health stakeholders) with trained actors. Role-plays were observed by peers, tutors, and mental health consumer educators (MHCEs). Students immediately engaged in self-assessment, feedback, and debrief discussions with peers, tutors, and MHCEs. Quantitative analyses (ANOVA and chi-square tests) were conducted on scores awarded by each rater (self, tutor, MHCE) and for each scenario (n = 3). Students completed a 15-item survey exploring mental health stigma and mental health confidence, at 3 timepoints (pre-MHFA training, post-MHFA training, and post-role-plays). Survey scores were analyzed using paired <em>t</em> tests.</div></div><div><h3>Results</h3><div>Of 209 MHFA-trained students, 86 participated in role-play. The self-assessment mean score was the lowest and the MHCEs’ mean score highest. Post-MHFA training, 14 survey item scores significantly improved, implying reduced stigma and increased confidence in providing psychosis care. Post-role-play scores suggested improvements in 12 survey items.</div></div><div><h3>Conclusion</h3><div>Psychosis care role-plays are associated with short-term improvements in pharmacy students’ stigma and mental health confidence post-MHFA training; students’ self-assessment scores are lower than tutors and MHCEs. It is recommended that future studies further integrate observed behaviors with self-reported data and use simulated patients in clinical practice to evaluate MHFA outcomes longitudinally.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101288"},"PeriodicalIF":3.8,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Meet the President","authors":"Gayle A. Brazeau,&nbsp;Elizabeth Alida Stern","doi":"10.1016/j.ajpe.2024.101287","DOIUrl":"10.1016/j.ajpe.2024.101287","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101287"},"PeriodicalIF":3.8,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301769","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":"Prioritizing Faculty Well-Being: Why it Matters, What Schools Can Do, and a Call for Action","authors":"Alaina Van Dyke ,&nbsp;Kristine M. Cline ,&nbsp;Susan Morley ,&nbsp;Shankar Munusamy ,&nbsp;Christina L. Mnatzaganian ,&nbsp;Maria Miller Thurston","doi":"10.1016/j.ajpe.2024.101286","DOIUrl":"10.1016/j.ajpe.2024.101286","url":null,"abstract":"<div><div>Previous studies have identified high rates of burnout among health care workers and health professions faculty. Despite interventions being showcased at national meetings in both posters and platform presentations, there is minimal peer-reviewed published research focusing on professional well-being interventions and their assessments specific to pharmacy faculty. This commentary serves as a call to action to design and publish research related to work-system interventions to decrease burnout and promote professional well-being among all academic pharmacy faculty, and particularly subgroups who may be most at risk, such as women and assistant-level faculty. Leaders across colleges of pharmacy may consider implementing strategies suggested in the American Association of Colleges of Pharmacy Creating a Culture of Well-being guide.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101286"},"PeriodicalIF":3.8,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301771","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":"Effect of Choose-Your-Own-Adventure (CYOA) Activities on Pharmacy Student Knowledge","authors":"Ashlyn M. Aguiniga,&nbsp;Heather Phillips,&nbsp;Meredith L. Howard","doi":"10.1016/j.ajpe.2024.101284","DOIUrl":"10.1016/j.ajpe.2024.101284","url":null,"abstract":"<div><h3>Objective</h3><p>Many strategies are used in pharmacy education to maintain student engagement through active learning. Gamification, such as the choose-your-own-adventure activity (CYOAA), is one such method. The purpose of this study was to assess improvement in clinical knowledge and retention after the implementation of CYOAA.</p></div><div><h3>Methods</h3><p>Two CYOAAs were designed and implemented within second-year pharmacy courses. One activity was on venous thromboembolism (VTE) and the other on chronic obstructive pulmonary disease (COPD). Students completed a six question prequiz and postquiz for both activities mapped to core learning objectives and four similar but more difficult questions on corresponding exams. After the CYOAAs, the students completed a reflection and perceptions survey.</p></div><div><h3>Results</h3><p>Seventy-five students completed the VTE CYOAA and 77 completed COPD CYOAA. Over the three time points, there was a significant decrease in the mean assessment scores on the VTE activity (68% to 65% to 40%) versus a significant and sustained increase in mean assessment scores on COPD (62% to 83% to 85%). Of the 36 and 33 students who completed the postsurvey, the majority agreed or strongly agreed that they preferred CYOAA to traditional cases and that the activities improved their knowledge, critical thinking skills, and confidence in clinical decision-making.</p></div><div><h3>Conclusion</h3><p>There was a mixed result in the mean assessment scores, with an increase seen with the COPD CYOAA and a decrease with VTE, as well as positive perceptions for VTE and COPD, indicating that this classroom innovation is well-liked and may improve knowledge outcomes.</p></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 10","pages":"Article 101284"},"PeriodicalIF":3.8,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142134586","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}