American Journal of Pharmaceutical Education最新文献

{"title":"Report of the 2024–2025 Strategic Engagement Committee","authors":"Richard Silvia ,&nbsp;Katherine S. O’Neal ,&nbsp;Matthew M. Lacroix ,&nbsp;Kristy Lucas ,&nbsp;Haley J. McKeefer ,&nbsp;Laura C. Palombi ,&nbsp;Julie M. Sease ,&nbsp;Hoai-An Truong ,&nbsp;Elizabeth J. Unni ,&nbsp;Olunife Akinmolayan ,&nbsp;Terri Moore","doi":"10.1016/j.ajpe.2025.101463","DOIUrl":"10.1016/j.ajpe.2025.101463","url":null,"abstract":"<div><div>The American Association of Colleges of Pharmacy (AACP) has long prioritized strategic engagement, recognizing the important role it plays in the fulfillment of institutional missions, the success of pharmacy education, the advancement of pharmacy and public health practice, and the meeting of programmatic needs. The 2024–2025 Strategic Engagement Committee (SEC) was charged to compile a catalog of best practices for state-level advocacy activities that leverage the influence of colleges of pharmacy, state boards of pharmacy, and state pharmacy associations in collaboration with Advocacy Champions. The 2024–2025 SEC was also charged with developing a tactical agenda for AACP and member institutions to increase the engagement of student pharmacists in professional, regulatory, and legislative advocacy, including a catalog of best practices for teaching advocacy skills to student pharmacists. Both charges were informed by the work of the 2023–2024 SEC, which conducted focus groups with Advocacy Champions at the 2024 AACP Annual Meeting as part of its charges.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 9","pages":"Article 101463"},"PeriodicalIF":3.5,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144676637","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":"Strategies for Effectuating Learner Readiness for COEPA through Enhanced Integration of Foundational and Clinical Sciences.","authors":"Ashim Malhotra, David Weldon, Surajit Dey","doi":"10.1016/j.ajpe.2025.101476","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101476","url":null,"abstract":"<p><strong>Objective: </strong>This article aims to provide a framework for seamlessly integrating COEPA's Domain 1 (knowledge) within the pharmacy curriculum.</p><p><strong>Findings: </strong>Since the 1990s, pharmacy education in the United States has transitioned, from a primarily didactic and research-focused model to one centered on patient care, and clinical decision-making. This evolution, driven by shifts in healthcare practice,public, expectations, professional standards, and accreditation requirements, demands, that entry-level pharmacy graduates integrate foundational and clinical sciences alongside essential soft skills. Despite clear curricular expectations outlined in ACPE Standards and CAPE Outcomes, many pharmacy students struggle to retain, recall,and apply foundational science knowledge in clinical contexts.</p><p><strong>Summary: </strong>This article explores the barriers to such integration and reviews effective strategies for embedding Domain 1 (foundational sciences) into PharmD curricula.Approaches discussed include pre-matriculation programs, integrated foundation course series, context-driven didactic content delivery, longitudinal assessments, virtual simulations, and incorporation into skills-based assessments such as OSCEs and experiential learning. By aligning foundational science education with patientcentered applications, these strategies aim to enhance learners' ability to make informed clinical decisions and prepare for contemporary pharmacy practice across various settings.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101476"},"PeriodicalIF":3.8,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144676638","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":"Perspectives on Work-Family Integration Among U.S. Pharmacy Faculty With Children","authors":"Katie F. Leslie ,&nbsp;Kimberly Elder ,&nbsp;Alexis N. Crawford","doi":"10.1016/j.ajpe.2025.101475","DOIUrl":"10.1016/j.ajpe.2025.101475","url":null,"abstract":"<div><h3>Objective</h3><div>To explore the causes of work-family and family-work conflict among US pharmacy faculty with dependent children under the age of 18.</div></div><div><h3>Methods</h3><div>Semistructured qualitative individual interviews were conducted via Zoom with faculty members from US schools/colleges of pharmacy. Questions focused on work-family conflict, family-work conflict, recent changes to work-family integration, and strategies for improvement. Interviews were audio-recorded, transcribed, and analyzed using thematic content analysis.</div></div><div><h3>Results</h3><div>Forty-two interviews were included for analysis, representing 37 unique institutions. A theoretical model was developed using a modified socio-ecological framework, illustrating the relationship among 3 central constructs: (1) barriers and facilitators, (2) work-family integration, and (3) impact. Participant-identified barriers included work commitments outside of normal business hours, lack of work flexibility, and conflicting academic calendars between parent and child. Facilitators included autonomy, partner support, peer support at work, boundary setting, and intentionality toward work-life integration. Barriers and facilitators at the individual, interpersonal, organizational, and societal levels shaped participants’ ability to achieve work-family integration and contributed to impacts such as stress, guilt, strained relationships, diminished workplace connections, and, in some cases, consideration of leaving academia for a better work-life balance. Participants recommended flexible work policies, supportive leadership, and intentional organizational strategies to promote work-life integration.</div></div><div><h3>Conclusion</h3><div>Work-life integration is a critical issue for pharmacy faculty with dependent children. Individuals, partners, coworkers, employers, institutions, and the Academy should provide intentional support to help faculty achieve sustainable work-life integration.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101475"},"PeriodicalIF":3.5,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144669052","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 the Feasibility of Implementing Entrustable Professional Activities in Workplace-based Training: Insights from Pharmacy Educators","authors":"Tarik Al-Diery,&nbsp;Tahani Maki,&nbsp;Nada Abuhayeh,&nbsp;Nataly Makhoul,&nbsp;Safa Al-Haneedi,&nbsp;Safa Tahar,&nbsp;Zachariah Nazar,&nbsp;Abderrezzaq Soltani,&nbsp;Banan Mukhalalati,&nbsp;Farhat Naz Hussain","doi":"10.1016/j.ajpe.2025.101474","DOIUrl":"10.1016/j.ajpe.2025.101474","url":null,"abstract":"<div><h3>Objective</h3><div>To explore the feasibility of adapting and implementing pharmacy entrustable professional activities (EPAs) in workplace-based training.</div></div><div><h3>Methods</h3><div>Pharmacy faculty, experienced workplace-based pharmacy educators and practicing pharmacists representing various practice settings were recruited for focus group interviews to explore their perspectives on the feasibility of incorporating 15 EPAs reflecting entry-level pharmacy practice. Interview questions were derived from the validated Quality of Entrustable Professional Activities (QUEPA) rubric. Participants were also asked to provide their views on the facilitators and barriers to introducing EPAs in workplace-based training.</div></div><div><h3>Results</h3><div>Five focus groups were conducted with a total of 24 participants between October and November 2023. Four key themes emerged regarding the feasibility of adapting and implementing the 15 EPAs: (1) clarity and measurability of entry-level tasks, (2) limitations and restrictions in EPA implementation, (3) environmental facilitators, and (4) supervisor influence on entrustment decision-making. Participants reported that successful EPA adaptation requires addressing regulatory and contextual barriers, training supervisors in EPA usage, and ensuring EPAs remain adaptable to evolving professional and health care needs.</div></div><div><h3>Conclusion</h3><div>The validated QUEPA rubric provided a systematic approach to exploring the incorporation of EPA statements in workplace-based training. Participants recognized the potential of EPAs to support curriculum development and expand pharmacists’ scope of practice. Supervisor-dependent influence on entrustment decision-making emerged as a notable factor that could impact the feasibility of EPA adaptation and implementation. Continuous refinement and active stakeholder collaboration are essential for the effective use of EPAs as a supportive educational framework.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 9","pages":"Article 101474"},"PeriodicalIF":3.5,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144669051","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":"Pharmacy Education Through the Patient’s Lens: A Call to Advance Whole-Person Care","authors":"Katie F. Leslie ,&nbsp;Sharon E. Connor ,&nbsp;Tyler C. Melton ,&nbsp;R. Oluwafunmito Babalola ,&nbsp;Tara P. Driscoll","doi":"10.1016/j.ajpe.2025.101472","DOIUrl":"10.1016/j.ajpe.2025.101472","url":null,"abstract":"<div><div>The 2022 Curricular Outcomes and Entrustable Professional Activities, along with the Accreditation Council for Pharmacy Education Standards 2025, emphasize the need to train student pharmacists to address the social determinants of health and deliver whole-person care. This includes the key subdomains such as cultural and structural humility, population health and wellness, person-centered care, and advocacy. Ultimately, pharmacy programs must prepare graduates to provide care that aligns with a person’s unique needs, wants, experiences, and circumstances in order to improve health outcomes. This commentary, developed by the American Association of Colleges of Pharmacy Public Health Special Interest Group’s Caring for the Underserved Committee, highlights examples and models for integrating the lived experiences of patients into health sciences curricula, serving as a practical guide for faculty.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101472"},"PeriodicalIF":3.5,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144661108","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 Classroom to City Hall: Student Pharmacists Advocate for Public Health at City Council Meetings","authors":"Mohammed A. Islam,&nbsp;Suhui Yang,&nbsp;Tiffany D. Nguyen","doi":"10.1016/j.ajpe.2025.101473","DOIUrl":"10.1016/j.ajpe.2025.101473","url":null,"abstract":"<div><h3>Objective</h3><div>This study explores how student pharmacists engage and collaborate with local government and community stakeholders to deliver public health education, evaluates their performance in advocacy efforts, and examines their reflective perspectives on the learning experience and subsequent professional growth.</div></div><div><h3>Methods</h3><div>A collaborative partnership between the School of Pharmacy and the local city council was established to empower students to drive change and enhance community involvement. The city council invited student pharmacists to deliver quarterly presentations on topics addressing community needs. Under faculty guidance, student groups presented public health topics at city council meetings with council members and the public. Each presentation included a question-and-answer session and a faculty-led debriefing. Faculty assessed student performance in community education and advocacy using a validated rubric. Additionally, students' reflections were qualitatively analyzed using an inductive approach.</div></div><div><h3>Results</h3><div>Between December 2019 and June 2024, 46 students delivered presentations on various public health topics at 10 city council meetings. These presentations addressed opioid overdose, COVID-19 response, low vision support, mental health promotion, vaccination outreach, and safe needle disposal. Student reflections highlighted key themes, including public health education, community advocacy, engagement with local government, the impact of pharmacy practice, and professional growth.</div></div><div><h3>Conclusion</h3><div>Student pharmacists gained valuable experience engaging with the city council, representing the profession, advocating for public health, and making a positive impact in the community. Such partnerships with local government can serve as a model for broader integration in pharmacy education.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101473"},"PeriodicalIF":3.5,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144661106","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 Virtual Escape Quest Pharmacy Recruitment Activity for High School Students","authors":"Sarah E. Wheeler ,&nbsp;Leeann Williamson ,&nbsp;Katelyn Sanders","doi":"10.1016/j.ajpe.2025.101469","DOIUrl":"10.1016/j.ajpe.2025.101469","url":null,"abstract":"<div><h3>Objective</h3><div>This educational brief describes the design, implementation, and outcomes of a novel virtual escape quest recruitment activity for high school students.</div></div><div><h3>Methods</h3><div>Admissions faculty and staff collaborated with university instructional design staff, local high school students, and faculty mentors to design an educational virtual escape quest focused on pharmacy careers. The impact of the activity was assessed among high school students enrolled in health careers elective courses at 6 local high schools through pre and postactivity electronic surveys. These surveys included a knowledge-based assessment and a self-assessment of students’ knowledge of, and interest in, pharmacy and health care careers.</div></div><div><h3>Results</h3><div>The activity significantly improved knowledge of pharmacy careers, education pathways, and consideration of a career in pharmacy. The total score from the pre and postsurvey knowledge assessment also showed significant improvement, with an average score increase of 24.8%.</div></div><div><h3>Conclusion</h3><div>The virtual escape quest had a substantial impact on increasing knowledge of pharmacy education pathways and pharmacy careers, but only a small effect on changing interest in pharmacy careers in the studied population of high school students enrolled in a health career exploration elective. Further study is needed to determine the impact of this innovative recruitment activity on long-term interest in pharmacy careers and its applicability to other student populations.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101469"},"PeriodicalIF":3.5,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144661107","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":"Every Executive Leader Should Have a Strategic Thought Partner and Advisor","authors":"David Fuentes ,&nbsp;David Houglum ,&nbsp;Jennifer McEwen ,&nbsp;Jeremy A. Hughes","doi":"10.1016/j.ajpe.2025.101468","DOIUrl":"10.1016/j.ajpe.2025.101468","url":null,"abstract":"<div><div>Leaders seek to innovate, take calculated risks, and ensure effective collaboration as they face formidable organizational challenges, including talent stewardship, succession planning, strategic prioritization, and global thinking. While these are often attributed to the job requirements of an executive leader, such as a dean of pharmacy, a strategic thought partner (STP) can help the executive dedicate focused time to transformative endeavors. Often characterized as the “second in command” or the “eyes and ears” of the executive leader, an STP can support the executive in cultivating team dynamics, amplifying productivity, promoting succession planning, and enhancing organizational effectiveness. STPs are attuned to their executive in ways that advance the goals of the organization while maintaining awareness of their role in supporting the final decision-maker. The role of the STP has been actively integrated into political arenas, business operations, and organizations across industries, sometimes known as a chief of staff or chief strategy officer. STPs often integrate industry acumen, leadership styles, relational approaches to engaging colleagues, coaching, and a consultant mindset in service of the leader’s vision and the organization’s superordinate goals and mission. Further, STPs can disagree respectfully with supervisors in private meetings or in agreed-upon structures, helping to reframe their supervisor’s thinking to arrive at new options and access greater creativity. Herein, we discuss the benefits of an STP, the 5 core attributes essential for effective STPs, and considerations when cultivating and formalizing such roles.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 9","pages":"Article 101468"},"PeriodicalIF":3.5,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144638749","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":"Assessing and Advancing Holistic Well-Being in Student Pharmacists: Report of the 2024–2025 AACP Student Affairs Committee","authors":"Zachary T. Woods ,&nbsp;Jeffrey A. Bates ,&nbsp;Liz Davis ,&nbsp;Suzanne C. Harris ,&nbsp;Taylor E. Mathis ,&nbsp;Sharon K. Park ,&nbsp;Darice Richard-Mitchell ,&nbsp;Idaliz Rodriguez-Escudero ,&nbsp;Susan S. Vos ,&nbsp;Renee Acosta","doi":"10.1016/j.ajpe.2025.101464","DOIUrl":"10.1016/j.ajpe.2025.101464","url":null,"abstract":"<div><div>In response to the growing emphasis on student well-being in pharmacy education and the inclusion of related standards by the Accreditation Council for Pharmacy Education, the 2024–2025 American Association of Colleges of Pharmacy (AACP) Student Affairs Committee (SAC) was charged with advancing efforts to assess and promote holistic well-being among student pharmacists. Building upon prior work, the committee conducted a literature review, audited existing AACP surveys, and provided recommendations to improve language and metrics related to well-being. A pilot assessment tool was successfully developed and tested, and new resources were created to help institutions enhance student support systems. Collaboration with AACP’s Strategic Engagement Committee further strengthened initiatives focused on student voice and advocacy. We provided 7 recommendations to AACP and 7 suggestions to colleges and schools of pharmacy to support efforts to attract students to the profession.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101464"},"PeriodicalIF":3.5,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144627824","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":"Key Elements of Practice Redesign in Community Pharmacies: Report of the 2024–2025 AACP Professional Affairs Standing Committee","authors":"Stefanie P. Ferreri ,&nbsp;Kabas Abou Jahjah ,&nbsp;Albert T. Bach ,&nbsp;Jordan M. Ballou ,&nbsp;Amie Brooks ,&nbsp;Joshua Cahill ,&nbsp;Catherine Gilmore ,&nbsp;Brigid Groves ,&nbsp;Melissa A. Somma McGivney ,&nbsp;Kripali Patel ,&nbsp;Gabrielle Pierce ,&nbsp;Laura Raney ,&nbsp;Gail Rattinger ,&nbsp;Drew Register ,&nbsp;Misty Stutz ,&nbsp;Lorri Walmsley ,&nbsp;Nancy Williams ,&nbsp;Lynette R. Bradley-Baker ,&nbsp;Michael A. Hegener","doi":"10.1016/j.ajpe.2025.101453","DOIUrl":"10.1016/j.ajpe.2025.101453","url":null,"abstract":"<div><div>The 2024–2025 AACP Professional Affairs Committee was charged to finalize the <em>Key Elements of Practice Redesign in Community Pharmacies</em> document developed by the 2023–2024 Professional Affairs Committee; develop SMART recommendations for the dissemination, socialization, and utilization of the <em>Key Elements of Practice Redesign in Community Pharmacies</em> document focused on target audiences such as pharmacy academia and community-based pharmacy employers; and collaborate with the 2025 American Association of Colleges of Pharmacy Community Pharmacy Student Scholars cohort to generate a resource from the <em>Key Elements of Practice Redesign in Community Pharmacies</em> document targeting potential pharmacy school applicants. The committee finalized the <em>Key Elements of Practice Redesign in Community Pharmacies</em> document, conducted one focus group with leaders employed with community pharmacy organizations to obtain feedback on the document, and has recommendations for continuing its socialization during the 2025–2026 academic year. In addition, a video featuring student pharmacists and a video featuring community pharmacy residents speaking about their interest and commitment to community pharmacy practice were created for the Academy and profession. Finally, the committee generated one proposed policy statement, 3 recommendations for the American Association of Colleges of Pharmacy, and one suggestion for colleges and schools of pharmacy.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101453"},"PeriodicalIF":3.8,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144576999","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}