American Journal of Pharmaceutical Education最新文献

{"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}

{"title":"Physical Assessment Educational Interventions in Pharmacy Education: A Scoping Review","authors":"Julien Quang Le Van ,&nbsp;Alexandre Chadi","doi":"10.1016/j.ajpe.2026.101937","DOIUrl":"10.1016/j.ajpe.2026.101937","url":null,"abstract":"<div><h3>Objective</h3><div>To identify and describe published studies evaluating the impact of physical assessment (PA) training beyond vital signs in pharmacy education, and to summarize the types of PA techniques covered, instructional methods used, and reported outcomes on learners’ knowledge, confidence, and skills.</div></div><div><h3>Methods</h3><div>A scoping review was conducted using MEDLINE and Embase (Ovid), with the latest search completed on November 7, 2024. Studies published between January 1, 2014, and November 2024 were included if they reported on PA training beyond vital signs for student pharmacists or practicing pharmacists. Full-text screening and data extraction were performed independently by 2 reviewers. Data were synthesized descriptively to summarize PA techniques instructed, teaching methods used, learner outcomes, and implementation challenges.</div></div><div><h3>Results</h3><div>Thirteen studies were included, most from the United States, involving student pharmacists (<em>n</em> = 9) or practicing pharmacists (<em>n</em> = 4). Study designs were quantitative, using post or pre/postintervention surveys. All 6 pre/post studies reported significant improvements in learners’ knowledge, skills, and confidence, whereas postintervention-only studies reported high self-rated outcomes following training. Cardiovascular and pulmonary assessments were the most frequently covered, often using lectures, mannequins, and peer role-play as instructional methods.</div></div><div><h3>Conclusion</h3><div>PA training beyond vital signs appears feasible in pharmacy education and continuing professional development and is associated with improvements in learners’ knowledge, skills, and confidence. However, variability in training approaches and evaluation methods limits conclusions about overall educational value and durability. These findings support more coordinated curricula and clearer guidance for study designs to inform future implementation.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 3","pages":"Article 101937"},"PeriodicalIF":3.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146097656","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 Mixed-Methods Analysis of the Outcomes of a Peer Review Mentoring Program","authors":"Aleda M.H. Chen ,&nbsp;Jonathan Thigpen ,&nbsp;Kevin N. Astle ,&nbsp;Michelle L. Blakely ,&nbsp;Radhika Devraj ,&nbsp;Surajit Dey ,&nbsp;Abby A. Kahaleh","doi":"10.1016/j.ajpe.2026.101936","DOIUrl":"10.1016/j.ajpe.2026.101936","url":null,"abstract":"<div><h3>Objective</h3><div>Given the importance of peer reviewing manuscripts in pharmacy education, effective peer reviewers should be developed. Thus, the objective of this project was to (1) determine the impact of the American Journal of Pharmaceutical Education (AJPE) Reviewer Mentorship Program (RMP) on Mentees’ quality and quantity of reviews and (2) describe the Mentees’ perceptions of the design and implementation of the AJPE RMP.</div></div><div><h3>Methods</h3><div>Using a mixed-methods approach, quantitative data were retrospectively pulled from 3 cohorts of RMP Mentees from the AJPE editorial system regarding the number of reviews completed for 1 year pre and postprogram, as well as the editor’s rating of their review. Data were descriptively analyzed and also compared using the Wilcoxon signed-rank test. For the qualitative arm, 3 semistructured focus groups were held with Mentees from 3 cohorts. Data were transcribed and then thematically analyzed.</div></div><div><h3>Results</h3><div>Of the 71 Mentees who completed the RMP, the number and percentage of invitations to review by the editorial team, reviews completed, and average reviewer rating increased, but were not statistically significant. Themes from the 3 focus groups (<em>n</em> =25 participants) included increased confidence and skill development due to the structure and mentoring offered, the critical importance of mentor engagement, and suggestions for increased opportunities for engagement.</div></div><div><h3>Conclusion</h3><div>The qualitative findings suggest that the RMP enhances reviewing capabilities, as well as confidence among peer reviewers, despite no statistically significant findings in the quantitative analysis. Moreover, the Mentees’ feedback will be helpful in further enhancing the RMP for future cohorts.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 3","pages":"Article 101936"},"PeriodicalIF":3.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146097677","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":"Perceptions of Professional Behavior in a Midwestern College of Pharmacy Community: A Mixed-Methods Study","authors":"Mohamad Ismail ,&nbsp;Maisa Nazzal ,&nbsp;Jun Gong ,&nbsp;Devyani Bhatnagar ,&nbsp;Maia Fleck ,&nbsp;Zhiling Guo ,&nbsp;Zihan Qin ,&nbsp;Maira Vahora ,&nbsp;Tao Liu ,&nbsp;Nha Tran ,&nbsp;Antoinette B. Coe ,&nbsp;Karen B. Farris","doi":"10.1016/j.ajpe.2025.101921","DOIUrl":"10.1016/j.ajpe.2025.101921","url":null,"abstract":"<div><h3>Objective</h3><div>Professionalism is integral to pharmacy education and practice, but evolving societal dynamics, including generational differences and technological advancements, challenge traditional norms. This study aimed to explore perceptions of professionalism across generations and roles in a College of Pharmacy through behavioral scenarios and survey research.</div></div><div><h3>Methods</h3><div>A prospective convergent parallel mixed methods study was conducted using an anonymous online survey, including quantitative (closed-ended) and qualitative (open-ended) questions. Participants from different age-based generations in a Midwestern College of Pharmacy, including students, staff, and faculty, evaluated 8 scenarios reflecting various aspects of professionalism.</div></div><div><h3>Results</h3><div>The study included 134 participants, with a response rate of 19.1%. Findings revealed similarities by age-based generations in respect for academic hierarchy across all roles, but younger participants (including pharmacy and graduate students) more readily embraced multitasking and digital communication, despite recognizing them as unprofessional. Common barriers, such as time management and health emergencies, impacted professional commitments across generations. Participants faced challenges with cross-cultural collaboration, such as language barriers and a lack of cultural respect.</div></div><div><h3>Conclusion</h3><div>The study highlights both similarities in some professional values and discordance in adapting to technology and cross-cultural challenges by age-based generations and roles. There is a need for cultural competence training and strategies to address modern challenges to ensure that future pharmacists can navigate a dynamic health care setting effectively.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 2","pages":"Article 101921"},"PeriodicalIF":3.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145800825","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":"Recognizing the Value of the Practice Enterprise: Billing for Faculty Patient Care Services to Strengthen Education and Advance the Profession","authors":"Kristin Wiisanen ,&nbsp;Paul O. Gubbins ,&nbsp;John G. Gums ,&nbsp;Craig P. Henchey ,&nbsp;Thomas C. Dowling ,&nbsp;Donald A. Godwin ,&nbsp;Thomas G. Wadsworth ,&nbsp;Mark Munger","doi":"10.1016/j.ajpe.2025.101924","DOIUrl":"10.1016/j.ajpe.2025.101924","url":null,"abstract":"<div><div>Pharmacists’ scope of practice is expanding rapidly nationwide, creating new opportunities to bill for patient care services. However, most students and practicing pharmacists are not adequately prepared to do so. As expectations for billing competency grow, a gap is emerging between pharmacy education and evolving practice needs. There is an increasing demand for practice-ready graduates to possess foundational knowledge and skills in medical billing. Although accreditation supports billing and financial-management content in PharmD curricula, schools or colleges of pharmacy (S/COPs) vary in how strongly they emphasize applying these concepts to create sustainable practice models. Although classroom exposure is important, long-term sustainability and professional growth require reinforcing billing knowledge in practice settings. Yet, practice has not traditionally been treated as a core pillar of the academic mission. Instead, it has supported experiential learning, professional outreach, or the demonstration of innovative services. S/COPs often place practice faculty with health care partners to meet curricular needs or advance practice models, typically providing their services pro bono or at discounted rates, with little or no expectation to bill. To fully prepare learners for contemporary practice, S/COPs must expose them to financially sustainable practice models. This requires S/COP leadership to leverage faculty practice not only for education and outreach, but also as a revenue-generating enterprise. By integrating billing into curricula, embedding it in faculty agreements, supporting sustainable practice models, reinvesting practice revenue in billing-focused professional development, and engaging in advocacy focused on this issue, academic leaders can strengthen their education and advance the profession.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 2","pages":"Article 101924"},"PeriodicalIF":3.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145851553","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":"Using Growth Mindset to Navigate Challenges in Pharmacy Education","authors":"Stephen A. Brown ,&nbsp;Janet Cooley ,&nbsp;Tram Cat ,&nbsp;Kelsey D. Frederick ,&nbsp;Suzanne Larson ,&nbsp;Sarah Nisly","doi":"10.1016/j.ajpe.2025.101917","DOIUrl":"10.1016/j.ajpe.2025.101917","url":null,"abstract":"<div><div>Pharmacy education is an exciting yet complex environment, one that frequently demands adaptability and resilience in response to evolving health care, technological, and regulatory changes. Furthermore, educators and learners are continually challenged by a variety of pressures that they need to effectively manage or overcome. Many have learned about growth mindset theory and seen how it can help faculty, staff, and learners persevere and even thrive in the educational arena. In this commentary, we propose using growth mindset principles as valuable tools to address 2 “wicked problems” within pharmacy education: North American Pharmacist Licensure Examination pass rates and faculty burnout. We begin by reviewing key concepts of Carol Dweck’s growth mindset theory and then sharing practical examples of its application. By adopting a growth mindset, educators and administrators can effectively navigate complex situations, fostering long-lasting personal fulfillment and professional satisfaction for themselves and those around them.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 2","pages":"Article 101917"},"PeriodicalIF":3.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145745686","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":"Adoption, Preferences, and Barriers of Using AI-Generated Podcasts in Pharmacy Education","authors":"Kaitlin Alexander ,&nbsp;Jeff Cain ,&nbsp;Rahul Nohria","doi":"10.1016/j.ajpe.2025.101925","DOIUrl":"10.1016/j.ajpe.2025.101925","url":null,"abstract":"<div><h3>Objective</h3><div>To evaluate student uptake of an optional artificial intelligence (AI)-generated podcast designed to support assignment preparation, and to assess whether prior podcast or AI use and comfort levels influenced utilization of the podcast.</div></div><div><h3>Methods</h3><div>Students at 2 institutions were offered an optional AI-generated podcast to assist with journal club preparation. A 7-item survey captured demographic data, prior podcast and AI usage, comfort level, and preferences. Students who used the podcast completed an additional survey incorporating a modified Technology Acceptance Model Enhanced-ChatGPT questionnaire.</div></div><div><h3>Results</h3><div>The podcast received 114 plays from 82 users, resulting in an uptake rate of 31.1% (82/264). A total of 102 survey responses were collected (102/264, 38.6%). Overall, 41% (42/102) of survey respondents reported using the podcast. The primary barrier to podcast use was a lack of time. Students who listened cited gaining an additional perspective and curiosity about AI-generated content as primary motivators.</div></div><div><h3>Conclusion</h3><div>Uptake of AI-generated podcasts was moderate, with less than half of the students engaging with the resource. Among users, the podcast was perceived as beneficial to student success as a supplemental learning tool. Given the low faculty workload and cost associated with generating AI-based audio content, this modality may offer a scalable approach to enhancing out-of-class learning.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 2","pages":"Article 101925"},"PeriodicalIF":3.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145846971","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":"Designing a Framework to Support Practice-Based Interprofessional Education Initiatives for Student Pharmacists: A Modified Delphi Study","authors":"Clare Depasquale ,&nbsp;Amy Arnold ,&nbsp;Scott Cunningham ,&nbsp;Anne Boyter ,&nbsp;Matthew Boyd ,&nbsp;Ailsa Power ,&nbsp;Brian Addison","doi":"10.1016/j.ajpe.2025.101926","DOIUrl":"10.1016/j.ajpe.2025.101926","url":null,"abstract":"<div><h3>Objective</h3><div>To determine consensus among key stakeholders on statements to design a framework supporting practice-based interprofessional education (IPE) initiatives for student pharmacists.</div></div><div><h3>Methods</h3><div>The study used a 2-round modified Delphi technique. Statements were developed from published literature, a document analysis of international IPE frameworks, and findings from empirical studies completed as part of a wider program of research. This study was underpinned by the 3P (Presage-Process-Product) Model of Classroom Learning. A 4-point Likert scale was used. Data were analyzed using descriptive statistics. Consensus was preset at ≥70% agreement for individual statements. Panelists could provide comments at the end of each section; these were analyzed thematically. The Robert Gordon University School Ethics Review Committee granted ethical approval.</div></div><div><h3>Results</h3><div>Forty-five panelists consented to participate; a response rate of 82.2% (37/45) was achieved in round 1 and 71.1% (32/45) in round 2. In round 1, consensus was reached on 70/75 (93.3%) statements/substatements. In round 2, consensus was reached on 9/11 (81.8%) statements; 5 statements that did not achieve consensus in round 1, and 6 new statements based on panel members’ comments. The 2 statements that did not reach consensus related to summative assessment. Two themes were identified: “Realistic versus idealistic approach?” and “Looking at the bigger picture.”</div></div><div><h3>Conclusion</h3><div>Key stakeholders agree on the majority of presage, process, and product factors that must be considered during the development of practice-based IPE initiatives. Further investigation is needed to clarify any factors potentially contributing to a lack of agreement on statements relating to assessment.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 2","pages":"Article 101926"},"PeriodicalIF":3.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145851563","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":"Well-Being of Student Pharmacists During the Preparation Period of National Pharmacy Internship Competition in France","authors":"Caroline Lefeuvre ,&nbsp;Isabelle Baglin ,&nbsp;Sébastien Faure ,&nbsp;Matthieu Eveillard","doi":"10.1016/j.ajpe.2026.101929","DOIUrl":"10.1016/j.ajpe.2026.101929","url":null,"abstract":"<div><h3>Objective</h3><div>We aimed to assess the evolution of students’ mental health during the preparation period of the national pharmacy internship competition (NPIC), which allows students to enroll in a 4-year specialization curriculum in France. We also aimed to seek correlations between indicators of students’ mental health status and their NPIC results.</div></div><div><h3>Methods</h3><div>The evaluation of students' feelings and perceptions was based on 3 questionnaires covering different dimensions over 4 collection periods (from February to October, 2024): stress (General Health Questionnaire-12, [GHQ-12]), self-efficacy, self-evaluation of their level of preparedness for the different tests making up the NPIC, working methods, their practice of sports activities, and their social life. Two focus group sessions were organized. A thematic analysis was performed.</div></div><div><h3>Results</h3><div>The proportion of students with a GHQ-12 score &gt; 2, a self-efficacy score &lt; 30, a reduction or cessation of sports activities, or a reduction or cessation of social life increased with a significant trend over the study period, and particularly between May and August, with a strong feeling of loneliness identified from focus group sessions. The ranking in the NPIC was strongly correlated with previous academic results but not with the GHQ-12 score. Other themes were identified during the focus groups: stress, disruption of normal life and work rhythm, working methods, lack of benchmarks, and tutoring.</div></div><div><h3>Conclusion</h3><div>The present study highlighted the psychological distress experienced by student pharmacists preparing for the NPIC. To alleviate this, we propose improving student support, particularly during the summer period.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 2","pages":"Article 101929"},"PeriodicalIF":3.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145994571","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}