American Journal of Pharmaceutical Education最新文献

{"title":"Impact of Mindfulness Sessions and Weekly Wellness Messages on Pharmacy Students’ Perceived Stress and Resilience","authors":"Shankar Munusamy,&nbsp;MacKenzie Hester,&nbsp;Michael H. Nelson,&nbsp;Ronald J. Torry","doi":"10.1016/j.ajpe.2025.101385","DOIUrl":"10.1016/j.ajpe.2025.101385","url":null,"abstract":"<div><h3>Objective</h3><div>To evaluate the impact of mindfulness sessions and weekly wellness messages embedded in course content on pharmacy students’ well-being as measured by resilience and perceived stress scale.</div></div><div><h3>Methods</h3><div>Pharmacy students enrolled in 2 required courses participated in in-class mindfulness sessions and weekly wellness messages for 10 weeks to improve their physical and mental well-being. The study was conducted with 2 student class cohorts in the 2022–2023 and 2023–2024 academic years. Students’ resilience and perceived stress levels were measured using the Connor-Davidson resilience scale-10 and perceived stress scale-10, respectively, before and after the wellness intervention. Additionally, students’ perceptions of the intervention’s helpfulness were collected in the end-of-the-semester course evaluations.</div></div><div><h3>Results</h3><div>Following the intervention, participants (<em>n</em> = 30) demonstrated a significant increase in resilience scores (27.33 SD 5.19 vs 24.77 SD 4.89, Cohen’s <em>d</em> = 0.54) and a statistically insignificant reduction in perceived stress scores (17.43 SD 5.18 vs 19.00 SD 6.09, Cohen’s <em>d</em> = 0.24) compared to preintervention levels. Collated end-of-the-semester course evaluations indicated that 76.35% (113/148) and 68.92% (102/148) of students found the in-class mindfulness sessions and weekly wellness messages, respectively, helpful. Thematic analysis of students’ comments revealed that mindfulness sessions promoted stress reduction, improved focus, and stress management. Wellness messages were associated with increased optimism, resilience, and focused attention among students.</div></div><div><h3>Conclusion</h3><div>Integrating wellness activities (such as mindfulness sessions and wellness messages), into the course content can enhance well-being by improving students’ resilience and focused attention.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 4","pages":"Article 101385"},"PeriodicalIF":3.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543922","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 Challenges Student Pharmacists Confront when Learning to Detect Medication-Related Problems in Electronic Health Records: Implications for Instructional Design","authors":"Russ H. Palmer,&nbsp;Daniel Chastain,&nbsp;Christopher M. Bland,&nbsp;Beth B. Phillips","doi":"10.1016/j.ajpe.2025.101371","DOIUrl":"10.1016/j.ajpe.2025.101371","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to explore the challenges pharmacy students face when learning to detect medication-related problems (MRPs) in electronic health records (EHRs) during simulated patient work-ups and offer implications for instructional design in pharmacy education.</div></div><div><h3>Methods</h3><div>A qualitative research design was employed to analyze responses from 120 third-year pharmacy students enrolled in a required course. The students completed open-ended surveys at the end of the semester, describing the difficulties they encountered while working on patient cases in a simulated EHR. Inductive thematic analysis was used to identify recurring themes related to the students’ challenges.</div></div><div><h3>Results</h3><div>The analysis revealed 3 macro-categories of challenges: (1) Work-up Process, including rushing through tasks and overlooking information; (2) Interpreting Cues, such as failing to understand the relevance of data and information overload; and (3) Perceived Ambiguity, including difficulty defining MRPs and conflicting information in the EHR. Ten specific themes were discovered within these macro-categories, providing a comprehensive view of the challenges students confronted.</div></div><div><h3>Conclusion</h3><div>Learners experienced significant challenges in detecting MRPs. These challenges were primarily rooted in managing the work-up process, interpreting clinical cues, and handling ambiguous information. The findings suggest a need for more structured scaffolding, repeated case-based practice focused on key cues and new strategies for modeling how to address ambiguity in clinical settings. These modifications may enhance students’ clinical reasoning and problem-detection abilities, improving their preparedness for real-world pharmacy practice.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 3","pages":"Article 101371"},"PeriodicalIF":3.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143411698","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":"Fixed, Systematically Formed versus Continuously Changing Random Team Assignments and Outcomes in a Therapeutics Course","authors":"Ashley M. Campbell ,&nbsp;Prince Bosiako Antwi ,&nbsp;Lisa E. Davis ,&nbsp;Terri L. Warholak","doi":"10.1016/j.ajpe.2025.101370","DOIUrl":"10.1016/j.ajpe.2025.101370","url":null,"abstract":"<div><h3>Objective</h3><div>This study examined the association between fixed and randomly changing teams on workshop preparation and learning outcomes.</div></div><div><h3>Methods</h3><div>In this crossover study, third-year therapeutics course students were randomized to complete workshops 1 to 4 in either fixed, systematically developed teams or teams randomly assigned before each session. They then crossed over for workshops 5 to 8. Students provided information on their grade point average, work experience, and leadership tendencies and completed an abbreviated version of the Motivated Strategies for Learning Questionnaire. After each workshop, students completed a quiz, reported the time spent preparing, and rated their perceived preparedness of themselves and their peers using a Likert scale from 1 (not at all prepared) to 5 (very well prepared). At the end of the semester, students reported their team formation preferences. Parametric data were compared using paired <em>t</em> tests, while nonparametric data were analyzed using Wilcoxon signed-rank tests.</div></div><div><h3>Results</h3><div>Of the 66 students who participated in the study, 49 (74.2%) preferred working in fixed teams over random teams, and 44 (66.7%) perceived fixed teams as the most effective for their learning. There was no significant difference in mean postworkshop quiz scores (78.7% fixed vs 77.4% random), mean exam scores (77.9% vs 77.6%), or median time spent preparing for a workshop (91.3 vs 95.6 min). Students perceived themselves as more prepared when working in fixed teams, but there was no difference in their perception of peer preparedness.</div></div><div><h3>Conclusion</h3><div>Although students preferred and felt more prepared in fixed teams, there was no difference in learning outcomes or preparation time between the 2 team formation methods.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 3","pages":"Article 101370"},"PeriodicalIF":3.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143411699","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 Person-Centered Care in Pharmacy Education","authors":"Andrew Darley ,&nbsp;Michelle Z. Farland ,&nbsp;Lauren E. Adkins ,&nbsp;Mary E. Ray","doi":"10.1016/j.ajpe.2025.101383","DOIUrl":"10.1016/j.ajpe.2025.101383","url":null,"abstract":"<div><h3>Objectives</h3><div>The ability to provide person-centered care is an important aspect of the Pharmacists’ Patient Care Process (PPCP); therefore, the assessment of students’ skills in this area is essential in pharmacy curricula. The objectives of this article were to: (1) review literature on the assessment of student pharmacists’ ability to provide person-centered care, (2) describe trends in assessment practices relevant to this skill, and (3) provide recommendations for pharmacy educators on the assessment of this skill and further research.</div></div><div><h3>Findings</h3><div>A total of 62 sources were included in the analysis for this review. Results were characterized by the educational setting in which the assessment took place (ie, didactic, skills, and/or experiential), assessment strategies (eg, self-evaluations, simulations, knowledge-based quizzes, reflections, objective structured clinical exams), and themes observed for commonly assessed skill areas (eg, empathy, communication, interprofessional teamwork, and social determinants of health). Gaps in the assessment of person-centered care, particularly regarding specific steps of the PPCP (follow-up and documentation) were identified in the sources reviewed.</div></div><div><h3>Summary</h3><div>Assessment practices of students’ ability to provide person-centered care within the context of the PPCP were reviewed, and key findings relevant to pharmacy education were described. More holistic person-centered care assessment strategies that encompass the full PPCP are recommended.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 4","pages":"Article 101383"},"PeriodicalIF":3.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543115","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 Scoping Review of Planetary Health Education in Pharmacy Curricula","authors":"Randilynne Urslak ,&nbsp;Simroop Ladhar ,&nbsp;Geneviève Gauthier ,&nbsp;Shellyza Sajwani ,&nbsp;Salmaan Kanji ,&nbsp;Robert Pammett ,&nbsp;Marie-Cécile Domecq ,&nbsp;Christine Landry","doi":"10.1016/j.ajpe.2025.101374","DOIUrl":"10.1016/j.ajpe.2025.101374","url":null,"abstract":"<div><h3>Objectives</h3><div>Climate change threatens humanity, biodiversity, and global health, with the health care system already experiencing its effects. The pharmacy profession must act on environmental sustainability; however, there is a noticeable gap in the literature regarding its integration into pharmacy education. Despite interest by pharmacy educators and updates to pharmacy program accreditation standards in some countries, resources on integrating this content remain limited. This scoping review aimed to summarize the extent, range, and nature of research and implementation of planetary health content within pharmacy education globally.</div></div><div><h3>Findings</h3><div>A scoping review was conducted using the Arksey and O’Malley framework and the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) checklist. Nine databases were searched using well-defined inclusion and exclusion criteria. Two independent reviewers screened and assessed publications for eligibility, and data were charted to collate results. The search yielded 1827 publications, with 16 selected for analysis, providing 28 examples of planetary health content integrated into 25 pharmacy schools across 12 countries. The content was organized using a framework with 4 main categories: the impact of environmental disruptions on health, the impact of health on the environment, mitigation strategies, and adaptation strategies. Integration varied, occurring across curricula, in mandatory courses, or through electives and extracurricular activities. Teaching methods also varied, with self-directed and didactic learning being the most common.</div></div><div><h3>Summary</h3><div>While still limited, international efforts to integrate planetary health into pharmacy education are increasing. This review provides a framework to guide discussions on core competencies for pharmacy curricula.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 3","pages":"Article 101374"},"PeriodicalIF":3.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143426699","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":"Comparing Analytic and Mixed-Approach Rubrics for Academic Poster Quality","authors":"Michael J. Peeters ,&nbsp;Michael J. Gonyeau","doi":"10.1016/j.ajpe.2025.101372","DOIUrl":"10.1016/j.ajpe.2025.101372","url":null,"abstract":"<div><h3>Objective</h3><div>Although there has been great interest in rubrics in recent decades, there are different types (with different advantages and disadvantages). Here, we examined and compared the use of analytic rubrics (AR) and mixed-approach rubric (MAR) types to assess the quality of research posters at an academic conference.</div></div><div><h3>Methods</h3><div>A previous systematic review identified 12 rubrics. We compared 2 notable ARs (AR1 and AR2) with a newer MAR. Sixty randomly selected research posters were downloaded from an academic conference poster repository. Two experienced academicians independently scored all posters using the AR1, AR2, and MAR. The time to score was also noted. For inter-rater reliability of scores from each rubric, traditional intraclass correlations and modern/advanced Rasch measurement were examined and compared between AR1, AR2, and MAR.</div></div><div><h3>Results</h3><div>The scores for poster quality varied using all rubrics. For traditional indexes of inter-rater reliability, all rubrics had equal or similar intraclass correlations using agreement, whereas AR1 and AR2 were slightly higher using consistency. The modern Rasch measurement showed that the single-item MAR reliably separated posters into 2 distinct groups (low quality vs high quality), which is the same as the 9-item AR2 but better than the 9-item AR1. Furthermore, the MAR’s single-item rating scale functioned well, whereas AR1 had 1 misfunctioning item rating scale and AR2 had 4 misfunctioning item rating scales. Notably, the MAR was quicker to score than the AR1 or AR2.</div></div><div><h3>Conclusion</h3><div>This MAR measured similar or better than 2 ARs and was quicker to score. This investigation illuminated common misconceptions that ARs are more accurate and a best use of time for effective measurement.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 3","pages":"Article 101372"},"PeriodicalIF":3.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143426701","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":"Corrigendum to “AACP Argus Commission Forecast 2024” [Am J Pharm Educ 88 (2024) 100763]","authors":"David D. Allen ,&nbsp;Anne Y.F. Lin ,&nbsp;Stuart T. Haines ,&nbsp;Todd D. Sorensen ,&nbsp;Russell B. Melchert ,&nbsp;Robert A. Blouin ,&nbsp;Zubin Austin ,&nbsp;Gina D. Moore ,&nbsp;Samuel M. Poloyac ,&nbsp;Lee C. Vermeulen","doi":"10.1016/j.ajpe.2025.101366","DOIUrl":"10.1016/j.ajpe.2025.101366","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 3","pages":"Article 101366"},"PeriodicalIF":3.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143384156","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":"Comparing Holistic and Mixed-Approach Rubrics for Academic Poster Quality","authors":"Michael J. Peeters ,&nbsp;M. Ken Cor ,&nbsp;Ashley N. Castleberry ,&nbsp;Michael J. Gonyeau","doi":"10.1016/j.ajpe.2025.101379","DOIUrl":"10.1016/j.ajpe.2025.101379","url":null,"abstract":"<div><h3>Objective</h3><div>Poster quality at academic conferences has varied. Furthermore, the few poster-quality rubrics in the literature have limited psychometric evidence. Thus, we compared holistic vs mixed-approach scoring using a recently created poster rubric, scored by multiple raters, to evaluate validation evidence and time-to-score utility.</div></div><div><h3>Methods</h3><div>Sixty research posters were randomly selected from an academic conference’s online poster repository. Using a previously created rubric (and without rubric training), 4 pharmacy education faculty members with varying levels of poster-related experience scored each poster. Initially, each rater holistically scored the posters, providing a single overall score for each. Approximately 1 month later, the raters scored the posters again using a mixed approach, assigning 4 sub-scores and a new overall score. We used the Generalizability Theory to assess the effect of rater experience and the Rasch Measurement Model to examine rating scale effectiveness and construct validation. Time-to-score for each poster was also compared.</div></div><div><h3>Results</h3><div>Generalizability Theory showed greater reliability with more experienced raters or when using the mixed approach. Rasch analysis indicated that rating scales functioned better with the mixed approach, and Wright maps of the construct provided useful measurement validation evidence. Raters reported scoring more quickly (30–60 s per poster) with holistic scoring, though differences in rater experience affected reliability. Meanwhile, mixed-approach scoring was slightly slower (60–90 s per poster), but the impact of the rater experience was reduced.</div></div><div><h3>Conclusion</h3><div>Scoring was slightly faster with the holistic approach than with the mixed-approach rubric; however, differences in rater experience were lessened using the mixed-approach. The mixed approach was preferable because it allowed for quick scoring while reducing the need for prior training. This rubric could be used by students and new faculty when creating posters or by poster-competition judges. Furthermore, mixed-approach rubrics may be applied beyond posters, including oral presentations or objective structured clinical examination stations.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 4","pages":"Article 101379"},"PeriodicalIF":3.8,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143538127","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":"Exploring Benefits of Instructional Coaching as a Model to Improve Teaching Practices in Pharmacy Education","authors":"Justin Cole Wilder,&nbsp;Sandy Diec","doi":"10.1016/j.ajpe.2025.101382","DOIUrl":"10.1016/j.ajpe.2025.101382","url":null,"abstract":"<div><h3>Objective</h3><div>This narrative review explores instructional coaching as a valuable faculty development strategy in pharmacy education to enhance teaching practices and improve student learning outcomes. This manuscript serves as a preliminary examination of the potential benefits of instructional coaching, drawing on current literature.</div></div><div><h3>Findings</h3><div>The Accreditation Council for Pharmacy Education standards emphasize professional development to improve faculty performance. However, traditional offerings often lack personalization, sustained practice, and empirical links to improved student achievement. In contrast, instructional coaching provides personalized, job-embedded support through collaborative dialogue. It fosters the application of evidence-based teaching methods, promotes educator self-reflection on learner-centered practices, and bridges the gap between theory and practice. While limited data exist on instructional coaching in pharmacy education, substantial research demonstrates that it significantly enhances teaching quality and student outcomes in elementary and secondary education. Instructional coaching encourages instructors to engage in critical reflection on their teaching philosophies and learners' needs. This reflective practice is essential for academic development and for transitioning from educator-centered to learner-centered instruction.</div></div><div><h3>Summary</h3><div>Instructional coaching emerges as a promising model to improve pharmacy faculty's instructional practices and student learning outcomes. By providing personalized, job-embedded support fostering reflective practice, it can shift beliefs and bridge the gap between theory and practice. Pharmacy education stakeholders should implement and evaluate instructional coaching through robust research to validate its effectiveness, examining impacts on instructor development, teaching quality, and student achievement. As learner needs evolve, this faculty development approach ultimately aims to enhance pharmacy education and promote student success.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 4","pages":"Article 101382"},"PeriodicalIF":3.8,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143538128","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 Curricular Assessment Blueprint and Needs Analysis for the Curricular Outcomes and Entrustable Professional Activities","authors":"Michael J. Fulford ,&nbsp;Ashley N. Castleberry ,&nbsp;Melissa S. Medina","doi":"10.1016/j.ajpe.2025.101378","DOIUrl":"10.1016/j.ajpe.2025.101378","url":null,"abstract":"<div><div>The role of assessment in PharmD education and program accreditation continues to evolve with the release of the Curricular Outcomes and Entrustable Professional Activities (COEPA) and the Accreditation Council for Pharmacy Education Standards 2025. This special collection, titled the COEPA Curricular Assessment Blueprint and Needs Analysis, highlights best assessment practices related to each COEPA subdomain. The articles in this collection provide a blueprint for educators seeking a framework for designing and implementing assessment plans that achieve the expected outcomes for PharmD programs. The contributions of various authors in this collection are designed to offer guidance, inspiration, and suggestions to colleges and schools of pharmacy, as well as to promote analysis, evaluation, and debate that will advance pharmacy education and, ultimately, the pharmacy profession.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 4","pages":"Article 101378"},"PeriodicalIF":3.8,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143517554","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}