American Journal of Pharmaceutical Education最新文献

{"title":"A Modified Delphi Process to Achieve Consensus on Social/Administrative Science Topics in Pharmacy Curricula","authors":"Nicole M. Sifontis ,&nbsp;Sharon E. Connor ,&nbsp;Jane Ai-Chen Ho ,&nbsp;Susan Morley ,&nbsp;Catherine E. O’Brien ,&nbsp;Katherine Rotzenberg ,&nbsp;Ranjani Varadarajan ,&nbsp;Jordan R. Covvey","doi":"10.1016/j.ajpe.2024.101349","DOIUrl":"10.1016/j.ajpe.2024.101349","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to identify a consensus among pharmacy educators regarding relevant social and administrative science (SAS) topic areas and their priorities within pharmacy curricula.</div></div><div><h3>Methods</h3><div>A modified Delphi process was conducted with members of selected American Association of Colleges of Pharmacy affinity groups as the expert panel. A total of 83 potential topic areas across 12 domains were gathered via an informal literature review. Four rounds of electronic surveys were conducted in June 2023, September 2023, January 2024, and March 2024. Questionnaires queried the importance and tiered priority ranking of topics using methodology adapted from the American College of Clinical Pharmacy Pharmacotherapy Didactic Curriculum Toolkit.</div></div><div><h3>Results</h3><div>A total of 147, 140, 139, and 111 respondents participated in each of the 4 rounds, respectively. Approximately two-thirds of respondents were women, with just over half working at public institutions, and had a median of 12 to 15 years of experience in academia. The final list of SAS topics after 4 rounds included 76 topics across 11 domains, with 35 topics (46%) placed in tier 1, 28 topics (37%) in tier 2, and 13 (17%) in tier 3.</div></div><div><h3>Conclusion</h3><div>A tiered prioritization of SAS topics results can assist institutions in curricular mapping and preparation of graduates for pharmacy practice of today and the future.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101349"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142878662","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":"Pioneering Computational Culture Within Pharmacy Schools by Empowering Students With Data Science and Bioinformatics Skills","authors":"Cynthia Ronkowski ,&nbsp;Dhrithi Deshpande ,&nbsp;Nitesh Sharma ,&nbsp;Mohammad Vahed ,&nbsp;Yesha M. Patel ,&nbsp;Hovhannes J. Gukasyan ,&nbsp;Maryann Wu ,&nbsp;Kerui Peng ,&nbsp;Terry David Church ,&nbsp;Rory E. Kim ,&nbsp;Edith Mirzaian ,&nbsp;William Vincent Padula ,&nbsp;Daniel Tomaszewski ,&nbsp;Tien M.H. Ng ,&nbsp;Annie Wong-Beringer ,&nbsp;Jennica Zaro ,&nbsp;Dima M. Qato ,&nbsp;Daryl L. Davies ,&nbsp;Vassilios Papadopoulos ,&nbsp;Serghei Mangul","doi":"10.1016/j.ajpe.2024.101341","DOIUrl":"10.1016/j.ajpe.2024.101341","url":null,"abstract":"<div><div>As advancements in digital health lead to the generation of increasingly diverse and voluminous pharmaceutical data, it is increasingly critical that we teach trainee pharmaceutical scientists how to leverage this data to lead future innovations in health care and pharmaceutical research. To address this need, the University of Southern California Alfred E. Mann School of Pharmacy and Pharmaceutical Sciences is incorporating data science and bioinformatics into the graduate and undergraduate curricula through introductory courses tailored for students without prior programming experience. These courses feature a teaching framework designed to make the fundamentals of data science and bioinformatics accessible to pharmacy students through step-by-step, Jupyter-based coding assignments with examples relevant to the pharmaceutical sciences. The framework supports Doctor of Pharmacy students by focusing on the practical applications of data science in clinical settings, while for Doctor of Philosophy and Master's students students, the emphasis is on research methodologies and advanced data analysis techniques. Here, we outline the design of this framework, highlighting the strategies we developed and the opportunities it provides to cultivate a computational culture within our institution and beyond.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101341"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142824888","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":"Bringing the Patient Voice into Workplace-Based Assessment of Pharmacy Learners: An Interpretive Description Study","authors":"Arwa Nemir,&nbsp;Jillian Reardon,&nbsp;Kerry Wilbur","doi":"10.1016/j.ajpe.2024.101353","DOIUrl":"10.1016/j.ajpe.2024.101353","url":null,"abstract":"<div><h3>Objectives</h3><div>This study sought to explore how patients view their involvement in pharmacy learner assessment by comparing and contrasting patients’ and pharmacy learners’ perspectives on learner skills patients are capable of providing feedback on.</div></div><div><h3>Methods</h3><div>We conducted a qualitative study informed by interpretive description methodology and situated in a pharmacist-led clinic that serves as a teaching site for pharmacy learners. We interviewed 10 patients who were cared for by a pharmacy learner and 10 pharmacy learners who were completing clerkship training. Data analysis was iterative and used a thematic approach.</div></div><div><h3>Results</h3><div>All patient participants expressed interest in giving feedback on pharmacy learner skills while learners regarded patient feedback as an asset to their educational journey. Overall, we identified 2 overarching themes (1) Humanistic aspects of pharmacy learner care; and (2) Intrinsic aspects of pharmacy learner care. There was marked divergence when comparing and contrasting patients’ and pharmacy learners’ data. Subthemes further revealed that humanistic aspects include rapport, simple language, and active listening as pharmacy learner skills patients felt they could assess. Conversely, pharmacy learners expected patients to predominantly assess their intrinsic pharmacy skills including knowledge and optimization of health.</div></div><div><h3>Conclusion</h3><div>This study provides insight into how real patients could participate in the assessment of pharmacy learners and how this participation was perceived by learners themselves. We encourage pharmacy educators to incorporate patient perspectives into the content/curricula of their training programs as an inclusive approach to learner assessment. We also recommend developing a patient feedback tool informed by our study findings.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 2","pages":"Article 101353"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142916163","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":"Assessment Tools for Evaluating Pharmacy Students’ Knowledge on HIV Prophylaxis: A Scoping Review","authors":"Danilo Santos de Sousa ,&nbsp;Fernando Henrique Oliveira de Almeida ,&nbsp;Giovanna Oliveira Santos Gonçalves ,&nbsp;Arthur Renato Oliveira Fieto Leite ,&nbsp;Paulo Ricardo Martins-Filho ,&nbsp;Francilene Amaral da Silva","doi":"10.1016/j.ajpe.2025.101365","DOIUrl":"10.1016/j.ajpe.2025.101365","url":null,"abstract":"<div><h3>Objectives</h3><div>This study aimed to identify and evaluate instruments used to measure pharmacy students’ knowledge of HIV prophylaxis, focusing on both preexposure prophylaxis (PrEP) and postexposure prophylaxis.</div></div><div><h3>Methods</h3><div>A systematic literature search was conducted using PubMed, Virtual Health Library, Web of Science, Scopus, ScienceDirect, and Embase. Article screening was performed independently by 2 reviewers. Studies assessing pharmacy students’ knowledge of HIV prophylaxis were included.</div></div><div><h3>Findings</h3><div>Eight studies involving 1,797 students, mostly from the U.S., were identified. All had a cross-sectional design, with only one assessing knowledge retention. Six assessment tools focused on PrEP, one on PEP, and one on both. While confidence in PrEP was evident, significant gaps were found in PEP awareness, prophylaxis access, and prescribing guidelines.</div></div><div><h3>Summary</h3><div>There is a notable shortage of assessment tools for PEP. Further research is needed to develop validated instruments for measuring knowledge and addressing educational gaps. Longitudinal studies with pre- and post-tests are crucial to evaluate educational interventions and enhance pharmacy students’ preparedness for HIV prophylaxis.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 3","pages":"Article 101365"},"PeriodicalIF":3.8,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143082197","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":"Integrating and Assessing Entrustable Professional Activities in Doctor of Pharmacy Curricula","authors":"Lisa M. Meny ,&nbsp;Lindsey Welch ,&nbsp;Kashelle Lockman","doi":"10.1016/j.ajpe.2025.101364","DOIUrl":"10.1016/j.ajpe.2025.101364","url":null,"abstract":"<div><h3>Objectives</h3><div>The 2022 Curriculum Outcomes and Entrustable Professional Activities include an updated set of entrustable professional activities (EPAs) for Doctor of Pharmacy graduates. To assist pharmacy educators with the integration and assessment of EPAs, this work aimed to review and synthesize approaches to integrate EPAs in health professions curricula, strategies for EPA-related assessments and entrustment in health professions curricula, and challenges and research needs for integrating EPAs in assessment frameworks in Doctor of Pharmacy curricula.</div></div><div><h3>Findings</h3><div>A literature review resulted in 114 articles identified as having relevance with 33 articles specific to pharmacy education. There are multiple components of an effective EPA integration and assessment plan, including administrative leadership, determination of programmatic EPAs with comprehensive descriptions, selection of an entrustment-supervision scale, identification of EPA-based assessments, EPA mapping, data management, and training and development.</div></div><div><h3>Summary</h3><div>Strategies with applicability for integrating and assessing EPAs in pharmacy education were analyzed and synthesized. Evidence-informed and expert recommendations for EPA integration and assessment are discussed. Programs can apply these recommendations to implement and assess EPAs in alignment with their own institutional and curricular contexts.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 3","pages":"Article 101364"},"PeriodicalIF":3.8,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143043489","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":"Consequences of Historical Exam Access vs Timely Exam Feedback on Knowledge Retention (CHEATER)","authors":"Alina McCue ,&nbsp;Adam M. Persky ,&nbsp;Cassie Donnell ,&nbsp;Kathryn A. Fuller","doi":"10.1016/j.ajpe.2025.101361","DOIUrl":"10.1016/j.ajpe.2025.101361","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to compare the impact of examination feedback with access to historical examination questions on information retention.</div></div><div><h3>Methods</h3><div>First-year student pharmacists completed a baseline knowledge assessment comprising 30 examination questions divided into 3 conditions, with 10 questions each. In the CHEAT condition, students were provided with 10 questions and their correct answers ahead of time. These 10 questions appeared in the baseline assessment. In the FEEDBACK condition, students answered 10 previously unseen questions but received feedback at the end of the baseline assessment, including correct answers and explanations. The CONTROL condition included 10 previously unseen questions, and no information on correctness or feedback was provided. A total of 3 days after the baseline assessment, the students took a surprise retention quiz with 30 similar questions, including all 3 conditions. The primary outcome measure was student performance on a retention quiz.</div></div><div><h3>Results</h3><div>Regarding the measures of retention, the FEEDBACK condition resulted in the highest performance compared with the CHEAT (50% vs 44%) and CONTROL (50% vs 23%) conditions. Students were 30% more likely to answer questions correctly when they received feedback in advance through explanations than when they received only correct answers through historical examinations.</div></div><div><h3>Conclusion</h3><div>Providing students with feedback on examinations improves future performance. Despite concerns regarding returning completed examinations and the potential for future students to access these materials, the advantages of feedback in enhancing learning and retention outweigh the associated risks.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 3","pages":"Article 101361"},"PeriodicalIF":3.8,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143016973","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 Call for Clarity: A Proposed Toolkit to Integrate Foundational Sciences into Pharmacy Curricula","authors":"Noha A. Mourad ,&nbsp;Marina Gálvez-Peralta ,&nbsp;Christopher B. Brown ,&nbsp;Ahmad Hanif ,&nbsp;Amy-Joan L. Ham","doi":"10.1016/j.ajpe.2024.101340","DOIUrl":"10.1016/j.ajpe.2024.101340","url":null,"abstract":"<div><div>The American College of Clinical Pharmacy (ACCP) Pharmacotherapy Didactic Curriculum Toolkit has been used across many schools of pharmacy to guide the depth and breadth of therapeutics coverage, but no counterpart for foundational science coverage in pharmacy education currently exists. Broad topic areas for the foundational sciences are outlined in Appendix 1 of the Accreditation Council for Pharmacy Education (ACPE) standards, but the standards lack specific direction with regard to foundational sciences content needed in the professional pharmacy curriculum. Faculty are therefore challenged to determine the depth and breadth of foundational sciences to meet educational standards within limited curricular space, often resulting in curricular hoarding and overload. Another challenge is how faculty should best integrate the foundational sciences with clinical practice in accordance with ACPE expectations. This narrative review serves as an urgent call to develop a Comprehensive Foundational Sciences Toolkit and provides an example of a toolkit mapped to pharmacy educational standards and competencies. The authors discuss the potential of this foundational sciences toolkit to 1) guide faculty on the appropriate coverage of foundational sciences within the professional pharmacy curriculum to limit curricular overload; and 2) enhance communication and coordination between faculty to facilitate the process of streamlining, connecting, and aligning content across the foundational and clinical sciences.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 1","pages":"Article 101340"},"PeriodicalIF":3.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142803474","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":"The Interconnectedness of Interprofessional Education and Professional Identity Formation","authors":"Mariette Sourial,&nbsp;Kimberley J. Begley,&nbsp;John A. Dougherty,&nbsp;Ashley E. Woodruff","doi":"10.1016/j.ajpe.2024.101315","DOIUrl":"10.1016/j.ajpe.2024.101315","url":null,"abstract":"<div><div>Professional identity formation (PIF) is the transformative process by which an individual “thinks, feels, and acts” in accordance with professional norms. In the pharmacy Academy, institutions are required to support students on this transformative journey; however, the most efficient and effective way to do so has yet to be determined. Interprofessional Education (IPE) in pharmacy programs typically consist of activities and assessments across most of the professional years. These IPE activities designed in accordance with the Interprofessional Education Collaborative Core Competencies include key elements of PIF, such as individual growth opportunities, socialization, and “pivotal” moments that can propel an individual’s professional identity development. In light of curricular overload and attempt for curricular efficiency, pharmacy programs might consider using already existing IPE programming to help augment student PIF.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 1","pages":"Article 101315"},"PeriodicalIF":3.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142570483","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":"Leveraging Collective Expertise, Wisdom, and Guidance Through Mastermind Teams","authors":"Jeremy Hughes ,&nbsp;Annesha White ,&nbsp;Grace M. Kuo ,&nbsp;Jayesh Parmar ,&nbsp;David Fuentes","doi":"10.1016/j.ajpe.2024.101345","DOIUrl":"10.1016/j.ajpe.2024.101345","url":null,"abstract":"<div><div>Leadership positions with enormous responsibilities are challenging; at times leaders may feel isolated or lonely. A mastermind team is a small group of peer mentors or a personal board of directors, who meet on a recurring basis to share ideas for feedback, groupsource solutions, and to celebrate/commiserate on events. Joining a mastermind team helps leaders receive psychological support, encouragement, inspiration, suggestions for solving problems, and resources to manage challenges. This commentary reviews the purpose and concept of mastermind teams. Included in the review are practical suggestions for ways to form a team, set ground rules, implement engagement approaches, establish meeting formats, and create psychological safety. Mastermind teams can help leaders grow personally and professionally.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 1","pages":"Article 101345"},"PeriodicalIF":3.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142815153","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":"Curricular Assessment Blueprint and Needs Analysis for the Social, Administrative, and Behavioral Foundational Sciences","authors":"Aleda M.H. Chen ,&nbsp;Krisy-Ann Thornby ,&nbsp;Anandi V. Law","doi":"10.1016/j.ajpe.2024.101346","DOIUrl":"10.1016/j.ajpe.2024.101346","url":null,"abstract":"<div><h3>Objectives</h3><div>The objective of this integrative review is to analyze conceptual topics, applied content, teaching and learning strategies, and assessment methods within social, administrative, and behavioral sciences (SAS) syllabi and literature. The goal is to evaluate opportunities for enhancing the adoption and implementation of Curricular Outcomes and Entrustable Professional Activities 2022. Recommendations to better inform curriculum and assessment planning efforts are presented for programs and faculty seeking to optimize the integration of SAS content.</div></div><div><h3>Findings</h3><div>Our search yielded 69 SAS-related syllabi from the American Association of Colleges of Pharmacy Connect repository and 296 publications from pharmacy journals focused on education. Most SAS literature was published in the didactic setting, which represents an opportunity to interweave and apply SAS knowledge concepts through the experiential, cocurricular, and interprofessional settings. In the future, it would be prudent to thoughtfully design assessment measures that encompass both summative and formative evaluations. The literature findings offer valuable insights and examples regarding content, teaching strategies, and assessment methods. These findings can serve as a practical framework, providing ideas and guidance for programs and faculty aiming to enhance the integration of SAS content into their curricula.</div></div><div><h3>Summary</h3><div>In response to the recent guidelines from Curricular Outcomes and Entrustable Professional Activities 2022 and the release of the Accreditation Council for Pharmacy Education Standards 2025, programs and faculty have the responsibility to thoughtfully revise and improve the delivery and assessment of SAS content. The intentional integration of SAS knowledge, skills, and attitudes should be guided by a collaborative effort to develop pharmacists who deliver effective person-centered care and are well-equipped to navigate the complexities of health care.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 1","pages":"Article 101346"},"PeriodicalIF":3.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830928","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}