American Journal of Pharmaceutical Education最新文献

{"title":"Perceptions of Pharmacy Educators Regarding the NAPLEX Pass Rate Puzzle","authors":"Hope Brandon ,&nbsp;Clark Kebodeaux ,&nbsp;Sara Stallworth ,&nbsp;Elizabeth Autry ,&nbsp;Mandy Jones ,&nbsp;Tyler Bosley ,&nbsp;Aric Schadler ,&nbsp;Frank Romanelli","doi":"10.1016/j.ajpe.2024.101336","DOIUrl":"10.1016/j.ajpe.2024.101336","url":null,"abstract":"<div><h3>Objective</h3><div>Identify perceptions from pharmacy faculty across the Academy concerning factors that may be influencing North American Pharmacist Licensure Examination (NAPLEX) first-time pass rates to highlight potential focused areas of further research based on common experiences.</div></div><div><h3>Methods</h3><div>An anonymous 43-item Qualtrics questionnaire was distributed to faculty members from the American Association of Colleges of Pharmacy. Questions were predominantly 5-point Likert scale items (5 = very large impact) and encompassed 6 domains: pharmacy school factors, COVID-19 educational modifications, testing factors, standardized testing, applicant preparedness, and student factors. Demographic data and perceptions were reported with means and standard deviations (SD).</div></div><div><h3>Results</h3><div>In total, 600 responses were analyzed. Respondents were predominantly female (66%) and white (78%). Most had a Doctor of Pharmacy degree and residency training and were practicing as a licensed pharmacist within the southern and midwestern United States. Respondents indicated that the decline in NAPLEX first-time pass rates is a moderate to large problem (mean 3.64, SD 0.891), and the top potential influencing factors include student quality (mean 3.99, SD 0.876), student’s critical thinking (mean 3.90, SD 0.947), study habits (mean 3.74, SD 0.920), and admission standards (mean 3.67, SD 1.082).</div></div><div><h3>Conclusion</h3><div>The top four factors indicated by respondents as impacting the NAPLEX first-time pass rates were related to the student quality. This result highlights the importance of exploring issues related to pharmacy admissions and the need to implement effective strategies to support an increasing number of potentially less prepared pharmacy students.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101336"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644826","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":"Association of Emotional Intelligence With Pharmacy Students’ Leadership and Academic Performance","authors":"Aayna Shamsi ,&nbsp;Tyler Varisco ,&nbsp;Austin De La Cruz ,&nbsp;Rania El-Desoky ,&nbsp;Matthew Wanat ,&nbsp;Elizabeth Coyle ,&nbsp;Divya Varkey","doi":"10.1016/j.ajpe.2024.101335","DOIUrl":"10.1016/j.ajpe.2024.101335","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to examine the association between emotional intelligence, leadership involvement, and academic performance among student pharmacists.</div></div><div><h3>Methods</h3><div>This was a retrospective, observational study that included all second-year student pharmacists in the 2022–2023 and 2023–2024 academic years. Emotional intelligence was assessed using the emotional quotient (EQ) inventory, version 2.0 (EQ-i 2.0), with results reported for 15 skills of EQ. Leadership involvement was collected from student organizations as the number of officer positions held by each student throughout the Doctor of Pharmacy curriculum. Academic performance was reported as the cumulative grade point average (GPA). The primary end point was the mean EQ-i 2.0 skill results compared between students with &lt; 2 and ≥ 2 leadership positions. The secondary end point was mean EQ-i 2.0 skill results of students with GPA &lt; 3.5 and GPA ≥ 3.5. Bivariate logistic regression was used to analyze each outcome.</div></div><div><h3>Results</h3><div>All 214 s-year students in both cohorts completed the assessment. Students who held ≥ 2 leadership positions, on average, had a higher social responsibility score than students with &lt; 2 positions. Students with GPA ≥ 3.5 had an assertiveness score lower than students with GPA&lt; 3.5.</div></div><div><h3>Conclusion</h3><div>The results indicated that students with higher social responsibility as an EQ skill were reported to have increased leadership involvement. Students with lower assertiveness as an EQ skill were reported to have GPA ≥ 3.5. These findings demonstrate the importance of emphasizing social responsibility in the pharmacy curriculum.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101335"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142669909","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":"Developing Allies: Preparing Pharmacy Students to Practice With Cultural and Structural Humility","authors":"Jaime Maerten-Rivera ,&nbsp;Malaika R. Turner ,&nbsp;Odinaka C. Oranekwu ,&nbsp;Margarita V. DiVall","doi":"10.1016/j.ajpe.2024.101329","DOIUrl":"10.1016/j.ajpe.2024.101329","url":null,"abstract":"<div><h3>Objectives</h3><div>The Curricular Outcomes and Entrustable Professional Activities learning outcome of Cultural and Structural Humility was updated, prompting programs to evaluate how this content is included. The authors reviewed relevant literature published within the past 10 years (2014–2024) and provided a summary and relevant recommendations, as well as resources.</div></div><div><h3>Findings</h3><div>Calls to action were made within the Academy for programs to develop a holistic programmatic approach to developing students’ cultural and structural humility. Current shortcomings identified were that most programs incorporated related competencies into their curriculum at the introduction level; lacked intentional development of related skills and behaviors, instead focusing on knowledge and attitudes; seldomly used validated, reliable, and standardized assessments; and allowed this work to fall on a few designated experts rather than all faculty and preceptors.</div></div><div><h3>Summary</h3><div>Programs should aim for a holistic approach to prepare graduates to practice with cultural and structural humility, which should begin with creating structures to support it, such as appointment of an administrator or a diversity, equity, and inclusion committee. Integration of Cultural and Structural Humility content should be intentional and spiraled, with competencies mapped across didactic, experiential, and cocurricular activities at all learning levels to ensure development of knowledge, skills, attitudes, and behaviors. Students should have multiple assessment opportunities, including formative and summative, and programs should use standardized, valid, and reliable assessment tools. Intentional development of all faculty, preceptors, and students is critical for success. Institutions are encouraged to share their initiatives with the Academy.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101329"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142649994","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":"Determining Ideal Practices for Student Course Evaluations Using a Modified Delphi Approach","authors":"Aleda M.H. Chen ,&nbsp;Diana M. Sobieraj ,&nbsp;Robert D. Beckett ,&nbsp;Jill Augustine ,&nbsp;Bupendra K. Shah ,&nbsp;Robert A. Bechtol","doi":"10.1016/j.ajpe.2024.101330","DOIUrl":"10.1016/j.ajpe.2024.101330","url":null,"abstract":"<div><h3>Objective</h3><div>While approaches for utilizing student course evaluations (SCEs) have been discussed in the literature, there remain opportunities to identify ideal practices for SCEs. Thus, the objective of this project was to generate consensus on best practices in creating, administering, and using SCEs.</div></div><div><h3>Methods</h3><div>A modified Delphi approach was utilized to generate a set of items based on the literature and prior work. Experts were identified from different roles, institution types, and geographic regions to participate in the panel. Consensus-building rounds were performed until no new ideas were introduced using an electronic survey platform. Data were analyzed descriptively in each round.</div></div><div><h3>Results</h3><div>After the second round, 47 items met consensus. Key recommendations included enhanced training of students to provide feedback, transparency with students on how feedback is utilized, using SCEs as one element of data sources, and the importance of ensuring intentional approaches based on theoretical constructs used in the field of course evaluation.</div></div><div><h3>Conclusion</h3><div>This Delphi study established consensus on approaches programs can use to optimize SCEs, according to experts from across the academy. Though some items are very specific, there are opportunities for individualization based on program priorities.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101330"},"PeriodicalIF":3.8,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644822","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":"Preceptor Perspectives Using Entrustable Professional Activity-Based Assessments During Advanced Pharmacy Practice Experiences","authors":"Abigail T. Elmes-Patel ,&nbsp;Sheila M. Allen ,&nbsp;Marlowe Djuric Kachlic ,&nbsp;Allison E. Schriever ,&nbsp;Tara P. Driscoll ,&nbsp;Ara Tekian ,&nbsp;Jeffrey J.H. Cheung ,&nbsp;Edward Podsiadlik ,&nbsp;Stuart T. Haines ,&nbsp;Alan Schwartz ,&nbsp;Jennie B. Jarrett","doi":"10.1016/j.ajpe.2024.101332","DOIUrl":"10.1016/j.ajpe.2024.101332","url":null,"abstract":"<div><h3>Objective</h3><div>To explore advanced pharmacy practice experience (APPE) preceptor perspectives including implementation recommendations, barriers, and facilitators to using entrustable professional activity (EPA) assessment in pharmacy experiential education.</div></div><div><h3>Methods</h3><div>Two 90-min virtual focus group sessions were conducted to elucidate preceptor perspectives on EPA integration into APPEs through semistructured discussion. Preceptors with experience utilizing entrustment-supervision scales with EPAs for assessments for at least 4 APPE learners in the last year were eligible. The primary outcome was a description of implementation guidance for assessing learners using an EPA framework. Secondary outcomes include descriptions of barriers and facilitators to using an EPA framework in APPE learner assessment. All sessions were recorded, transcribed, and analyzed using inductive thematic analysis.</div></div><div><h3>Results</h3><div>Eleven APPE preceptors representing 9 institutions participated. Commonly identified implementation recommendations were regular, repetitive preceptor education using case practice vignettes, student orientation to assessment expectations, clear delineation of minimum competency level, frequent discussions with preceptors, and use of institutional resources. Identified barriers were the abstractness of entrustability, subjectivity of the entrustment-supervision scale and preceptor assessments, unclear grading schemes, length and complexity of the assessments, and EPA applicability to the specific practice setting. Commonly identified facilitators were clearly defined scales and expectations, preceptor education, student education, pass/fail grading schemes, and shorter, more frequent assessments.</div></div><div><h3>Conclusion</h3><div>EPA-based assessments can be used by preceptors for workplace-based assessments during APPEs. Faculty/preceptor development and student orientation with benchmarking and clear expectations are needed to support implementation.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101332"},"PeriodicalIF":3.8,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644836","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":"Assessment of Postgraduate Year 1 Residency Program Director Preferences and Priorities in Evaluation of Pharmacy Residency Candidates","authors":"Micaela N. Warfield ,&nbsp;Scott D. Nei ,&nbsp;Kristin C. Cole ,&nbsp;Abby K. Krauter","doi":"10.1016/j.ajpe.2024.101323","DOIUrl":"10.1016/j.ajpe.2024.101323","url":null,"abstract":"<div><h3>Objective</h3><div>Limited and conflicting evidence exists evaluating how components of pharmacy residency applications are prioritized by residency program directors (RPDs). This study aims to identify what pharmacy residency programs prioritize when selecting candidates to interview given the incorporation of new American Society of Health-System Pharmacists Pharmacy Residency Standards.</div></div><div><h3>Methods</h3><div>A Qualtrics survey was distributed to postgraduate year 1 RPDs across the United States. Programs were identified using the American College of Clinical Pharmacy and American Society of Health-System Pharmacists residency directory. Data were collected from October 23, 2023 to December 4, 2023, and priorities were captured using percentage weighting and rank order lists.</div></div><div><h3>Results</h3><div>Of the 1389 survey links disseminated, a total of 254 programs submitted responses for a response rate of 18.2%. According to RPDs, the highest weighted section of a residency application was the curriculum vitae (CV), with an average weight of 51.7%, followed by letters of recommendation, letter of intent, and supplemental application (if applicable) in descending order. Within the CV, programs valued <em>work</em>, <em>leadership</em>, and <em>rotation experiences</em> most. <em>Ability to organize and manage time</em> was reported to be the most important characteristic within letters of recommendation.</div></div><div><h3>Conclusion</h3><div>Based on the results of this study, when reviewing pharmacy residency applications, postgraduate year 1 RPDs prioritize the CV, followed by letters of recommendation and letter of intent. These findings could be used by RPDs when assessing current scoring rubrics and may help to inform the efforts of students and letter of recommendation writers when preparing individual components of an application.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101323"},"PeriodicalIF":3.8,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142640396","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":"Proof of Concept of ChatGPT as a Virtual Tutor","authors":"Jeff Cain ,&nbsp;Aishwarya S. Rajan","doi":"10.1016/j.ajpe.2024.101333","DOIUrl":"10.1016/j.ajpe.2024.101333","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to evaluate the feasibility and perceived value of an instructor-developed ChatGPT-based virtual tutor for third-year Doctor of Pharmacy students in a pharmacy management course. The objectives were to assess faculty time required to develop the tool and analyze student engagement and perception of its educational value.</div></div><div><h3>Methods</h3><div>The virtual tutor was developed by the instructor and consisted of custom ChatGPT prompts deployed via the course’s learning management system. Development metrics were documented, including time invested and iterations needed for prompt refinement. A after-use questionnaire evaluated student uptake and experience, which included frequency of use, perceived value for learning and exam preparation, and overall satisfaction.</div></div><div><h3>Results</h3><div>The development of the virtual tutor required a total of 119 min, demonstrating a feasible time investment. Ninety-two of 130 students completed the questionnaire for a 70% response rate. Sixty-one students (66%) engaged with the tutor, with varying degrees of use. Most students (82%) reported increased confidence for exams, and 99% acknowledged enhanced understanding of the course material through the tutor.</div></div><div><h3>Conclusion</h3><div>The virtual tutor proved to be a feasible educational tool, with considerable student uptake and satisfaction. It offered a time-efficient alternative for educational support, potentially reducing the need for traditional face-to-face tutoring. The study highlights the effectiveness and practicality of ChatGPT as a virtual tutor in pharmacy education, but further research should explore its application across different content areas as well as potential unintended consequences.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101333"},"PeriodicalIF":3.8,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142640397","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":"Tools for Assessing Communication in Pharmacy Education: Review and Recommendations","authors":"Jacqueline E. McLaughlin ,&nbsp;Katherine Kelley ,&nbsp;Sophia M. Mortha ,&nbsp;Jane F. Bowen","doi":"10.1016/j.ajpe.2024.101328","DOIUrl":"10.1016/j.ajpe.2024.101328","url":null,"abstract":"<div><h3>Objectives</h3><div>Well-developed and finely tuned communication skills are foundational for pharmacists and should be at the core of Doctor of Pharmacy curricula. This narrative review aimed to identify and summarize useful instruments for pharmacy educators interested in assessing communication skills.</div></div><div><h3>Findings</h3><div>Fifty-seven studies were evaluated. Eighteen studies with communication assessment instruments that were readily available and deemed useful by the research team were included for further review. Most focused on oral communication (<em>n</em> = 15), included pharmacy students as the communicators (<em>n</em> = 14), and utilized instructors as the assessors in the didactic, simulation, objective structured clinical examination, or experiential settings (<em>n</em> = 18). The communication tasks (eg, patient counseling; medication history taking; subjective, objective, assessment, plan notes), contexts (eg, community pharmacy), and scales of measurement varied for each instrument.</div></div><div><h3>Summary</h3><div>Although communication is a critical skill for pharmacy students, its assessment is complicated by the potential need for various types of assessors, communication tasks, and contexts. This review describes a set of useful assessment instruments to aid pharmacy educators in selecting an appropriate tool or adapting an existing one to meet their course or program assessment needs.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101328"},"PeriodicalIF":3.8,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633053","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":"Fourth-year student pharmacists’ perceptions of a required student-run free clinic experience","authors":"Garrett Shepard ,&nbsp;Amy N. Thompson ,&nbsp;Megan Eagle ,&nbsp;Kelly Shakoor ,&nbsp;Caitlin Ferguson ,&nbsp;Paul C. Walker ,&nbsp;Sarah E. Vordenberg","doi":"10.1016/j.ajpe.2024.101327","DOIUrl":"10.1016/j.ajpe.2024.101327","url":null,"abstract":"<div><h3>Objective</h3><div>The University of Michigan Student-Run Free Clinic (UMSRFC) provides quality preventive, acute, and chronic care free of charge to uninsured and underinsured community members. We sought to assess fourth-year student pharmacists’ (P4) attitudes toward providing care as part of a required experience at the UMSRFC during their Ambulatory Care Advanced Pharmacy Practice Experience.</div></div><div><h3>Methods</h3><div>All P4s in the 2023–2024 academic year completed an 8-hour experience at the UMSRFC. Preclinic and postclinic surveys were electronically administered, and items related to social determinants of health, patient-centered care, interprofessional teams, and interest in future opportunities were included. Data were analyzed using descriptive statistics and paired <em>t</em> tests.</div></div><div><h3>Results</h3><div>A total of 78 of 83 students (94.0%) participated in the research study. After the experience, students reported higher comfort with providing efficient, cost-effective pharmacy services, assessing patients’ health care status and needs, and advocating for and assisting patients in obtaining the resources and care they need. Students also reported a higher level of comfort collaborating as part of an interprofessional team after the experience. Most students (92.3%) recommended that the experience continue for future P4s.</div></div><div><h3>Conclusion</h3><div>A clinical experience at a student-run free clinic can allow P4s to practice multiple skills that align with the Curricular Outcomes and Entrustable Professional Activities. After this experience, P4s felt more comfortable working with underserved populations and collaborating on interprofessional teams and reported being more likely to volunteer at a free medical clinic. We encourage pharmacy programs affiliated with a student-run free clinic to consider implementing a required clinical experience for P4 students.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101327"},"PeriodicalIF":3.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633042","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":"Integrative Medicine Elective for the Well-being of Pharmacy Students","authors":"Lauren M. Hynicka,&nbsp;Hyunuk Seung","doi":"10.1016/j.ajpe.2024.101326","DOIUrl":"10.1016/j.ajpe.2024.101326","url":null,"abstract":"<div><h3>Objective</h3><div>To describe the impact of an integrative medicine elective on the well-being of pharmacy students at the University of Maryland School of Pharmacy and examine the relationship between perceived stress and happiness.</div></div><div><h3>Methods</h3><div>Students completed the Perceived Stress Scale (PSS) and Subjective Happiness Scale (SHS) before and 3 months after taking the course. Our study compared the outcomes of each composite score from the PSS and SHS before and after course participation to detect any difference. The interpretation of single composite scores was analyzed similarly. The correlation of the PSS and SHS was checked to determine their relationships, and the correlation between the change in PSS and the time the students spent practicing their identified integrative modality were also analyzed to detect whether any association existed.</div></div><div><h3>Results</h3><div>A total of 49 students completed the prewellness and postwellness inventories over 3 offerings of the class (2020, 2022, and 2023). There was a decrease in PSS of.8 that was not statistically significant, with most students reporting moderate perceived stress on the pre-PSS and post-PSS. The average SHS was 4.7. There was a strong negative correlation between PSS and SHS. There was a moderate negative correlation between the time practicing the integrative medicine modality and postcourse PSS.</div></div><div><h3>Conclusion</h3><div>This practical, hands-on experience will add nonpharmacologic tools to the pharmacy student tool kit, which could be used in patient care and pharmacy student wellness.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 12","pages":"Article 101326"},"PeriodicalIF":3.8,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633047","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}