American Journal of Pharmaceutical Education最新文献

{"title":"Pharmacy Students’ Clinical Reasoning and Decision-Making to Detect and Resolve Medication Errors","authors":"Maguy Saffouh El Hajj,&nbsp;Israa Mahdi,&nbsp;Nourhan Mohamed,&nbsp;Nadin Hany Kamel,&nbsp;Alla El-Awaisi,&nbsp;Derek Stewart","doi":"10.1016/j.ajpe.2025.101449","DOIUrl":"10.1016/j.ajpe.2025.101449","url":null,"abstract":"<div><h3>Objective</h3><div>Medication errors pose a significant challenge in health care, impacting patient safety. Pharmacists play a key role in mitigating errors by using clinical reasoning skills. This study examined Qatar University College of Pharmacy students’ clinical reasoning and decision-making processes in case scenarios involving medication errors.</div></div><div><h3>Methods</h3><div>A qualitative case study using the think-aloud procedure was conducted with senior fourth-year Bsc Pharm and PharmD students, using the Clinical Reasoning Model. Data were analyzed thematically.</div></div><div><h3>Results</h3><div>A total of 25 interviews were conducted and 8 themes were identified as follows: (1) Gaining Initial Patient Impression, (2) Assessing Patient Data, (3) Difficulty Recalling Therapeutic Knowledge, (4) Interpreting Patient Data, (5) Synthesizing Facts and Inferences for a Definitive Diagnosis of Errors, (6) Describing Desired Outcomes, (7) Optimizing Decision-Making, and (8) Process and Recommendations.</div></div><div><h3>Conclusion</h3><div>Qatar University student pharmacists used various strategies to detect and resolve medication errors. The think-aloud procedure offered insights into factors influencing clinical reasoning and decision-making, highlighting the importance of future educational interventions to further develop students’ skills.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101449"},"PeriodicalIF":3.8,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144531246","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":"Deficiencies in Mathematical Skills Identified in First-Year Students at Two Pharmacy Institutions","authors":"Laura M. Frankart ,&nbsp;Kamila A. Dell ,&nbsp;Abigale T. Matulewicz ,&nbsp;Lauren M. Caldas ,&nbsp;Gwendolyn A. Wantuch","doi":"10.1016/j.ajpe.2025.101448","DOIUrl":"10.1016/j.ajpe.2025.101448","url":null,"abstract":"<div><h3>Objective</h3><div>Describe the mathematics ability of incoming student pharmacists at 2 US pharmacy institutions.</div></div><div><h3>Methods</h3><div>A baseline mathematics assessment (BMA) was administered to first-year students (P1) during orientation at 2 public, 4-year pharmacy schools over 4 years. The assessment questions incorporated basic mathematics principles needed for pharmacy calculations, without pharmacy-specific terminology. A survey of students’ prior mathematics experience, pharmacy experience, perceptions of mathematics ability, and native English speaker status followed the assessment. Descriptive statistics were used to summarize performance based on question category. Overall performance and performance by category were analyzed using <em>t</em>-tests. One-way analysis of variance was used to evaluate survey responses.</div></div><div><h3>Results</h3><div>The BMA was completed by 922 students during the 4-year study period. The mean score was 73.8% (range: 26.6%–99.2%). Students performed best in the categories of rounding (88.9%), fractions and decimals (86.8%), and proportions (85.8%). The category with the lowest performance was conversions (29.7%). Overall performance differed significantly between the 2 schools. Students who self-identified as native English speakers performed significantly better than those who did not. Students’ self-ratings of mathematics ability aligned with their performance.</div></div><div><h3>Conclusion</h3><div>The assessment revealed variation in mathematics proficiency and identified areas of weakness for incoming student pharmacists.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101448"},"PeriodicalIF":3.8,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144531245","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":"Development and Evaluation of a Virtual Privilege Walk Activity","authors":"Harjit Kaur Khera ,&nbsp;Vivienne Mak ,&nbsp;Daniel Thomas Malone","doi":"10.1016/j.ajpe.2025.101450","DOIUrl":"10.1016/j.ajpe.2025.101450","url":null,"abstract":"<div><h3>Objective</h3><div>Privilege walks can encourage self-reflection about privilege but may cause discomfort among participants as they observe disparities between one another. This study aimed to evaluate the usefulness of a teaching activity that included an anonymous virtual privilege walk to encourage students to reflect on privilege as a concept in health care.</div></div><div><h3>Methods</h3><div>A total of 30 privilege walk statements were developed and incorporated into a virtual privilege walk to allow students to confidentially view their results compared to the whole cohort. The virtual privilege walk and a reflective activity were undertaken by first-year student pharmacists. Students completed a 16-item inclusiveness and oppression survey before, immediately after, and 9 months following the activity. The survey was designed to measure 4 factors: (1) confidence in knowledge and understanding of inclusiveness; (2) awareness of inclusiveness and oppression; (3) opinions on pharmacy counseling and congruence between pharmacist and client; (4) opinions on pharmacists’ roles in promotion and support of inclusiveness.</div></div><div><h3>Results</h3><div>When comparing paired data before and after the teaching activity, there was a significant increase in factors 1, 2, and 4, but a decrease in factor 3 postactivity compared to preactivity. Data from students who completed the survey again 9 months after the activity showed an increase in factor 1, no change in factors 2 and 4, and a continued decrease in factor 3.</div></div><div><h3>Conclusion</h3><div>Confidence in knowledge and understanding of inclusiveness, awareness of inclusiveness, and opinions on the pharmacists’ role in supporting inclusiveness were all improved after students participated in and reflected on the privilege walk.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 9","pages":"Article 101450"},"PeriodicalIF":3.5,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144512800","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":"Reinforcing Immunology Concepts With Student Pharmacists Through a Point-of-Care Testing Lab","authors":"Sarah P. Collier,&nbsp;Sarah F. Uroza","doi":"10.1016/j.ajpe.2025.101442","DOIUrl":"10.1016/j.ajpe.2025.101442","url":null,"abstract":"<div><h3>Objective</h3><div>In US-based doctoral pharmacy education, students receive immunology instruction; however, advanced cellular and molecular concepts are often abstract and pose a challenge for many. Therefore, a first-year laboratory experience was designed for students to observe antibodies in action and connect this activity to patient care.</div></div><div><h3>Methods</h3><div>Participants were enrolled in a first-year Microbiology and Immunology and an Integrated Sciences Lab course. One week after a didactic introduction, urine pregnancy tests were used in the lab to reinforce immunology concepts. Changes in participant knowledge, results interpretation and related confidence, and ability to generate patient-friendly communication were measured. Analysis was generated using GraphPad Prism and Flesch-Kincaid readability was calculated.</div></div><div><h3>Results</h3><div>Participants (<em>N</em> = 88) completed the lab in the fall of 2021 and 2022. Knowledge-related item performance improved by 20.4% after the lab and was sustained on the longitudinal assessment. Reported confidence in results interpretation increased to over 90%. Participant-synthesized responses explaining the science behind point-of-care (POC) tests averaged an eighth-grade reading level. Finally, student evaluation highlights the value of integrating pharmacy practice skills and foundational science concepts.</div></div><div><h3>Conclusion</h3><div>Through an active learning experience, participants were introduced to POC testing and explained the science behind patient results. Although this lab is limited by evaluation at a single site, POC testing is readily adaptable to other foundational sciences and offers a low-cost approach to actively engage with “invisible science” concepts in a meaningful way.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101442"},"PeriodicalIF":3.8,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144512739","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":"Changes in Advanced Pharmacy Practice Experience Students’ Clinical Interventions Before, During, and After COVID-19","authors":"Kari Vavra Janes ,&nbsp;Dane Shiltz ,&nbsp;Minji Sohn ,&nbsp;Margaret de Voest","doi":"10.1016/j.ajpe.2025.101447","DOIUrl":"10.1016/j.ajpe.2025.101447","url":null,"abstract":"<div><h3>Objective</h3><div>To describe the differences in advanced pharmacy practice experience (APPE) students’ clinical interventions, including the number of interventions, characterization, and acceptance, before, during, and after the COVID-19 pandemic.</div></div><div><h3>Methods</h3><div>Fourth-year student pharmacists for 3 faculty preceptors on inpatient internal medicine APPEs at a large, urban community medical center documented clinical interventions in an online database from May 2018 through April 2024. The database captured information related to the APPE block, preceptor, intervention category, intervention description, potential benefits, outcomes, and references. Data were extracted from the database for each APPE block and assigned into the following groupings: pre–COVID-19 (May 2018-March 2020), COVID-19 (May 2020-April 2022), and post–COVID-19 (May 2022-April 2024). Pre–COVID-19 and COVID-19 clinical interventions were compared to post–COVID-19.</div></div><div><h3>Results</h3><div>The pre–COVID-19 period included 59 students who documented 1752 interventions (mean 29.7 per student); the COVID-19 period had 62 students who documented 1402 interventions (mean 22.6 per student); and the post–COVID-19 period had 60 students who documented 1266 interventions (mean 21.1 per student). Compared to the post–COVID-19 period, pre–COVID-19 had significantly more interventions per student on average; however, the post–COVID-19 and COVID-19 periods were not significantly different.</div></div><div><h3>Conclusion</h3><div>Post–COVID-19 intervention numbers have not returned to pre–COVID-19 levels. Further qualitative analysis is warranted to explain this continued downtrend in student interventions.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101447"},"PeriodicalIF":3.8,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144512799","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":"Shifting the Leadership Assessment Paradigm in Doctor of Pharmacy Curricula","authors":"Kristin K. Janke ,&nbsp;Robert A. Bechtol ,&nbsp;Kathryn J. Smith","doi":"10.1016/j.ajpe.2025.101443","DOIUrl":"10.1016/j.ajpe.2025.101443","url":null,"abstract":"<div><h3>Objectives</h3><div>Leadership brings about direction, alignment, and/or commitment. Observing and assessing leadership, in context, over time, is challenging. In this review, we take a critical stance. We move beyond describing leadership-related measurement tools and argue that an effective leadership assessment process involves shifting from an attainment approach, broadening educational outcomes, and examining new techniques for assessment and program evaluation.</div></div><div><h3>Findings</h3><div>Pharmacy education has typically approached assessment from an attainment perspective, setting a desired performance level for all students to achieve. But leadership learning does not progress linearly, it is dynamic and requires repeated application of complex skills over a lifetime. Therefore, a shift to a growth-focused assessment approach is needed. Quality self-assessments can help instructors understand a student’s status and fuel student growth. Growth-focused assessment may also include program-level coordination of assignments, collection of leadership-related work products over time (eg, cumulative coversheets, patchwork text assessment), and feedback from multiple assessors. Entry-to-practice goals include the beginnings of a leadership identity and a commitment to ongoing leadership development. In addition, the impact of leadership education can be more fully captured with an extended taxonomy of education outcomes, including relational and affective outcomes. To support program improvements, strong program evaluation can provide insight into whether, how, and why leadership learning occurs. Seven areas are identified to move leadership learning assessment forward.</div></div><div><h3>Summary</h3><div>Shifting the student learning assessment paradigm in leadership education will require inquiry, debate, and action using the collective wisdom and expertise of assessment professionals and leadership educators.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101443"},"PeriodicalIF":3.8,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144509561","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":"NAPLEX Practice Analysis and Determining the Knowledge and Skills Expected of an Entry-Level Pharmacist","authors":"Karen S. Fiano ,&nbsp;Lynn Kassel ,&nbsp;Mary Barna Bridgeman ,&nbsp;Angela Maria McBride ,&nbsp;Katherine Lampman ,&nbsp;Rachel Antypas ,&nbsp;Winter J. Smith ,&nbsp;Elizabeth Ferro ,&nbsp;Jason S. Sprouse ,&nbsp;Brianna Lewis ,&nbsp;Robert C. Brucia","doi":"10.1016/j.ajpe.2025.101438","DOIUrl":"10.1016/j.ajpe.2025.101438","url":null,"abstract":"<div><h3>Objective</h3><div>To describe the results of a practice analysis defining the knowledge, skills, and abilities expected of entry-level pharmacists and the development of the resultant North American Pharmacist Licensure Examination (NAPLEX) content outline (CO).</div></div><div><h3>Methods</h3><div>The National Association of Boards of Pharmacy convened a representative panel of pharmacists (<em>n</em> = 14) to create a practice analysis document and CO. Panel experience, current NAPLEX competency statements, and guiding documents were used in the process. A survey was administered to a large sample of practicing pharmacists to validate the CO and determine final weights for each domain. Respondents selected a relevance rating for the lowest content domain level on a four-point Likert scale (1 = not at all relevant; 4 = very relevant). Survey results were used to develop the final CO, which was approved by the National Association of Boards of Pharmacy to guide NAPLEX development.</div></div><div><h3>Results</h3><div>A practice analysis document was created listing 5 content domains along with the tasks, knowledge, and skills associated with each domain. A total of 1950 pharmacists fully or partially completed the survey and provided relevance ratings for the lowest level of each content domain (<em>n</em> = 54). The mean relevance rating was 3.25 (SD = 0.42; range 2.22 to 3.85), indicating a high degree of relevance for each content domain to practice. A final CO was created, which is used to define content areas to be assessed on the NAPLEX.</div></div><div><h3>Conclusion</h3><div>A practice analysis process produced valuable resources for defining the expected knowledge, skills, and abilities for entry-level pharmacists. These resources can be utilized by educators to prepare graduates for the NAPLEX.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101438"},"PeriodicalIF":3.8,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144499476","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":"AACP Argus Commission Forecast 2025","authors":"Todd D. Sorensen ,&nbsp;Craig D. Cox ,&nbsp;Stuart T. Haines ,&nbsp;Anne Y.F. Lin ,&nbsp;Russell B. Melchert ,&nbsp;Vicki Ellingrod ,&nbsp;Michelle Z. Farland ,&nbsp;Brian A. Hemstreet ,&nbsp;Rae R. Matsumoto ,&nbsp;Melissa Somma McGivney ,&nbsp;Parisa Vatanka ,&nbsp;Lee C. Vermeulen","doi":"10.1016/j.ajpe.2025.101441","DOIUrl":"10.1016/j.ajpe.2025.101441","url":null,"abstract":"<div><div>The American Association of Colleges of Pharmacy charged its Argus Commission (comprised of the past 5 AACP Presidents) to conduct an environmental scan of the pharmacy academy, and to develop a forecast, providing substantive guidance to colleges and schools of pharmacy in their strategic, academic, and research planning and visioning. The forecast was informed by a survey of over 400 leaders, faculty, and staff at all AACP member colleges and schools of pharmacy. Utilizing methods employed by other associations, the survey provided the wisdom of the crowd to predict phenomena that will impact the pharmacy academy over the next 5 years. Survey items focused on broad, over-arching issues facing the pharmacy academy, as well as specific concerns in pharmacy education, practice, and research. Members of the Argus Commission, along with invited guest authors, reviewed the survey results and have offered observations and detailed predictions of future events. Topics included in the forecast consist of the financial future of pharmacy education, trends in the delivery of pharmacy education, workforce issues in pharmacy practice, research funding, and future core competencies for graduate education. A focused section of the Forecast addresses the future of artificial intelligence (AI) in pharmacy education, practice, and research. This forecast is intended to provide reliable and innovative predictions that can be informative for proactive strategic planning for AACP and at all individual colleges and schools of pharmacy.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101441"},"PeriodicalIF":3.8,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144499475","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 Conversation With the 2025 Rufus A. Lyman Award Authors","authors":"Gayle A. Brazeau ,&nbsp;Elizabeth Alida Stern","doi":"10.1016/j.ajpe.2025.101440","DOIUrl":"10.1016/j.ajpe.2025.101440","url":null,"abstract":"<div><div>Each year, the <em>American Journal of Pharmaceutical Education</em> awards the Rufus A. Lyman Award to the best paper from the previous year. This commentary, derived from an interview with the members of a successful research collaboration, not only provides insight to our Academy into the elements necessary for developing and maintaining a successful research collaboration from the development of the project through publication but also offers practical advice and guidance on how faculty members can develop and sustain these research teams and how individuals can improve their skills and abilities as authors. The authors who received the Rufus A. Lyman Award share their experiences and strategies, making this commentary a beacon for all those interested in research collaborations and improving writing skills in the field of pharmacy education.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101440"},"PeriodicalIF":3.8,"publicationDate":"2025-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144369574","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":"Report of the Journal Editor","authors":"Gayle A. Brazeau ,&nbsp;Elizabeth Alida Stern","doi":"10.1016/j.ajpe.2025.101434","DOIUrl":"10.1016/j.ajpe.2025.101434","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101434"},"PeriodicalIF":3.8,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144369575","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}