American Journal of Pharmaceutical Education最新文献

{"title":"Assessment of the Academic Leadership Fellows Program on the First 20 Cohorts","authors":"Lucinda Maine , Patricia Chase , Sarah Shrader , Andrew Darley , Katherine O’Neal , Johnnie Early , Steven Leonard , Susan Miller , Daniel Malcom","doi":"10.1016/j.ajpe.2025.101902","DOIUrl":"10.1016/j.ajpe.2025.101902","url":null,"abstract":"<div><h3>Objectives</h3><div>The Academic Leadership Fellows Program (ALFP) was established by the American Association of Colleges of Pharmacy (AACP) on the recommendation of several 2002–2003 AACP standing committees. These committees were charged by then-President Barbara Wells to examine the growing need for leaders for the Academy and profession to equip individuals to address the many challenges facing higher education and health care. Between 2005 and 2024, 20 cohorts of fellows completed the program. The primary objective of this project was to assess the impact of this program on ALFP participants, with secondary objectives to assess impacts on sponsoring colleges and schools of pharmacy, AACP, and the profession. Data were collected by a survey completed by ALFP participants.</div></div><div><h3>Methods</h3><div>A survey, which was pilot tested by 4 cohorts, was administered to all participants in Cohorts 1 through 19 for whom current email addresses were accessible. The survey included 16 multiple-choice and 5 open-ended questions divided into 3 sections: Impact, Professional Engagement/Leadership, and Demographics. A shorter survey was administered to Cohort 20 participants just prior to the completion of the program.</div></div><div><h3>Results</h3><div>Responses were received from a total of 320 individuals, including 54% (298/554) from the first 19 cohorts and 61% (22/26) from Cohort 20. A total of 159 women and 131 men completed the survey. Respondents reported a range from 1 to 33 years of experience in academic pharmacy prior to participating in ALFP, with a median of 11 years of experience. Results were analyzed using both quantitative and qualitative methods. Data from the survey respondents affirmed that the program had positive impacts at each level of evaluation. Respondents noted that the program positively impacted their leadership knowledge, skills, and attitudes; expanded their network of colleagues whom they trusted to turn to for advice and support; and contributed to upward mobility in their careers. Ninety-four percent of the respondents reported an increase in overall confidence in their leadership abilities that was extremely significant or significant. Impact on sponsoring institutions was assessed by promotion to new positions of leadership and retention, with 73% of respondents reporting that they remained at the sponsoring institution. Responses also affirmed the impact on AACP, with respondents noting increased participation in leadership at section, special interest group, council, and board levels. Attendance at AACP’s annual meeting grew at a rate greater than overall membership growth over the same time period. Though more difficult to assess, results suggest that ALFP participants also invested their leadership talents in organizations other than AACP, in and outside of the pharmacy profession.</div></div><div><h3>Conclusion</h3><div>Celebrating the success of ALFP as the 20th cohort completed the progra","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"90 1","pages":"Article 101902"},"PeriodicalIF":3.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145643220","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":"Teaching Tomorrow’s Pharmacists in an AI World: Risk, Responsibility, and Reflection","authors":"Kathryn Sawyer ,&nbsp;Vivek S. Dave ,&nbsp;Michael J. Gonyeau ,&nbsp;Jeff Cain","doi":"10.1016/j.ajpe.2025.101905","DOIUrl":"10.1016/j.ajpe.2025.101905","url":null,"abstract":"<div><div>The rapid integration of generative artificial intelligence (genAI) into higher education has created both opportunities and tensions, particularly within pharmacy education, where precision, ethical reasoning, and professional judgment are paramount. This commentary explores the complex role of genAI in pharmacy education through a process-versus-product framework, highlighting risks of overreliance by students and underscoring the responsibility of faculty to model ethical, reflective use. We advocate for structured genAI literacy initiatives, thoughtful policy development, and assessment redesigns that reinforce critical thinking over rote correctness. Responsible genAI use should be embedded as a core professional competency, akin to the use of clinical decision-support tools. Importantly, pharmacy educators must reclaim and enhance the efficiencies gained through genAI to deepen mentorship and foster student growth, not to increase productivity demands. The commentary concludes with a call for pharmacy education to remain human-centered, ensuring that genAI serves as a tool to elevate, rather than replace, the human in education.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"Article 101905"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145598454","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":"Testing by Talking: Rethinking Oral Examinations","authors":"Frank Romanelli,&nbsp;E. Penni Black,&nbsp;Jeff Cain","doi":"10.1016/j.ajpe.2025.101892","DOIUrl":"10.1016/j.ajpe.2025.101892","url":null,"abstract":"<div><h3>Objectives</h3><div>The advent of artificial intelligence and other influences has spurred some to revisit the utility of oral examinations. This narrative review discusses the historical underpinnings of oral examinations as a testing modality, describing the advantages of their use as well as barriers to implementation, including issues surrounding reliability and validity.</div></div><div><h3>Findings</h3><div>The authors propose best practices that can be employed if oral examinations are used.</div></div><div><h3>Summary</h3><div>Oral examinations can be used as an assessment tool. They may have particular utility as artifical intelligence platforms become more prominent. Educators should judicuously use oral exmainations in concert with best practices.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"Article 101892"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145433258","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":"Cross-Cultural Exchange in Pharmacy Practice: An International APPE Experience in Japan","authors":"Mikiko Y. Takeda ,&nbsp;Tracy Hunter ,&nbsp;Barry E. Bleske ,&nbsp;Donald Godwin ,&nbsp;Mana Miyakoda ,&nbsp;Shintaro Fumoto ,&nbsp;Hirotaka Miyamoto ,&nbsp;Kaname Ohyama ,&nbsp;Tomoaki Kurosaki ,&nbsp;Mikiro Nakashima ,&nbsp;Koyo Nishida","doi":"10.1016/j.ajpe.2025.101888","DOIUrl":"10.1016/j.ajpe.2025.101888","url":null,"abstract":"<div><h3>Objective</h3><div>International collaboration between pharmacy schools enhances understanding of pharmacy practice, operations, and health care challenges across countries. Since 2020, our institution has partnered with Nagasaki University School of Pharmaceutical Sciences (NUSOP) in Japan on research and education initiatives. Through this partnership, both institutions identified similar challenges, especially in preparing students to provide rural health care to aging populations. In 2023, the inaugural International Advanced Pharmacy Practice Experience (APPE) was launched in Nagasaki to address these needs. This article outlines the development and design of the International APPE and evaluates its alignment with Accreditation Council for Pharmacy Education (ACPE) Standards 2025 to ensure program quality and relevance.</div></div><div><h3>Methods</h3><div>The experiential course was arranged into 4 week-long phases: pretravel orientation; on-site learning in an urban area, with shadowing and observing a Japanese traditional herbal medicine (Kampo) pharmacy; on-site learning in a rural area, including delivering home-based health care with a pharmacist preceptor in a patient’s home; and the final week for summary reflections to present at our college.</div></div><div><h3>Results</h3><div>By April 2025, 5 students had completed this APPE. The International APPE immersed the students in the pharmacist role in the Japanese health care system and met elements of the elective APPE in ACPE Standards 2025. In addition to providing valuable insights for global health care and cultural exchange, this educational experience strengthened the relationship between the 2 institutions. Further, students at both institutions established a strong bond.</div></div><div><h3>Conclusion</h3><div>The International APPE has provided students with unique opportunities to exchange ideas between 2 cultures facing similar health care challenges, enriching their future careers.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"Article 101888"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145330910","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":"Comparison of Qualitative Analyses Conducted by Artificial Intelligence Versus Traditional Methods","authors":"Marcela Salazar ,&nbsp;May Chaw ,&nbsp;Yvette Hellier ,&nbsp;Stephanie Hsia ,&nbsp;Katherine Gruenberg","doi":"10.1016/j.ajpe.2025.101882","DOIUrl":"10.1016/j.ajpe.2025.101882","url":null,"abstract":"<div><h3>Objective</h3><div>Qualitative research remains underutilized in health professions education, in part due to insufficient training and time-intensive analytic methods. Recent advances in generative artificial intelligence offer new opportunities to streamline the qualitative research process using large language models such as GPT-4. However, the accuracy of GPT-4-generated codes and themes remains underexplored in health professions education research. This study characterizes qualitative analyses assisted by a general-purpose GPT-4 compared to traditional human-conducted analyses.</div></div><div><h3>Methods</h3><div>Two health professions datasets were previously analyzed using content or thematic analysis and then reanalyzed using a version of GPT-4. Researchers compared the accuracy, alignment, relevance, and appropriateness of codebooks and themes produced by GPT-4 with the prior findings. Dichotomous numerical ratings and explanations were assessed independently and then discussed collaboratively to identify strengths and weaknesses associated with GPT-4 qualitative analysis.</div></div><div><h3>Results</h3><div>In total, 36 survey responses and seven 1-h interview transcripts were analyzed using GPT-4. The codebooks and themes generated by GPT-4 generally aligned with human-identified concepts. Challenges included failure to detect low-frequency codes, difficulty constructing coherent code relationships, and a lack of nuance in theme descriptions and quote selection.</div></div><div><h3>Conclusion</h3><div>GPT-4 can support, though not replace, human-led qualitative analysis. A general understanding of qualitative research processes and the dataset is necessary for researchers to identify potential gaps, limitations, and redundancies in qualitative findings generated by GPT-4.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"Article 101882"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145309936","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":"Erratum to ‘A Modified Delphi Process to Achieve Consensus on Social/Administrative Science Topics in Pharmacy Curricula’ [American Journal of Pharmaceutical Education, 89/2 February 2025, 101349]","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.2025.101873","DOIUrl":"10.1016/j.ajpe.2025.101873","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"Article 101873"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145276681","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 Implementation of a Peer Review Training Program","authors":"Jonathan Thigpen ,&nbsp;Kevin N. Astle ,&nbsp;Aleda M.H. Chen ,&nbsp;Surajit Dey ,&nbsp;Michael Hegener","doi":"10.1016/j.ajpe.2025.101884","DOIUrl":"10.1016/j.ajpe.2025.101884","url":null,"abstract":"<div><h3>Objective</h3><div>To create and implement a peer review training program for the <em>American Journal of Pharmaceutical Education</em>.</div></div><div><h3>Methods</h3><div>From 2019 to 2022, several iterations of task forces worked on creating the Reviewer Mentorship Program. The program was designed to appeal to novice reviewers and utilizes a “Mentee”/”Mentor” format, focusing on mentorship and hands-on experiences. Demographics and other characteristics of cohort participants were documented. The program’s inaugural cohort launched in the summer of 2022.</div></div><div><h3>Results</h3><div>Three cohorts have enrolled in the program to date. Interest remains high, with 71, 67, and 81 Mentee applications and 22, 25, and 27 final pairs, respectively (Cohort 1, Cohort 2, and Cohort 3).</div></div><div><h3>Conclusion</h3><div>The <em>American Journal of Pharmaceutical Education</em> successfully established its Reviewer Mentorship Program as a means to improve the quantity and quality of peer reviews. The program provides an opportunity for knowledge and skills development for novice reviewers and continues to improve over time.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"Article 101884"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145309881","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":"Silent Struggles in Health Care Education: Eating Disorder Risk and Awareness Among Future Pharmacists","authors":"Elif Sena Şahin ,&nbsp;Nadir Yalçın","doi":"10.1016/j.ajpe.2025.101893","DOIUrl":"10.1016/j.ajpe.2025.101893","url":null,"abstract":"<div><h3>Objective</h3><div>Eating disorders are serious conditions that profoundly impact individuals’ physical and psychological health, yet they are often underrecognized by health care professionals. This study aimed to evaluate the knowledge levels and attitudes of fourth- and fifth-year student pharmacists regarding eating disorders and to assess the impact of a brief educational intervention on their knowledge.</div></div><div><h3>Methods</h3><div>This quasi-experimental, descriptive study was conducted between January and June 2025 with 165 students enrolled at a Faculty of Pharmacy. Participants completed the Eating Attitudes Test-26 (EAT-26) and a researcher-developed knowledge questionnaire. The questionnaire was administered in 2 stages: before and after an educational briefing. Total correct responses were compared, and risk levels for eating disorders were determined using the EAT-26.</div></div><div><h3>Results</h3><div>According to the EAT-26, 6.7% of participants were at risk for an eating disorder, while 27.9% displayed risky eating behaviors. The risk was 7.8% among female students and 2.1% among males. No significant difference was found between fourth- and fifth-year students. Following the intervention, the mean number of correct answers significantly increased (pretest: 4.20 ± 1.41; post-test: 8.10 ± 1.31), with knowledge levels improving in all participants.</div></div><div><h3>Conclusion</h3><div>This study demonstrates that the risk of eating disorders among student pharmacists is noteworthy and that brief educational efforts can effectively improve awareness. The findings highlight the need for structured content on eating disorders within pharmacy education.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"Article 101893"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145433210","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":"Minutes of the 2025 House of Delegates Sessions.","authors":"","doi":"10.1016/j.ajpe.2025.101870","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101870","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"101870"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145812389","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":"Current Trends in Pharmacy Law Education","authors":"Gina D. Moore ,&nbsp;Rachel Barenie ,&nbsp;Geoffrey Mospan ,&nbsp;James Ruble ,&nbsp;Jennell C. Bilek ,&nbsp;Teri Miller ,&nbsp;Kristin Villa ,&nbsp;Ettie Rosenberg","doi":"10.1016/j.ajpe.2025.101481","DOIUrl":"10.1016/j.ajpe.2025.101481","url":null,"abstract":"<div><h3>Objective</h3><div>To describe pharmacy law topics and teaching methods within United States colleges and schools of pharmacy.</div></div><div><h3>Methods</h3><div>Pharmacy law educators across the United States were surveyed to describe pharmacy law topics and methods for teaching and assessment used to optimize student learning, subject retention, and practice readiness.</div></div><div><h3>Results</h3><div>Seventy-two out of 127 programs (those American Association of Colleges of Pharmacy member institutions that identified their respective pharmacy law instructor) completed the survey, yielding a response rate of 56.7%. Topics covered within pharmacy law courses varied, but a majority of respondents addressed subjects tested by the National Association of Boards of Pharmacy Multistate Pharmacy Jurisprudence Exam. An increasing number of respondent schools included pharmacy advocacy content for both patient care and the pharmacist scope of practice. Many respondent schools are incorporating novel active learning strategies to foster student learning and retention.</div></div><div><h3>Conclusion</h3><div>Delivery of a pharmacy law curriculum within pharmacy schools is dynamic. There is no clear consensus for optimal course delivery; however, the subjects taught and assessment of student learning are evolving.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 12","pages":"Article 101481"},"PeriodicalIF":3.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800991","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}