American Journal of Pharmaceutical Education最新文献

{"title":"Course Development and Integration of a Skills-Based Assessment for an Elective Palliative Care Course","authors":"Maria Felton Lowry ,&nbsp;Jennifer Pruskowski ,&nbsp;Rene Claxton ,&nbsp;Lucas A. Berenbrok","doi":"10.1016/j.ajpe.2025.101439","DOIUrl":"10.1016/j.ajpe.2025.101439","url":null,"abstract":"<div><h3>Objective</h3><div>To develop and pilot a novel palliative care elective course and assess its impact on third professional year (P3) student pharmacists’ attitudes and skills in palliative care using skills-based assessment methods and course evaluations.</div></div><div><h3>Methods</h3><div>Faculty from the University of Pittsburgh School of Pharmacy implemented a semester-long (15-week) elective course in palliative care delivered by an interdisciplinary team of palliative care clinicians. Students were evaluated through pre and poststandardized patient assessments, and the Wilcoxon signed-rank test was used to compare pre and postassessment scores. Students completed postcourse evaluations, and content was analyzed to transform student-perceived learning takeaways into themes.</div></div><div><h3>Results</h3><div>Twenty-two students participated in the course across the years 2023 and 2024. Pre and postassessment data from a standardized patient activity showed improvement in student palliative care skills, including patient assessment, formulating pharmacologic recommendations, verbal communication, and written documentation of recommendations after participating in the elective course. Seven themes were identified through content analysis of student evaluations, which encompassed knowledge gained in areas of both generalist and specialist palliative care.</div></div><div><h3>Conclusion</h3><div>Integrating skills-based assessment was an objective way to assess the impact of our palliative care elective course on student pharmacist skill development. The course improved student attitudes and skills in palliative care, as evidenced by course evaluations and skills-based assessments.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101439"},"PeriodicalIF":3.8,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144340725","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":"Entrusting Pharmacy Trainees: Exploring Expectations of Entrustment Across the Pharmacy Intern Year in Australia","authors":"Tarik Al-Diery ,&nbsp;Sally Marotti ,&nbsp;Debra Rowett ,&nbsp;Jacinta L. Johnson","doi":"10.1016/j.ajpe.2025.101437","DOIUrl":"10.1016/j.ajpe.2025.101437","url":null,"abstract":"<div><h3>Objective</h3><div>To explore the expected level of entrustment and the corresponding degree of supervision for trainees at designated milestones during their pharmacy internship.</div></div><div><h3>Methods</h3><div>Registered and provisionally registered (intern) pharmacists in Australia were invited to participate in an anonymous online questionnaire. Participants articulated the level of supervision they expect an intern pharmacist to achieve for the three Entrustable Professional Activities (EPAs) included in the Australian Pharmacy Council workplace-based assessment tools using the 5-level entrustment scale. These three EPAs are dispensing medicines, compounding pharmaceutical products, and providing medication counseling.</div></div><div><h3>Results</h3><div>A total of 302 responses were received (82 intern pharmacists and 220 registered pharmacists). Intern pharmacists’ self-perceived level of entrustment was higher than the level expected by registered pharmacists at the midpoint and conclusion of intern training for the dispensing and compounding EPAs. Pharmacists in community pharmacy and hospital dispensary settings expected intern pharmacists to practice with more autonomy compared to hospital clinical pharmacists at the conclusion of intern training for the compounding and counseling EPAs. A medium level of consensus (50%–74.9% overall agreement at any one entrustment level) was reached by all pharmacists regarding the expected level of entrustment of intern pharmacists at different time points in training for all three EPAs.</div></div><div><h3>Conclusion</h3><div>There is a lack of consensus among registered pharmacists regarding the level of supervision expected of intern pharmacists at defined time points in training. Entrustment decisions by registered pharmacists may vary depending on the practice setting. Intern pharmacists’ self-perceived entrustment of their performance was higher than that of registered pharmacists, highlighting the need for further research to explore the existing gap between supervisor and trainee perceptions of supervision requirements.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101437"},"PeriodicalIF":3.8,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144487220","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":"Student Pharmacists’ Experience with Using Artificial Intelligence for Pharmacogenetic Counseling in a Skills Laboratory Course","authors":"Lama Basalelah ,&nbsp;Lauren M. Caldas ,&nbsp;Alexis N. Crawford ,&nbsp;Dayanjan Wijesinghe ,&nbsp;Krista L. Donohoe","doi":"10.1016/j.ajpe.2025.101436","DOIUrl":"10.1016/j.ajpe.2025.101436","url":null,"abstract":"<div><h3>Objective</h3><div>To describe third-year student pharmacists’ experiences using PharmTutorAI.com's Gene Counsel artificial intelligence (AI) tool for simulated pharmacogenetic counseling sessions in a skills laboratory course.</div></div><div><h3>Methods</h3><div>During the Fall semester of the 2023–2024 academic term, third-year student pharmacists completed 3 pharmacogenetic counseling cases focused on cardiovascular conditions, psychiatry, and epilepsy—using PharmTutorAI.com. Each case was graded and scored by the AI out of 40 points. Students were asked to complete an optional survey assessing their perceptions of AI use in this learning simulation and if they would recommend it. Open-ended survey questions were also included. Data were analyzed using KoNstanz Information MinEr and Python. Descriptive statistics were applied.</div></div><div><h3>Results</h3><div>A total of 71 out of 72 students (98.6%) completed all 3 Gene Counsel AI pharmacogenetic counseling cases and the associated survey. Mean scores (out of 40) were 38.2 ± 1.5 for the cardiovascular case, 38.1 ± 1.9 for the psychiatry case, and 37.3 ± 4.9 for the epilepsy case. When asked about counseling preferences, 65.2% of students preferred both human subjects and PharmTutorAI.com cases, 24.6% preferred AI alone, and 10% preferred human-only interaction.</div></div><div><h3>Conclusion</h3><div>Students performed well on the AI-based pharmacogenetic counseling cases and expressed predominantly positive perceptions of the activity. The Gene Counsel AI tool successfully reduced faculty workload by eliminating the need for multiple facilitators per session, while enabling students to engage in multiple pharmacogenetic counseling scenarios rather than just one.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101436"},"PeriodicalIF":3.8,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144487221","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":"Deciding Whether to Communicate a Cancer Diagnosis at Work","authors":"Melissa S. Medina ,&nbsp;Batoul Senhaji-Tomza","doi":"10.1016/j.ajpe.2025.101435","DOIUrl":"10.1016/j.ajpe.2025.101435","url":null,"abstract":"<div><div>With rising cancer rates, a faculty or staff member may face a personal cancer diagnosis. As the news may be unexpected, faculty and staff members with cancer have several decisions to make, including whether or not to tell colleagues or students and how to deliver the news. Guidance for these types of decisions and conversations is rarely discussed in the pharmacy literature; however, it is an important topic to consider as a cancer diagnosis can have a significant impact on the faculty or staff member, the work environment, and the college or school of pharmacy overall. It is important to raise awareness of the issues facing faculty or staff members with a cancer diagnosis in order to help support them.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101435"},"PeriodicalIF":3.8,"publicationDate":"2025-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144318818","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":"Educators’ and Academic Leaders’ Insights on Incorporating Computer-Based Simulation in Pharmacy Education: A Global Qualitative Study","authors":"Ahmed M. Gharib,&nbsp;Ivan K. Bindoff,&nbsp;Gregory M. Peterson,&nbsp;Mohammed S. Salahudeen","doi":"10.1016/j.ajpe.2025.101433","DOIUrl":"10.1016/j.ajpe.2025.101433","url":null,"abstract":"<div><h3>Objective</h3><div>To explore the perspectives of pharmacy educators and academic leaders on the barriers, facilitators, and future directions for implementing computer-based simulation (CBS) in pharmacy practice education.</div></div><div><h3>Methods</h3><div>An exploratory qualitative approach was employed, using semi-structured interviews to gather perspectives from pharmacy educators and academic leaders. A total of 41 participants were invited, and responses from the 25 interviewees were analyzed through reflexive thematic analysis to identify key themes related to barriers, facilitators, and potential future directions for CBS integration in pharmacy practice education.</div></div><div><h3>Results</h3><div>A total of 25 participants from 21 countries were included in this study. Educators and leaders were generally consistent in terms of identified themes but differed in their focus; educators emphasized practical challenges related to classroom implementation, while leaders prioritized strategic considerations and institutional goals. The analysis revealed several barriers, particularly workload burdens, resource constraints, skepticism about CBS’s ability to achieve desired learning outcomes, personal beliefs, and cultural norms. Facilitators included strong Institutional support via training, alignment with institutional goals, and the presence of advocacy by champions. Future strategies emphasized the importance of interprofessional learning, joint simulation across health professions, institutional partnerships, and leveraging artificial intelligence (AI) to enhance CBS’s scalability, interactivity, and personalization.</div></div><div><h3>Conclusions</h3><div>This study identifies key barriers and facilitators to the integration of CBS in pharmacy practice education and underscores the transformative potential of AI in overcoming these challenges. AI was identified as a promising tool for automating assessments, generating scenarios, reducing educator workloads, and improving learning outcomes. Future efforts should prioritize scalable, evidence-based strategies to maximize the impact of CBS on learning outcomes.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101433"},"PeriodicalIF":3.8,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144295440","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":"To Stay or To Go? Debate Regarding US News and World Report Pharmacy Program Rankings","authors":"Shanna K. O’Connor ,&nbsp;Caroline M. Sierra ,&nbsp;Megan N. Willson ,&nbsp;Jaime Maerten-Rivera ,&nbsp;Cameron C. Lindsey ,&nbsp;Catherine M. Crill ,&nbsp;Laura M. Frankart ,&nbsp;Rebecca Moote ,&nbsp;Anita Mosley ,&nbsp;Margie Padilla ,&nbsp;Jennifer Prisco ,&nbsp;Susan Smith","doi":"10.1016/j.ajpe.2025.101432","DOIUrl":"10.1016/j.ajpe.2025.101432","url":null,"abstract":"<div><h3>Objective</h3><div>The methodology used to generate the US News and World Report rankings has been increasingly scrutinized by members of the Academy. The primary objective was to describe the potential positive and negative effects of the Academy ceasing participation in the US News and World Report ranking system (USNWR-RS).</div></div><div><h3>Methods</h3><div>As part of the Academic Leadership Fellows Program, fellows participated in a debate on current topics in academic pharmacy. For this topic, authors partnered with health science librarians and individually searched the peer-reviewed literature and lay press for evidence related to the USNWR-RS for pharmacy. Each piece of evidence was reviewed by 2 different authors for inclusion, and discrepancies were resolved through discussion. All evidence was then summarized to identify themes related to the primary objective.</div></div><div><h3>Results</h3><div>Thirteen pieces of evidence were included in the summary: 8 (62%) were from peer-reviewed literature and the remaining were from popular media or news sources. Just over one-third of the pieces of evidence were initially structured as research studies rather than opinion-based articles.</div></div><div><h3>Conclusion</h3><div>The USNWR-RS has flaws and benefits that should be considered as the Academy works to address concerns. Established work and initial steps toward change lay an encouraging framework for the future.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101432"},"PeriodicalIF":3.8,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144276805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Scoping Review of Teaching and Assessment Strategies for Pharmaceutical Calculations in Health Professions Education","authors":"Mary E. Fredrickson ,&nbsp;Anna Nogid ,&nbsp;Sharon Wu ,&nbsp;Apryl N. Peddi ,&nbsp;Rachel Whitney ,&nbsp;Melissa Gratz ,&nbsp;Jennifer N. Wisniewski","doi":"10.1016/j.ajpe.2025.101430","DOIUrl":"10.1016/j.ajpe.2025.101430","url":null,"abstract":"<div><h3>Objective</h3><div>Proficiency in pharmaceutical calculations is an essential and fundamental skill for health care professionals, as medication dosing and dispensing errors can result in serious patient harm. Despite this importance, research suggests that many health professions education (HPE) students face challenges in mastering these concepts. This scoping review aims to explore the available literature on pharmaceutical calculations, teaching and assessment strategies within HPE.</div></div><div><h3>Methods</h3><div>A comprehensive search was conducted in PubMed, Scopus, ERIC, and CINAHL Complete. Full-text research articles were included if they involved HPE students, discussed pharmaceutical calculations in the didactic curriculum, and were available in English. Results were reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews.</div></div><div><h3>Results</h3><div>Seventy-three articles met the inclusion criteria, with the majority being quasi-experimental studies. Of the studies, 57.5% involved student nurses and 35.6% involved student pharmacists. Teaching strategies varied, with problem-solving approaches, simulation, and online learning being the most common. Examinations were the most frequently used assessment strategy. Competency was assessed in 33% of the studies, with thresholds ranging from 70% to 100%.</div></div><div><h3>Conclusion</h3><div>While pharmaceutical calculations education remains a crucial component of HPE curricula, this review found a lack of robust evidence supporting specific teaching or assessment interventions to improve learning outcomes. Additional research is needed to determine the comparative effectiveness of various teaching and assessment strategies for pharmaceutical calculations.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101430"},"PeriodicalIF":3.8,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144251004","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":"Response to Engle and Colleagues “Commentary on AACP Argus Commission Forecast 2024”","authors":"David D. Allen ,&nbsp;Todd D. Sorensen ,&nbsp;Anne Y.F. Lin ,&nbsp;Stuart T. Haines ,&nbsp;Russell B. Melchert ,&nbsp;Craig D. Cox ,&nbsp;Lee C. Vermeulen","doi":"10.1016/j.ajpe.2025.101431","DOIUrl":"10.1016/j.ajpe.2025.101431","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 7","pages":"Article 101431"},"PeriodicalIF":3.8,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144251005","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":"Implementation and Effectiveness of an Immersive Continuing Professional Development Elective for Student Pharmacists During the COVID-19 Pandemic","authors":"Kelsey D. Frederick ,&nbsp;Catherine M. Crill ,&nbsp;James S. Wheeler ,&nbsp;Kenneth C. Hohmeier ,&nbsp;Lauren Bivacca ,&nbsp;Michael J. Rouse ,&nbsp;Jennifer L. Baumgartner ,&nbsp;Dawn E. Havrda","doi":"10.1016/j.ajpe.2025.101428","DOIUrl":"10.1016/j.ajpe.2025.101428","url":null,"abstract":"<div><h3>Objective</h3><div>To examine the implementation and effectiveness of a continuing professional development (CPD) elective for fourth-year student pharmacists.</div></div><div><h3>Methods</h3><div>A 4-week, remote CPD elective was developed and implemented during the COVID-19 pandemic for the Class of 2021. Students worked through each step of the CPD cycle, logged activities that facilitated the achievement of self-identified goals, and submitted a final CPD portfolio and written reflection describing their experience applying the CPD approach. Data were collected using in-depth, semistructured interviews and electronic, web-based surveys. Early implementation outcomes measured included acceptability, appropriateness, and feasibility. The interview guide was based on the Consolidated Framework for Implementation Research.</div></div><div><h3>Results</h3><div>All CPD elective students (100%, <em>n</em> = 80) completed course requirements and surveys and passed the course. Implementation outcomes were 83.4% acceptability, 93% appropriateness, and 86.6% feasibility. Students reported full (62.9%) or partial (35%) achievement of self-identified goals and satisfaction with their learning outcomes (92.5%). Compared to Class of 2021 students not taking the elective, CPD elective students were more likely to have used a structured tool to identify professional strengths, areas of improvement, and learning opportunities, and to document a learning plan to achieve their goals. Twelve students participated in interviews. Students responded positively to the CPD experience and recognized the value of CPD training in achieving professional goals and preparing for lifelong learning. Participants appreciated the personalization, autonomy, and flexibility the elective offered, which increased perceived motivation and engagement in the learning process.</div></div><div><h3>Conclusion</h3><div>The CPD elective provided an acceptable, appropriate, feasible, and effective CPD experience within the PharmD curriculum. Findings may be used to support the development of future CPD activities within pharmacy education.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 8","pages":"Article 101428"},"PeriodicalIF":3.8,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227741","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":"Preparing NAPLEX-Ready Graduates Requires Collaboration to Optimize Success","authors":"Mary Elizabeth Ray ,&nbsp;Thomas M. Ellington ,&nbsp;Lisa Lebovitz ,&nbsp;Sarah A. Spinler ,&nbsp;Diana M. Sobieraj ,&nbsp;Michael P. Kelsch ,&nbsp;Aleda M.H. Chen","doi":"10.1016/j.ajpe.2025.101427","DOIUrl":"10.1016/j.ajpe.2025.101427","url":null,"abstract":"<div><div>Declining NAPLEX pass rates are prompting widespread discussions and urgent investigations into potential causes, including an examination of PharmD program characteristics, curriculum, student preparedness, and an evolving exam blueprint. Many studies have been conducted to understand the association of various factors with NAPLEX success, and individual programs have attempted to address these factors with mixed results. It is time to include additional stakeholders and collaborate on solutions. The National Association of Boards of Pharmacy (NABP), Accreditation Council for Pharmacy Education (ACPE), American Association of Colleges of Pharmacy (AACP), and PharmD programs (including preceptors and students) are all invested in and may influence NAPLEX outcomes. Specific recommendations for the NABP and the ACPE include increasing transparency regarding the timing and process of exam blueprint changes, coordinating a structured crosswalk between ACPE standards and NAPLEX content, and considering overall pass rates as a measurable outcome of program quality. PharmD programs should consider strategies such as engaging preceptors in exam preparation and providing proactive, structured student support for skills such as time management. Collectively, AACP members can leverage their expertise to develop shared resources, such as a practice question bank. Enhancing alignment between education and licensure ensures that pharmacy graduates are prepared for practice, ultimately benefiting patient care.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 7","pages":"Article 101427"},"PeriodicalIF":3.8,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210359","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}