American Journal of Pharmaceutical Education最新文献

{"title":"A Case Study of Multi-Institutional Leadership Circles to Support Faculty Leadership Development","authors":"Kristin K. Janke ,&nbsp;Kathryn J. Smith ,&nbsp;Michael H. Nelson ,&nbsp;Federico Facciolo ,&nbsp;Jungeun Lee ,&nbsp;Kem P. Krueger ,&nbsp;Whitney D. Maxwell ,&nbsp;Jennifer D. Robinson","doi":"10.1016/j.ajpe.2024.101290","DOIUrl":"10.1016/j.ajpe.2024.101290","url":null,"abstract":"<div><h3>Objective</h3><div>To explore anticipated and unanticipated outcomes of Leadership Circles (LC), a multi-institutional leadership development program that moves beyond traditional workshops and enables participants to tackle real-world academic leadership challenges.</div></div><div><h3>Methods</h3><div>LC goals included addressing leadership challenges, applying leadership frameworks, providing feedback, seeking advice, and expanding networks. LC participants were recruited from the American Association of Colleges of Pharmacy Leadership Development Special Interest Group and were convened by faculty who had previously participated in an LC. Virtual small group consultations involved rotating assigned roles for each session. To gather observations on the mechanisms that supported LC functioning and outcomes, a case study approach was used, and a formal evaluation was conducted, including 2 focus groups with 6 LC Advisors. Focus group transcripts were analyzed using deductive coding with an established taxonomy to identify outcomes and thematic analysis was used to develop themes.</div></div><div><h3>Results</h3><div>Six LCs totaling 37 members from 33 institutions met during the 2022–2023 academic year. Sessions involved applying concepts in real, complex, emotionally charged situations, enabling members to share challenges, seek advice and see immediate effects, increasing their investment and the practical application of leadership frameworks (Theme 1). The virtual format fostered relationship building and rapid learning in a cost-effective environment (Theme 2). Members demonstrated vulnerability and sustained commitment at a level that surprised LC Advisors (Theme 3). Cognitive, environmental, relationship and affect outcomes were identified.</div></div><div><h3>Conclusion</h3><div>LCs were reported as an accessible, engaging, and flexible approach to leadership development. Unanticipated outcomes included the development of supportive and enduring relationships.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101290"},"PeriodicalIF":3.8,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301764","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":"Evaluation of Mental Health First Aid Training and Simulated Psychosis Care Role-Plays for Pharmacy Education","authors":"Tina X. Ung,&nbsp;Claire L. O’Reilly,&nbsp;Rebekah J. Moles,&nbsp;Jack C. Collins,&nbsp;Ricki Ng,&nbsp;Lily Pham,&nbsp;Bandana Saini,&nbsp;Jennifer A. Ong,&nbsp;Timothy F. Chen,&nbsp;Carl R. Schneider,&nbsp;Sarira El-Den","doi":"10.1016/j.ajpe.2024.101288","DOIUrl":"10.1016/j.ajpe.2024.101288","url":null,"abstract":"<div><h3>Objective</h3><div>This study explored the impact of Mental Health First Aid (MHFA) training and simulated psychosis care role-plays on pharmacy students’ stigma, confidence, and behaviors when supporting people experiencing mental health symptoms or crises.</div></div><div><h3>Methods</h3><div>MHFA training was delivered to final year pharmacy students. Post-MHFA training, students were invited to participate in simulated psychosis care role-plays (co-designed and content validated with mental health stakeholders) with trained actors. Role-plays were observed by peers, tutors, and mental health consumer educators (MHCEs). Students immediately engaged in self-assessment, feedback, and debrief discussions with peers, tutors, and MHCEs. Quantitative analyses (ANOVA and chi-square tests) were conducted on scores awarded by each rater (self, tutor, MHCE) and for each scenario (n = 3). Students completed a 15-item survey exploring mental health stigma and mental health confidence, at 3 timepoints (pre-MHFA training, post-MHFA training, and post-role-plays). Survey scores were analyzed using paired <em>t</em> tests.</div></div><div><h3>Results</h3><div>Of 209 MHFA-trained students, 86 participated in role-play. The self-assessment mean score was the lowest and the MHCEs’ mean score highest. Post-MHFA training, 14 survey item scores significantly improved, implying reduced stigma and increased confidence in providing psychosis care. Post-role-play scores suggested improvements in 12 survey items.</div></div><div><h3>Conclusion</h3><div>Psychosis care role-plays are associated with short-term improvements in pharmacy students’ stigma and mental health confidence post-MHFA training; students’ self-assessment scores are lower than tutors and MHCEs. It is recommended that future studies further integrate observed behaviors with self-reported data and use simulated patients in clinical practice to evaluate MHFA outcomes longitudinally.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101288"},"PeriodicalIF":3.8,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Meet the President","authors":"Gayle A. Brazeau,&nbsp;Elizabeth Alida Stern","doi":"10.1016/j.ajpe.2024.101287","DOIUrl":"10.1016/j.ajpe.2024.101287","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101287"},"PeriodicalIF":3.8,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301769","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":"Prioritizing Faculty Well-Being: Why it Matters, What Schools Can Do, and a Call for Action","authors":"Alaina Van Dyke ,&nbsp;Kristine M. Cline ,&nbsp;Susan Morley ,&nbsp;Shankar Munusamy ,&nbsp;Christina L. Mnatzaganian ,&nbsp;Maria Miller Thurston","doi":"10.1016/j.ajpe.2024.101286","DOIUrl":"10.1016/j.ajpe.2024.101286","url":null,"abstract":"<div><div>Previous studies have identified high rates of burnout among health care workers and health professions faculty. Despite interventions being showcased at national meetings in both posters and platform presentations, there is minimal peer-reviewed published research focusing on professional well-being interventions and their assessments specific to pharmacy faculty. This commentary serves as a call to action to design and publish research related to work-system interventions to decrease burnout and promote professional well-being among all academic pharmacy faculty, and particularly subgroups who may be most at risk, such as women and assistant-level faculty. Leaders across colleges of pharmacy may consider implementing strategies suggested in the American Association of Colleges of Pharmacy Creating a Culture of Well-being guide.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 11","pages":"Article 101286"},"PeriodicalIF":3.8,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301771","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":"Effect of Choose-Your-Own-Adventure (CYOA) Activities on Pharmacy Student Knowledge","authors":"Ashlyn M. Aguiniga,&nbsp;Heather Phillips,&nbsp;Meredith L. Howard","doi":"10.1016/j.ajpe.2024.101284","DOIUrl":"10.1016/j.ajpe.2024.101284","url":null,"abstract":"<div><h3>Objective</h3><p>Many strategies are used in pharmacy education to maintain student engagement through active learning. Gamification, such as the choose-your-own-adventure activity (CYOAA), is one such method. The purpose of this study was to assess improvement in clinical knowledge and retention after the implementation of CYOAA.</p></div><div><h3>Methods</h3><p>Two CYOAAs were designed and implemented within second-year pharmacy courses. One activity was on venous thromboembolism (VTE) and the other on chronic obstructive pulmonary disease (COPD). Students completed a six question prequiz and postquiz for both activities mapped to core learning objectives and four similar but more difficult questions on corresponding exams. After the CYOAAs, the students completed a reflection and perceptions survey.</p></div><div><h3>Results</h3><p>Seventy-five students completed the VTE CYOAA and 77 completed COPD CYOAA. Over the three time points, there was a significant decrease in the mean assessment scores on the VTE activity (68% to 65% to 40%) versus a significant and sustained increase in mean assessment scores on COPD (62% to 83% to 85%). Of the 36 and 33 students who completed the postsurvey, the majority agreed or strongly agreed that they preferred CYOAA to traditional cases and that the activities improved their knowledge, critical thinking skills, and confidence in clinical decision-making.</p></div><div><h3>Conclusion</h3><p>There was a mixed result in the mean assessment scores, with an increase seen with the COPD CYOAA and a decrease with VTE, as well as positive perceptions for VTE and COPD, indicating that this classroom innovation is well-liked and may improve knowledge outcomes.</p></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 10","pages":"Article 101284"},"PeriodicalIF":3.8,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142134586","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":"Impact of a Modular Bridge Course for First-Year Pharmacy Students","authors":"Rachael D. Baggett,&nbsp;Dawn E. Havrda,&nbsp;Chasity M. Shelton,&nbsp;Karl R. Kodweis,&nbsp;Sarka Beranova-Giorgianni","doi":"10.1016/j.ajpe.2024.100809","DOIUrl":"10.1016/j.ajpe.2024.100809","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 9","pages":"Article 100809"},"PeriodicalIF":3.8,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151505","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":"Coping with COEPA: The Process to Adopt, Adapt, and Integrate them into Maryland-Brand Competency-Based Outcomes","authors":"Deanna Tran ,&nbsp;Agnes Ann Feemster ,&nbsp;Lisa Lebovtiz","doi":"10.1016/j.ajpe.2024.100796","DOIUrl":"10.1016/j.ajpe.2024.100796","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 9","pages":"Article 100796"},"PeriodicalIF":3.8,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151603","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":"Recruitment Efforts for the Future: Strategies for Pharmacy Schools to Address Prospective Student Interest","authors":"Esther L. Albuquerque ,&nbsp;Emerson Rafuse ,&nbsp;Haley Morrill ,&nbsp;Holly Seyler ,&nbsp;Lukas Everly ,&nbsp;Michelle L. Hilaire","doi":"10.1016/j.ajpe.2024.100772","DOIUrl":"10.1016/j.ajpe.2024.100772","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 9","pages":"Article 100772"},"PeriodicalIF":3.8,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151772","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":"Aspiring Academics Project: Beyond the Letter Grade: Rethinking Educational Models in Pharmacy Education","authors":"Diego Benavides ,&nbsp;Donald Hagen ,&nbsp;Andrea Perez ,&nbsp;Alyssa Woodall ,&nbsp;Kabas A. Jahjah","doi":"10.1016/j.ajpe.2024.100768","DOIUrl":"10.1016/j.ajpe.2024.100768","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 9","pages":"Article 100768"},"PeriodicalIF":3.8,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142151698","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 of Chemical Affinity Probe for Quantitative Proteomic Profiling of PI3Ks","authors":"Xin Chen ,&nbsp;Elfreda Dzukey ,&nbsp;Tyler Hall ,&nbsp;Alexis Davis ,&nbsp;Jessica Sharrow ,&nbsp;Jaylen Barnes ,&nbsp;J. Felix Olivares ,&nbsp;Gary Johnson","doi":"10.1016/j.ajpe.2024.100777","DOIUrl":"10.1016/j.ajpe.2024.100777","url":null,"abstract":"","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"88 9","pages":"Article 100777"},"PeriodicalIF":3.8,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142148009","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}