Pub Date : 2024-11-20DOI: 10.1016/j.cptl.2024.102234
Janel Soucie , Jennifer Arnoldi , Katherine E. Banker , Nicole Carace , Lindsey Dayer , Richard O'Brocta , Eliza Dy-Boarman
<div><h3>Introduction</h3><div>Accreditation Council for Pharmacy Education Standards require reasonable accommodation for students with disabilities in an educational setting. There is limited information regarding preceptor experiences and perspectives associated with accommodations in the pharmacy experiential learning environment. This study examined preceptor experiences and viewpoints and explored opportunities for schools/colleges of pharmacy (S/COP) to provide support and education for preceptors when meeting access needs.</div></div><div><h3>Methods</h3><div>A collaborative team from seven S/COP experiential programs developed, pilot tested, and electronically distributed a questionnaire. The questionnaire collected information on preceptor demographics, experiences with disability-related accommodations, concerns and confidence in implementation, support from the academic institution, and additional needs. An open-ended question was analyzed using thematic analysis, and quantitative responses were described using descriptive statistics.</div></div><div><h3>Results</h3><div>A total of 294 respondents consented to participate, met inclusion criteria, and submitted a questionnaire response (∼5 % response rate). Many respondents had not experienced requests for accommodation. The most common challenges related to implementation of accommodations were lack of clarity regarding the accommodation request (22 %) and uncertainty regarding how to apply the accommodation within the preceptor's practice (23 %). Most respondents (76 %) felt they would benefit from professional development in this area. Thematic analysis of free-text responses indicated a desire for resources, education, and for advanced notice when accommodation is needed.</div></div><div><h3>Conclusion</h3><div>While many preceptors may not have received requests for accommodation, opportunities exist for S/COP related to preceptor education, provision of resources, and transparent and proactive communication between the academic institution and the preceptor to support students with disabilities.</div></div><div><h3>Contribution to the literature</h3><div>Requests for accommodations in the experiential education setting are an increasingly important topic for those involved in pharmacy experiential education, including directors, preceptors, and sites. The current body of literature published to date provides guidance, resources, strategies, and reviews of legal implications to consider when developing accommodations for experiential education. Additional literature provides insights from schools and colleges of pharmacy. However, there is limited information available regarding preceptor experiences and perspectives associated with accommodations in the pharmacy experiential learning environment. This manuscript outlines a study examining preceptor experiences and viewpoints. The results provide insight into preceptor perspectives as well as potential future opportunities for sch
{"title":"Preceptor perspectives on disability-related accommodations in pharmacy experiential education","authors":"Janel Soucie , Jennifer Arnoldi , Katherine E. Banker , Nicole Carace , Lindsey Dayer , Richard O'Brocta , Eliza Dy-Boarman","doi":"10.1016/j.cptl.2024.102234","DOIUrl":"10.1016/j.cptl.2024.102234","url":null,"abstract":"<div><h3>Introduction</h3><div>Accreditation Council for Pharmacy Education Standards require reasonable accommodation for students with disabilities in an educational setting. There is limited information regarding preceptor experiences and perspectives associated with accommodations in the pharmacy experiential learning environment. This study examined preceptor experiences and viewpoints and explored opportunities for schools/colleges of pharmacy (S/COP) to provide support and education for preceptors when meeting access needs.</div></div><div><h3>Methods</h3><div>A collaborative team from seven S/COP experiential programs developed, pilot tested, and electronically distributed a questionnaire. The questionnaire collected information on preceptor demographics, experiences with disability-related accommodations, concerns and confidence in implementation, support from the academic institution, and additional needs. An open-ended question was analyzed using thematic analysis, and quantitative responses were described using descriptive statistics.</div></div><div><h3>Results</h3><div>A total of 294 respondents consented to participate, met inclusion criteria, and submitted a questionnaire response (∼5 % response rate). Many respondents had not experienced requests for accommodation. The most common challenges related to implementation of accommodations were lack of clarity regarding the accommodation request (22 %) and uncertainty regarding how to apply the accommodation within the preceptor's practice (23 %). Most respondents (76 %) felt they would benefit from professional development in this area. Thematic analysis of free-text responses indicated a desire for resources, education, and for advanced notice when accommodation is needed.</div></div><div><h3>Conclusion</h3><div>While many preceptors may not have received requests for accommodation, opportunities exist for S/COP related to preceptor education, provision of resources, and transparent and proactive communication between the academic institution and the preceptor to support students with disabilities.</div></div><div><h3>Contribution to the literature</h3><div>Requests for accommodations in the experiential education setting are an increasingly important topic for those involved in pharmacy experiential education, including directors, preceptors, and sites. The current body of literature published to date provides guidance, resources, strategies, and reviews of legal implications to consider when developing accommodations for experiential education. Additional literature provides insights from schools and colleges of pharmacy. However, there is limited information available regarding preceptor experiences and perspectives associated with accommodations in the pharmacy experiential learning environment. This manuscript outlines a study examining preceptor experiences and viewpoints. The results provide insight into preceptor perspectives as well as potential future opportunities for sch","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102234"},"PeriodicalIF":1.3,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142689205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-18DOI: 10.1016/j.cptl.2024.102230
T'Bony Jewell , Ashley M. Lohmann , E. Michael Murphy , Jennifer L. Rodis
Objective
As the profession of pharmacy continues to evolve, it is important to integrate pharmacy practice change learning into the Doctor of Pharmacy (PharmD) curriculum. The objective of this project was to evaluate how pharmacy practice change was being taught within a PharmD curriculum and to identify strategies for improvement.
Methods
The College of Pharmacy's PharmD Curricular Leadership Committee (PDCLC) developed a definition for practice change learning and assembled a team of faculty experts to map practice change to the PharmD curriculum. After conducting student focus groups to gather input on practice change learning experiences and importance from the learner perspective, the team engaged faculty in interviews and mapped actual practice change learning experiences with 2016 Accreditation Council for Pharmacy Education (ACPE) standards and Ohio State University (OSU) College of pharmacy's (COP) ability-based outcomes, highlighting gaps and opportunities.
Results
Primary opportunities for improvement in practice change learning were identified and included: integration of value-based outcomes that influence healthcare reimbursement and quality, communication simulations around community health and the value of the pharmacist with organizations outside traditional healthcare settings and with payors, and exposure to careers beyond traditional pharmacy settings.
Conclusion
A faculty member has been appointed to lead integration of this content and optimization of practice change knowledge and skill building across courses and years in the program. Future directions involve curricular integration and obtaining alumni feedback to refine effectiveness of the curriculum.
{"title":"Practice transformation starts in the classroom: Mapping practice change learning in a PharmD program","authors":"T'Bony Jewell , Ashley M. Lohmann , E. Michael Murphy , Jennifer L. Rodis","doi":"10.1016/j.cptl.2024.102230","DOIUrl":"10.1016/j.cptl.2024.102230","url":null,"abstract":"<div><h3>Objective</h3><div>As the profession of pharmacy continues to evolve, it is important to integrate pharmacy practice change learning into the Doctor of Pharmacy (PharmD) curriculum. The objective of this project was to evaluate how pharmacy practice change was being taught within a PharmD curriculum and to identify strategies for improvement.</div></div><div><h3>Methods</h3><div>The College of Pharmacy's PharmD Curricular Leadership Committee (PDCLC) developed a definition for practice change learning and assembled a team of faculty experts to map practice change to the PharmD curriculum. After conducting student focus groups to gather input on practice change learning experiences and importance from the learner perspective, the team engaged faculty in interviews and mapped actual practice change learning experiences with 2016 Accreditation Council for Pharmacy Education (ACPE) standards and Ohio State University (OSU) College of pharmacy's (COP) ability-based outcomes, highlighting gaps and opportunities.</div></div><div><h3>Results</h3><div>Primary opportunities for improvement in practice change learning were identified and included: integration of value-based outcomes that influence healthcare reimbursement and quality, communication simulations around community health and the value of the pharmacist with organizations outside traditional healthcare settings and with payors, and exposure to careers beyond traditional pharmacy settings.</div></div><div><h3>Conclusion</h3><div>A faculty member has been appointed to lead integration of this content and optimization of practice change knowledge and skill building across courses and years in the program. Future directions involve curricular integration and obtaining alumni feedback to refine effectiveness of the curriculum.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102230"},"PeriodicalIF":1.3,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142676582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-16DOI: 10.1016/j.cptl.2024.102231
S. Kidwai , D. Rojas-Velazquez , A. Lopez-Rincon , A.D. Kraneveld , D.L. Oberski , I. Meijerman
Background
Over the years, approaches of the pharmaceutical industry to discover and develop drugs have changed rapidly due to new scientific trends. Among others, they have started to explore Machine Learning (ML), a subset of Artificial Intelligence (AI), as a promising tool to generate new hypotheses regarding drug candidate selections for clinical trials and to predict adverse side effects. Despite these recent developments, the possibilities of ML in pharmaceutical sciences have so far hardly penetrated the training of pharmaceutical science students. 1, 2 Therefore, as part of an elective course, an introductory module on ML was developed at Utrecht University, Department of Pharmaceutical Sciences.
Objective
The aim of this study was to assess student’ views on the module set-up, and their perspectives on ML within pharmaceutical science curricula.
Methods
Semi-structured interviews over three years were conducted with 15 students participating in the module.
Results
The students valued the well-designed and effective delivered module. They were personally motivated to learn more about ML in a future master or research internship. The students now perceive a lack of possibilities for ML training in pharmaceutical sciences education and indicate the value of incorporating ML opportunities for their future career.
Conclusion
Integrating ML training into pharmaceutical sciences curricula is needed to keep future drug researchers up to date with drug research advancements, enhancing their skills, academic development, and career prospects.
背景：多年来，由于新的科学趋势，制药行业发现和开发药物的方法发生了迅速变化。其中，他们开始探索机器学习（ML）--人工智能（AI）的一个子集--作为一种有前途的工具，用于生成有关临床试验候选药物选择的新假设，并预测不良副作用。尽管最近有了这些发展，但迄今为止，ML 在制药科学中的应用几乎还没有渗透到制药科学专业学生的培训中。1, 2 因此，作为选修课程的一部分，乌特勒支大学药学系开发了一个有关 ML 的入门模块：本研究旨在评估学生对模块设置的看法，以及他们对制药科学课程中的 ML 的观点：方法：对参加该模块学习的 15 名学生进行了为期三年的半结构式访谈：结果：学生对精心设计和有效实施的模块给予了高度评价。结果：学生们对精心设计和有效实施的模块给予了高度评价，并亲自激励自己在未来的硕士或研究实习中学习更多有关 ML 的知识。现在，学生们认为在制药科学教育中缺乏 ML 培训的可能性，并表示将 ML 纳入他们未来职业生涯的机会很有价值：结论：需要将 ML 培训纳入制药科学课程，使未来的药物研究人员跟上药物研究的发展，提高他们的技能、学术发展和职业前景。
{"title":"Keeping pace in the age of innovation: The perspective of Dutch pharmaceutical science students on the position of machine learning training in an undergraduate curriculum","authors":"S. Kidwai , D. Rojas-Velazquez , A. Lopez-Rincon , A.D. Kraneveld , D.L. Oberski , I. Meijerman","doi":"10.1016/j.cptl.2024.102231","DOIUrl":"10.1016/j.cptl.2024.102231","url":null,"abstract":"<div><h3>Background</h3><div>Over the years, approaches of the pharmaceutical industry to discover and develop drugs have changed rapidly due to new scientific trends. Among others, they have started to explore Machine Learning (ML), a subset of Artificial Intelligence (AI), as a promising tool to generate new hypotheses regarding drug candidate selections for clinical trials and to predict adverse side effects. Despite these recent developments, the possibilities of ML in pharmaceutical sciences have so far hardly penetrated the training of pharmaceutical science students. <sup>1, 2</sup> Therefore, as part of an elective course, an introductory module on ML was developed at Utrecht University, Department of Pharmaceutical Sciences.</div></div><div><h3>Objective</h3><div>The aim of this study was to assess student’ views on the module set-up, and their perspectives on ML within pharmaceutical science curricula.</div></div><div><h3>Methods</h3><div>Semi-structured interviews over three years were conducted with 15 students participating in the module.</div></div><div><h3>Results</h3><div>The students valued the well-designed and effective delivered module. They were personally motivated to learn more about ML in a future master or research internship. The students now perceive a lack of possibilities for ML training in pharmaceutical sciences education and indicate the value of incorporating ML opportunities for their future career.</div></div><div><h3>Conclusion</h3><div>Integrating ML training into pharmaceutical sciences curricula is needed to keep future drug researchers up to date with drug research advancements, enhancing their skills, academic development, and career prospects.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102231"},"PeriodicalIF":1.3,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-16DOI: 10.1016/j.cptl.2024.102232
William E. Norton Jr , Clark D. Kebodeaux , Adam Phillips , Krista L. Donohoe , Lauren M. Caldas
Background
The American Council for Pharmacy Education outlines that pharmacists should be able to “recognize social determinants of health to diminish disparities and inequities in access to quality care.” This randomized, cross-sectional study assessed students' knowledge and confidence in caring for patients with diverse religious backgrounds. Students were assigned to either a series of religious cases created in MyDispense or a control group to read a pamphlet on religious considerations in patient care.
Impact
First-year pharmacy students, 44 of 82 (response rate 53.7 %), consented to participate in an optional study, and were randomized to complete one of two religious educational interventions: an interactive simulation activity delivered via MyDispense (n = 23) or the control group of reading an educational pamphlet (n = 21). Both the MyDispense simulation and the control group improved pre- and post-assessment knowledge-based questions and confidence to achieve the three learning objectives.
Recommendations
There were three significant limitations to this study. The first was the use of a control group that limited the sample sizes making it difficult to show meaningful changes. The second that students had limited experience with the MyDispense platform making the ease of completing the active-learning religious simulations confounded by also learning the dispensing system. Finally, control group students utilized the pamphlet during the post-assessment, which was not the intention of the study design and significantly limited the ability to identify changes within and between the groups.
Discussion
Future studies will need to use alternative study design methods to determine how religious cultural sensitivity may best be incorporated into the pharmacy curriculum.
背景：美国药学教育委员会（American Council for Pharmacy Education）规定，药剂师应能够 "认识到健康的社会决定因素，以减少在获得优质护理方面存在的差距和不公平"。这项随机横断面研究评估了学生在护理具有不同宗教背景的患者方面的知识和信心。学生们被分配到 "我的配药"（MyDispense）中创建的一系列宗教案例或对照组中，阅读有关病人护理中宗教因素的小册子：82 名药剂学一年级学生中有 44 名（回复率为 53.7%）同意参加这项自选研究，他们被随机分配完成两种宗教教育干预措施中的一种：通过 MyDispense 开展互动模拟活动（n = 23）或阅读教育小册子的对照组（n = 21）。MyDispense 模拟活动组和对照组都在评估前后提高了基于知识的问题和实现三个学习目标的信心：本研究存在三个重大局限。首先是对照组的使用限制了样本量，因此很难显示有意义的变化。其次，学生对 MyDispense 平台的使用经验有限，这使得他们在轻松完成主动学习宗教模拟的同时，还要学习配药系统。最后，对照组学生在后评估中使用了小册子，这不是研究设计的初衷，也大大限制了识别组内和组间变化的能力：讨论：未来的研究需要使用其他研究设计方法，以确定如何将宗教文化敏感性最好地纳入药剂学课程。
{"title":"Live and learn: Utilizing MyDispense to increase student knowledge and confidence in caring for patients with diverse religious backgrounds","authors":"William E. Norton Jr , Clark D. Kebodeaux , Adam Phillips , Krista L. Donohoe , Lauren M. Caldas","doi":"10.1016/j.cptl.2024.102232","DOIUrl":"10.1016/j.cptl.2024.102232","url":null,"abstract":"<div><h3>Background</h3><div>The American Council for Pharmacy Education outlines that pharmacists should be able to “recognize social determinants of health to diminish disparities and inequities in access to quality care.” This randomized, cross-sectional study assessed students' knowledge and confidence in caring for patients with diverse religious backgrounds. Students were assigned to either a series of religious cases created in MyDispense or a control group to read a pamphlet on religious considerations in patient care.</div></div><div><h3>Impact</h3><div>First-year pharmacy students, 44 of 82 (response rate 53.7 %), consented to participate in an optional study, and were randomized to complete one of two religious educational interventions: an interactive simulation activity delivered via MyDispense (<em>n</em> = 23) or the control group of reading an educational pamphlet (<em>n</em> = 21). Both the MyDispense simulation and the control group improved pre- and post-assessment knowledge-based questions and confidence to achieve the three learning objectives.</div></div><div><h3>Recommendations</h3><div>There were three significant limitations to this study. The first was the use of a control group that limited the sample sizes making it difficult to show meaningful changes. The second that students had limited experience with the MyDispense platform making the ease of completing the active-learning religious simulations confounded by also learning the dispensing system. Finally, control group students utilized the pamphlet during the post-assessment, which was not the intention of the study design and significantly limited the ability to identify changes within and between the groups.</div></div><div><h3>Discussion</h3><div>Future studies will need to use alternative study design methods to determine how religious cultural sensitivity may best be incorporated into the pharmacy curriculum.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102232"},"PeriodicalIF":1.3,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-16DOI: 10.1016/j.cptl.2024.102235
Rashi C. Waghel , Jennifer A. Wilson
Background
Student pharmacists must learn to identify errors and omissions (E&O). MyDispense can provide students, especially those without previous pharmacy experience, the opportunity to practice this skill. One institution explored the relationship between previous community pharmacy experience and performance on E&O activities in a skills lab. It also examined student perceptions of using MyDispense for these activities.
Educational activity
Students participated in five E&O activities over the P1 spring semester. Afterwards, students were surveyed to determine amount of previous community pharmacy work experience and perceptions of using MyDispense for these activities. Amount of experience was correlated to performance on E&O activities using Spearman rank correlation coefficient. Descriptive statistics helped quantify student perceptions.
Evaluation findings
Of 71 enrolled students, 63 (89 %) completed the questionnaire. Forty-four respondents indicated having some amount of previous community pharmacy work experience. There was a slight positive correlation between amount of experience and average performance across all five E&O activities, rs(61) = 0.20, p = 0.115. The correlation was strongest for performance on the first activity, rs(61) = 0.34, p = 0.006 but weakened with subsequent activities. Most students with prior experience (81.8 %) felt this was somewhat or very helpful for completing E&O activities. At course conclusion, 93.7 % of respondents reported being somewhat or very confident in identifying errors and omissions, and 82.5 % recommended continuing MyDispense for E&O activities.
Analysis of educational activity
Previous community pharmacy work experience may have benefited students on their first E&O activity. However, repeated activities through MyDispense, a realistic simulation platform, was one way to provide all learners, regardless of previous experience, the opportunity to master the skill of identifying E&Os.
{"title":"Exploring community pharmacy work experience impact on errors and omissions performance and MyDispense perceptions","authors":"Rashi C. Waghel , Jennifer A. Wilson","doi":"10.1016/j.cptl.2024.102235","DOIUrl":"10.1016/j.cptl.2024.102235","url":null,"abstract":"<div><h3>Background</h3><div>Student pharmacists must learn to identify errors and omissions (E&O). MyDispense can provide students, especially those without previous pharmacy experience, the opportunity to practice this skill. One institution explored the relationship between previous community pharmacy experience and performance on E&O activities in a skills lab. It also examined student perceptions of using MyDispense for these activities.</div></div><div><h3>Educational activity</h3><div>Students participated in five E&O activities over the P1 spring semester. Afterwards, students were surveyed to determine amount of previous community pharmacy work experience and perceptions of using MyDispense for these activities. Amount of experience was correlated to performance on E&O activities using Spearman rank correlation coefficient. Descriptive statistics helped quantify student perceptions.</div></div><div><h3>Evaluation findings</h3><div>Of 71 enrolled students, 63 (89 %) completed the questionnaire. Forty-four respondents indicated having some amount of previous community pharmacy work experience. There was a slight positive correlation between amount of experience and average performance across all five E&O activities, <em>r</em><sub><em>s</em></sub>(61) = 0.20, <em>p</em> = 0.115. The correlation was strongest for performance on the first activity, <em>r</em><sub><em>s</em></sub>(61) = 0.34, <em>p</em> = 0.006 but weakened with subsequent activities. Most students with prior experience (81.8 %) felt this was somewhat or very helpful for completing E&O activities. At course conclusion, 93.7 % of respondents reported being somewhat or very confident in identifying errors and omissions, and 82.5 % recommended continuing MyDispense for E&O activities.</div></div><div><h3>Analysis of educational activity</h3><div>Previous community pharmacy work experience may have benefited students on their first E&O activity. However, repeated activities through MyDispense, a realistic simulation platform, was one way to provide all learners, regardless of previous experience, the opportunity to master the skill of identifying E&Os.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102235"},"PeriodicalIF":1.3,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142649313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-15DOI: 10.1016/j.cptl.2024.102229
Ed S. Krol , Simon P. Albon
Many attempts have been made to integrate medicinal chemistry knowledge into therapeutic decision-making in pharmacy programs across North America. Examples include the use of Structure-Based Therapeutic Evaluations, alignment of medicinal chemistry content with courses in pharmacology, pharmaceutics and pharmacotherapeutics, and team-based or problem-based learning methods. The majority of these approaches indicate that students have greater confidence or comfort with medicinal chemistry, but there remain few cases where an improvement in performance has been measured. This is especially challenging for assessing a student's ability to implement medicinal chemistry learning in pharmacotherapeutic decision-making. Building upon our national special interest group's recent environmental scan of medicinal chemistry instruction in Canadian Pharmacy programs, we are investigating strategies for integration of medicinal chemistry learning in therapeutic decision-making. This commentary will discuss methods and evidence to support medicinal chemistry integration, relevant assessment strategies, and potential paths forward.
{"title":"Integration of medicinal chemistry in therapeutic decision-making: A way forward?","authors":"Ed S. Krol , Simon P. Albon","doi":"10.1016/j.cptl.2024.102229","DOIUrl":"10.1016/j.cptl.2024.102229","url":null,"abstract":"<div><div>Many attempts have been made to integrate medicinal chemistry knowledge into therapeutic decision-making in pharmacy programs across North America. Examples include the use of Structure-Based Therapeutic Evaluations, alignment of medicinal chemistry content with courses in pharmacology, pharmaceutics and pharmacotherapeutics, and team-based or problem-based learning methods. The majority of these approaches indicate that students have greater confidence or comfort with medicinal chemistry, but there remain few cases where an improvement in performance has been measured. This is especially challenging for assessing a student's ability to implement medicinal chemistry learning in pharmacotherapeutic decision-making. Building upon our national special interest group's recent environmental scan of medicinal chemistry instruction in Canadian Pharmacy programs, we are investigating strategies for integration of medicinal chemistry learning in therapeutic decision-making. This commentary will discuss methods and evidence to support medicinal chemistry integration, relevant assessment strategies, and potential paths forward.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102229"},"PeriodicalIF":1.3,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-15DOI: 10.1016/j.cptl.2024.102237
David P. Nau, Kelly M. Shields
Objective
ACPE newly approved standards for PharmD programs (Standards 2025) indicates that colleges should maintain a student-to-faculty ratio of no greater than 10:1. This may have significant implications for colleges that are currently above the 10:1 ratio; yet, little published evidence exists for using 10:1 as the threshold for determining whether a college has sufficient faculty. This study examines the relationship of student-to-faculty ratio with NAPLEX first-attempt pass rate.
Methods
Data were extracted from AACP institutional research reports for academic year 2022 to determine the number of enrolled students and faculty members for each college of pharmacy, and data were obtained from NABP public reports to determine NAPLEX pass rates for the colleges across 2021–2023. The 3-year average NAPLEX first-attempt pass rate for each college was calculated. The 3-year NAPLEX pass rate was compared between colleges with high (>10:1) and low (≤ 10:1) student-to-faculty ratios.
Results
Complete data were available for 138 colleges of pharmacy wherein 29 of those colleges had a student-to-faculty ratio of at least 10:1. Of the 29 colleges with a high ratio, 24 were private institutions. The mean 3-year first attempt pass rate for NAPLEX was not substantially different for colleges that had a student-to-faculty ratio > 10:1 when compared to colleges with a ratio ≤ 10:1 (mean difference = 3.67 percentage points).
Conclusion
The NAPLEX first-attempt pass rate does not differ substantially between colleges based solely on student-to-faculty ratio. Additional research is needed to identify other factors that may explain these differences in program outcomes.
{"title":"Student-to-faculty ratios and NAPLEX pass rates","authors":"David P. Nau, Kelly M. Shields","doi":"10.1016/j.cptl.2024.102237","DOIUrl":"10.1016/j.cptl.2024.102237","url":null,"abstract":"<div><h3>Objective</h3><div>ACPE newly approved standards for PharmD programs (Standards 2025) indicates that colleges should maintain a student-to-faculty ratio of no greater than 10:1. This may have significant implications for colleges that are currently above the 10:1 ratio; yet, little published evidence exists for using 10:1 as the threshold for determining whether a college has sufficient faculty. This study examines the relationship of student-to-faculty ratio with NAPLEX first-attempt pass rate.</div></div><div><h3>Methods</h3><div>Data were extracted from AACP institutional research reports for academic year 2022 to determine the number of enrolled students and faculty members for each college of pharmacy, and data were obtained from NABP public reports to determine NAPLEX pass rates for the colleges across 2021–2023. The 3-year average NAPLEX first-attempt pass rate for each college was calculated. The 3-year NAPLEX pass rate was compared between colleges with high (>10:1) and low (≤ 10:1) student-to-faculty ratios.</div></div><div><h3>Results</h3><div>Complete data were available for 138 colleges of pharmacy wherein 29 of those colleges had a student-to-faculty ratio of at least 10:1. Of the 29 colleges with a high ratio, 24 were private institutions. The mean 3-year first attempt pass rate for NAPLEX was not substantially different for colleges that had a student-to-faculty ratio > 10:1 when compared to colleges with a ratio ≤ 10:1 (mean difference = 3.67 percentage points).</div></div><div><h3>Conclusion</h3><div>The NAPLEX first-attempt pass rate does not differ substantially between colleges based solely on student-to-faculty ratio. Additional research is needed to identify other factors that may explain these differences in program outcomes.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102237"},"PeriodicalIF":1.3,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-15DOI: 10.1016/j.cptl.2024.102236
Mary L. Wagner , Ethan A. Lim , Marta Galagoza , Kyeongra Yang , Anita Van Wingerden
Introduction
SMART objectives are a major component of health coaching and lifestyle medicine, however, there are limited studies describing their use in current health care curriculums. This study incorporated SMART objectives within an Interprofessional Education (IPE) event offered to students who were screening community-dwelling adults within their community for falls and osteoporosis risk. The purpose was to evaluate if students could confidently develop a SMART objective with their client that was relevant to the screening results.
Methods
Student participants were recruited from pharmacy, nursing, and physical therapy programs at Rutgers University. The IPE event consisted of an educational pre-session assignment, 2-h virtual training session, student-led home screening with a self-selected community volunteer, and a 2-h virtual educational and debriefing session. Students taught peers through interprofessional education on their respective discipline's screening assessment tools during each session. Based on the screening results, students collaborated with their clients to develop a SMART objective aimed at addressing an identified problem.
Results
Post 3 yearly programs, 520 pharmacy, nursing, and DPT students completed the SMART objective, and 518 SMART objectives were analyzed. Analysis indicated all students were about 90 % confident in developing SMART objectives and 92 % confident in communicating with clients. Most students, regardless of discipline, felt comfortable developing a SMART objective and communicating with clients.
Conclusion
A significant number of people screened were found to have risk factors for falls or osteoporosis. Regardless of discipline, students worked with their client to develop appropriate SMART objectives. SMART objectives can enhance IPE programs, curriculums that include client counseling regarding lifestyle changes, and client engagement.
{"title":"Use of SMART objectives in an interprofessional training event: screening for fall and osteoporosis risk","authors":"Mary L. Wagner , Ethan A. Lim , Marta Galagoza , Kyeongra Yang , Anita Van Wingerden","doi":"10.1016/j.cptl.2024.102236","DOIUrl":"10.1016/j.cptl.2024.102236","url":null,"abstract":"<div><h3>Introduction</h3><div>SMART objectives are a major component of health coaching and lifestyle medicine, however, there are limited studies describing their use in current health care curriculums. This study incorporated SMART objectives within an Interprofessional Education (IPE) event offered to students who were screening community-dwelling adults within their community for falls and osteoporosis risk. The purpose was to evaluate if students could confidently develop a SMART objective with their client that was relevant to the screening results.</div></div><div><h3>Methods</h3><div>Student participants were recruited from pharmacy, nursing, and physical therapy programs at Rutgers University. The IPE event consisted of an educational pre-session assignment, 2-h virtual training session, student-led home screening with a self-selected community volunteer, and a 2-h virtual educational and debriefing session. Students taught peers through interprofessional education on their respective discipline's screening assessment tools during each session. Based on the screening results, students collaborated with their clients to develop a SMART objective aimed at addressing an identified problem.</div></div><div><h3>Results</h3><div>Post 3 yearly programs, 520 pharmacy, nursing, and DPT students completed the SMART objective, and 518 SMART objectives were analyzed. Analysis indicated all students were about 90 % confident in developing SMART objectives and 92 % confident in communicating with clients. Most students, regardless of discipline, felt comfortable developing a SMART objective and communicating with clients.</div></div><div><h3>Conclusion</h3><div>A significant number of people screened were found to have risk factors for falls or osteoporosis. Regardless of discipline, students worked with their client to develop appropriate SMART objectives. SMART objectives can enhance IPE programs, curriculums that include client counseling regarding lifestyle changes, and client engagement.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102236"},"PeriodicalIF":1.3,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-09DOI: 10.1016/j.cptl.2024.102200
Juliette A. Miller , Russ Palmer, Beth Bryles Phillips, Michael Fulford, Rebecca H. Stone, Blake R. Johnson, Devin Lavender
Introduction
In the Fall of 2021, the grading scale for a pharmacotherapy case-based series of recitations in a pharmacy practice course was modified from a letter grade format to a pass/fail format. The aim of this study was to assess how different formats of grading affected pharmacy students' achievement goal orientations based on the 2 × 2 conceptual framework developed by Eliot and Harackiewicz (i.e. performance-approach, performance-avoidance, mastery-approach, mastery-avoidance).
Methods
Second-year pharmacy students who completed recitations in a pass/fail format and third-year students who completed recitations in a letter grade format received a questionnaire containing a Likert instrument (the Achievement Goal Questionnaire-Revised) that was previously validated and designed to evaluate students' achievement goal orientations along four different sub-scales. Baseline characteristics of the two groups were compared, and appropriate statistics were applied to the demographic information and questionnaire results.
Results
Questionnaires were completed by 99 % (n = 268) of pharmacy students (132 second-year students and 136 third-year students). There were higher mean scores for mastery-approach (4.7 v. 4.2; P < .001), mastery-avoidance (3.7 v. 3.4; P = .006), performance-approach (4.3 v. 3.9; P < .001), and performance-avoidance (4.1 v. 3.8; P = .010) for the second-year (pass/fail) students compared with third-year (letter grade) students.
Conclusions
Second-year pharmacy students who took a case-based series of recitations with a pass/fail grading scale had higher mean scores for each of the sub-scales within Eliot and Harackiewicz's 2 × 2 goal orientation framework compared with third-year pharmacy students who took the recitations in a letter grade format. Using the study results along with current literature on goal orientation theory, it may be beneficial to pharmacy students in courses with both pass/fail and letter grade formats for educators to encourage approach goal orientations while discouraging avoidance goal orientations.
{"title":"Effect of pass/fail grading vs. letter grading on pharmacy students' achievement goal orientations","authors":"Juliette A. Miller , Russ Palmer, Beth Bryles Phillips, Michael Fulford, Rebecca H. Stone, Blake R. Johnson, Devin Lavender","doi":"10.1016/j.cptl.2024.102200","DOIUrl":"10.1016/j.cptl.2024.102200","url":null,"abstract":"<div><h3>Introduction</h3><div>In the Fall of 2021, the grading scale for a pharmacotherapy case-based series of recitations in a pharmacy practice course was modified from a letter grade format to a pass/fail format. The aim of this study was to assess how different formats of grading affected pharmacy students' achievement goal orientations based on the 2 × 2 conceptual framework developed by Eliot and Harackiewicz (i.e. performance-approach, performance-avoidance, mastery-approach, mastery-avoidance).</div></div><div><h3>Methods</h3><div>Second-year pharmacy students who completed recitations in a pass/fail format and third-year students who completed recitations in a letter grade format received a questionnaire containing a Likert instrument (the Achievement Goal Questionnaire-Revised) that was previously validated and designed to evaluate students' achievement goal orientations along four different sub-scales. Baseline characteristics of the two groups were compared, and appropriate statistics were applied to the demographic information and questionnaire results.</div></div><div><h3>Results</h3><div>Questionnaires were completed by 99 % (<em>n</em> = 268) of pharmacy students (132 second-year students and 136 third-year students). There were higher mean scores for mastery-approach (4.7 v. 4.2; <em>P</em> < .001), mastery-avoidance (3.7 v. 3.4; <em>P</em> = .006), performance-approach (4.3 v. 3.9; <em>P</em> < .001), and performance-avoidance (4.1 v. 3.8; <em>P</em> = .010) for the second-year (pass/fail) students compared with third-year (letter grade) students.</div></div><div><h3>Conclusions</h3><div>Second-year pharmacy students who took a case-based series of recitations with a pass/fail grading scale had higher mean scores for each of the sub-scales within Eliot and Harackiewicz's 2 × 2 goal orientation framework compared with third-year pharmacy students who took the recitations in a letter grade format. Using the study results along with current literature on goal orientation theory, it may be beneficial to pharmacy students in courses with both pass/fail and letter grade formats for educators to encourage approach goal orientations while discouraging avoidance goal orientations.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102200"},"PeriodicalIF":1.3,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-09DOI: 10.1016/j.cptl.2024.102228
Benjamin Shultz, Jeffrey Mucksavage, Kristen Goliak, Jen Phillips, Mathew Thambi
Introduction
The North American Pharmacist Licensure Examination (NAPLEX) is a critical assessment for pharmacy graduates. Declining first-time pass rates have led to increased focus on preparation strategies. This study evaluates a year-long NAPLEX preparation curriculum integrated into the fourth-year PharmD program, focusing on student perceptions, engagement, and performance.
Methods
A longitudinal, structured NAPLEX preparation curriculum was implemented for 151 fourth-year pharmacy students. The curriculum included mandatory assessments aligned with the NAPLEX blueprint and a self-directed study component using the UWorld Pharmacy RxPrep platform. Student engagement was quantified using a Usage Index derived from platform activity logs. A post-curriculum survey assessed students' perceptions of the program, which was analyzed using Principal Components Analysis (PCA).
Results
Variability in student engagement was observed, with the Usage Index showing a moderate correlation with performance on NAPLEX-style assessments. PCA identified four key components influencing students' NAPLEX preparation: Perceived Usefulness, Curriculum Effectiveness, Temporal Utilization, and Strategic Preparedness. Temporal Utilization was the only component strongly correlated with assessment outcomes, highlighting the importance of consistent resource use.
Discussion
Regular engagement with preparation resources was linked to better performance, though student perceptions of usefulness did not always align with exam performance. This highlights the complexity of preparing for high-stakes exams, where subjective evaluations of resources may not fully capture their effectiveness.
Conclusion
This study underscores the need for consistent engagement with preparation resources and highlights potential areas for improvement in NAPLEX preparation strategies. Future research should focus on strategies to improve student engagement and enhance self-assessment skills to better align perceptions with performance.
{"title":"Investigating the perceptions and behaviors that contribute to student preparation for the NAPLEX exam","authors":"Benjamin Shultz, Jeffrey Mucksavage, Kristen Goliak, Jen Phillips, Mathew Thambi","doi":"10.1016/j.cptl.2024.102228","DOIUrl":"10.1016/j.cptl.2024.102228","url":null,"abstract":"<div><h3>Introduction</h3><div>The North American Pharmacist Licensure Examination (NAPLEX) is a critical assessment for pharmacy graduates. Declining first-time pass rates have led to increased focus on preparation strategies. This study evaluates a year-long NAPLEX preparation curriculum integrated into the fourth-year PharmD program, focusing on student perceptions, engagement, and performance.</div></div><div><h3>Methods</h3><div>A longitudinal, structured NAPLEX preparation curriculum was implemented for 151 fourth-year pharmacy students. The curriculum included mandatory assessments aligned with the NAPLEX blueprint and a self-directed study component using the UWorld Pharmacy RxPrep platform. Student engagement was quantified using a Usage Index derived from platform activity logs. A post-curriculum survey assessed students' perceptions of the program, which was analyzed using Principal Components Analysis (PCA).</div></div><div><h3>Results</h3><div>Variability in student engagement was observed, with the Usage Index showing a moderate correlation with performance on NAPLEX-style assessments. PCA identified four key components influencing students' NAPLEX preparation: Perceived Usefulness, Curriculum Effectiveness, Temporal Utilization, and Strategic Preparedness. Temporal Utilization was the only component strongly correlated with assessment outcomes, highlighting the importance of consistent resource use.</div></div><div><h3>Discussion</h3><div>Regular engagement with preparation resources was linked to better performance, though student perceptions of usefulness did not always align with exam performance. This highlights the complexity of preparing for high-stakes exams, where subjective evaluations of resources may not fully capture their effectiveness.</div></div><div><h3>Conclusion</h3><div>This study underscores the need for consistent engagement with preparation resources and highlights potential areas for improvement in NAPLEX preparation strategies. Future research should focus on strategies to improve student engagement and enhance self-assessment skills to better align perceptions with performance.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102228"},"PeriodicalIF":1.3,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142628632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：