Currents in Pharmacy Teaching and Learning最新文献

英文中文

Pharmacy faculty perspectives about implementing competency-based education in pharmacy education

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-02-27 DOI: 10.1016/j.cptl.2025.102322

Paul Gavaza , Grace Kang , Fred Doloresco , Nancy Kawahara

Introduction

There is increasing interest in competency-based pharmacy education (CBPE). Little is known about pharmacy faculty's perspectives about CBPE. The purpose of this study is to investigate pharmacy faculty's perspectives about the traditional education system and the benefits, challenges and appropriateness of adopting CBPE.

Method

Following IRB approval, a cross-sectional survey was conducted in the summer of 2022. A national sample of pharmacy faculty completed a 52-item online survey designed by the investigators.

Results

Of the 174 respondents, the majority were from private institutions (59.9 %) and from the pharmacy practice discipline (61.0 %), with over 10 years of work experience (56.0 %). Most held favorable views of the traditional pharmacy education system, with 66.6 % agreeing it meets the needs of the profession. Respondents also expressed concerns about CBPE, noting that it would increase faculty workload (67.4 %), faculty training requirements (83.1 %), and the time dedicated to teaching and assessment (68.3 %), with 82.0 % acknowledging many challenges associated with its implementation. Furthermore, 51.7 % indicated their programs lacked sufficient faculty to implement CBPE successfully, and 71.7 % reported inadequate faculty training. Over half (58.6 %) felt their programs were not prepared to adopt CBPE.

Conclusion

Pharmacy faculty generally hold positive views of both the traditional education system and CBPE, though there is a lack of understanding of CBPE and concerns about its implementation challenges. Future studies should further explore faculty and student perspectives on CBPE to better inform its adoption.

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引用次数: 0

Embedding pharmacy practice, veterinary pharmacy, and environmental pharmacy to implement ‘One Health’ in pharmacy education

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-02-27 DOI: 10.1016/j.cptl.2025.102320

Kingston Rajiah, Aaron Courtenay, Bethan Pinhey

Introduction

The integration of One Health principles within pharmacy education addresses the interconnectedness of human, animal, and environmental health, equipping future pharmacists to handle complex health issues, including antimicrobial resistance and zoonotic diseases.

Perspective

Embedding One Health into pharmacy curricula involves comprehensive curriculum mapping, interprofessional education (IPE) opportunities, and experiential learning. Collaborative efforts across pharmacy, veterinary, and environmental fields enhance students' understanding of interdisciplinary health challenges.

Implications

Institutions should incorporate One Health competencies into accreditation standards which may allow each discipline to reflect on its unique contributions and responsibilities within interprofessional practice. This strategic integration will support the academic community in preparing pharmacists who are skilled in addressing global health challenges through a holistic, collaborative approach.

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引用次数: 0

Addressing systemic racism and its influence on health disparities through a foundational pharmacy course and a student-led symposium

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-02-27 DOI: 10.1016/j.cptl.2024.102239

Troy Lynn Lewis , Judith DeLuca , Kimberly Ference

Objective

The purpose of this study is to determine the impact of integrating a student-led symposium within a pharmacy course on student knowledge, understanding, perceptions, confidence, and opinions of systemic racism (SR).

Methods

First professional year (P1) students completed a group project that describes the historical context and impact of SR on health outcomes. The project included a written paper and presentation at a student-led symposium to faculty, staff, students, and community partners. Students were surveyed to assess the impact of the project on their knowledge, understanding, perceptions, confidence, and opinions of SR. Non-P1 student audience members were also surveyed on their opinions of the symposium.

Results

Thirty P1 students participated in the pre-and post-symposium surveys (45 % response rate). An improvement was found for all survey items in the understanding, confidence, and opinions categories. Results showed an improvement in numerical and global scores for the pre- and post-knowledge-based assessments. Ten non-P1 post-symposium survey responses from audience members agreed that the symposium presentations were helpful, would result in a change to the services provided, and will help with individual written and/or verbal presentation skills when discussing SR.

Conclusion

This group project culminating in a student-led symposium offers a unique model to assess student outcomes in the context of a team project. This experience explores integration of SR topics within the core curriculum, and also offers a strategy to promote health equity and delivery of culturally competent care to students at an early stage in their academic career.

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引用次数: 0

First professional year student Pharmacists' approaches to resolving drug diversion incidents in a community pharmacy simulation

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-02-27 DOI: 10.1016/j.cptl.2025.102318

Joshua Wollen , Aayna Shamsi , Justin Cole Wilder , D'Bria A. Bradshaw , Shantera Rayford Davis

Introduction

Drug diversion, the illegal movement or misuse of controlled substances, is a significant public health concern. Pharmacists are crucial in preventing and managing drug diversion but may lack adequate training and confidence in addressing these incidents. This study aimed to evaluate first-year pharmacy students' approaches to resolving drug diversion scenarios using Kings' six models of criminal justice: Medical, Bureaucratic, Status Passage, Power, Due Process, and Crime Control models.

Methods

A skills-based role-playing activity was conducted from 2022 to 2024, where students confronted both internal (technician diverting medication) and external (patient with problematic prescriptions) diversion cases. A deductive thematic analysis using a convergent mixed methods approach was completed using reflections from the activity.

Results

Reflections from 327 students were thematically analyzed using Braun and Clarke's reflexive method, revealing the Bureaucratic model as the most common approach, followed by the Medical, Due Process, Status Passage, and Crime Control models. A “passive approach” theme also emerged, reflecting avoidance of conflict.

Conclusion

This study highlights discrepancies between students' public expressions and private reflections, suggesting discordance between societal expectations and personal beliefs in handling drug diversion. The findings suggest a need for enhanced educational strategies to equip future pharmacists with effective approaches to managing drug diversion in practice.

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引用次数: 0

Apply the 4 lenses to the self-study process to identify blind spots and opportunities

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-02-26 DOI: 10.1016/j.cptl.2025.102321

Kim D. Tanzer , Tonya Jackson (Formerly Martin) , Nancy A. Alvarez , Jeremy Hughes

The Accreditation Council for Pharmacy Education (ACPE) requires that all Doctor of Pharmacy programs complete a comprehensive self-study and associated report on a regular cycle. At first glance, success seems to be dependent upon nothing more than structured project management. However, often the process can be perceived as confusing, burdensome, and stressful. This uneasiness suggests that there may be vulnerabilities in the self-study process that must be acknowledged. Failure to do so may result in lack of buy-in and low motivation. Anticipating blind spots may avoid negative outcomes and result in a positive, team-oriented process. Herein, we propose a holistic and inclusive approach to reframing the self-study process by applying the concept of Bolman and Deal's four frames.

引用次数: 0

Evaluating the impact of a synchronous virtual interprofessional education workshop series on perceptions of interprofessional education for preclinical health professional students

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-02-26 DOI: 10.1016/j.cptl.2025.102319

Melissa E. Rotz

Introduction

During the COVID-19 pandemic, many health professional programs were forced to swiftly transition interprofessional education (IPE) from in-person to virtual learning experiences while still achieving interprofessional outcomes such as improving student perceptions. The objective of this study was to evaluate the impact of a synchronous virtual IPE Workshop Series on perceptions for preclinical health professional students.

Methods

To determine if there was a change in perceptions following each virtual workshop, pre- and post-workshop mean item scores were calculated, and the Wilcoxon signed-rank test was used to assess for changes. To determine whether there was a difference in perceptions between virtual and in-person workshops, pre- and post-workshop mean item scores were calculated, and the Wilcoxon rank-sum test was used to compare the in-person and virtual cohorts.

Results

The mean scores for all the survey items evaluating student perceptions increased after each of the virtual IPE Workshops with small to medium effect sizes. Within each profession subgroup, the mean item scores increased. When comparing perceptions between virtual and in-person workshops, the mean item scores before and after completing the virtual workshops were numerically higher however, the effect sizes were very small compared to the mean item scores before and after completing the in-person workshops.

Conclusions

These findings provide support that synchronous virtual IPE learning experiences can achieve interprofessional outcomes by improving student perceptions of interprofessional education and collaboration similar to in-person experiences. This can inform other institutions when considering how to design IPE.

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引用次数: 0

An observational study on the impact of an elective course in enhancing multiple dimensions of pharmacy student wellness

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-02-26 DOI: 10.1016/j.cptl.2025.102305

Janet Kennedy

Objective

This observational study explored the impact of a comprehensive semester-long wellness elective, based on a reproducible framework, on Doctor of Pharmacy (PharmD) students' self-ratings of wellness dimensions before and after taking the course.

Methods

A wellness elective was designed based on the Substance Abuse and Mental Health Services Administration (SAMHSA) Wellness Dimensions Guide using all 8 Dimensions of Wellness. 24 students completed the elective in Spring 2024 and 19-item surveys were conducted in week 1 and week 15 of the course assessing students' perceived improvement in applying wellness strategies to their lives.

Results

Students' overall satisfaction with their wellness increased after the course from a 2.7 to a 3.5, a moderate effect based on Cohen's d scores. Students had increases in each of the 8 wellness domains, with large effects in Social, Financial and Occupational Wellness, and moderate effects in Emotional, Physical and Environmental Wellness. Comparing individual data, at least 50 % of the students had scores of their self-reported level of wellness improve in each of the 8 domains. Student agreement with a statement about knowing steps they can take to improve their wellness had a large effect and importantly, students reported a moderate positive effect on their self-reported mental health in the post course survey.

Conclusion

Implementation of a semester long elective based on the 8 SAMHSA Wellness Dimensions resulted in improvement in students' self-ratings of wellness. This study contributes to the identification of evidence-based approaches to feasibly incorporate wellness initiatives within the pharmacy curriculum.

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引用次数: 0

Exploring the unanticipated value of an oral exam integrating content across courses

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-02-22 DOI: 10.1016/j.cptl.2025.102302

Gardner A. Lepp , Sarah M. Westberg , Jungeun Lee , Kristin K. Janke

Background

An oral examination, in addition to assessing knowledge gains, can assess various skills including communication, critical thinking, and decision-making. These anticipated outcomes are valuable in helping students matriculate. This study aims to describe and explore unanticipated effects of an oral exam, and how those effects can have a positive long-term influence on student learning.

Educational activity

An Integrated Oral Exam (IOE) was used to assess a student's ability to effectively integrate and apply knowledge from multiple pharmacotherapy content areas to address complex patient cases. Students were required to develop care plans, and verbally explain, rationalize, and defend the plans with an evaluator during a one-on-one question and answer assessment. The IOE is administered in the spring semester of the second year. It consists of two cases followed by a debriefing session using a modified plus-delta approach.

Evaluation findings

An evaluation sought to develop a deeper understanding of the exam by exploring: why is this working and what is happening? Five years of student debriefing documentation underwent multiple cycles of coding. In addition to inductive coding exploring the exam's functioning, Fink's Taxonomy of Significant Learning was used for deductive coding.

Analysis of educational activity

While it was expected that there would be evidence of the exam's influence on Foundational Knowledge and Integration, unanticipated exam effects included Caring, Learning How to Learn, and the Human Dimension from Fink's Taxonomy. The IOE has both a summative and formative effect (ie, Assessment of Learning and an Assessment for Learning) and also functions as a high-impact assessment practice.

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引用次数: 0

The international collaboration of pharmacy journal editors (ICPJE) formally constituted to foster quality around clinical and social pharmacy practice research publications

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-02-20 DOI: 10.1016/j.cptl.2025.102317

Alves da Costa Filipa , Fernandez-Llimos Fernando , Desselle Shane , Arnet Isabelle , Abar Zaheer , Bond Christine , Cordina Maria , Garcia Cardenas Victoria , El Hajj Maguy , Jacobsen Ramune , Law Anandi , Nørgaard Lotte , Polidori Carlo , Shcherbakova Natalia , Stewart Derek , Tonin Fernanda , Weidmann Anita

引用次数: 0

Scaffolding a clinical debate assignment in an infectious disease pharmacy elective: A mixed methods analysis

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-02-20 DOI: 10.1016/j.cptl.2025.102306

Elizabeth W. Covington , Jeffrey Kyle , Lindsey Moseley

Objective

To evaluate the impact of instructional scaffolding on student performance and perceptions in a clinical debate activity within an infectious disease pharmacy elective course.

Methods

A sequential explanatory mixed-methods study was conducted from 2018 to 2022, involving pharmacy students enrolled in an infectious disease elective course. Students in the pre-scaffolding arm (2018) received traditional instruction, while those in the post-scaffolding arm (2019–2022) engaged in a scaffolded debate activity, comprising five milestone assignments and a mock debate. Student performance was assessed using group and individual debate rubrics. Student perceptions were evaluated through pre- and post-course surveys and thematic analysis of student reflections.

Results

Ninety-two students completed the elective (19 pre-scaffolding, 73 post-scaffolding). Group debate grades were higher in the post-scaffolding arm (median 94, interquartile range (IQR) [92,66] vs. 90 [90,91], p = 0.006), with no difference in individual debate grades. Students preferring debates/simulations had higher individual debate grades. Survey response rates were 100 % pre-course and 64 % post-course. Students in both arms reported increased confidence in defending clinical stances post-course, with higher confidence in the post-scaffolding arm. Qualitative results confirmed the debate activity as challenging, yet helpful in promoting communication, research, and professional skills.

Conclusion

Scaffolding a clinical debate activity increased student grades, confidence, and communication skills. These findings suggest that scaffolding can effectively enhance educational outcomes in pharmacy education. Further research should explore optimal scaffolding tasks and methods of scaffolding support.

{"title":"Scaffolding a clinical debate assignment in an infectious disease pharmacy elective: A mixed methods analysis","authors":"Elizabeth W. Covington , Jeffrey Kyle , Lindsey Moseley","doi":"10.1016/j.cptl.2025.102306","DOIUrl":"10.1016/j.cptl.2025.102306","url":null,"abstract":"<div><h3>Objective</h3><div>To evaluate the impact of instructional scaffolding on student performance and perceptions in a clinical debate activity within an infectious disease pharmacy elective course.</div></div><div><h3>Methods</h3><div>A sequential explanatory mixed-methods study was conducted from 2018 to 2022, involving pharmacy students enrolled in an infectious disease elective course. Students in the pre-scaffolding arm (2018) received traditional instruction, while those in the post-scaffolding arm (2019–2022) engaged in a scaffolded debate activity, comprising five milestone assignments and a mock debate. Student performance was assessed using group and individual debate rubrics. Student perceptions were evaluated through pre- and post-course surveys and thematic analysis of student reflections.</div></div><div><h3>Results</h3><div>Ninety-two students completed the elective (19 pre-scaffolding, 73 post-scaffolding). Group debate grades were higher in the post-scaffolding arm (median 94, interquartile range (IQR) [92,66] vs. 90 [90,91], <em>p</em> = 0.006), with no difference in individual debate grades. Students preferring debates/simulations had higher individual debate grades. Survey response rates were 100 % pre-course and 64 % post-course. Students in both arms reported increased confidence in defending clinical stances post-course, with higher confidence in the post-scaffolding arm. Qualitative results confirmed the debate activity as challenging, yet helpful in promoting communication, research, and professional skills.</div></div><div><h3>Conclusion</h3><div>Scaffolding a clinical debate activity increased student grades, confidence, and communication skills. These findings suggest that scaffolding can effectively enhance educational outcomes in pharmacy education. Further research should explore optimal scaffolding tasks and methods of scaffolding support.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102306"},"PeriodicalIF":1.3,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143445624","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}

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