Pub Date : 2025-09-02DOI: 10.1016/j.cptl.2025.102463
James B. Schreiber
This article is the introduction for our special issue on research methods for all research methodologies.
这篇文章是我们的研究方法专刊的介绍，对所有的研究方法。
{"title":"Introduction to special issue on research methods and analyses","authors":"James B. Schreiber","doi":"10.1016/j.cptl.2025.102463","DOIUrl":"10.1016/j.cptl.2025.102463","url":null,"abstract":"<div><div>This article is the introduction for our special issue on research methods for all research methodologies.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102463"},"PeriodicalIF":1.4,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144926164","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 : 2025-08-25DOI: 10.1016/j.cptl.2025.102468
Cara O'Neill, Kingston Rajiah
Introduction
Pharmacists in the United Kingdom are expected to deliver both clinical and preventative care, yet pharmacy education often separates prescribing and public health content. This disconnect risks producing graduates who are underprepared for emerging National Health Service (NHS) roles.
Perspective or commentary
This commentary argues that the current fragmentation of public health and prescribing education undermines practice readiness. Evidence shows graduates often lack confidence in clinical decision-making and behaviour change communication. Integrating these domains through experiential learning, simulation, and interdisciplinary teaching would better reflect the realities of modern pharmacy practice.
Implications
Educators and regulators should redesign curricula to embed prescribing and public health as interconnected elements. These reforms are essential to prepare confident, clinically competent pharmacists aligned with NHS priorities for prevention and autonomous care.
{"title":"Enhancing the practice readiness of pharmacy graduates: Integrating prescribing and public health to meet evolving NHS demands","authors":"Cara O'Neill, Kingston Rajiah","doi":"10.1016/j.cptl.2025.102468","DOIUrl":"10.1016/j.cptl.2025.102468","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacists in the United Kingdom are expected to deliver both clinical and preventative care, yet pharmacy education often separates prescribing and public health content. This disconnect risks producing graduates who are underprepared for emerging National Health Service (NHS) roles.</div></div><div><h3>Perspective or commentary</h3><div>This commentary argues that the current fragmentation of public health and prescribing education undermines practice readiness. Evidence shows graduates often lack confidence in clinical decision-making and behaviour change communication. Integrating these domains through experiential learning, simulation, and interdisciplinary teaching would better reflect the realities of modern pharmacy practice.</div></div><div><h3>Implications</h3><div>Educators and regulators should redesign curricula to embed prescribing and public health as interconnected elements. These reforms are essential to prepare confident, clinically competent pharmacists aligned with NHS priorities for prevention and autonomous care.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102468"},"PeriodicalIF":1.4,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144896033","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 : 2025-08-25DOI: 10.1016/j.cptl.2025.102465
Azhoma Gumala
Introduction
Practical sessions of the Biopharmaceutics and Pharmacokinetics course (BF) in the Faculty of Pharmacy, Universitas Andalas, Indonesia, were a mandatory group-based learning experience aimed at fostering cooperative and collaborative attitudes. This research aims to explore the impact of peer group assessment on final exam scores and investigate students' perceptions of the impact of peer assessment on attitudes within groups during the course.
Methods
This cross-sectional study was conducted during the odd semester, involving 3rd year pharmacy undergraduate students at Faculty of Pharmacy of Universitas Andalas. Students in the same group were grading their peers by participation percentages. At the end of the semester, the participation percentage was compared with the final test score (excellent, good, satisfactory) and analyzed using ANOVA. The perspectives of students about peer assessment on student groups were surveyed using 5-point Likert scale.
Results
The p-values of ANOVA between the three groups of final exam score and participation percentage were 0.219. Some students expressed satisfaction with peer assessment as they see it can influence students' motivation and contribution to the overall learning experience in the BF practical course.
Conclusion
The results of the ANOVA between the three groups of final exam scores and participation percentage indicate that peer assessment through participation percentage did not influence the final exam result. However, the distribution of participation percentage and perspective of students showed that peer assessment can serve as an effective tool in enhancing pharmacy students' engagement during group-based practical sessions.
{"title":"Exploring the effect of peer assessment on final exam scores and pharmacy students' perspectives towards peer assessment in laboratory practice","authors":"Azhoma Gumala","doi":"10.1016/j.cptl.2025.102465","DOIUrl":"10.1016/j.cptl.2025.102465","url":null,"abstract":"<div><h3>Introduction</h3><div>Practical sessions of the Biopharmaceutics and Pharmacokinetics course (BF) in the Faculty of Pharmacy, Universitas Andalas, Indonesia, were a mandatory group-based learning experience aimed at fostering cooperative and collaborative attitudes. This research aims to explore the impact of peer group assessment on final exam scores and investigate students' perceptions of the impact of peer assessment on attitudes within groups during the course.</div></div><div><h3>Methods</h3><div>This cross-sectional study was conducted during the odd semester, involving 3rd year pharmacy undergraduate students at Faculty of Pharmacy of Universitas Andalas. Students in the same group were grading their peers by participation percentages. At the end of the semester, the participation percentage was compared with the final test score (excellent, good, satisfactory) and analyzed using ANOVA. The perspectives of students about peer assessment on student groups were surveyed using 5-point Likert scale.</div></div><div><h3>Results</h3><div>The <em>p</em>-values of ANOVA between the three groups of final exam score and participation percentage were 0.219. Some students expressed satisfaction with peer assessment as they see it can influence students' motivation and contribution to the overall learning experience in the BF practical course.</div></div><div><h3>Conclusion</h3><div>The results of the ANOVA between the three groups of final exam scores and participation percentage indicate that peer assessment through participation percentage did not influence the final exam result. However, the distribution of participation percentage and perspective of students showed that peer assessment can serve as an effective tool in enhancing pharmacy students' engagement during group-based practical sessions.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102465"},"PeriodicalIF":1.4,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144896032","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 : 2025-08-11DOI: 10.1016/j.cptl.2025.102460
Lan N. Bui , Qian Ding
Issue
Logistic regression is commonly utilized in clinical and educational research to examine relationships between risk factors and binary outcomes. However, pharmacy researchers may encounter challenges in selecting appropriate predictors, verifying model assumptions, interpreting results, and reporting findings transparently.
Methodological guidance
This methodology review presents a structured roadmap for conducting logistic regression, covering key steps such as defining the binary outcome, selecting and coding predictors, checking assumptions, fitting the model, and evaluating model diagnostics.
Applications
To illustrate the roadmap in practice, we draw on two published studies: the OMICU study, which evaluated opioid use and prescribing outcomes in critically ill patients, and Spivey et al., which identified predictors of academic outcomes in pharmacy students. Additionally, a detailed how-to example using a simulated pharmacy education dataset further demonstrates model construction and interpretation, accompanied by STATA code to support reproducibility. The manuscript also includes a comparison of common software platforms, including STATA, R, and SAS, highlighting their relevance, functionality, and usability in the context of logistic regression.
Recommendations
The manuscript highlights best practices in covariate selection, exploratory data analysis, and model development using advanced techniques such as stepwise and LASSO regression. Guidance is also provided on the interpretation of odds ratios and confidence intervals, handling of sparse events and continuous variables, model performance evaluation, and transparent reporting.
{"title":"Logistic regression modeling: methodological insights and roadmap","authors":"Lan N. Bui , Qian Ding","doi":"10.1016/j.cptl.2025.102460","DOIUrl":"10.1016/j.cptl.2025.102460","url":null,"abstract":"<div><h3>Issue</h3><div>Logistic regression is commonly utilized in clinical and educational research to examine relationships between risk factors and binary outcomes. However, pharmacy researchers may encounter challenges in selecting appropriate predictors, verifying model assumptions, interpreting results, and reporting findings transparently.</div></div><div><h3>Methodological guidance</h3><div>This methodology review presents a structured roadmap for conducting logistic regression, covering key steps such as defining the binary outcome, selecting and coding predictors, checking assumptions, fitting the model, and evaluating model diagnostics.</div></div><div><h3>Applications</h3><div>To illustrate the roadmap in practice, we draw on two published studies: the OMICU study, which evaluated opioid use and prescribing outcomes in critically ill patients, and Spivey et al., which identified predictors of academic outcomes in pharmacy students. Additionally, a detailed how-to example using a simulated pharmacy education dataset further demonstrates model construction and interpretation, accompanied by STATA code to support reproducibility. The manuscript also includes a comparison of common software platforms, including STATA, R, and SAS, highlighting their relevance, functionality, and usability in the context of logistic regression.</div></div><div><h3>Recommendations</h3><div>The manuscript highlights best practices in covariate selection, exploratory data analysis, and model development using advanced techniques such as stepwise and LASSO regression. Guidance is also provided on the interpretation of odds ratios and confidence intervals, handling of sparse events and continuous variables, model performance evaluation, and transparent reporting.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102460"},"PeriodicalIF":1.4,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144826952","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 : 2025-08-06DOI: 10.1016/S1877-1297(25)00174-1
{"title":"Editor's Note","authors":"","doi":"10.1016/S1877-1297(25)00174-1","DOIUrl":"10.1016/S1877-1297(25)00174-1","url":null,"abstract":"","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102453"},"PeriodicalIF":1.4,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144779698","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 : 2025-07-31DOI: 10.1016/j.cptl.2025.102459
Emily G. Eddy , Erica Dominguez , Lindsay A. Courtney , Mary S. Klein , Ronald Hall II
Objective
To develop a semester long immunization course for pharmacy learners that expands training in immunization related concepts, patient interviewing and techniques beyond intramuscular and subcutaneous administration.
Methods
A team of pharmacy faculty reviewed OSCE rubric data for screening interviews and intramuscular injection technique for P1 and P2 students following the completion of an immunization course prior to 2013. The team compared this data to 2024 OSCE rubric data for screening interviews, intramuscular and subcutaneous injection technique following completion of the updated immunization lab course.
Results
In 2012, P1 students scored 7.5 of 11 on patient interview and screening criteria (68 %), 18.1 of 21 on injection criteria (86 %), and 25.6 of 32 total scoring (80 %). P2 students scored 8.3 of 11 for the interviewing and screening component (75 %), 18.5 of 21 criteria on injection techniques (88 %), and 26.8 of 32 total scoring (83 %). The 2024 P2 OSCE, P2 students scored 12.4 of 13 on interview criteria (95 %), 23.5 of 24 on intramuscular injection technique (98 %), and 20.6 of 21 on subcutaneous injection technique (98 %).
Conclusion
Developing an independent and expanded immunization certification course for pharmacy curriculum has shown to be beneficial for pharmacy student immunizer performance and retention of patient interviewing and administration technique skills.
{"title":"Implementation of a mandatory immunization certification course with co-curricular components within a Pharm.D. curriculum","authors":"Emily G. Eddy , Erica Dominguez , Lindsay A. Courtney , Mary S. Klein , Ronald Hall II","doi":"10.1016/j.cptl.2025.102459","DOIUrl":"10.1016/j.cptl.2025.102459","url":null,"abstract":"<div><h3>Objective</h3><div>To develop a semester long immunization course for pharmacy learners that expands training in immunization related concepts, patient interviewing and techniques beyond intramuscular and subcutaneous administration.</div></div><div><h3>Methods</h3><div>A team of pharmacy faculty reviewed OSCE rubric data for screening interviews and intramuscular injection technique for P1 and P2 students following the completion of an immunization course prior to 2013. The team compared this data to 2024 OSCE rubric data for screening interviews, intramuscular and subcutaneous injection technique following completion of the updated immunization lab course.</div></div><div><h3>Results</h3><div>In 2012, P1 students scored 7.5 of 11 on patient interview and screening criteria (68 %), 18.1 of 21 on injection criteria (86 %), and 25.6 of 32 total scoring (80 %). P2 students scored 8.3 of 11 for the interviewing and screening component (75 %), 18.5 of 21 criteria on injection techniques (88 %), and 26.8 of 32 total scoring (83 %). The 2024 P2 OSCE, P2 students scored 12.4 of 13 on interview criteria (95 %), 23.5 of 24 on intramuscular injection technique (98 %), and 20.6 of 21 on subcutaneous injection technique (98 %).</div></div><div><h3>Conclusion</h3><div>Developing an independent and expanded immunization certification course for pharmacy curriculum has shown to be beneficial for pharmacy student immunizer performance and retention of patient interviewing and administration technique skills.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102459"},"PeriodicalIF":1.4,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739203","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 : 2025-07-29DOI: 10.1016/j.cptl.2025.102448
Jacqueline M. Zeeman , Isabel C. Matt , Emili B. Anderson , Sarah L. Dyson , Suzanne C. Harris
Introduction
Burnout and well-being have been previously studied in pharmacists, faculty, and students; yet, studies focused on staff are lacking. Research indicates most higher education staff experience burnout; however, workplace factors contributing to this are not well understood. This study aimed to identify factors influencing staff burnout and identify recommendations to improve staff well-being in pharmacy education.
Methods
Full-time staff were invited to participate in this exploratory study. Focus groups were divided by position type (ie, Administrative Staff, Support Staff, Research Staff) and used a semi-structured interview format. Participants were prompted to discuss workplace factors contributing to their burnout and well-being as well as strategies to improve staff well-being.
Results
Twenty-seven staff participated in five focus groups: 11 Administrative Staff in two focus groups, 13 Support Staff in two focus groups, and three Research Staff in one focus group. Themes identified as influencing staff burnout included feeling valued, workplace relationships, elements of the working environment (eg, autonomy/trust, flexibility), and resources. Administrative and Support Staff emphasized hybrid work and student interaction as factors influencing their well-being, while Research Staff highlighted supervisor and coworker relationships. Factors influencing staff burnout included higher education culture (eg, hierarchies) and unrealistic expectations. Recommendations to foster staff well-being were unique for each group.
Conclusions
Participants identified several workplace factors that contribute to staff burnout and well-being in pharmacy education. These findings advance national and international initiatives focused on prioritizing wellness and reducing burnout, informing the academy of specific areas and strategies to support staff well-being.
{"title":"Assessing workplace factors that influence staff burnout and identifying recommendations to support staff well-being","authors":"Jacqueline M. Zeeman , Isabel C. Matt , Emili B. Anderson , Sarah L. Dyson , Suzanne C. Harris","doi":"10.1016/j.cptl.2025.102448","DOIUrl":"10.1016/j.cptl.2025.102448","url":null,"abstract":"<div><h3>Introduction</h3><div>Burnout and well-being have been previously studied in pharmacists, faculty, and students; yet, studies focused on staff are lacking. Research indicates most higher education staff experience burnout; however, workplace factors contributing to this are not well understood. This study aimed to identify factors influencing staff burnout and identify recommendations to improve staff well-being in pharmacy education.</div></div><div><h3>Methods</h3><div>Full-time staff were invited to participate in this exploratory study. Focus groups were divided by position type (ie, Administrative Staff, Support Staff, Research Staff) and used a semi-structured interview format. Participants were prompted to discuss workplace factors contributing to their burnout and well-being as well as strategies to improve staff well-being.</div></div><div><h3>Results</h3><div>Twenty-seven staff participated in five focus groups: 11 Administrative Staff in two focus groups, 13 Support Staff in two focus groups, and three Research Staff in one focus group. Themes identified as influencing staff burnout included feeling valued, workplace relationships, elements of the working environment (eg, autonomy/trust, flexibility), and resources. Administrative and Support Staff emphasized hybrid work and student interaction as factors influencing their well-being, while Research Staff highlighted supervisor and coworker relationships. Factors influencing staff burnout included higher education culture (eg, hierarchies) and unrealistic expectations. Recommendations to foster staff well-being were unique for each group.</div></div><div><h3>Conclusions</h3><div>Participants identified several workplace factors that contribute to staff burnout and well-being in pharmacy education. These findings advance national and international initiatives focused on prioritizing wellness and reducing burnout, informing the academy of specific areas and strategies to support staff well-being.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102448"},"PeriodicalIF":1.4,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144722056","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 : 2025-07-21DOI: 10.1016/j.cptl.2025.102444
Mary Elizabeth Ray , Michael J. Rudolph , Kimberly K. Daugherty
Background
This scoping review examined how mapping examination questions to learning taxonomies (Bloom's taxonomy), is used in health professions education. The review examined relationships between taxonomy level and exam performance, clinical reasoning, and student engagement.
Methods
A literature search was conducted for studies published between 1980 and 2025. Articles were included if they reported student outcomes related to learning taxonomy mapping in undergraduate/graduate health professions education. At least two authors had to agree on the initial inclusion of each article. Final eligibility was confirmed through group review.
Results
A total of 832 records were initially identified. After removing duplicates and confirming eligibility, 24 articles were included. The studies were categorized into six themes: relationship between cognitive complexity of examination items (based on taxonomy level), item difficulty, and examination performance; use of taxonomy mapping to compare outcomes associated with different teaching styles; outcomes associated with assessment styles; differences in outcomes based on students' study approaches; correlations between examination question performance by taxonomy and performance during clinical or clinical reasoning assessments; and student engagement with/use of examination mapping. Studies showed decreased performance on higher-order questions. Some instructional strategies improved higher-order performance. Students reported that taxonomy mapping enhanced understanding and study strategies, though their interpretation of question complexity was inconsistent.
Implications
Despite widespread practice, mapping examination questions to a learning taxonomy remains a time-intensive practice with limited empirical support for improving educational outcomes. Additional research is needed to determine whether mapping supports critical thinking, clinical reasoning, or licensure performance.
{"title":"Bloom's taxonomy in health professions education: Associations with exam scores, clinical reasoning, and instructional effectiveness","authors":"Mary Elizabeth Ray , Michael J. Rudolph , Kimberly K. Daugherty","doi":"10.1016/j.cptl.2025.102444","DOIUrl":"10.1016/j.cptl.2025.102444","url":null,"abstract":"<div><h3>Background</h3><div>This scoping review examined how mapping examination questions to learning taxonomies (Bloom's taxonomy), is used in health professions education. The review examined relationships between taxonomy level and exam performance, clinical reasoning, and student engagement.</div></div><div><h3>Methods</h3><div>A literature search was conducted for studies published between 1980 and 2025. Articles were included if they reported student outcomes related to learning taxonomy mapping in undergraduate/graduate health professions education. At least two authors had to agree on the initial inclusion of each article. Final eligibility was confirmed through group review.</div></div><div><h3>Results</h3><div>A total of 832 records were initially identified. After removing duplicates and confirming eligibility, 24 articles were included. The studies were categorized into six themes: relationship between cognitive complexity of examination items (based on taxonomy level), item difficulty, and examination performance; use of taxonomy mapping to compare outcomes associated with different teaching styles; outcomes associated with assessment styles; differences in outcomes based on students' study approaches; correlations between examination question performance by taxonomy and performance during clinical or clinical reasoning assessments; and student engagement with/use of examination mapping. Studies showed decreased performance on higher-order questions. Some instructional strategies improved higher-order performance. Students reported that taxonomy mapping enhanced understanding and study strategies, though their interpretation of question complexity was inconsistent.</div></div><div><h3>Implications</h3><div>Despite widespread practice, mapping examination questions to a learning taxonomy remains a time-intensive practice with limited empirical support for improving educational outcomes. Additional research is needed to determine whether mapping supports critical thinking, clinical reasoning, or licensure performance.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102444"},"PeriodicalIF":1.3,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144679856","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 : 2025-07-19DOI: 10.1016/j.cptl.2025.102446
Mohammed A. Islam , Suhui Yang , Alamdar Hussain , Tanvirul Hye
Introduction
This study examines pharmacy students' qualitative faculty and course evaluation (FCE) feedback through an integrated machine learning and human coding approach to uncover insights on faculty teaching, course quality, and areas for improvements, informing instructional enhancement.
Methods
Between 2019 and 2023, text data from 1267 FCEs were compiled and analyzed using WordStat, a text mining software. The content analysis primarily relied on machine learning techniques, including word clustering, word co-occurrence mapping, phrase extraction, and topic modeling, to uncover patterns in the student feedback data. To enhance interpretive depth and ensure contextual accuracy, a supplemental manual thematic analysis was conducted using both deductive and inductive coding approaches. Descriptive statistics were applied to quantify and interpret the frequency of identified codes and themes.
Results
Word cluster analysis identified commonly cited words and their co-occurrences, including professor, class, students, teaching, great, materials, and lectures. The frequently occurring phrases included excellent professor, great professor, excellent teaching style, knowledgeable professors, caring professors, flexible with students, and goes extra miles. The topics with high coherence values included understanding the materials, great professors, real-life experience, knowledgeable professor, excellent content, waste of time, and reading the slides. The manual coding analysis identified 1088 codes grouped under 38 subthemes constituting three major themes including faculty personal attributes (45.86 % of codes), faculty teaching effectiveness (28.92 %), and course quality (23.24 %).
Conclusions
This study highlights the value of analyzing open-ended FCE comments by utilizing machine learning to gain meaningful insights that deepen understanding of the student learning experience. Educators and curriculum planners in health professions education can make data-informed decisions, improve curriculum design, and enhance teaching effectiveness by thoughtfully integrating student feedback into program-level reviews.
{"title":"Machine learning–driven analysis of student evaluation comments: Advancing beyond manual coding through a combined approach","authors":"Mohammed A. Islam , Suhui Yang , Alamdar Hussain , Tanvirul Hye","doi":"10.1016/j.cptl.2025.102446","DOIUrl":"10.1016/j.cptl.2025.102446","url":null,"abstract":"<div><h3>Introduction</h3><div>This study examines pharmacy students' qualitative faculty and course evaluation (FCE) feedback through an integrated machine learning and human coding approach to uncover insights on faculty teaching, course quality, and areas for improvements, informing instructional enhancement.</div></div><div><h3>Methods</h3><div>Between 2019 and 2023, text data from 1267 FCEs were compiled and analyzed using WordStat, a text mining software. The content analysis primarily relied on machine learning techniques, including word clustering, word co-occurrence mapping, phrase extraction, and topic modeling, to uncover patterns in the student feedback data. To enhance interpretive depth and ensure contextual accuracy, a supplemental manual thematic analysis was conducted using both deductive and inductive coding approaches. Descriptive statistics were applied to quantify and interpret the frequency of identified codes and themes.</div></div><div><h3>Results</h3><div>Word cluster analysis identified commonly cited words and their co-occurrences, including <em>professor, class, students, teaching, great, materials</em>, and <em>lectures.</em> The frequently occurring phrases included <em>excellent professor, great professor, excellent teaching style, knowledgeable professors, caring professors, flexible with students, and goes extra miles</em>. The topics with high coherence values included <em>understanding the materials</em>, <em>great professors, real-life experience</em>, <em>knowledgeable professor, excellent content</em>, w<em>aste of time</em>, and <em>reading the slides</em>. The manual coding analysis identified 1088 codes grouped under 38 subthemes constituting three major themes including faculty personal attributes (45.86 % of codes), faculty teaching effectiveness (28.92 %), and course quality (23.24 %).</div></div><div><h3>Conclusions</h3><div>This study highlights the value of analyzing open-ended FCE comments by utilizing machine learning to gain meaningful insights that deepen understanding of the student learning experience. Educators and curriculum planners in health professions education can make data-informed decisions, improve curriculum design, and enhance teaching effectiveness by thoughtfully integrating student feedback into program-level reviews.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102446"},"PeriodicalIF":1.3,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144662202","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 : 2025-07-18DOI: 10.1016/j.cptl.2025.102443
Kathryn P. Lin , Chinyere Okoh , Nathan Pope
Introduction
Introductory pharmacy practice experiences (IPPEs) allow pharmacy students early exposure to practice settings to prepare for advanced pharmacy practice experiences (APPEs) and help discover career interests. While only institutional health system and community IPPEs are required, ambulatory care is a growing practice model and required APPE. This study investigates the impact of a required 20-h ambulatory IPPE on pharmacy students' confidence, perceived skills, interests, and readiness for APPEs.
Methods
A cross sectional survey was conducted pre- and post-ambulatory IPPE for third-year (P3) students between 2020 and 2022 to assess confidence in various competencies. Post surveys captured overall impact and APPE readiness. A control group of fourth-year (P4) students who did not take the ambulatory IPPE completed the pre-survey for comparison.
Results
Confidence scores increased for several competencies following the ambulatory IPPE and students felt more prepared for APPEs. Post scores were higher in P3 students than P4 students. Most students agreed that the rotation improved their patient care skills and ability to identify problems.
Conclusion
The ambulatory IPPE positively impacted students' perceived skills and confidence in ambulatory care, preparing them further than more tenured students who had not taken the ambulatory IPPE, particularly in patient communication and describing daily responsibilities of the pharmacist. This highlights the benefits of early exposure to ambulatory care settings in pharmacy education and suggests integrating such experiences could better prepare students for APPE success. Further research is needed to determine the optimal duration and impact on practical application of skills.
{"title":"Impact of an ambulatory introductory pharmacy practice experience on advanced pharmacy practice experience readiness","authors":"Kathryn P. Lin , Chinyere Okoh , Nathan Pope","doi":"10.1016/j.cptl.2025.102443","DOIUrl":"10.1016/j.cptl.2025.102443","url":null,"abstract":"<div><h3>Introduction</h3><div>Introductory pharmacy practice experiences (IPPEs) allow pharmacy students early exposure to practice settings to prepare for advanced pharmacy practice experiences (APPEs) and help discover career interests. While only institutional health system and community IPPEs are required, ambulatory care is a growing practice model and required APPE. This study investigates the impact of a required 20-h ambulatory IPPE on pharmacy students' confidence, perceived skills, interests, and readiness for APPEs.</div></div><div><h3>Methods</h3><div>A cross sectional survey was conducted pre- and post-ambulatory IPPE for third-year (P3) students between 2020 and 2022 to assess confidence in various competencies. Post surveys captured overall impact and APPE readiness. A control group of fourth-year (P4) students who did not take the ambulatory IPPE completed the pre-survey for comparison.</div></div><div><h3>Results</h3><div>Confidence scores increased for several competencies following the ambulatory IPPE and students felt more prepared for APPEs. Post scores were higher in P3 students than P4 students. Most students agreed that the rotation improved their patient care skills and ability to identify problems.</div></div><div><h3>Conclusion</h3><div>The ambulatory IPPE positively impacted students' perceived skills and confidence in ambulatory care, preparing them further than more tenured students who had not taken the ambulatory IPPE, particularly in patient communication and describing daily responsibilities of the pharmacist. This highlights the benefits of early exposure to ambulatory care settings in pharmacy education and suggests integrating such experiences could better prepare students for APPE success. Further research is needed to determine the optimal duration and impact on practical application of skills.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102443"},"PeriodicalIF":1.3,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653470","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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