Currents in Pharmacy Teaching and Learning最新文献_第2页

Enhancing learner abilities to address health disparities during ambulatory care Introductory Pharmacy Practice Experiences (IPPE) 提高学习者在非住院护理药学实践入门体验（IPPE）中解决健康差异问题的能力。

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-11-08 DOI: 10.1016/j.cptl.2024.102218

Kristi W. Kelley, E. Kelly Hester, Allison Helmer, Dana G. Carroll

Background

Pharmacists are often the most accessible health care provider, particularly in medically underserved areas, and experience addressing health disparities is important. While the importance of integrating health disparities throughout the pharmacy curriculum is clear from Accreditation Council of Pharmacy Education (ACPE) standards, there is a paucity of data within experiential settings. This study describes how focused, health disparities learning activities were incorporated into a 40-h clinical introductory pharmacy practice experience (IPPE) and describes learner outcomes from these learning activities.

Educational activity

This is a retrospective review of survey data completed by 52 second year pharmacy students on clinical IPPE rotations with four ambulatory care faculty members in rural and urban clinics. This was conducted at a single college of pharmacy over 5 years.

Evaluation findings

The number of resources learners could list for patients with health disparities increased on post-surveys. For case-related questions, learners recognized and could appreciate the challenges in managing a patient who had financial and social limitations. Learner confidence increased in their ability to access necessary medications and disease state management after the learning experience. Overall, learners had firm beliefs regarding the importance of health disparities on patients which were generally unchanged throughout the experience.

Analysis of educational activity

Intentional readings and cases with discussion related to addressing health disparities in underserved populations while providing direct patient care on a 40-h clinical IPPE ambulatory care rotation, improved knowledge of resources to access for patients experiencing health disparities. These learning activities also improved the confidence of learners in providing care to patients experiencing health disparities.

背景：药剂师通常是最容易获得的医疗服务提供者，尤其是在医疗服务不足的地区，因此解决健康差异问题的经验非常重要。虽然从药学教育认证委员会（ACPE）的标准中可以清楚地看出将健康差异纳入整个药学课程的重要性，但在体验式设置方面的数据却很少。本研究描述了如何将重点突出的健康差异学习活动纳入 40 小时的临床药学实践入门体验（IPPE），并描述了这些学习活动的学习成果：教育活动：这是对 52 名二年级药剂学学生在农村和城市诊所与四名非住院护理教师进行临床 IPPE 轮转时填写的调查数据的回顾性审查。这项工作在一所药学院进行，历时 5 年：评估结果：在后期调查中，学习者能够为有健康差异的患者列出的资源数量有所增加。对于与案例相关的问题，学员认识到并能够理解在管理有经济和社会限制的病人时所面临的挑战。学习体验结束后，学员对获得必要药物和疾病状态管理能力的信心增强了。总体而言，学习者对健康差异对病人的重要性有着坚定的信念，这种信念在整个体验过程中基本没有改变：教育活动分析：在为期 40 小时的临床 IPPE 非住院护理轮转中，学员在提供直接病人护理的同时，有意识地阅读了与解决服务不足人群健康差异相关的案例，并进行了讨论，从而提高了他们对遭遇健康差异的病人所能获得的资源的了解。这些学习活动还增强了学员为遭遇健康差异的病人提供护理的信心。

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引用次数: 0

Implementation and initial evaluation of an exam self-reflection process 考试自我反思过程的实施和初步评估

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-11-05 DOI: 10.1016/j.cptl.2024.102211

Jenna Mills , Shantanu Rao

Objective

To implement a standardized approach to exam review for Doctor of Pharmacy (PharmD) students and assess its effect on students' perceptions.

Methods

Over the academic years 2022–2024, second-professional year pharmacy (PharmD) students scoring less than 73 % on major midterm examinations were required to complete an exam self-reflection form in two pharmacotherapeutics courses. A survey was developed and distributed to all students enrolled in the pharmacotherapeutics courses to assess students' opinions about the exam self-reflection process.

Results

One hundred and twenty-two responses were received for the survey over the three semesters (95 % response rate). The majority of students expressed satisfaction with the benefit (92 %) and importance (87 %) of implementing the self-reflection process using the exam self-reflection form within the pharmacotherapeutics courses. Amongst students who submitted the exam self-reflection form (n = 58), survey data revealed that 76 % were overall satisfied with the self-reflection process using the exam self-reflection form. Students' satisfaction was also expressed in terms of supporting its continuation (66 %), recommendation in other courses (64 %), time spent completing the form (67 %), assistance with preparing for the remediation exam (85 %), impact on remediation score (79 %), confidence with course content (91 %), understanding of course content (97 %), test-taking skills (76 %), knowledge gap identification (88 %), and value (66 %).

Conclusion

Students positively perceived the exam self-reflection process. Future directions include evaluating exam data to determine the quantitative impact of the exam self-reflection review approach.

方法在2022-2024学年，第二专业年级药剂学（PharmD）学生在主要期中考试中得分低于73%时，必须在两门药物治疗学课程中填写考试自我反思表。为了评估学生对考试自我反思过程的意见，我们编制了一份调查问卷，并分发给所有修读药物治疗学课程的学生。结果在三个学期中，共收到 122 份调查问卷（回复率为 95%）。大多数学生对在药物治疗学课程中使用考试自我反思表实施自我反思过程的益处（92%）和重要性（87%）表示满意。在提交考试自我反思表的学生（n = 58）中，调查数据显示 76 % 的学生对使用考试自我反思表进行自我反思的过程总体表示满意。学生的满意度还体现在支持继续使用（66%）、推荐使用其他课程（64%）、填写表格花费的时间（67%）、帮助准备补习考试（85%）、对补习成绩的影响（79%）、对课程内容的信心（91%）、对课程内容的理解（97%）、应试技巧（76%）、知识差距识别（88%）和价值（66%）等方面。未来的发展方向包括评估考试数据，以确定考试自我反思复习方法的量化影响。

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引用次数: 0

Global research progress in pharmacy education 全球药学教育研究进展

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-11-04 DOI: 10.1016/j.cptl.2024.102157

Wei Zhang , Shu-Rui Li , Shan-Shan Cao , Meng Tang , Bo Ji , Fei Mu , Jie Ge , Meng-Ying Li , Bo-Yuan Fan , Yue Guan , Jing-Wen Wang

Introduction

Bibliometric and visualization analyses are used to quantitatively assess and graphically display the current status, patterns, and trends using scholarly literature. Pharmacy education worldwide has developed rapidly over the past few decades, but few related studies have been conducted in this field. This study aims to explore the present landscape, identify research focal points, and future trends in the evolution of pharmacy education.

Methods

Published articles on pharmacy education from 2003 to 2022 were sourced and retrieved from the Web of Science Core Collection (WOSCC). Utilizing VOSviewer (1.6.18) and CiteSpace (6.2.R2) software, along with a platform (bibliometric.com), we performed comprehensive bibliometric and visualization analyses.

Results

From 2003 to 2022, research on pharmacy education developed rapidly, showing rising trends in annual publications and citations. A total of 2945 publications were collected for this study. The United States of America had the most significant number of publications. As shown in the co-authorship analysis, cooperation between countries is often led and embodied by collaborations between well-known institutions. “Online learning” is one of the latest research directions.

Conclusions

There is a continuously increasing tendency of studies in pharmacy education. The progression of pharmacy education research has transitioned from the theoretical phase to practical application in bedside clinical practice.

导言文献计量学和可视化分析用于利用学术文献对现状、模式和趋势进行定量评估和图表展示。过去几十年来，全球药学教育发展迅速，但在这一领域开展的相关研究却寥寥无几。本研究旨在探索药学教育发展的现状、确定研究重点和未来趋势。方法从科学网核心藏书（WOSCC）中查找并检索 2003 年至 2022 年发表的有关药学教育的文章。利用 VOSviewer（1.6.18）和 CiteSpace（6.2.R2）软件以及一个平台（bibliometric.com），我们进行了全面的文献计量学和可视化分析。结果从 2003 年到 2022 年，有关药学教育的研究发展迅速，每年的论文发表量和引用量都呈上升趋势。本研究共收集了 2945 篇论文。美国的论文数量最多。从合著分析中可以看出，国家间的合作往往是由知名机构间的合作主导和体现的。"在线学习 "是最新的研究方向之一。药学教育研究已从理论阶段过渡到床边临床实践应用阶段。

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引用次数: 0

Are we committed to commitment? 我们是否致力于承诺？

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-10-22 DOI: 10.1016/j.cptl.2024.102215

Kaci Boehmer, Amy M. Franks

Introduction

Students face difficult decisions when considering multiple opportunities for employment or continued training. When this happens, students may consider breaking a previous commitment to accept a more appealing offer. Societal trends toward decommitment may also influence students' perceptions of the importance of commitment.

Perspective

Students must consider potentially serious professional repercussions that may result from dishonoring commitment before making such a decision.

Implications

We challenge pharmacy faculty to reinforce the professional obligation of honoring commitment when guiding students in career decision-making. We emphasize the importance of helping students develop a specific plan to work toward career goals, entertain only those opportunities that help achieve these goals, and carefully weigh the potential impact of dishonoring commitment on their professional reputation.

导言：学生在考虑多种就业或继续培训机会时会面临艰难的抉择。在这种情况下，学生可能会考虑放弃之前的承诺，接受更有吸引力的工作机会。解除承诺的社会趋势也可能影响学生对承诺重要性的认识：学生在做出这样的决定之前，必须考虑到违背承诺可能会带来的严重职业影响：我们建议药剂学教师在指导学生做出职业决策时，强化履行承诺的职业义务。我们强调，重要的是帮助学生制定实现职业目标的具体计划，只接受那些有助于实现这些目标的机会，并仔细权衡不履行承诺对其职业声誉的潜在影响。

引用次数: 0

Incorporation of Diversity, equity, inclusion and anti-racism (DEIA) principles into the pharmacy classroom: An exploratory review 将多元化、公平、包容和反种族主义（DEIA）原则纳入药学课堂：探索性综述。

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-10-18 DOI: 10.1016/j.cptl.2024.102209

Nancy Assaker , Elizabeth Unni , Terri Moore

Introduction

The objective is to gather evidence on ways to integrate DEIA into the didactic and experiential pharmacy classroom based on AACP's 2021–2024 Strategic Plan Objective 3.3.1. to “compile and publish resources related to best practices in inclusive pedagogy, creating inclusive classrooms, navigating difficult conversations, and promoting equitable campus climates for use by schools and colleges of pharmacy.”.³

Methods

An exploratory review was conducted to identify literature using journals, including Academic Medicine, the American Journal of Pharmaceutical Education (AJPE), AACP poster abstracts from 2018 and onward, Currents in Pharmacy Teaching and Learning (CPTL), JAMA Surgery, Journal of Dental Education (JDE), and Minority Nurse Magazine. Keywords used were “DEIA,” “DEIA in classrooms,” “diversity,” “equity,” “inclusion,” “microaggression,” “disabilities,” “pharmacy education,” “health equity,” “discrimination,” “unconscious bias,” “cultural humility,” and “cultural competence.” Excluded were literature focused on DEIA in “curriculum,” “recruitment,” and other topics unrelated to integrating DEIA in the classroom. Poster abstract authors were contacted directly to get a copy of the poster so that more information could be gathered from the poster.

Results

Sixteen publications were identified (14 peer-reviewed manuscripts and two poster abstracts). Of those, two explored the utilization of technology to make lesson plans more inclusive; seven discussed ways for students to address implicit biases, microaggressions, and navigating difficult conversations; five focused on accommodating students with disabilities; one discussed developing better pronunciation of students' names; and one discussed a method to improve student's self-awareness and awareness of other cultures.

Conclusion

Although evidence was found on integrating DEIA into the didactic and experiential settings, the amount of evidence found is limited, warranting further research.

简介：目标：根据 AACP 的 2021-2024 年战略计划目标 3.3.1 "编纂和出版与包容性教学法、创建包容性课堂、引导困难对话和促进公平校园氛围的最佳实践相关的资源，供药学院和药学系使用"，收集将 DEIA 纳入教学和体验式药学课堂的方法的证据。"3 方法：通过期刊进行探索性综述，以确定文献，包括《学术医学》（Academic Medicine）、《美国药学教育期刊》（American Journal of Pharmaceutical Education，AJPE）、2018 年及以后的 AACP 海报摘要、《药学教学潮流》（Currents in Pharmacy Teaching and Learning，CPTL）、《美国医学会杂志外科》（JAMA Surgery）、《牙科教育期刊》（Journal of Dental Education，JDE）和《少数族裔护士杂志》（Minority Nurse Magazine）。使用的关键词包括 "DEIA"、"DEIA in classrooms"、"diversity"、"equity"、"inclusion"、"microaggression"、"disability"、"pharmacy education"、"health equity"、"dis discrimination"、" unconscious bias"、"cultural humility "和 "cultural competence"。不包括以 "课程"、"招聘 "和其他与将 DEIA 纳入课堂无关的主题为重点的 DEIA 文献。我们直接联系了海报摘要的作者，以获得海报的副本，从而从海报中收集更多信息：结果：共发现 16 篇出版物（14 篇经同行评审的手稿和 2 篇海报摘要）。其中，两篇探讨了如何利用技术使教案更具全纳性；七篇讨论了如何让学生解决隐性偏见、微小侵害和驾驭困难对话的问题；五篇侧重于为残疾学生提供便利；一篇讨论了如何改进学生姓名的发音；一篇讨论了如何提高学生的自我意识和对其他文化的认识：尽管发现了将 DEIA 纳入教学和体验环境的证据，但证据数量有限，值得进一步研究。

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引用次数: 0

What is commitment? 什么是承诺？

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-10-18 DOI: 10.1016/j.cptl.2024.102216

Sarah Oprinovich

Commitment is an important part of professionalism in pharmacy; however, we have no standardized definition. Commitment, like any other relationship between two parties, must be perceived strongly by both parties involved. In the setting of pharmacy residency training, commitment seems relatively easy to define. Current trends posed by Boehmer show that there must be unexplored complexity that remains in this concept under the surface. There is a need to truly identify the motivations of both residency candidates and residency programs during the interview process. Additional research should aim to identify preceptor perceptions of “good” motivations to pursue residency training. There is a paucity of literature on the factors affecting residency decommitment. To begin discerning these factors and their influence, more data should be collected and made available to researchers regarding decommitment at all stages of the match and residency training.

承诺是药学专业精神的重要组成部分；然而，我们并没有统一的定义。承诺，就像双方之间的任何其他关系一样，必须被相关双方强烈感知。在药学住院医师培训中，承诺似乎比较容易定义。博默提出的当前趋势表明，在这一概念的表层之下，一定还存在着尚未开发的复杂性。有必要在面试过程中真正识别住院医师候选人和住院医师培训项目的动机。更多的研究应着眼于确定戒律官眼中 "好的 "住院医师培训动机。关于影响住院医师退学的因素的文献很少。为了开始辨别这些因素及其影响，研究人员应该收集更多有关匹配和住院医师培训各个阶段的退学数据，并将其提供给研究人员。

引用次数: 0

The assimilatory impact of professional Identity formation on racial and ethnic minority doctor of pharmacy students 专业身份的形成对少数民族药学博士生的同化影响

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-10-18 DOI: 10.1016/j.cptl.2024.102217

Joshua Wollen, Shantera Rayford Davis, Natalie Rosario

The ideology of professional identity formation (PIF) is trending in pharmacy education. Therefore, we must initiate conversations about how the PIF framework impacts minoritized students. PIF is applied at default through the white racial frame, which is why making PIF inclusive is difficult. The concept of PIF itself is Eurocentric and relies on normative colonial systems, order, and viewpoints. Due to white centering, the PIF framework then becomes a tool of assimilation. This socially conditions marginalized and minoritized individuals to participate in the dominant culture's society according to those norms. Here we review the capitalistic angles of PIF, how PIF encourages assimilation, the interplay of role modeling on student development, and how to adjust the PIF framework to be more inclusive for minoritized learners.

专业身份形成（PIF）的意识形态是药学教育的趋势。因此，我们必须就 PIF 框架如何影响少数民族学生展开对话。PIF 在默认情况下是通过白人种族框架应用的，这就是为什么让 PIF 具有包容性是困难的。PIF 概念本身是以欧洲为中心的，依赖于规范的殖民体系、秩序和观点。由于以白人为中心，PIF 框架就成了同化的工具。这就从社会角度要求边缘化和少数化的个人按照这些规范参与到主流文化的社会中。在此，我们将回顾 PIF 的资本主义角度、PIF 如何鼓励同化、榜样作用对学生发展的相互影响，以及如何调整 PIF 框架，使其对少数民族学习者更具包容性。

引用次数: 0

A faculty development series on race and ethnicity in pharmacy education 药学教育中的种族和民族问题教师发展系列。

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-10-18 DOI: 10.1016/j.cptl.2024.102210

Mark A. Strand , Allison Hursman , Brody Maack , Natasha Petry , Rose Yang

Purpose

Professional pharmacy associations are calling for greater cultural sensitivity in pharmacy.

education. The faculty of a Midwestern School of Pharmacy set out to better address race and racism in the pharmacy curriculum through the implementation of a faculty development series.

Description

A year-long professional development program to increase awareness of Diversity, Equity,

and Inclusion (DEI) by race and ethnicity was implemented for 30 faculty members. The program included four didactic lectures and four Grand Rounds discussion sessions.

Analysis/Interpretation

Attendance at the sessions averaged 22 (73 %) and 9 (30 %) for the didactic and Grand Rounds sessions, respectively. Faculty members showed a desire to learn about racism in pharmacy education and an openness to discuss ways to improve pharmacy education to make it culturally representative. Faculty went from a broad perception of health outcomes being impacted by race and racism, to actionable views on how race is addressed in the pharmacy curriculum, as well as the teaching methods such as facilitated discussions to address race and ethnicity appropriately.

Conclusions

Faculty members are willing and able to openly revisit the content and methods of their teaching to make it more accurate and inclusive about how race and ethnicity are handled in the.

pharmacy curriculum.

Implications

Pharmacy faculty are willing to learn about racism in pharmacy education and do what is necessary to handle race and ethnicity topics in appropriate ways. Collaborative learning can assist faculty members to do so.

目的：专业药学协会呼吁在药学教育中提高文化敏感性。美国中西部一所药学院的教师们开始通过实施教师发展系列计划来更好地处理药学课程中的种族和种族主义问题：为 30 名教师实施了一项为期一年的专业发展计划，以提高他们对种族和民族多样性、公平性和包容性（DEI）的认识。该计划包括四次说教式讲座和四次大讲堂讨论课程：分析/解释：参加讲座和大讲堂讨论课程的平均人数分别为 22 人（73%）和 9 人（30%）。教师们表现出了对药学教育中的种族主义问题的求知欲，并愿意讨论如何改进药学教育，使其具有文化代表性。教员们从对种族和种族主义影响健康结果的广泛认识，到对如何在药学课程中处理种族问题的可操作性观点，以及适当处理种族和民族问题的教学方法（如促进式讨论）：教师们愿意并能够公开重新审视他们的教学内容和方法，使其在药学课程中如何处理种族和民族问题上更加准确和包容：药剂学教师愿意了解药剂学教育中的种族主义，并采取必要的措施以适当的方式处理种族和民族问题。合作学习可以帮助教师们做到这一点。

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引用次数: 0

Transforming education for rural health equity: Lessons from a rural and underserved health scholars program 改革教育，促进农村卫生公平：农村和服务不足地区健康学者项目的经验教训。

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-10-18 DOI: 10.1016/j.cptl.2024.102213

Emily Eddy , Michelle Musser , Rachel Kahle

Background and purpose

Rural and underserved areas are in desperate need of improved access to healthcare services to enhance the well-being of patients. In an effort to increase students' healthcare access and exposure to the knowledge and skills of healthcare professionals in this area, a specialized certificate program on the care of rural and underserved patients was created. The purpose of this article is to describe the design, implementation, and assessment of this program.

Educational activity and setting

The Rural and Underserved Health Scholars Program (RUHSP) is offered to pharmacy and nursing students in the last three years of their professional program with 4 seminar courses and practice experiences in rural and underserved care. Students focus on challenges and opportunities in rural and underserved care, project development, health outcomes, leadership development, community service, and professional service. The culmination of the project is a community-based project the students develop in conjunction with a local agency.

Findings

The RUHSP has successfully recruited 4 cohorts of students, totaling 42 participants. RUHSP participants have designed and implemented 13 community-based research projects through the program. Preliminary pre/post survey results indicate the program impacted participants' knowledge, skills, abilities, confidence, readiness, and interest in rural/underserved settings. Participants completing the program indicated the program was highly valued and impactful.

Summary

Rural and underserved areas have a continued need for enhanced healthcare access and quality care; rural health training programs are one way to fill care gaps in these areas with confident, prepared, and passionate providers.

背景和目的：农村和医疗服务不足的地区急需改善医疗服务，以提高病人的福利。为了增加学生获得医疗保健服务的机会，并接触到这一地区医疗保健专业人员的知识和技能，我们开设了一个关于农村和服务不足地区病人护理的专门证书课程。本文旨在介绍该计划的设计、实施和评估：农村和未得到充分服务的健康学者项目（RUHSP）面向专业课程最后三年的药学和护理专业学生，开设 4 门研讨课程，并提供农村和未得到充分服务的护理方面的实践经验。学生将重点放在农村和服务欠缺地区医疗保健的挑战和机遇、项目开发、健康成果、领导力发展、社区服务和专业服务上。项目的高潮是学生与当地机构共同开发的社区项目：研究结果：RUHSP 已成功招募了 4 批学生，共计 42 人。通过该计划，RUHSP 的参与者设计并实施了 13 个基于社区的研究项目。初步的前后调查结果显示，该计划对参与者的知识、技能、能力、信心、准备程度以及对农村/未得到服务的环境的兴趣产生了影响。完成计划的参与者表示，该计划具有很高的价值和影响力：农村和医疗服务不足的地区一直需要更多的医疗服务和更优质的医疗服务；农村医疗培训计划是一种方法，可以让有信心、有准备、有热情的医疗服务提供者填补这些地区的医疗空白。

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引用次数: 0

The influence of emotional intelligence on knowledge, perception and readiness on Telepharmacy 情商对远程药学知识、认知和准备程度的影响

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-10-18 DOI: 10.1016/j.cptl.2024.102214

Ezlina Usir , Azwandi Ahmad , Nik Shahira Najihah Mat , Norazlina Ahmad

Introduction

Emotional Intelligence (EI) involves skills to recognise, comprehend, and manage emotions that influence thinking. Using EI allows for the integration of emotion into reasoning and problem-solving. If applied effectively, EI can foster positive emotions that promote the deployment of telepharmacy, which involves delivering pharmaceutical services remotely via telecommunication. High acceptance of telepharmacy among users, particularly patients or healthcare providers is associated with their high knowledge, positive perception, and readiness, all influenced by EI. This study investigates undergraduate students' levels of EI, knowledge, degree of perception, and readiness for telepharmacy, examines EI's correlation with all other variables, and compares them across various sociodemographic groups.

Methods

A cross-sectional online study involving 455 undergraduate students at Universiti Teknologi MARA Cawangan Selangor (UCS) was conducted using a 74-item survey distributed via Google Forms. Data were analyzed using SPSS version 29.

Results

Most participants exhibited high EI (53.3 %), average knowledge (53.2 %), positive perception, and high readiness for telepharmacy. EI positively correlated with both perception (p < 0.001) and readiness (p < 0.001). Differences in knowledge were observed by field of study (p < 0.001) and faculty (p < 0.001), with higher levels among students in the pharmacy field and healthcare-related faculty. Readiness also differed by field of study (p < 0.05) and faculties (p < 0.001), with students in the pharmacy field and healthcare-related faculties exhibiting higher readiness.

Conclusion

EI is crucial for the successful implementation of telepharmacy services in the future. Enhancing knowledge, perception, and readiness towards telepharmacy among undergraduate students is essential for improving its acceptance and future use.

导言情商（EI）涉及识别、理解和管理影响思维的情绪的技能。运用情商可以将情感融入推理和解决问题中。如果能有效运用情商，就能培养积极情绪，促进远程药学的部署，即通过远程通信提供远程药学服务。用户，尤其是病人或医疗服务提供者对远程药学的高度接受与他们的高知识水平、积极认知和准备程度有关，而这一切都受到情绪情感因素的影响。本研究调查了本科生对远程医疗的 EI 水平、知识、认知程度和准备程度，研究了 EI 与所有其他变量的相关性，并对不同社会人口群体进行了比较。结果大多数参与者表现出较高的情感指数（53.3%）、一般的知识水平（53.2%）、积极的认知和较高的远程药学准备度。EI 与认知度（p < 0.001）和准备度（p < 0.001）呈正相关。不同专业（p <0.001）和教师（p <0.001）在知识方面存在差异，药学专业学生和医疗保健相关教师的知识水平较高。不同专业（p <0.05）和院系（p <0.001）的准备程度也不同，药学专业和医疗保健相关专业的学生的准备程度较高。提高本科生对远程药学的认识、感知和准备程度对于提高远程药学的接受度和未来的使用至关重要。

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引用次数: 0