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

Effectiveness of continuous self-assessments and reflections on communication skills using a rubric for pharmacy students 用题目对药学学生沟通技巧进行持续自我评估和反思的有效性

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-01-14 DOI: 10.1016/j.cptl.2026.102581

Sena Shirakawa , Yuma Shimizu , Hiroyuki Kamei , Manako Hanya

Introduction

We developed a Communication Rubric (CR) that enables pharmacy students to selfassess their communication skills throughout their university education. This study aimed to clarify the abilities cultivated and behavioral changes achieved through continuous reflection using the CR.

Methods

A total of 148 pharmacy students completed self-assessments and written reflections using the CR twice in both their first and third academic years. The CR consisted of seven items assessing basic communication skills and four items assessing professional interpersonal skills. Written reflections covered 3 categories. The content of reflections was evaluated using a four-level framework based on a Significant Event Analysis. Students were divided into high- and low-level reflection groups, and the relationship between reflection levels and CR scores was analyzed.

Results

CR scores significantly improved in all tertiary categories. CR scores were significantly higher in both third-year assessments than in the first first-year assessment, and also in the second third-year assessment than in the second first-year assessment.

Reflection levels were significantly higher in the second third-year assessment than in both first-year assessments and the first third-year assessment. Moreover, in the third year, students with higher reflection levels had significantly higher CR scores.

Discussion

The CR served as a useful tool for pharmacy students to identify both their current communication skills and areas for improvement. It also appears to promote metacognitive and non-cognitive abilities, contributing to behavioral change in students.

我们开发了一个沟通标准（CR），使药学学生能够在整个大学教育中自我评估他们的沟通技巧。方法148名药学专业学生在第一学年和第三学年分别使用连续反思量表进行了两次自我评估和书面反思。该量表包括7个项目评估基本沟通能力和4个项目评估专业人际交往能力。书面反思包括3个类别。反思的内容使用基于重大事件分析的四级框架进行评估。将学生分为高反思组和低反思组，分析反思水平与CR得分的关系。结果scr评分在三级分类中均有显著提高。第三年评估的CR得分均显著高于第一次第一年评估，第二次第三年评估的CR得分也显著高于第二次第一年评估。第二个第三年评估的反思水平明显高于第一年评估和第一个第三年评估。此外，在第三年，反思水平较高的学生的CR得分显著较高。讨论CR对药学学生来说是一个有用的工具，可以帮助他们确定自己目前的沟通技巧和需要改进的地方。它似乎还能促进元认知和非认知能力，有助于学生的行为改变。

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引用次数: 0

Student and preceptor perspectives on expanding ambulatory introductory pharmacy practice experience hours 学生和教师的观点，扩大流动介绍药房实践经验小时

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-01-14 DOI: 10.1016/j.cptl.2025.102566

Kathryn P. Lin , Chinyere Okoh , Nathan Pope

Problem description

Current accreditation standards require PharmD programs to ensure experiential learning exposure to contemporary pharmacy practice. Though ambulatory care is a required advanced pharmacy practice experience (APPE), it is not required in introductory pharmacy practice experiences (IPPEs), leaving little information on the impact and optimal structure of ambulatory IPPEs. Increasing hour requirements may benefit student outcomes.

QI methods

This quasi-experimental survey evaluated the impact of increasing ambulatory IPPE from 20 to 30 h for third-year pharmacy students at one Texas institution. Student self-perceptions of confidence, skills, and APPE-readiness were assessed via pre-post surveys. Preceptors who supervised both cohorts completed a survey comparing observed student performance.

Results of QI inquiry

287 students participated (175 in the 20-h cohort, 112 in the 30-h cohort). The 30-h cohort reported larger gains in confidence across most competencies, with 75 % strongly agreeing they felt APPE-ready compared to 47 % in the 20-h cohort (p = 0.0047). Preceptor evaluations did not reflect differences in observed competency between cohorts. Only 45 % of preceptors perceived benefit from additional hours, citing logistical challenges related to the extended scheduling window.

Interpretation and discussion

Extending ambulatory IPPEs appears to enhance students' perceived self-efficacy and readiness. The lack of corresponding changes in preceptor-rated performance may reflect limited observation opportunities, short exposure, or insensitivity of current assessment tools to detect incremental skill gains.

Conclusion

Extending ambulatory IPPEs from 20 to 30 h improved perceived confidence and APPE-readiness but not preceptor-rated competency. Further research is needed to determine the IPPE duration that yields measurable performance improvements.

目前的认证标准要求药学博士课程确保体验式学习暴露于当代药学实践。虽然门诊护理是高级药学实践经验（APPE）的必要条件，但在入门药学实践经验（IPPEs）中并不是必需的，因此关于门诊药学实践经验的影响和优化结构的信息很少。增加学时要求可能有利于学生的学习成绩。QI方法这项准实验调查评估了将流动IPPE从20小时增加到30小时对德克萨斯州一所大学药学三年级学生的影响。通过前后调查评估学生对自信、技能和入学准备的自我认知。监督两组学生的导师完成了一项比较观察到的学生表现的调查。QI调查结果287名学生参与其中（20小时队列175名，30小时队列112名）。30小时的队列报告说，他们对大多数能力的信心都有较大的提高，75%的人强烈认为他们已经准备好了，而20小时队列的这一比例为47% （p = 0.0047）。训导员评估并没有反映出观察到的能力在队列之间的差异。只有45%的教师认为额外的工作时间会带来好处，原因是与延长的调度窗口相关的后勤挑战。解释和讨论扩展流动ippe似乎可以提高学生的自我效能感和准备程度。在导师评价的表现中缺乏相应的变化可能反映了有限的观察机会、短暂的接触，或者当前的评估工具在检测增量技能增益方面不敏感。结论将门诊ippe从20小时延长至30小时可提高感知信心和ap准备程度，但不能提高教师评价的能力。需要进一步的研究来确定IPPE持续时间，以产生可衡量的性能改进。

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引用次数: 0

Evaluating undergraduate student perceptions towards pharmaceutical science laboratory content delivery: a comparison between paper-based and online laboratory manuals 评估本科生对药学实验室内容交付的看法：纸质和在线实验室手册的比较

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-01-08 DOI: 10.1016/j.cptl.2025.102567

Sachin Sunil Thakur, Darren Michael Svirskis, Louise Elizabeth Curley

Introduction

Online resource delivery can offer an alternative to paper-based teaching materials. It is currently unclear how such resources could be integrated into pharmaceutical science laboratory sessions. In this study, we reviewed pharmacy student perspectives towards utilising an online platform in place of a physical manual for pharmaceutical science laboratory instruction.

Objectives

To understand the differences in students' perceptions towards using paper-based versus online manuals in pharmaceutical science laboratory sessions.

Methods

Invitations were sent to all second-year Bachelor of Pharmacy students at the University of Auckland to complete questionnaires at two discrete times. Participants were asked questions to understand their perceptions towards the laboratory manual being paper-based at collection point one versus online at collection point two. Likert-scale data was analysed using a Mann-Whitney U test while open-ended comments were analysed thematically.

Results

80 students completed the questionnaires at each data collection point. Whilst there was apprehension prior to the implementation of the online pharmaceutical manual, positive perceptions were evident after implementation. Notably, online manuals were perceived as easier to navigate and allowed more independent work by students than paper-based manuals. The open-ended responses fit into four major themes: practicality, sustainability, resource and learning. These themes noted advantages and challenges to both ways in which the manual was delivered as well as suggestions for future improvements.

Conclusion

Despite the greater interactivity and independent learning offered by the online manual, there remains some apprehension towards a move away from traditional paper-based manuals. Student priming towards new resources is essential to maximise their benefit.

在线资源传递可以为纸质教材提供另一种选择。目前尚不清楚如何将这些资源整合到制药科学实验室课程中。在这项研究中，我们回顾了药学学生对利用在线平台代替物理手册进行药学科学实验室教学的观点。目的了解学生对在药学实验中使用纸质手册和在线手册的看法的差异。方法：邀请奥克兰大学药学学士二年级学生在两个离散时间完成问卷调查。参与者被询问了一些问题，以了解他们对实验室手册在收集点1是基于纸张的，而在收集点2是在线的看法。李克特量表数据使用曼-惠特尼U测试进行分析，而开放式评论则按主题进行分析。结果各数据收集点共有80名学生完成问卷调查。虽然在实施在线药品手册之前存在担忧，但实施后的积极看法是明显的。值得注意的是，在线手册被认为更容易浏览，并且比纸质手册允许学生更多的独立工作。开放式的回答符合四个主要主题：实用性、可持续性、资源和学习。这些主题指出了手册两种交付方式的优点和挑战，以及对未来改进的建议。尽管在线手册提供了更大的互动性和独立学习，但仍然存在一些对传统纸质手册的转移的担忧。学生对新资源的准备对他们的利益最大化至关重要。

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引用次数: 0

Collaborative development of a shared objective structured clinical examination to assess the pharmacist patient care process across two PharmD programs 合作开发共享的目标结构化临床检查，以评估药剂师在两个药学博士项目中的患者护理过程

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-01-08 DOI: 10.1016/j.cptl.2025.102526

Crystal Zhou , Katherine Gruenberg , Cynthia S. Valle-Oseguera , Linda Awdishu , Kelly C. Lee , Robin L. Corelli , Jennifer M. Namba

Background

Objective Structured Clinical Examinations (OSCEs) assess pharmacy students' application of the Pharmacists' Patient Care Process (PPCP) through communication skills. Collaborative OSCE case development among institutions may enrich case quality and establish minimal competencies with greater generalizability for diverse patient care settings. This study describes a collaboration between two California public pharmacy schools to develop and implement shared OSCE cases assessing minimal competency prior to advanced pharmacy practice experiences (APPEs).

Educational activity

Two public schools of pharmacy in California partnered to create a standardized OSCE case repository. Activities included joint blueprinting, development of PPCP-aligned content checklists, a shared communication rubric, and a structured standard-setting process involving faculty and APPE preceptors. Three OSCEs, testing diabetes, depression, and hypertension competencies, were administered to students at both institutions between 2020 and 2021.

Evaluation findings

First-time pass rates ranged from 77.5 to 92.1 %, with average scores of 72.5–80.8 %. Aggregate communication scores were consistent across cases, while content scores varied based on case complexity and curriculum timing. Performance also varied across schools. Student demographics were similar, though differences in undergraduate GPA and first-generation status were observed.

Analysis of educational activity

This collaboration demonstrated that cross-institutional OSCE case development and implementation are feasible. Despite logistical challenges, shared case development offered meaningful insights into APPE readiness expectations and curriculum alignment. This model may inform future regional efforts to establish competency benchmarks in pharmacy education.

目的结构化临床考试（osce）通过沟通技巧评估药学专业学生对药师病人护理流程（PPCP）的应用情况。机构之间的欧安组织合作案例开发可以丰富案例质量，并为不同的患者护理环境建立具有更大通用性的最低能力。本研究描述了加州两所公立药学院之间的合作，以开发和实施共享的OSCE案例，评估高级药房实践经验（APPEs）之前的最低能力。教育活动加利福尼亚州的两所公立药学院合作创建了一个标准化的欧安组织案例库。活动包括联合制定蓝图，制定与ppcp一致的内容清单，共享交流准则，以及涉及教师和APPE导师的结构化标准制定过程。在2020年至2021年期间，对两所大学的学生进行了三个osce测试，测试糖尿病、抑郁症和高血压的能力。评估结果首次通过率为77.5%至92.1%，平均分数为72.5%至80.8%。总的交流分数在不同的案例中是一致的，而内容分数则根据案例复杂性和课程时间而变化。各个学校的表现也各不相同。学生的人口结构相似，但在本科GPA和第一代身份方面存在差异。对教育活动的分析这一合作表明，跨机构的欧安组织案例开发和实施是可行的。尽管存在后勤方面的挑战，但共享的案例开发为APPE准备预期和课程一致性提供了有意义的见解。该模型可以为未来建立药学教育能力基准的区域努力提供信息。

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引用次数: 0

Student perspectives of a rubric-based educational approach for evaluation of state pharmacy regulation 学生视角的基于规则的教育方法对国家药品监管的评估

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-01-08 DOI: 10.1016/j.cptl.2025.102552

Shanna O'Connor , Lexi Barbush , Meghan Haan , Hyunjun Cho , Kelsey Robinson , Trystin Thomas , Brandy Seignemartin , Veronica Vernon , Jennifer L. Adams

Introduction

Pharmacy laws and regulations vary widely across states, presenting challenges for preparing student-pharmacists for practice mobility. A pharmacy regulatory assessment rubric has been used to evaluate state laws and regulations on a continuum from prescriptive (bright line) to permissive (standard-of-care). This rubric may be valuable as an educational tool but has not yet been used in this context.

Objective

To evaluate the impact of rubric use on student-pharmacists' perception of pharmacy regulation and advocacy.

Methods

Third- and fourth-year students from two institutions completed rubric-based evaluations of assigned states after being trained and completing a trial rubric that was compared to expert-scored examples. Students then completed a six-item Likert questionnaire and participated in a focus group. Survey data were summarized descriptively; transcripts were thematically analyzed by two reviewers using large language model-assisted coding with consensus validation.

Results

Eight students participated (3 South Dakota State University, 5 Idaho State University). All survey respondents (100 %) agreed rubric use improved understanding of regulation and advocacy; 100 % agreed the rubric can be a valuable tool for identifying how to advance the profession. Views on curricular integration were mixed (62 % agreement). Thematic analysis revealed improved understanding of regulation across states, increased advocacy confidence, general rubric clarity with some confusing elements, and potential curricular value. Students reported an average of 3.9 h to complete a state evaluation.

Conclusion

The regulatory assessment rubric was positively perceived by student pharmacists and supported skill development in comparative regulation and advocacy. Broader implementation is needed to confirm its value and determine appropriate curricular applications.

药房法律和法规在各州之间差异很大，为准备学生药剂师的实践流动性提出了挑战。一个药品监管评估标准已经被用来评估州法律和法规的连续性，从规定（明线）到允许（标准护理）。这个标题作为一种教育工具可能是有价值的，但尚未在这方面使用。目的评价标题使用对药学专业学生对药学监管和宣传的影响。方法来自两所院校的三年级和四年级学生在接受培训并完成与专家评分示例进行比较的试用标准后，完成了对指定州的基于标准的评估。然后，学生们完成了一份六项李克特问卷，并参加了一个焦点小组。对调查数据进行描述性总结；转录本由两位审稿人使用大型语言模型辅助编码和共识验证进行主题分析。结果8名学生参与，其中南达科他州立大学3名，爱达荷州立大学5名。所有受访者（100%）同意使用标题增进对监管和宣传的理解；100%同意这个标题可以成为确定如何推进职业发展的有价值的工具。对课程整合的看法不一（62%同意）。专题分析显示，各州对监管的理解有所提高，倡导信心增强，总体规则清晰，但也有一些令人困惑的因素，以及潜在的课程价值。学生们报告平均3.9小时完成州评估。结论药师学生对监管评价量表有积极的认知，支持比较监管和倡导技能的发展。需要更广泛的实施，以确认其价值，并确定适当的课程应用。

{"title":"Student perspectives of a rubric-based educational approach for evaluation of state pharmacy regulation","authors":"Shanna O'Connor , Lexi Barbush , Meghan Haan , Hyunjun Cho , Kelsey Robinson , Trystin Thomas , Brandy Seignemartin , Veronica Vernon , Jennifer L. Adams","doi":"10.1016/j.cptl.2025.102552","DOIUrl":"10.1016/j.cptl.2025.102552","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacy laws and regulations vary widely across states, presenting challenges for preparing student-pharmacists for practice mobility. A pharmacy regulatory assessment rubric has been used to evaluate state laws and regulations on a continuum from prescriptive (bright line) to permissive (standard-of-care). This rubric may be valuable as an educational tool but has not yet been used in this context.</div></div><div><h3>Objective</h3><div>To evaluate the impact of rubric use on student-pharmacists' perception of pharmacy regulation and advocacy.</div></div><div><h3>Methods</h3><div>Third- and fourth-year students from two institutions completed rubric-based evaluations of assigned states after being trained and completing a trial rubric that was compared to expert-scored examples. Students then completed a six-item Likert questionnaire and participated in a focus group. Survey data were summarized descriptively; transcripts were thematically analyzed by two reviewers using large language model-assisted coding with consensus validation.</div></div><div><h3>Results</h3><div>Eight students participated (3 South Dakota State University, 5 Idaho State University). All survey respondents (100 %) agreed rubric use improved understanding of regulation and advocacy; 100 % agreed the rubric can be a valuable tool for identifying how to advance the profession. Views on curricular integration were mixed (62 % agreement). Thematic analysis revealed improved understanding of regulation across states, increased advocacy confidence, general rubric clarity with some confusing elements, and potential curricular value. Students reported an average of 3.9 h to complete a state evaluation.</div></div><div><h3>Conclusion</h3><div>The regulatory assessment rubric was positively perceived by student pharmacists and supported skill development in comparative regulation and advocacy. Broader implementation is needed to confirm its value and determine appropriate curricular applications.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 4","pages":"Article 102552"},"PeriodicalIF":1.4,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145928510","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}

引用次数: 0

Debate activities in U.S. pharmacy education: A scoping review 美国药学教育中的辩论活动：范围综述

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-01-07 DOI: 10.1016/j.cptl.2025.102563

Berkley R. Freund , Charlotte Farris , Nephy Samuel , Trager D. Hintze

Background

Debates have emerged as an active learning strategy in pharmacy education, aiming to enhance critical thinking, communication, engagement, and knowledge acquisition. This review aims to broadly identify and describe debate activities implemented in U.S. Doctor of Pharmacy programs, characterize their design and assessment methods, summarize reported effectiveness on learning and skill development, and identify themes and gaps to inform best practices.

Methods

A scoping review identified 13 studies conducted in U.S. pharmacy programs that integrated debate activities. Most were implemented in third- and fourth-year coursework, frequently using Lincoln-Douglas or modified formats. Outcomes evaluated included student confidence, skill development, engagement, and knowledge retention, assessed through subjective and objective measures.

Results

Students consistently reported that debates strengthened confidence in critical thinking, analytical reasoning, and oral communication. Several studies demonstrated significant knowledge gains from pre- to post-debate; however, when compared with alternative methods such as lectures or Journal Clubs, debates were generally non-inferior for knowledge retention. Students valued debates for their engaging format and perceived skill-building benefits. Reported challenges included time demands, logistical complexity, and variability in assessment methods. The lack of standardized evaluation tools limited the ability to draw definitive conclusions about effectiveness.

Implications

Debates represent a flexible and engaging pedagogical approach with potential to foster higher-order skills and enhance student engagement in pharmacy curricula. Current evidence, however, relies heavily on self-reported outcomes and limited objective measures. Future research should emphasize standardized implementation, development of reliable assessment instruments, and rigorous comparisons with other instructional strategies to clarify the educational impact of debates in pharmacy education.

在药学教育中，辩论已成为一种积极的学习策略，旨在增强批判性思维、沟通、参与和知识获取。本综述旨在广泛识别和描述在美国药学博士项目中实施的辩论活动，描述其设计和评估方法，总结在学习和技能发展方面的有效性，并确定主题和差距，以告知最佳实践。方法一项范围审查确定了在美国药学项目中进行的13项研究，这些研究整合了辩论活动。大多数是在第三和第四年的课程中实施的，经常使用林肯-道格拉斯或修改后的格式。评估的结果包括学生的信心、技能发展、参与和知识保留，通过主观和客观的方法进行评估。结果：学生们一致报告说，辩论增强了他们在批判性思维、分析推理和口头交流方面的信心。几项研究表明，从辩论前到辩论后，知识获得了显著增长；然而，与讲座或期刊俱乐部等其他方法相比，辩论在知识保留方面通常并不逊色。学生们重视辩论，因为辩论的形式很吸引人，而且对培养技能有好处。报告的挑战包括时间要求、后勤复杂性和评估方法的可变性。缺乏标准化的评价工具限制了得出关于有效性的明确结论的能力。意义辩论代表了一种灵活而引人入胜的教学方法，具有培养高阶技能和提高学生对药学课程参与度的潜力。然而，目前的证据严重依赖于自我报告的结果和有限的客观测量。未来的研究应强调标准化的实施，开发可靠的评估工具，并与其他教学策略进行严格的比较，以阐明辩论对药学教育的影响。

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引用次数: 0

A multisite, longitudinal study assessing prevalence of burnout in student pharmacists 一项评估药师学生职业倦怠患病率的多地点、纵向研究

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-01-07 DOI: 10.1016/j.cptl.2025.102564

Lindsey E. Dayer , Jennifer D. Robinson , Kimberly C. McKeirnan , Seth D. Heldenbrand

Objective

This study aimed to evaluate burnout levels among student pharmacists enrolled in two Doctor of Pharmacy (Pharm.D.) programs in the northwest (college 1) and south (college 2) over a five-year period.

Methods

A cross-sectional, observational design was used to assess burnout using the Oldenburg Burnout Inventory (OLBI), which measures two dimensions: exhaustion and disengagement. Surveys were administered annually from 2019 to 2023 to first-, second-, and third-year pharmacy students (PY1–PY3). Responses were anonymous. Data were analyzed using Mann-Whitney U and Kruskal-Wallis tests due to non-normal distribution.

Results

A total of 2044 complete OLBI responses were collected. The average OLBI score for all students increased from 43.0 in 2019 to 43.6 in 2023, peaking at 44.1 in 2020. Scores ≥44 indicate burnout. Only PY2 students in 2022 exceeded both exhaustion (≥23) and disengagement (≥22) thresholds. The most highly scored survey item was feeling tired before arriving at school.

Conclusion

Burnout among pharmacy students was present and fluctuated over time, with notable peaks during the early COVID-19 pandemic. The findings underscore the need for targeted interventions to address student well-being, particularly during periods of heightened academic and external stress.

目的对西北（第一学院）和南方（第二学院）两个药学博士项目的药学专业学生进行为期五年的职业倦怠水平评估。方法采用横截面观察设计，使用Oldenburg倦怠量表（OLBI）评估倦怠，该量表测量两个维度：倦怠和脱离。从2019年到2023年，每年对一年级、二年级和三年级的药学学生（PY1-PY3）进行调查。回答是匿名的。由于非正态分布，数据分析采用Mann-Whitney U检验和Kruskal-Wallis检验。结果共收集完整的OLBI应答2044份。所有学生的平均OLBI分数从2019年的43.0分增加到2023年的43.6分，到2020年达到44.1分的峰值。得分≥44分为职业倦怠。2022年只有PY2学生超过了疲惫（≥23）和脱离（≥22）阈值。得分最高的调查项目是到达学校前感到疲倦。结论药学专业学生存在职业倦怠，且随时间波动，在COVID-19大流行早期达到高峰。研究结果强调，需要有针对性的干预措施来解决学生的福祉问题，特别是在学业和外部压力加大的时期。

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引用次数: 0

Optimizing curriculum and faculty structure: Diagnosing systemic barriers in Chinese hospital postgraduate pharmaceutical education 优化课程与师资结构：诊断我国医院药学研究生教育的体制障碍。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-01-06 DOI: 10.1016/j.cptl.2026.102569

Zeyun Li, Yueqin Wang, Yue Du, Ji Zhang, Shuai Huang, Xin Tian

Background

Hospital-based postgraduate training is vital for cultivating advanced pharmacy professionals in China, yet significant systemic issues persist, severely impacting training quality. This study aims to diagnose structural barriers in the curriculum design, instructional capacity, and collaborative teaching models of Chinese hospital postgraduate pharmaceutical education.

Methods

A structured questionnaire survey was administered to 78 hospitals across 25 provinces in China, representing all seven major geographic regions. The survey assessed four key educational domains: curriculum system rigor, faculty supervisory structures, research integration platforms, and university–hospital collaboration efficiency. Descriptive statistical analyses were used to identify institutional and regional disparities in teaching practices.

Results

The analysis revealed widespread deficiencies in standardized instruction and quality assurance. Curricular fragmentation was evident: only 53.06 % of institutions offered clinical pharmacy coursework, and 22.45 % lacked any internal teaching activities. Accountability for teaching was weak, with only 44.9 % of hospitals having formal evaluation mechanisms for supervisors. Furthermore, postgraduate research training often remained auxiliary in nature (low-level tasks), and effective university-led collaborative models were rare (22.45 %), contributing to the inefficient communication cited by nearly half (46.88 %) of respondents. Notably, the availability of Good Clinical Practice (GCP) centers demonstrated significant regional disparities (Adjusted FDR q ≈ 0.048).

Conclusion

Postgraduate pharmacy education in Chinese hospitals is critically hampered by fragmented, non-standardized curricula and weak institutionalized collaboration. Reform must prioritize the adoption of structured, competency-based curriculum development, implement robust faculty capacity building and evaluation systems, and establish institutionalized university–hospital partnerships to ensure the delivery of high-quality, research-integrated training.

背景：在中国，以医院为基础的研究生培训对于培养高级药学专业人才至关重要，但严重的系统性问题仍然存在，严重影响了培训质量。本研究旨在诊断我国医院研究生药学教育在课程设计、教学能力、协同教学模式等方面的结构性障碍。方法：对中国25个省的78家医院进行结构化问卷调查，代表了所有7个主要地理区域。该调查评估了四个关键的教育领域：课程体系的严谨性、教师监督结构、研究整合平台和大学与医院的合作效率。描述性统计分析用于确定教学实践中的机构和地区差异。结果：分析显示在规范化教学和质量保证方面存在普遍不足。课程碎片化现象明显：仅有53.06%的院校开设临床药学课程，22.45%的院校缺乏内部教学活动。教学问责制薄弱，仅有44.9%的医院建立了正式的督导评估机制。此外，研究生的研究训练往往是辅助性的（低层次任务），有效的大学主导的协作模式很少（22.45%），导致近一半（46.88%）的受访者认为沟通效率低下。值得注意的是，良好临床实践（GCP）中心的可用性表现出显著的地区差异（调整后的FDR q≈0.048）。结论：我国医院药学研究生教育存在课程分散、不规范、制度化协作薄弱等问题。改革必须优先采用结构化的、以能力为基础的课程开发，实施强有力的教师能力建设和评估系统，建立制度化的大学-医院合作伙伴关系，以确保提供高质量的、研究综合的培训。

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引用次数: 0

Knowledge, skills, and attitudes of pharmacy students toward the care of people living with HIV: A scoping review 药学专业学生对HIV感染者护理的知识、技能和态度：范围综述

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-01-03 DOI: 10.1016/j.cptl.2025.102560

Maria Clara Silva dos Santos , Paulo Vitor Ramos Vitori , Vitor Santos de Sá Galina , Genival Araujo dos Santos-Júnior , Dyego Carlos Souza Anacleto de Araújo , Kérilin Stancine Santos Rocha

Objective

To map the literature on the development and evaluation of the knowledge, skills, and attitudes of pharmacy students concerning the care of people living with HIV (PLHIV).

Method

A scoping review was conducted in October 2025, following the methodology of the JBI Manual. Four databases and gray literature were searched using descriptors related to ‘HIV’ and ‘Pharmacy Students’. Two reviewers independently screened the titles, abstracts, and full-text articles according to the eligibility criteria and subsequently extracted the data. The findings were presented descriptively.

Results

The initial search yielded a total of 832 articles, of which 19 articles were included. Of these, only six studies described the development of pharmacy students' knowledge and/or attitudes toward the care of PLHIV, reporting a combination of teaching approaches. Active methodologies were the highlight, used alone in three studies and combined with traditional methodologies in two of them. All 19 included articles addressed the evaluation of pharmacy students' knowledge and/or attitudes toward the care of PLHIV. Of these, 12 studies assessed both knowledge and attitudes; three studies assessed knowledge only; and four studies assessed attitudes only. No study reported on the development or evaluation of students' skills. Most of the studies (n = 11) reported on the validity of the instruments used to evaluate knowledge and/or attitudes.

Conclusion

The development of pharmacy students' knowledge and/or attitudes is carried out through different pedagogical approaches, with an emphasis on active teaching methodologies, employed alone or in combination. The studies evaluated both knowledge and attitudes toward the care of PLHIV.

目的对药学专业学生艾滋病病毒感染者护理知识、技能和态度的发展和评价进行文献梳理。方法根据JBI手册的方法，于2025年10月进行了范围审查。使用与“HIV”和“药学学生”相关的描述符搜索了四个数据库和灰色文献。两位审稿人根据资格标准独立筛选标题、摘要和全文文章，随后提取数据。这些发现是描述性地提出的。结果初始检索共检索到832篇文献，其中纳入19篇。在这些研究中，只有六项研究描述了药学学生对hiv护理的知识和/或态度的发展，报告了教学方法的结合。积极方法学是其中的亮点，在三项研究中单独使用，在两项研究中与传统方法学结合使用。所有纳入的19篇文章都涉及药学学生对hiv护理的知识和/或态度的评估。其中，12项研究同时评估了知识和态度；三项研究仅评估知识；还有四项研究只评估了态度。没有关于学生技能发展或评估的研究报告。大多数研究（n = 11）报告了用于评估知识和/或态度的工具的有效性。结论药学学生的知识和（或）态度的发展应通过不同的教学方法进行，重点是积极的教学方法，单独或结合使用。这些研究评估了对hiv护理的知识和态度。

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引用次数: 0

Tracking changes in pharmacy students' engagement with ChatGPT: A comparative cross-sectional study (2023–2024) 追踪药学学生参与ChatGPT的变化：一项比较横断面研究（2023-2024）。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-12-23 DOI: 10.1016/j.cptl.2025.102555

Makiko Iwasawa , Masahiro Kobayashi , Katsuya Otori

Introduction

Since its launch, ChatGPT has generated both interest and concern in education. Between 2023 and 2024, institutional policies shifted from restrictive to conditional use, increasing student exposure. This cross-sectional study compared independent cohorts from those years to assess differences in knowledge of AI and in impressions and appropriate use literacy regarding ChatGPT, and to examine motives for use, reasons for not using, concerns, and perceived need for AI education.

Methods

Online surveys were conducted in 2023 and 2024. The questionnaire assessed knowledge of AI, impressions and appropriate use literacy regarding ChatGPT, with acceptable internal consistency (Cronbach's α > 0.70). Most items were retained for comparison, with 2024 updates reflecting OpenAI policy changes. Students were grouped by ChatGPT awareness (able to describe ChatGPT vs not). Fisher's exact test and the Mann–Whitney U test were applied; qualitative responses underwent thematic analysis.

Results

A total of 113 responses were analyzed in 2023 and 82 in 2024. Students who could describe ChatGPT demonstrated higher knowledge of AI, whereas appropriate use literacy did not improve across cohorts. In 2024, 62.2 % supported integrating AI education. Reported concerns included reliability, overreliance, lack of guidance, and privacy. Non-users cited lack of necessity and technical barriers. Thematic analysis highlighted both benefits and challenges of ChatGPT use.

Conclusions

Despite increased exposure, ChatGPT use and AI literacy remain limited. Structured AI education is essential to promote responsible and effective use in pharmacy education.

自推出以来，ChatGPT在教育领域引起了人们的兴趣和关注。在2023年至2024年之间，学校政策从限制性使用转向有条件使用，增加了学生的接触。这项横断面研究比较了这些年的独立队列，以评估人工智能知识的差异，以及对ChatGPT的印象和适当使用素养的差异，并检查使用动机、不使用的原因、关注点和对人工智能教育的感知需求。方法：于2023年和2024年进行在线调查。问卷评估了人工智能知识、印象和对ChatGPT的适当使用素养，具有可接受的内部一致性（Cronbach's α > 0.70）。大多数项目被保留下来进行比较，2024年的更新反映了OpenAI政策的变化。学生们根据对ChatGPT的认识进行分组（能够描述ChatGPT与不能）。运用Fisher精确检验和Mann-Whitney U检验；对定性答复进行专题分析。结果：2023年共分析113份，2024年共分析82份。能够描述ChatGPT的学生表现出更高的人工智能知识，而适当使用的素养在整个队列中并没有提高。2024年，62.2%的受访者支持整合人工智能教育。报告中的担忧包括可靠性、过度依赖、缺乏指导和隐私。非用户认为缺乏必要性和技术障碍。专题分析强调了使用ChatGPT的好处和挑战。结论：尽管增加了接触，ChatGPT的使用和人工智能知识仍然有限。结构化的人工智能教育对于促进药学教育中负责任和有效地使用人工智能至关重要。

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引用次数: 0