Currents in Pharmacy Teaching and Learning最新文献

{"title":"Multimodal interprofessional education in practice: Embedding pharmacy students in collaborative hospital-based learning","authors":"Angela Shogbon Nwaesei ,&nbsp;Pamela M. Moye ,&nbsp;Matthew Hogan ,&nbsp;Thomas H. Taylor Jr.","doi":"10.1016/j.cptl.2025.102558","DOIUrl":"10.1016/j.cptl.2025.102558","url":null,"abstract":"<div><h3>Objective</h3><div>To develop and implement a multimodal structured approach to interprofessional education (IPE) at a community hospital incorporating student pharmacists completing various Advanced Pharmacy Practice Experiences (APPEs) and medical students, and to evaluate students' perceptions targeting interprofessional education collaborative (IPEC) competencies, clinical knowledge, and impact on patient care recommendations.</div></div><div><h3>Methods</h3><div>A multimodal structured approach to IPE was designed, consisting of daily pre-rounds, daily teaching rounds, and once-weekly interactive case-based sessions between student pharmacists on various APPEs and medical students. Pre- and post-surveys were administered to assess students' perceptions of collaborative practice between physicians and pharmacists, using the validated SPICE 2 survey, and their knowledge of evidence-based guidelines. Clinical interventions were also assessed.</div></div><div><h3>Results</h3><div>A total of 39 students, consisting of 17 fourth-year student pharmacists and 22 third-year medical students, provided informed consent and were enrolled. On the SPICE 2 survey, students demonstrated improvement in their perceptions from the pre- to post-survey on items related to the IPEC competencies, specifically roles and responsibilities and values and ethics. Students also demonstrated improvement in their knowledge assessment and documented interventions, resulting in an estimated cost savings of $23,837.</div></div><div><h3>Conclusion</h3><div>A multimodal structured approach to IPE, incorporating student pharmacists on various APPEs and medical students, was successfully implemented at a community hospital and positively influenced learners' perceptions of interprofessional collaborative practice. It also created opportunities to improve knowledge of evidence-based guidelines and contribute to patient care recommendations. The study's strengths and unique contributions can serve as a framework for implementing similar programs in the experiential setting.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102558"},"PeriodicalIF":1.4,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145821605","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}

{"title":"Research as identity: Exposure, confidence, perceptions, and motivators among pharmacy students in a practice-based research network","authors":"Katherine Rotzenberg ,&nbsp;Kajua B. Lor ,&nbsp;Sarah C. Ray","doi":"10.1016/j.cptl.2025.102559","DOIUrl":"10.1016/j.cptl.2025.102559","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacist and student perceptions of research have been extensively studied; however, student members of a practice-based research network (PBRN) are a unique population. This study aimed to explore the characteristics and perceptions of student members of PearlRx, a PBRN of pharmacists, technicians, and students in Wisconsin.</div></div><div><h3>Methods</h3><div>An observational, cross-sectional mixed-methods study was conducted. Student members of the PBRN were surveyed on their exposure to research, confidence in their research-related knowledge and skills, perceptions of research, reasons for joining the PBRN, and the role of research within the profession. Quantitative data were analyzed with descriptive statistics while qualitative data were analyzed using Braun and Clarke's six-step thematic analysis.</div></div><div><h3>Results</h3><div>Twenty-eight of 172 student members responded to the survey for a response rate of 16.3 %. Most had been exposed to a variety of sources and types of research before (64.3 %) and during (67.9 %) pharmacy school. Students connected research to seven domains of professional identity with 30.4 % identifying conducting research as a professional role. Students had positive perceptions of the importance of research and their research-related knowledge and skills. Students endorsed 14 reasons for joining the network.</div></div><div><h3>Conclusion</h3><div>Student members of a PBRN may actively seek out research opportunities during pharmacy school, including PBRN membership, to prepare for their careers. Students recognized multiple professional domains in which research played a role, and exposure to pharmacist-led research through the PBRN may contribute to this perspective.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102559"},"PeriodicalIF":1.4,"publicationDate":"2025-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790030","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}

{"title":"Pharmacy and gen-Z: Understanding the interests and motivations of high school students exploring health professions","authors":"Elizabeth Hageman,&nbsp;Sarah E. Lynch","doi":"10.1016/j.cptl.2025.102561","DOIUrl":"10.1016/j.cptl.2025.102561","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacy school enrollment has declined in recent years potentially due to generational changes. Understanding the values and interests of Gen-Z, those born between 1997 and 2012, may help refine recruitment strategies. This study surveyed high school seniors enrolled in a year-long healthcare exploration program in New York to assess their knowledge of healthcare careers, career motivations, and values before and after the program.</div></div><div><h3>Methods</h3><div>An electronic survey was administered before and after a year long job shadowing program offered during the participants senior year of high school. The survey gathered students' career interests, familiarity with healthcare roles, education goals, and desired job characteristics.</div></div><div><h3>Results</h3><div>Twenty-five of twenty-seven eligible high school seniors completed both surveys. Most respondents identified as white (76 %), female sex (68 %), and from college-educated families (84 %). While 84 % planned to pursue a professional degree before the program, this dropped to 64 % post-program. Still, 84 % remained aligned with one of their original top three career interests or programs that supported their post-graduate plans. Initially, five students listed pharmacy as a top-three interest, but none reported it as their intended major post-program. Desired workplace skills included working with patients, problem-solving, and teamwork. There were slight increases in preferences for flexibility, direct patient care, and job security post-program-.</div></div><div><h3>Conclusion</h3><div>Students' interests and values remained stable, suggesting career decisions and core values may be formed before senior year. Despite pharmacy aligning with many preferred job traits, interest in the field was low, indicating a need for improved messaging by pharmacy schools.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102561"},"PeriodicalIF":1.4,"publicationDate":"2025-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145789851","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}

{"title":"Artificial intelligence (AI) usage on advanced pharmacy practice experiences","authors":"Heather A. Kehr ,&nbsp;Courtney Selby ,&nbsp;Rahul Nohria ,&nbsp;Natalie Gordon ,&nbsp;Edward T. Chiyaka ,&nbsp;Dawn M. Battise ,&nbsp;Krista L. Donohoe","doi":"10.1016/j.cptl.2025.102562","DOIUrl":"10.1016/j.cptl.2025.102562","url":null,"abstract":"<div><h3>Objective</h3><div>To determine if pharmacy students are utilizing generative artificial intelligence (AI) on advanced pharmacy practice experiences (APPEs). A secondary objective is to assess what AI tools students are utilizing for APPE activities.</div></div><div><h3>Methods</h3><div>Students at five schools/colleges of pharmacy were emailed an anonymous survey during their APPE year in May 2025. The survey included questions about whether respondents utilized generative AI, and if so, which platforms and for what types of activities. Descriptive statistics were utilized to summarize AI use.</div></div><div><h3>Results</h3><div>Fifty-eight APPE students responded to the survey from the five schools/colleges of pharmacy. A total of 42 students (72.4%) reported using AI during APPE rotations, while 16 students (27.6%) did not. The most commonly used AI platform was ChatGPT (n = 24; 57.1%), followed by Gemini (n = 9; 21.4%). The most common uses of AI were to develop presentations/journal clubs, to simplify a complex topic, and to look up information for providers/preceptors.</div></div><div><h3>Conclusion</h3><div>Students are utilizing AI on APPEs. Schools/colleges of pharmacy should be aware of educating students on best practices and ethical considerations before students go on APPEs.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102562"},"PeriodicalIF":1.4,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145789852","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}

{"title":"Factors affecting pharmacy and medical students knowledge and attitude towards respiratory syncytial virus vaccines","authors":"Khawla Abu Hammour ,&nbsp;Faris El-Dahiyat ,&nbsp;Fahmi Y. Al-Ashwal ,&nbsp;Qusai Manaseer ,&nbsp;Walid Abu Hammour ,&nbsp;Rana K. Abu-Farha","doi":"10.1016/j.cptl.2025.102554","DOIUrl":"10.1016/j.cptl.2025.102554","url":null,"abstract":"<div><h3>Background</h3><div>The objective of the research was to assess pharmacy and medical students' levels of knowledge, beliefs, and sentiments regarding the RSV vaccine.</div></div><div><h3>Methods</h3><div>A validated questionnaire was disseminated to pharmacy and medical students in the United States. The questionnaire consisted of sections to assess the sociodemographic characteristics of the respondents; knowledge regarding RSV and its vaccines; perceptions regarding RSV and its vaccines; and attitudes regarding barriers to RSV vaccination.</div></div><div><h3>Results</h3><div>There were substantial differences regarding participants' clinical knowledge of RSV and its vaccines. One-third of participants (33.3 %) expressed being unaware of RSV, however the majority felt it could be severe within at-risk populations (infants, children, elderly;65.4 %). Few participants expressed awareness that the FDA had approved vaccines to address RSV (29.2 % for older adults). There were disagreements among participants regarding whether vaccination would be encouraged within the older population; 29.7 % agreed vaccinating individuals beyond 75 years was encouraged, and 32.5 % agreed vaccination was recommended in individuals aged 60–74 years at risk for severe complications. Major barriers to RSV vaccination were cited, nearly half of participants (44.7 %) expressed concerns regarding safety of the vaccine, and all participants (53.7 %) recommended patient preferences against annual influenza and RSV vaccination. Only 29.3 % of participants recognized hospitalization for RSV as comparable to influenza in patients aged 50 or older. Overall, average participant knowledge scores regarding RSV vaccinations was 6.1 (SD = 3.9), with regression analysis indicating medical students recognized higher knowledge scores than pharmacy students (Beta = 0.195, 95 % CI [0.412 to 2.799], <em>p</em> = 0.003), with a small effect size (Cohen's f² = 0.0204).</div></div><div><h3>Conclusion</h3><div>Awareness of RSV in healthcare students is apparent; however subsequent education regarding the transmission of the virus, health implications associated with RSV, and advantages of vaccination for older adults is warranted. Strategies to improve awareness of RSV transmission, health implications associated with RSV in older adults, and the advantages of taking the vaccine may serve to address experienced barriers against RSV vaccination.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102554"},"PeriodicalIF":1.4,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790031","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}

{"title":"Development and implementation of a competency-based pharmaceutical compounding unit using pass/fail grading for Australian pre-registration pharmacy students","authors":"Jessica Pace,&nbsp;Andrew Bartlett","doi":"10.1016/j.cptl.2025.102556","DOIUrl":"10.1016/j.cptl.2025.102556","url":null,"abstract":"<div><h3>Background</h3><div>To describe the design, implementation, and evaluation of the conversion of two pharmaceutical compounding units in pre-registration pharmacy programs to competency-based, grade-only units. The aim was to ensure the competence of graduates in pharmaceutical compounding and increase student and teacher satisfaction.</div></div><div><h3>Educational activity and setting</h3><div>Relevant competencies were identified and learning and assessment activities designed to develop and assess these. The principles of constructive alignment and thoughtful use of formative and summative assessment underpinned the educational design.</div></div><div><h3>Evaluation</h3><div>243 undergraduate and 68 postgraduate students completed the revised units in 2023. Fail rates for both cohorts were consistent with previous years, while student satisfaction was slightly increased for the undergraduate and, decreased for the postgraduate cohort. Reflection and constructive feedback from students and the teaching team lead to changes to assessment design and content in 2024 to ensure essential knowledge and skills, provide students with early diagnostic feedback, focus on skill development, and reduce redundancy in assessment.</div></div><div><h3>Analysis</h3><div>When appropriately designed, the change to grade-only, competency-based units of study provided a more holistic assessment of students' pharmaceutical compounding skills and increased both student and teacher satisfaction. The educational and assessment design principles described here address key challenges in contemporary higher education. Adequate resources to allow students multiple opportunities to develop skills and demonstrate competence, and ongoing reflection and adjustment of the educational design in response to staff and student feedback are keys to successful implementation.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102556"},"PeriodicalIF":1.4,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145726182","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}

{"title":"A medicines information department simulation for final year MPharm undergraduates","authors":"Jeremy Sokhi,&nbsp;Gemma Keetch,&nbsp;Dawn Whitbourn","doi":"10.1016/j.cptl.2025.102557","DOIUrl":"10.1016/j.cptl.2025.102557","url":null,"abstract":"<div><h3>Background</h3><div>Final year pharmacy students in the UK need to demonstrate competence in a range of learning outcomes including working in partnership, communication skills, working collaboratively, appraising the evidence base, critically evaluating guidelines, effective leadership, and responding to complaints. Medicines Information (MI) departments in the UK provide support for all aspects of medication related queries and working in MI requires these skills to ensure the safe and effective use of medicines.</div></div><div><h3>Educational activity</h3><div>An MI themed simulation was developed for final year MPharm students at the University of East Anglia as an opportunity for them to develop in a range of skills and utilise previously taught clinical knowledge. Students were divided into two teams of five students, each tasked with managing their own MI department. During the four-hour simulation each team received a total of 12 telephone enquiries from a variety of simulated health professionals and simulated patients.</div></div><div><h3>Evaluation findings</h3><div>All 10 students participated in a focus group exploring their experience of the simulation. A thematic analysis identified three themes; realism, management and teamwork, and preparation for practice.</div></div><div><h3>Analysis of educational activity</h3><div>Students felt the simulation was realistic and challenging. They did not see management skills as integral to the task at the outset, however there was evidence of a change in approach as the simulation progressed. The session supported development of research and communication skills and was an opportunity for students to apply clinical knowledge. As such, an MI department simulation activity may be a useful addition to pharmacy curricula.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102557"},"PeriodicalIF":1.4,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145726655","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}

{"title":"A longitudinal study assessing prevalence of stress in student pharmacists at two programs","authors":"Jennifer D. Robinson ,&nbsp;Lindsey E. Dayer ,&nbsp;Seth D. Heldenbrand ,&nbsp;Kimberly C. McKeirnan","doi":"10.1016/j.cptl.2025.102551","DOIUrl":"10.1016/j.cptl.2025.102551","url":null,"abstract":"<div><h3>Objective</h3><div>This research article aims to measure longitudinal self-reported student pharmacist stress data across two Doctor of Pharmacy (PharmD) programs from 2019 to 2023.</div></div><div><h3>Methods</h3><div>The study was conducted at two four-year PharmD programs. The Cohen Perceived Stress Scale was administered annually to students enrolled in the first three years of the program. A total of 2022 responses were analyzed after excluding incomplete surveys.</div></div><div><h3>Results</h3><div>Results indicated fluctuations in stress levels over the study period. Average stress levels increased from 2019 to 2020 (21.0 to 22.2, <em>p</em> &lt; 0.001), remained stable from 2020 to 2021 (22.2 to 22.2, <em>p</em> = 0.82), decreased from 2021 to 2022 (22.2 to 19.7, p &lt; 0.001), and increased again from 2022 to 2023 (19.7 to 21.3, p &lt; 0.001). By 2023, stress levels returned to baseline (21.0 to 21.3, <em>p</em> = 0.31). First-year students had similar stress levels compared to second and third-year students across the study period. The highest stress levels were observed in 2020 for first and second-year students, and in 2021 for third-year students.</div></div><div><h3>Conclusion</h3><div>The study underscores the importance of understanding stress dynamics in academic settings and suggests strategies for mitigating unnecessary stress through thoughtful scheduling and acknowledging external stressors. Future research should explore long-term effects and effective interventions to enhance student well-being.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102551"},"PeriodicalIF":1.4,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145726636","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}

{"title":"Reconciliation through remote engagement: Evaluation of an online model for indigenous health education in pharmacy","authors":"Katherine Huerne,&nbsp;Jason Min,&nbsp;Emma Young,&nbsp;Brandon Whitmore,&nbsp;Larry Leung","doi":"10.1016/j.cptl.2025.102541","DOIUrl":"10.1016/j.cptl.2025.102541","url":null,"abstract":"<div><h3>Background</h3><div>In response to the Truth and Reconciliation Commission of Canada's Calls to Action, pharmacy programs have expanded Indigenous health and cultural safety training. Community-engaged learning is recognized as an effective approach to support this goal, yet such initiatives can be difficult to sustain due to limited faculty and community resources.</div></div><div><h3>Educational activity</h3><div>This report outlines the outcomes of a third-year elective pharmacy course on Indigenous cultural safety which developed online community-engaged projects with three remote Indigenous communities. All communication and project activities were conducted remotely via video-conferencing, email, and phone. A community-based participatory action research (CB-PAR) framework was co-developed with Indigenous partners to guide the development of the course, which included project scoping, student onboarding, delivery, and evaluation.</div></div><div><h3>Evaluation of findings</h3><div>Student performance and project impact were assessed using pre/post surveys and semi-structured interviews, with qualitative data analyzed inductively. Seventeen students and six community partners participated in the course evaluation. Two main impacts for students were identified as: (1) a shift in understanding the value of Indigenous perspectives, and (2) enhanced application of cultural safety. Community partners reported positive experiences and emphasized the importance of participating in student assessment and project planning.</div></div><div><h3>Analysis of educational activity</h3><div>This model of Indigenous pharmacy education demonstrates that impactful, culturally meaningful learning can be achieved via remote learning. It offers a sustainable, scalable approach to engage with geographically remote communities while supporting meaningful Indigenous reconciliation in healthcare education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102541"},"PeriodicalIF":1.4,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145726524","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}

{"title":"Impact of interprofessional education in underserved settings on pharmacy student empathy","authors":"Erin Anderson,&nbsp;Joshua Wollen,&nbsp;Bernadette Asias-Dinh,&nbsp;Jodie Gee,&nbsp;David Wallace,&nbsp;Catherine Hatfield,&nbsp;Matthew A. Wanat,&nbsp;Natalie Rosario","doi":"10.1016/j.cptl.2025.102539","DOIUrl":"10.1016/j.cptl.2025.102539","url":null,"abstract":"<div><h3>Objective</h3><div>To assess how the P2 interprofessional education (IPE) in underserved populations impact student empathy scores compared to an alternative empathy-based video for P1 students.</div></div><div><h3>Methods</h3><div>The validated Kiersma-Chen Empathy Scale Revised (KCES-R) was administered to P1 students (<em>n</em> = 47) without IPE experience and P2 students (<em>n</em> = 21) who completed IPE during the 2023–2024 academic year. P1 student empathy was assessed before and after watching an empathy-based video as the control. P2 students completed KCES-R before and after their IPE. Both groups also took the KCES-R 30 days after their intervention of IPE or control video. The primary outcome of the difference in mean change of KCES-R empathy scores between groups was analyzed using a Mann-Whitney <em>U</em> test. Secondary outcomes of mean change in KCES-R score by IPE site, change among P1s and P2s separately, and change among both groups combined were analyzed by a Wilcoxon Signed Rank test.</div></div><div><h3>Results</h3><div>Baseline empathy scores were high in both P1s and P2s. Overall, empathy scores increased after IPE and the empathy-based video. There was no meaningful differences in change in KCES-R empathy scores between the P1 and P2 students when comparing interventions, or when comparing IPE sites.</div></div><div><h3>Conclusion</h3><div>Both P1 and P2 students at this institution had high baseline empathy scores. <strong>I</strong>n students with high baseline empathy scores, a 4–6.5-h IPE experience may not be long enough to impact a change in student's empathy scores and sustain that change compared to our control group who watched an empathy-based video.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102539"},"PeriodicalIF":1.4,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684469","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}