Pub Date : 2025-12-05DOI: 10.1016/j.cptl.2025.102543
Sara Garfield , Yogini H Jani , Mike Etkind , J Simon Bell , Pinkie Chambers , Cate Whittlesea , Denise H Rhoney
Introduction
Incorporating patient and caregiver voices into pharmacy education is essential in creating future pharmacists who will be empathic to patient needs, able to communicate well with them and provide person-centered care.
Commentary
Patient and caregivers should be involved in direct teaching activities as well as advising on the curriculum. Examples include incorporating patient/caregiver narratives, asking patients and caregivers to co-teach classes or asking patients to be real case examples during workshops, such as drug history taking, and providing feedback to students on communication skills. Involvement in curriculum design could incorporate a defined patient/caregiver panel and/or patient and caregiver representatives on a wider curriculum committee.
Effective integration of the patient and caregiver voices requires the appropriate infrastructure to be set up and embedded. Training and support are needed for patients and students including briefing and debriefing from teaching sessions. Practical and ethical issues also need to be considered such as funding and accessibility of physical spaces and systems. Continuously evaluating the impact of patient involvement on student learning and curriculum effectiveness and adapting accordingly are essential.
Implications
Moving forwards, institutions should prioritize the systematic integration of patient and caregiver voices throughout their educational programs to prepare professionals who can deliver clinical care that is truly person-centered.
{"title":"The role of the patient and carer voices in modern pharmacy education","authors":"Sara Garfield , Yogini H Jani , Mike Etkind , J Simon Bell , Pinkie Chambers , Cate Whittlesea , Denise H Rhoney","doi":"10.1016/j.cptl.2025.102543","DOIUrl":"10.1016/j.cptl.2025.102543","url":null,"abstract":"<div><h3>Introduction</h3><div>Incorporating patient and caregiver voices into pharmacy education is essential in creating future pharmacists who will be empathic to patient needs, able to communicate well with them and provide person-centered care.</div></div><div><h3>Commentary</h3><div>Patient and caregivers should be involved in direct teaching activities as well as advising on the curriculum. Examples include incorporating patient/caregiver narratives, asking patients and caregivers to co-teach classes or asking patients to be real case examples during workshops, such as drug history taking, and providing feedback to students on communication skills. Involvement in curriculum design could incorporate a defined patient/caregiver panel and/or patient and caregiver representatives on a wider curriculum committee.</div><div>Effective integration of the patient and caregiver voices requires the appropriate infrastructure to be set up and embedded. Training and support are needed for patients and students including briefing and debriefing from teaching sessions. Practical and ethical issues also need to be considered such as funding and accessibility of physical spaces and systems. Continuously evaluating the impact of patient involvement on student learning and curriculum effectiveness and adapting accordingly are essential.</div></div><div><h3>Implications</h3><div>Moving forwards, institutions should prioritize the systematic integration of patient and caregiver voices throughout their educational programs to prepare professionals who can deliver clinical care that is truly person-centered.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102543"},"PeriodicalIF":1.4,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684467","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 : 2025-12-03DOI: 10.1016/j.cptl.2025.102535
Shi-Ming Zhang , Yong-Zheng Chen
This study innovates pharmaceutical engineering education with an AI-driven CDMO framework, addressing traditional curricular gaps via targeted solutions. CDMO-oriented teaching cases enhance students' domain expertise, practical skills, and STEM competition competitiveness—evidenced by higher-tier awards and recognized pedagogical effectiveness. This work provides a replicable paradigm for nurturing interdisciplinary talents meeting modern pharmaceutical industry needs.
{"title":"Teaching reform of pharmaceutical engineering design courses via AI-driven CDMO model","authors":"Shi-Ming Zhang , Yong-Zheng Chen","doi":"10.1016/j.cptl.2025.102535","DOIUrl":"10.1016/j.cptl.2025.102535","url":null,"abstract":"<div><div>This study innovates pharmaceutical engineering education with an AI-driven CDMO framework, addressing traditional curricular gaps via targeted solutions. CDMO-oriented teaching cases enhance students' domain expertise, practical skills, and STEM competition competitiveness—evidenced by higher-tier awards and recognized pedagogical effectiveness. This work provides a replicable paradigm for nurturing interdisciplinary talents meeting modern pharmaceutical industry needs.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102535"},"PeriodicalIF":1.4,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145679063","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 : 2025-12-03DOI: 10.1016/j.cptl.2025.102534
Lana Kattan , Shareefa Moideen , Abrar Abdelrahman , Sabah Khabbaz , Asmaa Ibrahim , Fatima Mraiche
Background
The rapid evolution of artificial intelligence (AI) is reshaping healthcare, including pharmacy, requiring AI-proficient pharmacy graduates. This necessitates an understanding of how AI is utilized in pharmacy education. This scoping review aims to summarize current literature on AI in pharmacy education, including its implementation and perceptions among students and faculty, and examine the alignment of these applications with accreditation standards to inform future curriculum development.
Methods
A literature search was performed across PubMed, Scopus, Embase, CINAHL, and Google Scholar, for studies on AI in pharmacy education. Articles were categorized as innovation or perception studies. Innovation studies underwent thematic analysis to identify practical applications, while perception studies captured AI familiarity and willingness for curricular integration. AI applications were mapped to the Accreditation Council for Pharmacy Education (ACPE) and Canadian Council for Accreditation of Pharmacy Programs (CCAPP) standards.
Results
Twenty articles (10 innovation, 10 perception) were included. Faculty utilized AI for evaluation, assessment, and reflective writing analysis. Students used AI for personalized learning, enhancing communication, and problem-based learning. Some studies reported high AI familiarity; others showed limited knowledge. Nevertheless, a strong willingness to integrate AI into pharmacy education was observed, with students desiring more AI-focused curricula. Mapping AI applications to accreditation standards demonstrated that AI integration can support educational outcomes and competency requirements.
Conclusions
The findings highlight potential AI applications in pharmacy education, underscoring the need to incorporate AI into pharmacy curricula. Alignment with accreditation standards suggests that AI integration addresses evolving professional needs and maintains quality standards for pharmacy programs.
{"title":"Artificial intelligence in pharmacy education: A scoping review of current integration & global perceptions","authors":"Lana Kattan , Shareefa Moideen , Abrar Abdelrahman , Sabah Khabbaz , Asmaa Ibrahim , Fatima Mraiche","doi":"10.1016/j.cptl.2025.102534","DOIUrl":"10.1016/j.cptl.2025.102534","url":null,"abstract":"<div><h3>Background</h3><div>The rapid evolution of artificial intelligence (AI) is reshaping healthcare, including pharmacy, requiring AI-proficient pharmacy graduates. This necessitates an understanding of how AI is utilized in pharmacy education. This scoping review aims to summarize current literature on AI in pharmacy education, including its implementation and perceptions among students and faculty, and examine the alignment of these applications with accreditation standards to inform future curriculum development.</div></div><div><h3>Methods</h3><div>A literature search was performed across PubMed, Scopus, Embase, CINAHL, and Google Scholar, for studies on AI in pharmacy education. Articles were categorized as innovation or perception studies. Innovation studies underwent thematic analysis to identify practical applications, while perception studies captured AI familiarity and willingness for curricular integration. AI applications were mapped to the Accreditation Council for Pharmacy Education (ACPE) and Canadian Council for Accreditation of Pharmacy Programs (CCAPP) standards.</div></div><div><h3>Results</h3><div>Twenty articles (10 innovation, 10 perception) were included. Faculty utilized AI for evaluation, assessment, and reflective writing analysis. Students used AI for personalized learning, enhancing communication, and problem-based learning. Some studies reported high AI familiarity; others showed limited knowledge. Nevertheless, a strong willingness to integrate AI into pharmacy education was observed, with students desiring more AI-focused curricula. Mapping AI applications to accreditation standards demonstrated that AI integration can support educational outcomes and competency requirements.</div></div><div><h3>Conclusions</h3><div>The findings highlight potential AI applications in pharmacy education, underscoring the need to incorporate AI into pharmacy curricula. Alignment with accreditation standards suggests that AI integration addresses evolving professional needs and maintains quality standards for pharmacy programs.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102534"},"PeriodicalIF":1.4,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145679069","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 : 2025-12-03DOI: 10.1016/j.cptl.2025.102532
L'Aurelle Johnson , Reena V. Kartha , Diana Langworthy , Meg M. Little , Tess Mickle , Elise Moore , Lindsay A. Sorge , Jared Van Hooser
Purpose
Healthcare disparities persist in marginalized communities, with pharmacists often lacking the cultural competency required to serve diverse populations effectively. Professional organizations have mandated cultural competency development, yet pharmacy curricula remain inconsistent in their approach to diversity, equity, inclusion, and accessibility (DEIA) integration. This paper describes the procedures, challenges, and lessons learned from launching a DEIA Consultant Team to embed DEIA within a newly designed pharmacy curriculum.
Description
The DEIA Consultant Team was formed to support the holistic integration of DEIA across the new curriculum. Their work aligned with DEIA principles – intentionality, transparency, and accountability - and was embedded into the new Whole Task Learning curricular structure.
Analysis/Interpretation
The DEIA Consultant Team reached four core milestones in their work: 1) summary assessment design, 2) systematic DEIA alignment of syllabi and learning cases, 3) instructor professional development, and 4) support for DEIA curriculum trajectory development. Key themes emerged, including the need for an iterative implementation, intentional championing across newly developed semesters, and targeted faculty development.
This consultant team model provides pharmacy educators with a practical framework for moving beyond piecemeal DEIA additions toward comprehensive curriculum transformation, offering replicable strategies for health professions schools seeking to systematically embed DEIA across their curricula and graduate culturally responsive healthcare providers equipped to address healthcare disparities.
{"title":"Curriculum-wide integration initiatives for diversity, equity, inclusion, and accessibility","authors":"L'Aurelle Johnson , Reena V. Kartha , Diana Langworthy , Meg M. Little , Tess Mickle , Elise Moore , Lindsay A. Sorge , Jared Van Hooser","doi":"10.1016/j.cptl.2025.102532","DOIUrl":"10.1016/j.cptl.2025.102532","url":null,"abstract":"<div><h3>Purpose</h3><div>Healthcare disparities persist in marginalized communities, with pharmacists often lacking the cultural competency required to serve diverse populations effectively. Professional organizations have mandated cultural competency development, yet pharmacy curricula remain inconsistent in their approach to diversity, equity, inclusion, and accessibility (DEIA) integration. This paper describes the procedures, challenges, and lessons learned from launching a DEIA Consultant Team to embed DEIA within a newly designed pharmacy curriculum.</div></div><div><h3>Description</h3><div>The DEIA Consultant Team was formed to support the holistic integration of DEIA across the new curriculum. Their work aligned with DEIA principles – intentionality, transparency, and accountability - and was embedded into the new Whole Task Learning curricular structure.</div></div><div><h3>Analysis/Interpretation</h3><div>The DEIA Consultant Team reached four core milestones in their work: 1) summary assessment design, 2) systematic DEIA alignment of syllabi and learning cases, 3) instructor professional development, and 4) support for DEIA curriculum trajectory development. Key themes emerged, including the need for an iterative implementation, intentional championing across newly developed semesters, and targeted faculty development.</div></div><div><h3>Conclusions</h3><div>Systematic DEIA integration requires dedicated expertise, sustained institutional commitment, and comprehensive frameworks extending beyond individual course modifications. Meaningful transformation requires persistent advocacy, fundamental educational shifts, iterative implementation approaches, differentiated faculty development, and robust accountability structures.</div></div><div><h3>Implications</h3><div>This consultant team model provides pharmacy educators with a practical framework for moving beyond piecemeal DEIA additions toward comprehensive curriculum transformation, offering replicable strategies for health professions schools seeking to systematically embed DEIA across their curricula and graduate culturally responsive healthcare providers equipped to address healthcare disparities.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102532"},"PeriodicalIF":1.4,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145679151","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}
Short-term study abroad programs can serve as valuable opportunities for students' personal and professional growth. This study explored how pharmacy and life sciences students at Japanese universities experienced changes in motivation, self-perceived growth, and future aspirations through three distinct programs.
Methods
Pre- and post-program surveys, including open-ended responses, and English proficiency tests were conducted in AY2022 and AY2023. Qualitative data were analyzed using KH Coder to perform co-occurrence network analysis and correspondence analysis, examining patterns in students' motivations, perceived growth, and future aspirations. The English tests were employed to evaluate improvements in four skills: Listening, Reading, Speaking, and Writing.
Results
Text-mining analysis revealed that while students shared common motivations such as seeking challenge and personal development, their learning outcomes varied according to the program context. Some emphasized cultural awareness and intercultural communication, while others highlighted proactivity and self-expression, with some linking their experience to future professional roles in healthcare. The English test results showed improvements in Listening across all programs, along with improvements in Speaking and Writing in one program. Reading, however, remained unchanged or declined slightly.
Conclusion
Short-term study abroad programs can meaningfully foster student growth shaped by program objectives and individual motivation. Self-reported growth demonstrated important aspects of communicative confidence and intercultural adaptability, whereas limited changes in English test scores highlighted a gap between perceived and measured growth. These findings emphasize the need for evaluation approaches that capture both measurable language skills and broader intercultural and professional competencies.
{"title":"Evaluating short-term study abroad programs with self-reported growth and objective testing","authors":"Yukie Kondo , Hideki Goto , Mikio Kakumoto , Tsukasa Yamanaka , Miho Yamashita , Syuhei Kimura , Benjamin William Listen , Keisuke Yoshii , Yoichi Yamada","doi":"10.1016/j.cptl.2025.102542","DOIUrl":"10.1016/j.cptl.2025.102542","url":null,"abstract":"<div><h3>Objective</h3><div>Short-term study abroad programs can serve as valuable opportunities for students' personal and professional growth. This study explored how pharmacy and life sciences students at Japanese universities experienced changes in motivation, self-perceived growth, and future aspirations through three distinct programs.</div></div><div><h3>Methods</h3><div>Pre- and post-program surveys, including open-ended responses, and English proficiency tests were conducted in AY2022 and AY2023. Qualitative data were analyzed using KH Coder to perform co-occurrence network analysis and correspondence analysis, examining patterns in students' motivations, perceived growth, and future aspirations. The English tests were employed to evaluate improvements in four skills: Listening, Reading, Speaking, and Writing.</div></div><div><h3>Results</h3><div>Text-mining analysis revealed that while students shared common motivations such as seeking challenge and personal development, their learning outcomes varied according to the program context. Some emphasized cultural awareness and intercultural communication, while others highlighted proactivity and self-expression, with some linking their experience to future professional roles in healthcare. The English test results showed improvements in Listening across all programs, along with improvements in Speaking and Writing in one program. Reading, however, remained unchanged or declined slightly.</div></div><div><h3>Conclusion</h3><div>Short-term study abroad programs can meaningfully foster student growth shaped by program objectives and individual motivation. Self-reported growth demonstrated important aspects of communicative confidence and intercultural adaptability, whereas limited changes in English test scores highlighted a gap between perceived and measured growth. These findings emphasize the need for evaluation approaches that capture both measurable language skills and broader intercultural and professional competencies.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102542"},"PeriodicalIF":1.4,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145679125","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 : 2025-12-02DOI: 10.1016/j.cptl.2025.102540
Shantanu Rao , Melissa Bray , Kevin Tuohy , Courtney Doyle-Campbell , Debra Parker , Ryan Schneider , Kayla Rena Joyner , Lauren Ladd , Richard Breeden
Introduction
Distance pharmacy pathway in the United States began in 2001. The advent of the COVID-19 pandemic mandated a temporary online delivery of pharmacy education for almost all institutions.
Perspective
While adding a distance pathway can assist in offering pharmacy education to diverse sets of population and mitigate enrollment concerns, institutions may be faced with newer challenges that require a systematic approach to ensure programmatic success. Our work highlights the various strategies that have helped us establish our respective distance pathways since 2022.
Implications
With more pharmacy institutions venturing into online education, the academy has an opportunity to collaborate and develop well-thought-out policies to ascertain the long-term success of distance pharmacy education.
{"title":"Establishing a distance PharmD program: An overview and key takeaways","authors":"Shantanu Rao , Melissa Bray , Kevin Tuohy , Courtney Doyle-Campbell , Debra Parker , Ryan Schneider , Kayla Rena Joyner , Lauren Ladd , Richard Breeden","doi":"10.1016/j.cptl.2025.102540","DOIUrl":"10.1016/j.cptl.2025.102540","url":null,"abstract":"<div><h3>Introduction</h3><div>Distance pharmacy pathway in the United States began in 2001. The advent of the COVID-19 pandemic mandated a temporary online delivery of pharmacy education for almost all institutions.</div></div><div><h3>Perspective</h3><div>While adding a distance pathway can assist in offering pharmacy education to diverse sets of population and mitigate enrollment concerns, institutions may be faced with newer challenges that require a systematic approach to ensure programmatic success. Our work highlights the various strategies that have helped us establish our respective distance pathways since 2022.</div></div><div><h3>Implications</h3><div>With more pharmacy institutions venturing into online education, the academy has an opportunity to collaborate and develop well-thought-out policies to ascertain the long-term success of distance pharmacy education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102540"},"PeriodicalIF":1.4,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145670142","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 : 2025-12-02DOI: 10.1016/j.cptl.2025.102553
Kingston Rajiah , Clare Murray
Introduction
Pharmacy education curricula remain predominantly influenced by Western biomedical paradigms, often marginalising diverse cultural and Indigenous health perspectives, which limits culturally responsive patient care.
Perspective
Integrating epistemic pluralism, critical consciousness, and cultural safety frameworks from broader healthcare education can foster curricula reflective of diverse healing traditions. Curricular co-creation with marginalised communities further supports inclusive pharmacy education.
Implications
Effective decolonisation requires comprehensive curriculum audits, targeted faculty training in inclusive pedagogies, authentic community engagement, and alignment with regulatory standards. Interdisciplinary collaboration enriches pharmacy curricula, preparing culturally competent pharmacists to address health disparities and provide patient-centred care in diverse communities.
This paper offers a conceptual and advocacy-oriented perspective that outlines why and how pharmacy education should be reoriented through decolonising principles.
{"title":"Decolonising pharmacy education: Broadening epistemic perspectives and advancing curricular inclusion","authors":"Kingston Rajiah , Clare Murray","doi":"10.1016/j.cptl.2025.102553","DOIUrl":"10.1016/j.cptl.2025.102553","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacy education curricula remain predominantly influenced by Western biomedical paradigms, often marginalising diverse cultural and Indigenous health perspectives, which limits culturally responsive patient care.</div></div><div><h3>Perspective</h3><div>Integrating epistemic pluralism, critical consciousness, and cultural safety frameworks from broader healthcare education can foster curricula reflective of diverse healing traditions. Curricular co-creation with marginalised communities further supports inclusive pharmacy education.</div></div><div><h3>Implications</h3><div>Effective decolonisation requires comprehensive curriculum audits, targeted faculty training in inclusive pedagogies, authentic community engagement, and alignment with regulatory standards. Interdisciplinary collaboration enriches pharmacy curricula, preparing culturally competent pharmacists to address health disparities and provide patient-centred care in diverse communities.</div><div>This paper offers a conceptual and advocacy-oriented perspective that outlines why and how pharmacy education should be reoriented through decolonising principles.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102553"},"PeriodicalIF":1.4,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145670109","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 : 2025-12-02DOI: 10.1016/j.cptl.2025.102544
Camille E. Beauduy, Anna S. Milone, Angie T. Vollbrecht, Jody L. Lounsbery
Introduction
Pharmacists and other healthcare professionals must perform accurate calculations to prevent medication errors; however, studies have identified deficiency in PharmD student calculations skills, and data from the North American Pharmacist Licensure Examination (NAPLEX) show a consistent decline in calculations performance.
Methods
To address this, an undergraduate-level, asynchronous online health sciences calculations course was developed, integrating patient safety concepts with foundational math skills. The course was designed using the ARCS motivation model, which includes the following components: attention, relevance, confidence, and satisfaction. These elements informed the course design, which intended to overcome challenges with student engagement in online learning environments. This study evaluated the motivational impact of the course using the validated Instructional Materials Motivation Survey (IMMS) and open-ended questions.
Results
Of the 32 students enrolled, 81 % completed the IMMS and 78 % answered the open-ended questions. Quantitative results showed high levels of student motivation, with an average IMMS score of 155.7 (out of 180) and all individual ARCS components scoring above the successful motivation threshold of 3.5. Qualitative analysis revealed several themes which positively influenced the ARCS components, including use of real-life examples, an organized and predictable course structure, scaffolded learning activities, and formative feedback.
Discussion
The findings suggest that incorporating motivational design principles can be an effective strategy for developing engaging online courses that build calculations skills and enhance confidence in undergraduate students. This approach may better prepare students to apply knowledge in a PharmD curriculum and other professional programs for students pursuing health-related careers.
{"title":"Calculations skills and patient safety: Motivational design for an undergraduate health sciences calculations course","authors":"Camille E. Beauduy, Anna S. Milone, Angie T. Vollbrecht, Jody L. Lounsbery","doi":"10.1016/j.cptl.2025.102544","DOIUrl":"10.1016/j.cptl.2025.102544","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacists and other healthcare professionals must perform accurate calculations to prevent medication errors; however, studies have identified deficiency in PharmD student calculations skills, and data from the North American Pharmacist Licensure Examination (NAPLEX) show a consistent decline in calculations performance.</div></div><div><h3>Methods</h3><div>To address this, an undergraduate-level, asynchronous online health sciences calculations course was developed, integrating patient safety concepts with foundational math skills. The course was designed using the ARCS motivation model, which includes the following components: attention, relevance, confidence, and satisfaction. These elements informed the course design, which intended to overcome challenges with student engagement in online learning environments. This study evaluated the motivational impact of the course using the validated Instructional Materials Motivation Survey (IMMS) and open-ended questions.</div></div><div><h3>Results</h3><div>Of the 32 students enrolled, 81 % completed the IMMS and 78 % answered the open-ended questions. Quantitative results showed high levels of student motivation, with an average IMMS score of 155.7 (out of 180) and all individual ARCS components scoring above the successful motivation threshold of 3.5. Qualitative analysis revealed several themes which positively influenced the ARCS components, including use of real-life examples, an organized and predictable course structure, scaffolded learning activities, and formative feedback.</div></div><div><h3>Discussion</h3><div>The findings suggest that incorporating motivational design principles can be an effective strategy for developing engaging online courses that build calculations skills and enhance confidence in undergraduate students. This approach may better prepare students to apply knowledge in a PharmD curriculum and other professional programs for students pursuing health-related careers.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102544"},"PeriodicalIF":1.4,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145670103","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 : 2025-11-29DOI: 10.1016/j.cptl.2025.102531
Alex Tang , Meg Wang , Sara Hamidi , Gordon Ly , Gabriella Wong
Objectives
The objectives of this early-stage, pilot study are to explore an interprofessional (IP) precepting model in which the preceptor is from another discipline to the program of training and; to assess the impact of this model and the associated rotation learning activities on the development of the Canadian Interprofessional Health Collaborative (CIHC) IP competencies among fourth-year pharmacy students.
Methods
Six student-preceptor pairs participated in a four-week (160-h) non-direct patient care Advanced Pharmacy Practice Experience. This interprofessional collaboration (IPC) rotation took place in community-based clinics. Five (out of six) students completed a 14-item retrospective post-then-pre questionnaire based on the CIHC IP competencies and all students participated in a focus group. Four (out of six) preceptors took part in either a focus group or semi-structured interview. Questionnaire data were analyzed using descriptive statistics. Transcripts were analyzed inductively using Braun and Clarke's thematic analysis approach.
Results
Students reported increased competence across all six IP competency domains, with an average increase of 0.8 points (p < 0.01). The greatest gain was in the Collaborative Leadership (+1.1) domain, while the smallest was in IP Conflict Resolution (+0.4). Three themes were identified from the qualitative data: (1) learning activities and IP competencies, (2) the hidden curriculum, and (3) the preceptor experience.
Conclusion
By boundary crossing and disrupting traditional silos, this IP precepting model and the associated rotation learning activities supported pharmacy students' development of IP competencies within workplace-based learning; however, the subtle influences of the hidden curriculum and entrenched professional stereotypes remain important considerations. Preceptor development and support (i.e., community of IP precepting practice) is advised to optimize the delivery of IPC rotations. Despite a small sample size, this pilot study lends support to a novel approach to IPE.
{"title":"Disrupting traditional silos and boundary crossing: Interprofessional precepting in a fourth-year pharmacy rotation","authors":"Alex Tang , Meg Wang , Sara Hamidi , Gordon Ly , Gabriella Wong","doi":"10.1016/j.cptl.2025.102531","DOIUrl":"10.1016/j.cptl.2025.102531","url":null,"abstract":"<div><h3>Objectives</h3><div>The objectives of this early-stage, pilot study are to explore an interprofessional (IP) precepting model in which the preceptor is from another discipline to the program of training and; to assess the impact of this model and the associated rotation learning activities on the development of the Canadian Interprofessional Health Collaborative (CIHC) IP competencies among fourth-year pharmacy students.</div></div><div><h3>Methods</h3><div>Six student-preceptor pairs participated in a four-week (160-h) non-direct patient care Advanced Pharmacy Practice Experience. This interprofessional collaboration (IPC) rotation took place in community-based clinics. Five (out of six) students completed a 14-item retrospective post-then-pre questionnaire based on the CIHC IP competencies and all students participated in a focus group. Four (out of six) preceptors took part in either a focus group or semi-structured interview. Questionnaire data were analyzed using descriptive statistics. Transcripts were analyzed inductively using Braun and Clarke's thematic analysis approach.</div></div><div><h3>Results</h3><div>Students reported increased competence across all six IP competency domains, with an average increase of 0.8 points (<em>p</em> < 0.01). The greatest gain was in the <em>Collaborative Leadership</em> (+1.1) domain, while the smallest was in <em>IP Conflict Resolution</em> (+0.4). Three themes were identified from the qualitative data: (1) learning activities and IP competencies, (2) the hidden curriculum, and (3) the preceptor experience.</div></div><div><h3>Conclusion</h3><div>By boundary crossing and disrupting traditional silos, this IP precepting model and the associated rotation learning activities supported pharmacy students' development of IP competencies within workplace-based learning; however, the subtle influences of the hidden curriculum and entrenched professional stereotypes remain important considerations. Preceptor development and support (i.e., community of IP precepting practice) is advised to optimize the delivery of IPC rotations. Despite a small sample size, this pilot study lends support to a novel approach to IPE.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102531"},"PeriodicalIF":1.4,"publicationDate":"2025-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145616226","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 : 2025-11-26DOI: 10.1016/j.cptl.2025.102529
Vu Phuong Vy Nguyen , Noelia Amador Fernandez , Helen Benson
Background
As pharmacy practice evolves with advancing therapeutics and extended scope, pharmacists must engage in lifelong learning to maintain professional competence. The International Pharmaceutical Federation (FIP) identifies three key lifelong learning behaviors: self-directed learning, reflective practice and continuous professional development. Developing these lifelong learning skills during higher education prepares students for professional practice. This review explores lifelong learning education interventions used in pharmacy schools worldwide.
Methods
A scoping review using the Sage Research Methods framework was conducted across Medline, Embase and CINAHL. Grey literature was searched applying the same search strategy using grey literature databases, Google advanced search and relevant professional pharmacy websites. The articles were screened using Covidence and included if they described a lifelong learning educational intervention targeting pharmacy students delivered in pharmacy schools.
Results
A total of 19 records (18 peer-reviewed studies and 1 grey literature source) met the inclusion criteria. Most studies were US-based, mainly involving Doctor of Pharmacy students (n = 13). Diverse formats were delivered including reflective writing interventions, capstone group projects, and simulation-based learning activities. Most interventions addressed all three lifelong learning skills, with self-directed learning the most targeted and continuous professional development the least. Most interventions were short-term and course-based, with limited innovative and long-term approaches applied. Faculty support and involvement were seen as key contributors to fostering lifelong learning culture.
Implications
This scoping review describes a variety of lifelong learning education approaches used by pharmacy schools. Future work could focus on fostering long-term approaches to the development of lifelong learning skills.
{"title":"Enhancing lifelong learning skills in pharmacy education: A scoping review of the literature","authors":"Vu Phuong Vy Nguyen , Noelia Amador Fernandez , Helen Benson","doi":"10.1016/j.cptl.2025.102529","DOIUrl":"10.1016/j.cptl.2025.102529","url":null,"abstract":"<div><h3>Background</h3><div>As pharmacy practice evolves with advancing therapeutics and extended scope, pharmacists must engage in lifelong learning to maintain professional competence. The International Pharmaceutical Federation (FIP) identifies three key lifelong learning behaviors: self-directed learning, reflective practice and continuous professional development. Developing these lifelong learning skills during higher education prepares students for professional practice. This review explores lifelong learning education interventions used in pharmacy schools worldwide.</div></div><div><h3>Methods</h3><div>A scoping review using the Sage Research Methods framework was conducted across Medline, Embase and CINAHL. Grey literature was searched applying the same search strategy using grey literature databases, Google advanced search and relevant professional pharmacy websites. The articles were screened using Covidence and included if they described a lifelong learning educational intervention targeting pharmacy students delivered in pharmacy schools.</div></div><div><h3>Results</h3><div>A total of 19 records (18 peer-reviewed studies and 1 grey literature source) met the inclusion criteria. Most studies were US-based, mainly involving Doctor of Pharmacy students (<em>n</em> = 13). Diverse formats were delivered including reflective writing interventions, capstone group projects, and simulation-based learning activities. Most interventions addressed all three lifelong learning skills, with self-directed learning the most targeted and continuous professional development the least. Most interventions were short-term and course-based, with limited innovative and long-term approaches applied. Faculty support and involvement were seen as key contributors to fostering lifelong learning culture.</div></div><div><h3>Implications</h3><div>This scoping review describes a variety of lifelong learning education approaches used by pharmacy schools. Future work could focus on fostering long-term approaches to the development of lifelong learning skills.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102529"},"PeriodicalIF":1.4,"publicationDate":"2025-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145616225","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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