Currents in Pharmacy Teaching and Learning最新文献

Background

The incorporation of digital health technologies in undergraduate teaching, such as the MyDispense program, provides a simulated opportunity to support students' competency development in dispensing tasks.

Objective

This study aimed to evaluate the impact of using MyDispense, an online pharmacy simulation platform, on pharmacy students' self-reported reaction, learning, and accuracy in performing dispensing tasks.

Methodology

16 MyDispense cases simulating real-practice scenarios from prescription dispensing and verification to patient counseling were created for 55 professional year 1 pharmacy students as part of a professional skills course. A pre-post survey, nestled on Kirkpatrick's Model of Training Evaluation, was conducted on participants in the cohort to evaluate how the incorporation of MyDispense supported their development of dispensing tasks. A virtual formative assessment was also done using MyDispense to compare students' self-reported accuracy with faculty assessment scores to evaluate how MyDispense can support students' knowledge and metacognitive abilities in dispensing.

Results

The study showed an increase in students' confidence after using MyDispense, which led to an increase in the “learning” level of Kirkpatrick's Model. However, small changes were observed in other levels and sublevels of Kirkpatrick's Model. A notable discrepancy was observed between students' self-assessment scores and faculty assessment scores, with students overestimating their performances. Correlation analysis showed a weak relationship between students' self-assessment scores and the learning level of Kirkpatrick's Model.

Conclusion

This study highlights the positive impact of MyDispense on pharmacy students' confidence in dispensing. However, virtual simulation training may be best incorporated when students have exposure to experiential training placements, to maximize the learning outcomes and knowledge in dispensing processes.

Background. This review aimed to analyze the effectiveness of the teaching and assessment methodologies used to develop fundamental clinical skills in pharmacist who are training in patient care. Methods. SCOPUS, EMBASE, ERIC, and PubMed were searched for original studies that featured randomized controlled trials as the study design published until March 2024. The search and extraction process followed PRISMA Guidelines. Results. The database search resulted in 2954 articles, of which 14 met the inclusion criteria. Four studies developed and tested interactive web-based software as the teaching methodologies. Eight studies applied simulation to their teaching and/or evaluation strategies. Two articles used high fidelity simulation, and the remaining studies used standardized patients associated with other teaching and evaluation techniques. The simulation methodologies were more effective than the conventional ones in three studies. In the other studies, the interventions were as effective or better than the control, albeit there no meaningful differences between the methods. In the studies that focused on the assessment methods, immediate feedback was preferred by students over delayed feedback. Additionally, the tested assessment tool, General Level Framework, proposed a pragmatic assessment from which the individual's training needs were identified. Conclusion. Few studies involved the objective quantification of learning beyond pre- and post-intervention knowledge tests. Proper assessment in pharmaceutical education requires expansion beyond the administration of student satisfaction, self-efficacy research tools, and knowledge assessments, and should encompass an examination of clinical performance and critical thinking.

The prevalence of traditional and complementary medicine (T&CM) use is significant globally and within the United States, especially among Chinese Americans. However, there are misconceptions regarding the efficacy and safety of herbal medicines in comparison with conventional Western medications, and limited education, training, clinical application, and resources among pharmacists and pharmacy students. Pharmacists should be well equipped to holistically treat patients through required undergraduate education on the culture and foundation of T&CM along with interprofessional education experiences, a standardized and structured approach towards T&CM in the clinical practice setting, as well as systematic changes through advocacy among professional organizations and public health policies.

Introduction

The increasing adoption of artificial intelligence (AI) among college students, particularly in pharmacy education, raises ethical concerns and prompts debates on responsible usage. The promise of the potential to reduce workload is met with concerns of accuracy issues, algorithmic bias, and the lack of AI education and training. This study aims to understand pharmacy students' perspectives on the use of AI in pharmacy education.

Methods

This study used an anonymous 14-question survey distributed among second, third, and fourth-year pharmacy students at four schools of pharmacy in the United States.

Results

A total of 171 responses were analyzed. Demographic information included institution, class identification (P2, P3, P4), and age range. Regarding the use of AI, 43% of respondents were unaware of limitations of AI tools. Many respondents (45%) had used AI tools to complete assignments, while 42% considered it academic dishonesty. Fifty-six percent believed AI tools could be used ethically. Student perspectives on AI were varied but many expressed that it will be integral to pharmacy education and future practice.

Conclusions

This study highlights the nuances of AI usage among pharmacy students. Despite limited education and training on AI, students utilized tools for various tasks. This survey provides evidence that pharmacy students are exploring the use of AI and would likely benefit from education on using AI as a supplement to critical thinking.

Background and purpose

A Medication Therapy Management (MTM) encounter allows pharmacists to gather information to make appropriate assessments and recommendations regardless of the patient's language needs and the encounter environment utilized. With the goal of improving comfort and confidence in providing MTM services, working with an interpreter, and providing care in a virtual environment, students participated in a virtual MTM activity with English and non-English speaking patients.

Educational activity and setting

In groups, students completed two MTM encounters during a virtual skills laboratory. Students were asked to complete a pre- and post-lab survey to gauge their confidence before and after completing these encounters. One encounter was with an English-speaking patient, and one was with a non-English speaking patient which utilized an interpreter for communication. Both encounters were completed using a virtual platform.

Findings

As a result of these activities, students reported improved confidence in providing MTM services to a patient who speaks a language different than themselves and managing patients using a virtual platform. Students self-identified that teamwork and pre-encounter preparation were essential for effective MTM services.

Summary

Students found completing virtual MTM was a beneficial way to improve comfort and confidence with navigating virtual platforms, gathering medication information, and working with interpreters.

Objective

”Test-enhanced learning" is a strategy utilized to impact knowledge retention. This study aimed to assess the effect of the frequency of spaced retrieval using repeat testing on knowledge depreciation in a Doctor of Pharmacy (PharmD) Program.

Methods

The study randomly assigned second-year pharmacy students to one of three retrieval practice groups: (1) two retrieval practice assessments (2 and 4 months after the course), (2) one retrieval practice assessment (4 months after the course), or (3) no retrieval practice. A final assessment was administered to all participants 6 months after the course. The retrieval assessments and final assessment consisted of five multiple-choice questions on asthma pharmacotherapy.

Results

In total, 94 participants were included in the study, with 32 in Group 1 and 31 in both Groups 2 and 3. All three groups performed similarly on the final assessment regardless of the frequency of spaced retrieval. While Group 1 scored numerically higher than Group 2 on the 4-month retrieval practice assessment and did not impact performance on the final assessment. In Group 1, final assessment scores were decreased compared to the two previous retrieval assessments.

Conclusion

Regardless of the frequency of spaced retrieval following the academic course where asthma pharmacotherapy was initially learned, retrieval practice using multiple choice assessments, with the gap times of this study, did not impact asthma pharmacotherapy knowledge depreciation among second-year student pharmacists.

Introduction

Doctor of Pharmacy programs are charged with developing students' empathy by the 2016 Accreditation Council for Pharmacy Education (ACPE) Standard 3 and the 2022 Curriculum Outcomes and Entrustable Professional Activities (COEPA). Although empathy is essential to optimal patient care, its subjective nature makes it challenging to teach and therefore literature is lacking on best teaching practices. The authors of this paper describe a novel simulated approach to elicit and assess empathy in a pharmacy classroom. This study evaluated the impact of a decision-making game in a pharmacy skills lab course on the development of students' empathy using a validated empathy scale.

Methods

This is a cohort-based quality improvement project in which third year pharmacy students participated in a 3-h classroom empathy game experience that simulated a month in a patient's life including issues related to the cycle of poverty. Prior to the game, students completed a voluntary, anonymous baseline demographics survey. They also completed a pre- and post-survey of the validated empathy tool, the Kiersma-Chen Empathy Scale (KCES-R), to assess change in the empathy score following the decision-making game. Students also provided narrative comments in the post-survey. Statistical tests used included descriptive statistics for demographic data, Shapiro-Wilk test of normality, and Wilcoxon Signed-Rank test for survey scores (SPSS Version 29).

Results

Pharmacy students (n = 37) showed an overall increase in composite KCES-R scores after participating in the empathy game class session (z = −5.071, p < 0.001). The scores of each of the 14 KCES-R items also increased after the learning experience (p < 0.05). Students' narrative comments were all positive and indicated that the activity offered new insights on self-perceived empathy development.

Conclusion

The empathy game simulation was a successful approach to increase empathy scores in third-year pharmacy students.

Objective

The purpose of this study is to identify which factors, both objective and subjective, from a student pharmacist's background are significantly related to academic performance in the professional PharmD program.

Methods

Texas student pharmacists in their first three professional years during the 2022–2023 academic year were invited to participate in a 41-item survey to gather data on their undergraduate background, work experience, grit, and academic resilience. The survey responses were paired with the student pharmacist's cumulative grade point average (GPA) to assess the relationships between the variables and academic performance using Mann-Whitney U tests, Kruskal-Wallis tests, and Spearman's correlations.

Results

Two hundred and fifty-one student pharmacists currently enrolled in a PharmD program in Texas responded to the survey invitation. Spearman's rho correlations showed weak positive and significant relationships between GPA and Grit scores as well as GPA and Resilience scores. Additionally, there is a moderate positive and significant relationship between student pharmacists' Grit and Resilience scores.

Conclusion

The results suggest that assessing for Grit or Resilience as part of the admission process could aid in identifying future student pharmacists who would experience pharmacy school academic success. Integrating tools that develop Grit and Resilience in the PharmD curriculum could improve student pharmacists' academic performance.

Background

Student-completed course evaluations are often included in university faculty promotion and tenure packets but may not be the best metrics for student learning. This juxtaposition creates a challenge - the metric faculty first want to improve is student learning rather than student perception, but course changes improving student learning do not always result in higher course evaluation scores. Additionally, making course changes can be time consuming for faculty. The objective of this project was to assess the changes made to a course, the time spent making those changes, and the impact of the changes on course evaluation scores and student performance.

Educational activity

A single course focused on management with a business plan as the primary course project was revised in Fall 2023; the goal of revisions was to address poor course evaluation scores and negative student perceptions of the course in as little faculty time as possible while maintaining quality of student work. Primary changes centered around the business plan project and a shift in course communication. Evaluation of the changes occurred through mid-semester survey and discussion and end-of-semester survey for the 2023 cohort, and comparing course evaluations and student work products between the 2022 and 2023 cohorts.

Critical analysis of the educational activity

Course evaluation scores were improved and student feedback was more positive for the revised Fall 2023 course. The implemented changes did not negatively affect student performance as quality of the business plan project was maintained across both semesters. Instructor transparency and responsiveness through the mid-semester survey and discussion may have positively influenced course evaluations scores. Overall, the course changes did not take a significant amount of faculty time, but the desired outcome of improving course evaluation scores was recognized.

Introduction

The Accreditation Council for Pharmacy Education (ACPE) defines continuing professional development (CPD) as a self-directed, ongoing, systematic, and outcomes-focused approach to lifelong learning that is applied into practice. Hospitals and health systems can use the ACPE CPD framework for performance evaluation and to support staff in developing learning goals.

Methods

This was an exploratory study using cross-sectional surveys and pharmacist self-reported CPD data at a community health system in the Southeastern USA. Surveys evaluating perceived value and use of CPD were administered to pharmacists with descriptive statistics calculated for quantitative survey responses qualitative data from open-ended responses analyzed using content analysis. CPD goals within pharmacist CPD records were reviewed and categorized based on relevance to the pharmacist's current practice setting. Survey results and CPD data were compared using an integrative narrative discussion.

Results

Overall, fifty-seven (33.1%) pharmacists and twelve (85.7%) pharmacy managers and directors responded to surveys. A total of 13 (22.8%) respondents strongly agreed and 21 (36.8%) respondents agreed that using CPD goals to advance their practice increased job enjoyment and 13 (22.8%) respondents strongly agreed and 30 (52.6%) respondents agreed that achievement of CPD goals resulted in improved patient care. A total of 3 (23.1%) managers or directors strongly agreed and 6 (46.2%) agreed that pharmacists are more engaged employees when they use a CPD framework to plan and achieve goals. Additionally, 3 (23.1%) strongly agreed and 7 (53.8%) agreed that using a CPD process for staff development contributed to retention. A total of 1353 CPD goals were documented by 148 pharmacists with 86.3% of goals rated as relevant to practice and 204 (15.1%) containing all specific, measurable, attainable, relevant, and time-bound (SMART) goal components.

Conclusions

The CPD framework may be a useful approach to support pharmacist development in hospital and health system settings and facilitate performance reviews.