Pub Date : 2025-01-01DOI: 10.1016/j.cptl.2024.102265
Barry A. Bleidt
{"title":"Editor's Note","authors":"Barry A. Bleidt","doi":"10.1016/j.cptl.2024.102265","DOIUrl":"10.1016/j.cptl.2024.102265","url":null,"abstract":"","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102265"},"PeriodicalIF":1.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142792287","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 : 2024-12-31DOI: 10.1016/j.cptl.2024.102208
Grace Monti , Emma Williams , Daniel T Malone , Nadia Mouchaileh , Scott A. Davis , Mollie Ashe Scott , Tasha Woodall
<div><h3>Introduction</h3><div>The population of older adults is expanding globally, but there remains a lack of healthcare professionals trained to meet growing care needs. The primary objective of this study was to compare the top three to four factors driving interest vs. lack of interest in geriatrics among pharmacy students in the United States (US) vs. Australia.</div></div><div><h3>Methods</h3><div>US pharmacy students were recruited from two different schools, one utilizing a dual campus model and the other being a single campus. A 23-item survey was distributed to 611 first- through fourth-year pharmacy students from February through September 2022. These surveys were distributed during class time or via email with a website link. Australian pharmacy students were recruited from a single school to complete a 25-item survey that was distributed to 285 third-year pharmacy students in September of 2022 and to 251 pharmacy interns in February of 2023 via learning management system announcement. In both countries, answers were anonymous, and participation was voluntary. Data analysis was conducted using Fisher's exact test, descriptive statistics, and <em>t</em>-tests.</div></div><div><h3>Results</h3><div>A total of 363 responses were collected, 210 from the US and 111 from Australia. Interest in geriatrics was higher in the Australian cohort versus the US cohort (75 % interested or extremely interested vs. 51 %, <em>p</em> < 0.001). Students in both countries identified interest in deprescribing (US 47 %, Australia 40 %) and increased need for clinicians trained in geriatrics (43 %, 36 %) as top factors encouraging interest. Both US and Australian students indicated that the emotional impact of death and end-of-life care was a top factor discouraging interest in geriatrics (49 %, 31 %). US pharmacy students ranked past positive experiences with older adults (50 %) as a top encouraging factor and identified disinterest in geriatric syndromes (45 %) and inadequate exposure to geriatrics (25 %) as top discouraging factors. Meanwhile, Australian students indicated concerns over excessively limiting their scope (21 %) and professional liability stemming from care of a frail/vulnerable population (20 %) as top discouraging factors. Australian students identified complexity/clinical acuity of older adults as both a top encouraging and top discouraging factor (35 % and 20 %, respectively). Australian students also registered a higher level of agreement that they are adequately exposed to geriatrics in the didactic curriculum vs. US students (57 % vs. 40 %, <em>p</em> < 0.001).</div></div><div><h3>Conclusion</h3><div>US and Australian pharmacy students identified similar factors as encouraging vs. discouraging interest in a career in geriatrics, though differences between the two countries were noted. Australian students expressed greater interest in geriatrics. Further research investigating means and impact of addressing discouraging and emph
{"title":"Comparison of United States and Australian pharmacy student attitudes towards careers in geriatrics","authors":"Grace Monti , Emma Williams , Daniel T Malone , Nadia Mouchaileh , Scott A. Davis , Mollie Ashe Scott , Tasha Woodall","doi":"10.1016/j.cptl.2024.102208","DOIUrl":"10.1016/j.cptl.2024.102208","url":null,"abstract":"<div><h3>Introduction</h3><div>The population of older adults is expanding globally, but there remains a lack of healthcare professionals trained to meet growing care needs. The primary objective of this study was to compare the top three to four factors driving interest vs. lack of interest in geriatrics among pharmacy students in the United States (US) vs. Australia.</div></div><div><h3>Methods</h3><div>US pharmacy students were recruited from two different schools, one utilizing a dual campus model and the other being a single campus. A 23-item survey was distributed to 611 first- through fourth-year pharmacy students from February through September 2022. These surveys were distributed during class time or via email with a website link. Australian pharmacy students were recruited from a single school to complete a 25-item survey that was distributed to 285 third-year pharmacy students in September of 2022 and to 251 pharmacy interns in February of 2023 via learning management system announcement. In both countries, answers were anonymous, and participation was voluntary. Data analysis was conducted using Fisher's exact test, descriptive statistics, and <em>t</em>-tests.</div></div><div><h3>Results</h3><div>A total of 363 responses were collected, 210 from the US and 111 from Australia. Interest in geriatrics was higher in the Australian cohort versus the US cohort (75 % interested or extremely interested vs. 51 %, <em>p</em> < 0.001). Students in both countries identified interest in deprescribing (US 47 %, Australia 40 %) and increased need for clinicians trained in geriatrics (43 %, 36 %) as top factors encouraging interest. Both US and Australian students indicated that the emotional impact of death and end-of-life care was a top factor discouraging interest in geriatrics (49 %, 31 %). US pharmacy students ranked past positive experiences with older adults (50 %) as a top encouraging factor and identified disinterest in geriatric syndromes (45 %) and inadequate exposure to geriatrics (25 %) as top discouraging factors. Meanwhile, Australian students indicated concerns over excessively limiting their scope (21 %) and professional liability stemming from care of a frail/vulnerable population (20 %) as top discouraging factors. Australian students identified complexity/clinical acuity of older adults as both a top encouraging and top discouraging factor (35 % and 20 %, respectively). Australian students also registered a higher level of agreement that they are adequately exposed to geriatrics in the didactic curriculum vs. US students (57 % vs. 40 %, <em>p</em> < 0.001).</div></div><div><h3>Conclusion</h3><div>US and Australian pharmacy students identified similar factors as encouraging vs. discouraging interest in a career in geriatrics, though differences between the two countries were noted. Australian students expressed greater interest in geriatrics. Further research investigating means and impact of addressing discouraging and emph","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102208"},"PeriodicalIF":1.3,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142915945","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}
The COVID-19 pandemic changed the daily lives of university students and affected their mental health. The aim of this study was to assess the feelings and perceptions regarding the pandemic and teaching, and to identify the mental health symptoms perceived by pharmaceutical sciences students at a Brazilian public university.
Methods
This is a cross-sectional study with data triangulation (mixed-methods approach), conducted online with semiannual data collection from May 2020 to May 2021. The Depression, Anxiety, and Stress Scale (DASS-21) and 4 open-ended questions (concerns and perceptions about education and feelings during the pandemic) were used. To identify key indicators of mental health symptoms a network analysis was conducted. The qualitative data were analyzed by similarity and collective subject discourses methods.
Results
There were 682 responses to the study (phase 1: n = 153; phase 2: n = 254; phase 3: n = 275). Most of them were female (67.0–77.8 %) and reported symptoms of anxiety (89.5–93.3 %), distress (72.5–76.3 %), fear (58.8–71.6 %), and insomnia (66.5–72.4 %). The DASS-21 indicators: “I found myself getting agitated,” “I felt downhearted and blue” and “I felt that life was meaningless” had greater strength for maintaining the network. Among self-reported symptoms, tachycardia was the network central node. The students raised topics about mental health, teaching, uncertainties, and health protocols and three concerns were health, college, and COVID-19.
Conclusion
There was a high prevalence of mental health symptoms among students. The disruption of the relationship system, instructional model, and future expectations may have influenced this prevalence.
{"title":"Mental health indicators in pharmaceutical sciences students during the COVID-19 pandemic","authors":"Luana Alves Guimarães , Lucas Arrais Campos , Bianca Gonzalez Martins , Bianca Nubia Souza Silva , João Marôco , Juliana Alvares Duarte Bonini Campos","doi":"10.1016/j.cptl.2024.102212","DOIUrl":"10.1016/j.cptl.2024.102212","url":null,"abstract":"<div><h3>Introduction</h3><div>The COVID-19 pandemic changed the daily lives of university students and affected their mental health. The aim of this study was to assess the feelings and perceptions regarding the pandemic and teaching, and to identify the mental health symptoms perceived by pharmaceutical sciences students at a Brazilian public university.</div></div><div><h3>Methods</h3><div>This is a cross-sectional study with data triangulation (mixed-methods approach), conducted online with semiannual data collection from May 2020 to May 2021. The Depression, Anxiety, and Stress Scale (DASS-21) and 4 open-ended questions (concerns and perceptions about education and feelings during the pandemic) were used. To identify key indicators of mental health symptoms a network analysis was conducted. The qualitative data were analyzed by similarity and collective subject discourses methods.</div></div><div><h3>Results</h3><div>There were 682 responses to the study (phase 1: <em>n</em> = 153; phase 2: <em>n</em> = 254; phase 3: <em>n</em> = 275). Most of them were female (67.0–77.8 %) and reported symptoms of anxiety (89.5–93.3 %), distress (72.5–76.3 %), fear (58.8–71.6 %), and insomnia (66.5–72.4 %). The DASS-21 indicators: “I found myself getting agitated,” “I felt downhearted and blue” and “I felt that life was meaningless” had greater strength for maintaining the network. Among self-reported symptoms, tachycardia was the network central node. The students raised topics about mental health, teaching, uncertainties, and health protocols and three concerns were health, college, and COVID-19.</div></div><div><h3>Conclusion</h3><div>There was a high prevalence of mental health symptoms among students. The disruption of the relationship system, instructional model, and future expectations may have influenced this prevalence.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102212"},"PeriodicalIF":1.3,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899235","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 : 2024-12-26DOI: 10.1016/j.cptl.2024.102219
Rachel Chiou , Trisha A. Jordan , Jennifer Seifert , Jennifer Rodis
Introduction
Societal inequities and public discourse have prompted healthcare organizations to focus on Diversity, Equity, and Inclusion (DEI). While DEI initiatives and strategic plans have been established within academia and applied to didactic curricula, literature is limited on preceptor perspectives in engagement with DEI. This study aimed to assess pharmacist preceptor perception of DEI in learning experiences and areas for improvement in the context of experiential teaching and learning within a large, multi-site pharmacy residency program to provide guidance for strategies to improve organizational approaches.
Methods
Pharmacist preceptors of residents or student pharmacists identified through residency preceptor directories and Office of Experiential Education records were invited to participate in a survey consisting of twelve Likert scale questions, four closed, binary questions, and two free-text responses. Quantitative data was analyzed in Microsoft Excel. Qualitative survey data was coded by three of the researchers on the study team. Researchers independently identified preliminary codes from the data, then collaboratively created a list of consensus-based codes. Researchers then independently assigned codes to individual responses. The codes were then finalized for each individual response through consensus.
Results
261 pharmacist preceptors were invited to participate, of which 80 participants responded to at least one question, with 69 participants completing the survey. Preceptors had more agreement in domains such as “equitable evaluation of learners” and less agreement in “readiness to provide diverse, equitable, and inclusive training and education” and “having access to ample preceptor development opportunities to stay updated on DEI topics”. Consensus and thematic analysis of the qualitative results revealed strengths in program incorporation of pharmacist education, diversity of patients served, and DEI education provided to learners prior to experiential education, but an overall lack of awareness of what initiatives surrounding DEI were in progress within the organization. Primary areas of opportunity focused on additional continuing education and preceptor development, as well as incorporation of DEI training into existing preceptor development or orientation.
Conclusions
This study offers some insight into pharmacist preceptors' perceptions of DEI within a large, multi-site pharmacy residency program. Continued evaluation and further iterative work are needed to address areas of opportunity and assess success of initiatives and training. Future collaboration in national pharmacy organizations to develop best practices or standards for inclusive experiential education may be warranted.
{"title":"Pharmacist preceptor perceptions of diversity, equity, and inclusion in experiential learning experiences","authors":"Rachel Chiou , Trisha A. Jordan , Jennifer Seifert , Jennifer Rodis","doi":"10.1016/j.cptl.2024.102219","DOIUrl":"10.1016/j.cptl.2024.102219","url":null,"abstract":"<div><h3>Introduction</h3><div>Societal inequities and public discourse have prompted healthcare organizations to focus on Diversity, Equity, and Inclusion (DEI). While DEI initiatives and strategic plans have been established within academia and applied to didactic curricula, literature is limited on preceptor perspectives in engagement with DEI. This study aimed to assess pharmacist preceptor perception of DEI in learning experiences and areas for improvement in the context of experiential teaching and learning within a large, multi-site pharmacy residency program to provide guidance for strategies to improve organizational approaches.</div></div><div><h3>Methods</h3><div>Pharmacist preceptors of residents or student pharmacists identified through residency preceptor directories and Office of Experiential Education records were invited to participate in a survey consisting of twelve Likert scale questions, four closed, binary questions, and two free-text responses. Quantitative data was analyzed in Microsoft Excel. Qualitative survey data was coded by three of the researchers on the study team. Researchers independently identified preliminary codes from the data, then collaboratively created a list of consensus-based codes. Researchers then independently assigned codes to individual responses. The codes were then finalized for each individual response through consensus.</div></div><div><h3>Results</h3><div>261 pharmacist preceptors were invited to participate, of which 80 participants responded to at least one question, with 69 participants completing the survey. Preceptors had more agreement in domains such as “equitable evaluation of learners” and less agreement in “readiness to provide diverse, equitable, and inclusive training and education” and “having access to ample preceptor development opportunities to stay updated on DEI topics”. Consensus and thematic analysis of the qualitative results revealed strengths in program incorporation of pharmacist education, diversity of patients served, and DEI education provided to learners prior to experiential education, but an overall lack of awareness of what initiatives surrounding DEI were in progress within the organization. Primary areas of opportunity focused on additional continuing education and preceptor development, as well as incorporation of DEI training into existing preceptor development or orientation.</div></div><div><h3>Conclusions</h3><div>This study offers some insight into pharmacist preceptors' perceptions of DEI within a large, multi-site pharmacy residency program. Continued evaluation and further iterative work are needed to address areas of opportunity and assess success of initiatives and training. Future collaboration in national pharmacy organizations to develop best practices or standards for inclusive experiential education may be warranted.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102219"},"PeriodicalIF":1.3,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899260","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 : 2024-12-26DOI: 10.1016/j.cptl.2024.102243
Abeer Khraim , Ibrahim Alabbadi , Saja A. Alnahar
Background
The licensing or authorisation of medicines is an essential legal and regulatory procedure that permits the commercial distribution and availability of medical products and devices. Regulatory affairs pharmacists play a major role in licensing and regulating pharmaceutical products and medical devices. Therefore, it is necessary to ensure that regulatory affairs pharmacists are sufficiently competent to practise.
Objectives
This study aims to assess the readiness of currently practising regulatory affairs pharmacists at the time of graduation.
Methods
From January to April 2024, an online self-administered questionnaire was disseminated, utilising several participant recruitment approaches. The survey instrument targeted pharmacists practising regulatory affairs in the public and private sectors. It investigated competencies related to five main knowledge domains: drug discovery and development, dosage form development, ethical and legal considerations, pharmacovigilance and surveillance, and interpersonal and administrative skills. Descriptive statistical analysis was the primary approach to data analysis.
Key findings
The results revealed distinct variations in the five knowledge and skills domains, with topics within the drug discovery and development domain being the most frequently discussed topics on average. However, research participants demonstrated limited familiarity with medicines licensing ethical and legal considerations, highlighting the need for more knowledge in this crucial subject and motivating further learning in this area.
Conclusions
The study results highlighted the necessity for comprehensive training programmes that include the core competencies required for pharmacists involved in medicines licensing. Policy makers should consider listing pharmaceutical regulatory affairs as a mandatory course in formal undergraduate pharmacy academic programmes and curricula.
{"title":"Currently practising regulatory affairs pharmacists-were they ready to practice at the time of graduation - An exploratory cross-section study","authors":"Abeer Khraim , Ibrahim Alabbadi , Saja A. Alnahar","doi":"10.1016/j.cptl.2024.102243","DOIUrl":"10.1016/j.cptl.2024.102243","url":null,"abstract":"<div><h3>Background</h3><div>The licensing or authorisation of medicines is an essential legal and regulatory procedure that permits the commercial distribution and availability of medical products and devices. Regulatory affairs pharmacists play a major role in licensing and regulating pharmaceutical products and medical devices. Therefore, it is necessary to ensure that regulatory affairs pharmacists are sufficiently competent to practise.</div></div><div><h3>Objectives</h3><div>This study aims to assess the readiness of currently practising regulatory affairs pharmacists at the time of graduation.</div></div><div><h3>Methods</h3><div>From January to April 2024, an online self-administered questionnaire was disseminated, utilising several participant recruitment approaches. The survey instrument targeted pharmacists practising regulatory affairs in the public and private sectors. It investigated competencies related to five main knowledge domains: drug discovery and development, dosage form development, ethical and legal considerations, pharmacovigilance and surveillance, and interpersonal and administrative skills. Descriptive statistical analysis was the primary approach to data analysis.</div></div><div><h3>Key findings</h3><div>The results revealed distinct variations in the five knowledge and skills domains, with topics within the drug discovery and development domain being the most frequently discussed topics on average. However, research participants demonstrated limited familiarity with medicines licensing ethical and legal considerations, highlighting the need for more knowledge in this crucial subject and motivating further learning in this area.</div></div><div><h3>Conclusions</h3><div>The study results highlighted the necessity for comprehensive training programmes that include the core competencies required for pharmacists involved in medicines licensing. Policy makers should consider listing pharmaceutical regulatory affairs as a mandatory course in formal undergraduate pharmacy academic programmes and curricula.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102243"},"PeriodicalIF":1.3,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899201","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 : 2024-12-26DOI: 10.1016/j.cptl.2024.102273
Marissa J. Cavaretta , Joseph Wetterling , Jamie L. Wagner , Jason C. Gallagher
Background
The integration of Electronic Health Records (EHRs) in healthcare has changed how healthcare is performed, necessitating a comprehensive understanding of these systems among pharmacists. The ability to navigate EHRs is crucial for pharmacy students' success in introductory and advanced pharmacy practice experiences (IPPEs and APPEs). This manuscript describes the development and use of an EHR training environment in an APPE-readiness course.
Educational activity
We developed an APPE-readiness course integrating a comprehensive longitudinal patient case within the Epic EHR training environment. The course was designed for third-year pharmacy students in their final didactic semester, focusing on practical skills and the Pharmacists' Patient Care Process (PPCP). Using a fictitious patient with multiple chronic conditions, students engaged in a variety of activities, including data collection, problem assessment, care plan creation, literature and guideline application, and communication using the SBAR technique. The course aimed to transition classroom knowledge into practical skills, assessed individually through application-based exams and quizzes.
Critical analysis of the educational activity
The course required significant initial resource investment but demonstrated benefits in student perceptions of preparedness. Student feedback indicated a desire for more group work and advanced learning options for quicker learners. Adjustments were made in the second course year, including modifications to the patient case and incorporation of resident instructors to help with the EHR training environment. Survey results showed improvements in students' self-assessed skills and confidence in their APPE readiness in both class years.
Conclusions
The EHR-based capstone course effectively increased students' confidence and preparedness for APPEs, highlighting the value of practical, longitudinal case-based learning. Our work supports the integration of EHR training in pharmacy curricula to enhance APPE-readiness. Other institutions can use similar EHR training environment tools in their curricula.
{"title":"Use of an electronic health record training environment with a longitudinal patient case as a teaching tool in an APPE-readiness course","authors":"Marissa J. Cavaretta , Joseph Wetterling , Jamie L. Wagner , Jason C. Gallagher","doi":"10.1016/j.cptl.2024.102273","DOIUrl":"10.1016/j.cptl.2024.102273","url":null,"abstract":"<div><h3>Background</h3><div>The integration of Electronic Health Records (EHRs) in healthcare has changed how healthcare is performed, necessitating a comprehensive understanding of these systems among pharmacists. The ability to navigate EHRs is crucial for pharmacy students' success in introductory and advanced pharmacy practice experiences (IPPEs and APPEs). This manuscript describes the development and use of an EHR training environment in an APPE-readiness course.</div></div><div><h3>Educational activity</h3><div>We developed an APPE-readiness course integrating a comprehensive longitudinal patient case within the Epic EHR training environment. The course was designed for third-year pharmacy students in their final didactic semester, focusing on practical skills and the Pharmacists' Patient Care Process (PPCP). Using a fictitious patient with multiple chronic conditions, students engaged in a variety of activities, including data collection, problem assessment, care plan creation, literature and guideline application, and communication using the SBAR technique. The course aimed to transition classroom knowledge into practical skills, assessed individually through application-based exams and quizzes.</div></div><div><h3>Critical analysis of the educational activity</h3><div>The course required significant initial resource investment but demonstrated benefits in student perceptions of preparedness. Student feedback indicated a desire for more group work and advanced learning options for quicker learners. Adjustments were made in the second course year, including modifications to the patient case and incorporation of resident instructors to help with the EHR training environment. Survey results showed improvements in students' self-assessed skills and confidence in their APPE readiness in both class years.</div></div><div><h3>Conclusions</h3><div>The EHR-based capstone course effectively increased students' confidence and preparedness for APPEs, highlighting the value of practical, longitudinal case-based learning. Our work supports the integration of EHR training in pharmacy curricula to enhance APPE-readiness. Other institutions can use similar EHR training environment tools in their curricula.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102273"},"PeriodicalIF":1.3,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899187","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 : 2024-12-26DOI: 10.1016/j.cptl.2024.102189
Kaitlyn LeCompte , James C. Coons , Philip Empey , Lucas A. Berenbrok
{"title":"Longitudinal pharmacogenomic learning for student pharmacists","authors":"Kaitlyn LeCompte , James C. Coons , Philip Empey , Lucas A. Berenbrok","doi":"10.1016/j.cptl.2024.102189","DOIUrl":"10.1016/j.cptl.2024.102189","url":null,"abstract":"","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102189"},"PeriodicalIF":1.3,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899234","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 : 2024-12-26DOI: 10.1016/j.cptl.2024.102266
Rachel E. Barenie , Ettie Rosenberg , Geoffrey Mospan , Gina Moore
Background
Most states require pharmacists to successfully pass the Multistate Pharmacy Jurisprudence Examination (MPJE) required by the National Association of Boards of Pharmacy (NABP) to obtain licensure as a pharmacist, though pass rates for the MPJE have declined in recent years. Meanwhile, NABP is pursing efforts to standardize the exam with the emergent Uniform Pharmacy Jurisprudence Examination (UPJE).
Objective
This study aimed to describe the current thinking of pharmacy law educators across the US on the UPJE.
Methods
The Pharmacy Law Educators Subcommittee of the American Society of Pharmacy Law (ASPL) surveyed pharmacy law educators across US pharmacy programs to characterize their current thinking on UPJE in May 2024.
Results
Of 78 educators that responded (61 % response rate), most had heard of the UPJE, while support for it was divided. Portability of licensure was an opportunity frequently identified, though on the other hand, an inability to assess state-specific law variations leading to potential concerns and about practice-readiness, was a common challenge noted.
Conclusions
Whether widespread adoption of the UPJE will be successful is unknown, but pharmacy law educators will still need to effectively teach both federal and state law, balancing licensure preparation with practice-readiness, and organizations leading these efforts must use data to inform their policy decisions.
{"title":"UPJE: Most pharmacy law educators have heard of it, but support remains divided","authors":"Rachel E. Barenie , Ettie Rosenberg , Geoffrey Mospan , Gina Moore","doi":"10.1016/j.cptl.2024.102266","DOIUrl":"10.1016/j.cptl.2024.102266","url":null,"abstract":"<div><h3>Background</h3><div>Most states require pharmacists to successfully pass the Multistate Pharmacy Jurisprudence Examination (MPJE) required by the National Association of Boards of Pharmacy (NABP) to obtain licensure as a pharmacist, though pass rates for the MPJE have declined in recent years. Meanwhile, NABP is pursing efforts to standardize the exam with the emergent Uniform Pharmacy Jurisprudence Examination (UPJE).</div></div><div><h3>Objective</h3><div>This study aimed to describe the current thinking of pharmacy law educators across the US on the UPJE.</div></div><div><h3>Methods</h3><div>The Pharmacy Law Educators Subcommittee of the American Society of Pharmacy Law (ASPL) surveyed pharmacy law educators across US pharmacy programs to characterize their current thinking on UPJE in May 2024.</div></div><div><h3>Results</h3><div>Of 78 educators that responded (61 % response rate), most had heard of the UPJE, while support for it was divided. Portability of licensure was an opportunity frequently identified, though on the other hand, an inability to assess state-specific law variations leading to potential concerns and about practice-readiness, was a common challenge noted.</div></div><div><h3>Conclusions</h3><div>Whether widespread adoption of the UPJE will be successful is unknown, but pharmacy law educators will still need to effectively teach both federal and state law, balancing licensure preparation with practice-readiness, and organizations leading these efforts must use data to inform their policy decisions.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102266"},"PeriodicalIF":1.3,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899170","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 : 2024-12-26DOI: 10.1016/j.cptl.2024.102241
Katelyn A. Parsons , Ashleigh Barrickman , Lori H. Dupree , Kimberley Begley , Lisa Hong , Mariette Sourial , Jack H. Taylor , Krista L. Donohoe
Objective
To determine components and assessments included in Advanced Pharmacy Practice Experience (APPE) readiness plans in United States Doctor of Pharmacy (PharmD) programs.
Methods
An electronic survey was emailed to the American Association of Colleges of Pharmacy Laboratory Instructors Special Interest Group. Survey items included demographic information about the program, APPE-readiness plan implementation status and components. The survey asked participants to indicate which skills and knowledge assessments were remediable and the methods used for remediation. Data was analyzed using descriptive statistics.
Results
Thirty-six institutions (25 %) were represented in the survey results, with the majority (83.3 %) from a 4-year traditional PharmD program. Most participants were in the implementing (66.7 %) or creating (16.7 %) a formalized APPE-readiness plan stage. Most participants reported that APPE-readiness was determined based on skills (77.8 %) and/or knowledge (72.2 %) assessments within courses. The assessments represented in 50 % or more of APPE-readiness plans include: communication/patient counseling (100 %), collection of patient history (90 %), calculations (80 %), Top 200/300 drugs (73 %), SOAP note/documentation (73 %), provider interaction (70 %), outpatient (70 %) and inpatient (63 %) order fulfillment, drug information (67 %), medication reconciliation (60 %), immunization training (57 %), and Pharmacists' Patient Care Process assessments (50 %). The majority of assessments were incorporated into skills laboratory courses and were remediable. Most programs permitted one or more repeat attempts.
Conclusions
There are some similarities in skills and knowledge assessments represented in PharmD APPE-readiness plans. This can help guide other schools or colleges of pharmacy that wish to develop their own APPE-readiness plan in the future.
{"title":"Current state of APPE-readiness assessments in schools or colleges of pharmacy","authors":"Katelyn A. Parsons , Ashleigh Barrickman , Lori H. Dupree , Kimberley Begley , Lisa Hong , Mariette Sourial , Jack H. Taylor , Krista L. Donohoe","doi":"10.1016/j.cptl.2024.102241","DOIUrl":"10.1016/j.cptl.2024.102241","url":null,"abstract":"<div><h3>Objective</h3><div>To determine components and assessments included in Advanced Pharmacy Practice Experience (APPE) readiness plans in United States Doctor of Pharmacy (PharmD) programs.</div></div><div><h3>Methods</h3><div>An electronic survey was emailed to the American Association of Colleges of Pharmacy Laboratory Instructors Special Interest Group. Survey items included demographic information about the program, APPE-readiness plan implementation status and components. The survey asked participants to indicate which skills and knowledge assessments were remediable and the methods used for remediation. Data was analyzed using descriptive statistics.</div></div><div><h3>Results</h3><div>Thirty-six institutions (25 %) were represented in the survey results, with the majority (83.3 %) from a 4-year traditional PharmD program. Most participants were in the implementing (66.7 %) or creating (16.7 %) a formalized APPE-readiness plan stage. Most participants reported that APPE-readiness was determined based on skills (77.8 %) and/or knowledge (72.2 %) assessments within courses. The assessments represented in 50 % or more of APPE-readiness plans include: communication/patient counseling (100 %), collection of patient history (90 %), calculations (80 %), Top 200/300 drugs (73 %), SOAP note/documentation (73 %), provider interaction (70 %), outpatient (70 %) and inpatient (63 %) order fulfillment, drug information (67 %), medication reconciliation (60 %), immunization training (57 %), and Pharmacists' Patient Care Process assessments (50 %). The majority of assessments were incorporated into skills laboratory courses and were remediable. Most programs permitted one or more repeat attempts.</div></div><div><h3>Conclusions</h3><div>There are some similarities in skills and knowledge assessments represented in PharmD APPE-readiness plans. This can help guide other schools or colleges of pharmacy that wish to develop their own APPE-readiness plan in the future.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102241"},"PeriodicalIF":1.3,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899181","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 : 2024-12-26DOI: 10.1016/j.cptl.2024.102271
Hannah Macfarlane , Alexis Paton , Joseph Bush
Introduction
Mental illness stigma can result in discriminative practice in pharmacy, such as providing less pharmaceutical care to people living with mental illness (PMI) than those with physical illness. Pharmacy education should aim to reduce the impact of mental illness stigma on the pharmaceutical care of PMI. Whilst previous research has shown that some interventions can reduce stereotyping and prejudice in pharmacy students, the impact on subsequent discrimination is questionable and the reasons for successful and unsuccessful outcomes are unclear. This study aimed to explore pharmacy students' views on working with PMI and how these views might interact with mental illness stigma.
Methods
Focus groups and semi-structured interviews with final year pharmacy students and recent graduates were conducted at one UK university. Question guides were developed based on the aim of the study and investigated participants' attitudes and beliefs about mental illness. Following transcription, data were analysed in line with the guiding principles of constructivist Grounded Theory.
Results
Three major categories were developed which accounted for the data: Knowing, Doing and Valuing. Participants reported that in common with the general public, pharmacy students possess insufficient knowledge about mental illness, which limits what can be done to help and support people living with it. Finally, participants reported that mental illness is ascribed insufficient value in the pharmacy curriculum, healthcare, and in wider society. Interactions between stigma and each of these categories were identified.
Conclusion
The findings offer a novel, qualitative description and explanation of mental illness stigma among pharmacy students from one UK university. Further, the factors identified by pharmacy students as modifiers of preparedness for professional practice provide an evidence base for curriculum development with possible international relevance. This may help pharmacy educators to develop evidence-based strategies aimed at reducing the impact of mental illness stigma in future professional practice.
{"title":"A qualitative exploration of the interaction between mental illness stigma and preparedness for practice in pharmacy students","authors":"Hannah Macfarlane , Alexis Paton , Joseph Bush","doi":"10.1016/j.cptl.2024.102271","DOIUrl":"10.1016/j.cptl.2024.102271","url":null,"abstract":"<div><h3>Introduction</h3><div>Mental illness stigma can result in discriminative practice in pharmacy, such as providing less pharmaceutical care to people living with mental illness (PMI) than those with physical illness. Pharmacy education should aim to reduce the impact of mental illness stigma on the pharmaceutical care of PMI. Whilst previous research has shown that some interventions can reduce stereotyping and prejudice in pharmacy students, the impact on subsequent discrimination is questionable and the reasons for successful and unsuccessful outcomes are unclear. This study aimed to explore pharmacy students' views on working with PMI and how these views might interact with mental illness stigma.</div></div><div><h3>Methods</h3><div>Focus groups and semi-structured interviews with final year pharmacy students and recent graduates were conducted at one UK university. Question guides were developed based on the aim of the study and investigated participants' attitudes and beliefs about mental illness. Following transcription, data were analysed in line with the guiding principles of constructivist Grounded Theory.</div></div><div><h3>Results</h3><div>Three major categories were developed which accounted for the data: Knowing, Doing and Valuing. Participants reported that in common with the general public, pharmacy students possess insufficient knowledge about mental illness, which limits what can be done to help and support people living with it. Finally, participants reported that mental illness is ascribed insufficient value in the pharmacy curriculum, healthcare, and in wider society. Interactions between stigma and each of these categories were identified.</div></div><div><h3>Conclusion</h3><div>The findings offer a novel, qualitative description and explanation of mental illness stigma among pharmacy students from one UK university. Further, the factors identified by pharmacy students as modifiers of preparedness for professional practice provide an evidence base for curriculum development with possible international relevance. This may help pharmacy educators to develop evidence-based strategies aimed at reducing the impact of mental illness stigma in future professional practice.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102271"},"PeriodicalIF":1.3,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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