Currents in Pharmacy Teaching and Learning最新文献_第6页

Identification of risk factors for impostor phenomenon among healthcare professional students 医疗保健专业学生冒名顶替现象的危险因素分析。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-02-01 Epub Date: 2025-11-12 DOI: 10.1016/j.cptl.2025.102524

Hanna Rowell , Michelle N. Schroeder, Mitchell S. Howard, Julie A. Murphy

Objective

To evaluate the presence of impostor phenomenon among professional healthcare students at the University of Toledo and explore associated factors.

Methods

In this cross-sectional study, eligible students completed a 39-question Qualtrics survey incorporating the Clance Impostor Phenomenon Scale (CIPS), Patient Health Questionnaire-2 (PHQ-2), Generalized Anxiety Disorder-2 (GAD-2) Screening Tool, and demographic items. A CIPS score of ≥61 indicated frequent or intense impostor phenomenon. Data were analyzed using IBM SPSS Statistics 29.0 (IBM Corp., Armonk, NY). Descriptive statistics summarized participant characteristics, and multivariable logistic regression identified independent predictors of impostor phenomenon, adjusting for age, program, year, gender identity, sexual orientation, and PHQ-2 and GAD-2 results. A sensitivity analysis treated total CIPS score as a continuous variable.

Results

Of 147 healthcare professional students who initiated the survey, 139 completed the CIPS instrument. Impostor phenomenon was identified in 74.1 % (103/139) of respondents. Although bivariate analyses showed associations with anxiety, depression, and LGBTQIA identity, the adjusted logistic regression model revealed no independent predictors after controlling for confounders. The sensitivity analysis similarly found small associations. Most respondents (88.5 %) were familiar with impostor phenomenon, yet 67.6 % felt the topic was not adequately addressed within their curriculum.

Conclusion

Impostor phenomenon was highly prevalent among professional healthcare students, affecting individuals regardless of demographic or psychological characteristics. Findings support incorporating curricular strategies that normalize impostor experiences and promote confidence and belonging.

目的：了解托莱多大学卫生专业学生的冒名顶替现象，并探讨相关因素。方法：在这项横断面研究中，符合条件的学生完成了一项包含39个问题的质量调查，包括Clance冒名顶替现象量表（CIPS）、患者健康问卷-2 （PHQ-2）、广泛性焦虑障碍-2 （GAD-2）筛查工具和人口统计项目。CIPS评分≥61分表明冒名顶替现象频繁或强烈。采用IBM SPSS Statistics 29.0 （IBM Corp., Armonk， NY）对数据进行分析。描述性统计总结了参与者的特征，多变量逻辑回归确定了冒名者现象的独立预测因子，调整了年龄、项目、年份、性别认同、性取向以及PHQ-2和GAD-2结果。敏感度分析将CIPS总分作为连续变量。结果：147名卫生保健专业学生发起调查，139人完成了CIPS量表。74.1%（103/139）的受访者发现了冒名顶替现象。虽然双变量分析显示焦虑、抑郁和LGBTQIA身份相关，但调整后的逻辑回归模型在控制混杂因素后显示没有独立的预测因子。敏感性分析同样发现了小的关联。大多数受访者（88.5%）熟悉冒名顶替现象，但67.6%的人认为这一话题在他们的课程中没有得到充分解决。结论：冒名顶替现象在卫生专业学生中普遍存在，无论人口统计学还是心理特征都对个体产生影响。研究结果支持整合课程策略，使冒名顶替者的经历正常化，促进信心和归属感。

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引用次数: 0

Spaced repetition and active recall improves academic performance among pharmacy students 间隔重复和主动回忆提高了药学学生的学习成绩

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-02-01 Epub Date: 2025-10-23 DOI: 10.1016/j.cptl.2025.102510

Saravanan Jayaram

Pharmacy students rely heavily on traditional learning methods like passive review of learned material and rote memorization that eventually leads to rapid forgetting and poor long-term retention. This is a serious problem in pharmacy field because students must retain a plethora of information like drug names, adverse effects, drug interactions, indications, and contraindications etc. Passive review of the study material by simply re-reading lecture notes or highlighting textbooks, creates a false sense of familiarity rather than true understanding. In recent times, learning techniques like spaced repetition and active recall have been widely reported in the literature to improve learning outcome among the students from various fields. By applying these evidence-based strategies, pharmacy educators and students can address the shortcomings of conventional learning and develop more efficient and durable learning habits.

药学专业的学生严重依赖传统的学习方法，比如被动复习学过的材料和死记硬背，最终导致快速遗忘和长期记忆不良。这在药学领域是一个严重的问题，因为学生必须记住大量的信息，如药物名称、副作用、药物相互作用、适应症和禁忌症等。通过简单地重读课堂笔记或在课本上做记号来被动地复习学习材料，会产生一种错误的熟悉感，而不是真正的理解。近年来，诸如间隔重复和主动回忆等学习技巧在不同领域的学生中被广泛报道，以提高学习效果。通过应用这些循证策略，药学教育工作者和学生可以解决传统学习的缺点，培养更有效和持久的学习习惯。

引用次数: 0

Navigating the perfect storm of emergency responsiveness for pharmacy experiential education 引导药房体验式教育应急响应的完美风暴。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-02-01 Epub Date: 2025-11-11 DOI: 10.1016/j.cptl.2025.102522

Brian Ma , Katelyn Alexander , Rebecca J Mahan , Nancy D. Ordonez , Ying Wang , Jeremy Hughes

Natural disasters and emergency situations, such as a massive cyberattacks can occur without warning and can impact academic operations, including experiential education. Weather-related catastrophes like hurricanes, tornados, flooding, and forest fires, require action to support students, preceptors, and communities, while cyberattacks and other challenges to technological infrastructure require similarly coordinated responses. Often, a “perfect storm” of circumstances leads to compounding issues and associated challenges for experiential educational operations, while also impacting local populations and the health systems that are providing critical healthcare for impacted communities. The time-sensitive nature of responding to disasters can often rush pharmacy faculty and administrators into urgent hasty decision making, when disaster response needs planning to ensure that all parties come out ahead in the long-term.

Decisions and efforts can be informed by previous emergent situations and the wisdom gained from others across the Academy. Herein we provide reflections from multiple PharmD educational programs experiencing recent, large-scale disasters and provide approaches for aiding experiential education teams in responding to disasters safely, efficiently, and effectively.

自然灾害和紧急情况，如大规模网络攻击，可能在没有预警的情况下发生，并可能影响包括体验式教育在内的学术运作。与天气有关的灾难，如飓风、龙卷风、洪水和森林火灾，需要采取行动支持学生、教师和社区，而网络攻击和技术基础设施的其他挑战也需要类似的协调响应。通常情况下，一场“完美风暴”会给体验式教育带来复杂的问题和相关挑战，同时也会影响当地人口和为受影响社区提供关键医疗保健的卫生系统。应对灾难的时间敏感性往往会促使药学教师和管理人员做出紧急仓促的决策，而灾难应对需要制定计划，以确保各方都能长期领先。以前的紧急情况和从学院其他人那里获得的智慧可以为决策和努力提供信息。在此，我们提供了多个药学博士教育项目经历最近的大规模灾难的反思，并提供了帮助经验教育团队安全、高效、有效地应对灾难的方法。

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引用次数: 0

Exploring the role of lifestyle medicine in pharmacy education 探讨生活方式医学在药学教育中的作用。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-02-01 Epub Date: 2025-11-12 DOI: 10.1016/j.cptl.2025.102512

Stefanie M. Meyer , Teri Undem , I.G.C.G. Idamawatta , Bong-Jin Choi

Objective

A review of the literature indicates a gap in training for health professionals who are qualified to deliver lifestyle medicine (LM). Schools of Pharmacy are well-positioned to include LM training yet lack the curriculum and resources to make this change. The purpose of this pilot study aimed to measure pharmacy student perceptions about how to apply LM in their experiential learning and thus, to their future practice.

Methods

Using a pre-post survey design, a pilot study was conducted with fourth-year pharmacy students. All fourth-year pharmacy students enrolled in Advanced Pharmacy Practice Experiences rotations for the 2023–2024 academic year were eligible to participate in this study. Two experiential community pharmacy sites were chosen as LM pilot locations. The students who matched with these sites (LM rotation) were required to complete two LM training modules as a part of the rotation onboarding and orientation process.

Results

Nineteen out of the 57 students completed the pre-survey. Twenty-six students completed the post-survey, with six of those students being in the LM rotation pilot group. Perceptions of self-care and providing counseling on lifestyle approaches, specifically in the areas of physical activity, nutrition, and sleep, were found to be stronger with the LM rotation group.

Conclusion

This study used a practical approach to implementing LM into pharmacy education and highlighted an area of practice expansion for pharmacists. Student responses upon participating in a pilot LM education experience suggest that there is an opportunity to include formal lifestyle medicine education into pharmacy curricula.

目的：回顾文献表明，在培训卫生专业人员谁有资格提供生活方式医学（LM）差距。药学院在纳入管理学硕士培训方面处于有利地位，但缺乏进行这一变革所需的课程和资源。本初步研究的目的是测量药学学生对如何将LM应用于他们的体验式学习以及未来实践的看法。方法：采用前后调查设计，对药学四年级学生进行初步研究。所有参加2023-2024学年高级药学实践经验轮转的四年级药学学生都有资格参加本研究。选择两个体验式社区药房作为LM试点地点。与这些地点匹配的学生（LM轮岗）被要求完成两个LM培训模块，作为轮岗和入职过程的一部分。结果：57名学生中有19人完成了预调查。26名学生完成了后调查，其中6名学生是LM轮转试点组的学生。自我照顾和提供生活方式方面的咨询，特别是在体育活动、营养和睡眠方面，被发现在LM轮转组中更强。结论：本研究采用了一种实用的方法，在药学教育中实施LM，突出了药师的实践扩展领域。学生对参与试点LM教育经验的反应表明，有机会将正式的生活方式医学教育纳入药学课程。

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引用次数: 0

Intra-rater reliability of in-person versus simulated remote synchronous faculty evaluation of pharmacy student objective structured clinical examinations 面对面与模拟远程同步教师评估药学学生客观结构化临床检查的内部信度。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-02-01 Epub Date: 2025-11-06 DOI: 10.1016/j.cptl.2025.102520

Alex N. Isaacs , Jenny L. Newlon , Kimberly S. Illingworth , Alan J. Zillich , Zachary A. Weber , Jamie L. Woodyard

Introduction

The utilization of objective structured clinical examinations (OSCEs) provides a vital learning and assessment opportunity within health professions education. While technology has been utilized, there is a lack of comparison of in-person versus remote synchronous OSCE evaluation. The objective of this study was to evaluate the intra-rater reliability of faculty evaluation in-person versus simulated remote synchronous evaluation of pharmacy student OSCE performance.

Methods

For three academic years, pharmacy student OSCE performances in two professional years at one institution were recorded while the instructors evaluated the students in-person. Following a six-month washout, instructors evaluated the same students remotely simulating synchronous evaluation using the same standardized rubric. Intra-class correlation coefficients (ICC) were calculated to determine the evaluator intra-rater reliability. Overall and individual OSCE station scores, the need to remediate, and overall course grades were compared between the cohorts.

Results

A total of 157 out of 380 OSCE activities were evaluated both in-person and remotely by 11 faculty members. The ICC scores were 0.9 overall and 0.9 for each individual year's OSCE station. There was a difference in overall OSCE scores based on simulated remote synchronous versus in-person assessment (84.0 % vs. 85.0 %) and for the individual P3 OSCE station (84.5 % vs. 86.0 %); however, there was no difference in the number of students requiring remediation or overall course grades.

Conclusion

This study demonstrated excellent intra-rater reliability between in-person and remote synchronous evaluations of an in-person pharmacy student OSCE. The study findings suggest remote synchronous evaluation is a viable alternative to in-person evaluation of OSCEs.

前言：客观结构化临床检查（osce）的使用为卫生专业教育提供了重要的学习和评估机会。虽然利用了技术，但缺乏对欧安组织现场评估与远程同步评估的比较。本研究的目的是评估教师亲自评估与模拟远程同步评估药房学生OSCE绩效的内部可靠性。方法：对某院校药学专业学生三个学年的OSCE成绩进行记录，并由指导教师对学生进行现场评价。在6个月的淘汰期后，教师用相同的标准化标准远程模拟同步评估，对同一批学生进行评估。计算类内相关系数（ICC）来确定评估者的类内信度。比较各组之间的总体和个人欧安组织站得分、补救需要和总体课程成绩。结果：在380项欧安组织活动中，共有157项活动由11名教员进行了现场和远程评估。国际商会的总体得分为0.9，欧安组织各年度得分为0.9。基于模拟远程同步评估与现场评估的总体OSCE得分（84.0%对85.0%）和单个P3 OSCE站（84.5%对86.0%）存在差异；然而，在需要补习的学生人数或整体课程成绩方面没有差异。结论：本研究证明了现场和远程同步评估对一名药学学生OSCE的评价具有良好的评分内信度。研究结果表明，远程同步评估是oses现场评估的可行替代方案。

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引用次数: 0

Survey of health-related quality of life and academic-life balance among doctor of pharmacy students 药学博士学生健康相关生活质量及学业生活平衡状况调查

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-02-01 Epub Date: 2025-11-14 DOI: 10.1016/j.cptl.2025.102525

Marignelys Rodriguez, Tiffany Lai, Lobna Kamel, Nicholas W. Carris

Purpose

Pharmacy students face heightened risks of stress, anxiety, depression, poor sleep, infrequent exercise, and burnout, necessitating strategies to enhance their well-being and academic success. This study aimed to identify factors associated with health-related quality of life, including academic achievement, physical health, and mental health among third-year pharmacy students at a public college of pharmacy in the southeastern United States.

Methods

A cross-sectional survey was conducted among third-year pharmacy students in Spring 2024, assessing demographics, health-related quality of life via the RAND 20-Item Short Form Health Survey (SF-20), lifestyle behaviors, academic performance, paid-work responsibilities, and study strategies. Data were analyzed using descriptive statistics and univariable Poisson and logistic regression to assess associations between respondent characteristics and success in academic, mental health, and physical health domains. Success was defined across three dimensions: academic (grade point average ≥ 3.5), mental health (mental health index ≥60), and physical health (physical health index = 100), with cut points based on response distribution.

Results

Of 84 third-year pharmacy students, 42 (50 %) responded. Fifty-two percent reported a GPA ≥3.5. The mean physical functioning index was 74 (SD 26), and the mean mental health index was 55 (SD 22). Success was achieved in all three dimensions by 14 % of respondents. No univariable Poisson regression identified a meaningful predictor of number of domains with achieved success, however living alone trended toward a 48 % increase in the expected mean domains with success versus living with roommates (count ratio, 1.48, 95 % CI, 0.83 to 2.66, p = 0.19), while living at home with parents showed a small association (count ratio, 1.08, 95 % CI, 0.55 to 2.12, p = 0.82). Notably, academic success varied by living arrangement (roommates: 46 %; home: 17 %; alone: 82 %).

Conclusions

Further research into factors related to living arrangements and holistic student success appears needed to optimize how Doctor of Pharmacy programs support students.

目的药学专业的学生面临着压力、焦虑、抑郁、睡眠不足、缺乏锻炼和倦怠的高风险，因此需要采取策略来提高他们的幸福感和学业成就。本研究旨在确定与健康相关的生活质量相关的因素，包括学业成绩、身体健康和心理健康，研究对象是美国东南部一所公立药学院的三年级药学学生。方法于2024年春季对药学三年级学生进行横断面调查，通过RAND 20项简短健康调查（SF-20）评估人口统计学、健康相关生活质量、生活方式行为、学习成绩、有偿工作责任和学习策略。使用描述性统计、单变量泊松和逻辑回归分析数据，以评估被调查者特征与学业、心理健康和身体健康领域成功之间的关系。成功被定义为三个维度：学业（平均绩点≥3.5）、心理健康（心理健康指数≥60）和身体健康（身体健康指数= 100），分界点基于应答分布。结果84名药学三年级学生中，有42人（50%）回答。52%的学生报告GPA≥3.5。平均生理功能指数为74 (SD 26)，平均心理健康指数为55 （SD 22）。14%的受访者在三个方面都取得了成功。没有单变量泊松回归确定成功的领域数量有意义的预测因子，然而，与室友生活相比，独居倾向于48%的预期平均成功领域（计数比，1.48,95% CI， 0.83至2.66,p = 0.19），而与父母生活在一起显示出较小的关联（计数比，1.08,95% CI， 0.55至2.12,p = 0.82）。值得注意的是，学习成绩因生活安排而异（室友：46%；家庭：17%；独自一人：82%）。结论需要进一步研究与生活安排和学生整体成功相关的因素，以优化药学博士项目对学生的支持。

{"title":"Survey of health-related quality of life and academic-life balance among doctor of pharmacy students","authors":"Marignelys Rodriguez, Tiffany Lai, Lobna Kamel, Nicholas W. Carris","doi":"10.1016/j.cptl.2025.102525","DOIUrl":"10.1016/j.cptl.2025.102525","url":null,"abstract":"<div><h3>Purpose</h3><div>Pharmacy students face heightened risks of stress, anxiety, depression, poor sleep, infrequent exercise, and burnout, necessitating strategies to enhance their well-being and academic success. This study aimed to identify factors associated with health-related quality of life, including academic achievement, physical health, and mental health among third-year pharmacy students at a public college of pharmacy in the southeastern United States.</div></div><div><h3>Methods</h3><div>A cross-sectional survey was conducted among third-year pharmacy students in Spring 2024, assessing demographics, health-related quality of life via the RAND 20-Item Short Form Health Survey (SF-20), lifestyle behaviors, academic performance, paid-work responsibilities, and study strategies. Data were analyzed using descriptive statistics and univariable Poisson and logistic regression to assess associations between respondent characteristics and success in academic, mental health, and physical health domains. Success was defined across three dimensions: academic (grade point average ≥ 3.5), mental health (mental health index ≥60), and physical health (physical health index = 100), with cut points based on response distribution.</div></div><div><h3>Results</h3><div>Of 84 third-year pharmacy students, 42 (50 %) responded. Fifty-two percent reported a GPA ≥3.5. The mean physical functioning index was 74 (SD 26), and the mean mental health index was 55 (SD 22). Success was achieved in all three dimensions by 14 % of respondents. No univariable Poisson regression identified a meaningful predictor of number of domains with achieved success, however living alone trended toward a 48 % increase in the expected mean domains with success versus living with roommates (count ratio, 1.48, 95 % CI, 0.83 to 2.66, <em>p</em> = 0.19), while living at home with parents showed a small association (count ratio, 1.08, 95 % CI, 0.55 to 2.12, <em>p</em> = 0.82). Notably, academic success varied by living arrangement (roommates: 46 %; home: 17 %; alone: 82 %).</div></div><div><h3>Conclusions</h3><div>Further research into factors related to living arrangements and holistic student success appears needed to optimize how Doctor of Pharmacy programs support students.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 2","pages":"Article 102525"},"PeriodicalIF":1.4,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing virtual immersive simulations to promote practice readiness for pharmacy and pharmacy technician students 开发虚拟沉浸式模拟，以促进药学和药学技术学生的实践准备。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-02-01 Epub Date: 2025-11-20 DOI: 10.1016/j.cptl.2025.102508

Aleksandra Bjelajac Mejia , Lachmi Singh , Maliha Asif , Frank Fan , Maiesha Kanieze , Ryan Keay , Heather Abela , Leanne M. Perry

Background

Although registered pharmacists (RPhs) and registered pharmacy technicians (RPhTs) are expected to work collaboratively, as students they have limited opportunities to learn together. The objective of this project was to provide a way to mitigate a gap in students' understanding of intraprofessional collaboration between RPhs and RPhTs in pharmacy practice settings.

Educational activity

Three virtual pharmacy simulations were developed in collaboration with RPhs, RPhTs, and the research team using Twine® software and have been made available for use or adaptation by other educators. The simulations were administered to pharmacy and pharmacy technician students as part of course work. Simulation topics focused on patient inquiries related to selecting cold medication, vaccines, and filling a prescription.

Evaluation findings

Pharmacy students completed pre- (n = 187) and post-simulation (n = 185) surveys. Students reported an increase in comprehension of RPh and RPhT roles and increased confidence in ability to collaborate. Post-simulation, 88.8 % of respondents agreed or strongly agreed they were confident about applying scopes of practice in an intraprofessional setting, and 96.9 % of respondents agreed or strongly agreed they felt more confident collaborating with RPhTs. Themes emerging from the open-ended survey question were Simulation Strengths, Areas for Improvement, Scope of Practice, Inter- and Intra-Professional Collaboration, and Knowledge Application.

Analysis of educational activity

Through this project we learned that the development of virtual immersive simulations can be time and resource intensive. For future projects, we aim to understand how virtual simulations can most effectively be developed and used to support pharmacy student learning.

背景：虽然注册药剂师（RPhs）和注册药学技术人员（rpht）被期望协同工作，但作为学生，他们在一起学习的机会有限。该项目的目的是提供一种方法，以减轻学生对药房实践环境中rph和rph之间专业内合作的理解差距。教育活动：使用Twine®软件，与实习医生、实习医生和研究团队合作开发了三个虚拟药房模拟，可供其他教育工作者使用或修改。作为课程作业的一部分，这些模拟被用于药学和药学技术专业的学生。模拟主题侧重于与选择感冒药、疫苗和填写处方相关的患者查询。评估结果：药学学生完成了模拟前（n = 187）和模拟后（n = 185）的调查。学生们报告说，他们对RPh和RPhT角色的理解有所提高，对合作能力的信心也有所增强。模拟后，88.8%的受访者同意或强烈同意他们对在专业内部环境中应用实践范围有信心，96.9%的受访者同意或强烈同意他们对与rpht合作更有信心。从开放式调查问题中出现的主题是模拟优势，改进领域，实践范围，专业间和专业内合作以及知识应用。教育活动分析：通过这个项目，我们了解到虚拟沉浸式模拟的开发可能需要大量的时间和资源。对于未来的项目，我们的目标是了解如何最有效地开发和使用虚拟模拟来支持药学学生的学习。

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引用次数: 0

Assessment of wellbeing programming for student pharmacists: A continuous quality improvement project 学生药剂师福利计划评估：一个持续的质量改进项目。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-02-01 Epub Date: 2025-11-19 DOI: 10.1016/j.cptl.2025.102523

Lauren Hogan, Brenda Sihotang, Christine Duginski, Hailie Fellers, Lauren S. Carter, Elizabeth Nguyen, Meenakshi Ramanathan, Brittany Palasik Torres

Problem description

This quality improvement (QI) project served as a large-scale needs assessment to align with University initiatives and inform development of a College of Pharmacy Wellbeing Strategic Plan.

QI methods

Data from University and College of Pharmacy wellbeing events from 2020 to 2024 were collected and mapped to Whole Health dimensions: community, self-care, spiritual, physical, financial, mental and environmental. A survey was distributed to College of Pharmacy faculty, staff, and students about wellbeing confidence and struggles as well as preferences for event frequency.

Results of QI inquiry

There were 187 events mapped, and 140 were held by the College of Pharmacy. The mental and self-care dimensions had the highest number of events (107 and 93 events, respectively). Most events occurred annually (58, 31.0 %) and 55 (28.3 %) occurred only once. Students perceived high confidence in the self-care (25, 32.5 %) and community (20, 25.9 %) dimensions and difficulties with the physical (17, 22.1 %) and financial dimensions (16, 20.8 %). However, faculty and staff felt students struggled most with mental health (7, 38.9 %) and self-care (4, 22.2 %). Most survey participants noted preference for semesterly events.

Interpretation and discussion

The large number of events reflects the College's dedication to student pharmacist wellbeing; however, duplicative events and some differing faculty-student perceptions of wellbeing challenges demonstrate the need for a more strategic approach. Moving forward, a Wellbeing Strategic Plan will align events with student needs, enhance collaboration, and optimize resources.

Conclusion

This QI project could serve as a first-step for assessment of wellbeing strategies at other Colleges.

问题描述：这个质量改进（QI）项目作为一个大规模的需求评估，与大学的举措保持一致，并为药学学院福利战略计划的发展提供信息。Qi方法：收集2020年至2024年大学和药学院健康事件的数据，并将其映射到整体健康维度：社区，自我保健，精神，身体，财务，心理和环境。一项关于健康、自信、挣扎以及对事件频率的偏好的调查被分发给药学院的教职员工和学生。qi查询结果：共绘制事件187项，药学院举办事件140项。心理和自我照顾维度的事件数最多（分别为107和93）。大多数事件为年发生（58例，31.1%），55例（28.3%）为单次发生。学生在自我照顾（25.5%,32.5%）和社区（20.5%,25.9%）方面有较高的信心，在身体（17.1%,22.1%）和财务（16.8%,20.8%）方面有困难。然而，教职员工认为学生在心理健康（7,38.9%）和自我保健（4,22.2%）方面最困难。大多数调查参与者都表示对学期活动的偏好。解释和讨论：大量的活动反映了学院对学生药剂师福祉的奉献；然而，重复的事件和一些不同的教师和学生对福利挑战的看法表明需要一种更具战略性的方法。展望未来，福祉战略计划将根据学生的需求调整活动，加强合作，优化资源。结论：本项目可作为评估其他高校福利策略的第一步。

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引用次数: 0

Evaluating the impact of required attendance on examination performance and pharmacy student perceptions in an infectious diseases course 在传染病课程中评估出勤要求对考试成绩和药学学生认知的影响

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-01-01 Epub Date: 2025-09-23 DOI: 10.1016/j.cptl.2025.102487

Dana R. Bowers , Alanda A. Barash , Kimberly C. McKeirnan

Objectives

This project sought to evaluate student pharmacist performance on infectious disease topics in a course with mandatory in-person attendance. The secondary objective was to evaluate student perceptions regarding required attendance and performance on specific course outcomes and session objectives.

Methods

Student attendance was collected manually by a faculty member during the infectious disease portion of a required pharmacotherapy course at University X and their exam performance data was evaluated. A t-test was used to compare the scores of students who regularly attended with those who did not for each assessment. An attendance survey was administered twice during the semester: at the midpoint and the end. Thirteen Likert-scale survey questions were designed to evaluate students' attitudes toward required attendance in the course and their beliefs about the impact of required attendance on their course performance and learning.

Results

Students who attended the class sessions for the course performed better on examinations than students who did not attend class sessions. The attendance perception survey results showed most students perceived mandatory attendance as beneficial to their learning and achieving the course objectives. Survey results indicated that the majority of students believed the in-class sessions were helpful for their learning. Most students did not believe that having required attendance reduced their time spent studying outside of class.

Conclusions

Mandatory attendance had a positive influence on student performance on assessments and their perceptions about learning in a pharmacotherapy course. The findings from the perceptions survey and examination performance support the implementation of required attendance in a Doctor of Pharmacy curriculum to improve student academic outcomes and professionalism.

目的本计画旨在评估学生药剂师在强制性亲自出勤的传染病主题课程上的表现。第二个目标是评估学生对特定课程成果和课程目标的出勤要求和表现的看法。方法在X大学的一门药物治疗必修课程的感染性疾病部分，由一名教师手工收集学生的出勤率，并对他们的考试成绩进行评估。使用t检验来比较定期参加和不参加每次评估的学生的分数。本学期进行了两次出勤调查：在中点和期末。设计了13个李克特量表调查问题，以评估学生对必修课程出勤的态度以及他们对必修课程成绩和学习影响的看法。结果参加课程学习的学生在考试中的表现优于未参加课程学习的学生。出勤感知调查结果显示，大多数学生认为强制出勤对他们的学习和课程目标的实现是有益的。调查结果显示，大部分学生认为课堂教学对他们的学习有帮助。大多数学生不认为要求出勤减少了他们花在课外学习上的时间。结论强制出勤对学生在药物治疗课程的评估成绩和学习感受有积极影响。认知调查和考试表现的结果支持在药学博士课程中实施出勤要求，以提高学生的学术成果和专业水平。

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引用次数: 0

Evaluation of a critical illness simulation activity on perceptions and knowledge of interprofessional education between pharmacy and nutrition students 一次危重疾病模拟活动对药学和营养学学生跨专业教育认知和知识的评价

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2026-01-01 Epub Date: 2025-09-19 DOI: 10.1016/j.cptl.2025.102485

Victoria Williams , Essilvo Sulejmani , Kristen M. Roberts , Casey C. May

Objective

Evaluate the effect of a novel interdisciplinary simulation activity in a critical care pharmacy elective course and assess students' perceptions toward interprofessional collaboration in the intensive care unit setting.

Methods

Pharmacy and nutrition students enrolled in respective critical care elective courses participated in a surgical intensive care unit (SICU) simulation activity. Students were divided into interprofessional groups with discipline-specific topics of focus and provided with a clinical case of a critically ill surgical patient with enteral feeding intolerance. Pharmacy students were assigned a six-question quiz administered pre- and post-simulation that assessed understanding of the role of the dietitian and basic nutrition concepts; all students were given discipline-specific reflection questions following the activity that evaluated students' change in perception of their role and the role of the other discipline in the interprofessional SICU setting.

Results

Nineteen pharmacy students and 11 nutrition students participated in the SICU simulation. Of the pharmacy students (n = 14) who completed both the pre- and post-simulation quiz, there was an improvement in quiz scores, 2.7 ± 0.97 to 4.3 ± 0.34; p < 0.001. Reflection question responses from all students revealed the following themes: enhanced self-perception of their own role, improved understanding of the other profession's role, and heightened degree of interprofessional respect in the care of a critically ill patient.

Conclusions

The interprofessional SICU simulation activity enhanced pharmacy student knowledge about nutrition and broadened all students' understanding of the other profession's roles in critical care.

目的评估在重症监护药学选修课程中新颖的跨学科模拟活动的效果，并评估学生对重症监护病房跨专业合作的看法。方法药学和营养学专业危重病选修课程的学生参加外科重症监护病房（SICU）模拟活动。学生被分成跨专业小组，以特定学科为重点，并提供一个肠内喂养不耐受的外科危重患者的临床病例。在模拟前和模拟后，给药学专业的学生分配了一个六题测验，以评估他们对营养师的作用和基本营养概念的理解；在活动结束后，所有学生都被给予特定学科的反思问题，以评估学生在跨专业SICU环境中对自己的角色和其他学科角色的看法的变化。结果19名药学专业学生和11名营养学专业学生参加了SICU模拟。同时完成模拟前和模拟后测验的药学学生（n = 14）的测验成绩有改善，从2.7±0.97到4.3±0.34；p < 0.001。所有学生对反思问题的回答都揭示了以下主题：增强了对自己角色的自我认知，提高了对其他专业角色的理解，提高了对危重病人护理的专业间尊重程度。结论跨专业SICU模拟活动增强了药学专业学生关于营养学的知识，拓宽了所有学生对其他专业在重症监护中的作用的理解。

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