Currents in Pharmacy Teaching and Learning最新文献

{"title":"Factors influencing the healthcare programme selection of students in an Irish university","authors":"Roisin L. Murphy,&nbsp;Kevin D. Murphy","doi":"10.1016/j.cptl.2024.102238","DOIUrl":"10.1016/j.cptl.2024.102238","url":null,"abstract":"<div><h3>Background</h3><div>Globally, there is a rapidly increasing proportion of women studying and practising healthcare. This has been accompanied by a reducing proportion of males in most healthcare professions. This has been a contributory factor to the decreasing health staffing due to the tendency of females to work fewer hours and leave their profession earlier. Considering the current shortage of healthcare workers, it is of utmost importance to determine the factors generating these choices, so that recruitment of a significant number of males is not missed. The main objective of this study was to ascertain differences between factors that influence men and women who are students in one Irish university.</div></div><div><h3>Methods</h3><div>Semi-structured interviews were conducted with postgraduate and undergraduate Pharmacy, Nursing, Medicine, and Dentistry students. The interviews were then transcribed and a thematic analysis was applied to identify patterns and interrelationships in the data. Participants answered questions pertaining to the factors which influenced them to study healthcare.</div></div><div><h3>Results</h3><div>Fourteen students participated in recorded interviews, with 8 of them being women. The interviews lasted between 12 and 27 min (mean: 18 min). Four themes were identified: (1) student characteristics, (2) content interest needs, (3) perceived career characteristics, and (4) external encouragement. This study confirmed that there is a social perception of some healthcare professions as a women's profession. The factors that influence men and women to study healthcare differed in some ways; females were more drawn to careers by which they could use empathy, while males were more interested by career prospects.</div></div><div><h3>Conclusions</h3><div>This study offers insight into the decisions of students about their choice of healthcare profession. The study highlights factors that can be targeted by institutions wishing to increase the proportion of men or women in their professions. Using channels such as social media, school visits, and promotion of role models to demonstrate the variety of positions within each profession in terms of work-life balance, salary, career opportunity.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102238"},"PeriodicalIF":1.3,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Breaking the bamboo ceiling: Empowering Asian pharmacy students for leadership","authors":"Thu Nguyen ,&nbsp;Allison M. Chung ,&nbsp;Jing Wu ,&nbsp;Rajinder Rai","doi":"10.1016/j.cptl.2024.102227","DOIUrl":"10.1016/j.cptl.2024.102227","url":null,"abstract":"<div><div>Despite representing over 20 % of pharmacy students, Asian and Pacific Islander (API) remain underrepresented in leadership positions in the United States. This article examines barriers API pharmacy students face in pursuing leadership roles and offers strategies to navigate these challenges. Stereotypical assumptions that API students are “quiet and passive” may hinder their advancement to leadership and create a bamboo ceiling that limits their progress. As a result, they may feel the need to detach from their ethnic identity to achieve leadership success, which may lead to immense stress and pressure. Pharmacy schools and professional organizations can provide targeted support by understanding the barriers to leadership, emphasizing leadership styles compatible with API cultural values, and promoting mentorship. This article highlights the opportunities for API pharmacy students to overcome aforementioned challenges and actuate their leadership potential.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102227"},"PeriodicalIF":1.3,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Survey of drug information, literature evaluation, and biostatistics curricula among US colleges of pharmacy","authors":"Justyna Fydrych ,&nbsp;Faria Munir,&nbsp;Heather Ipema,&nbsp;Laura Koppen","doi":"10.1016/j.cptl.2024.102270","DOIUrl":"10.1016/j.cptl.2024.102270","url":null,"abstract":"<div><h3>Objective</h3><div>This survey assessed the current status of drug information education among US colleges of pharmacy, including the impact of the COVID-19 pandemic.</div></div><div><h3>Methods</h3><div>In December 2022, an electronic survey was sent to 140 US colleges of pharmacy. Survey questions assessed curricular content, methods of delivery, and course activities.</div></div><div><h3>Results</h3><div>One hundred two survey responses were received, which represented 78 colleges. Many colleges reported teaching drug information, literature evaluation, and biostatistics in separate courses, but about half of colleges combine these topics into one or two courses. Most drug information instruction occurred in the first two years of pharmacy school, and most instructional delivery was described as in-person. Didactic lectures were commonly used in drug information courses but about half of colleges also used active learning methods such as flipped classroom/team-based learning. Topics with which students struggled most included critically evaluating medical literature and summarizing basic biostatistics and research design methods. Responding colleges reported some course-related changes in the past five years and some permanent changes due to the COVID-19 pandemic.</div></div><div><h3>Conclusion</h3><div>Colleges of pharmacy report a variety of course structures and instructional approaches to teach drug information topics. Active learning strategies are used by many colleges. Some colleges reported permanent changes to their drug information teaching due to the COVID-19 pandemic. How best to teach the drug information topics that students struggle with as reported by survey respondents remains an area for future study.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102270"},"PeriodicalIF":1.3,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899168","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}

{"title":"Will AI reshape or deform pharmacy education?","authors":"Majid Ali","doi":"10.1016/j.cptl.2024.102274","DOIUrl":"10.1016/j.cptl.2024.102274","url":null,"abstract":"<div><div>The integration of artificial intelligence (AI) into pharmacy education offers transformative opportunities but also introduces significant challenges. This commentary explores whether AI will reshape or deform pharmacy education by analyzing its effects on personalized learning, complex concept comprehension, simulation-based clinical training, interprofessional education, and administrative efficiency. While AI-driven tools provide adaptive learning experiences, immersive visualizations, and streamlined administrative processes, concerns persist about overreliance on technology, skill atrophy, ethical and legal challenges, erosion of humanistic skills, inequities stemming from the digital divide, and faculty preparedness. To address these risks while harnessing AI's potential, a balanced approach is essential. Key strategies include integrating AI into curricula alongside traditional teaching methods, fostering digital literacy and critical thinking, enhancing humanistic education, supporting faculty development, ensuring equitable access, and establishing ethical frameworks. By thoughtfully implementing these strategies, pharmacy educators can prepare students to thrive in an AI-driven healthcare landscape while preserving core professional competencies.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102274"},"PeriodicalIF":1.3,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Infrastructure and resourcing of diversity, equity, inclusion, and accessibility initiatives across US pharmacy schools","authors":"Chelsey Llayton ,&nbsp;Mary Elizabeth Ray ,&nbsp;Jennifer Arnoldi ,&nbsp;Sally Arif ,&nbsp;Akesha Edwards ,&nbsp;Leah Hall ,&nbsp;Madison Loyer ,&nbsp;G. Scott Weston","doi":"10.1016/j.cptl.2024.102242","DOIUrl":"10.1016/j.cptl.2024.102242","url":null,"abstract":"<div><h3>Objectives</h3><div>This study assesses the infrastructure and resources surrounding diversity, equity, inclusion, and accessibility (DEIA) efforts in pharmacy education. The objectives were to investigate leadership roles and qualifications, resource commitment, challenges faced, and proudest accomplishments related to DEIA initiatives in colleges and schools of pharmacy.</div></div><div><h3>Methods</h3><div>A 27-question survey was distributed to CEO deans of US colleges and schools of pharmacy. Descriptive statistics were used for data analysis.</div></div><div><h3>Results</h3><div>Of the 48 respondents (33 % response rate), 30 (63 %) indicated they utilized a standing DEIA committee and/or a DEIA leader with varying degrees of their position committed to these initiatives. Most leaders (40 %) indicated moderate to significant, but informal training related to their responsibilities. There was wide variation between both allocated salaries or stipends ($0 to &gt;$140,000) and additional budgeted monies for DEIA activities ($0 - &gt; $50,000). Over 90 % of respondents referenced a commitment to DEIA in various institutional documents, and provided multiple training opportunities to faculty, staff, and in some cases, preceptors. The vast majority (91 %) of programs reported having a relationship with their parent institution regarding DEIA, with varying levels of support.</div></div><div><h3>Conclusions</h3><div>This study provides insights into the landscape of DEIA in pharmacy education. Despite a modest response rate, respondents are representative of the academy highlighting the diversity of DEIA initiatives and leadership approaches across colleges and schools of pharmacy. Further research is needed to explore non-responders' perspectives, assess the impact of DEIA initiatives on educational outcomes and student experiences, and to see how the political landscape since distribution of this survey has changed DEIA initiatives.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102242"},"PeriodicalIF":1.3,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of a capstone exam as pre-advanced pharmacy practice experiences domains assessment","authors":"Michael R. Gionfriddo ,&nbsp;Gale E. Garmong ,&nbsp;Michael W. Perry ,&nbsp;Autumn Stewart-Lynch ,&nbsp;Pamela H. Koerner","doi":"10.1016/j.cptl.2024.102240","DOIUrl":"10.1016/j.cptl.2024.102240","url":null,"abstract":"<div><h3>Introduction</h3><div>Accreditation Council for Pharmacy Education's (ACPE) standards require pharmacy schools to assess Advanced Pharmacy Practice Experience (APPE) readiness. This paper describes the development and implementation of a Capstone Exam for assessing APPE-readiness and exploration of potential correlations between student performance on the Exam and performance measures within the didactic curriculum.</div></div><div><h3>Methods</h3><div>Faculty developed a Capstone examination aligned to the Pre-APPE Domains in Appendix A of the ACPE standards consisting of five stations assessing skills, which include: interviewing, counseling, prescription checking, professional communication, and inpatient order verification. Administered in the spring semester of the third professional year, students must pass all stations to progress to APPEs. Relationships between pass rates for student cohorts in the class of 2017–2023 and grade point average (GPA) and course deficiencies were explored using logistic regression.</div></div><div><h3>Results</h3><div>Since 2016, first-attempt pass rates fluctuated between 20.3 % and 51.2 % with variability in performance observed across stations and class cohorts. Students with higher GPAs were more likely to pass all stations on the first attempt. Although history of a course deficiency did not affect overall pass rates, it was associated with lower odds of passing the interviewing and order verification stations.</div></div><div><h3>Conclusions</h3><div>A Capstone Exam model fulfills the requirements in ACPE Standard 25.8 using a sustainable approach and has supported curricular continuous quality improvement. Findings regarding predictive value of GPA and prior course deficiencies may enable identifying students who would benefit from additional preparation<strong>.</strong></div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102240"},"PeriodicalIF":1.3,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From classroom to community: A college of pharmacy's faculty and student participation at a harm reduction coalition","authors":"Kenric B. Ware ,&nbsp;Abigail McBrayer ,&nbsp;Savannah Wright","doi":"10.1016/j.cptl.2024.102254","DOIUrl":"10.1016/j.cptl.2024.102254","url":null,"abstract":"<div><h3>Background and purpose</h3><div>Harm reduction is a paradigm that promotes safer drug consumption to maximize individuals' overall wellbeing. Equipping pharmacy faculty and students to engage in harm reduction can play a key role in addressing substance use disorders and facilitating meaningful educational experiences.</div></div><div><h3>Educational activity and setting</h3><div>Within the context of a 5-week ambulatory care advanced pharmacy practice experience (APPE), an APPE faculty preceptor and students engaged a harm reduction coalition with two primary objectives: street outreach initiatives and packaging of safer drug using kits. The faculty preceptor and students were guided through these responsibilities by harm reduction coordinators (HRC), where they also learned about other organizational service offerings. The HRC informally commented on having pharmacy faculty and student involvement. The faculty preceptor and students self-reflected upon their time with the coalition after the experience.</div></div><div><h3>Findings</h3><div>The HRC agreed that having pharmacy faculty and student involvement in daily operations added value to the coalition. The APPE faculty preceptor and students actively contributed to street outreach initiatives and preparations of safer drug using kits through being incorporated into routine workflow, affording them the ability to learn through doing. Based on the mutually agreeable experiences, further collaboration will be developed.</div></div><div><h3>Discussion and summary</h3><div>An APPE educational activity was developed in collaboration with a harm reduction coalition within close proximity to the university and contributed to street outreach initiatives and preparation of safer drug using kits as components of the coalition's operations. The contributions were favorably received by the HRC.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102254"},"PeriodicalIF":1.3,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preceptor perspectives on disability-related accommodations in pharmacy experiential education","authors":"Janel Soucie ,&nbsp;Jennifer Arnoldi ,&nbsp;Katherine E. Banker ,&nbsp;Nicole Carace ,&nbsp;Lindsey Dayer ,&nbsp;Richard O'Brocta ,&nbsp;Eliza Dy-Boarman","doi":"10.1016/j.cptl.2024.102234","DOIUrl":"10.1016/j.cptl.2024.102234","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Introduction&lt;/h3&gt;&lt;div&gt;Accreditation Council for Pharmacy Education Standards require reasonable accommodation for students with disabilities in an educational setting. There is limited information regarding preceptor experiences and perspectives associated with accommodations in the pharmacy experiential learning environment. This study examined preceptor experiences and viewpoints and explored opportunities for schools/colleges of pharmacy (S/COP) to provide support and education for preceptors when meeting access needs.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;A collaborative team from seven S/COP experiential programs developed, pilot tested, and electronically distributed a questionnaire. The questionnaire collected information on preceptor demographics, experiences with disability-related accommodations, concerns and confidence in implementation, support from the academic institution, and additional needs. An open-ended question was analyzed using thematic analysis, and quantitative responses were described using descriptive statistics.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;A total of 294 respondents consented to participate, met inclusion criteria, and submitted a questionnaire response (∼5 % response rate). Many respondents had not experienced requests for accommodation. The most common challenges related to implementation of accommodations were lack of clarity regarding the accommodation request (22 %) and uncertainty regarding how to apply the accommodation within the preceptor's practice (23 %). Most respondents (76 %) felt they would benefit from professional development in this area. Thematic analysis of free-text responses indicated a desire for resources, education, and for advanced notice when accommodation is needed.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusion&lt;/h3&gt;&lt;div&gt;While many preceptors may not have received requests for accommodation, opportunities exist for S/COP related to preceptor education, provision of resources, and transparent and proactive communication between the academic institution and the preceptor to support students with disabilities.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Contribution to the literature&lt;/h3&gt;&lt;div&gt;Requests for accommodations in the experiential education setting are an increasingly important topic for those involved in pharmacy experiential education, including directors, preceptors, and sites. The current body of literature published to date provides guidance, resources, strategies, and reviews of legal implications to consider when developing accommodations for experiential education. Additional literature provides insights from schools and colleges of pharmacy. However, there is limited information available regarding preceptor experiences and perspectives associated with accommodations in the pharmacy experiential learning environment. This manuscript outlines a study examining preceptor experiences and viewpoints. The results provide insight into preceptor perspectives as well as potential future opportunities for sch","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102234"},"PeriodicalIF":1.3,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142689205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Practice transformation starts in the classroom: Mapping practice change learning in a PharmD program","authors":"T'Bony Jewell ,&nbsp;Ashley M. Lohmann ,&nbsp;E. Michael Murphy ,&nbsp;Jennifer L. Rodis","doi":"10.1016/j.cptl.2024.102230","DOIUrl":"10.1016/j.cptl.2024.102230","url":null,"abstract":"<div><h3>Objective</h3><div>As the profession of pharmacy continues to evolve, it is important to integrate pharmacy practice change learning into the Doctor of Pharmacy (PharmD) curriculum. The objective of this project was to evaluate how pharmacy practice change was being taught within a PharmD curriculum and to identify strategies for improvement.</div></div><div><h3>Methods</h3><div>The College of Pharmacy's PharmD Curricular Leadership Committee (PDCLC) developed a definition for practice change learning and assembled a team of faculty experts to map practice change to the PharmD curriculum. After conducting student focus groups to gather input on practice change learning experiences and importance from the learner perspective, the team engaged faculty in interviews and mapped actual practice change learning experiences with 2016 Accreditation Council for Pharmacy Education (ACPE) standards and Ohio State University (OSU) College of pharmacy's (COP) ability-based outcomes, highlighting gaps and opportunities.</div></div><div><h3>Results</h3><div>Primary opportunities for improvement in practice change learning were identified and included: integration of value-based outcomes that influence healthcare reimbursement and quality, communication simulations around community health and the value of the pharmacist with organizations outside traditional healthcare settings and with payors, and exposure to careers beyond traditional pharmacy settings.</div></div><div><h3>Conclusion</h3><div>A faculty member has been appointed to lead integration of this content and optimization of practice change knowledge and skill building across courses and years in the program. Future directions involve curricular integration and obtaining alumni feedback to refine effectiveness of the curriculum.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102230"},"PeriodicalIF":1.3,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142676582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Keeping pace in the age of innovation: The perspective of Dutch pharmaceutical science students on the position of machine learning training in an undergraduate curriculum","authors":"S. Kidwai ,&nbsp;D. Rojas-Velazquez ,&nbsp;A. Lopez-Rincon ,&nbsp;A.D. Kraneveld ,&nbsp;D.L. Oberski ,&nbsp;I. Meijerman","doi":"10.1016/j.cptl.2024.102231","DOIUrl":"10.1016/j.cptl.2024.102231","url":null,"abstract":"<div><h3>Background</h3><div>Over the years, approaches of the pharmaceutical industry to discover and develop drugs have changed rapidly due to new scientific trends. Among others, they have started to explore Machine Learning (ML), a subset of Artificial Intelligence (AI), as a promising tool to generate new hypotheses regarding drug candidate selections for clinical trials and to predict adverse side effects. Despite these recent developments, the possibilities of ML in pharmaceutical sciences have so far hardly penetrated the training of pharmaceutical science students. ^{1, 2} Therefore, as part of an elective course, an introductory module on ML was developed at Utrecht University, Department of Pharmaceutical Sciences.</div></div><div><h3>Objective</h3><div>The aim of this study was to assess student’ views on the module set-up, and their perspectives on ML within pharmaceutical science curricula.</div></div><div><h3>Methods</h3><div>Semi-structured interviews over three years were conducted with 15 students participating in the module.</div></div><div><h3>Results</h3><div>The students valued the well-designed and effective delivered module. They were personally motivated to learn more about ML in a future master or research internship. The students now perceive a lack of possibilities for ML training in pharmaceutical sciences education and indicate the value of incorporating ML opportunities for their future career.</div></div><div><h3>Conclusion</h3><div>Integrating ML training into pharmaceutical sciences curricula is needed to keep future drug researchers up to date with drug research advancements, enhancing their skills, academic development, and career prospects.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 2","pages":"Article 102231"},"PeriodicalIF":1.3,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142644878","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}