Currents in Pharmacy Teaching and Learning最新文献_第7页

Next generation of well-rounded pharmacists: The role of experiential advocacy in pharmacy education 下一代全面发展的药剂师：经验倡导在药学教育中的作用。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-11-12 DOI: 10.1016/j.cptl.2025.102528

Bella Blankenship , E. Michael Murphy , Jennifer L. Rodis

Purpose

As investment grows in the passage of pharmacy-related legislation, the American Association of Colleges of Pharmacy (AACP) is calling for advocacy skill-building to be included in PharmD programs. This article provides reflections on one method of doing so.

Description

One way to incorporate advocacy skill-building is through the creation of a program that guides student pharmacists through the process of hosting a legislator visit at a pharmacy practice setting. An APPE program of this nature was established in 2019 at The Ohio State University College of Pharmacy with the goals of exposing student pharmacists to advocacy initiatives and the legislative process, increasing student pharmacist comfort and knowledge in advocacy initiatives and legislator interactions, and instilling in pharmacist preceptors the perception of importance in participating in advocacy initiatives following a legislator visit at a pharmacist practice setting.

Interpretation

There are several challenges in implementing an experiential advocacy program as observed over the last five years. Programs focused on final-year pharmacy students can create challenges as there is limited time within schedules to accommodate additional responsibilities. Further curricular overload as observed in the first three years of PharmD programs could be prevented by integrating these experiences into already-established rotations.

Conclusions

A program that empowers student pharmacists to host an elected leader at an IPPE or APPE rotation site gives students and preceptors real-world experience to advocate while establishing a relationship with the legislator.

Implications

As academic institutions consider integration of legislative advocacy into their didactic and co-curricula, they should consider expansions in experiential opportunities that integrate legislative advocacy into already-established experiential curricula.

目的：随着药学相关立法的投资增加，美国药学学院协会（AACP）呼吁将倡导技能建设纳入药学博士课程。本文提供了对这样做的一种方法的思考。描述：一种纳入倡导技能建设的方法是通过创建一个项目，指导学生药剂师通过在药房实践环境中主持立法者访问的过程。这种性质的APPE项目于2019年在俄亥俄州立大学药学院成立，目的是让学生药剂师接触倡导倡议和立法程序，增加学生药剂师在倡导倡议和立法者互动中的舒适度和知识，并在药剂师实践环境中向药剂师导师灌输立法者访问后参与倡导倡议的重要性。诠释：在过去的五年里，我们观察到在实施一个经验倡导项目时存在着一些挑战。专注于最后一年药学学生的项目可能会带来挑战，因为时间表内的时间有限，无法适应额外的责任。通过将这些经验整合到已经建立的轮转中，可以防止在药学博士项目的前三年观察到的进一步的课程过载。结论：一个授权学生药剂师在IPPE或APPE轮岗地点主持选举领导人的项目，在与立法者建立关系的同时，为学生和导师提供了现实世界的经验。启示：当学术机构考虑将立法宣传纳入其教学和合作课程时，他们应该考虑扩大将立法宣传纳入已经建立的体验课程的体验机会。

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引用次数: 0

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 : 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

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 : 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

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 : 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

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 : 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

Perceptions of human factors and patient safety in undergraduate healthcare education: A multidisciplinary perspective. 在本科医疗保健教育中的人为因素和患者安全的看法：一个多学科的观点。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-11-01 Epub Date: 2025-08-06 DOI: 10.1016/j.cptl.2025.102445

Patricia Sheehan, Aoife Fleming, Suzanne McCarthy, Aislinn Joy

Background: Adoption of Human Factors (HF) principles to healthcare can help to jointly optimise work systems performance and human wellbeing. A recent systematic review identified a lack of formal patient safety (PS) and HF education in undergraduate healthcare curricula. To address this gap, qualitative research is needed to explore faculty and student perspectives, offering a deeper understanding of current educational practices and potential areas for development.

Aim: To gain an understanding of faculty and student perceptions relating to PS and HF education in undergraduate medical and pharmacy programmes at an Irish university.

Methods: Sampling was purposive and included faculty and undergraduate senior cycle students from the disciplines of medicine and pharmacy. Eleven semi-structured interviews were conducted with faculty and five uni-professional focus groups were conducted with students. Data were analysed using reflexive thematic analysis.

Results: Five overarching themes were identified: DISCUSSION: Participants considered HF to be important for PS education but there was a lack of shared understanding around its meaning. There was a lack of robust competency frameworks underpinning existing PS/HF content. Findings indicate that much PS learning was implicit and occurring while students are on clinical placement. A perceived disconnect between the academic and clinical environments was a recurring theme.

Conclusion: This study identifies faculty and student perceptions of gaps relating to HF/PS teaching in undergraduate medicine and pharmacy education in an Irish context. Increased synergy between the academic and clinical environments may help optimise PS/HF learning.

背景：在医疗保健中采用人为因素（HF）原则可以帮助共同优化工作系统绩效和人类福祉。最近的一项系统综述发现，在本科医疗保健课程中缺乏正式的患者安全（PS）和心衰教育。为了解决这一差距，需要进行定性研究，以探索教师和学生的观点，从而更深入地了解当前的教育实践和潜在的发展领域。目的：了解爱尔兰一所大学本科医学和药学课程中教师和学生对PS和HF教育的看法。方法：采用有目的的抽样方法，抽样对象为医学和药学专业的教师和本科高年级学生。对教师进行了11次半结构化访谈，对学生进行了5次非专业焦点小组访谈。数据分析采用反身性主题分析。讨论：参与者认为HF对PS教育很重要，但对其含义缺乏共同的理解。缺乏支撑现有PS/HF内容的强大能力框架。研究结果表明，许多PS学习是内隐的，并且发生在学生的临床实习中。学术环境和临床环境之间的明显脱节是一个反复出现的主题。结论：本研究确定了教师和学生对爱尔兰背景下本科医学和药学教育中HF/PS教学差距的看法。增加学术和临床环境之间的协同作用可能有助于优化PS/HF学习。

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引用次数: 0

Textbook reading habits and perceptions among PharmD students in an integrated curriculum: A mixed-methods analysis 综合课程中药学博士学生的课本阅读习惯和观念：一项混合方法分析。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-10-28 DOI: 10.1016/j.cptl.2025.102489

Joydip Das , Rudi Safarudin , J. Douglas Thornton , Louis Williams

Objective

To examine the prevalence of textbook reading among PharmD students and to identify the factors associated with it.

Method

An IRB-approved survey was distributed among the second and third-year PharmD students to examine their reading habits, primarily focusing on the prevalence of textbook reading related to therapeutics, pharmacology, medicinal chemistry, and medical physiology topics. Students' perception on whether textbook reading improved their academic performance was also examined. Descriptive, bivariate, and multivariate analyses were conducted to identify factors associated with textbook reading habits.

Results

An estimated 83–87 % of the students reported either not or rarely reading the textbooks, even when books were available to them for free as an online resource. Approximately 81–97 % of the students reported not purchasing the textbooks that were not available online. It was determined that only 5 % of the students reported that textbook reading improved their academic performance. The majority of the students indicated they did not have the time to read the textbooks because the course modules were intense, fast paced and time-consuming, and lecture slides and handout materials offered more helpful insights into important concepts than textbooks.

Conclusion

The vast number of students either did not or rarely read textbooks and relied primarily on the material presented during class by instructors. We conclude that the delivery of comprehensive subject matter during lectures, combined with the limited time students had, hindered their use of the textbook. We recommend including reading assignments in the form of flipped lectures to cultivate a more holistic learning experience for the students.

目的：了解药学博士生阅读课本的情况，并探讨影响阅读课本的因素。方法：一项经irb批准的调查在二年级和三年级药学博士学生中进行，以检查他们的阅读习惯，主要关注与治疗学、药理学、药物化学和医学生理学主题相关的教科书阅读的流行程度。学生对教科书阅读是否能提高学业成绩的看法也被调查。进行了描述性、双变量和多变量分析，以确定与教科书阅读习惯相关的因素。结果：估计有83- 87%的学生报告不阅读或很少阅读教科书，即使他们可以在网上免费获得这些书。大约81% - 97%的学生表示没有购买网上没有的教科书。据确定，只有5%的学生报告说，教科书阅读提高了他们的学习成绩。大多数学生表示，他们没有时间阅读教科书，因为课程模块强度大、节奏快、耗时长，而且讲课幻灯片和讲义材料比教科书更能帮助理解重要概念。结论：大量学生要么不阅读教科书，要么很少阅读教科书，主要依赖教师在课堂上提供的材料。我们的结论是，在讲座中提供全面的主题，再加上学生的时间有限，阻碍了他们对教科书的使用。我们建议以翻转授课的形式包括阅读作业，以培养学生更全面的学习体验。

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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 : 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

Teaching approaches to delivering pharmacy law content to pre-registration pharmacy students: a global systematic scoping review 向预注册药房学生提供药法内容的教学方法：全球系统范围审查。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-10-16 DOI: 10.1016/j.cptl.2025.102507

Helen Ibrahim , Bandana Saini , Jessica Pace

Background

It is important to ensure pharmacists are equipped with pharmacy law knowledge in order to practice within their legal framework. To help guide educators teach this topic, this global scoping review aimed to identify various teaching approaches currently utilised by pre-registration pharmacy programs.

Methods

Using a scoping review method, a comprehensive search was conducted in the databases Scopus, Medline, Embase and ERIC, using a defined search strategy. The search combined the three concepts “pharmacy”, “law” and “teaching”. The Preferred Reporting Items for Systematic reviews and Meta-analyses extension for Scoping Reviews checklist was adhered to.

Results

Twenty-five papers were included out of 1146 screened papers. Teaching formats included case scenarios with legal issues in pharmacy practice (n = 6), mock hearing simulations (n = 3), answering questions testing pharmacy law knowledge and skills (n = 3), class discussions (n = 3), MyDispense simulations (n = 3), suggesting modifications to current laws (n = 2), watching videos (n = 2), roleplaying in a community pharmacy setting (n = 2), and creative approaches such as writing stories (n = 1), drawing (n = 1) and playing charades (n = 1). Commonly reported outcomes after implementation of these teaching approaches include improved knowledge, improved ability to apply content, increased engagement and involvement and improved content recall.

Implications

There is variability in the approaches used to teach pharmacy law in pharmacy programs. The utilisation of technology, active learning techniques and integrative learning approaches were commonly reported. More research is needed to explore approaches used to teach pharmacy law outside the US and UK and guide future educational practice.

背景：重要的是要确保药剂师配备药房法律知识，以便在其法律框架内进行实践。为了帮助指导教育工作者教授这一主题，这一全球范围的审查旨在确定目前使用的预注册药房计划的各种教学方法。方法：采用Scopus、Medline、Embase和ERIC数据库，采用明确的检索策略，采用Scopus、Medline、Embase和ERIC数据库进行综合检索。搜索结合了“药学”、“法律”和“教学”这三个概念。遵循系统评价和荟萃分析首选报告项目扩展范围评价清单。结果：1146篇筛选论文中纳入25篇。教学形式包括与法律问题在药房实践案例场景(n = 6),模拟听力模拟(n = 3),回答问题测试药房法律知识和技能(n = 3),课堂讨论(n = 3), MyDispense模拟(n = 3),建议修改现行法律(n = 2),观看视频(n = 2),角色扮演在社区药房环境(n = 2),和创造性的方法,如写故事(n = 1),图(n = 1)和玩猜谜游戏(n = 1)。实施这些教学方法后，通常报告的结果包括提高了知识水平，提高了应用内容的能力，增加了参与度和参与度，提高了对内容的回忆。含义：在药剂学课程中，教授药法的方法存在差异。利用技术、主动学习技巧和综合学习方法是常见的报道。需要更多的研究来探索在美国和英国以外教授药剂法的方法，并指导未来的教育实践。

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引用次数: 0

Student pharmacist accuracy and confidence in identifying dermatologic conditions in skin of color: a pilot study 学生药剂师的准确性和信心在识别皮肤的肤色皮肤病：一个试点研究。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-10-15 DOI: 10.1016/j.cptl.2025.102509

Natalie Rosario , Kaia Perkins , Asia Powell , Joshua Wollen

Introduction

The literature doesn't provide sufficient data on student pharmacist proficiency in identifying dermatologic conditions in skin of color (SOC). It is vital that pharmacists are knowledgeable to recognize dermatologic conditions in SOC for accurate diagnosis and treatment. The purpose of this study is to investigate the confidence and accuracy of student pharmacists in identifying dermatologic conditions specifically in individuals with SOC. This research aims to address the existing gap in the training and education of future pharmacists concerning the accurate recognition and confidence of identifying skin disorders in diverse patient populations.

Methods

Students enrolled in the Over-the-Counter Self-Care course answered 12 dermatologic-identification-based questions in diverse skin tones before and after dermatology lectures in the respective conditions. Additional survey questions were designed to test the self-reported confidence of identifying dermatologic conditions overall and dermatologic conditions in skin of color before and after completing the dermatology lectures. The primary outcome was analyzed using Wilcoxon Sign Rank test for median change in knowledge and confidence in identifying dermatologic conditions in diverse skin tones.

Results

After lectures that presented dermatologic conditions in diverse skin tones, student pharmacist accuracy and confidence in identifying dermatologic conditions in diverse skin tones increased. Knowledge scores increased for skin type I-II (p < .001), III-IV (p = .311), and V-VI (p = .007). Knowledge scores also increased for conditions such as psoriasis (p < .001), acne (p = .05), and atopic dermatitis (p = .009).

Conclusion

Exposure to diverse skin tone imagery in a Self-Care course overall positively affected students' ability and confidence in identifying conditions in SOC.

文献没有提供足够的数据，学生药剂师熟练识别皮肤状况的肤色（SOC）。至关重要的是，药剂师知识渊博，以识别皮肤状况在SOC准确的诊断和治疗。本研究的目的是调查学生药剂师在识别皮肤疾病特别是SOC个体方面的信心和准确性。本研究旨在解决未来药剂师在不同患者群体中准确识别和识别皮肤疾病的信心方面的培训和教育存在的差距。方法：参加非处方自我护理课程的学生在不同的条件下，在皮肤病学讲座前后分别回答了12个基于皮肤识别的问题。在完成皮肤病学讲座之前和之后，设计了额外的调查问题来测试自我报告的识别皮肤疾病总体和皮肤疾病的信心。使用Wilcoxon Sign Rank检验分析主要结局，以确定不同肤色的皮肤状况的知识和信心的中位数变化。结果：在介绍不同肤色的皮肤病的讲座后，学生药剂师在识别不同肤色的皮肤病方面的准确性和信心增加了。结论：在自我护理课程中接触不同肤色图像对学生识别SOC状况的能力和信心有总体正向影响。

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