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

Live and learn: Utilizing MyDispense to increase student knowledge and confidence in caring for patients with diverse religious backgrounds 活到老，学到老：利用 MyDispense 增加学生在护理具有不同宗教背景的病人方面的知识和信心。

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-11-16 DOI: 10.1016/j.cptl.2024.102232

William E. Norton Jr , Clark D. Kebodeaux , Adam Phillips , Krista L. Donohoe , Lauren M. Caldas

Background

The American Council for Pharmacy Education outlines that pharmacists should be able to “recognize social determinants of health to diminish disparities and inequities in access to quality care.” This randomized, cross-sectional study assessed students' knowledge and confidence in caring for patients with diverse religious backgrounds. Students were assigned to either a series of religious cases created in MyDispense or a control group to read a pamphlet on religious considerations in patient care.

Impact

First-year pharmacy students, 44 of 82 (response rate 53.7 %), consented to participate in an optional study, and were randomized to complete one of two religious educational interventions: an interactive simulation activity delivered via MyDispense (n = 23) or the control group of reading an educational pamphlet (n = 21). Both the MyDispense simulation and the control group improved pre- and post-assessment knowledge-based questions and confidence to achieve the three learning objectives.

Recommendations

There were three significant limitations to this study. The first was the use of a control group that limited the sample sizes making it difficult to show meaningful changes. The second that students had limited experience with the MyDispense platform making the ease of completing the active-learning religious simulations confounded by also learning the dispensing system. Finally, control group students utilized the pamphlet during the post-assessment, which was not the intention of the study design and significantly limited the ability to identify changes within and between the groups.

Discussion

Future studies will need to use alternative study design methods to determine how religious cultural sensitivity may best be incorporated into the pharmacy curriculum.

背景：美国药学教育委员会（American Council for Pharmacy Education）规定，药剂师应能够 "认识到健康的社会决定因素，以减少在获得优质护理方面存在的差距和不公平"。这项随机横断面研究评估了学生在护理具有不同宗教背景的患者方面的知识和信心。学生们被分配到 "我的配药"（MyDispense）中创建的一系列宗教案例或对照组中，阅读有关病人护理中宗教因素的小册子：82 名药剂学一年级学生中有 44 名（回复率为 53.7%）同意参加这项自选研究，他们被随机分配完成两种宗教教育干预措施中的一种：通过 MyDispense 开展互动模拟活动（n = 23）或阅读教育小册子的对照组（n = 21）。MyDispense 模拟活动组和对照组都在评估前后提高了基于知识的问题和实现三个学习目标的信心：本研究存在三个重大局限。首先是对照组的使用限制了样本量，因此很难显示有意义的变化。其次，学生对 MyDispense 平台的使用经验有限，这使得他们在轻松完成主动学习宗教模拟的同时，还要学习配药系统。最后，对照组学生在后评估中使用了小册子，这不是研究设计的初衷，也大大限制了识别组内和组间变化的能力：讨论：未来的研究需要使用其他研究设计方法，以确定如何将宗教文化敏感性最好地纳入药剂学课程。

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引用次数: 0

Exploring community pharmacy work experience impact on errors and omissions performance and MyDispense perceptions 探索社区药房工作经验对错漏率和 MyDispense 感知的影响。

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-11-16 DOI: 10.1016/j.cptl.2024.102235

Rashi C. Waghel , Jennifer A. Wilson

Background

Student pharmacists must learn to identify errors and omissions (E&O). MyDispense can provide students, especially those without previous pharmacy experience, the opportunity to practice this skill. One institution explored the relationship between previous community pharmacy experience and performance on E&O activities in a skills lab. It also examined student perceptions of using MyDispense for these activities.

Educational activity

Students participated in five E&O activities over the P1 spring semester. Afterwards, students were surveyed to determine amount of previous community pharmacy work experience and perceptions of using MyDispense for these activities. Amount of experience was correlated to performance on E&O activities using Spearman rank correlation coefficient. Descriptive statistics helped quantify student perceptions.

Evaluation findings

Of 71 enrolled students, 63 (89 %) completed the questionnaire. Forty-four respondents indicated having some amount of previous community pharmacy work experience. There was a slight positive correlation between amount of experience and average performance across all five E&O activities, r_s(61) = 0.20, p = 0.115. The correlation was strongest for performance on the first activity, r_s(61) = 0.34, p = 0.006 but weakened with subsequent activities. Most students with prior experience (81.8 %) felt this was somewhat or very helpful for completing E&O activities. At course conclusion, 93.7 % of respondents reported being somewhat or very confident in identifying errors and omissions, and 82.5 % recommended continuing MyDispense for E&O activities.

Analysis of educational activity

Previous community pharmacy work experience may have benefited students on their first E&O activity. However, repeated activities through MyDispense, a realistic simulation platform, was one way to provide all learners, regardless of previous experience, the opportunity to master the skill of identifying E&Os.

背景：学生药剂师必须学会识别错误和遗漏 (E&O)。MyDispense 可以为学生，尤其是没有药学经验的学生提供练习这一技能的机会。一家机构探讨了以前的社区药学经验与技能实验室中 E&O 活动表现之间的关系。该机构还研究了学生对使用 MyDispense 开展这些活动的看法：教育活动：学生们在 P1 春季学期参加了五次 E&O 活动。之后，对学生进行了调查，以确定他们以前的社区药房工作经验以及对在这些活动中使用 MyDispense 的看法。利用斯皮尔曼等级相关系数将工作经验的多少与 E&O 活动的表现联系起来。描述性统计有助于量化学生的看法：在 71 名注册学生中，63 人（89%）完成了问卷调查。44 名受访者表示以前有过一定的社区药房工作经验。在所有五项 E&O 活动中，工作经验与平均绩效之间存在轻微的正相关，rs(61) = 0.20，p = 0.115。在第一项活动中，相关性最强，rs(61) = 0.34，p = 0.006，但在随后的活动中，相关性减弱。大多数有经验的学生（81.8%）认为这对完成 E&O 活动有一定或非常大的帮助。课程结束时，93.7% 的受访者表示对识别错误和遗漏有一定或非常自信，82.5% 的受访者建议继续使用 MyDispense 开展 E&O 活动：以前的社区药房工作经验可能会让学生在第一次 E&O 活动中受益匪浅。然而，通过 MyDispense（一个逼真的模拟平台）反复开展活动，是为所有学习者提供掌握识别 E&O 技能机会的一种方法，无论他们以前是否有经验。

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引用次数: 0

Integration of medicinal chemistry in therapeutic decision-making: A way forward? 将药物化学纳入治疗决策：前进之路？

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-11-15 DOI: 10.1016/j.cptl.2024.102229

Ed S. Krol , Simon P. Albon

Many attempts have been made to integrate medicinal chemistry knowledge into therapeutic decision-making in pharmacy programs across North America. Examples include the use of Structure-Based Therapeutic Evaluations, alignment of medicinal chemistry content with courses in pharmacology, pharmaceutics and pharmacotherapeutics, and team-based or problem-based learning methods. The majority of these approaches indicate that students have greater confidence or comfort with medicinal chemistry, but there remain few cases where an improvement in performance has been measured. This is especially challenging for assessing a student's ability to implement medicinal chemistry learning in pharmacotherapeutic decision-making. Building upon our national special interest group's recent environmental scan of medicinal chemistry instruction in Canadian Pharmacy programs, we are investigating strategies for integration of medicinal chemistry learning in therapeutic decision-making. This commentary will discuss methods and evidence to support medicinal chemistry integration, relevant assessment strategies, and potential paths forward.

为将药物化学知识融入北美药剂学课程的治疗决策中，人们进行了许多尝试。例如，使用基于结构的治疗评价，将药物化学内容与药理学、药剂学和药物治疗学课程相结合，以及基于团队或问题的学习方法。这些方法中的大多数表明，学生对药物化学有了更大的信心或更大的舒适度，但能衡量成绩提高的案例仍然很少。这对于评估学生在药物治疗决策中实施药物化学学习的能力尤其具有挑战性。我们的国家特别兴趣小组最近对加拿大药学课程中的药物化学教学进行了环境扫描，在此基础上，我们正在研究将药物化学学习融入治疗决策的策略。本评论将讨论支持药物化学整合的方法和证据、相关评估策略以及潜在的前进道路。

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引用次数: 0

Student-to-faculty ratios and NAPLEX pass rates 师生比例和 NAPLEX 通过率。

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-11-15 DOI: 10.1016/j.cptl.2024.102237

David P. Nau, Kelly M. Shields

Objective

ACPE newly approved standards for PharmD programs (Standards 2025) indicates that colleges should maintain a student-to-faculty ratio of no greater than 10:1. This may have significant implications for colleges that are currently above the 10:1 ratio; yet, little published evidence exists for using 10:1 as the threshold for determining whether a college has sufficient faculty. This study examines the relationship of student-to-faculty ratio with NAPLEX first-attempt pass rate.

Methods

Data were extracted from AACP institutional research reports for academic year 2022 to determine the number of enrolled students and faculty members for each college of pharmacy, and data were obtained from NABP public reports to determine NAPLEX pass rates for the colleges across 2021–2023. The 3-year average NAPLEX first-attempt pass rate for each college was calculated. The 3-year NAPLEX pass rate was compared between colleges with high (>10:1) and low (≤ 10:1) student-to-faculty ratios.

Results

Complete data were available for 138 colleges of pharmacy wherein 29 of those colleges had a student-to-faculty ratio of at least 10:1. Of the 29 colleges with a high ratio, 24 were private institutions. The mean 3-year first attempt pass rate for NAPLEX was not substantially different for colleges that had a student-to-faculty ratio > 10:1 when compared to colleges with a ratio ≤ 10:1 (mean difference = 3.67 percentage points).

Conclusion

The NAPLEX first-attempt pass rate does not differ substantially between colleges based solely on student-to-faculty ratio. Additional research is needed to identify other factors that may explain these differences in program outcomes.

目标：ACPE 新批准的药学博士课程标准（2025 年标准）指出，学院应将学生与教师的比例保持在不超过 10:1。这可能对目前师生比例高于 10:1 的学院产生重大影响；然而，几乎没有公开发表的证据表明，以 10:1 作为阈值来判定学院是否拥有足够的师资力量。本研究探讨了学生与教师比例与 NAPLEX 初试通过率之间的关系：从 AACP 机构研究报告中提取 2022 学年的数据，以确定各药学院的在校学生人数和教职员工人数；从 NABP 公开报告中获取数据，以确定各学院 2021-2023 年的 NAPLEX 通过率。计算出了各学院 3 年的 NAPLEX 初试平均通过率。比较了师生比例高（>10:1）和低（≤ 10:1）的学院的 3 年 NAPLEX 通过率：我们获得了 138 所药学院的完整数据，其中 29 所学院的学生与教师比例至少为 10:1。在比例较高的 29 所学院中，有 24 所为私立学院。与师生比≤10:1 的院校相比，师生比大于 10:1 的院校的 3 年 NAPLEX 初试通过率平均值并无显著差异（平均差异 = 3.67 个百分点）：结论：仅从师生比来看，不同学院的 NAPLEX 初试通过率差别不大。需要进行更多的研究，以确定可能解释这些课程结果差异的其他因素。

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引用次数: 0

Use of SMART objectives in an interprofessional training event: screening for fall and osteoporosis risk 在跨专业培训活动中使用 SMART 目标：筛查跌倒和骨质疏松症风险。

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-11-15 DOI: 10.1016/j.cptl.2024.102236

Mary L. Wagner , Ethan A. Lim , Marta Galagoza , Kyeongra Yang , Anita Van Wingerden

Introduction

SMART objectives are a major component of health coaching and lifestyle medicine, however, there are limited studies describing their use in current health care curriculums. This study incorporated SMART objectives within an Interprofessional Education (IPE) event offered to students who were screening community-dwelling adults within their community for falls and osteoporosis risk. The purpose was to evaluate if students could confidently develop a SMART objective with their client that was relevant to the screening results.

Methods

Student participants were recruited from pharmacy, nursing, and physical therapy programs at Rutgers University. The IPE event consisted of an educational pre-session assignment, 2-h virtual training session, student-led home screening with a self-selected community volunteer, and a 2-h virtual educational and debriefing session. Students taught peers through interprofessional education on their respective discipline's screening assessment tools during each session. Based on the screening results, students collaborated with their clients to develop a SMART objective aimed at addressing an identified problem.

Results

Post 3 yearly programs, 520 pharmacy, nursing, and DPT students completed the SMART objective, and 518 SMART objectives were analyzed. Analysis indicated all students were about 90 % confident in developing SMART objectives and 92 % confident in communicating with clients. Most students, regardless of discipline, felt comfortable developing a SMART objective and communicating with clients.

Conclusion

A significant number of people screened were found to have risk factors for falls or osteoporosis. Regardless of discipline, students worked with their client to develop appropriate SMART objectives. SMART objectives can enhance IPE programs, curriculums that include client counseling regarding lifestyle changes, and client engagement.

简介：SMART 目标是健康指导和生活方式医学的一个重要组成部分，然而，描述其在当前医疗保健课程中使用情况的研究却很有限。本研究在跨专业教育（IPE）活动中加入了 SMART 目标，该活动面向在社区内筛查跌倒和骨质疏松症风险的社区成人学生。目的是评估学生能否自信地与客户一起制定与筛查结果相关的 SMART 目标：方法：从罗格斯大学的药学、护理和理疗专业招募学生参加。IPE 活动包括教育性课前作业、2 小时的虚拟培训课程、由学生主导的自选社区志愿者家庭筛查，以及 2 小时的虚拟教育和汇报课程。在每个环节中，学生通过跨专业教育向同伴传授各自学科的筛查评估工具。根据筛查结果，学生与客户合作制定 SMART 目标，旨在解决已发现的问题：在 3 个年度计划之后，520 名药学、护理和 DPT 学生完成了 SMART 目标，并对 518 个 SMART 目标进行了分析。分析表明，所有学生对制定 SMART 目标都有 90% 的信心，对与客户沟通有 92% 的信心。大多数学生，无论学科如何，都对制定 SMART 目标和与客户沟通感到得心应手：大量接受筛查的人被发现有跌倒或骨质疏松症的风险因素。无论学科如何，学生们都与客户一起制定了适当的 SMART 目标。SMART 目标可以加强 IPE 计划、包括客户生活方式改变咨询的课程以及客户参与。

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引用次数: 0

Effect of pass/fail grading vs. letter grading on pharmacy students' achievement goal orientations 及格/不及格评分与字母评分对药学院学生成就目标取向的影响。

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-11-09 DOI: 10.1016/j.cptl.2024.102200

Juliette A. Miller , Russ Palmer, Beth Bryles Phillips, Michael Fulford, Rebecca H. Stone, Blake R. Johnson, Devin Lavender

Introduction

In the Fall of 2021, the grading scale for a pharmacotherapy case-based series of recitations in a pharmacy practice course was modified from a letter grade format to a pass/fail format. The aim of this study was to assess how different formats of grading affected pharmacy students' achievement goal orientations based on the 2 × 2 conceptual framework developed by Eliot and Harackiewicz (i.e. performance-approach, performance-avoidance, mastery-approach, mastery-avoidance).

Methods

Second-year pharmacy students who completed recitations in a pass/fail format and third-year students who completed recitations in a letter grade format received a questionnaire containing a Likert instrument (the Achievement Goal Questionnaire-Revised) that was previously validated and designed to evaluate students' achievement goal orientations along four different sub-scales. Baseline characteristics of the two groups were compared, and appropriate statistics were applied to the demographic information and questionnaire results.

Results

Questionnaires were completed by 99 % (n = 268) of pharmacy students (132 second-year students and 136 third-year students). There were higher mean scores for mastery-approach (4.7 v. 4.2; P < .001), mastery-avoidance (3.7 v. 3.4; P = .006), performance-approach (4.3 v. 3.9; P < .001), and performance-avoidance (4.1 v. 3.8; P = .010) for the second-year (pass/fail) students compared with third-year (letter grade) students.

Conclusions

Second-year pharmacy students who took a case-based series of recitations with a pass/fail grading scale had higher mean scores for each of the sub-scales within Eliot and Harackiewicz's 2 × 2 goal orientation framework compared with third-year pharmacy students who took the recitations in a letter grade format. Using the study results along with current literature on goal orientation theory, it may be beneficial to pharmacy students in courses with both pass/fail and letter grade formats for educators to encourage approach goal orientations while discouraging avoidance goal orientations.

简介2021 年秋季，药学实践课程中以药物治疗案例为基础的系列背诵的评分标准由字母等级形式改为及格/不及格形式。本研究旨在根据艾略特（Eliot）和哈拉克维奇（Harackiewicz）提出的 2 × 2 概念框架（即追求成绩、避免成绩、追求掌握、避免掌握），评估不同的评分形式对药学专业学生的成就目标取向有何影响：方法：以及格/不及格形式完成背诵的药学专业二年级学生和以字母等级形式完成背诵的三年级学生接受了一份调查问卷，其中包含一个李克特工具（成就目标问卷-修订版）。对两组学生的基线特征进行了比较，并对人口统计信息和问卷结果进行了适当的统计：99%（n = 268）的药学专业学生（132 名二年级学生和 136 名三年级学生）填写了问卷。掌握方法的平均得分较高（4.7 对 4.2；P 结论：掌握方法的平均得分较低：与以字母等级形式参加背诵的三年级药剂学学生相比，参加基于案例的系列背诵并采用及格/不及格评分标准的二年级药剂学学生在 Eliot 和 Harackiewicz 的 2 × 2 目标导向框架中的每个分量表的平均得分更高。根据该研究结果以及当前有关目标定向理论的文献，教育者在鼓励学生接近目标定向的同时，阻止学生回避目标定向，这可能对药剂学专业学生学习及格/不及格和字母评分两种形式的课程有益。

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引用次数: 0

Investigating the perceptions and behaviors that contribute to student preparation for the NAPLEX exam 调查有助于学生准备 NAPLEX 考试的观念和行为。

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-11-09 DOI: 10.1016/j.cptl.2024.102228

Benjamin Shultz, Jeffrey Mucksavage, Kristen Goliak, Jen Phillips, Mathew Thambi

Introduction

The North American Pharmacist Licensure Examination (NAPLEX) is a critical assessment for pharmacy graduates. Declining first-time pass rates have led to increased focus on preparation strategies. This study evaluates a year-long NAPLEX preparation curriculum integrated into the fourth-year PharmD program, focusing on student perceptions, engagement, and performance.

Methods

A longitudinal, structured NAPLEX preparation curriculum was implemented for 151 fourth-year pharmacy students. The curriculum included mandatory assessments aligned with the NAPLEX blueprint and a self-directed study component using the UWorld Pharmacy RxPrep platform. Student engagement was quantified using a Usage Index derived from platform activity logs. A post-curriculum survey assessed students' perceptions of the program, which was analyzed using Principal Components Analysis (PCA).

Results

Variability in student engagement was observed, with the Usage Index showing a moderate correlation with performance on NAPLEX-style assessments. PCA identified four key components influencing students' NAPLEX preparation: Perceived Usefulness, Curriculum Effectiveness, Temporal Utilization, and Strategic Preparedness. Temporal Utilization was the only component strongly correlated with assessment outcomes, highlighting the importance of consistent resource use.

Discussion

Regular engagement with preparation resources was linked to better performance, though student perceptions of usefulness did not always align with exam performance. This highlights the complexity of preparing for high-stakes exams, where subjective evaluations of resources may not fully capture their effectiveness.

Conclusion

This study underscores the need for consistent engagement with preparation resources and highlights potential areas for improvement in NAPLEX preparation strategies. Future research should focus on strategies to improve student engagement and enhance self-assessment skills to better align perceptions with performance.

简介：北美药剂师执业资格考试 (NAPLEX) 是对药剂学毕业生的一项重要评估。首次通过率的下降导致人们越来越关注备考策略。本研究评估了整合到药学博士四年级课程中的为期一年的 NAPLEX 备考课程，重点关注学生的看法、参与度和成绩：方法：为 151 名药学专业四年级学生实施了纵向、结构化的 NAPLEX 备考课程。该课程包括与 NAPLEX 蓝图一致的必修评估和使用 UWorld Pharmacy RxPrep 平台的自主学习部分。根据平台活动日志得出的使用指数对学生的参与度进行了量化。课程结束后的调查评估了学生对课程的看法，并使用主成分分析法（PCA）对其进行了分析：结果：观察到学生参与度存在差异，使用指数与 NAPLEX 类型评估的成绩呈中度相关。PCA 确定了影响学生 NAPLEX 备考的四个关键因素：感知有用性、课程有效性、时间利用和战略准备。时间利用是唯一一个与评估结果密切相关的组成部分，突出了持续使用资源的重要性：经常使用备考资源与提高成绩有关，尽管学生对有用性的看法并不总是与考试成绩一致。这凸显了准备高风险考试的复杂性，对资源的主观评价可能无法完全反映其有效性：本研究强调了持续使用备考资源的必要性，并突出了 NAPLEX 备考策略中可能需要改进的地方。未来的研究应重点关注提高学生参与度和增强自我评估技能的策略，以便更好地将认知与成绩结合起来。

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引用次数: 0

Enhancing learner abilities to address health disparities during ambulatory care Introductory Pharmacy Practice Experiences (IPPE) 提高学习者在非住院护理药学实践入门体验（IPPE）中解决健康差异问题的能力。

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-11-08 DOI: 10.1016/j.cptl.2024.102218

Kristi W. Kelley, E. Kelly Hester, Allison Helmer, Dana G. Carroll

Background

Pharmacists are often the most accessible health care provider, particularly in medically underserved areas, and experience addressing health disparities is important. While the importance of integrating health disparities throughout the pharmacy curriculum is clear from Accreditation Council of Pharmacy Education (ACPE) standards, there is a paucity of data within experiential settings. This study describes how focused, health disparities learning activities were incorporated into a 40-h clinical introductory pharmacy practice experience (IPPE) and describes learner outcomes from these learning activities.

Educational activity

This is a retrospective review of survey data completed by 52 second year pharmacy students on clinical IPPE rotations with four ambulatory care faculty members in rural and urban clinics. This was conducted at a single college of pharmacy over 5 years.

Evaluation findings

The number of resources learners could list for patients with health disparities increased on post-surveys. For case-related questions, learners recognized and could appreciate the challenges in managing a patient who had financial and social limitations. Learner confidence increased in their ability to access necessary medications and disease state management after the learning experience. Overall, learners had firm beliefs regarding the importance of health disparities on patients which were generally unchanged throughout the experience.

Analysis of educational activity

Intentional readings and cases with discussion related to addressing health disparities in underserved populations while providing direct patient care on a 40-h clinical IPPE ambulatory care rotation, improved knowledge of resources to access for patients experiencing health disparities. These learning activities also improved the confidence of learners in providing care to patients experiencing health disparities.

背景：药剂师通常是最容易获得的医疗服务提供者，尤其是在医疗服务不足的地区，因此解决健康差异问题的经验非常重要。虽然从药学教育认证委员会（ACPE）的标准中可以清楚地看出将健康差异纳入整个药学课程的重要性，但在体验式设置方面的数据却很少。本研究描述了如何将重点突出的健康差异学习活动纳入 40 小时的临床药学实践入门体验（IPPE），并描述了这些学习活动的学习成果：教育活动：这是对 52 名二年级药剂学学生在农村和城市诊所与四名非住院护理教师进行临床 IPPE 轮转时填写的调查数据的回顾性审查。这项工作在一所药学院进行，历时 5 年：评估结果：在后期调查中，学习者能够为有健康差异的患者列出的资源数量有所增加。对于与案例相关的问题，学员认识到并能够理解在管理有经济和社会限制的病人时所面临的挑战。学习体验结束后，学员对获得必要药物和疾病状态管理能力的信心增强了。总体而言，学习者对健康差异对病人的重要性有着坚定的信念，这种信念在整个体验过程中基本没有改变：教育活动分析：在为期 40 小时的临床 IPPE 非住院护理轮转中，学员在提供直接病人护理的同时，有意识地阅读了与解决服务不足人群健康差异相关的案例，并进行了讨论，从而提高了他们对遭遇健康差异的病人所能获得的资源的了解。这些学习活动还增强了学员为遭遇健康差异的病人提供护理的信心。

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引用次数: 0

Implementation and initial evaluation of an exam self-reflection process 考试自我反思过程的实施和初步评估

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-11-05 DOI: 10.1016/j.cptl.2024.102211

Jenna Mills , Shantanu Rao

Objective

To implement a standardized approach to exam review for Doctor of Pharmacy (PharmD) students and assess its effect on students' perceptions.

Methods

Over the academic years 2022–2024, second-professional year pharmacy (PharmD) students scoring less than 73 % on major midterm examinations were required to complete an exam self-reflection form in two pharmacotherapeutics courses. A survey was developed and distributed to all students enrolled in the pharmacotherapeutics courses to assess students' opinions about the exam self-reflection process.

Results

One hundred and twenty-two responses were received for the survey over the three semesters (95 % response rate). The majority of students expressed satisfaction with the benefit (92 %) and importance (87 %) of implementing the self-reflection process using the exam self-reflection form within the pharmacotherapeutics courses. Amongst students who submitted the exam self-reflection form (n = 58), survey data revealed that 76 % were overall satisfied with the self-reflection process using the exam self-reflection form. Students' satisfaction was also expressed in terms of supporting its continuation (66 %), recommendation in other courses (64 %), time spent completing the form (67 %), assistance with preparing for the remediation exam (85 %), impact on remediation score (79 %), confidence with course content (91 %), understanding of course content (97 %), test-taking skills (76 %), knowledge gap identification (88 %), and value (66 %).

Conclusion

Students positively perceived the exam self-reflection process. Future directions include evaluating exam data to determine the quantitative impact of the exam self-reflection review approach.

方法在2022-2024学年，第二专业年级药剂学（PharmD）学生在主要期中考试中得分低于73%时，必须在两门药物治疗学课程中填写考试自我反思表。为了评估学生对考试自我反思过程的意见，我们编制了一份调查问卷，并分发给所有修读药物治疗学课程的学生。结果在三个学期中，共收到 122 份调查问卷（回复率为 95%）。大多数学生对在药物治疗学课程中使用考试自我反思表实施自我反思过程的益处（92%）和重要性（87%）表示满意。在提交考试自我反思表的学生（n = 58）中，调查数据显示 76 % 的学生对使用考试自我反思表进行自我反思的过程总体表示满意。学生的满意度还体现在支持继续使用（66%）、推荐使用其他课程（64%）、填写表格花费的时间（67%）、帮助准备补习考试（85%）、对补习成绩的影响（79%）、对课程内容的信心（91%）、对课程内容的理解（97%）、应试技巧（76%）、知识差距识别（88%）和价值（66%）等方面。未来的发展方向包括评估考试数据，以确定考试自我反思复习方法的量化影响。

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引用次数: 0

Global research progress in pharmacy education 全球药学教育研究进展

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2024-11-04 DOI: 10.1016/j.cptl.2024.102157

Wei Zhang , Shu-Rui Li , Shan-Shan Cao , Meng Tang , Bo Ji , Fei Mu , Jie Ge , Meng-Ying Li , Bo-Yuan Fan , Yue Guan , Jing-Wen Wang

Introduction

Bibliometric and visualization analyses are used to quantitatively assess and graphically display the current status, patterns, and trends using scholarly literature. Pharmacy education worldwide has developed rapidly over the past few decades, but few related studies have been conducted in this field. This study aims to explore the present landscape, identify research focal points, and future trends in the evolution of pharmacy education.

Methods

Published articles on pharmacy education from 2003 to 2022 were sourced and retrieved from the Web of Science Core Collection (WOSCC). Utilizing VOSviewer (1.6.18) and CiteSpace (6.2.R2) software, along with a platform (bibliometric.com), we performed comprehensive bibliometric and visualization analyses.

Results

From 2003 to 2022, research on pharmacy education developed rapidly, showing rising trends in annual publications and citations. A total of 2945 publications were collected for this study. The United States of America had the most significant number of publications. As shown in the co-authorship analysis, cooperation between countries is often led and embodied by collaborations between well-known institutions. “Online learning” is one of the latest research directions.

Conclusions

There is a continuously increasing tendency of studies in pharmacy education. The progression of pharmacy education research has transitioned from the theoretical phase to practical application in bedside clinical practice.

导言文献计量学和可视化分析用于利用学术文献对现状、模式和趋势进行定量评估和图表展示。过去几十年来，全球药学教育发展迅速，但在这一领域开展的相关研究却寥寥无几。本研究旨在探索药学教育发展的现状、确定研究重点和未来趋势。方法从科学网核心藏书（WOSCC）中查找并检索 2003 年至 2022 年发表的有关药学教育的文章。利用 VOSviewer（1.6.18）和 CiteSpace（6.2.R2）软件以及一个平台（bibliometric.com），我们进行了全面的文献计量学和可视化分析。结果从 2003 年到 2022 年，有关药学教育的研究发展迅速，每年的论文发表量和引用量都呈上升趋势。本研究共收集了 2945 篇论文。美国的论文数量最多。从合著分析中可以看出，国家间的合作往往是由知名机构间的合作主导和体现的。"在线学习 "是最新的研究方向之一。药学教育研究已从理论阶段过渡到床边临床实践应用阶段。

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引用次数: 0