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

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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引用次数: 0

A comparison between the delivery of genomic and pharmacogenomic education and training for pharmacy undergraduates between the UK and other international countries: A narrative review 基因组学和药物基因组学教育与培训在英国和其他国际国家的药学本科生之间的比较：一个叙述性的回顾。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-10-13 DOI: 10.1016/j.cptl.2025.102481

Sophie Harding , Anne Cleves , Amira Guirguis

Genomics is perceived to impact healthcare in the United Kingdom and pharmacy professionals are believed to have a key role in the delivery of pharmacogenomic services.

Purpose

To compare the delivery of genomic education within pharmacy undergraduate training between the UK and other countries.

Method

Six electronic databases were searched including MEDLINE, EMBASE and Cochrane Library using variations of the terms pharmacogenomic, genomics and education, looking at all levels of education. No date restrictions were applied. Studies were then screened for duplicates and eligibility for inclusion.

Results

Fifty studies were included and categorised into three main themes: identifying training requirements, training methods, and curriculum design/review. Most studies (n = 30) were from the United States. Many international studies highlighted the need to improve pharmacy undergraduate pharmacogenomic training. The pharmacist pharmacogenomic focussed competencies available in the United States have underpinned the development of pharmacist pharmacogenomic education and many studies described a mixed-methods approach to education delivery to ensure pharmacy student pharmacogenomic competence. The curricula evaluation in the Unites States and Australia demonstrated improved pharmacogenomic content within school of pharmacy curriculums but lacks nationwide standardisation.

Conclusions

This review demonstrates global growth in pharmacy pharmacogenomic education, particularly in the US, where competencies and delivery methods have been defined and explored across institutions. The United Kingdom should develop its own competency framework to guide pharmacogenomic education for pharmacy undergraduates. This would support efforts to standardise genomic content in UK pharmacy curricula and promote the creation of standardised tools for effective training across all pharmacy schools.

基因组学被认为影响着英国的医疗保健，药学专业人员被认为在提供药物基因组学服务方面发挥着关键作用。目的：比较英国和其他国家在药学本科培训中提供基因组教育的情况。方法：检索MEDLINE、EMBASE和Cochrane Library等6个电子数据库，使用药物基因组学（pharmacogenomic）、基因组学（genomics）和教育（education）三个词的变体进行检索。没有日期限制。然后筛选研究的重复和纳入资格。结果：纳入了50项研究，并将其分为三个主题：确定培训要求、培训方法和课程设计/审查。大多数研究（n = 30）来自美国。许多国际研究强调需要改善药学本科药物基因组学培训。在美国，以药物基因组学为重点的药剂师能力支持了药剂师药物基因组学教育的发展，许多研究描述了一种混合方法的教育方式，以确保药学学生的药物基因组学能力。美国和澳大利亚的课程评估表明，药学院课程中的药物基因组学内容有所改善，但缺乏全国性的标准化。结论：这篇综述展示了全球药学药物基因组学教育的增长，特别是在美国，在那里，能力和交付方法已经在各个机构中得到定义和探索。英国应该制定自己的能力框架来指导药学本科生的药物基因组学教育。这将支持在英国药学课程中标准化基因组内容的努力，并促进所有药学学校有效培训的标准化工具的创建。

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引用次数: 0

Designing a mandatory course on indigenous health in a Canadian pharmacy program 在加拿大药学项目中设计一门关于土著居民健康的必修课

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-10-10 DOI: 10.1016/j.cptl.2025.102502

Madison Runa , Brina Kim , Jessie Li , Brandon Whitmore , Patricia Bobb , Larry Leung , Jason Min

Background

In response to the Truth and Reconciliation Commission, healthcare programs have built curricula to train healthcare providers in delivering culturally safe care. There is a scarcity of literature on how to respectfully deliver this content, especially within the context of pharmacy education. To address this gap, this paper details the development and evaluation of a mandatory course on Indigenous cultural safety for pharmacy students.

Education activity

PHRM 261: Indigenous Health and Cultural Safety is a 1-credit course in the Entry-to-Practice PharmD program at the University of British Columbia, grounded by 5 curricular pillars: (1) colonialism, (2) power and privilege, (3) cultural safety and humility, (4) health and healing, and (5) ethical engagement. Assessments include an Indigenous book club, visual arts reflection, and weekly class activities. Student perceptions of the course were evaluated using a post-course survey over two class cohorts (total 419 students).

Evaluation findings

A total of 204 survey responses and 228 university-mandated course evaluations were collected. Qualitative thematic analysis identified that students: 1) responded enthusiastically to Indigenous voices, 2) engaged in self-directed reflection about their learning, 3) reported increased knowledge and desire to apply culturally safe care, 4) wanted to dive deeper into the course, and 5) appreciated and acknowledged the safe(r)/brave spaces in the classroom.

Analysis of education activity

The mandatory course on Indigenous health and cultural safety found that students responded positively and desired further learning on this topic. However, to see continued benefit there must be concurrent university and pharmacy practice reform to create opportunities that can encourage students to apply this learning.

作为对真相与和解委员会的回应，医疗保健项目建立了课程，培训医疗保健提供者提供文化上安全的护理。关于如何恭敬地传递这一内容的文献很少，特别是在药学教育的背景下。为了解决这一差距，本文详细介绍了药剂学学生的土著文化安全必修课程的开发和评估。教育活动：phrm 261：土著健康和文化安全是不列颠哥伦比亚大学药学博士项目的一门1学分的课程，以5个课程支柱为基础：(1)殖民主义，(2)权力和特权，(3)文化安全和谦逊，(4)健康和治疗，(5)道德参与。评估包括原住民读书会、视觉艺术反思和每周的课堂活动。学生对课程的看法是通过对两个班级（共419名学生）的课后调查来评估的。评估结果共收集了204份调查回复和228份大学规定的课程评估。定性专题分析发现，学生们：1)积极回应原住民的声音，2)对自己的学习进行自我导向的反思，3)对文化安全护理的知识和愿望有所增加，4)希望更深入地了解课程，5)欣赏并认可课堂上的安全(r)/勇敢空间。对教育活动的分析关于土著健康和文化安全的必修课发现，学生们反应积极，希望进一步学习这一主题。然而，要看到持续的效益，必须同时进行大学和药房实践改革，以创造机会，鼓励学生应用所学知识。

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引用次数: 0

Development and evaluation of AI chatbot tool for written communication training in self-care: Experiences of pharmacy students and faculty 用于自我护理书面沟通训练的AI聊天机器人工具的开发与评估：药学学生与教师的经验。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-10-07 DOI: 10.1016/j.cptl.2025.102503

S. Bakhaya , E.C. Lehnbom , M.A. de Carvalho Filho , K.Y. Ma , K. Svensberg

Background

Effective communication is crucial in pharmacy practice, particularly in self-care counseling. As online pharmacies and chat-based consultations expand, training in digital written communication is increasingly important. Artificial intelligence (AI) systems based on large language models (LLMs) offer a structured and engaging environment to support skill development through conversational agents. This study explored the use of LLM-based chatbots to train pharmacy students in written synchronous communication for self-care consultations.

Methods

Three chatbot-simulated patients and an LLM-based feedback system were developed to reflect common self-care scenarios and provide communication-focused feedback. Fourteen pharmacy students and faculty interacted with the chatbots and shared their experiences through semi-structured interviews. Thematic analysis was used to identify patterns in the data.

Results

The analysis identified five main themes. Participants emphasized the authenticity of the simulated patient interactions, particularly their emotional realism. The AI-generated feedback was described as structured, detailed, and fair especially valued for its focus on communication skills. Faculty appreciated the consistency of the feedback and highlighted its added value to complement human assessment. Students discussed the cognitive and emotional demands of the experience, suggesting potential to tailor chatbot complexity to learners' needs.

Conclusion

LLM-based chatbots represent a pedagogically grounded and scalable tool for developing pharmacy students' written communication skills in self-care consultations. This approach offers a foundation for building shared virtual patient infrastructures and integrating communication theory into digital education. It holds promise for broad implementation across pharmacy programs adapting to the demands of online and hybrid care.

背景：有效的沟通在药学实践中是至关重要的，尤其是在自我保健咨询中。随着网上药店和基于聊天的咨询的扩大，数字书面交流的培训变得越来越重要。基于大型语言模型（llm）的人工智能（AI）系统提供了一个结构化的、引人入胜的环境，通过会话代理支持技能发展。本研究探讨使用基于法学硕士的聊天机器人来训练药学学生进行自我保健咨询的书面同步沟通。方法：开发3名聊天机器人模拟患者和基于llm的反馈系统，以反映常见的自我保健场景，并提供以沟通为重点的反馈。14名药学专业的学生和教师与聊天机器人互动，并通过半结构化的访谈分享他们的经历。专题分析用于确定数据中的模式。结果：分析确定了五个主要主题。参与者强调模拟病人互动的真实性，特别是他们的情感真实性。人工智能生成的反馈被描述为结构化、详细和公平的，尤其是它对沟通技巧的关注。教师们赞赏反馈的一致性，并强调其补充人力评估的附加价值。学生们讨论了这种体验的认知和情感需求，表明有可能根据学习者的需求定制聊天机器人的复杂性。结论：基于法学硕士的聊天机器人代表了一种教学基础和可扩展的工具，用于发展药学学生在自我保健咨询中的书面沟通技巧。该方法为构建共享的虚拟患者基础设施和将通信理论整合到数字教育中提供了基础。它有望在药房项目中广泛实施，以适应在线和混合护理的需求。

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引用次数: 0

From proposal to podcast: Starting a student-driven pharmacy podcast in the classroom 从提案到播客：在课堂上开始一个学生驱动的药学播客。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-10-07 DOI: 10.1016/j.cptl.2025.102506

Jarett Worden , Jennifer Duck

Background

Podcasts are a widely available and popular educational medium for healthcare providers, residents, students, and patients. Podcasts are convenient, accessible, and may be effective education tools for listeners. While some studies have attempted to measure the effectiveness of podcasting to enhance knowledge, there are few studies evaluating podcasts in pharmacy education. The purpose of this project was to provide students with the opportunity to create a podcast episode through an in-class, semester-long assignment and to evaluate student perceptions of knowledge, confidence, and professional identity.

Educational activity

Over the course of a semester-long elective class, students worked in groups to develop a 10-min podcast episode on an infectious diseases topic. Students were tasked with creating, recording, and editing content for individual episodes. The podcast episodes were evaluated on accuracy, summary and impact of clinical studies, and production quality. At the end of the semester, a podcast was launched on publicly available platforms and the student podcast episodes were made available for listening.

Evaluation findings

At the conclusion of the semester, students were surveyed on perceived anxiety, confidence, knowledge, and support surrounding the podcast project. Students indicated a notable increase in confidence and knowledge after completing the podcast project. All students were proud of the podcast episode they created and most indicated plans to listen to and share these podcast episodes with others.

Analysis of educational activity

The creation of a semester-long, student-driven class podcast project is feasible and promotes learning and engagement. Students reported increased confidence, knowledge, and professional pride after completing their podcast episodes.

背景：播客是医疗保健提供者、住院医师、学生和患者广泛使用和流行的教育媒体。播客方便，易于访问，对听众来说可能是有效的教育工具。虽然一些研究试图衡量播客提高知识的有效性，但很少有研究评估播客在药学教育中的作用。这个项目的目的是为学生提供一个机会，通过一个学期的课堂作业来创建一个播客，并评估学生对知识、自信和职业认同的看法。教育活动：在一个学期的选修课程中，学生们以小组为单位，就传染病主题制作了一个10分钟的播客。学生们的任务是为每一集创作、录制和编辑内容。对播客的准确性、临床研究的总结和影响以及制作质量进行了评估。学期结束时，在公共平台上发布了一个播客，学生播客的片段可供收听。评估结果：在学期结束时，学生们对播客项目的焦虑感、信心、知识和支持度进行了调查。学生们表示，在完成播客项目后，他们的信心和知识都有了显著的提高。所有的学生都为自己制作的播客节目感到自豪，大多数人都表示计划收听并与他人分享这些播客节目。教育活动分析：创建一个学期的、学生驱动的课堂播客项目是可行的，并且可以促进学习和参与。学生们报告说，在完成他们的播客剧集后，他们的信心、知识和职业自豪感都有所增强。

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引用次数: 0

Assessing the student pharmacist's comfort level with harm reduction strategies via clinical exposure 通过临床暴露评估学生药剂师对减少危害策略的舒适度。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-10-06 DOI: 10.1016/j.cptl.2025.102505

Joshua Knebel, Stephanie Chapa

Introduction

Complications surrounding illicit and prescription drug abuse continue to be a public health epidemic. Needle exchange programs have a documented history of directly reducing overdose deaths and infectious complications while increasing referrals to drug-abuse treatment and mental health counseling. Due to the limited number of programs and a lack of standardized assessments in pharmacy curricula, many pharmacy learners are not offered opportunities to assess their comfort level in serving these underserved patients.

Methods

This prospective field study investigates the perceptions of pharmacy students towards harm reduction strategies via an experiential experience at a local day center that offers harm reduction services. This study seeks to capture pharmacy learner beliefs/attitudes before and after to quantify their outlook and comfort level on providing health care to vulnerable patient populations. Learners rotated through direct patient care stations (wound clinic, needle exchange clinic, Pharmacy Loteria, and social services).

Results

Twenty-four pharmacy learners completed the experience and 79 % of the learners reported no previous harm reduction exposure. Comfort level improved across six skills involving counseling on core harm reduction practices. Students report that pharmacists could play a major role in harm reduction programs and want opportunities working with marginalized patients.

Conclusions

Pharmacy learner exposure to harm reduction strategies was limited prior to the experience. Pharmacy learner comfort level in counseling those that utilize harm reduction strategies improved. This study highlights the continued need to expand services for pharmacy involvement in harm reduction strategies and investigate harm reduction's place within the pharmacy curriculum.

导言：非法药物和处方药滥用引起的并发症仍然是一种公共卫生流行病。针具交换项目有直接减少过量死亡和感染并发症的记录，同时增加了药物滥用治疗和心理健康咨询的转诊。由于项目数量有限，药学课程缺乏标准化评估，许多药学学习者没有机会评估他们为这些服务不足的患者服务的舒适度。方法：本前瞻性实地研究通过在当地提供减少伤害服务的日托中心的体验体验，调查药学学生对减少伤害策略的看法。本研究旨在捕捉药学学习者的信念/态度前后量化他们的前景和舒适度，为弱势患者群体提供卫生保健。学员在直接病人护理站（伤口诊所、针头交换诊所、药房和社会服务中心）轮流学习。结果：24名药学学习者完成了体验，79%的学习者报告没有以前的危害减少接触。涉及核心减少伤害实践咨询的六项技能的舒适度有所提高。学生们报告说，药剂师可以在减少伤害的项目中发挥重要作用，并希望有机会与边缘病人一起工作。结论：药学学习者在体验之前接触到减少伤害策略是有限的。药学学习者在咨询中使用减少伤害策略的舒适度有所提高。这项研究强调了继续需要扩大服务的药房参与减少伤害战略和调查减少伤害的地方在药房课程。

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引用次数: 0

Improve with improv: Developing interprofessional communication skills in health professions students 改进：培养卫生专业学生的跨专业沟通能力。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-09-29 DOI: 10.1016/j.cptl.2025.102504

Ora A. Olsommer , Ryan S. Gibbard , Brian J. Wilkinson

Introduction

Communication is a core element of the Interprofessional Education Collaborative (IPEC) competencies. Despite that, there is insufficient guidance on how to instruct aspiring healthcare providers with essential knowledge for effective communication. Medical improv techniques offer a promising experiential framework to promote flexible, patient-centered communication that is vital for interprofessional collaboration in various healthcare settings.

Methods

114 health professions students from 11 disciplines participated in a 60-min interprofessional case conference. Students were randomly assigned to mixed groups of 8–10 peers, ensuring that multiple professions were represented in each group. Students completed improv exercises after faculty facilitators provided guidance for each improv principle being applied. After the seminar, participants were asked to complete a standardized evaluation of the activity and invited to participate in a supplemental survey to gauge their overall perceptions of the learning experience, which included 10 questions rated on a 5-point Likert scale and one open-ended question.

Results

The standardized evaluation was completed by 63 students, while 16 students representing seven unique healthcare disciplines completed the supplemental survey. Participants reported strong agreement that the activities fostered a sense of community and supported skill development, though fewer agreed that the session enhanced their understanding of other professions' roles. Free-text responses were generally positive in nature.

Discussion

Medical improv offers a framework to promote communication among healthcare providers in training, and may be underutilized in healthcare training pedagogy despite its established benefits. Although the outcomes of this study did seem to yield positive benefits for members of seven distinct disciplines, future investigations should examine medical improv against other communication frameworks and utilize a larger sample size to generate more definitive recommendations.

简介：沟通是跨专业教育合作能力的核心要素。尽管如此，在如何指导有抱负的医疗保健提供者有效沟通的基本知识方面，没有足够的指导。医疗改进技术提供了一个很有前途的经验框架，可以促进灵活的、以患者为中心的沟通，这对于各种医疗保健环境中的跨专业协作至关重要。方法：114名来自11个学科的卫生专业学生参加了60分钟的跨专业案例会议。学生被随机分配到8-10人的混合组，以确保每个组中有多个职业的代表。在教师指导下，学生们完成了即兴表演练习。研讨会结束后，参与者被要求完成对活动的标准化评估，并被邀请参加一项补充调查，以评估他们对学习经历的总体看法，其中包括10个以5分李克特量表打分的问题和一个开放式问题。结果：63名学生完成了标准化评估，16名学生完成了补充调查，他们代表了7个独特的医疗保健学科。与会者报告说，他们强烈同意这些活动培养了社区意识，支持了技能发展，尽管很少有人认为会议增进了他们对其他职业角色的理解。自由文本的回应基本上是积极的。讨论：医学改进提供了一个框架，以促进医疗保健提供者之间的沟通培训，并可能在医疗保健培训教学中未充分利用，尽管它已确立的好处。虽然这项研究的结果似乎确实对七个不同学科的成员产生了积极的好处，但未来的调查应将医疗改进与其他沟通框架进行比较，并利用更大的样本量来产生更明确的建议。

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引用次数: 0

Implementation of a peer review process with faculty development in a pre-clinical didactic doctor of pharmacy curriculum to improve exam item quality: Lessons learned 在临床前药学博士教学课程中实施同行评议过程以提高考试项目质量：经验教训

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-09-26 DOI: 10.1016/j.cptl.2025.102499

Jerril Jacob , Katherine Gruenberg , Jaekyu Shin

Background

Exam items can contain unintended flaws that affect validity. Employing faculty development with an exam review panel may help address flaws and improve item quality. We evaluated item quality and perceptions after implementing a peer review process with faculty development in a Doctor of Pharmacy (PharmD) program.

Methods

In this pre-post study, lectures and online modules were developed and shared with faculty to enhance knowledge of best practice for item writing. Course directors recruited peers to review and improve items on summative assessments throughout the didactic curriculum in a PharmD program between academic years 2022–2024. Item quality on summative assessments before and after implementation was evaluated with the National Board of Medical Examination Item-Writing Guide and published checklist. In 2024, item writers, assessors, and course directors were surveyed to evaluate the effectiveness and challenges with the peer review process.

Results

A total of 488 items were evaluated (238 and 250 items before and after the implementation, respectively). The percentage of items with a flaw or an issue was lower by 6 % after the implementation (88.2 % vs. 82.2 %). Twenty-seven out of 32 participants (84 %) completed the survey. Seventy-six percent participated in the training and 64 % recruited peers. Challenges included buy-in, quality reviews, lack of accountability, and time management issues.

Conclusions

When implementing peer review with faculty development across the didactic curriculum in a PharmD program, pharmacy schools may need to develop strategies for faculty buy-in, recruitment and training of quality item assessors and timeline.

背景测试项目可能包含影响有效性的意外缺陷。采用教师发展与考试评审小组可能有助于解决缺陷和提高项目质量。我们在药学博士（PharmD）项目的教师发展中实施了同行评审过程后，评估了项目的质量和看法。方法在这项前期研究中，开发了讲座和在线模块，并与教师共享，以提高项目写作的最佳实践知识。在2022-2024学年的药学博士项目教学课程中，课程主任招募了同行来审查和改进总结性评估项目。采用《国家医学检查委员会项目编写指南》和公布的检查清单对实施前后总结性评估项目质量进行评价。在2024年，项目编写者、评估员和课程主任接受了调查，以评估同行评议过程的有效性和挑战。结果共评估488项（实施前238项，实施后250项）。有缺陷或有问题的项目百分比在实施后降低了6%（88.2%对82.2%）。32名参与者中有27人（84%）完成了调查。76%的人参加了培训，64%的人招募了同事。挑战包括买进、质量审查、缺乏问责制和时间管理问题。当在药学博士项目的教学课程中实施教师发展的同行评议时，药学院可能需要制定教师参与、招聘和培训质量项目评估员和时间表的策略。

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引用次数: 0

Evaluation and assessment of imposter phenomenon in third year pharmacy students in a personal and professional development course 药剂学三年级学生个人与专业发展课程中冒名顶替现象的评价与评估

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-09-26 DOI: 10.1016/j.cptl.2025.102484

Charles E. Wight , Samantha Axtell , Mariette Sourial , Jeremy C. Hagler

Background

Imposter phenomenon (IP) is common among pharmacy students and may negatively affect self-confidence, academic engagement, and professional identity formation. Although awareness of IP is increasing, few structured classroom-based interventions have been described within pharmacy curricula.

Educational activity

A one-time, 30-min session addressing IP was implemented in a third-year Personal and Professional Development course at a private, faith-based pharmacy school. Students completed the Clance Impostor Phenomenon Scale (CIPS) prior to the session. The session included lecture content, instructor storytelling, peer quotes, coping strategies, journaling, discussion, and spiritual encouragement. A voluntary post-session survey evaluated student perceptions.

Evaluation findings

Thirty-six students (90 % response rate) completed the post-session survey. Most (84 %) scored in the moderate to intense IP range on the CIPS. After the session, 94 % reported increased awareness, 97 % could recognize symptoms, and 86 % identified practical coping strategies. However, only 64 % felt more confident managing IP. Higher CIPS scores were associated with lower perceived confidence, support, and strategy usefulness. Open-ended responses highlighted emotional insight, the value of storytelling, and a desire for additional support.

Analysis of educational activity

The session promoted reflection and increased perceived awareness and coping strategies, consistent with Level 1 (reaction) and Level 2 (perceived learning) of the Kirkpatrick evaluation model. However, students with higher IP scores reported less perceived benefit, suggesting a need for longitudinal and individualized approaches. This low-resource session can be adapted across pharmacy programs to support student wellness and identity formation.

背景海报现象（IP）在药学专业学生中很常见，并可能对自信、学术投入和职业认同形成产生负面影响。虽然对知识产权的认识正在增加，但在药学课程中很少有结构化的课堂干预措施。教育活动在一所私立的以信仰为基础的药学学校的第三年个人和专业发展课程中，实施了一次30分钟的关于IP的课程。学生们在会议之前完成了Clance冒名顶替现象量表（CIPS）。课程内容包括授课内容、讲师讲故事、同伴语录、应对策略、日志、讨论和精神鼓励。课后自愿调查评估了学生的看法。评估结果36名学生（90%的回复率）完成了课后调查。大多数（84%）在CIPS上的得分在中等到强烈的IP范围内。会议结束后，94%的人报告提高了意识，97%的人可以识别症状，86%的人确定了实际的应对策略。然而，只有64%的人对管理IP更有信心。较高的CIPS分数与较低的感知信心、支持和策略有用性相关。开放式回答强调了情感洞察力、讲故事的价值以及对额外支持的渴望。教育活动分析会议促进了反思，增加了感知意识和应对策略，与柯克帕特里克评估模型的第一级（反应）和第二级（感知学习）一致。然而，知识产权得分较高的学生报告的获益较少，这表明需要纵向和个性化的方法。这种低资源的课程可以在药剂学项目中进行调整，以支持学生的健康和身份形成。

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引用次数: 0

Advocating for action: Recognizing experiential education educators across academia 倡导行动：认可整个学术界的体验式教育教育者

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-09-26 DOI: 10.1016/j.cptl.2025.102486

Sara N. Trovinger , Andrea Murzello , Jessica Lendoiro , Keith DelMonte , Samantha Champion

Introduction

The 2024 American Association of Colleges of Pharmacy (AACP) Profile of Pharmacy Faculty survey highlights potential rank disparities for directors and coordinators of experiential education (EE) compared to traditional faculty.(American Association of Colleges of Pharmacy, 2024¹⁾ Challenges stem from promotion guidelines favoring research and teaching, despite the critical contributions of EE professionals, which deserve equal recognition in academic pharmacy.

Perspective

The Doctor of Pharmacy's experiential education expansion has increased faculty roles for EE directors and coordinators, yet promotion disparities persist. EE directors face challenges due to administrative duties, traditional metrics favoring research, and undervalued teaching roles.

Implications

Institutions should revise promotion guidelines, if appropriate, to include non-traditional faculty roles. Education sessions aimed at stakeholders outside of the specialty would bring awareness to the issue and offer actionable solutions that would benefit all members of the pharmacy education community. Involving EE professionals ensures parity, celebrates faculty strengths, and promotes diverse contributions to enrich and advance the academic and professional community.

2024年美国药学院协会（AACP）药学院概况调查强调了与传统教师相比，体验式教育（EE）主任和协调员的潜在排名差异。（American Association of Colleges of Pharmacy, 20241）尽管情感表达专业人士做出了重要贡献，但挑战来自于倾向于研究和教学的晋升指导方针，他们在学术药学领域应该得到同等的认可。视角药学博士的体验式教育扩展增加了EE主任和协调员的教师角色，但晋升差距仍然存在。由于行政职责、传统的研究指标和被低估的教学角色，EE主任面临着挑战。院校应酌情修订晋升指引，纳入非传统的教师角色。针对专业以外的利益相关者的教育会议将使人们意识到这个问题，并提供可操作的解决方案，这将使药学教育界的所有成员受益。参与EE专业人员确保了平等，颂扬了教师的优势，并促进了多样化的贡献，以丰富和推进学术和专业社区。

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引用次数: 0