Currents in Pharmacy Teaching and Learning最新文献

{"title":"Improve with improv: Developing interprofessional communication skills in health professions students","authors":"Ora A. Olsommer ,&nbsp;Ryan S. Gibbard ,&nbsp;Brian J. Wilkinson","doi":"10.1016/j.cptl.2025.102504","DOIUrl":"10.1016/j.cptl.2025.102504","url":null,"abstract":"<div><h3>Introduction</h3><div>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.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Discussion</h3><div>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.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102504"},"PeriodicalIF":1.4,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145207774","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":"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","authors":"Jerril Jacob ,&nbsp;Katherine Gruenberg ,&nbsp;Jaekyu Shin","doi":"10.1016/j.cptl.2025.102499","DOIUrl":"10.1016/j.cptl.2025.102499","url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102499"},"PeriodicalIF":1.4,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159631","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":"Evaluation and assessment of imposter phenomenon in third year pharmacy students in a personal and professional development course","authors":"Charles E. Wight ,&nbsp;Samantha Axtell ,&nbsp;Mariette Sourial ,&nbsp;Jeremy C. Hagler","doi":"10.1016/j.cptl.2025.102484","DOIUrl":"10.1016/j.cptl.2025.102484","url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Educational activity</h3><div>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.</div></div><div><h3>Evaluation findings</h3><div>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.</div></div><div><h3>Analysis of educational activity</h3><div>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.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102484"},"PeriodicalIF":1.4,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145160221","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":"Advocating for action: Recognizing experiential education educators across academia","authors":"Sara N. Trovinger ,&nbsp;Andrea Murzello ,&nbsp;Jessica Lendoiro ,&nbsp;Keith DelMonte ,&nbsp;Samantha Champion","doi":"10.1016/j.cptl.2025.102486","DOIUrl":"10.1016/j.cptl.2025.102486","url":null,"abstract":"<div><h3>Introduction</h3><div>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, 2024<span><span>¹</span></span>⁾ Challenges stem from promotion guidelines favoring research and teaching, despite the critical contributions of EE professionals, which deserve equal recognition in academic pharmacy.</div></div><div><h3>Perspective</h3><div>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.</div></div><div><h3>Implications</h3><div>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.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102486"},"PeriodicalIF":1.4,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145160220","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":"Pharmacy students' perceptions and experience using AI tools to complete a drug information assignment: A thematic analysis","authors":"Kaitlin M. Alexander,&nbsp;Chris Egan,&nbsp;Carinda Feild","doi":"10.1016/j.cptl.2025.102491","DOIUrl":"10.1016/j.cptl.2025.102491","url":null,"abstract":"<div><h3>Background</h3><div>Faculty redesigned a drug information (DI) assignment to incorporate generative artificial intelligence (AI), encouraging the responsible use of AI to craft DI responses. The purpose of this study was to explore pharmacy students' perceptions of using AI tools in DI assignments and the value of AI-enabled assignments in health professions education.</div></div><div><h3>Educational activity</h3><div>A qualitative thematic analysis was conducted of third-year pharmacy students' narrative reflections after completing an AI-enabled team DI assignment in a Spring 2024 critical care elective. The steps to complete the DI assignment were: 1) create an AI-generated response to a DI question, 2) critique the AI output, 3) complete an individual literature search, 4) synthesize a final team DI submission, 5) reflect. Student AI use at baseline and anticipated use following the assignment were collected via a pre−/post- course survey.</div></div><div><h3>Evaluation findings</h3><div>Twenty-one students were enrolled in the course and submitted narrative reflections on the DI assignment. Most students stated that prior to the assignment they had never employed the use of AI for professional or academic reasons (<em>n</em> = 14/20; 70 %). Two themes, describing benefits and challenges, and six sub-themes were identified from the reflective statements: user benefits, awareness of AI and its capabilities, quality of the AI response, skepticism, user responsibility, and limitations of AI.</div></div><div><h3>Analysis of educational activity</h3><div>Through narrative reflection, students identified benefits and challenges of integrating AI into a DI assignment. While AI enhanced efficiency, students emphasized the importance of ensuring the validity and detail of the AI-generated DI question response.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102491"},"PeriodicalIF":1.4,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145160219","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":"Incorporation of formalized literature evaluation assignments into PharmD curriculum and the impact on readiness for advanced pharmacy practice experiences and course outcomes","authors":"Laurie W. Fleming ,&nbsp;Alex R. Mills ,&nbsp;Joshua W. Fleming ,&nbsp;Ha K. Phan ,&nbsp;Spencer E. Harpe ,&nbsp;Kayla R. Stover","doi":"10.1016/j.cptl.2025.102488","DOIUrl":"10.1016/j.cptl.2025.102488","url":null,"abstract":"<div><h3>Introduction</h3><div>Literature evaluation and the ability to present journal clubs must be introduced and utilized in professional education prior to Advanced Pharmacy Practice Experiences (APPEs) to build upon critical thinking. The primary objective of this study was to evaluate the impact of formalized literature evaluation assignments on student perceptions of their readiness for APPEs.</div></div><div><h3>Methods</h3><div>A series of six literature evaluation assignments were implemented in the third professional year. This single group, pretest, multiple posttest study used an anonymous survey to ask students questions pertaining to self-perceived knowledge, confidence, and preparedness in literature evaluation skills prior to APPE rotations. Aggregate scores for the combined assignments were compared between the fall and spring semesters.</div></div><div><h3>Results</h3><div>In total, 93 students were enrolled pre-activity, and 90 students were enrolled post-activity. Twenty-five students completed surveys at both time points and were able to be matched for comparison. Students' self-perceived knowledge and confidence in literature retrieval and evaluation from baseline to time point two increased (2.8 to 4.2) on a scale of 1 to 5. Self-perceived abilities in communication also increased. Average assignment scores increased between semesters (87.5 % vs. 95.3 %), and there were fewer scores less than 80 % (13 vs. 2) during the second semester.</div></div><div><h3>Conclusion</h3><div>The formalized literature evaluation assignments in this course series improved student performance on these assignments over the year-long course and increased perceptions of APPE readiness. Experiences such as these can continue to be implemented and investigated further to increase critical thinking within the curriculum at schools and colleges of pharmacy.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102488"},"PeriodicalIF":1.4,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145120485","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":"Evaluating the impact of required attendance on examination performance and pharmacy student perceptions in an infectious diseases course","authors":"Dana R. Bowers ,&nbsp;Alanda A. Barash ,&nbsp;Kimberly C. McKeirnan","doi":"10.1016/j.cptl.2025.102487","DOIUrl":"10.1016/j.cptl.2025.102487","url":null,"abstract":"<div><h3>Objectives</h3><div>This project sought to evaluate student pharmacist performance on infectious disease topics in a course with mandatory in-person attendance. The secondary objective was to evaluate student perceptions regarding required attendance and performance on specific course outcomes and session objectives.</div></div><div><h3>Methods</h3><div>Student attendance was collected manually by a faculty member during the infectious disease portion of a required pharmacotherapy course at University X and their exam performance data was evaluated. A <em>t</em>-test was used to compare the scores of students who regularly attended with those who did not for each assessment. An attendance survey was administered twice during the semester: at the midpoint and the end. Thirteen Likert-scale survey questions were designed to evaluate students' attitudes toward required attendance in the course and their beliefs about the impact of required attendance on their course performance and learning.</div></div><div><h3>Results</h3><div>Students who attended the class sessions for the course performed better on examinations than students who did not attend class sessions. The attendance perception survey results showed most students perceived mandatory attendance as beneficial to their learning and achieving the course objectives. Survey results indicated that the majority of students believed the in-class sessions were helpful for their learning. Most students did not believe that having required attendance reduced their time spent studying outside of class.</div></div><div><h3>Conclusions</h3><div>Mandatory attendance had a positive influence on student performance on assessments and their perceptions about learning in a pharmacotherapy course. The findings from the perceptions survey and examination performance support the implementation of required attendance in a Doctor of Pharmacy curriculum to improve student academic outcomes and professionalism.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102487"},"PeriodicalIF":1.4,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145120484","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":"Perspectives on artificial intelligence use in pharmacy education in Northern Ireland: A qualitative study based on the unified theory of acceptance and use of technology","authors":"Farah Alghalbie,&nbsp;Mohamed Hassan Elnaem,&nbsp;Paul A. McCarron","doi":"10.1016/j.cptl.2025.102490","DOIUrl":"10.1016/j.cptl.2025.102490","url":null,"abstract":"<div><h3>Introduction</h3><div>Artificial intelligence (AI) is transforming healthcare education; however, its integration into pharmacy curricula requires further exploration. This study aimed to explore the acceptance of AI-based technology in pharmacy education through the extended Unified Theory of Acceptance and Use of Technology (UTAUT) framework and identify opportunities for responsible integration via improved AI literacy.</div></div><div><h3>Methods</h3><div>A qualitative study was conducted at the School of Pharmacy and Pharmaceutical Sciences, Ulster University, Northern Ireland, United Kingdom, in April 2025. Eight MPharm students were recruited through purposive sampling, with two participants from each of the four academic years (Years 1–4) to ensure representation of developmental perspectives. Informed by the extended UTAUT framework, semi-structured interviews were conducted via Microsoft Teams. Thematic analysis was conducted using Braun and Clarke's six-phase approach, with data management performed using NVivo 13.</div></div><div><h3>Results</h3><div>Four major themes emerged from the analysis: (1) Current Understanding and Experience with AI Tools, (2) Perceived Benefits and Opportunities, (3) Challenges and Concerns, and (4) Recommendations for Responsible AI Integration. Students demonstrated a developmental progression in AI use, from basic concept clarification in the first year to complex clinical reasoning applications in senior years. Students primarily discovered AI tools through informal networks rather than formal academic channels. Key benefits included immediate conceptual clarification across multidisciplinary subjects, enhanced academic efficiency, and support for clinical preparation through simulated patient interactions. However, concerns were expressed regarding regional context limitations, accuracy and reliability issues, potential impacts on critical thinking development, uncertainties related to academic integrity, and affordability constraints for premium features.</div></div><div><h3>Conclusion</h3><div>The findings reveal that students resourcefully use AI tools to enhance learning but navigate considerable challenges, including information inaccuracies, ethical uncertainties, and concerns about adverse impacts on critical thinking skills. Future recommendations include establishing clear institutional policies, implementing formal AI literacy training, developing UK-centric pharmacy-specific AI tools, and adopting scaffolded curriculum integration approaches.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102490"},"PeriodicalIF":1.4,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145120486","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":"Preparing pharmacists for disaster management and practice: A participatory scoping review","authors":"Emma Lydon ,&nbsp;Shane Scahill ,&nbsp;Naoko Arakawa ,&nbsp;Anthony R. Cox ,&nbsp;Carl R. Schneider ,&nbsp;Sara M. Hanning","doi":"10.1016/j.cptl.2025.102482","DOIUrl":"10.1016/j.cptl.2025.102482","url":null,"abstract":"<div><h3>Background</h3><div>Pharmacists are the third largest healthcare professional group globally and are often frontline responders to public health needs in emergencies. The objective of this scoping review was to explore the breadth of evidence relating to training and education activities to prepare pharmacists or pharmacy students for humanitarian crisis situations.</div></div><div><h3>Method</h3><div>In collaboration with an expert panel, a search strategy was developed to identify literature pertaining to 1) participants - pharmacists/pharmacy students, 2) concept – education/training and 3) context – disaster planning/emergency preparedness. We searched Ovid MEDLINE, Elsevier Scopus, Ovid EMBASE, Informit, Web of Science core collection and EBSCO CINAHL databases and reviewed grey literature to identify material relevant to the research question. The expert panel informed the interpretation and implications of findings.</div></div><div><h3>Results</h3><div>A total of 32 articles met the inclusion criteria and underwent data extraction and content analysis using NVivo™ software. A range of diverse and innovative training interventions were described by researchers and practitioners from a variety of backgrounds. Themes relating to training objectives, content, delivery methods and evaluation were identified.</div></div><div><h3>Implications</h3><div>More mainstream, standardised training resources are needed to enable pharmacists to fulfil their potential roles in disaster management and response. In addition to the pandemic, the impacts of climate change (such as extreme weather events) and global conflicts have increased over recent years. Pharmacists need to be systematically trained to deal with such events, and curriculum should reflect this.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102482"},"PeriodicalIF":1.4,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145120483","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":"Evaluation of a critical illness simulation activity on perceptions and knowledge of interprofessional education between pharmacy and nutrition students","authors":"Victoria Williams ,&nbsp;Essilvo Sulejmani ,&nbsp;Kristen M. Roberts ,&nbsp;Casey C. May","doi":"10.1016/j.cptl.2025.102485","DOIUrl":"10.1016/j.cptl.2025.102485","url":null,"abstract":"<div><h3>Objective</h3><div>Evaluate the effect of a novel interdisciplinary simulation activity in a critical care pharmacy elective course and assess students' perceptions toward interprofessional collaboration in the intensive care unit setting.</div></div><div><h3>Methods</h3><div>Pharmacy and nutrition students enrolled in respective critical care elective courses participated in a surgical intensive care unit (SICU) simulation activity. Students were divided into interprofessional groups with discipline-specific topics of focus and provided with a clinical case of a critically ill surgical patient with enteral feeding intolerance. Pharmacy students were assigned a six-question quiz administered pre- and post-simulation that assessed understanding of the role of the dietitian and basic nutrition concepts; all students were given discipline-specific reflection questions following the activity that evaluated students' change in perception of their role and the role of the other discipline in the interprofessional SICU setting.</div></div><div><h3>Results</h3><div>Nineteen pharmacy students and 11 nutrition students participated in the SICU simulation. Of the pharmacy students (<em>n</em> = 14) who completed both the pre- and post-simulation quiz, there was an improvement in quiz scores, 2.7 ± 0.97 to 4.3 ± 0.34; <em>p</em> &lt; 0.001. Reflection question responses from all students revealed the following themes: enhanced self-perception of their own role, improved understanding of the other profession's role, and heightened degree of interprofessional respect in the care of a critically ill patient.</div></div><div><h3>Conclusions</h3><div>The interprofessional SICU simulation activity enhanced pharmacy student knowledge about nutrition and broadened all students' understanding of the other profession's roles in critical care.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102485"},"PeriodicalIF":1.4,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099128","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}