Currents in Pharmacy Teaching and Learning最新文献_第9页

A longitudinal evaluation of retention of pharmacy law knowledge by pharmacy students 药学院学生药法知识保留的纵向评价

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-09-19 DOI: 10.1016/j.cptl.2025.102483

Emily Van Klompenburg, Alex William Middendorf, Scout Forbes-Hurd

Background

Pharmacy law knowledge is an important component of a pharmacy student's education, guiding future pharmacists on regulatory frameworks for pharmacy practice. However, limited research exists regarding longitudinal retention of pharmacy law knowledge. The objective of this study was to assess the short-term and long-term retention of pharmacy law knowledge for a single cohort of pharmacy students by comparing individual performance across three law-focused assessments.

Methods

Percent change in individual student performance was tracked across three specific assessments. The change between the first two assessments (P2 didactic course and P3 summer IPPE) assessed short-term retention, and the change between the first and third (P4 Community Pharmacy APPE) assessed long-term retention. Assessment results were converted to percentages to allow for direct comparisons given diversity of assessment structure.

Results

63 of 65 (96.9 %) of students completed all three assessments. Knowledge of pharmacy law was maintained from Assessment 1 to Assessment 2 and from Assessment 1 to Assessment 3. Student scores indicated a slight increase in short-term knowledge (average + 8 %, range ‐34 % to +38 %, p = 0.00016) and a slight decrease in long-term knowledge (average ‐6 %, range ‐34 % to +18 %, p = 0.000047).

Conclusion

Assessing pharmacy law knowledge scores at multiple points in the curriculum provided an analysis of short-term and long-term knowledge retention. While short-term knowledge of law was retained, long-term knowledge showed deterioration, but not to the extent expected. This may be due to the modified spaced repetition of pharmacy law assessments, blunting the Ebbinghaus Forgetting Curve effect or students exhibiting a testing effect. However, law touch points, such as incorporating a regulatory assessment into care plans, throughout the curriculum may be beneficial to overall law knowledge retention.

药学法律知识是药学专业学生教育的重要组成部分，指导未来的药剂师对药学实践的监管框架。然而，关于药剂法知识纵向保留的研究有限。本研究的目的是通过比较三个以法律为重点的评估中的个人表现，来评估一组药学学生短期和长期保留药法知识的情况。方法通过三个具体的评估来跟踪每个学生表现的百分比变化。前两次评估（P2教学课程和P3夏季IPPE）之间的变化评估短期保留，第一次和第三次评估（P4社区药房APPE）之间的变化评估长期保留。鉴于评估结构的多样性，评估结果被转换成百分比，以便进行直接比较。结果65名学生中有63名（96.9%）完成了三项评估。从评估1到评估2和从评估1到评估3保持对药法的了解。学生的分数表明，短期知识略有增加（平均+ 8%，范围从‐34%到+ 38%，p = 0.00016），长期知识略有下降（平均- 6%，范围从‐34%到+ 18%，p = 0.000047）。结论通过对课程中药法知识的多分制评分，可以分析学生的短期和长期知识留存情况。虽然短期的法律知识得到了保留，但长期的知识却出现了退化，但并没有达到预期的程度。这可能是由于修改了药法评估的间隔重复，减弱了艾宾浩斯遗忘曲线效应或学生表现出测试效应。然而，在整个课程中，法律接触点，例如将监管评估纳入护理计划，可能有利于整体法律知识的保留。

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引用次数: 0

Mobile gamification in pharmacy education: A comparative study of learning outcomes and perceptions across gender 药学教育中的移动游戏化：跨性别学习成果和认知的比较研究。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-09-17 DOI: 10.1016/j.cptl.2025.102480

C. Piquer-Martinez , A. Gonzalez-Salgado , M.I. Valverde-Merino , M.J. Zarzuelo , M. Gomez-Guzman

Introduction

In the dynamic realm of educational technology, the “Pharmaceutical Care Mobile App (AF-UGR)” mobile application stands as a novel embodiment of gamification.

Methods

A controlled trial aimed to evaluate the app's impact on academic performance, satisfaction, and engagement among university students. This study included 239 undergraduate Pharmacy students enrolled in the subject of Pharmaceutical Care. Participants were assigned either to a Control group (traditional practice workbook; n = 151) or an App group (mobile gamified application; n = 88). Academic performance was measured through a standardized multiple-choice written exam based on the Pharmaceutical Care syllabus. Student satisfaction and engagement were assessed using an ad hoc questionnaire combining Likert-scale items (ranging from “Strongly Disagree” to “Strongly Agree”) and open-ended questions. Quantitative data were analyzed using descriptive statistics, t-tests, and chi-square tests, while qualitative feedback was reviewed to identify perceived strengths and areas for improvement.

Results

Gender-specific differences were observed, with male students more likely to pass the exam when using the app (OR = 6.67, CI95% = 1.72–25.87), whereas female students demonstrated greater success with the traditional practice book (OR = 2.00, CI95% = 1.01–4.03). Despite these variances, the app received high acclaim from students, averaging a score of 4.87 ± 0.40 out of 5.

Conclusion

The use of the app produced academic results comparable to those achieved through traditional methods, with some variation depending on the content area and student profile. While the app did not consistently outperform the traditional practice workbook, it was positively received by students and enhanced the perceived relevance of the practical content. These findings support its role as a complementary, rather than substitute, resource in Pharmacy education.

简介：在动态的教育技术领域，“药学服务移动App （AF-UGR）”移动应用是游戏化的新体现。方法：一项对照试验旨在评估该应用程序对大学生学习成绩、满意度和参与度的影响。本研究以药学服务专业239名本科生为研究对象。参与者被分配到对照组（传统练习练习册，n = 151）或应用程序组（移动游戏化应用程序，n = 88）。学业成绩通过标准化的多项选择笔试来衡量，笔试基于药学护理教学大纲。学生的满意度和参与度是通过一个特设的问卷来评估的，该问卷结合了李克特量表项目（从“非常不同意”到“非常同意”）和开放式问题。定量数据使用描述性统计、t检验和卡方检验进行分析，同时对定性反馈进行审查，以确定感知的优势和需要改进的领域。结果：观察到性别差异，男生在使用app时更容易通过考试（OR = 6.67, CI95% = 1.72-25.87），而女生在使用传统练习本时表现出更大的成功率（OR = 2.00, CI95% = 1.01-4.03）。尽管存在这些差异，这款应用还是得到了学生们的高度评价，平均得分为4.87±0.40（满分5分）。结论：使用该应用程序产生的学术结果与通过传统方法获得的结果相当，根据内容领域和学生概况存在一些差异。虽然这款应用的表现并不总是优于传统的练习练习册，但它受到了学生们的积极欢迎，并增强了实践内容的感知相关性。这些发现支持其在药学教育中作为补充而非替代资源的作用。

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引用次数: 0

Using simulation stethoscopes to support physical exam skill development in health professionals education: A scoping review of educational applications and outcomes 使用模拟听诊器支持健康专业人员教育中的体检技能发展：教育应用和结果的范围审查

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-09-12 DOI: 10.1016/j.cptl.2025.102466

Fong Chan , Jessica Lee , Ariel Hsuan Lu , London Gokarn , Daniel Rainkie

Background

Developing physical assessment skills relies on practicing with healthy peer learners and standardized patients or simulating pathologic sounds with mannequins. Simulation stethoscopes bridges both by offering learners an opportunity to communicate with a live patient and hear pathologic sounds.

Objectives

This scoping review aims to map the use of simulation stethoscopes in health professions, describe how they are integrated into training, and identify further research opportunities.

Methods

We conducted a scoping review following the Arksey and O'Malley framework with advancements by Levac and colleagues. We searched EMBASE, MEDLINE, Google Scholar, and bibliographies of included studies. Eligible studies involved simulation stethoscopes used in health professions education. Two reviewers independently screened articles, extracted data, and mapped outcomes. Study characteristics, populations, learning objectives, disease states, and simulation design were analyzed descriptively.

Results

Six studies were included. These studies were published between 2011 and 2023 and conducted in the USA (n = 5) and UK (n = 1). Study populations included pharmacy students, paramedics, medical students, physician residents, and physiotherapists. Simulation stethoscopes were used during respiratory, cardiovascular, and acute paramedic scenarios on standardized patients, peer learners, and mannequins. Mapped outcomes included physical exam knowledge, technique, interpretation of findings, confidence, fidelity, and simulation evaluation.

Implications

Studies demonstrated the flexible use of simulation stethoscopes among healthcare professions by providing high realism with a focus on skills development and learner confidence. Further research on the role of simulation stethoscopes in teaching physical assessment, including their benefits and implications for student learning and confidence, especially among pharmacy professionals, would be beneficial.

发展身体评估技能依赖于与健康的同伴学习者和标准化的患者一起练习，或者用人体模型模拟病理声音。模拟听诊器通过为学习者提供与活体患者交流和听到病理声音的机会来架起桥梁。目的：本综述旨在绘制模拟听诊器在卫生专业中的使用情况，描述如何将其整合到培训中，并确定进一步的研究机会。方法：我们根据Arksey和O’malley框架进行了范围审查，该框架由Levac及其同事进行了改进。我们检索了EMBASE、MEDLINE、谷歌Scholar和纳入研究的参考书目。符合条件的研究包括在卫生专业教育中使用的模拟听诊器。两位审稿人独立筛选文章，提取数据并绘制结果图。描述性地分析了研究特征、人群、学习目标、疾病状态和模拟设计。结果共纳入6项研究。这些研究发表于2011年至2023年之间，分别在美国（n = 5）和英国（n = 1）进行。研究人群包括药学学生、护理人员、医学生、住院医师和物理治疗师。模拟听诊器在呼吸、心血管和急性护理情景中用于标准化患者、同伴学习者和人体模型。绘制的结果包括体检知识、技术、结果解释、置信度、保真度和模拟评估。研究表明，模拟听诊器在医疗保健专业中灵活使用，提供高真实感，重点是技能发展和学习者信心。进一步研究模拟听诊器在身体评估教学中的作用，包括其对学生学习和信心的好处和影响，特别是对药学专业人员，将是有益的。

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引用次数: 0

Core reporting expectations for quantitative manuscripts using independent and dependent t-tests, One-Way ANOVA, OLS regression, and Chi-Square 使用独立和相关t检验、单因素方差分析、OLS回归和卡方对定量手稿的核心报告期望

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-09-12 DOI: 10.1016/j.cptl.2025.102462

James B. Schreiber , Mohamed Ezzat Khamis Amin

This article describes the expectations for reporting quantitative designs and analyses in the journal, Currents in Pharmacy Teaching and Learning. It is part of a special issue on methodology for the journal. We cover independent and dependent t-tests, One-Way ANOVA, linear regression, and Chi-Square. A basic overview of each analysis is provided along with a checklist and example narrative.

本文描述了报告定量设计和分析的期望杂志，在药学教学和学习的趋势。这是该杂志方法论特刊的一部分。我们涵盖了独立和相关t检验、单因素方差分析、线性回归和卡方检验。每个分析的基本概述与清单和示例叙述一起提供。

引用次数: 0

Usability testing of an online, evidence-based pharmacogenomics education program for pharmacists working in cancer care 针对从事癌症护理的药剂师的在线、循证药物基因组学教育项目的可用性测试

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-09-11 DOI: 10.1016/j.cptl.2025.102478

Benjamin Lee , Georgia Bridges , Chiao X. Lim , Jenny Devine , Senthil Lingaratnam , Safeera Y. Hussainy

Introduction

Usability testing provides valuable information when ensuring newly developed education programs are deemed acceptable to the target audience. The aim is to evaluate the usability of an online, evidence-based pharmacogenomics education program, developed in-house, to subsequently improve the user experience before wide scale implementation to pharmacists at an Australian public oncology hospital.

Methods

The methodology was adapted from Benedict et al. (2022) with permission. Five pharmacist-users tested up to two of eight modules utilising the think-aloud method. Participants' video, audio and screens were recorded, with automated audio transcription. A facilitator was present to prompt verbalisation of thoughts, ask standard pre- and post-usability testing questions, and guide users to complete three quantitative instruments; System Usability Scale (SUS), Standardised User Experience Percentile Rank Question (SUPR-Q) and WebQual. Two researchers employed reflexive thematic analysis.

Results

Four themes were finalised based on generated codes; recognition of usefulness of content, factors inhibiting understanding, acceptable user experience and poor user experience. The mean SUS and SUPR-Q scores were 83.1 (SD 14.9) and 4.6 (SD 0.2) respectively, and the overall mean WebQual score was 6.1 (SD 0.2), all indicating good usability. Overall, pharmacists valued the program content and found the format visually satisfying and engaging.

Discussion

The education program was found to be acceptable, useful, and a positive learning experience for pharmacists prior to practicing in pharmacogenomics. Results were used to inform changes to the program to further enhance the user experience.

Conclusion

Process, outcome and implementation evaluation will be conducted after program rollout.

可用性测试提供了有价值的信息，以确保新开发的教育计划被认为是可接受的目标受众。目的是评估内部开发的在线循证药物基因组学教育项目的可用性，在澳大利亚一家公立肿瘤医院的药剂师大规模实施之前，随后改善用户体验。方法方法经许可改编自Benedict et al.（2022）。五名药剂师使用“有声思考”方法测试了八个模块中的两个。参与者的视频、音频和屏幕都被记录下来，并有自动音频转录。一名引导者在场，以促进思想的语言化，提出标准的可用性测试前和测试后的问题，并指导用户完成三个定量工具；系统可用性量表（SUS），标准化用户体验百分位排名问题（SUPR-Q）和WebQual。两位研究者采用了反身性主题分析。结果根据生成的代码最终确定了4个主题；识别内容的有用性，阻碍理解的因素，可接受的用户体验和糟糕的用户体验。SUS和SUPR-Q的平均得分分别为83.1 （SD 14.9）和4.6 (SD 0.2)， WebQual的总体平均得分为6.1 (SD 0.2)，均表明可用性较好。总的来说，药剂师们很重视课程的内容，并发现课程的形式在视觉上令人满意和吸引人。该教育计划被认为是可接受的，有用的，并且是药剂师在药物基因组学实践之前的积极学习经验。结果被用来通知程序的变化，以进一步提高用户体验。结论项目实施后将进行过程、结果和实施评估。

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引用次数: 0

Pharmacy students' views and experiences regarding an online video-recorded objective structured clinical examination: A mixed-methods survey study 药学学生对在线录像客观结构化临床检查的看法和经验：一项混合方法的调查研究。

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-09-08 DOI: 10.1016/j.cptl.2025.102447

Kieran Dalton, Kate Scannell, Aisling Kerr

Introduction

Pharmacy students were given the opportunity to participate in an online video-recorded objective structured clinical examination (OSCE) with pharmacist feedback. This study aimed to evaluate their views and experiences regarding this initiative and reviewing the recording.

Methods

Third year undergraduate pharmacy students (n = 68) were invited to participate in a formative video-recorded OSCE station online, followed by a one-to-one feedback discussion with a pharmacist facilitator. Participants were sent one questionnaire on the same day after the OSCE and another after receiving the video recording (seven days later). Closed-ended questions were analysed using descriptive statistics and open comments underwent conventional content analysis.

Results

Twenty-three students participated: 20 responded to the first questionnaire and 15 responded to the second. Nearly all students enjoyed the OSCE experience (94 %), and 75 % agreed that knowing they were being recorded had no meaningful impact on their performance. All were satisfied with the feedback quality; 79 % agreed that reviewing the recording had a greater impact on them versus receiving the pharmacist feedback alone. Whilst some were uncomfortable watching the recording, students became more aware of their body language, and 93 % agreed both i) that watching the recording made them more self-aware of what skills required development, and ii) that they would watch the recording to help prepare for future OSCEs.

Conclusion

This study has shown that video-recorded online OSCEs are beneficial and enjoyable for pharmacy students, and has underlined the added value of providing a recording to raise pharmacy students' self-awareness and improve their clinical skills.

药学学生有机会参与在线视频录制的客观结构化临床检查（OSCE），并获得药剂师的反馈。本研究旨在评估他们对这一倡议的看法和经验，并回顾记录。方法：邀请药学本科三年级学生（n = 68）参加一个在线视频录制的OSCE站，随后与药剂师辅导员进行一对一的反馈讨论。参与者在欧安组织结束后的同一天收到一份问卷，在收到录像后（7天后）收到另一份问卷。封闭式问题采用描述性统计分析，开放式评论采用常规内容分析。结果：共有23名学生参与，其中20人回答了第一份问卷，15人回答了第二份问卷。几乎所有的学生都喜欢欧安组织的经历（94%），75%的学生认为知道他们被记录下来对他们的表现没有任何有意义的影响。均对反馈质量满意；79%的人认为回顾记录对他们的影响比单独接受药剂师的反馈更大。虽然有些学生在观看录音时感到不舒服，但他们对自己的肢体语言有了更多的意识，93%的学生同意这两点：1)观看录音使他们更加意识到需要发展哪些技能；2)他们会观看录音来帮助他们为未来的欧安会做准备。结论：本研究显示了在线osce录像对药学学生有益且愉快，并强调了提供录像对提高药学学生自我意识和提高临床技能的附加价值。

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引用次数: 0

A two-step training program for utilizing interpreters during patient interactions: Advancing student pharmacists communication skills 在病人互动中使用口译员的两步培训计划：提高学生药剂师的沟通技巧

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-09-04 DOI: 10.1016/j.cptl.2025.102467

Sha-Phawn Williams , Gabriela C. Cipriano , Kelly M. Conn

Objective

To develop and evaluate the effectiveness of a two-step training pilot program in the Doctor of Pharmacy curriculum to prepare students to utilize medical language interpreters during patient interactions.

Methods

The Advanced Communications and Counseling Skills course was a two-step program developed to train professional year two (P2) student pharmacists to effectively utilize interpreters during patient encounters. Training included completion of virtual modules and in-person standardized patient encounters where the use of an interpreter was required to counsel. Students then demonstrated the communication skills acquired at a health fair for patients that spoke a language other than English. Student perspective, comfort, and confidence of using interpreter services were measured and compared pre and post program implementation. Patient satisfaction with P2 communication skills were also assessed.

Results

A total of 23 P2 students completed the program. Overall, summary statistics indicate trends for student improvement in all areas, with students' confidence in using an interpreter improved. All students were satisfied with the training modules (100.0 %) and the majority felt prepared in using an interpreter (94.4 %). Patients were very satisfied (76.5 %) or satisfied (23.5 %) with the students' ability to utilize an interpreter during the patient encounter at the health fair.

Conclusion

The Two-Step program provides students with training on how to utilize interpreters. Students are receptive to participating in the course and satisfied with the communication skills acquired. Embedding this course in the pharmacy curriculum could increase student confidence and have a positive impact on patient communication experience.

目的制定并评估药剂学博士课程中两步培训试点计划的有效性，以培养学生在与患者互动时使用医学语言口译员。方法高级沟通和咨询技巧课程分为两步，旨在培训专业二年级（P2）学生药剂师在与患者接触时有效地利用口译员。培训包括完成虚拟模块和需要使用口译员进行咨询的面对面标准化病人接触。然后，学生们展示了他们在一个健康博览会上获得的沟通技巧，这些技巧是在说英语以外的语言的病人身上获得的。测量并比较了项目实施前后学生使用口译服务的视角、舒适度和信心。评估患者对P2沟通技巧的满意度。结果共有23名P2学员完成该项目。总的来说，总结统计数据表明学生在各个方面都有进步的趋势，学生使用口译员的信心有所提高。所有学生（100.0%）都对培训模块感到满意，大多数学生（94.4%）认为已经准备好使用口译员。患者非常满意（76.5%）或满意（23.5%）学生在健康博览会上与患者会面时使用口译员的能力。结论“两步法”课程为学生提供了如何使用口译员的培训。学生乐于参与课程，并对所获得的沟通技巧感到满意。将此课程纳入药学课程中，可以增加学生的自信心，并对患者沟通体验产生积极影响。

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引用次数: 0

Reliability of a student patient education assessment rubric for continuous glucose monitor initiation 持续血糖监测开始时学生患者教育评估指标的可靠性

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-09-03 DOI: 10.1016/j.cptl.2025.102464

Danielle M. Candelario , Khyati Patel , Sneha B. Srivastava , Wendy Mobley-Bukstein , Nic Lehman , Sean P. Kane

Objective

To validate a student patient education assessment rubric for initiation of a continuous glucose monitor (CGM) by measuring the inter-rater reliability (IRR).

Methods

Second and third-year pharmacy students at two institutions were evaluated on their ability to counsel a patient on the initial set up and use of a CGM device, either Dexcom G6 or FreeStyle Libre 2, during a practical assessment. Utilizing a standardized rubric, faculty evaluators evaluated each student. After course completion, three additional evaluators reviewed a recording of each session and evaluated the students utilizing the same rubric. The intraclass correlation coefficient [ICC(2,k)] was calculated to determine the IRR of the overall rubric and its four main sections: Introduction, Counseling Competency, Closing and Communication Ability.

Results

A total of 54 students completed the counseling practical assessment; one video recording was excluded for poor audio quality. Each student was graded using the standardized CGM rubric by four total faculty evaluators. The average student score was 23.1 out of 25 possible points. Median scores were slightly lower in students counseling on the Dexcom G6 device compared to Libre 2 (p = 0.005). The ICC(2,k) value among four evaluators was good [0.86, 95 % CI (0.71–0.93)], indicating a high level of agreement for the total rubric score.

Conclusion

A patient education assessment rubric for CGM device initiation demonstrated good inter-rater reliability across two institutions and may be a useful tool for institutions evaluating CGM counseling activities.

目的通过测量患者间信度（IRR），验证学生患者教育评估指标在开始使用连续血糖监测（CGM）时的有效性。方法对两所院校的二年级和三年级药学学生进行评估，评估他们在实际评估中就CGM装置（Dexcom G6或FreeStyle Libre 2）的初始设置和使用向患者提供咨询的能力。教师评估员使用标准化的标准对每个学生进行评估。课程结束后，另外三名评价者回顾每节课的记录，并使用相同的标准对学生进行评估。计算类内相关系数[ICC(2,k)]来确定整体标题及其四个主要部分的IRR：引言，咨询能力，结束和沟通能力。结果共54名学生完成心理咨询实践评估；一段录像因音频质量差而被排除在外。每个学生使用标准化的CGM评分标准，由四名教师评估。学生的平均得分为23.1分（满分25分）。与Libre 2相比，Dexcom G6设备的学生咨询中位数得分略低（p = 0.005）。四名评估者的ICC（2,k）值为良好[0.86,95% CI(0.71-0.93)]，表明总体评分的一致性很高。结论CGM器械启动的患者教育评估指标在两家机构间具有良好的可靠性，可作为机构评估CGM咨询活动的有用工具。

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引用次数: 0

Peer-assisted learning to enhance pharmacy students' understanding of drug discovery in a conflict-affected setting 同侪协助学习，增进药学学生对受冲突影响环境下药物发现的理解

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-09-02 DOI: 10.1016/j.cptl.2025.102479

Samah S. Ibrahim , Sara K. Hamad , Eiman M. Shabo , Ragdah A. Osman , Naba O. Omer , Noran K. Ali , Lamis Y.M. Elkheir , Bashir A. Yousef

Background

Drug discovery is a complex, multidisciplinary process that requires pharmacy graduates to be effective analytical, teamwork-oriented, and problem-solving individuals. Traditional teaching approaches have shortcomings in enabling students to learn such skills, particularly in resource-limited or disrupted educational settings.

Objective

The aim of this study was to measure the effect of a peer-assisted learning (PAL) intervention on Sudanese pharmacy students' knowledge, confidence, and perceptions towards the drug discovery process during a period of conflict-related disruption.

Methods

A quasi-experimental pre-post design was used. Twenty-nine students with inclusion criteria attended a four-session web-based PAL workshop led by senior pharmacy students trained for the purpose. Pre-and post-intervention, multiple-choice questionnaires were employed to assess knowledge. Perceptions were assessed with Likert-scale and open-ended survey questions. Statistical analyses included paired t-tests and ANOVA.

Results

Post-test scores showed an improvement (mean increase = 3.62; p < .001). Improvements in some content areas, including phenotypic drug discovery and ethical principles, were observed. High levels of satisfaction with PAL were expressed by students, with 96.6 % mentioning confidence in peer leaders and 93.1 % perceiving the sessions as well-organized and relevant. No differences were observed across gender, academic year, university, or location.

Conclusion

PAL effectively improved students' understanding of drug discovery and was widely accepted among multiple groups of learners. Its successful implementation in a conflict-affected context indicates the promise of PAL as an adaptive, low-resource learning strategy. Further studies must explore its scalability and sustained effectiveness as a pharmacy education intervention.

药物发现是一个复杂的、多学科的过程，需要药学毕业生具备有效的分析能力、团队合作能力和解决问题的能力。传统的教学方法在使学生能够学习这些技能方面存在缺陷，特别是在资源有限或教育环境中断的情况下。目的本研究的目的是衡量同伴辅助学习（PAL）干预对苏丹药学学生在冲突相关中断期间对药物发现过程的知识、信心和认知的影响。方法采用准实验前后设计。29名符合入选标准的学生参加了由药学高年级学生主持的四节网络PAL研讨会。干预前和干预后采用多项选择问卷进行知识评估。通过李克特量表和开放式调查问题来评估认知。统计分析包括配对t检验和方差分析。结果术后评分有明显改善（平均提高3.62;p < .001）。改进了一些内容领域，包括表型药物发现和伦理原则，被观察到。学生对PAL表达了很高的满意度，96.6%的人提到对同伴领导的信心，93.1%的人认为课程组织良好且相关。在性别、学年、大学或地点之间没有观察到差异。结论pal有效地提高了学生对药物发现的理解，在多组学习者中被广泛接受。它在受冲突影响的环境中的成功实施表明PAL作为一种适应性低资源学习策略的前景。进一步的研究必须探索其作为药学教育干预的可扩展性和持续有效性。

{"title":"Peer-assisted learning to enhance pharmacy students' understanding of drug discovery in a conflict-affected setting","authors":"Samah S. Ibrahim , Sara K. Hamad , Eiman M. Shabo , Ragdah A. Osman , Naba O. Omer , Noran K. Ali , Lamis Y.M. Elkheir , Bashir A. Yousef","doi":"10.1016/j.cptl.2025.102479","DOIUrl":"10.1016/j.cptl.2025.102479","url":null,"abstract":"<div><h3>Background</h3><div>Drug discovery is a complex, multidisciplinary process that requires pharmacy graduates to be effective analytical, teamwork-oriented, and problem-solving individuals. Traditional teaching approaches have shortcomings in enabling students to learn such skills, particularly in resource-limited or disrupted educational settings.</div></div><div><h3>Objective</h3><div>The aim of this study was to measure the effect of a peer-assisted learning (PAL) intervention on Sudanese pharmacy students' knowledge, confidence, and perceptions towards the drug discovery process during a period of conflict-related disruption.</div></div><div><h3>Methods</h3><div>A quasi-experimental pre-post design was used. Twenty-nine students with inclusion criteria attended a four-session web-based PAL workshop led by senior pharmacy students trained for the purpose. Pre-and post-intervention, multiple-choice questionnaires were employed to assess knowledge. Perceptions were assessed with Likert-scale and open-ended survey questions. Statistical analyses included paired <em>t</em>-tests and ANOVA.</div></div><div><h3>Results</h3><div>Post-test scores showed an improvement (mean increase = 3.62; <em>p</em> < .001). Improvements in some content areas, including phenotypic drug discovery and ethical principles, were observed. High levels of satisfaction with PAL were expressed by students, with 96.6 % mentioning confidence in peer leaders and 93.1 % perceiving the sessions as well-organized and relevant. No differences were observed across gender, academic year, university, or location.</div></div><div><h3>Conclusion</h3><div>PAL effectively improved students' understanding of drug discovery and was widely accepted among multiple groups of learners. Its successful implementation in a conflict-affected context indicates the promise of PAL as an adaptive, low-resource learning strategy. Further studies must explore its scalability and sustained effectiveness as a pharmacy education intervention.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102479"},"PeriodicalIF":1.4,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932728","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}

引用次数: 0

Introduction to special issue on research methods and analyses 专题研究方法与分析导论

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES

Currents in Pharmacy Teaching and Learning

Pub Date : 2025-09-02 DOI: 10.1016/j.cptl.2025.102463

James B. Schreiber

This article is the introduction for our special issue on research methods for all research methodologies.

这篇文章是我们的研究方法专刊的介绍，对所有的研究方法。

引用次数: 0