Pub Date : 2025-09-12DOI: 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.
{"title":"Core reporting expectations for quantitative manuscripts using independent and dependent t-tests, One-Way ANOVA, OLS regression, and Chi-Square","authors":"James B. Schreiber , Mohamed Ezzat Khamis Amin","doi":"10.1016/j.cptl.2025.102462","DOIUrl":"10.1016/j.cptl.2025.102462","url":null,"abstract":"<div><div>This article describes the expectations for reporting quantitative designs and analyses in the journal, <em>Currents in Pharmacy Teaching and Learning</em>. It is part of a special issue on methodology for the journal. We cover independent and dependent <em>t</em>-tests, One-Way ANOVA, linear regression, and Chi-Square. A basic overview of each analysis is provided along with a checklist and example narrative.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102462"},"PeriodicalIF":1.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049057","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}
Pub Date : 2025-09-11DOI: 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。
{"title":"Usability testing of an online, evidence-based pharmacogenomics education program for pharmacists working in cancer care","authors":"Benjamin Lee , Georgia Bridges , Chiao X. Lim , Jenny Devine , Senthil Lingaratnam , Safeera Y. Hussainy","doi":"10.1016/j.cptl.2025.102478","DOIUrl":"10.1016/j.cptl.2025.102478","url":null,"abstract":"<div><h3>Introduction</h3><div>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.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Discussion</h3><div>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.</div></div><div><h3>Conclusion</h3><div>Process, outcome and implementation evaluation will be conducted after program rollout.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102478"},"PeriodicalIF":1.4,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049056","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}
Pub Date : 2025-09-08DOI: 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.
{"title":"Pharmacy students' views and experiences regarding an online video-recorded objective structured clinical examination: A mixed-methods survey study","authors":"Kieran Dalton, Kate Scannell, Aisling Kerr","doi":"10.1016/j.cptl.2025.102447","DOIUrl":"10.1016/j.cptl.2025.102447","url":null,"abstract":"<div><h3>Introduction</h3><div>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.</div></div><div><h3>Methods</h3><div>Third year undergraduate pharmacy students (<em>n</em> = 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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102447"},"PeriodicalIF":1.4,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145030706","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}
Pub Date : 2025-09-04DOI: 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.
{"title":"A two-step training program for utilizing interpreters during patient interactions: Advancing student pharmacists communication skills","authors":"Sha-Phawn Williams , Gabriela C. Cipriano , Kelly M. Conn","doi":"10.1016/j.cptl.2025.102467","DOIUrl":"10.1016/j.cptl.2025.102467","url":null,"abstract":"<div><h3>Objective</h3><div>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.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102467"},"PeriodicalIF":1.4,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144988425","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}
Pub Date : 2025-09-03DOI: 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.
{"title":"Reliability of a student patient education assessment rubric for continuous glucose monitor initiation","authors":"Danielle M. Candelario , Khyati Patel , Sneha B. Srivastava , Wendy Mobley-Bukstein , Nic Lehman , Sean P. Kane","doi":"10.1016/j.cptl.2025.102464","DOIUrl":"10.1016/j.cptl.2025.102464","url":null,"abstract":"<div><h3>Objective</h3><div>To validate a student patient education assessment rubric for initiation of a continuous glucose monitor (CGM) by measuring the inter-rater reliability (IRR).</div></div><div><h3>Methods</h3><div>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,<em>k</em>)] was calculated to determine the IRR of the overall rubric and its four main sections: Introduction, Counseling Competency, Closing and Communication Ability.</div></div><div><h3>Results</h3><div>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 (<em>p</em> = 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.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102464"},"PeriodicalIF":1.4,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932636","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}
Pub Date : 2025-09-02DOI: 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.
{"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}
Pub Date : 2025-09-02DOI: 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。
{"title":"Introduction to special issue on research methods and analyses","authors":"James B. Schreiber","doi":"10.1016/j.cptl.2025.102463","DOIUrl":"10.1016/j.cptl.2025.102463","url":null,"abstract":"<div><div>This article is the introduction for our special issue on research methods for all research methodologies.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102463"},"PeriodicalIF":1.4,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144926164","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}
Pub Date : 2025-08-25DOI: 10.1016/j.cptl.2025.102468
Cara O'Neill, Kingston Rajiah
Introduction
Pharmacists in the United Kingdom are expected to deliver both clinical and preventative care, yet pharmacy education often separates prescribing and public health content. This disconnect risks producing graduates who are underprepared for emerging National Health Service (NHS) roles.
Perspective or commentary
This commentary argues that the current fragmentation of public health and prescribing education undermines practice readiness. Evidence shows graduates often lack confidence in clinical decision-making and behaviour change communication. Integrating these domains through experiential learning, simulation, and interdisciplinary teaching would better reflect the realities of modern pharmacy practice.
Implications
Educators and regulators should redesign curricula to embed prescribing and public health as interconnected elements. These reforms are essential to prepare confident, clinically competent pharmacists aligned with NHS priorities for prevention and autonomous care.
{"title":"Enhancing the practice readiness of pharmacy graduates: Integrating prescribing and public health to meet evolving NHS demands","authors":"Cara O'Neill, Kingston Rajiah","doi":"10.1016/j.cptl.2025.102468","DOIUrl":"10.1016/j.cptl.2025.102468","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacists in the United Kingdom are expected to deliver both clinical and preventative care, yet pharmacy education often separates prescribing and public health content. This disconnect risks producing graduates who are underprepared for emerging National Health Service (NHS) roles.</div></div><div><h3>Perspective or commentary</h3><div>This commentary argues that the current fragmentation of public health and prescribing education undermines practice readiness. Evidence shows graduates often lack confidence in clinical decision-making and behaviour change communication. Integrating these domains through experiential learning, simulation, and interdisciplinary teaching would better reflect the realities of modern pharmacy practice.</div></div><div><h3>Implications</h3><div>Educators and regulators should redesign curricula to embed prescribing and public health as interconnected elements. These reforms are essential to prepare confident, clinically competent pharmacists aligned with NHS priorities for prevention and autonomous care.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102468"},"PeriodicalIF":1.4,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144896033","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}
Pub Date : 2025-08-25DOI: 10.1016/j.cptl.2025.102465
Azhoma Gumala
Introduction
Practical sessions of the Biopharmaceutics and Pharmacokinetics course (BF) in the Faculty of Pharmacy, Universitas Andalas, Indonesia, were a mandatory group-based learning experience aimed at fostering cooperative and collaborative attitudes. This research aims to explore the impact of peer group assessment on final exam scores and investigate students' perceptions of the impact of peer assessment on attitudes within groups during the course.
Methods
This cross-sectional study was conducted during the odd semester, involving 3rd year pharmacy undergraduate students at Faculty of Pharmacy of Universitas Andalas. Students in the same group were grading their peers by participation percentages. At the end of the semester, the participation percentage was compared with the final test score (excellent, good, satisfactory) and analyzed using ANOVA. The perspectives of students about peer assessment on student groups were surveyed using 5-point Likert scale.
Results
The p-values of ANOVA between the three groups of final exam score and participation percentage were 0.219. Some students expressed satisfaction with peer assessment as they see it can influence students' motivation and contribution to the overall learning experience in the BF practical course.
Conclusion
The results of the ANOVA between the three groups of final exam scores and participation percentage indicate that peer assessment through participation percentage did not influence the final exam result. However, the distribution of participation percentage and perspective of students showed that peer assessment can serve as an effective tool in enhancing pharmacy students' engagement during group-based practical sessions.
{"title":"Exploring the effect of peer assessment on final exam scores and pharmacy students' perspectives towards peer assessment in laboratory practice","authors":"Azhoma Gumala","doi":"10.1016/j.cptl.2025.102465","DOIUrl":"10.1016/j.cptl.2025.102465","url":null,"abstract":"<div><h3>Introduction</h3><div>Practical sessions of the Biopharmaceutics and Pharmacokinetics course (BF) in the Faculty of Pharmacy, Universitas Andalas, Indonesia, were a mandatory group-based learning experience aimed at fostering cooperative and collaborative attitudes. This research aims to explore the impact of peer group assessment on final exam scores and investigate students' perceptions of the impact of peer assessment on attitudes within groups during the course.</div></div><div><h3>Methods</h3><div>This cross-sectional study was conducted during the odd semester, involving 3rd year pharmacy undergraduate students at Faculty of Pharmacy of Universitas Andalas. Students in the same group were grading their peers by participation percentages. At the end of the semester, the participation percentage was compared with the final test score (excellent, good, satisfactory) and analyzed using ANOVA. The perspectives of students about peer assessment on student groups were surveyed using 5-point Likert scale.</div></div><div><h3>Results</h3><div>The <em>p</em>-values of ANOVA between the three groups of final exam score and participation percentage were 0.219. Some students expressed satisfaction with peer assessment as they see it can influence students' motivation and contribution to the overall learning experience in the BF practical course.</div></div><div><h3>Conclusion</h3><div>The results of the ANOVA between the three groups of final exam scores and participation percentage indicate that peer assessment through participation percentage did not influence the final exam result. However, the distribution of participation percentage and perspective of students showed that peer assessment can serve as an effective tool in enhancing pharmacy students' engagement during group-based practical sessions.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102465"},"PeriodicalIF":1.4,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144896032","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}
Pub Date : 2025-08-11DOI: 10.1016/j.cptl.2025.102460
Lan N. Bui , Qian Ding
Issue
Logistic regression is commonly utilized in clinical and educational research to examine relationships between risk factors and binary outcomes. However, pharmacy researchers may encounter challenges in selecting appropriate predictors, verifying model assumptions, interpreting results, and reporting findings transparently.
Methodological guidance
This methodology review presents a structured roadmap for conducting logistic regression, covering key steps such as defining the binary outcome, selecting and coding predictors, checking assumptions, fitting the model, and evaluating model diagnostics.
Applications
To illustrate the roadmap in practice, we draw on two published studies: the OMICU study, which evaluated opioid use and prescribing outcomes in critically ill patients, and Spivey et al., which identified predictors of academic outcomes in pharmacy students. Additionally, a detailed how-to example using a simulated pharmacy education dataset further demonstrates model construction and interpretation, accompanied by STATA code to support reproducibility. The manuscript also includes a comparison of common software platforms, including STATA, R, and SAS, highlighting their relevance, functionality, and usability in the context of logistic regression.
Recommendations
The manuscript highlights best practices in covariate selection, exploratory data analysis, and model development using advanced techniques such as stepwise and LASSO regression. Guidance is also provided on the interpretation of odds ratios and confidence intervals, handling of sparse events and continuous variables, model performance evaluation, and transparent reporting.
{"title":"Logistic regression modeling: methodological insights and roadmap","authors":"Lan N. Bui , Qian Ding","doi":"10.1016/j.cptl.2025.102460","DOIUrl":"10.1016/j.cptl.2025.102460","url":null,"abstract":"<div><h3>Issue</h3><div>Logistic regression is commonly utilized in clinical and educational research to examine relationships between risk factors and binary outcomes. However, pharmacy researchers may encounter challenges in selecting appropriate predictors, verifying model assumptions, interpreting results, and reporting findings transparently.</div></div><div><h3>Methodological guidance</h3><div>This methodology review presents a structured roadmap for conducting logistic regression, covering key steps such as defining the binary outcome, selecting and coding predictors, checking assumptions, fitting the model, and evaluating model diagnostics.</div></div><div><h3>Applications</h3><div>To illustrate the roadmap in practice, we draw on two published studies: the OMICU study, which evaluated opioid use and prescribing outcomes in critically ill patients, and Spivey et al., which identified predictors of academic outcomes in pharmacy students. Additionally, a detailed how-to example using a simulated pharmacy education dataset further demonstrates model construction and interpretation, accompanied by STATA code to support reproducibility. The manuscript also includes a comparison of common software platforms, including STATA, R, and SAS, highlighting their relevance, functionality, and usability in the context of logistic regression.</div></div><div><h3>Recommendations</h3><div>The manuscript highlights best practices in covariate selection, exploratory data analysis, and model development using advanced techniques such as stepwise and LASSO regression. Guidance is also provided on the interpretation of odds ratios and confidence intervals, handling of sparse events and continuous variables, model performance evaluation, and transparent reporting.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 12","pages":"Article 102460"},"PeriodicalIF":1.4,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144826952","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}
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