Pharmacy Education

Defining evidence requirements for a Development Framework for Pharmacists (DFP) in community pharmacy practice

2023-10-08T06:17:18-07:00

Background: The Development Framework for Pharmacists (DFP) was implemented in a pharmacy chain to guide pharmacist development. Both pharmacists and their supervisors faced challenges in defining evidence and performance levels for Domain 1 (Expert professional practice) standards. This study explored these challenges in a community pharmacy setting.

Methods: Three online focus group discussions (FGDs) involving a DFP workgroup member and representatives from community pharmacies and polyclinics were conducted. The FGDs were facilitated by guiding questions and evidences gathered from pharmacists who had attempted the DFP. The FGDs were recorded, transcribed, and coded thematically.

Results: Participants viewed the DFP as relevant to community practice but suggested aligning DFP evidence examples with community pharmacists’ responsibilities. Key themes from the FGDs included: (1) The need for clear definitions for descriptors, especially when identical evidence was used for different standards; (2) Professional education can be Domain 1 evidence when skills learned are demonstrated in the workplace; (3) Potential inclusion of education and training activities in Domain 1. (4) The need for a criteria model to assess pharmacists’ performance level in various roles and situations; (5) Clarification regarding the term "group of patients" (6) Considering back-end work as Domain 1 evidence.

Conclusion: Addressing the above themes could enhance DFP integration for community pharmacists.

Implementing a longitudinal poster project to engage pharmacy students beyond the classroom in a foundational sciences course

2023-11-06T05:43:54-08:00

Introduction: Poster projects and presentations can provide engagement and skill-building opportunities for students. A group poster project was incorporated into a first-year required genetics and pharmacogenomics course. Rough drafts were due for the project throughout the term, which coincided with course topics. The objective of this study was to determine the impact of a longitudinal poster project on pharmacy students' perceptions of learning, presentation skills, and success in future presentations.

Methods: Students in a Doctor of Pharmacy programme were surveyed via Google Forms in 2018 before and after completing the poster project. The original cohort of students were surveyed again in 2020. Data were analysed with Graphpad Prism software.

Results: Students responded positively to survey questions gauging their perception of the project’s value as a learning tool, especially for reinforcing and applying course concepts. Overall, students saw the benefit of completing poster rough drafts and believed the poster was helpful in preparing and/or presenting future posters.

Conclusions: A similar project could be built into any foundational course in a Doctor of Pharmacy programme. However, care should be taken to provide appropriate feedback and mentorship to students to optimise the benefits of learning and development of poster presentation skills.

A cross-sectional study of the current situation with therapeutic drug monitoring in Thailand: Requirements, challenges and the role of educational institutions

2023-11-01T17:14:49-07:00

Background: Therapeutic drug monitoring (TDM) is a drug dose determination tool for individualised therapy.

Objective: This study examined the TDM services provided by hospitals and topics taught in pharmacy schools in Thailand.

Methods: TDM service and curriculum questionnaires were sent to 179 hospitals and all 19 pharmacy schools in Thailand. Correlations were tested using Fisher’s exact test.

Results: Completed questionnaires were returned by 116 hospitals (64.8%). Forty-three hospitals (37.1%) conducted TDM and most were large hospitals (>500 beds, n=27, 62.8%). Higher numbers of beds and pharmacists positively correlated with conducting TDM (p < 0.001 and p = 0.003, respectively). Phenytoin was the most frequently monitored drug (n=39, 90.7%). All pharmacy schools taught TDM for phenytoin, valproic acid, vancomycin, carbamazepine, and digoxin. The most frequently cited benefit of TDM was to prevent adverse drug reactions (n = 108, 93.1%). The primary reason cited for not conducting TDM was a lack of in-house laboratories (n=78, 67.2%).

Conclusion: Despite a positive attitude among respondents and that TDM subjects were being taught in all pharmacy schools in Thailand, less than half of the surveyed hospitals reported conducting TDM. Providing smaller hospitals with access to the TDM laboratories and expertise at large hospitals could increase this proportion.

Pharmacy preceptors’ knowledge, perceptions, and experiences with interprofessional education and practice

2024-05-29T17:32:48-07:00

Background: This study explores the knowledge, perceptions, practices, and teaching of interprofessional collaborative practice by pharmacists currently precepting pharmacy students. Information was sought from pharmacist preceptors for Introductory Pharmacy Practice Experiences and Advanced Pharmacy Practice Experiences.

Methods: Key informant interviews were conducted using a 20-question semi-structured script. The Interprofessional Education Collaborative (IPEC) Core Competencies: 2023 Update was used as a theoretical framework. First and second-level qualitative coding were performed on the key informant interview transcripts.

Results: Pharmacy preceptors indicate a strong understanding and regular participation in collaborative patient care but are less familiar with the definition of IPE, where students interact with learners of different professions. Time and responsibility burdens were additional barriers impacting their ability to provide interprofessional learning experiences, but their job satisfaction, patient outcomes, and work-life balance were improved by these daily working relationships.

Conclusion: Pharmacy preceptors in this study strongly support interprofessional education and practice and believe in its importance for patient outcomes and overall provider satisfaction, although not all seem to be applying these practices to their student experiences. The results of this study indicate a need for additional resources to maximise interprofessional student learning opportunities in experiential education.

Exploring student perceptions: Factors influencing academic performance in a school of pharmacy in Nigeria

2024-02-15T13:36:11-08:00

Background: The failure and success rate of students in pharmacy school has been shown to be dependent on some courses that predict academic performance. The study identified factors that could impact failure and academic performances of pharmacy students at Obafemi Awolowo University.

Methods: The study was a cross-sectional study of 219 undergraduate pharmacy students from third, fourth and fifth years of a school of pharmacy in Nigeria. A pre-tested questionnaire gathered data on demographics, course perceptions and academic factors. Descriptive and inferential statistics such as percentages, weighted averages, and Chi squared tests were used to analyse the data obtained at p < 0.05.

Results: Financial constraints, family challenges, and a lack of peer interaction were significantly associated with repeating a year. Specific courses perceived as difficult included “Pharmaceutical organic chemistry” (PHC 202), “Practical pharmaceutics I” (PHA 201) and “Medicinal chemistry II” (PHC 402). Courses perceived as difficult, particularly in the fourth year, were notably linked to academic stress.

Conclusion: The study identified specific factors and courses that affect pharmacy students’ performance in the Nigerian context. Policy makers and faculty can take vital feedback to adjust the training content, methods and assessment system to possibly deliver a holistic education to pharmacy students.

Social media addiction, depression and life satisfaction in Turkish pharmacy students: A correlational study

2024-03-09T15:43:43-08:00

Background: Although research on pharmacy students remains limited, this study is the first of its kind in the field of pharmacy in Turkey and aims to investigate the impact of social media addiction on depression and life satisfaction among pharmacy students.

Methods: A cross-sectional, descriptive study of 597 students was conducted between September and October 2023 at the pharmacy faculty of a university in Turkey. Three instruments were used to collect the necessary data: the socio-demographic data form, Social Media Addiction Scale, Penate Basic Depression Scale and Life Satisfaction Scale. All of these were combined into a single questionnaire.

Results: A positive but weak yet significant correlation existed between pharmacy students' total Social Media Addiction Scale (SMAS) score and their total Basic Depression Scale (BDS) score. Conversely, a negative but weak yet significant relationship was observed between pharmacy students' total SMAS and Life Satisfaction Scale (LSS) total scores. According to the results of multiple linear regression analysis, social media addiction and life satisfaction were identified as predictors of depression.

Conclusion: In developing countries, such as Turkey, there is a lack of sufficient academic literature on this topic. Future research should not only monitor these relationships but also focus on prevention and treatment strategies.

Design and evaluation of a tool to assess the impact of interprofessional education on the development of pharmacy professional competencies

2024-05-04T06:46:20-07:00

Background: Several generic tools to assess interprofessional education (IPE) are available, but a tool specifically designed to measure the impact of IPE experiences on the development of pharmacy competencies is lacking. The aim was to develop, psychometrically evaluate, and pilot test a tool to assess the impact of IPE on pharmacy competency development.

Methods: A tool to measure the impact of IPE on pharmacy competency development was constructed and validated through a two-round Delphi technique. The internal consistency of the tool was tested using Cronbach’s alpha. The tool was subsequently distributed to students (n = 32) and alumni (n = 14) of a postgraduate pharmacy professional doctorate course who had IPE experiences.

Results: The developed ‘Interprofessional Education on Pharmacy Competencies (IPEPC)’ tool consists of ten items divided into four core competencies. The tool demonstrated adequate internal consistency between the items in each of the core competencies. Significant improvements in the scores for teamwork (p = 0.026) and ethics competencies (p = 0.037) were observed when comparing scores achieved for doctorate students in the different years of study and alumni of the same course.

Conclusion: This study could demonstrate that the tool was able to detect different IPE competencies in pharmacy education. It also revealed that teamwork and ethics competencies may be positively influenced by participants’ years of study and experience.

A cross-sectional study to assess knowledge, attitudes, and risk perceptions of doctor of pharmacy students regarding asthma

2024-04-29T02:57:43-07:00

Background: Asthma is a chronic respiratory condition that affects a significant number of individuals worldwide. Effective management of asthma relies on the knowledge and competence of healthcare professionals. This study aimed to evaluate knowledge, attitudes, and risk perceptions regarding asthma among pharmacy students.

Methods: This cross-sectional study was conducted in 2023 among students enrolled in the final year of pharmacy at different universities in Islamabad and Rawalpindi. A self-constructed and face-validated questionnaire was utilised for data collection, which lasted four months. The chi-square test and independent sample t-test were applied to establish associations.

Results: Out of 302 students, 55.3% were female. The mean age of students was 23.1±1.3 years. Only 19.5% of participants had good knowledge, while 56% strongly agreed that educational skills are vital for becoming competent asthma educators, and 18.5% strongly believed they could manage asthma patients. Around 54% of the students were able to perceive age and a lack of patient knowledge as risk factors.

Conclusion: The majority of students had moderate knowledge about asthma and mixed attitudes towards asthma management. Perceptions of asthma risks were adequate.

Student perspectives on peer education using a virtual platform to enhance advanced pharmacy practice experiences (APPE)

2023-10-10T06:22:28-07:00

Background: The COVID-19 pandemic caused dramatic disruptions in the education of pharmacy students who graduated in 2022. As an additional active learning opportunity at a New York City hospital site with multiple preceptors and faculty, a monthly student-led virtual educational conference was implemented. The objective of this study was to assess student perspectives on the implementation of a virtual peer education conference.

Methods: Between May 2021 and May 2022, a total of twenty-eight students participated as presenters or attendees. All students completed a 13-item survey to evaluate the impact their participation in the virtual conference had on their overall learning and how similar opportunities could impact their future learning experiences.

Results: When asked to rate on a scale from 1 (did NOT improve at all) to 5 (greatly improved my learning), 93% (26/28) of students rated their change in learning after attending the student-led conference as a four or five. Students identified that participation enhanced their drug/disease state knowledge, improved their presentation skills and/or improved their critical thinking and clinical application skills.

Conclusion: In the future, advanced pharmacy practice experiences (APPE) can consider the inclusion of peer education through an online platform as a strategy to facilitate learning in pharmacy programmes.

VET&PHARM pilot: Exploring interprofessional communication in pharmacy and veterinary students

2024-05-19T00:21:06-07:00

Background: In the recent context of public health issues, the question of interdisciplinarity in healthcare has emerged as a central area of attention. The VET&PHARM pilot project aimed to test the feasibility of an interdisciplinary health simulation learning activity.

Methods: This simulation activity explored different interactions at the counter of an experimental pharmacy setting, using role-playing scenarios between pharmacy and veterinary students. The study involved an interaction between a pharmacist and a patient, who was also an animal owner, and an interprofessional collaborative interaction through a pharmacist-veterinarian telephone contact. The debriefing focused on the healthcare professional’s actions and their potential effects on patient care or animal care.

Results: The analysis of post-intervention questionnaires highlighted the pedagogical value of the activity in terms of awareness of the importance of communication and collaboration skills and an increase in students’ self-confidence in performing a similar task. The learning reported by participants exceeded the One Health vision expectations.

Conclusion: The pilot interdisciplinary health simulation enhanced pharmacy and veterinary students’ satisfaction and perceived value for learning and future practice.

A call to strengthen medication therapy management training in the Kenyan pharmacy undergraduate curriculum: Feedback from a snapshot of the knowledge and practices among pharmacists in diverse disciplines

2023-11-23T17:03:56-08:00

Background: The role of the pharmacist has continued to evolve, placing the profession at the fulcrum of holistic patient care, including offering medication therapy management (MTM), a critical component of any effective pharmaceutical care plan.

Objective: This study was conducted to assess the knowledge, attitudes, and practices of Kenyan pharmacists regarding MTM.

Methods: A cross-sectional study was performed whereby Google Form questionnaires were distributed among pharmacists working at hospitals and community pharmacies between 1st October 2022 and 30th November 2022.

Results: Slightly over half (62, 52.5%) of the pharmacists rated themselves as knowledgeable about MTM, with most participants (55, 46.6%) stating that the undergraduate pharmacy curriculum was insufficient to prepare one to offer MTM services competently. Notably, online courses and workshops were the most popular channels (72%) for accessing MTM-related continuous professional development among the respondents.

Conclusion: This study revealed some gaps in the knowledge and competence of undergraduate-level Kenyan pharmacists in their quest to offer MTM services. Therefore, embedding MTM in the undergraduate curriculum can bridge this gap and empower Kenyan pharmacists to provide holistic pharmaceutical care.

Impact of gamification strategies applied to an institutional pharmacy department education

2024-06-05T06:02:31-07:00

Background: The methods used by health systems and pharmacy departments to educate personnel and uphold competency standards are variable. Gamification utilises motivational affordances, commonly in the form of game-like environments, to increase user engagement. There is limited data on the use of gamification in pharmacy workforce education.

Objective: To evaluate the impact of gamification strategies on education in a pharmacy department via post-module assessment scores and satisfaction survey results.

Methods: This prospective randomised controlled trial enrolled institutional pharmacy department employees assigned to a control group receiving traditional education or an intervention group receiving gamified education. After completion, employees were given an assessment and a satisfaction survey. The primary endpoint was post-module assessment scores. The secondary endpoint was satisfaction survey scores.

Results: The study included 55 pharmacists and 17 technicians. The gamification group experienced higher median post-module assessment scores in two of the three modules (p < 0.0001). The gamification group also reported higher satisfaction in all three modules, with notable differences in overall median satisfaction scores for two of the five survey questions; these two questions concerned engagement and enjoyment.

Conclusion: This study demonstrated the positive impact of gamification on pharmacy department personnel’s academic performance and engagement. Future studies are needed to investigate gamification elements that primarily affect user knowledge retention.

Impact of curricular and institutional factors on Pharm.D. students' NAPLEX success: A comprehensive analysis of US pharmacy programmes

2023-11-26T12:25:18-08:00

Background: Curricula and institutional factors in pharmacy schools play a pivotal role in shaping students' readiness for the North American Pharmacist Licensure Examination (NAPLEX). The factors that influence student success remain uncertain. This research explores the association between various aspects of pharmacy school curricula and NAPLEX pass rates.

Methods: Data on various aspects of pharmacy programs across the United States were collected, including curricular structure and content. Multiple linear regression analysis was conducted to investigate the correlation of factors with NAPLEX pass rates.

Results: The four-year programmes and research-focused institutions, with a curricular emphasis on practice management, pharmacology, pharmacotherapy, and APPE, had a positive relationship with NAPLEX pass rates. Focus on Pharmaceutical Calculations had a negative relationship with NAPLEX performance. All other factors were non-significant.

Conclusion: This study provides valuable insights into the determinants of NAPLEX pass rates. It underscores the importance of a well-rounded curriculum and a balanced course selection to enhance student performance.

Student perceptions of generative artificial intelligence in didactic patient presentations

2024-07-19T01:55:05-07:00

Background: Limited research exists concerning the integration of Chat-Generative-Pre-trained Transformer (ChatGPT) into didactic pharmacy curricula. This project aimed to evaluate the impact of utilising ChatGPT (GPT 3.5) in the development of patient presentations on student perceptions.

Methods: Students were given the opportunity to utilise ChatGPT to help organise information included within recorded verbal patient presentations. Following the assignment, students in the second (P2) and third year (P3) pharmacy curriculum completed surveys evaluating perceptions of ChatGPT.

Results: Surveys were submitted by 51 P2 students and 48 P3 students. No difference was found regarding perceptions of utilising ChatGPT in patient presentations, except for confidence related to succinctly presenting an assessment and plan and the ability to address patient concerns. Overall, 25/42 (59.5%) P2 and 29/41 (70.7%) P3 respondents felt ChatGPT improved their ability to communicate, 24/42 (57.1%) P2 and 29/41 (70.7%) P3 respondents felt they had improved organisation, and 25/46 (54.3%) P2 and 26/41 (63.4%) P3 respondents felt ChatGPT saved time.

Conclusion: Students perceived ChatGPT to positively impact their ability to communicate effectively, organise information, and increase confidence in presenting information. This activity highlights a way to encourage students to develop skills in the use of evolving technology while enabling critical thinking.

Development of new training programmes for Thai community pharmacists using the theory of training needs analysis

2024-02-24T11:04:34-08:00

Background: The study aimed to develop new training programmes for community pharmacists based on the theory of training needs analysis.

Methods: Two phases were conducted. Phase 1 was the pharmacists’ needs analysis using the mixed method with an exploratory sequential design and the Hennessy-Hicks training needs analysis. Eligible pharmacists were requested to rate 44 task items on a 5-point Likert scale for task importance and perceived performance. All data were gathered and analysed using subgroup analysis and exploratory factor analysis for training needs. Phase 2 was the training programme development and verification by a focus group.

Results: A total of 365 pharmacists completed the questionnaire, with a response rate of 28.3%. The 44 primary care tasks were grouped into seven main domains based on their importance. Three tasks with wide training gaps (mean gaps > 2.0), i.e., depression screening, home visits, and family planning, were selected for the programme development. The focus group agreed on the programme’s usefulness, practicality, and ease of implementation.

Conclusion: The training needs of community pharmacists were evaluated, and three training programmes in primary care pharmacy were developed. The impacts of the training programmes merit further study.

Building capacity for drug development process in Africa‒A workable model

2023-10-03T00:40:46-07:00

Background: Africa’s reliance on drug importation translates to disproportionate transfer of foreign exchange and incessant drug shortages, among other vices. Africans, therefore, need to build capacity in drug discovery, development and production. This article showcases a workable model with an innovative approach of teaching together personnel drawn from Nigeria's academia, pharmaceutical industry and medicine regulation agency.

Method: Didactic training via postgraduate programmes was designed with hands-on experience in drug synthesis and production. Training and research objectives formed the core of activities.

Result: The Centre for Drug Discovery, Development and Production (CDDDP), Faculty of Pharmacy, University of Ibadan, was established through grant funding from the MacArthur Foundation. The Centre runs two postgraduate degree programmes, has graduated over forty students, organised four workshops, two international conferences, and translated scientific findings to over eleven finished products. In 2014, the African Medicines Regulatory Harmonisation Programme designated CDDDP a Regional Centre of Regulatory Excellence and since 2019, it has partnered with the United States Pharmacopeia to promote the quality of medicines in low- and middle-income countries (LMIC).

Conclusion: Capacity building in drug development processes in an LMIC has been developed with resultful outcomes and is proposed as a workable template for other LMICs.

Results from a global pharmacy leadership needs assessment: Opportunities to advance pharmacy leadership

2023-10-27T18:21:55-07:00

Background: Leadership skills in the pharmacy profession are essential for career development and advancement. Pharmacy education is often not focused on developing these leadership skills. This study determines the exact pharmacist leadership traits needed across the globe.

Methods: A three-part leadership needs assessment was developed by three International Pharmaceutical Federation (FIP) global leads for leadership development. Pharmacy management leaders within FIP headquarters vetted the survey for external validity, and their feedback was incorporated. In January 2021, the survey was disseminated to around 3000 FIP members using Qualtrics. The survey took approximately 15 minutes to complete 28 questions. Qualitative and quantitative analyses were used for the data.

Results: A total of 239 participants (~8%) completed the survey. On average, participants felt that innovation/entrepreneurship, negotiating, strategic context, conflict management, and vision were among the top five leadership competencies that they would like more training in. When stratified by work setting, pharmacists in academia ranked conflict management, in inpatient hospitals ranked change management, and in community/retail settings ranked prioritisation as the top leadership competency need.

Conclusion: Pharmacists in different work settings and different parts of the world have a need for different leadership skills which should be carefully considered when providing leadership training.

The effect of different gamification designs on pharmacy and pharmacy technician students

2024-04-29T03:03:15-07:00

Background: Gamification, a method affecting student motivation, engagement, and success, is included in pharmacy education. In pharmacy education, gamification concepts are generally confused with game-based learning. This study sought the opinions of pharmacy and pharmacy technician students regarding two different gamification designs with various combinations of game elements.

Methods: A total of 109 pharmacy and 49 pharmacy technician students were assigned to four groups according to a 2 × 2 factorial design. Two gamification designs were made according to the game elements they involved: (1) badges and points and (2) badges, points, and leaderboard. Data were collected through a survey and focus group interviews to explore students’ opinions about the elements.

Results: Of the 129 students who responded to the survey, seven participated in the focus group. Statistically significant differences were observed in terms of entertainment and ambition, while no significant differences were found between the groups regarding motivation. The leaderboard appeared to entertain pharmacy technician students more than pharmacy students. Additionally, two themes, “game elements” and “gamification effect,” emerged from the focus group.

Conclusion: The differences between the groups regarding game elements and educational areas highlight the need to determine suitable game elements for effective gamified learning environments.

Telepharmacy knowledge, attitude, and experience among pharmacy students in Indonesia: A cross-sectional study

2023-11-05T08:15:52-08:00

Background: The advancement of technology in healthcare services has given rise to telepharmacy. The success of telepharmacy depends on the knowledge, attitude, and experience of pharmacy students. However, telepharmacy is relatively new in the Indonesian pharmacy education system.

Methods: This cross-sectional study was conducted using an online questionnaire to evaluate pharmacy students' knowledge, attitude, and experience related to telepharmacy.

Results: The questionnaire was completed by 442 pharmacy students. Among them, 97.96% demonstrated a high level of knowledge about telepharmacy, and 96.60% had a positive attitude toward it. However, 85.97% of students had limited experience with telepharmacy. While there was a significant correlation between knowledge and attitude, no such correlation was observed between attitude and experience.

Conclusion: The findings revealed that pharmacy students had high knowledge and attitude, but limited experience with telepharmacy. Additionally, there is a significant correlation between knowledge of telepharmacy and a positive attitude towards its use. To better prepare future pharmacists to provide effective telepharmacy services, it is essential to integrate telepharmacy practice models into the curriculum.

Barriers and enablers of medication safety: A qualitative study from public hospitals in Kaduna State, Nigeria

2024-03-16T06:17:23-07:00

Background: There has been a growing concern for patient safety in recent years. Little is known about medication safety in Nigeria. Anecdotal evidence has indicated widespread medication errors and insufficient error reporting in healthcare facilities.

Aim: This study aimed to explore the factors affecting medication safety in selected public health facilities in Kaduna State, Nigeria.

Methods: Semi-structured interviews (using a topic guide) were conducted with fifteen (15) purposively sampled healthcare providers (doctors, nurses, and pharmacists) in two hospitals in Kaduna State, Nigeria. The data were both inductively and deductively analysed using content analysis.

Results: Themes relating to factors affecting medication safety were mapped onto the Vincent multi-level framework. Interview data revealed 30 subthemes as factors affecting patient safety, and respondents also suggested improvements in several areas, including attitudes, training, and education.

Conclusion: Factors affecting medication safety were identified, as was the need for prioritising patient safety by regulatory agencies and practitioners.

Cohort assessment of medical and pharmacy student interprofessional attitudes at an academic medical centre from baseline to programme completion

2023-11-12T13:27:04-08:00

Background: Interprofessional interactions between pharmacy and medical students have been emphasised by accreditation standards. This study aimed to document medical and pharmacy student cohorts’ baseline and longitudinal interprofessional attitudes across four years of pre-licensure education.

Methods: Student cohorts shared two structured interprofessional learning experiences within the first two years, then unstructured/variable learning experiences during the final two years. The 27-item Interprofessional Attitudes Scale comprising five subscales was administered upon programme entry, then towards the end of each programme year.

Results: Baseline response rates were 73.5% and 90% for 136 medicine and 57 pharmacy students, respectively; pharmacy student responses were significantly higher for teamwork, roles, and responsibilities and significantly lower for interprofessional biases subscales. Longitudinal medical and pharmacy student responses only showed a significant increase in interprofessional biases, while medical student responses showed significant decreases in teamwork, roles, responsibilities, and community-centredness.

Conclusion: Compared to pharmacy students, baseline responses from medical students confirm significantly lower scores for teamwork, roles, and responsibilities on programme entry, which may further decrease by the end of the first pre-clinical year. Though significant subscale changes mirrored the completion of structured pre-clinical interprofessional curricula and/or clinical education for both student cohorts, further research is needed secondary to study limitations.

Factors influencing career orientation of graduating pharmacy students in Can Tho, Vietnam

2024-04-01T06:11:50-07:00

Background: Career orientation plays a crucial role in both individual and collective success and productivity. Research findings in this area in Vietnam, especially the Mekong Delta, are limited.

Objectives: This study aimed to explore factors associated with the career orientation of graduating final-year pharmacy students in Can Tho, Vietnam.

Methods: This cross-sectional study was conducted on final-year undergraduate students majoring in Pharmacy at three universities offering Pharmacy programmes in Can Tho City, from June 2022 to June 2023. Principal component analysis and Varimax rotation were used to identify factors associated with career orientation in 520 students.

Results: Four groups of factors were found to be associated with students’ decisions. Job-related factors were found to have the strongest association, followed by educational process factors, personal factors, and family, friends, and society factors.

Conclusion: Four groups of factors were found to be significantly associated with the career orientation of graduating final-year pharmacy students. These results will inform policymakers and the research community in the future design of evidence-based policies in Vietnam.

Bridging the theory-practice gap in pharmacy education using an authentic learning approach: A cross-sectional study

2023-12-13T19:28:16-08:00

Background: Authentic learning environments highlight real-world relevance to students, contributing to readiness for practice. This study evaluated the impact of an educational activity on student pharmacist learning and personal/professional development.

Methods: An activity similar to that used by practising pharmacy professionals to record errors during dispensing was included in simulated community pharmacy workshops delivered to Year-2 students as part of a Professional Practice Module. Students were instructed to complete entries when academic staff identified errors during final accuracy checks. Student evaluation surveys were analysed at the end of terms one and two of the academic year. Descriptive statistics were used for closed questions, and thematic analysis for open-ended responses.

Results: Of the 75 student pharmacists who completed both evaluation surveys, 64% (n=48) recorded fewer errors in term two. Respondents considered the exercise helpful in highlighting the need for more attention to detail and identifying negative trends in their dispensing process. A positive response to personal/professional development was noted, with student pharmacists commenting that the activity facilitated reflection.

Conclusion: This activity has allowed students to experience real-world working situations, extending their learning experience, facilitating personal/professional development, and encouraging best practices.

Cardiovascular risk assessment of the general population at a community pharmacy setting

2024-03-31T03:11:23-07:00

Background: The increasing burden of cardiovascular diseases (CVDs) suggests the need for early detection of risks. This study assessed the outcomes of community pharmacy-based screening for CVD risks and the association of sociodemographic characteristics with health parameters.

Methods: A cross-sectional study was conducted among healthy consumers of community pharmacy services aged 18 and above. Interventions included the measurement of blood pressure, waist-to-hip ratio, height/weight, visceral fat, and CVD risks. Study endpoints were outcomes of community pharmacy-based screenings and the association of sociodemographics with health parameters.

Results: A high prevalence of elevated blood pressure 212 (53.1%), high visceral fat 167 (41.8%), high waist-to-hip ratio 176 (44.1%), and high body mass index (BMI) 251 (62.9%) were observed among the 400 study participants. Of the 152 (38.0%) with CVD risks, 84 (55.3%) had a medium risk. Age was statistically significant for CVD risks, blood pressure, heart rate, and BMI. Occupation was statistically significant for CVD risks and heart rate. Marital status was significantly associated with CVD risk.

Conclusion: Several outcomes were observed, including a high prevalence of hypertension, high BMI, waist-to-hip ratio, and overall medium CVD risks. These findings suggest the need for increased and targeted educational interventions.

Knowledge, attitudes, and practices towards hepatitis B infection among pharmacy students: A cross-sectional study in Jordan

2024-03-16T01:26:12-07:00

Background: Hepatitis B infection is a potentially fatal liver illness caused by the hepatitis B virus (HBV). In recent years, the Centres for Disease Control have recognised pharmacists as immunisation providers and potential educators for patients and their families on the importance of vaccination and the best drug use. This study aimed to evaluate Jordanian pharmacy students’ knowledge, attitudes, and practices towards HBV infection.

Methods: A cross-sectional study was conducted among 626 Jordanian pharmacy students to assess their knowledge, attitudes, and practices.

Results: Of the 626 respondents, 19.8% were males and 81% were females. Students were mostly knowledgeable about disease transmission, and a substantial percentage were aware of the importance of vaccination in preventing it. Females, fifth-year students, and those who encountered infected patients have shown significantly better knowledge of HBV.

Conclusion: Knowledge, attitudes, and practices towards HBV infection among pharmacy students in Jordan are unsatisfactory. More effort should be made to raise awareness among future pharmacy students and explore other factors associated with these low levels of awareness.

Does one size fit all? A survey of preceptor perceptions and experiences with remote rotations

2023-08-22T02:02:35-07:00

Background: During the pandemic, experiential rotations transitioned from in-person to remote rotations.

Methods: The authors surveyed preceptors about their experiences and perceptions of remote rotations. Preceptors completed an online questionnaire divided into six domains: 1) General demographics; 2) Preceptor/student relationship; 3) Preceptor support and continuing professional development opportunities; 4) Technology; 5) Preceptor perceptions; and 6) Motivators and challenges. Responses were coded and analysed for emerging themes.

Results: A total of 47 out of 157 preceptors (30%) responded to the questionnaire, and most preceptors were willing to precept remotely again (85%). Student responsiveness (87%) and enjoyment of teaching (83%) were the greatest motivators. Major themes reflected the preceptor’s struggles in building rapport and facilitating in-the-moment learning opportunities. Preceptors identified guidance and on-going support as key factors to ensure preceptor and student readiness and to manage expectations. The formula for a successful rotation included careful consideration of appropriate pedagogy, technology, and a dose of motivation.

Conclusion: Preceptors reflected a positive experience in leading remote rotations. Traditional precepting approaches employed during in-person rotations need to be adapted and individualised for the context of remote rotations, highlighting that there is no ‘one-size-fits-all’ approach. Transitioning to a remote environment generates new opportunities and drives innovation.

Development and a validation study of comprehensive prescription writing rubrics for medical students

2024-05-30T07:43:16-07:00

Background: Prescribing is a complex task for physicians, with many global reports of errors. This study evaluates a comprehensive rubric for medical student prescribing skills regarding validity and reliability.

Methods: Twenty-one third-year medical students participated in three separate prescribing exams. Two pharmacology professors rated the students' prescriptions using a rubric covering ten criteria. Messick validity framework was utilised to enhance the study’s validity. Generalisability theory (G-theory) helped determine the source of variance and the optimal number of raters and test occasions.

Results: Content validity was ensured by three experts and alignment with the Thai Medical Council criterion. The Inter-rater and test-retest reliability were acceptable. The rubric had a Cronbach's alpha 0.70 with item-test correlation, all above 0.40. G-theory indicated that 54.93% of the total variance was due to performance and 27.57% to the interaction between performance and occasions, with a minimal residual variance of 4.28%. To reach an acceptable Phi-coefficient (≥0.70), three occasions with one rater (Phi-coefficient=0.76) or two occasions with two raters (Phi-coefficient=0.72) are needed. Conversely, the Phi-coefficient was low on a single occasion.

Conclusion: The study introduces a comprehensive rubric and description of a prescription writing programme to minimise potential prescribing errors in pre-clinical years. Furthermore, more assessment opportunities enhance knowledge retention and assessment reliability.

What denotes progression in laboratory learning? Analysing a pharmaceutical bachelor programme

2023-10-11T17:18:31-07:00

Background: This article explores learning progression within laboratory education. It aims to delineate the characteristics of learning progression across cognitive, social, and affective learning domains and on a structural programme level.

Methods: The study employs a longitudinal approach involving interviews conducted over one academic year to assess progression. It also analyses programme and course descriptions for the third year in the pharmaceutical bachelor’s programme. The empirical material underwent further analysis, focusing on perceptions of learning and utilising the Structure of the Observed Learning Outcome (SOLO) taxonomy.

Results: The study shows that both instructors and students perceive learning progression as evolving from structured coursework to more autonomous thesis projects. The synthesis of the analysis indicates that intended learning outcomes represent a progression in five distinct clusters of learning outcomes. The study thereby contributes to understanding the connection between course activities, the intention of a bachelor’s project, and learning progression and prompts questions on how to design for progression in higher education.

Conclusion: This study presents empirically derived learning outcomes that demonstrate the progression of laboratory-based learning outcomes, highlighting independence as a crucial element.

Assessment of pharmacy students’ anxiety towards graduation research during their undergraduate degree in Saudi Arabia

2024-05-05T01:59:54-07:00

Background: The benefits of undergraduate research are far-reaching; however, acquiring research experience can be challenging. Recently, students’ mental health has garnered attention as it can impact academic outcomes. Therefore, this study aimed to assess anxiety levels related to research among undergraduate pharmacy students and identify contributing factors.

Methods: A cross-sectional online survey was administered to pharmacy students from various Saudi universities between January 9, and February 28, 2023. The eligible participants were sixth- or fifth-year students who had completed at least 50% of their research project.

Results: Of the 273 respondents, most had a B grade point average (51.6%) and lacked prior research experience (86.8%). The study revealed that 68.1% of students experienced anxiety about their research. Among the 20 factors examined, five were identified as significantly and strongly associated with students’ anxiety: data collection methods, challenges in writing research reports, time constraints for completing research, academic workload, and the availability of supportive individuals for discussing problems. However, anxious students also reported higher positive views towards their supervisor’s feedback on the research report.

Conclusion: The findings highlight a considerable prevalence of anxiety among undergraduate pharmacy students during their research endeavours. Addressing these challenges is crucial for fostering a supportive academic environment conducive to students’ research and educational success.

Impact of an interprofessional course on pharmaconomists and other health professions students: A qualitative approach

2023-11-01T17:11:48-07:00

Background: Interprofessional education of healthcare professionals has been proposed as a strategy to enhance collaborative practice. This study is the first to explore interprofessional education involving pharmaconomist (PH) students. It aimed to identify the impact of an interprofessional course on PH and other health professions (KP) students.

Methods: During the course, KP students cooperated in groups to solve a challenge from practice, where they practiced bringing their professional competencies into play. PH students participated by listening to their preliminary ideas and giving them feedback. All students were invited to answer electronic questionnaires, and at a workshop, teachers from both colleges shared their reflections on the results. The workshop was recorded and transcribed verbatim. All data was analysed in Excel and NVivo R1.

Results: Five KP students (38%) and 27 PH students (63%) responded. Nine themes were derived, e.g., PH students’ professional confidence was boosted; KP students have underrated the competencies of PH students; it is important to know each other’s strengths and competencies.

Conclusion: PH and KP students learned more about their competencies, those of other professions, and how they can complement each other in patient care.

Listener, member, and advisor perspectives regarding a pharmacy podcast student organisation

2024-03-16T06:28:50-07:00

Background: This work describes the structure and function of a pharmacy student-led Podcast Student Organisation (PSO) through the perspectives of the organisation’s members, listeners, and advisors. It aims to provide a blueprint for other colleges of pharmacy to replicate and develop their own programmes and share the experiences of those involved with the PSO.

Methods: Perspectives from the advisors were gathered via statements. The listener and member perspectives were collected via a survey. Data were collected to share the listener and PSO member experience regarding the PSO.

Results: Based on the post-surveys meeting inclusion criteria (n = 32), most listeners showed statistically significant improvement in attitudes towards the topic of the episode (p = 0.027) and their college of pharmacy (p = 0.017). The podcast team showed statistical improvement in attitudes towards their college of pharmacy (p = 0.020) and their Doctor of Pharmacy curriculum (p = 0.046). Satisfaction responses were overwhelmingly positive after listening to the episodes.

Conclusion: The PSO may help improve attitudes towards some topics and promote positive feelings regarding students’ college. This description of the PSO and lessons learned may serve as a blueprint for colleges of pharmacy considering implementation and encourage others to adopt a PSO.

Pharmacy students’ perceptions of computer-based simulation in light of the rise of online learning

2024-03-15T22:41:38-07:00

Background: Computer-based simulation, such as “Pharmacy Simulator,” teaches clinical and communication skills through virtual patients in a digital pharmacy. During the COVID-19 pandemic, students faced online learning challenges. While Australia’s borders were locked for over two years, fully online teaching in Western Australia lasted only ten weeks. This study explores pharmacy students’ perceptions of Pharmacy Simulator amid the rise of online learning.

Methods: Master’s pharmacy students at the University of Western Australia participated in two Pharmacy Simulator scenarios: anaphylaxis and salbutamol in 2019 and anaphylaxis and vaccination in 2021. Perceptions were assessed through qualitative interviews (2019) and a survey derived from the interviews (2021). Interviews underwent framework method analysis, while survey responses were analysed using descriptive statistics. Data triangulation aimed to detect the possible influence of growing online learning.

Results: Data from 51 participants revealed that in 2019, Pharmacy Simulator was perceived as enjoyable, engaging, user-friendly, and bridging theory and practice. In 2021, participants affirmed its usability and role in knowledge acquisition, expressing confidence in counselling skills (median: 4 on a 5-point Likert scale).

Conclusion: Master’s students found Pharmacy Simulator helpful for acquiring pharmacy practice skills. Thus, computer-based simulation represents a valuable and universally accepted learning tool, irrespective of online learning burdens.

Exploring the relationship between e-health literacy and online health information-seeking behaviour among pharmacy students in Indonesia

2024-01-13T15:45:00-08:00

Background: Digital transformation has changed the health service system and how people search for health information. Digital health literacy provides basic knowledge that the prospective pharmacy workforce must have to provide comprehensive pharmacy service.

Objective: This study aims to explore pharmacy students' eHealth literacy level and relate to their behaviour in accessing health information online.

Methods: A cross-sectional survey was conducted on 314 pharmacy students at two pharmacy diploma schools in Jakarta and Bandung, Indonesia. A semi-structured questionnaire was administered to identify online health information-seeking behaviour and e-health literacy scores.

Results: Out of 314 students, most were women (86.3%) and sophomores (43.3%). More than half have health applications installed on their smartphone and access health information online more than twice a week. There was a significant relationship between e-health literacy scores and student entry year (p = 0.000), the frequency of online health information-seeking practice (p = 0.001), and installed health apps on smartphones (p = 0.002).

Conclusion: A future altered curriculum and the appropriate study materials on digital health must be implemented to equip pharmacy students with adequate skills before graduation.

Research productivity and citation impact of Nigerian academic pharmacists: A cross-sectional study

2024-03-16T17:04:17-07:00

Background: Research productivity is vital for academic growth and is measured using bibliometrics globally. However, the bibliometric evaluation of academic pharmacy literature in Africa is still developing. This study aimed to evaluate the number and citation impact of publications among Nigerian academic pharmacists and explore their association with sociodemographic characteristics.

Methods: A bibliometric analysis was conducted on publications of all academic pharmacists at 21 Faculties of Pharmacy from 2000 to 2019 using Scopus, PubMed, and Google Scholar. Descriptive and inferential statistics were conducted.

Results: Among academic pharmacists, 30.5% were female, 24.3% held professorial ranks, and 72% had at least one publication, with 15 authors contributing 25% of all publications. The H-index was higher in Scopus than in Google Scholar, increasing with academic rank (p < 0.05). Both genders produced equal m-quotients in Scopus and Google Scholar. Academics in pharmaceutics had significantly higher productivity and impact in Google Scholar (p < 0.05). South-Eastern pharmacists had the highest mean number of publications, while the North-Eastern region had the lowest percentage (14.3%) of publication-active faculty.

Conclusion: Many Nigerian academic pharmacists were not publication-active and had low citation impacts. Research productivity and citation impact were influenced by academic rank, location, and speciality, but not by gender.

Students’ performance and perceptions of mock trials as a teaching and assessment activity over three years at two institutions

2023-10-24T07:44:28-07:00

Background: This study aimed to evaluate students’ performance and perception of a mock-trial teaching, learning, and assessment activity over three years at two institutions.

Methods: A mock trial (courtroom-style debate) implemented over three years (2017-2019) in a first professional year (P1) course at two institutions offered active learning in literature critique and evaluation, critical thinking, communication, teamwork, professionalism, and self-awareness. Student teams researched, prepared, and debated controversial topics as counsels, witnesses, or jurors for alternate mock trials. Descriptive analyses evaluated judge and juror trial scores and the 2019 Technology Acceptance Model (TAM) survey.

Results: The mock trials involved 319 student participants (Programme A: 136; Programme B: 183). Faculty-judge scores ranged from 83.3% to 97%, while student-juror scores ranged from 87.5% to 100%. Most student groups in all programmes reported comparable faculty-judge scores and student-juror scores, irrespective of trial positions (pro or con) or topics. The TAM survey assessed 96 student participants’ perceptions of Blackboard Collaborate® for peer collaboration in 2019. Items assessing students’ attitudes toward mock trials reported an average rating above 5 on a 7-point Likert scale.

Conclusion: A three-year retrospective evaluation of students’ performance and perceptions of mock trials at two institutions demonstrated the effectiveness of mock-trial innovation and the feasibility of cross-institutional student engagement and faculty collaboration.

Telepharmacy module in clinical pharmacy clerkship: Drug-related problem assessment and student reflections

2024-05-19T08:09:13-07:00

Background: Telepharmacy services received much attention during the COVID-19 pandemic. These services have proven to be a valuable tool in providing remote patient care and ensuring medication safety. However, there is limited research on assessing drug-related problems (DRPs) and the impact of telepharmacy on student learning and reflection.

Objective: To characterise the types of DRPs identified and reflect on students’ telepharmacy modules during final-year clerkship experiences.

Methods: In groups of three to five, final-year students conducted 30-minute telepharmacy sessions, documenting patient details and DRPs on data collection forms under supervision. The data were analysed descriptively, and students' reflections were collected via a Google Form survey.

Results: A total of 187 students completed 48 medication use reviews via telepharmacy. Forty-eight patients were reviewed and 122 DRPs were identified. The average age was 56 years and they were taking an average of five medications. The most common types of DRPs reported during telepharmacy sessions were “non-compliance” (n=42) and “adverse drug reactions (ADR)” (n=30). The main challenges identified by the students throughout the telepharmacy session were unforeseen inquiries and patients with information recall issues.

Conclusion: Under the guidance of their lecturers, pharmacy students identified a significant number of DRPs through telepharmacy medication use review activities.

Antibiotic knowledge assessment questionnaire in undergraduate pharmacy students: A Rasch analysis of validity evidence

2023-11-17T18:06:15-08:00

Background: Antibiotic knowledge is crucial for undergraduate pharmacy students who are future healthcare professionals. However, a valid and reliable instrument to assess their knowledge is scarce. This study aimed to develop and validate an Antibiotic Knowledge Assessment Questionnaire (AKAQ).

Methods: The AKAQ had three domains and 29 items, encompassing general antibiotic knowledge, antibiotic resistance, and antibiotic stewardship. Rasch analysis was used to assess psychometric properties, including validity parameters (item and person fit and structural validity), reliability (person and item reliability, Cronbach’s Alpha value), item-person interaction, and item bias, using differential item functioning (DIF) based on tems.

Results: This study included 500 undergraduate pharmacy students from 90 Indonesian universities. The validity of the questionnaire was demonstrated, except for one item. Person means infit and outfit for MNSQ were 1.02 and 0.95, whereas ZSTD were 0.11 and 0.08, respectively. Items means infit and outfit for MNSQ were 1.01 and 0.96, while ZSTD were 0.11 and -0.23. Item and person reliabilities were acceptable at 0.99 and 0.68. Cronbach’s alpha reliability was acceptable at 0.71. Two items were biased by term.

Conclusion: The AKAQ is a valid, reliable, and standard instrument for assessing the antibiotic knowledge levels of undergraduate pharmacy students.

Stakeholder perspectives on the need for professional education and competence in pharmacovigilance in Zambia: A cross-sectional survey

2024-05-05T02:05:22-07:00

Background: Knowledge and skills in pharmacovigilance (PV) are required to mitigate adverse events associated with medicine use which are among the leading causes of morbidity, mortality, and healthcare costs. This study explored the local perspectives and needs for PV education in Zambia.

Methods: A mixed-methods study utilising a descriptive cross-sectional survey with an embedded desk review was conducted from November 2021 to December 2022 in Zambia. The quantitative survey used a self-administered questionnaire distributed to 150 participants drawn from key stakeholder groups identified. Qualitative information was extracted from the respective university websites for the desk review.

Results: Out of 150 targeted participants, 144 (96%) responded to the survey. The majority (92.4%) affirmed the need for formal PV education programmes locally. Most (95.8%) perceived that training professionals in PV would add value to strengthening the health system. Furthermore, 45.1% preferred a postgraduate diploma and a master’s degree in PV. About half (48.6%) preferred an interprofessional training approach. Only 6/1207 (0.5%) of the universities in Sub-Saharan Africa offered PV education programmes.

Conclusion: This study underscored the pertinent need for formal PV education programmes and identified the type of education, expected competencies, and suggested educational strategies to guide curriculum development. These findings serve as a starting point for developing programmes to consolidate PV practice in Zambia and beyond.

Non-virtual simulation training and patient simulation existing for pharmacy students: A scoping review

2023-11-26T12:24:37-08:00

Background: Simulation training enhances non-technical skills and patient safety in pharmacy education, fostering healthcare knowledge and interprofessional collaboration. These training programmes are crucial for instructing pharmacy students in establishing therapeutic and interprofessional relationships with patients and healthcare providers. The objective of this scoping review was to examine not only the simulation training activities currently available to pharmacy students but also their effectiveness and then to identify areas in non-technical skills that still need to be taught.

Methods: A scoping review focused on “simulation training” and “pharmacy students” was conducted, excluding virtual simulation. Initial searches in Scopus, MEDLINE and ERIC were performed on June 6, 2020, with a follow-up on February 25, 2022. Both English and French articles were considered, guided by PRISMA-ScR.

Results: From 812 initial papers, 140 met inclusion criteria, revealing two simulation modalities: simulated patient and hybrid. Hybrid modality facilitated interprofessional simulation. Simulation training in patient communication, medication counselling and interprofessional education was seen to have the most impact on students.

Conclusion: Simulation training was found to be an efficient method of teaching non-technical skills such as communication, medication counselling and interprofessional collaboration for patient-centred care and interprofessional exchanges in pharmacy education programmes.

Learning experiences, preference and perception of undergraduate pharmacy students in Nigeria

2024-06-21T20:58:15-07:00

Background: The Covid-19 pandemic that ravaged the world led to shutting down of schools and higher institutions of learning and the adoption of virtual method of learning. This study assessed the virtual learning experiences, preference, and perception of undergraduate pharmacy students in Nigeria.

Methods: This is a cross-sectional study conducted on pharmacy students at University of Nigeria, Nsukka using a convenient sampling method with the aid of a four (4) sectioned structured questionnaire. The data was analysed using SPSS version 25. Descriptive analyses were computed. Chi-square was used for inferential analysis. p-value was set at p < 0.05.

Results: About 476 (58.5%) were females while 541(66.5%) were between 18-24 years. About 657(80.7%) pay for internet out of their pockets while 649 (79.7%) did not save time during the virtual learning. The majority 709 (87.1%) preferred classroom learning method. About 59.6% of the students had negative perception of virtual learning, 77.80% had low preparedness while 22.20% had high preparedness for virtual learning.

Conclusion: The pharmacy students experienced lower learning satisfaction and more difficult communication with the instructors and their peers during virtual learning. They had negative perception of virtual learning and extremely low preparedness for virtual learning; they preferred the classroom learning method.

An investigation of academic resilience, resilience, and empathy in pharmacy students: Implications for pharmacy education

2024-03-06T14:59:40-08:00

Background: Resilience supports pharmacists and students in thriving in challenging healthcare and academic environments. Empathy is necessary to provide patient-centred care. Knowledge of how these attributes influence pharmacy students is limited, and correlations between academic resilience, empathy, and academic success continue to be explored.

Methods: This study explores the relationships between levels of academic resilience, resilience, and empathy with the academic achievements of pharmacy students at a Malaysian university. Participants were pharmacy students enrolled from 2020/2021 to 2022/2023. Academic resilience was assessed using the Academic-Pharmacy-Resilience-Scale-16, resilience through the Brief-Resilience-Scale, and empathy with the Kiersma-Chen Empathy-Scale. Scores were related to students’ academic grades. Both descriptive and inferential statistical methods were utilised to analyse associations among variables.

Results: Responses were received from 359 students. The levels of resilience of students were deemed to be moderate. Small, statistically significant variations were found in academic resilience scores across cohorts, resilience scores, and empathy scores in relation to gender. Academic resilience showed a correlation to academic grades.

Conclusion: Academic resilience positively correlated with academic success and was positively influenced by work experience. Strengthening students’ resilience in pharmacy education may support their academic achievement, particularly during times of change like the COVID-19 pandemic.

Quantitative evaluation of problem-based learning outcomes on student pharmacists’ patient care process in Japan

2024-05-31T01:08:29-07:00

Background: This study aimed to evaluate the learning effects of problem-based learning (PBL) by quantitatively comparing the medication management abilities of PBL practitioners (the PBL group) and non-practitioners (the non-PBL group) among pharmacy students in Japan.

Methods: An outpatient-based pharmacy practice simulation was conducted using electronic medical records (EMRs) to assess both groups based on the Pharmacists’ Patient Care Process (PPCP) concept.

Results: The median values for the non-PBL group and the PBL group were, respectively, 34 and 51 points for ‘Collect’, 22 and 23 points for ‘Assess’, 11 and 20 points for ‘Plan’, 20 and 36 points for ‘Implement’, and 4 and 11 points for ‘Follow-up’.

Conclusion: The learning effects of PBL were significant for each step of the PPCP except for the ‘Assess’ domain. It is suggested that a roadmap be developed to enhance medication management abilities further while also utilising EMRs and incorporating the concept of PPCP into evaluations.

Walking the mile - Fostering diabetes self-management and psychosocial skills among pharmacy students through a hybrid advanced diabetes certificate elective course

2023-12-11T19:32:15-08:00

Background: Pharmacy school curricula contain required course content in diabetes management. However, patient-care skills like effective communication, lifestyle counselling, and the provision of healthy coping strategies require additional training opportunities that are not typically afforded in the required diabetes curriculum.

Methods: A 2-credit hour elective course was created to provide third-year pharmacy students with first-hand experience in diabetes self-management and the psychosocial aspects of diabetes care. The course includes the certificate training programme "The Pharmacist and Patient-Centered Diabetes Care" offered by the American Pharmacists Association (APhA).

Results: 110 pharmacy students completed four-course cohorts. Average capstone assessment scores were 92% for the patient case and 88.3% for hands-on diabetes management skills. 99.1% of students successfully obtained the APhA certificate with an average final assessment score of 85%. Students demonstrated an understanding of the psychosocial and behavioural aspects of diabetes care through simulation and case-based activities.

Conclusion: The course had a positive impact on pharmacy students' proficiency in diabetes care and self-management skills, as evidenced by their performance within the APhA certificate programme. Through simulation activities, students gained firsthand experience and demonstrated an understanding of the psychosocial aspects of diabetes care.

Utilising pharmacy students to extend academic detailing services focused on naloxone and opioid overdose education

2024-03-09T15:53:44-08:00

Background: Academic detailing (AD) visits with community pharmacists can effectively increase naloxone access. Pharmacy students, introduced to AD principles, engage pharmacists in guided conversations on naloxone, expanding access and existing AD services. This report outlines an educational initiative to expand an existing AD service to community-based pharmacies.

Methods: Seventy-one first-year pharmacy students attended two virtual AD principles and naloxone training sessions. Students were subsequently required to have a guided conversation with their preceptor on offering naloxone and overdose education and complete an anonymous post-visit survey on their experience, understanding of current practice, and pharmacist-intended behaviour change.

Results: Fifty-two self-reported student surveys were assessed. Responses indicated that the following percentages of students believed their preceptor would: (1) start providing opioid overdose education to patients (42%; n=22/52), (2) demonstrate proper use of naloxone to patients at the time of naloxone dispensation (23%; n=12/52), (3) dispense naloxone without a prescription (17%; n=9/52), and (4) keep naloxone in stock (10%; n=5/52). The majority (81%; n=42/52) of students found this experience beneficial, and 69% (n=36/52) indicated they would like to participate in educational outreach again.

Conclusion: An innovative pharmacy student initiative allowed an AD service to extend face-to-face outreach to community pharmacists and promote the expansion of naloxone and opioid overdose education.

Comparison of student pharmacists’ academic performance with and without required attendance in a pharmacotherapy course

2024-03-09T16:13:24-08:00

Background: Studies evaluating the association between absenteeism and academic performance have had mixed results; some demonstrate a positive correlation between course attendance and academic performance.

Objective: To compare student pharmacists’ performance in a cohort with graded attendance and those without a graded attendance in a pharmacotherapy course and to evaluate student performance within the required attendance cohort on course learning objectives.

Methods: All students enrolled during Fall 2021 and Fall 2022 were included in this study. Attendance data for the graded attendance cohort and the Assessment performance data for both cohorts were exported. With the student’s t-test, the average examination performance on college-level learning outcomes (CLLOs) between groups was compared.

Results: The comparison between the graded and ungraded attendance cohorts demonstrated a significant difference in academic performance for all three levels of Bloom’s taxonomy, and one CLLO on Examination One and in all categories on Examination Two. Within the graded attendance cohort, comparing students who met unit attendance competency with those who did not resulted in a significant difference.

Conclusion: The results of this study support graded attendance in a pharmacotherapy course. Student pharmacists demonstrated better academic performance when attendance was graded than a cohort without a graded attendance requirement.

Comprehensive disease state reviews: A guide to live and virtual implementation in a therapeutics course

2024-03-16T01:33:27-07:00

Background: Pharmacy curricula often teach disease states in silos, covering one disease at a time. This approach may inadequately prepare students for caring for patients with multiple coinciding disease states. The purpose of this “how-to” guide is to detail an approach to implementing a comprehensive, capstone-style disease state review into pharmacy therapeutics courses.

Methods: This manuscript describes the use of a drug-class review, individual disease-state patient cases, and then layered, multi-disease-state cases that build upon individual cases in an integrated cardiovascular pharmacotherapy course. It also describes pre- and post-test assessments to supplement learning outcomes.

Results: The educational activity significantly improved student performance between the pre- and post-tests. Informal feedback indicated appreciation for the real-world applicability of the activity.

Conclusion: While cardiovascular examples are provided, this approach could be integrated into any therapeutics-type course. Benefits for students include providing a space to explore therapeutic decision-making for patients with multiple common, overlapping disease states. Faculty also benefit from this design, as once created, it is a robust and comprehensive review that can be used year after year regardless of changes in guidelines.

A synergistic faculty leadership collaboration in developing, implementing, and evaluating a doctor of pharmacy curriculum

2024-05-30T07:00:52-07:00

Introduction: This article describes the intricate process of establishing a Doctor of Pharmacy curriculum in a new United States pharmacy school, emphasising faculty-leadership collaboration across development, implementation, and evaluation stages.

Programme description: The collaboration between leadership and faculty was crucial in the curriculum development. Leadership guided faculty, offering insights and best practices throughout stages like needs assessment, design, development, implementation, and evaluation. Faculty with varied academic backgrounds played an active role in crafting a unified curriculum. Collaboratively, faculty and leadership revealed dynamic synergy throughout the process.

Evaluation: Qualitative evaluations, including student course evaluations, standardised surveys, and faculty assessments of the curriculum review process, were used to assess curriculum structure, content, organisation, and outcomes. Feedback from stakeholders prompted improvement in the curriculum.

Future Plans: Future plans include the imperative of continuously evaluating, monitoring, and adapting the curriculum to align with the evolving profession. Success will depend on fostering effective leadership, encouraging active stakeholder participation, promoting collaboration, and instilling shared accountability.

Using an electronic portfolio system to create simulated electronic medical records for pharmacy student skills application

2024-03-16T17:02:59-07:00

Background: Course feedback identified the need for real-world patient assessment skills to facilitate learning in a general medicine elective course. A campus-supported electronic portfolio system was utilised to enhance these skills via novel, faculty-created, simulated electronic medical (sEMR) patient cases within a general medicine elective course.

Methods: This IRB-exempt, cross-sectional review evaluated student perceptions after the implementation of sEMR clinical cases in an elective course for third-year pharmacy students. Student perceptions were gathered using an anonymous electronic survey. Faculty interrater reliability for grading student assessments was calculated via the intra-class correlation (ICC) coefficient.

Results: Students reported positive experiences related to navigating the sEMR (mean = 4.25, SD = 0.99), ease of access (mean = 4.43, SD = 0.79), and confidence in finding relevant patient data (mean = 4.54, SD = 0.51). Most students preferred using the sEMR compared to traditional documents (mean 4.0, SD 1.06) and strongly recommended that the sEMR model be incorporated during future classes (mean = 4.61, SD = 0.58).

Conclusion: The sEMR enabled students to positively experience simulated, interactive patient cases. Student feedback suggests the sEMRs functioned effectively and were well received. This model may be easily implemented at other institutions, and future investigations should evaluate the impact on educational outcomes.

A systematic review on the effectiveness of case-based learning (CBL) in the undergraduate pharmacy programme

2024-05-10T05:16:00-07:00

Background: Efforts to innovate teaching methods have led to case-based learning (CBL) as a response to traditional lecture limitations. CBL, also known as case study teaching, involves students actively achieving learning objectives with facilitator guidance. Based on literature search, no systematic review has evaluated studies on CBL effectiveness in pharmacy curricula.

Objective: This systematic review was performed to assess CBL's impact on student satisfaction, knowledge acquisition, and lecturers' perspectives for undergraduate pharmacy students.

Methods: A research question was developed for the review using the PICO framework. Keywords and synonyms were used in Boolean searches within PubMed and ERIC databases. Inclusion criteria encompassed full-text articles from 2011 to 2021, focused on undergraduate pharmacy education, and published in English. Retrieved articles were screened and analysed using ATLAS.ti 9.0 for coding and conceptual framework generation.

Results: Twelve studies were included, all assessing knowledge gain, student satisfaction, general perception, and lecturers' perspectives on CBL. Consensus indicated CBL is particularly suited for case-heavy subjects like clinical or primary care settings.

Conclusion: CBL is an effective teaching-learning method for certain subjects and should be integrated into the curriculum of undergraduate pharmacy.

Medicine formulary writing for hospitals: A systematic review on development, approval, dissemination, and review

2023-09-28T09:18:17-07:00

Background: A hospital formulary is a guiding manual developed to enhance the rational prescribing of medicines based on the local prevalence of diseases and hospital settings. This systematic review aimed to identify and evaluate the existing literature on hospital formulary development and management to ensure the availability of safe, cost-effective, quality, and efficacious medicines that all practitioners must use.

Methods: A qualitative evidence and experience synthesis approach was chosen to create evidence on the development and use of hospital formulary. PubMed was the database used to search for similar reviews using Boolean operators.

Results: Out of 1,347 potentially relevant literature and abstracts identified and screened, 25 publications were used in developing the hospital formulary. The hospital formulary should be developed and reviewed after using the current STG/NEMLIT to use updated medicine lists and indications. Medicines selected for the model are “medicines of choice.” The development of hospital formularies should be based on a comprehensive and transparent process that involves a multidisciplinary team of experts, a clear selection criterion, a reliable and updated source of information, and a regular evaluation of the clinical and economic outcomes.

Conclusion: Hospital formularies promote the rational, safe use of medicines to improve the quality and efficiency of healthcare.