Pharmacy Education
https://pharmacyeducation.fip.org/pharmacyeducation
<p>Dear Contributors,</p> <p>The <em>Pharmacy Education</em> journal is a peer-reviewed, open-access journal. The journal does not have article publication charges (APC) or subscription fees. It is published by the <a href="https://www.fip.org/">International Pharmaceutical Federation (FIP)</a> and is aligned with a global mission of advancing education, practice, and science. The journal adheres to the principles of clinical and social pharmacy practice research as described in the <a href="https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2111">Granada Statements</a>.</p> <p>Pharmacy Education covers all aspects of pharmacy and pharmaceutical-related education, training, and workforce development. The journal's scope includes educational matters related to professional practice and pharmaceutical science.</p> <p>Editors, Associate Editors, Reviewers, and office staff are all volunteers, which ensures that there are no article publication charges/fees and that accepted manuscripts are open access immediately on publication.</p> <p>We acknowledge and express our appreciation to all of our volunteers for their dedicated work in maintaining the high standards of our international research journal.</p> <p>Thank you for considering submitting your work to the <em>Pharmacy Education</em> journal.</p> <p> </p> <p>Professor Ian Bates, Editor-in-Chief</p> <p>Dr Sherly Meilianti, Editor</p> <p>Ms Nisa Masyitah, Managing Editor</p> <p> </p> <hr /> <p>The <em>Pharmacy Education</em> journal provides a research, development, and evaluation forum for communication between academic teachers, researchers, and practitioners in professional and pharmacy education, with an emphasis on new and established teaching and learning methods, new curriculum and syllabus directions, educational outcomes, guidance on structuring courses and assessing achievement, workforce development and educational issues relating to professional practice.</p> <p>The <em>journal</em> is peer-reviewed, with open access for the dissemination of new ideas in professional pharmacy education and workforce development and service delivery. <em>Pharmacy Education</em> supports Open Access (OA): free, unrestricted online access to research outputs. Readers can access the <em>journal</em> and published articles for free – there are no subscription fees. Authors wishing to publish their work in <em>Pharmacy Education</em> can do so without incurring any publication costs.</p> <p>The <em>journal</em> is listed in EBSCO and indexed in the <a href="http://mjl.clarivate.com/cgi-bin/jrnlst/jlresults.cgi?PC=MASTER&Full=*Pharmacy%20Education">Emerging Sources Citation Index</a> (ESCI – Web of Science), Scopus, and EMBASE.</p> <p>The <em>journal</em> recognises the importance of policy issues and current trends in the context of education, professional development, service development, and workforce. It publishes reports of research, evidence and innovation in aspects of professional pharmacy education and training, case studies, country studies, innovations in the laboratory and professional educational practice, workforce issues and development, reviews and reports on information technology in education, and reviews of current literature.</p> <p>The <em>journal</em> has a clear international perspective and a longstanding policy of facilitating publication in particular for early-career Faculty and authors whose first language may not be English. The <em>journal </em>will prioritise manuscripts from low and middle income regions and all regions seeking low-cost engagement with the broader global community.</p>FIPen-USPharmacy Education1560-2214It is a condition of the publication that authors vest or license copyright in their articles, including abstracts, in FIP. This enables us to ensure full copyright protection and to disseminate the article, and the journal, to the widest possible readership in print and electronic formats as appropriate. Authors may, of course, use the material elsewhere after publication providing that prior permission is obtained from FIP. Authors are themselves responsible for obtaining permission to reproduce copyright material from other sources.A cross-sectional study of the current situation with therapeutic drug monitoring in Thailand: Requirements, challenges and the role of educational institutions
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2529
<p><strong>Background:</strong> Therapeutic drug monitoring (TDM) is a drug dose determination tool for individualised therapy.</p> <p><strong>Objective:</strong> This study examined the TDM services provided by hospitals and topics taught in pharmacy schools in Thailand.</p> <p><strong>Methods:</strong> 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.</p> <p><strong>Results:</strong> 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 (<em>p</em> < 0.001 and <em>p </em>= 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%).</p> <p><strong>Conclusion:</strong> 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.</p>Sorawit Chatjaroenpat Chawanagon ChuenmueangSiriluk Jaisue
Copyright (c) 2024 Pharmacy Education
2024-02-172024-02-1724115416310.46542/pe.2024.241.154163Exploring student perceptions: Factors influencing academic performance in a school of pharmacy in Nigeria
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2554
<p><strong>Background:</strong> 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.</p> <p><strong>Methods:</strong> 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 <em>p </em>< 0.05.</p> <p><strong>Results:</strong> 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.</p> <p><strong>Conclusion:</strong> 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. </p> <p> </p>Ayodapo Oluwadare JegedeKayode Toyosi OlabanjiTunmise Arolagbade
Copyright (c) 2024 Pharmacy Education
2024-04-122024-04-1224123824710.46542/pe.2024.241.238247Cardiovascular risk assessment of the general population at a community pharmacy setting
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2614
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> 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.</p>Uchenna I.H EzeMichael S.C EzeChinonyerem IheanachoPatrick Igbinaduwa
Copyright (c) 2024 Pharmacy Education
2024-06-032024-06-0324134835510.46542/pe.2024.241.348355Assessment of pharmacy students’ anxiety towards graduation research during their undergraduate degree in Saudi Arabia
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2761
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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. </p> <p><strong>Conclusion:</strong> 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.</p>Sarah KhayyatBayan Ainousah
Copyright (c) 2024 Pharmacy Education
2024-07-062024-07-0624138239310.46542/pe.2024.241.382393Student perspectives on peer education using a virtual platform to enhance advanced pharmacy practice experiences (APPE)
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2465
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> 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.</p>Mazal DavydovaLiza Mae DivinagraciaKimberly NgNicole Bradley
Copyright (c) 2024 Pharmacy Education
2024-01-272024-01-27241485310.46542/pe.2024.241.4853A 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
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2524
<p><strong>Background:</strong> 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. </p> <p><strong>Objective:</strong> This study was conducted to assess the knowledge, attitudes, and practices of Kenyan pharmacists regarding MTM. </p> <p><strong>Methods:</strong> 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. </p> <p><strong>Results:</strong> 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. </p> <p><strong>Conclusion:</strong> 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.</p>Michael Obiero MaseroAllan Tulienge WafulaVeronica Njambi KihugiGodfrey Wabwile Mayoka
Copyright (c) 2024 Pharmacy Education
2024-01-122024-01-12241132110.46542/pe.2024.241.1321Impact of curricular and institutional factors on Pharm.D. students' NAPLEX success: A comprehensive analysis of US pharmacy programmes
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2539
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> 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.</p>Mohamed RashrashFaruk KhanSuhila Sawesi
Copyright (c) 2024 Pharmacy Education
2024-01-122024-01-12241222810.46542/pe.2024.241.2228Exploring the relationship between e-health literacy and online health information-seeking behaviour among pharmacy students in Indonesia
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2606
<p><strong>Background:</strong> 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.</p> <p><strong>Objective:</strong> This study aims to explore pharmacy students' eHealth literacy level and relate to their behaviour in accessing health information online.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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 (<em>p </em>= 0.000), the frequency of online health information-seeking practice (<em>p </em>= 0.001), and installed health apps on smartphones (<em>p </em>= 0.002).</p> <p><strong>Conclusion:</strong> A future altered curriculum and the appropriate study materials on digital health must be implemented to equip pharmacy students with adequate skills before graduation. </p>Nanda PuspitaAdin Hakim KurniawanCahyani Ayu Ning Tias
Copyright (c) 2024 Pharmacy Education
2024-05-222024-05-2224130431010.46542/pe.2024.241.304310Research productivity and citation impact of Nigerian academic pharmacists: A cross-sectional study
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2644
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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 (<em>p</em> < 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 (<em>p</em> < 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.</p> <p><strong>Conclusion:</strong> 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.</p>Ezinwanne UgochukwuNneka IgboeliChukwuemeka Micheal Ubaka
Copyright (c) 2024 Pharmacy Education
2024-08-162024-08-1624141842810.46542/pe.2024.241.418428Building capacity for drug development process in Africa‒A workable model
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2136
<p><strong>Background:</strong> 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.</p> <p><strong>Method:</strong> 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.</p> <p><strong>Result:</strong> 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).</p> <p><strong>Conclusion:</strong> 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. </p>Chinedum Peace BabalolaOlayinka KotilaBabatunde Bolorunduro SamuelOladapo AdetunjiGrace Olusola GbotoshoJones O. MoodyAdewale Muyiwa AdeyemiOlufemi AdegbolaGbekel’Oluwa AkinyeleOludele A. ItiolaJoseph Fortunak
Copyright (c) 2024 Pharmacy Education
2024-01-122024-01-1224111210.46542/pe.2024.241.112Results from a global pharmacy leadership needs assessment: Opportunities to advance pharmacy leadership
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2410
<p><strong>Background: </strong>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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion</strong>: 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.</p>Banibrata RoyMiranda LawMinesh ParbatToyin Tofade
Copyright (c) 2024 Pharmacy Education
2024-02-212024-02-2124117818510.46542/pe.2024.241.178185Factors influencing career orientation of graduating pharmacy students in Can Tho, Vietnam
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2812
<p><strong>Background:</strong> 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. </p> <p><strong>Objectives:</strong> This study aimed to explore factors associated with the career orientation of graduating final-year pharmacy students in Can Tho, Vietnam. </p> <p><strong>Methods:</strong> 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. </p> <p><strong>Results:</strong> 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. </p> <p><strong>Conclusion</strong>: 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.</p>Hoang Ngoc DaoDieu Phap LeQuang Loc Duyen VoMohamed BahlolMinh Cuong NguyenThi Hai Yen NguyenThi Tuyet Phung TranRebecca Susan DeweyVan De Tran
Copyright (c) 2024 Pharmacy Education
2024-08-162024-08-1624144345710.46542/pe.2024.241.443457Telepharmacy knowledge, attitude, and experience among pharmacy students in Indonesia: A cross-sectional study
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2520
<p><strong>Background:</strong> 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. </p> <p><strong>Methods: </strong>This cross-sectional study was conducted using an online questionnaire to evaluate pharmacy students' knowledge, attitude, and experience related to telepharmacy. </p> <p><strong>Results: </strong>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. </p> <p><strong>Conclusion:</strong> 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.</p>Dewi Latifatul IlmaKiasati Mumpuni PutriIka MustikaningtiasNia Kurnia SholihatDamairia Hayu Parmasari
Copyright (c) 2024 Pharmacy Education
2024-01-202024-01-20241404710.46542/pe.2024.241.4047Cohort assessment of medical and pharmacy student interprofessional attitudes at an academic medical centre from baseline to programme completion
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2534
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> 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.</p>Vincent DennisStephen NeelyLin Goldston
Copyright (c) 2024 Pharmacy Education
2024-02-172024-02-1724116417710.46542/pe.2024.241.164177Bridging the theory-practice gap in pharmacy education using an authentic learning approach: A cross-sectional study
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2586
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> This activity has allowed students to experience real-world working situations, extending their learning experience, facilitating personal/professional development, and encouraging best practices.</p>Clare DepasqualeGwen Gray
Copyright (c) 2024 Pharmacy Education
2024-04-222024-04-2224126226910.46542/pe.2024.241.262269Utilising pharmacy students to extend academic detailing services focused on naloxone and opioid overdose education
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2623
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> 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.</p>Lauren LinderMegan PruittSarah BallChristopher WisniewskiElizabeth Weed
Copyright (c) 2024 Pharmacy Education
2024-06-032024-06-0324134034710.46542/pe.2024.241.340347A cross-sectional study to assess knowledge, attitudes, and risk perceptions of doctor of pharmacy students regarding asthma
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2679
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> The majority of students had moderate knowledge about asthma and mixed attitudes towards asthma management. Perceptions of asthma risks were adequate.</p>Muhammad AmerMuhammad AkhlaqSaleh AhmedNoor IdreesIqra NiaziMariam Malik MuhammadFarwa AshrafAli Ahmed
Copyright (c) 2024 Pharmacy Education
2024-08-162024-08-1624145846710.46542/pe.2024.241.458467Does one size fit all? A survey of preceptor perceptions and experiences with remote rotations
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2360
<p><strong>Background:</strong> During the pandemic, experiential rotations transitioned from in-person to remote rotations.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> 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.</p>Bonnie LamGajan SivakumaranAleksandra Bjelajac MejiaDebbie Kwan
Copyright (c) 2024 Pharmacy Education
2024-02-172024-02-1724114615310.46542/pe.2024.241.146153Barriers and enablers of medication safety: A qualitative study from public hospitals in Kaduna State, Nigeria
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2777
<p><strong>Background:</strong> 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.</p> <p><strong>Aim:</strong> This study aimed to explore the factors affecting medication safety in selected public health facilities in Kaduna State, Nigeria.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> Factors affecting medication safety were identified, as was the need for prioritising patient safety by regulatory agencies and practitioners.</p>Basira Kankia LawalShafiu MohammedAliyu A AlhajiBilkisu Bello MaihaMuhammad Awwal LadanUmar Idris Ibrahim
Copyright (c) 2024 Pharmacy Education
2024-05-302024-05-3024132233110.46542/pe.2024.241.322331What denotes progression in laboratory learning? Analysing a pharmaceutical bachelor programme
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2511
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> This study presents empirically derived learning outcomes that demonstrate the progression of laboratory-based learning outcomes, highlighting independence as a crucial element.</p>Jonas Tarp JørgensenRie Hjørnegaard MalmBente GammelgaardFrederik Voetmann Christiansen
Copyright (c) 2024 Pharmacy Education
2024-02-242024-02-2424120021210.46542/pe.2024.241.200212Impact of an interprofessional course on pharmaconomists and other health professions students: A qualitative approach
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2528
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> PH and KP students learned more about their competencies, those of other professions, and how they can complement each other in patient care.</p>Mira El-SouriRikke Nørgaard HansenTina BolvigJytte MuszynskiBente Annie Sørine AndersenLise Rølmer NissenSofie Brøndal GrünfeldCharlotte Verner Rossing
Copyright (c) 2024 Pharmacy Education
2024-03-092024-03-0924121322510.46542/pe.2024.241.213225Pharmacy students’ perceptions of computer-based simulation in light of the rise of online learning
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2543
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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. </p> <p><strong>Results: </strong>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).</p> <p><strong>Conclusion:</strong> 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.</p>Julia WeberRhonda CliffordLiza SeubertSamuel AllemannIsabelle Arnet
Copyright (c) 2024 Pharmacy Education
2024-08-162024-08-1624142944210.46542/pe.2024.241.429442Social media addiction, depression and life satisfaction in Turkish pharmacy students: A correlational study
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2609
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> 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.</p>Elif Ulutas DenizRumeysa Eren
Copyright (c) 2024 Pharmacy Education
2024-05-242024-05-2424131132110.46542/pe.2024.241.311321Comparison of student pharmacists’ academic performance with and without required attendance in a pharmacotherapy course
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2649
<p><strong>Background:</strong> Studies evaluating the association between absenteeism and academic performance have had mixed results; some demonstrate a positive correlation between course attendance and academic performance.</p> <p><strong>Objective:</strong> 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.</p> <p><strong>Methods:</strong> 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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion: </strong>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. </p>Dana BowersAlanda BarashKimberly McKeirnan
Copyright (c) 2024 Pharmacy Education
2024-04-222024-04-2224127027610.46542/pe.2024.241.270276Students’ performance and perceptions of mock trials as a teaching and assessment activity over three years at two institutions
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2326
<p><strong>Background:</strong> This study aimed to evaluate students’ performance and perception of a mock-trial teaching, learning, and assessment activity over three years at two institutions.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> 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.</p>Ettie RosenbergShih-Ying HsuHoai-An TruongReza Taheri
Copyright (c) 2024 Pharmacy Education
2024-01-122024-01-12241293910.46542/pe.2024.241.2939Stakeholder perspectives on the need for professional education and competence in pharmacovigilance in Zambia: A cross-sectional survey
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2744
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> 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.</p>Aubrey Chichonyi KalungiaMichelo BandaMoses MukoshaMichael ChiguntaSteward MudendaSekelani Stanley BandaJames SichoneAudrey HamachilaBrian Godman
Copyright (c) 2024 Pharmacy Education
2024-07-062024-07-0624136438110.46542/pe.2024.241.364381Antibiotic knowledge assessment questionnaire in undergraduate pharmacy students: A Rasch analysis of validity evidence
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2433
<p><strong>Background:</strong> 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).</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> The AKAQ is a valid, reliable, and standard instrument for assessing the antibiotic knowledge levels of undergraduate pharmacy students.</p>Ikhwan Yuda KusumaMuh. Akbar BaharDoni Anshar NuariRani PrabandariSoeharto Soeharto Dezső CsuporRia BenkőMária Matuz
Copyright (c) 2024 Pharmacy Education
2024-01-272024-01-27241547810.46542/pe.2024.241.5478Non-virtual simulation training and patient simulation existing for pharmacy students: A scoping review
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2522
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>A scoping review focused on “<em>simulation training</em>” and “<em>pharmacy students</em>” 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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> 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.</p>Aurore GasparMarjorie BardiauPatrick HernéGeneviève Philippe
Copyright (c) 2024 Pharmacy Education
2024-02-032024-02-032419114510.46542/pe.2024.241.91145An investigation of academic resilience, resilience, and empathy in pharmacy students: Implications for pharmacy education
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2536
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> 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.</p>Syafiqah Nadiah HalimiArdalan MirzaeiDebra RowettKaren Luetsch
Copyright (c) 2024 Pharmacy Education
2024-04-122024-04-1224122623710.46542/pe.2024.241.226237Walking the mile - Fostering diabetes self-management and psychosocial skills among pharmacy students through a hybrid advanced diabetes certificate elective course
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2590
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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 "<em>The Pharmacist and Patient-Centered Diabetes Care</em>" offered by the American Pharmacists Association (APhA).</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> 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.</p>Adenike Atanda-OshikoyaEmanuel GeorgeLisa Killam-Worrall
Copyright (c) 2024 Pharmacy Education
2024-05-062024-05-0624127728910.46542/pe.2024.241.277289Development of new training programmes for Thai community pharmacists using the theory of training needs analysis
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2639
<p><strong>Background:</strong> The study aimed to develop new training programmes for community pharmacists based on the theory of training needs analysis.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> 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.</p>Suntaree WatcharadamrongkunSurangkana PuengrungWin Winit-Watjana
Copyright (c) 2024 Pharmacy Education
2024-05-062024-05-0624129030310.46542/pe.2024.241.290303Development and a validation study of comprehensive prescription writing rubrics for medical students
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2695
<p><strong>Background:</strong> 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.</p> <p><strong>Methods:</strong> 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.</p> <p><strong>Results:</strong> 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.</p> <p><strong>Conclusion:</strong> 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.</p>Anupong KantiwongSethapong Lertsakulbunlue
Copyright (c) 2024 Pharmacy Education
2024-07-072024-07-0724140341710.46542/pe.2024.241.403417Defining evidence requirements for a Development Framework for Pharmacists (DFP) in community pharmacy practice
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2406
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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 "<em>group of patients</em>" (6) Considering back-end work as Domain 1 evidence.</p> <p><strong>Conclusion:</strong> Addressing the above themes could enhance DFP integration for community pharmacists.</p>Joy Boon Ka ChongShun Wei LimXue Liang GohSarah Li Hui Gan Hwee Lin Wee
Copyright (c) 2024 Pharmacy Education
2024-04-222024-04-2224124826110.46542/pe.2024.241.248261Listener, member, and advisor perspectives regarding a pharmacy podcast student organisation
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2787
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>Based on the post-surveys meeting inclusion criteria (n = 32), most listeners showed statistically significant improvement in attitudes towards the topic of the episode (<em>p</em> = 0.027) and their college of pharmacy (<em>p</em> = 0.017). The podcast team showed statistical improvement in attitudes towards their college of pharmacy (<em>p</em> = 0.020) and their Doctor of Pharmacy curriculum (<em>p</em> = 0.046). Satisfaction responses were overwhelmingly positive after listening to the episodes.</p> <p><strong>Conclusion:</strong> 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.</p>Joshua WollenAlexa ZhaoSama RahimiSourab GannaKimberly Nguyen
Copyright (c) 2024 Pharmacy Education
2024-07-072024-07-0724139440210.46542/pe.2024.241.394402Implementing a longitudinal poster project to engage pharmacy students beyond the classroom in a foundational sciences course
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2517
<p><strong>Introduction: </strong>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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results</strong>: 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.</p> <p><strong>Conclusions</strong>: 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.</p>Kaitlin ArmstrongMaria HysolliShannon Kinney
Copyright (c) 2024 Pharmacy Education
2024-02-032024-02-03241799010.46542/pe.2024.241.7990Using an electronic portfolio system to create simulated electronic medical records for pharmacy student skills application
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2661
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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).</p> <p><strong>Conclusion:</strong> 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.</p>Adam B. WoolleyStephanie L. SibickyJason W. LancasterMark DouglassAmy McDonoughMichael J. GonyeauAlexa A. Carlson
Copyright (c) 2024 Pharmacy Education
2024-06-202024-06-2024135636310.46542/pe.2024.241.356363Comprehensive disease state reviews: A guide to live and virtual implementation in a therapeutics course
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2704
<p><strong>Background:</strong> 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 “<em>how-to</em>” guide is to detail an approach to implementing a comprehensive, capstone-style disease state review into pharmacy therapeutics courses.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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.</p> <p><strong>Conclusion:</strong> 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.</p>Caitlin GibsonMeredith Howard
Copyright (c) 2024 Pharmacy Education
2024-05-312024-05-3124133233910.46542/pe.2024.241.332339Medicine formulary writing for hospitals: A systematic review on development, approval, dissemination, and review
https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2357
<p><strong>Background:</strong> 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.</p> <p><strong>Methods: </strong>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.</p> <p><strong>Results: </strong>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 “<em>medicines of choice</em>.” 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.</p> <p><strong>Conclusion:</strong> Hospital formularies promote the rational, safe use of medicines to improve the quality and efficiency of healthcare.</p>Kauke Bakari ZimbweOmary Salim Kizenga Emiliana Nyafungo FrancisYusto Julius YonaTalhiya Abdulhakim Yahya
Copyright (c) 2024 Pharmacy Education
2024-02-212024-02-2124118619910.46542/pe.2024.241.186199