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Objective: As the profession of pharmacy continues to evolve, it is important to integrate pharmacy practice change learning into the Doctor of Pharmacy (PharmD) curriculum. The objective of this project was to evaluate how pharmacy practice change was being taught within a PharmD curriculum and to identify strategies for improvement., Methods: The College of Pharmacy's PharmD Curricular Leadership Committee (PDCLC) developed a definition for practice change learning and assembled a team of faculty experts to map practice change to the PharmD curriculum. After conducting student focus groups to gather input on practice change learning experiences and importance from the learner perspective, the team engaged faculty in interviews and mapped actual practice change learning experiences with 2016 Accreditation Council for Pharmacy Education (ACPE) standards and Ohio State University (OSU) College of pharmacy's (COP) ability-based outcomes, highlighting gaps and opportunities., Results: Primary opportunities for improvement in practice change learning were identified and included: integration of value-based outcomes that influence healthcare reimbursement and quality, communication simulations around community health and the value of the pharmacist with organizations outside traditional healthcare settings and with payors, and exposure to careers beyond traditional pharmacy settings., Conclusion: A faculty member has been appointed to lead integration of this content and optimization of practice change knowledge and skill building across courses and years in the program. Future directions involve curricular integration and obtaining alumni feedback to refine effectiveness of the curriculum., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Many attempts have been made to integrate medicinal chemistry knowledge into therapeutic decision-making in pharmacy programs across North America. Examples include the use of Structure-Based Therapeutic Evaluations, alignment of medicinal chemistry content with courses in pharmacology, pharmaceutics and pharmacotherapeutics, and team-based or problem-based learning methods. The majority of these approaches indicate that students have greater confidence or comfort with medicinal chemistry, but there remain few cases where an improvement in performance has been measured. This is especially challenging for assessing a student's ability to implement medicinal chemistry learning in pharmacotherapeutic decision-making. Building upon our national special interest group's recent environmental scan of medicinal chemistry instruction in Canadian Pharmacy programs, we are investigating strategies for integration of medicinal chemistry learning in therapeutic decision-making. This commentary will discuss methods and evidence to support medicinal chemistry integration, relevant assessment strategies, and potential paths forward., Competing Interests: Declaration of competing interest The authors listed above have no conflict of interest to declare and no affiliations with or involvement in any organization or entity with any financial interest in this submission., (Copyright © 2024. Published by Elsevier Inc.)

Purpose: The integration of Entrustable Professional Activities (EPAs) using the Integrated Curriculum Design Framework (ICDF) is a promising yet underexplored strategy in pharmacy education. This reflective work identifies gaps in traditional approaches to competency-based education and highlights the alignment of the "Professional Practice Skills" Year 2 module at a UK university with EPAs and ICDF. By bridging these gaps, this work highlights the importance of equipping students with the competencies necessary for independent practice., Description: The "Professional Practice Skills" module was transformed to align with ICDF and EPAs. Stakeholder engagement, including input from students, educators, and practitioners, guided the selection of EPAs reflective of real-world pharmacy tasks such as patient counselling, prescribing, prescriber interaction, and providing medicine query information. Learning outcomes were redefined to incorporate these EPAs, and teaching strategies were adapted to include experiential learning activities, such as simulated patient scenarios and reflective tasks. Assessment methods shifted from knowledge-based to competency-based evaluations, ensuring students could demonstrate practical readiness for professional roles., Analysis: Integrating EPAs and ICDF revealed challenges, such as resistance to change and the need for significant resource investment in designing simulations. However, the shift encouraged collaborative teaching practices and enhanced student engagement. Students demonstrated improved confidence and ability to apply theoretical knowledge in practice, showcasing the value of a competency-based approach., Conclusions: This integration process highlights the importance of aligning curriculum design with professional competencies., Implications: The work has broader implications for pharmacy education, offering a replicable model for other healthcare institutions seeking to enhance professional readiness., Competing Interests: Declaration of competing interest The author does not have any conflict of interest., (Copyright © 2024 The Author. Published by Elsevier Inc. All rights reserved.)

Introduction: SMART objectives are a major component of health coaching and lifestyle medicine, however, there are limited studies describing their use in current health care curriculums. This study incorporated SMART objectives within an Interprofessional Education (IPE) event offered to students who were screening community-dwelling adults within their community for falls and osteoporosis risk. The purpose was to evaluate if students could confidently develop a SMART objective with their client that was relevant to the screening results., Methods: Student participants were recruited from pharmacy, nursing, and physical therapy programs at Rutgers University. The IPE event consisted of an educational pre-session assignment, 2-h virtual training session, student-led home screening with a self-selected community volunteer, and a 2-h virtual educational and debriefing session. Students taught peers through interprofessional education on their respective discipline's screening assessment tools during each session. Based on the screening results, students collaborated with their clients to develop a SMART objective aimed at addressing an identified problem., Results: Post 3 yearly programs, 520 pharmacy, nursing, and DPT students completed the SMART objective, and 518 SMART objectives were analyzed. Analysis indicated all students were about 90 % confident in developing SMART objectives and 92 % confident in communicating with clients. Most students, regardless of discipline, felt comfortable developing a SMART objective and communicating with clients., Conclusion: A significant number of people screened were found to have risk factors for falls or osteoporosis. Regardless of discipline, students worked with their client to develop appropriate SMART objectives. SMART objectives can enhance IPE programs, curriculums that include client counseling regarding lifestyle changes, and client engagement., (Copyright © 2024. Published by Elsevier Inc.)

Background: Over the years, approaches of the pharmaceutical industry to discover and develop drugs have changed rapidly due to new scientific trends. Among others, they have started to explore Machine Learning (ML), a subset of Artificial Intelligence (AI), as a promising tool to generate new hypotheses regarding drug candidate selections for clinical trials and to predict adverse side effects. Despite these recent developments, the possibilities of ML in pharmaceutical sciences have so far hardly penetrated the training of pharmaceutical science students. 1, 2 Therefore, as part of an elective course, an introductory module on ML was developed at Utrecht University, Department of Pharmaceutical Sciences., Objective: The aim of this study was to assess student' views on the module set-up, and their perspectives on ML within pharmaceutical science curricula., Methods: Semi-structured interviews over three years were conducted with 15 students participating in the module., Results: The students valued the well-designed and effective delivered module. They were personally motivated to learn more about ML in a future master or research internship. The students now perceive a lack of possibilities for ML training in pharmaceutical sciences education and indicate the value of incorporating ML opportunities for their future career., Conclusion: Integrating ML training into pharmaceutical sciences curricula is needed to keep future drug researchers up to date with drug research advancements, enhancing their skills, academic development, and career prospects., Competing Interests: Declaration of competing interest All authors of the manuscript declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024. Published by Elsevier Inc.)

Background: The American Association of Colleges of Pharmacy Curriculum Outcomes and Entrustable Professional Activities (COEPA) recognize the need for social determinants of health (SDH) education for pharmacy learners. However, there is a dearth of published strategies for incorporating comprehensive SDH education in Doctor of Pharmacy curricula. The objectives of this study were to: 1) highlight unpublished exemplars of SDH teaching models and 2) propose strategies for teaching SDH., Methods: A survey was distributed to relevant AACP Special Interest Groups and Sections soliciting previously unpublished exemplars of SDH teaching models. The survey collected descriptions of the teaching model, relevant SDH domains as outlined in Healthy People 2030, and the level of influence on health outcomes according to the socioecological model. Deidentified survey submissions were analyzed and categorized by type (didactic, IPPE/APPE, or both), course type (elective or required), year taught, interprofessional education components (if applicable), innovation, assessment domains and tools, course structure, SDH domains, and the socioecological model., Results: Eight programs submitted diverse exemplars of which six (75 %) were part of required didactic courses for P1-P3 learners. Teaching models included individual lectures and activities, didactic and experiential courses, and implementation of longitudinal curricular experiences. Seven (87.5 %) of the exemplars covered all five SDH domains, and seven (87.5 %) covered all levels of influence within the socioecological model. Exemplars featured simulations (50 %) and case-based learning activities (62.5 %). Three (37.5 %) featured interprofessional education and research components., Conclusion: These exemplars provide faculty with varied models for implementing SDH-related teaching opportunities within their institutions., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Background: The American Council for Pharmacy Education outlines that pharmacists should be able to "recognize social determinants of health to diminish disparities and inequities in access to quality care." This randomized, cross-sectional study assessed students' knowledge and confidence in caring for patients with diverse religious backgrounds. Students were assigned to either a series of religious cases created in MyDispense or a control group to read a pamphlet on religious considerations in patient care., Impact: First-year pharmacy students, 44 of 82 (response rate 53.7 %), consented to participate in an optional study, and were randomized to complete one of two religious educational interventions: an interactive simulation activity delivered via MyDispense (n = 23) or the control group of reading an educational pamphlet (n = 21). Both the MyDispense simulation and the control group improved pre- and post-assessment knowledge-based questions and confidence to achieve the three learning objectives., Recommendations: There were three significant limitations to this study. The first was the use of a control group that limited the sample sizes making it difficult to show meaningful changes. The second that students had limited experience with the MyDispense platform making the ease of completing the active-learning religious simulations confounded by also learning the dispensing system. Finally, control group students utilized the pamphlet during the post-assessment, which was not the intention of the study design and significantly limited the ability to identify changes within and between the groups., Discussion: Future studies will need to use alternative study design methods to determine how religious cultural sensitivity may best be incorporated into the pharmacy curriculum., Competing Interests: Declaration of competing interest There are no conflicts of interest to disclose., (Copyright © 2024. Published by Elsevier Inc.)

Introduction: The North American Pharmacist Licensure Examination (NAPLEX) is a critical assessment for pharmacy graduates. Declining first-time pass rates have led to increased focus on preparation strategies. This study evaluates a year-long NAPLEX preparation curriculum integrated into the fourth-year PharmD program, focusing on student perceptions, engagement, and performance., Methods: A longitudinal, structured NAPLEX preparation curriculum was implemented for 151 fourth-year pharmacy students. The curriculum included mandatory assessments aligned with the NAPLEX blueprint and a self-directed study component using the UWorld Pharmacy RxPrep platform. Student engagement was quantified using a Usage Index derived from platform activity logs. A post-curriculum survey assessed students' perceptions of the program, which was analyzed using Principal Components Analysis (PCA)., Results: Variability in student engagement was observed, with the Usage Index showing a moderate correlation with performance on NAPLEX-style assessments. PCA identified four key components influencing students' NAPLEX preparation: Perceived Usefulness, Curriculum Effectiveness, Temporal Utilization, and Strategic Preparedness. Temporal Utilization was the only component strongly correlated with assessment outcomes, highlighting the importance of consistent resource use., Discussion: Regular engagement with preparation resources was linked to better performance, though student perceptions of usefulness did not always align with exam performance. This highlights the complexity of preparing for high-stakes exams, where subjective evaluations of resources may not fully capture their effectiveness., Conclusion: This study underscores the need for consistent engagement with preparation resources and highlights potential areas for improvement in NAPLEX preparation strategies. Future research should focus on strategies to improve student engagement and enhance self-assessment skills to better align perceptions with performance., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Background: Pharmacists are often the most accessible health care provider, particularly in medically underserved areas, and experience addressing health disparities is important. While the importance of integrating health disparities throughout the pharmacy curriculum is clear from Accreditation Council of Pharmacy Education (ACPE) standards, there is a paucity of data within experiential settings. This study describes how focused, health disparities learning activities were incorporated into a 40-h clinical introductory pharmacy practice experience (IPPE) and describes learner outcomes from these learning activities., Educational Activity: This is a retrospective review of survey data completed by 52  second year pharmacy students on clinical IPPE rotations with four ambulatory care faculty members in rural and urban clinics. This was conducted at a single college of pharmacy over 5 years., Evaluation Findings: The number of resources learners could list for patients with health disparities increased on post-surveys. For case-related questions, learners recognized and could appreciate the challenges in managing a patient who had financial and social limitations. Learner confidence increased in their ability to access necessary medications and disease state management after the learning experience. Overall, learners had firm beliefs regarding the importance of health disparities on patients which were generally unchanged throughout the experience., Analysis of Educational Activity: Intentional readings and cases with discussion related to addressing health disparities in underserved populations while providing direct patient care on a 40-h clinical IPPE ambulatory care rotation, improved knowledge of resources to access for patients experiencing health disparities. These learning activities also improved the confidence of learners in providing care to patients experiencing health disparities., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Objective: To implement a standardized approach to exam review for Doctor of Pharmacy (PharmD) students and assess its effect on students' perceptions., Methods: Over the academic years 2022-2024, second-professional year pharmacy (PharmD) students scoring less than 73 % on major midterm examinations were required to complete an exam self-reflection form in two pharmacotherapeutics courses. A survey was developed and distributed to all students enrolled in the pharmacotherapeutics courses to assess students' opinions about the exam self-reflection process., Results: One hundred and twenty-two responses were received for the survey over the three semesters (95 % response rate). The majority of students expressed satisfaction with the benefit (92 %) and importance (87 %) of implementing the self-reflection process using the exam self-reflection form within the pharmacotherapeutics courses. Amongst students who submitted the exam self-reflection form (n = 58), survey data revealed that 76 % were overall satisfied with the self-reflection process using the exam self-reflection form. Students' satisfaction was also expressed in terms of supporting its continuation (66 %), recommendation in other courses (64 %), time spent completing the form (67 %), assistance with preparing for the remediation exam (85 %), impact on remediation score (79 %), confidence with course content (91 %), understanding of course content (97 %), test-taking skills (76 %), knowledge gap identification (88 %), and value (66 %)., Conclusion: Students positively perceived the exam self-reflection process. Future directions include evaluating exam data to determine the quantitative impact of the exam self-reflection review approach., Competing Interests: Declaration of competing interest The authors declare no conflict of interest., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

Objective: The objectives of this study are to describe 1) the implementation of and 2) student performance and perceptions during an innovative classroom activity., Methods: The Bootcamp was designed as an exercise in productive failure for second-year PharmD students enrolled in a community pharmacy elective course. A prescription verification exercise was introduced; however, students were intermittently interrupted with common community pharmacist tasks. To simulate these tasks (e.g.: receiving a phone call, counseling a patient, administering a vaccine, checking controlled prescription monitoring database etc.), students were directed by the instructor to perform other physical activities (e.g. walking around the classroom, doing jumping jacks, sending an email, etc.). After the activity, accuracy was assessed and each student uploaded a video reflection which were analyzed with content analysis., Results: The activity was delivered in person in 2021 and virtually in 2022 during a two-hour class period. Of the 63 students, 86 % fully completed all 12 prescription verifications in the allotted time; however, the average accuracy was 53 %. Content analysis of video reflections generated three themes: unique and fun activity, importance of attention to detail, and enhanced understanding of pharmacy workflow from the pharmacist's perspective., Conclusions: The Community Pharmacy Bootcamp was a fun and engaging way to expose students to the realities of daily practice in the community pharmacy setting. This activity was effective in helping students discover the need for development of further skills in addition to clinical expertise. This novel activity may be adapted to other environments including integration into required coursework., Competing Interests: Declaration of competing interest The authors have no funding or conflicts of interest to disclose., (Published by Elsevier Inc.)

Background: The Accreditation Council for Pharmacy Education (ACPE) 2025 Standards charge pharmacy programs to assess student readiness for Advanced Pharmacy Practice Experiences (APPEs), but the method of assessment is not defined. This report describes the process of developing, implementing, and refining an APPE readiness assessment (ARA) that can be adapted to individual institutional needs and learning outcomes., Educational Activity: The ARA at The University of Texas at El Paso School of Pharmacy, a Hispanic-serving institution, is comprised of two practice areas: drug information and the Pharmacist Patient Care Process, each with multiple objective structured clinical examinations (OSCEs) to mimic how students will apply these skills in required APPE rotations. The ARA has been adapted for administration both virtually and in-person. Students are required to attain a 70 % average across all five OSCEs, with an opportunity to retest on any failed areas prior to progression into the APPE year., Critical Analysis of the Educational Activity: Since initial implementation in 2021, faculty experience and student performance informed changes to the assessment, rubrics, and integration of skills throughout the curriculum. The average overall ARA score was an 89.13 % in 2021 and ranged from 79.74 to 82.3 % in 2022-2024. Typically, less than 10 % of the class required re-testing, however, in 2023 16 % of the class had an ARA average less than 70 % requiring re-testing. Written skills are consistently the lowest performing area for students, potentially due to language discordance between students' preferred language and the language of the assessment., Competing Interests: Declaration of competing interest The authors have no financial or personal conflicts of interests to disclose., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Background and Purpose: Rural and underserved areas are in desperate need of improved access to healthcare services to enhance the well-being of patients. In an effort to increase students' healthcare access and exposure to the knowledge and skills of healthcare professionals in this area, a specialized certificate program on the care of rural and underserved patients was created. The purpose of this article is to describe the design, implementation, and assessment of this program., Educational Activity and Setting: The Rural and Underserved Health Scholars Program (RUHSP) is offered to pharmacy and nursing students in the last three years of their professional program with 4 seminar courses and practice experiences in rural and underserved care. Students focus on challenges and opportunities in rural and underserved care, project development, health outcomes, leadership development, community service, and professional service. The culmination of the project is a community-based project the students develop in conjunction with a local agency., Findings: The RUHSP has successfully recruited 4 cohorts of students, totaling 42 participants. RUHSP participants have designed and implemented 13 community-based research projects through the program. Preliminary pre/post survey results indicate the program impacted participants' knowledge, skills, abilities, confidence, readiness, and interest in rural/underserved settings. Participants completing the program indicated the program was highly valued and impactful., Summary: Rural and underserved areas have a continued need for enhanced healthcare access and quality care; rural health training programs are one way to fill care gaps in these areas with confident, prepared, and passionate providers., Competing Interests: Declaration of competing interest The authors declare no relevant conflicts of interest or financial relations., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

Introduction: Optimal methods for grading students in skills-based courses within pharmacy education have not been fully explored. This research aimed to assess the current landscape of pass/fail grading schemes within pharmacy skills-based courses and explore faculty perceptions of pass/fail grading schemes., Methods: A 29-item, cross-sectional survey was electronically distributed to the American Association of Colleges of Pharmacy Laboratory Special Interest Group. The survey collected demographics, course grading schemes, faculty perceptions of student performance, and impact of implementing pass/fail grading schemes. Survey respondents were also invited to participate in semi-structured interviews, which were summarized due to limited participation. Descriptive statistics were used for analysis of survey data., Results: Fifty-five participants responded to the survey, representing 23 pharmacy institutions. Most respondents (82 %) used a traditional grading system for final course grades in skills-based courses. Some respondents (40 %) used specification grading for skills assessment, and 64 % of respondents used pass/fail grading to assess specific skills. Most respondents perceived that the change to pass/fail grading either improved or made no difference in faculty workload, wellbeing, general faculty creativity, quality of feedback, timeliness of grading, grade grievances, and faculty preparation time. The main concern was decreased student motivation and engagement. Semi-structured interviews identified a need for specific, validated rubrics, importance of faculty buy-in, and lack of impact on faculty workload as a result of the change. Concerns about residency placement and student motivation were also identified., Conclusion: There is variability in grading schemes used within skills-based pharmacy curricula. Faculty perceptions of pass/fail grading schemes are positive overall. Considering the limited number of institutions utilizing this grading scheme, additional research is needed., Competing Interests: Declaration of competing interest None. We declare no conflicts of interest or financial interests that the authors or members of their immediate families have in any product or service discussed in the manuscript, including grants (pending or received), employment, gifts, stock holdings or options, honoraria, consultancies, expert testimony, patents, and royalties., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Background: Ungrading is an alternative assessment approach that focuses on feedback provided to students in place of grades. Giving feedback as opposed to grades has been shown to increase intrinsic learner motivation, promote deeper learning, and decrease stress and anxiety., Educational Activity: Four pharmacy faculty implemented ungrading practices into required pharmacy courses, including two pharmacy practice lab courses and two didactic courses. Specific strategies such as formative feedback, peer assessment, self-reflection, and small and large group discussions were incorporated to achieve the learning objectives for each course. This work provides details about the assignments and assessments used in each course., Critical Analysis of Educational Activity: Anonymous surveys were administered to faculty members and students at a Midwest School of Pharmacy. Faculty members expressed varying levels of satisfaction and stress related to grading assessments. They also shared their opinions on teaching courses without traditional grades. The student survey examined factors such as grade point average (GPA), study time, and enjoyment of the pharmacy program. It also captured general opinions about grades. Based on survey results the implementation of ungrading practices helped students feel more prepared for advanced pharmacy practice experiences (APPEs). The findings contribute to the understanding of alternative grading approaches and their potential impact on student learning, well-being, and motivation. Rethinking assessment of student work may be a valid option for pharmacy schools, particularly in the setting of increased focus on student wellness and the educator's goal of increasing learning for all students., Competing Interests: Declaration of competing interest None., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Introduction: The objective is to gather evidence on ways to integrate DEIA into the didactic and experiential pharmacy classroom based on AACP's 2021-2024 Strategic Plan Objective 3.3.1. to "compile and publish resources related to best practices in inclusive pedagogy, creating inclusive classrooms, navigating difficult conversations, and promoting equitable campus climates for use by schools and colleges of pharmacy.". 3 METHODS: An exploratory review was conducted to identify literature using journals, including Academic Medicine, the American Journal of Pharmaceutical Education (AJPE), AACP poster abstracts from 2018 and onward, Currents in Pharmacy Teaching and Learning (CPTL), JAMA Surgery, Journal of Dental Education (JDE), and Minority Nurse Magazine. Keywords used were "DEIA," "DEIA in classrooms," "diversity," "equity," "inclusion," "microaggression," "disabilities," "pharmacy education," "health equity," "discrimination," "unconscious bias," "cultural humility," and "cultural competence." Excluded were literature focused on DEIA in "curriculum," "recruitment," and other topics unrelated to integrating DEIA in the classroom. Poster abstract authors were contacted directly to get a copy of the poster so that more information could be gathered from the poster., Results: Sixteen publications were identified (14 peer-reviewed manuscripts and two poster abstracts). Of those, two explored the utilization of technology to make lesson plans more inclusive; seven discussed ways for students to address implicit biases, microaggressions, and navigating difficult conversations; five focused on accommodating students with disabilities; one discussed developing better pronunciation of students' names; and one discussed a method to improve student's self-awareness and awareness of other cultures., Conclusion: Although evidence was found on integrating DEIA into the didactic and experiential settings, the amount of evidence found is limited, warranting further research., Competing Interests: Declaration of competing interest None., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Purpose: Professional pharmacy associations are calling for greater cultural sensitivity in pharmacy. education. The faculty of a Midwestern School of Pharmacy set out to better address race and racism in the pharmacy curriculum through the implementation of a faculty development series., Description: A year-long professional development program to increase awareness of Diversity, Equity, and Inclusion (DEI) by race and ethnicity was implemented for 30 faculty members. The program included four didactic lectures and four Grand Rounds discussion sessions., Analysis/interpretation: Attendance at the sessions averaged 22 (73 %) and 9 (30 %) for the didactic and Grand Rounds sessions, respectively. Faculty members showed a desire to learn about racism in pharmacy education and an openness to discuss ways to improve pharmacy education to make it culturally representative. Faculty went from a broad perception of health outcomes being impacted by race and racism, to actionable views on how race is addressed in the pharmacy curriculum, as well as the teaching methods such as facilitated discussions to address race and ethnicity appropriately., Conclusions: Faculty members are willing and able to openly revisit the content and methods of their teaching to make it more accurate and inclusive about how race and ethnicity are handled in the. pharmacy curriculum., Implications: Pharmacy faculty are willing to learn about racism in pharmacy education and do what is necessary to handle race and ethnicity topics in appropriate ways. Collaborative learning can assist faculty members to do so., Competing Interests: Declaration of competing interest The authors report no conflict of interest in the conduction of this study or the preparation of this manuscript., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Background: Trans-Atlantic collaboration between nursing and pharmacy programs for interprofessional education (IPE) is uncommon. A literature search revealed limited sources for comparison, leading to the creation of a stakeholder committee from four colleges: Augusta University College of Nursing and University of Georgia College of Pharmacy, representing the United States of America, and Robert Gordon University Schools of Nursing and Midwifery and Pharmacy and Life Sciences, representing Scotland. A proposal outlining an international IPE experience designed to prepare future healthcare professionals to collaboratively address the challenges facing rural and underserved populations by supporting improvements in access to care for both countries., Interprofessional Activity: Faculty were recruited from all four colleges to create six vignettes, three by each country, categorized as rural, marginalized, or global health. Faculty content teams were made up of a pharmacist and nurse from each country (e.g., USA pharmacist and USA nurse). Some vignettes utilized standardized patients, scripts, and filmed interactions to guide discussions. Others used a virtual platform offering an interactive mock patient scenario with prompts. The event took place virtually, over a five-hour period. An expert panel started the event by discussing scope of practice, practice models, and cultural diversity. Following the panel, student participants rotated through all six vignettes led by the faculty teams who created them., Discussion: This experience was a first for all programs involved. Many lessons were learned throughout the experience, with both strengths and opportunities for improvement noted., Implications: This report focuses on implementing an international IPE experience by highlighting successes and areas for improvement. Our hope is that by being transparent, other faculty within pharmacy and nursing contemplating the implementation of a similar experience can use this as a guide as they seek to address global health needs within their curricula and expand their IPE programs internationally., Competing Interests: Declaration of competing interest This study/experience was supported through grant funding provided by the Converge Rural Health Symposium. Otherwise, the authors of this manuscript have no conflicts of interest to disclose., (Copyright © 2024 Elsevier Inc. All rights reserved.)

An educational escape room is a form of game-based learning that has been shown to improve students' learning experience. A cardiovascular escape room was designed to promote the development of transversal skills and help students retain learned content knowledge in an integrated pharmacology and therapeutic unit in a Pharmacy course., Objective: This study aims to design, pilot, and evaluate the students' self-perceived transversal skills, learning experience and knowledge acquisition from a cardiovascular educational escape room., Methods: The model pharmacy at Curtin University was used as the room that students were challenged to escape. Students were required to acquire a four-digit safe code, with each digit derived from four separate briefcases containing different puzzles and clues. This code enabled students to unlock a lifesaving medication to successfully escape the room and rescue a fictional patient who had collapsed outside of the pharmacy. Each session was followed by a debrief to reflect on the learning experience., Results: Fifty-four students participated in the study. Eight out of twelve groups successfully escaped the room. There was negligible difference in the score of the pre- and post-knowledge assessments. All students strongly agreed/agreed that the escape room was an effective way to review the cardiovascular content covered in the lecture and tutorial and that the activity should be continued for future students., Conclusion: Students perceived the education escape room as a valuable learning exercise to help them retain content knowledge and develop transversal skills in the learning of integrated pharmacology and therapeutic within a Pharmacy course., Competing Interests: Declaration of competing interest The author(s) declare that they have no competing interests., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

Background: Student-completed course evaluations are often included in university faculty promotion and tenure packets but may not be the best metrics for student learning. This juxtaposition creates a challenge - the metric faculty first want to improve is student learning rather than student perception, but course changes improving student learning do not always result in higher course evaluation scores. Additionally, making course changes can be time consuming for faculty. The objective of this project was to assess the changes made to a course, the time spent making those changes, and the impact of the changes on course evaluation scores and student performance., Educational Activity: A single course focused on management with a business plan as the primary course project was revised in Fall 2023; the goal of revisions was to address poor course evaluation scores and negative student perceptions of the course in as little faculty time as possible while maintaining quality of student work. Primary changes centered around the business plan project and a shift in course communication. Evaluation of the changes occurred through mid-semester survey and discussion and end-of-semester survey for the 2023 cohort, and comparing course evaluations and student work products between the 2022 and 2023 cohorts., Critical Analysis of the Educational Activity: Course evaluation scores were improved and student feedback was more positive for the revised Fall 2023 course. The implemented changes did not negatively affect student performance as quality of the business plan project was maintained across both semesters. Instructor transparency and responsiveness through the mid-semester survey and discussion may have positively influenced course evaluations scores. Overall, the course changes did not take a significant amount of faculty time, but the desired outcome of improving course evaluation scores was recognized., Competing Interests: Declaration of competing interest The authors declare no conflicts of interest. The authors have no funding sources to declare., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Introduction: Doctor of Pharmacy programs are charged with developing students' empathy by the 2016 Accreditation Council for Pharmacy Education (ACPE) Standard 3 and the 2022 Curriculum Outcomes and Entrustable Professional Activities (COEPA). Although empathy is essential to optimal patient care, its subjective nature makes it challenging to teach and therefore literature is lacking on best teaching practices. The authors of this paper describe a novel simulated approach to elicit and assess empathy in a pharmacy classroom. This study evaluated the impact of a decision-making game in a pharmacy skills lab course on the development of students' empathy using a validated empathy scale., Methods: This is a cohort-based quality improvement project in which third year pharmacy students participated in a 3-h classroom empathy game experience that simulated a month in a patient's life including issues related to the cycle of poverty. Prior to the game, students completed a voluntary, anonymous baseline demographics survey. They also completed a pre- and post-survey of the validated empathy tool, the Kiersma-Chen Empathy Scale (KCES-R), to assess change in the empathy score following the decision-making game. Students also provided narrative comments in the post-survey. Statistical tests used included descriptive statistics for demographic data, Shapiro-Wilk test of normality, and Wilcoxon Signed-Rank test for survey scores (SPSS Version 29)., Results: Pharmacy students (n = 37) showed an overall increase in composite KCES-R scores after participating in the empathy game class session (z = -5.071, p < 0.001). The scores of each of the 14 KCES-R items also increased after the learning experience (p < 0.05). Students' narrative comments were all positive and indicated that the activity offered new insights on self-perceived empathy development., Conclusion: The empathy game simulation was a successful approach to increase empathy scores in third-year pharmacy students., Competing Interests: Declaration of competing interest The authors declare no potential conflicts of interest with respect to the study, authorship and/or publication of this article. No funding was received to support the research project nor the preparation of this manuscript., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Introduction: Academic dishonesty is prevalent across pharmacy education. Understanding student perceptions and engagement in academically dishonest behaviors across skills activities is important, as skills curricula are essential components in assessing APPE readiness. The objectives of this study were to assess pharmacy student perceptions of academically dishonest behavior within a skills curriculum and to determine if correlations exist between students' perceived wrongness of a described behavior and their willingness to engage in the behavior or past engagement in that described behavior., Methods: Students within a Doctor of Pharmacy program were asked to respond to an anonymous, electronic survey. The survey described 18 specific academically dishonest student behaviors across 12 skills scenarios. For each behavior, students were asked to indicate their perception of the wrongness of the behavior, their willingness to engage in the behavior, and if they had engaged in the behavior in the past. Descriptive statistics were completed to assess responses. Fisher analysis was used to compare "yes" responses to "no/not sure" responses for each question., Results: Students indicated general agreement that most described behaviors were wrong. There was <50% agreement in the wrongness of behaviors that described failing to report another student's academically dishonest behavior. Generally, students who agreed that a particular behavior was wrong were less likely to report willingness to engage in the behavior or past engagement in the behavior., Discussion: Generally, students in our cohort agreed that the presented actions across multiple skills activities were wrong, with less agreement regarding turning classmates in for academic dishonesty. Relatively small percentages of students responded that they had engaged in these activities in the past., Conclusions: Understanding these perceptions, as well as students' willingness to engage in academic dishonesty, can guide instructors in communicating expectations regarding academic integrity within the skills curriculum., (Copyright © 2023. Published by Elsevier Inc.)

Objective: To identify if there is a relationship between the placement of standalone pharmacy law courses within the PharmD curriculum and Multistate Pharmacy Jurisprudence Examination (MPJE) first-time pass rates., Methods: Colleges of pharmacy were identified using the MPJE Passing Rates for 2019-2022 Graduates found on the National Association of Boards of Pharmacy (NABP) website. Characteristics of the pharmacy law content delivery within the curriculum were extracted from the program, Pharmacy College Application Service, American Association of Colleges of Pharmacy (AACP), and NABP websites. Pharmacy programs with standalone law courses, MPJE pass rates reported by NABP, and data that could be obtained via publicly available sources were included. To standardize between three year and four-year programs, law course delivery within the curriculum was measured as number of semesters (fall, spring, or summer) before graduation., Results: One hundred nine schools met the inclusion criteria. Linear path analysis revealed no relationship between the number of semesters a law course was scheduled before graduation and 4-year average first-time MPJE pass rates and 4-year average all-time MPJE pass rates., Conclusion: The findings did not show that earlier placement of pharmacy law courses predicted MPJE first-time pass rates. However, a strong correlation existed between NAPLEX and MPJE pass rates, suggesting NAPLEX performance may indicate overall licensure exam preparedness. Notable differences in pass rates were observed between public and private pharmacy programs, highlighting the need to investigate program characteristics impacting exam success. Further research is warranted to identify predictive factors for MPJE outcomes., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Objective: Pharmacists are often the last line of defense from medical errors caused by inaccurate calculations. Effective teaching and assessment of pharmaceutical calculations is essential in preparing students for successful pharmacy careers. This study aimed to elucidate the potential benefit of self-testing practice questions on final examination performance in a first-year pharmaceutical calculations course., Methods: One-hundred and sixteen students across the class of 2026 and 2027 were given access to 110 online practice calculation questions eight days prior to the final examination. Retrospective analysis using Pearson's Correlation Coefficient and an Unpaired t-test was used to assess the effect of self-study practice questions on exam performance., Results: A correlation between higher quiz scores and enhanced final examination scores was observed for both the class of 2026 and 2027. A greater number of attempts on practice quiz questions correlated with a higher score on the final examination for the class of 2026, but not the class of 2027. Also, an earlier first access date was associated with higher final examination scores specifically for the class of 2026., Conclusion: This retrospective study was conducted to evaluate the use of practice calculation questions on final examination performance, and results reveal that the utilization of practice calculation questions positively correlates with improved final examination performance, notably observed in the class of 2026 but not in 2027. These findings suggest the potential efficacy of this preparatory method across various pharmaceutical courses and other calculation-based disciplines internationally., Competing Interests: Declaration of competing interest There are no financial disclosures or conflicts of interest., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

Background: The incorporation of digital health technologies in undergraduate teaching, such as the MyDispense program, provides a simulated opportunity to support students' competency development in dispensing tasks., Objective: This study aimed to evaluate the impact of using MyDispense, an online pharmacy simulation platform, on pharmacy students' self-reported reaction, learning, and accuracy in performing dispensing tasks., Methodology: 16 MyDispense cases simulating real-practice scenarios from prescription dispensing and verification to patient counseling were created for 55 professional year 1 pharmacy students as part of a professional skills course. A pre-post survey, nestled on Kirkpatrick's Model of Training Evaluation, was conducted on participants in the cohort to evaluate how the incorporation of MyDispense supported their development of dispensing tasks. A virtual formative assessment was also done using MyDispense to compare students' self-reported accuracy with faculty assessment scores to evaluate how MyDispense can support students' knowledge and metacognitive abilities in dispensing., Results: The study showed an increase in students' confidence after using MyDispense, which led to an increase in the "learning" level of Kirkpatrick's Model. However, small changes were observed in other levels and sublevels of Kirkpatrick's Model. A notable discrepancy was observed between students' self-assessment scores and faculty assessment scores, with students overestimating their performances. Correlation analysis showed a weak relationship between students' self-assessment scores and the learning level of Kirkpatrick's Model., Conclusion: This study highlights the positive impact of MyDispense on pharmacy students' confidence in dispensing. However, virtual simulation training may be best incorporated when students have exposure to experiential training placements, to maximize the learning outcomes and knowledge in dispensing processes., Competing Interests: Declaration of competing interest The authors declare no conflict of interest., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Background and Purpose: The objective of this project was to assess the impact of self-care scenario simulations on first year doctor of pharmacy student performance and self-perceived confidence in applying the Pharmacists' Patient Care Process (PPCP) during self-care encounters., Educational Activity and Settings: Self-care scenarios were developed and used during low fidelity simulations in laboratory sessions in a skills-based course. Students met individually with faculty facilitators role-playing patients to apply the PPCP in four simulations. Facilitators graded student performance; a comparison was made between performance on the first and fourth simulation. Students completed a pre- and post-course survey regarding their self-perceived confidence in performance and knowledge in applying the PPCP in self-care encounters., Findings: One hundred and eight (100%) of enrolled students voluntarily agreed to participate in this IRB-approved study. The median percentage of student scores on the fourth simulation, 90.7%, was higher compared to the median percentage of student scores on the first simulation, 82.4%, P < 0.001 with a raw difference of 8.3 percentage points, for participants with scores for both simulations, 106 (98%). For the self-perceived PPCP confidence survey, 100 (92.5%) participants completed both pre- and post-course surveys. Self-perceived confidence on 12 of the 15 survey items where students ranked their confidence in performance and knowledge in self-care encounters increased post- versus pre-course., Summary: Simulations served as a useful tool in improving student performance in applying the PPCP in self-care encounters in a first year doctor of pharmacy course. Student self-perceived confidence in performance and knowledge in self-care encounters also increased., Competing Interests: Declaration of competing interest The authors have no conflicts of interests or disclosures to declare., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Background and Purpose: Personal and professional development (PPD) is an essential focus of pharmacy school curriculum in developing future pharmacists. This manuscript describes the creation, implementation, and data collection of a PPD Activity Tracker in a pharmacy curriculum., Educational Activity and Setting: Previously, in "Standards 2016" and currently in "Standards 2025", colleges of pharmacy are tasked with documenting how students achieve PPD throughout their academic careers. Therefore, the PPD course directors developed a PPD Activities Tracker to provide student pharmacists a central location to document curriculum and co-curricular activities as they matriculate through the pharmacy program. The tracker was created using an electronic survey platform. Eleven activity categories were established, and students noted whether the activity was directed toward personal and/or professional development. The purpose of the tracker was to create a repository for student documentation of their PPD-promoting experiences and to provide a mechanism for individual and cohort reporting for assessment and accreditation., Findings: Student pharmacists from two class cohorts entered 3254 PPD activities into the tracker over a two-year period. All PPD categories were tracked with the highest attended activities, including personal development & self-care (19%) and self-reflection (19%); the next highest category was interprofessional education/collaboration (15%). Students noted that most PPD activities enhanced their personal and professional development (49%), while personal development only and professional development only were 31% and 19%, respectively. The students "highly recommended" (72%) most tracked PPD activities, while 26% of activities were "recommended." Individual student and class cohort data were also readily accessible., Summary: The PPD tracker created a central, easily accessible, and organized storehouse for successfully collecting curricular and co-curricular PPD activities throughout the student pharmacist's career. The data from this tracker could easily be collected and sorted individually as a class cohort or for an individual student pharmacist., Competing Interests: Declaration of competing interest None of the authors have any financial disclosures or conflicts of interest., (Copyright © 2024. Published by Elsevier Inc.)

Background and Purpose: To describe student pharmacist's application of the Pharmacists' Patient Care Process (PPCP) during participation in an interprofessional introductory pharmacy practice experience (IPPE) at a Type 1 Diabetes (T1D) pediatric summer camp., Educational Activity and Setting: Student pharmacists entering professional year two (P2) and three (P3) attended a one-week, overnight T1D summer camp as part of the longitudinal IPPE curriculum between June 2021 and July 2023. They completed two PPCP assignments, a reflective assignment and a self-evaluation following the experience., Findings: Thirty-seven students attended camp. The most common PPCP assignments submitted corresponded to the collaborate core competency (75.6%) and the implement (51.4%) and collect (27.0%) steps. Written reflections revealed students learned about therapeutic monitoring of diabetes, hypoglycemia and hyperglycemia management, insulin dose adjustment, and lifestyle strategies such as carbohydrate counting. Many students expressed feeling increased empathy (59.5%) and inspiration (56.8%) toward individuals with T1D. Students reflected positively on their experience working with an interprofessional team. Self-evaluations indicated perceived competency in all steps and core areas of the PPCP, especially in communication., Discussion: Overall, student feedback indicates inclusion of camp as a non-traditional pharmacy practice site provides ample opportunity to apply the PPCP through participation and interprofessional decision-making opportunities in patient care. Our findings demonstrate camp provided the ability to partake in activities that encompass every step and core component of the PPCP. Immersion in the camp environment allowed early learners to feel competent in their ability to engage in the PPCP and communicate with patients and healthcare professionals., Summary: Participation in a T1D summer camp provided early student pharmacists exposure to direct patient care and opportunity to apply the PPCP in an interprofessional education environment. Students learned clinical diabetes knowledge and skills, in addition to increased empathy and a feeling of inspiration. Students felt highly competent in their ability to communicate with patients, pharmacists, and other healthcare providers., (Copyright © 2024. Published by Elsevier Inc.)

Background and Purpose: Formulary systems play a crucial role in healthcare organizations by promoting collaboration and ensuring the rational and cost-effective utilization of medications. With a rise in pharmacist involvement in hospital formulary management, this study aims to describe the components of an online formulary exercise, assess fifth-year students' perceptions of this exercise, and evaluate its effectiveness in understanding formulary management and the pharmacist's role., Educational Activity and Setting: The online formulary exercise was initiated during hospital practice training at Kitasato University Hospital since October 2021. Students underwent reading assignments and a pre-test before participating in the program. The one-day program included a pre-practice test, 1.5 h of pre-recorded video lectures, 2.5 h of two small group discussions, a 1-h individual assignment creating a proton pump inhibitor comparison chart, 30 min of group presentations, and feedback from clinical faculty. Post-program assessments comprised a test, evaluations, and surveys on difficulty, necessity, and impressions. Analysis involved descriptive methods and thematic analysis for free-form responses, and a Friedman test for test scores., Findings: The surveys conducted between July 2022 and February 2023 were compiled and analyzed. This study assessed the impact of an online formulary exercise program on 100 participants, revealing an improvement in formulary understanding (97%) and a high recommendation rate (92%). Test performance demonstrated an improvement (p < 0.05, r = 0.85), with students recognizing the importance of contributing to the reduction of healthcare costs. The program positively influenced students' formulary knowledge and readiness for pharmacist roles., Summary: This online formulary exercise provided a valuable opportunity for students to learn about formulary management. The use of survey results and test scores demonstrated the positive impact of both pre-assignments and exercise on students' comprehension of formulary, enhancing not only their understanding but also fostering a sense of responsibility as future pharmacists., Competing Interests: Declaration of competing interest The authors declare no conflict of interest. There are no financial conflicts of interest to disclose. This study did not receive any funding., (Copyright © 2023. Published by Elsevier Inc.)

Objective: To learn how students in an accredited PharmD program in the United States are using ChatGPT for personal, academic, and clinical reasons, and whether students think ChatGPT training should be incorporated into their program's curriculum., Methods: In August 2023, an 18-item survey was developed, pilot tested, and sent to all students who were enrolled during the Spring 2023 semester in the entry-level PharmD program at the University of Colorado. E-mail addresses were separated from survey responses to maintain anonymity. Responses were described using descriptive statistics., Results: 206 pharmacy students responded to the survey for a 49% response rate. Nearly one-half (48.5%) indicated they had used ChatGPT for personal reasons; 30.2% had used it for academic reasons; and 7.5% had used it for clinical reasons. The most common personal use for ChatGPT was answering questions and looking-up information (67.0%). The top academic reason for using ChatGPT was summarizing information or a body of text (42.6%), while the top clinical reason was simplifying a complex topic (53.3%). Most respondents (61.8%) indicated they would be interested in learning about how ChatGPT could help them in pharmacy school, and 28.1% thought ChatGPT training should be incorporated into their pharmacy curriculum., Conclusion: At the time of the survey, ChatGPT was being used by approximately one-half of our pharmacy student respondents for personal, academic, or clinical reasons. Overall, many students indicated they want to learn how to use ChatGPT to help them with their education and think ChatGPT training should be integrated into their curriculum., Competing Interests: Declaration of competing interest None of the authors have any conflicts of interest to disclose., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

Introduction: In Switzerland, becoming a licensed pharmacist requires succeeding a federal entry-to-practice exam that includes an Objective Structured Clinical Examination (OSCE). Candidates from the University of Geneva (UNIGE) exhibited a higher failure rate in this part of the examination in comparison to candidates from other Swiss institutions. The institution made a specific set of pedagogical changes to a 3-week pharmacy services course that is run during their Master's second year to prepare them for their entry-to-practice OSCE. One key change was a switch from a summative in-classroom OSCE to an on-line formative OSCE., Methods: New teaching activities were introduced between 2019 2020 and 2021-2022 academic years to help students strengthen their patient-facing skills and prepare for the federal OSCE. These online activities consisted in formative OSCEs supplemented with group and individual debriefings and in 18 h clinical case simulations reproducing OSCE requirements and assessed with standardized evaluation grids. Failure rates before and after the introduction of these activities were compared, and their perceived usefulness by UNIGE candidates was collected through a questionnaire survey., Results: The UNIGE failure rate decreased from 6.8% in 2018/2019 to 3.3% in 2022 following the implementation of the new teaching activities. The difference in failure rates between UNIGE and the other institutions became less pronounced in 2022 compared to 2018/2019. The redesigned Master's course was highlighted as useful for preparation, with all new activities perceived as beneficial. Questionnaire responses brought attention to challenges faced by UNIGE candidates, including stress management, insufficient information or practical training, and experiences related to quarantine. These insights informed further development of teaching methods., Discussion: Although the results do not establish a direct link between participation in new teaching activities and increased performance, they suggest resolving the initial issue. Our findings relate to pedagogical concepts such as constructive alignment, formative assessment and examination anxiety, and generally support the benefits of online format., Conclusion: This study used a participatory action research based on mixed methods to address a challenge in pharmacy education. Online teaching activities including formative OSCEs, case simulations and debriefings were implemented. Improved performance in entry-to-practice OSCE was subsequently observed. The results highlight the potential of formative, active, and constructively aligned online activities, such as role-playing and case simulation, to enhance patient-facing skills and improve outcomes in summative assessments of these skills., Competing Interests: Declaration of competing interest No author has any conflict of interest to declare. No funding source had any involvement in conducting the research or in preparing the article., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

Introduction: Burnout is a common issue that impacts students across professional programs, where symptoms such as loneliness and isolation lead to a decrease in student and faculty success. The primary tactic utilized to combat burnout in pharmacists has been an emphasis on wellbeing strategies., Commentary: Psychological safety is an important cultural dynamic that allows individuals to feel included, supported, and heard. This is particularly important as developing a professional setting of inclusivity and safety is associated with reducing the impact of psychosocial stressors on an individual outside of their professional setting. However, psychological safety has not yet been explored as a means to combat burnout in pharmacy education., Implications: Making space for inclusion, learning, contribution, and challenge in pharmacy education curriculums is necessary to create psychologically safe learning environments, which thereby increases feelings of belonging and community among students and faculty and subsequently reduces feelings of isolation and burnout. A commitment from administrators, faculty, and preceptors is necessary to encourage egalitarian dialogue and imagine a more dynamic, collegial relationship among students and faculty. Ultimately, this commitment communicates to students that they are valued as human beings, respected as individuals, and empowered as future healthcare providers well before they are asked to rise to the role of pharmacist., Competing Interests: Declaration of competing interest The authors have no financial disclosures and/or conflicts of interest to disclose., (Copyright © 2024. Published by Elsevier Inc.)

Objectives: To evaluate the learning gain and students' perceptions towards Jigsaw collaborative learning in comparison with lectures in learning about pharmacokinetic changes in special populations., Methods: Undergraduates learn about A-D-M-E of specific populations via Jigsaw collaborative learning and didactic lectures. Pre- and post-lesson quizzes were conducted to evaluate the effectiveness of the teaching method in terms of knowledge gain. Surveys comprising Likert scale statements and open-ended questions were conducted to elucidate students' perception towards the teaching methods., Results: From a class of 192 students, 118 (62%) and 110 (57%) students completed the pre- and post-lecture quizzes, respectively, while 176 (92%) and 168 (88%) students completed the pre- and post-Home Group discussion of Jigsaw quizzes, respectively. There was an improvement of 22.2% and 14.3% in median percentage quiz scores for the lecture and Jigsaw method respectively. Most students agreed that they have learned (54-60%) and collaborated (78-89%) through the Jigsaw method and rated Jigsaw as useful for their learning (54%). Open-ended survey responses offered a mixed conclusion where the didactic lecture was perceived to be as, or more effective than the Jigsaw method., Conclusion: Learning gains were observed through the Jigsaw collaborative learning method which relied solely on peer-teaching, despite students perceiving it to be not as effective as lecture. The method provided opportunities for active and peer-learning. Further studies are needed to evaluate the long-term effects of this teaching method., Competing Interests: Declaration of competing interest The authors declare that there is no conflict of interest., (Copyright © 2024 Elsevier Inc. All rights reserved.)

This article is based on pharmacy students using technology in collaborative learning and offers insights for tutors conducting clinical case study discussions. Reflection revealed that collaborative learning, fostering active interaction and asymmetrical roles, positively impacted student engagement. It proved beneficial when the goal was to enhance learners' engagement in a shared task with mutual accountability. Tutors are also encouraged to view teaching as a means of developing students' learning abilities rather than information transmission. This article emphasised the significance of technology, particularly Padlet, in this process, identified by students as an enabler of learning. Suggestions for future development include exploring variables affecting collaborative learning and understanding technology's role in supporting this method. Overall, this reflective work provided valuable guidance for tutors seeking to optimise collaborative learning experiences in case study discussions., Competing Interests: Declaration of competing interest I do not have any competing or conflicts of interest., (Copyright © 2024. Published by Elsevier Inc.)

Purpose: Objective structured clinical examinations (OSCE) are a valuable assessment within healthcare education, as they provide the opportunity for students to demonstrate clinical competency, but can be resource intensive to provide faculty graders. The purpose of this study was to determine how overall OSCE scores compared between faculty, peer, and self-evaluations within a Doctor of Pharmacy (PharmD) curriculum., Methods: This study was conducted during the required nonprescription therapeutics course. Seventy-seven first-year PharmD students were included in the study, with 6 faculty members grading 10-15 students each. Students were evaluated by 3 graders: self, peer, and faculty. All evaluators utilized the same rubric. The primary endpoint of the study was to compare the overall scores between groups. Secondary endpoints included interrater reliability and quantification of feedback type based on the evaluator group., Results: The maximum possible score for the OSCE was 50 points; the mean scores for self, peer, and faculty evaluations were 43.3, 43.5, and 41.7 points, respectively. No statistically significant difference was found between the self and peer raters. However, statistical significance was found in the comparison of self versus faculty (p = 0.005) and in peer versus faculty (p < 0.001). When these scores were correlated to a letter grade (A, B, C or less), higher grades had greater similarity among raters compared to lower scores. Despite differences in scoring, the interrater reliability, or W score, on overall letter grade was 0.79, which is considered strong agreement., Conclusions: This study successfully demonstrated how peer and self-evaluation of an OSCE provides a comparable alternative to traditional faculty grading, especially in higher performing students. However, due to differences in overall grades, this strategy should be reserved for low-stakes assessments and basic skill evaluations., Competing Interests: Declaration of competing interest We declare no conflicts of interest or financial interests that the authors or members of their immediate families have in any product or service discussed in the manuscript, including grants (pending or received), employment, gifts, stock holdings or options, honoraria, consultancies, expert testimony, patents, and royalties., (Copyright © 2024. Published by Elsevier Inc.)

Objective: The purpose of this study is to identify which factors, both objective and subjective, from a student pharmacist's background are significantly related to academic performance in the professional PharmD program., Methods: Texas student pharmacists in their first three professional years during the 2022-2023 academic year were invited to participate in a 41-item survey to gather data on their undergraduate background, work experience, grit, and academic resilience. The survey responses were paired with the student pharmacist's cumulative grade point average (GPA) to assess the relationships between the variables and academic performance using Mann-Whitney U tests, Kruskal-Wallis tests, and Spearman's correlations., Results: Two hundred and fifty-one student pharmacists currently enrolled in a PharmD program in Texas responded to the survey invitation. Spearman's rho correlations showed weak positive and significant relationships between GPA and Grit scores as well as GPA and Resilience scores. Additionally, there is a moderate positive and significant relationship between student pharmacists' Grit and Resilience scores., Conclusion: The results suggest that assessing for Grit or Resilience as part of the admission process could aid in identifying future student pharmacists who would experience pharmacy school academic success. Integrating tools that develop Grit and Resilience in the PharmD curriculum could improve student pharmacists' academic performance., Competing Interests: Declaration of competing interest The authors have no financial disclosures or conflicts of interest to report for this study., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Objective: Describe how receiving tobacco education within the PharmD curriculum affects 1) students' perceptions and knowledge of electronic nicotine delivery systems (ENDS) and 2) willingness to counsel on cessation., Methods: Eight institutions used a 29-item questionnaire to assess P1-P4 students' tobacco use, ENDS knowledge, cessation education, and perceptions in the fall of 2020. Students were divided into those who had received tobacco cessation education and those who had not., Results: 832 pharmacy students participated in the study with a 28% response rate. 56% of respondents were reported as receiving at least some tobacco education in the pharmacy curriculum. Quitting other forms of tobacco was the only perceived benefit of ENDS that was statistically different between groups. Tobacco education was associated with a greater likelihood of identifying localized harms of ENDS, including explosion/burns and mouth/throat irritation. Those with tobacco education were more likely to agree they received enough education to counsel on smoking cessation and were more likely to agree they are willing to counsel patients on quitting. Tobacco education was associated with an increased willingness to offer smoking cessation (OR 1.56; 95% CI 1.14-2.13) but not more willing to offer ENDS cessation (0.85; 0.58-1.24). Personal history of combustible cigarette use was associated with increased willingness to counsel on both smoking (2.45; 1.27-4.73) and ENDS (2.79; 1.38-5.64) cessation., Conclusion: Tobacco education in the pharmacy curriculum was associated with an increased likelihood of recognizing localized harms of ENDS and willingness to offer smoking cessation counseling but did not increase willingness to offer ENDS cessation counseling., Competing Interests: Declaration of competing interest None., (Copyright © 2024. Published by Elsevier Inc.)

Purpose: This review article is the first comprehensive evaluation of the available literature surrounding the education of death and dying in pharmacy schools. The purpose of this review was to describe the available literature and methods utilized regarding the emotional preparation for patient death in pharmacy education., Procedures: Searches were performed in three pharmacy databases to identify articles that contained descriptions of activities related to death and dying education in pharmacy curriculums., Findings: Eleven journal articles were reviewed, detailing activities in pharmacy education including simulations, didactic sessions, and an innovative "death over dessert" model. Evaluation methods varied, with surveys being most common, followed by reflection. Didactic courses demonstrated increased empathy and knowledge, while simulations compared to case-based activities improved skills, knowledge, and comfort levels with providing end-of-life care. Simulations often involved interprofessional groups, with third-year pharmacy students most evaluated., Conclusion: Pharmacy students were mainly exposed to death and dying scenarios through didactic courses or simulations, with limited longitudinal exposure. Research suggests that students may lack preparation for handling death-related situations, leading to trauma and dysfunction. While existing studies focus on outward effects like empathy, internal factors such as coping methods receive less attention. Unlike nursing and medicine literature, pharmacy education lacks comprehensive coverage of coping and emotional support strategies for death and dying scenarios. Additional focus should be placed on intentional incorporation of these topics into pharmacy curriculums., Competing Interests: Declaration of competing interest None., (Copyright © 2023. Published by Elsevier Inc.)

Background and Purpose: Clinical decision-making (CDM) is crucial in pharmacy practice, necessitating effective teaching in undergraduate and postgraduate pharmacy education. This study aims to explore undergraduates and postgraduates' perceptions of how a new teaching model supports their CDM when addressing patient cases., Educational Activity and Setting: Implemented in a full-day CDM course for pharmacy students and a half-day course for pharmacists in the Netherlands, the model, accompanied by a learning guide, facilitated CDM in patient cases. Eight courses were conducted between September 2022 to June 2023, followed by an online survey measuring participants' agreement on how the model supported their CDM, using a 5-point Likert scale. Additionally, three open-ended questions were included to elicit learning outcomes and self-development opportunities., Findings: Of 175 invited participants, 159 (91%) completed the survey. Most agreed the teaching model supported their CDM, particularly in considering the patient's healthcare needs and context (96%), and exploring all available options (96%). Participants found the model provided a clear structure (97%), and fostered critical thinking (93%). The most frequently mentioned learning outcomes and self-development opportunities included collecting sufficient relevant information, maintaining a broad perspective, and decelerating the process to avoid premature closure., Summary: Participants agreed that the teaching model helped them to make clinical decisions. Both undergraduate and postgraduate pharmacy education could possibly benefit from the teaching model's implementation in supporting pharmacy students and pharmacists conducting CDM in pharmacy practice., Competing Interests: Declaration of Competing Interest None., (Copyright © 2023. Published by Elsevier Inc.)

Interprofessional education is acknowledged as an efficacious strategy for fostering collaboration among healthcare professionals, especially in developing countries where interdisciplinarity and cooperation among healthcare practitioners are notably deficient. The present study aimed to investigate the readiness among medical, pharmacy, public health, and nursing faculties for development of an IPE curriculum at a university in Vietnam. Employing a quantitative approach, the revised version of the Readiness for Interprofessional Learning Scale (RIPLS) questionnaire, comprising 19 items, was utilized to gather data from sixty-nine lecturers, including 26 medicine, 23 pharmacy, 11 public health, and 9 nursing faculties. Total scores and subscores (pertaining to teamwork and collaboration, professional identity, and roles and responsibilities) were subjected to comparison using the Kruskal-Wallis and Mann-Whitney U tests. Findings revealed a high level of readiness among all faculty members toward IPE with little difference between each faculty. However, nursing lecturers exhibited a more favorable attitude toward the roles and responsibilities associated with IPE in contrast to their counterparts in the medicine faculty (1.89 ± 1.02 vs 3.15 ± 0.63, p = 0.0048). Further study with deep interview methods should be done to explore the barriers of faculty members as well as of the leadership in developing IPE., Competing Interests: Declaration of competing interest The authors report there are no competing interests to declare., (Copyright © 2023. Published by Elsevier Inc.)

Background and Purpose: To describe an active-learning laboratory on urinary incontinence (UI) and its effect on students' confidence and comfort in addressing UI., Educational Activity and Setting: Second year pharmacy students (n = 98) participated in an active-learning laboratory focused on UI with four components: catheter lecture and demonstration, UI product overview, hands-on practice with UI absorbent products, and a debrief on the activity focused on difficult conversations. Students completed an optional retrospective pre-post survey at the end of the laboratory including five confidence questions, ranking of activities in the laboratory, and open-ended responses on how to change the activity as well as what was one takeaway from the debrief. Descriptive statistics assessed survey responses. Changes in student confidence were assessed using paired t-tests. Thematic analysis was used for the open-ended debrief question., Findings: Of the 101 students who participated in the laboratory, 98 students completed the pre/post-survey (response rate: 97%). Students demonstrated a significant increase in their confidence in all five areas assessed. The hands-on activity with the absorbent products was rated as the most useful activity. The themes from the debrief on difficult conversations included: self-awareness, expanding viewpoints, cultural sensitivity, and professional duty. Student feedback on the UI active-learning laboratory was largely positive, with most students suggesting no changes (n = 75) to the activity., Summary: An active-learning laboratory on UI helped improve confidence and was well received by pharmacy students., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Objective: The purpose of this analysis was to identify, analyze, and report patterns (or themes) of planning and preparation considerations of students that scored less than the historic average score on the Pre-NAPLEX® exam., Methods: This qualitative study was a retrospective, inductive thematic analysis of de-identified semi-structured interview field notes collected from student interviews for those students that scored less than the historic average score on the Pre-NAPLEX® exam., Results: Ninety-one students were initially contacted based on their score on the Pre-NAPLEX® exam to participate in one-on-one virtual discussions (i.e., interviews) with faculty members. Fifty-two responded and participated with their responses analyzed and included in thematic categorization. Four major themes were identified during the analysis. These include 1) Organization and Messaging of NAPLEX® Preparation Efforts, 2) Time Management during Competing Obligations, 3) Test Taking Experience, and 4) Curricular Disconnect., Conclusion: Student performance on the NAPLEX licensing exam is of great concern to many colleges of pharmacy. As a result, many institutions are looking at root-causes for poor performance and working to implement structural changes at their institution to address these concerns. This investigation identified four major themes surrounding the preparation and planning for the Pre-NAPLEX® for students that scored less than the historic average score on the Pre-NAPLEX®. These include 1) Organization and Messaging of NAPLEX® Preparation Efforts, 2) Time Management during Competing Obligations, 3) Test Taking Experience, and 4) Curricular Disconnect. Each of these themes provides potentially actionable items to improve how students prepare and plan for the Pre-NAPLEX®, which may be translatable to informing actions to improve results on the actual NAPLEX exam itself., (Copyright © 2024 Elsevier Inc. All rights reserved.)

The overwhelming majority of states require pharmacists to pass the Multistate Pharmacy Jurisprudence Exam (MPJE) prior to licensure, and student performance in the pharmacy law course is the biggest predictor of success on the MPJE. However, wide variation exists regarding the structure and delivery of the pharmacy law course. Evidence-based learning strategies are well described in the literature, including: (1) practice testing, (2) distributed practice, (3) interleaved practice, (4) self-explanation, and (5) interrogative elaboration, and an opportunity may exist to implement them into the pharmacy law course. We translated these five evidence-based learning principles into practice for pharmacy law educators with specific examples. Faculty directing the pharmacy law course may consider implementing evidence-based teaching strategies into their pharmacy law course to further support student success., Competing Interests: Declaration of competing interest Funding: This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Diagnosis education is explicitly included in the Draft Accreditation Standards 2025 and should be wholeheartedly supported. To address the staggering number of diagnostic errors in the US, the National Academy of Medicine advocates for diagnosis education for all health professions. Misperceptions of pharmacists' involvement in diagnosis are exacerbated by use of implicit language and euphemisms, and it's long overdue that we provide clarity. Pharmacists are engaged in diagnosis and diagnostic reasoning in everyday practice whether realized or not. Diagnosis education is implicitly included in US pharmacy curricula in the Pharmacists' Patient Care Process, and it is time to give students the language to engage in it responsibly to be practice-ready in all states. The explicit inclusion of diagnosis in the Draft Standards 2025 has positive implications for education, practice, and graduates., Competing Interests: Declaration of competing interest All authors certify that all authors have seen and approved the final version of the manuscript being submitted. They warrant that the article is the authors' original work, hasn't received prior publication and isn't under consideration for publication elsewhere. The authors declare no conflict of interest concerning primary interest, validity of research or financial gain. The authors declare that there's no financial/personal interest or belief that could affect their objectivity. Dr. Hookstra Danielson is an associate editor for the Journal of Interprofessional Education and Practice, another Elsevier publication. Other than that, we do not have any competing interests as far as we know., (Published by Elsevier Inc.)

Purpose: This wisdom of experience commentary, written by three pharmacy educators of various backgrounds - PharmD, PhD, and EdD - will discuss potential contributors to the lack of professional advocacy exhibited by pharmacists. Authors will describe the issue using a "What? So What? Now What?" reflective model., Description: Students enrolled in 14 cohorts at two US colleges of pharmacy possess similar CliftonStrengths® top 5 themes with four themes most commonly reappearing in the top 5: Achiever, Learner, Harmony, and Restorative. These themes are housed in three of the four CliftonStrengths® domains: Executing, Relationship Building, and Strategic Thinking. Themes in the fourth domain, Influencing, were not represented in the top 5. Students from these same cohorts reported a self-identified weakness in their ability to Challenge the Process and Inspire a Shared Vision, two of five leadership practices described by Kouzes and Posner., Analysis/interpretation: The authors explore the possibility that the lack of evolution within the pharmacy profession is a result of the inherent tendencies of the typical student pharmacist and faculty member, coupled with the lack of curricular accreditation expectations focused on teaching and assessing professional advocacy., Conclusions: As educators at institutions poised to adopt new educational outcomes in our respective colleges and schools of pharmacy, institutions must take a holistic view of the profession and ensure the curricula prepare graduates to handle the many challenges awaiting them post-graduation. This may require pharmacy educators to make changes in their pedagogical approaches, addressing content that they are not inherently inclined to teach or practice., Implications: For pharmacy to continue to exist as a profession committed to patient advocacy, educational institutions must find meaningful ways to incorporate professional advocacy into the curriculum. Addressing professional advocacy is no longer an "and/or" option. Our profession is in crisis; we must ensure we are pointing graduates toward a sustainable professional future., Competing Interests: Declaration of competing interest The authors have no conflicts of interest or financial disclosures to report. No funding was received to support or complete this work., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Background and Purpose: Pharmacy robberies are a common occurrence. From 2010 to 2019, there were over 7500 prescription drug-related armed robbery incidents in the United States. A lecture on pharmacy robbery was added to the pharmacy curriculum in 2017 at Butler University. The primary objective of this study was to assess whether the pharmacy robbery lecture given during the first year of the pharmacy program is adequate, with a secondary objective comparing the results of this survey to one conducted prior to the curricular addition. This information provides an opportunity for schools of pharmacy to consider adding or enhancing drug diversion content into their curriculum., Educational Activity and Setting: A cross-sectional survey of all students enrolled in each professional year of the Doctor of Pharmacy program was conducted spring 2022 to collect information on pharmacy students' knowledge and experience regarding community pharmacy robberies and their perceptions of the pharmacy robbery education in the curriculum., Findings: A total of 285 of 407 students responded for a 70% response rate. More than half (53.5%) feel the pharmacy robbery education received is adequate and 63.9% feel prepared to properly manage a pharmacy robbery situation. The survey asked two pharmacy robbery knowledge-based questions and most students selected the correct response to both (89.9% and 97.8%). More than one-fourth (27.1%) of the respondents reported that the pharmacy they work/worked at had been robbed. When asked if students considered changing their career path because of pharmacy robberies, 9% responded yes., Summary: Pharmacy robbery still exists, and having proper education helps students prepare for and handle community pharmacy robbery situations., Competing Interests: Declaration of competing interest The authors declare no relevant conflicts of interest or financial relationships., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Background: Training in palliative and end-of-life (EOL) care provision represents a critical topic in health professional curricula for ensuring a workforce prepared to provide safe and person-center care at the end of one's life. This manuscript describes the incorporation of a simulation-based learning experience (SBLE) and the evolution of a professional elective course for student pharmacists related to palliative and EOL care., Educational Activity: A SBLE was incorporated into a long-standing professional pharmacy elective course in palliative and EOL care. The decision to incorporate and utilize SBLE to introduce topics of deprescribing, communication, prioritization of quality of life, and establishing goals of care was utilized in recognition of a need to establish a psychologically safer environment to allow students to explore these topics prior to the advanced pharmacy practice experiences., Discussion: Incorporation of SBLE in this professional elective course resulted in a favorable effect on course enrollment. Observations from structured debriefing and anecdotal student feedback suggest that students had trouble tailoring care plans to the circumstances, particularly in focusing on de-escalating medication treatments, emphasizing the need for training in the care for this patient population which incorporate considerations for goals of care. Lessons related to the influence of environmental distractions, expressions of discomfort conveyed by body language, and challenges in prioritizing and focusing on tailoring care plans given evolving information at hand were identified., Implications: We describe the effective implementation and utilization of SBLE in a professional elective focused on palliative and EOL care for student pharmacists. Future directions include research initiatives designed to evaluate the impact of simulation on key competencies and areas developed through participation in such exercises. Systematic evaluation of outcomes and competencies related to team dynamics, sympathetic communication, professional identity formation and resiliency and preparation for dealing with death and dying in experiential learning are planned., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Background and Purpose: Specifications grading is a mastery-based grading approach to unlock student potential and empower students to focus on learning goals while receiving and acting on meaningful feedback. Within specifications grading, bundles are created to group assignments and assessments. Based on student achievement within each bundle, overall course grade is determined. This article describes the development and implementation of a specifications grading schema in a required skills-based course series, along with lessons learned., Educational Activity and Setting: In a longitudinal course series with both a didactic and lab component, specifications grading was utilized for determination of the overall course grade. Key components of the specifications grading schema were defined by assignment bundles. Assignment bundles aligned with knowledge and skills taught and assessed in each course and also included summative capstone assessments. Each bundle was assigned a numeric grade linked to a letter grade which determined the students' final grade in the course., Findings: Following first course offerings, several changes to the specifications grading schema were made to improve tracking of assignments and activities, to improve consistency across courses, and to aid in final course grade determination. All quizzes were changed to optional, formative quizzes to encourage student accountability. Additional changes were made to the processes of capstone remediation and reassessment, which led to changes in language of the grading schema., Summary: Developing and implementing specifications grading was a crucial first step in building a required skills-based course series, which led to further refinement and improvement for future course offerings., Competing Interests: Declaration of competing interest The authors have no financial disclosures to declare and no conflicts of interest to report. The authors have no financial interests and have not received any funding for anything mentioned in this manuscript., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Introduction: Medicinal chemistry instruction in PharmD programs at Canadian universities is considered an important foundational science. However, with few guidelines for the required content most programs have observed a decrease in hours of medicinal chemistry instruction. A Medicinal Chemistry Special Interest Group (SIG) was formed to address these issues nationally and initiated a pan-Canadian environmental scan to better understand the depth and breadth of medicinal chemistry instruction., Methods: The SIG carried out an environmental scan to identify medicinal chemistry content, delivery and assessments in PharmD programs in Canada., Results: Core medicinal chemistry concepts across the PharmD programs are in general agreement with those listed by the Accreditation Council for Pharmacy Education. Medicinal chemistry was typically taught as didactic lectures either as a standalone course or within a pharmacology course, although one program integrated some medicinal chemistry within therapeutics focused problem-based learning. There was no consistent time in program where medicinal chemistry occurred., Conclusions: The SIG found that similar medicinal chemistry content is taught across all Canadian PharmD programs, but incorporation of medicinal chemistry in therapeutics courses was minimal. Core concepts within six high-level overarching themes that guide our collective instruction were identified. The core concepts require developing high-level cognitive processes such as knowledge application and synthesis that practicing pharmacists are expected to possess for entry to practice. We the authors posit that in addition to providing a unique tool for pharmacists to employ in therapeutic decision-making, medicinal chemistry also provides early practice of important problem-solving and critical thinking skills., Competing Interests: Declaration of competing interest The authors listed above have no conflict of interest to declare and no affiliations with or involvement in any organization or entity with any financial interest in this submission., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Introduction: Primary healthcare workers, including doctors and pharmacists, are well-positioned to detect and support women experiencing mental health disorders in the perinatal period. However, research exploring their education and training to fulfil these roles is limited. This study aimed to examine the perspectives of medical and pharmacy educational program representatives on perinatal mental health education in medical and pharmacy curricula at Australian and New Zealand universities., Methods: A web-based search (e.g., Australian Health Practitioner Regulation Agency) was used to identify potentially relevant medical and pharmacy educational program representatives. Eligible participants were invited to participate in audio-recorded semi-structured interviews which were transcribed verbatim. Data regarding perinatal mental health content within each program were extracted and tabulated for comparisons. Thematic analysis of participants' perspectives on perinatal mental health education was conducted., Results: Fifty medical and pharmacy educational program representatives were invited to participate (December 2022-March 2023), of which 13 participated representing 14 programs. The extent and content of perinatal mental health education varied considerably across programs. Thematic analysis resulted in four themes: How much perinatal mental health content is enough?; Reflections on perinatal mental health related content; Perinatal mental health education in and beyond the classroom; Challenges associated with delivering perinatal mental health content., Conclusions: Participants acknowledged the importance of perinatal mental health content for medical and pharmacy students; however, limited time and lack of opportunities for students to complete placements were key challenges to curricular integration., Competing Interests: Declaration of competing interest The authors have no conflict of interest to declare., (Copyright © 2023. Published by Elsevier Inc.)