2,660 results match your criteria American Journal of Pharmaceutical Education [Journal]


Report of the Journal Editor.

Authors:
Gayle A Brazeau

Am J Pharm Educ 2018 May;82(4):7126

Editor, American Journal of Pharmaceutical Education, Arlington, Virginia.

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Response to Pharmacy History Courses May - and Should - Offer More Than Professionalism.

Am J Pharm Educ 2018 May;82(4):7089

Western New England University College of Pharmacy & Health Sciences, Springfield, Massachusetts.

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Self-Help for the Pharmacy Educator.

Authors:
Tyler Rose

Am J Pharm Educ 2018 May;82(4):7086

Roseman University of Health Sciences College of Pharmacy, South Jordan, Utah.

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To Boldly Go.

Authors:
Frank Romanelli

Am J Pharm Educ 2018 May;82(4):7085

University of Kentucky College of Pharmacy, Lexington, Kentucky.

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Pharmacy History Courses May - and Should - Offer More Than Professionalism.

Authors:
Halil Tekiner

Am J Pharm Educ 2018 May;82(4):7012

Erciyes University School of Pharmacy, Kayseri, Turkey.

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The Roles of Pharmacy Schools in Bridging the Gap Between Law and Practice.

Am J Pharm Educ 2018 May;82(4):6577

University of Nebraska Medical Center, College of Pharmacy, Omaha, Nebraska.

Progressive pharmacy laws do not always lead to progressive pharmacy practice. Progressive laws are necessary, but not sufficient for pharmacy services to take off in practice. Pharmacy schools can play critical roles by working collaboratively with community pharmacies to close the gap between law and practice. Read More

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Social Media as an Engagement Tool for Schools and Colleges of Pharmacy.

Am J Pharm Educ 2018 May;82(4):6562

School of Pharmacy, Northeastern University, Boston, Massachusetts.

To describe the importance of and potential approaches to social media strategy development for schools and colleges of pharmacy. In recent years, pharmacy educators have begun exploring the benefits of social media. Effectively utilizing social media as a tool to fulfill marketing, recruitment, and student engagement initiatives is contingent on having a fully developed social media strategy that is well-positioned for success. Read More

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The Eastern Shore Collaborative for Interprofessional Education's Implementation and Impact over Five Years.

Am J Pharm Educ 2018 May;82(4):6522

Salisbury University, Salisbury, Maryland.

Health care professionals working collaboratively on interprofessional teams are essential to optimize patient-centered care. Collaboration and teamwork can be best achieved if interprofessional education (IPE) starts early for health professions students. This commentary describes the formation, implementation, impact, and lessons learned from students' curricular and co-curricular activities and faculty collaboration over a five-year trajectory of the Eastern Shore Collaborative for Interprofessional Education (ESCIPE). Read More

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Preceptor Perceptions of Virtual Quality Assurance Experiential Site Visits.

Am J Pharm Educ 2018 May;82(4):6438

CVS Pharmacy, Des Moines, Iowa.

To determine preceptor perceptions of the value of experiential quality assurance site visits between virtual and onsite visits, and to gauge preceptor opinions of the optimal method of site visits based on the type of visit received. Site visits (12 virtual and 17 onsite) were conducted with 29 APPE sites located at least 200 miles from campus. Participating preceptors were invited to complete an online post-visit survey adapted from a previously validated and published survey tool measuring preceptor perceptions of the value of traditional onsite visits. Read More

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Teaching About the Health Care Industry Through Gamification.

Am J Pharm Educ 2018 May;82(4):6422

University of Pittsburgh School of Pharmacy, Pittsburgh, Pennsylvania.

To describe and evaluate the impact of a competition on investment financial acumen, and its relationship with improved health care industry knowledge. Students' confidence on 19 specific areas was assessed by a survey before and after participation in the health care investment competition. Their performance was also compared to that of Standard & Poor's 500 Index for Healthcare. Read More

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Evaluation of a Modified Debate Exercise Adapted to the Pedagogy of Team-Based Learning.

Am J Pharm Educ 2018 May;82(4):6278

Roseman University of Health Sciences, Henderson, Nevada.

To assess the impact of a debate exercise on self-reported evidence of student learning in literature evaluation, evidence-based decision making, and oral presentation. Third-year pharmacy students in a required infectious disease therapeutics course participated in a modified debate exercise that included a reading assignment and readiness assessment tests consistent with team-based learning (TBL) pedagogy. Peer and faculty assessment of student learning was accomplished with a standardized rubric. Read More

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Gender-Based Differences Among Pharmacy Students Involved in Academically Dishonest Behavior.

Am J Pharm Educ 2018 May;82(4):6274

Touro University California College of Pharmacy, Vallejo, California.

To determine whether differences based on gender exist among pharmacy students involved in cases of admitted cheating or other academic dishonesty and to assess perceptions of academic dishonesty. Two cohorts of second-year male and female pharmacy students from four Northern California pharmacy programs were invited to complete a 45-item cross-sectional survey. Descriptive statistics and Pearson's chi-squared test were used for statistical analysis. Read More

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Using Continuing Professional Development to Create Meaningful Co-Curricular Learning Opportunities for all Student Pharmacists.

Am J Pharm Educ 2018 May;82(4):6270

The University of Iowa College of Pharmacy, Iowa City, Iowa.

To illustrate a method for integrating co-curricular activities, quantify co-curricular activities, and evaluate student perception of achievement of goals. Throughout a longitudinal course, students engaged in self-selected, co-curricular activities in three categories: professional service, leadership, and community engagement. Hours were documented online with minimum course requirements. Read More

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The Relationship Between Prior Experiences in Mathematics and Pharmacy School Success.

Am J Pharm Educ 2018 May;82(4):6257

Wegmans School of Pharmacy at St. John Fisher College, Rochester, New York.

To assess students' pre-pharmacy math experiences, confidence in math ability, and relationship between experiences, confidence, and grades in math-based pharmacy courses. A cross-sectional survey of first year to third year pharmacy students was conducted. Students reported type of pre-pharmacy math courses taken, when they were taken [high school (HS) vs. Read More

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Outcomes of Student-Driven, Faculty-Mentored Research and Impact on Postgraduate Training and Career Selection.

Am J Pharm Educ 2018 May;82(4):6246

University of South Carolina College of Pharmacy, Columbia, South Carolina.

To evaluate scholarly deliverables from student-driven research and explore the impact on postgraduate training placement rates, pharmacy faculty appointments and lifetime publications. A retrospective analysis of Doctor of Pharmacy graduates who conducted student research between the academic years of 2002 and 2015 was performed. Data were collected on research participation, abstracts, presentations, postgraduate training, full-time faculty appointments, and publications. Read More

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Smartphones, Memory, and Pharmacy Education.

Am J Pharm Educ 2018 Apr;82(3):7054

Midwestern University Chicago College of Pharmacy, Downers Grove, Illinois.

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Issues and Opportunities on Implementing an Online Faculty Review System.

Am J Pharm Educ 2018 Apr;82(3):6911

College of Pharmacy, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma.

Intensifying accountability pressures have led to an increased attention to assessments of teaching, but teaching generally represents only a portion of faculty duties. Less attention has been paid to how evaluations of faculty members can be used to gather data on teaching, research, clinical work, and outreach to integrate clinical and academic contributions and fill in information gaps in strategic areas such as technology transfer and commercialization where universities are being pressed to do more. Online reporting systems can enable departments to gather comprehensive data on faculty activities that can be aggregated for accreditation assessments, program reviews, and strategic planning. Read More

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Scholarly and Best Practices in Assessment.

Am J Pharm Educ 2018 Apr;82(3):6769

Southern Illinois University Edwardsville School of Pharmacy, Edwardsville, Illinois.

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Intentional Interprofessional Experiential Education.

Am J Pharm Educ 2018 Apr;82(3):6502

University of Wisconsin-Madison School of Pharmacy, Madison, Wisconsin.

The experiential component of a doctor of pharmacy curricula is an ideal, yet underutilized vehicle to advance interprofessional education (IPE) initiatives. To date, most experiential-based IPE initiatives occur in a naturally occurring, non-deliberate fashion. The American Association of Colleges of Pharmacy (AACP) Experiential Education Section formed the Task Force on Intentional Interprofessional Education in Experiential Education in academic year 2015-2016 to explore the issue. Read More

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The Benefit of Continuing Professional Development for Continuing Pharmacy Education.

Am J Pharm Educ 2018 Apr;82(3):6461

University of Tennessee College of Pharmacy, Nashville, Tennessee.

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Comparing Student Performance on the Old vs New Versions of the NAPLEX.

Am J Pharm Educ 2018 Apr;82(3):6408

Bill Gatton College of Pharmacy, East Tennessee State University, Johnson City, Tennessee.

To determine if the new 2016 version of the North American Pharmacy Licensure Examination (NAPLEX) affected scores when controlling for student performance on other measures using data from one institution. There were 201 records from the classes of 2014-2016. Doubly robust estimation using weighted propensity scores was used to compare NAPLEX scaled scores and pass rates while considering student performance on other measures. Read More

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A Pilot Study on an Interprofessional Course Involving Pharmacy and Dental Students in a Dental Clinic.

Am J Pharm Educ 2018 Apr;82(3):6361

Midwestern University College of Dental Medicine-Glendale, Arizona.

To assess the effect of a dental clinical rotation program involving pharmacy students and dental students. An interprofessional education (IPE) course was offered as an elective to second-year pharmacy students and required for third-year dental students. The course included two in-class sessions, one online lecture, and five clinic sessions. Read More

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April 2018
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An Initial Validation Study of the Self-Rating Scale of Self-Directed Learning for Pharmacy Education.

Am J Pharm Educ 2018 Apr;82(3):6251

University of Florida, Gainesville, Florida.

The purpose of this study was to explore and validate the factor structure of the original SRSSDL scale with pharmacy students enrolled in a four-year Doctor of Pharmacy program at a southeastern university, and to assess the differences in the self-directed learning behaviors across different class years of students. Factor analysis was used to identify the factor structure of a self-rating scale of self-directed learning (SRSSDL) among pharmacy students (n=872) and to examine students' self-directed learning (SDL) behaviors by year in the pharmacy education curriculum. Five factors - intrinsic motivation, awareness, collaboration, reflection and application - showed acceptable levels of reliability. Read More

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A Characterization of Student Reflections in an Introductory Pharmacy Practice Experience Discussion Course.

Am J Pharm Educ 2018 Apr;82(3):6247

Wingate University School of Pharmacy, Wingate, North Carolina.

To characterize weekly student reflections in an introductory pharmacy practice experience (IPPE) discussion course meeting concurrently with IPPE rotations in institutional pharmacy. A qualitative analysis was conducted to identify themes within weekly reflective statements submitted by second year pharmacy students (P2) enrolled in an IPPE rotation and concurrent discussion course. Weekly reflections from the 2015-2016 offering of the course were reviewed by investigators to identify common themes via an iterative process. Read More

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Enhancing Student Knowledge Through a Comprehensive Oncology Simulation.

Am J Pharm Educ 2018 Apr;82(3):6245

College of Pharmacy, University of South Florida, Tampa, Florida.

To evaluate the impact of a comprehensive oncology simulation on pharmacy students' knowledge and perceptions related to oncology pharmacy practice. Third-year pharmacy students at the University of South Florida completed an ovarian cancer case-based simulation. Stations involved patient-specific order set completion, counseling, order verification, and aseptic technique. Read More

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The Use of Portfolios in US Pharmacy Schools.

Am J Pharm Educ 2018 Apr;82(3):6239

College of Education and Human Development, University of Louisville, Louisville, Kentucky.

To conduct a review of the pharmacy literature on the use of portfolios in US pharmacy schools. This study provides examples of how pharmacy schools are using portfolios in various parts and across their curricula, however, assessment/outcome data is lacking. These examples can be used as a starting point for schools as they begin to design their own use of portfolios. Read More

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Using a Polypharmacy Simulation Exercise to Increase Empathy in Pharmacy Students.

Am J Pharm Educ 2018 Apr;82(3):6238

Texas Tech University Health Sciences Center School of Pharmacy - Lubbock, Texas.

To assess whether the Jellybean Polypharmacy Simulation Exercise (JPSE) improved empathy in pharmacy students. The JPSE was given to all third-professional year pharmacy students in a required Special Populations course with pre- and post-scores on the Kiersma-Chen Empathy Scale (KCES) assessed, and open-ended questions on lessons learned from the exercise. Pharmacy students showed a statistically significant increase in KCES scores after completing the JPSE. Read More

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Publication Rates of Social and Administrative Sciences Pharmacy Faculty in Non-Research Intensive Pharmacy Schools.

Am J Pharm Educ 2018 Apr;82(3):6229

College of Pharmacy, Roseman University of Health Sciences, South Jordan, Utah.

To assess the level of publication rates from 2011 through 2015 by Social and Administrative Sciences (SAS) faculty at non-research intensive pharmacy schools. The Web of Science database was searched using faculty names identified from the American Association of Colleges of Pharmacy (AACP) faculty and professional staff roster. Publication rates of SAS faculty were calculated and compared using several demographic subcategories such as public/private school, part of an academic health center, schools with PhD program, funding status, etc. Read More

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A UK Perspective on Human Factors and Patient Safety Education in Pharmacy Curricula.

Am J Pharm Educ 2018 Apr;82(3):6184

Loughborough University, Loughborough, England.

To take a systematic approach to exploring patient safety teaching in health care curricula, particularly in relation to how educators ensure students achieve patient safety competencies. There is a lack of formally articulated patient safety curricula, which means that student learning about safety is largely informal and influenced by the quality and culture of the practice environment. Human Factors and Ergonomics appeared largely absent from curricula. Read More

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Intellectual Self-doubt and How to Get Out of It.

Authors:
Adam M Persky

Am J Pharm Educ 2018 Mar;82(2):6990

Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina.

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March 2018
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Response to Critical Race Theory for Pharmacy Diversity Curriculum.

Am J Pharm Educ 2018 Mar;82(2):6984

Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina.

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March 2018
1 Read

Critical Race Theory for Pharmacy Diversity Curriculum.

Am J Pharm Educ 2018 Mar;82(2):6929

Medical College of Georgia at Augusta University, Augusta, Georgia.

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March 2018
2 Reads

A Call for a New Ism in Pharmacy.

Am J Pharm Educ 2018 Mar;82(2):6441

Southern Illinois University Edwardsville, Edwardsville, Illinois.

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March 2018
1 Read

Exploring the Community Pharmacist's Knowledge of Celiac Disease.

Am J Pharm Educ 2018 Mar;82(2):6353

St. John's University, Queens, New York.

To evaluate pharmacists' knowledge of celiac disease, and identify potential areas where additional continuing education may be needed. A survey was sent to community pharmacists practicing in a national chain pharmacy in one region of New Jersey and New York. There were 418 pharmacists who responded to the survey with a response rate of 38%. Read More

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March 2018
1 Read

Student Learning with Generated and Answered Peer-written Questions.

Am J Pharm Educ 2018 Mar;82(2):6315

The University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina.

To investigate the degree to which student-generated questions or answering student-generated multiple-choice questions predicts course performance in medicinal chemistry. Students enrolled in Medicinal Chemistry III over a 3-year period were asked to create at least one question per exam period using PeerWise; within the software, they were also asked to answer and rate one peer question per class session. Students' total reputation scores and its components (question authoring, answering, and rating) and total answer scores (correctness of answers submitted indicating agreement with the author's chosen answer) were analyzed relative to final course grades. Read More

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March 2018
1 Read

Implementing the Pharmacists' Patient Care Process at a Public Pharmacy School.

Am J Pharm Educ 2018 Mar;82(2):6301

University of Arizona College of Pharmacy, Tucson, Arizona.

The Joint Commission of Pharmacy Practitioners has provided the profession of pharmacy a patient-centered care model known as the Pharmacists' Patient Care Process (PPCP). This process will serve to provide consistency throughout the profession as it becomes incorporated throughout pharmacy practice and education. A description of the early stages of implementing the PPCP at one public college of pharmacy provides insights into opportunities for education and assessment. Read More

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March 2018
2 Reads

Assessing Mental Health First Aid Skills Using Simulated Patients.

Am J Pharm Educ 2018 Mar;82(2):6222

The University of Sydney, New South Wales, Australia.

To evaluate mental health first aid (MHFA) skills using simulated patients and to compare self-reported confidence in providing MHFA with performance during simulated patient roleplays. Pharmacy students self-evaluated their confidence in providing MHFA post-training. Two mental health vignettes and an assessment rubric based on the MHFA Action Plan were developed to assess students' observed MHFA skills during audio-recorded simulated patient roleplays. Read More

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March 2018
1 Read

Student and School-level Predictors of Pharmacy Residency Attainment.

Am J Pharm Educ 2018 Mar;82(2):6220

Eshelman School of Pharmacy, University of North Carolina, Chapel Hill, North Carolina.

To identify student and school level predictors of pharmacy residency attainment. Data were collected from the American Association of Colleges of Pharmacy (AACP) and the Carnegie Classification of Institutions of Higher Education. Logistic multilevel modeling was used to examine the effects of select student and school level characteristics on pharmacy residency attainment, as indicated by students on the AACP Graduating Student Survey (GSS) from 2013 to 2015. Read More

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March 2018
1 Read

A Qualitative Study Identifying Key Components to Standardize Across Inpatient General Medicine Advanced Pharmacy Practice Experiences.

Am J Pharm Educ 2018 Mar;82(2):6215

University of Washington School of Pharmacy, Seattle, Washington.

To identify common components of inpatient general medicine advanced pharmacy practice experiences (APPEs) across sites, determine which components were important to standardize, and distinguish a benchmark of each component that would indicate standardization. In-depth interviews about the student experience were conducted with two students and one or more preceptors at each of 12 inpatient general medicine sites in the greater Seattle metropolitan area. Data from transcribed interviews were analyzed, then collapsed into a single spreadsheet for comparison. Read More

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March 2018
1 Read

Nordic Pharmacy Students' Opinions of their Patient Communication Skills Training.

Am J Pharm Educ 2018 Mar;82(2):6208

School of Pharmacy, Research Group PharmaSafe, University of Oslo, Oslo, Norway.

To describe Nordic pharmacy students' opinions of their patient communication skills training (PCST), and the association between course leaders' reports of PCST qualities and students' perceptions of their training. Secondary objective was to determine what factors influence these associations. A cross-sectional questionnaire-based study was performed. Read More

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March 2018
1 Read

Improving Pharmacy Calculations Using an Instructional Design Model.

Am J Pharm Educ 2018 Mar;82(2):6200

Western University of Health Sciences College of Pharmacy, Pomona, California.

To describe an evidence-based instructional design to improve performance and foster retention of pharmacy students' calculation skills longitudinally across the curriculum. Gagne's nine events of instructional design were employed in a longitudinal pharmacy calculations curriculum. Mean pharmacy calculation examination scores from four courses spanning the didactic curriculum for four different academic years (before and after the redesign) were compared. Read More

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March 2018
1 Read

A Longitudinal Approach to Changes in the Motivation of Dutch Pharmacists in the Current Continuing Education System.

Am J Pharm Educ 2018 Mar;82(2):6199

Utrecht Institute of Pharmaceutical Sciences, Utrecht University, Utrecht, Netherlands.

To explore the changes in motivation of Dutch pharmacists for Continuing Education (CE) in the Dutch CE system. Pharmacists' motivation was measured across three time points with the Academic Motivation Scale, based on the Self-Determination Theory of motivation. The Latent Growth Modelling technique was used to analyze these data. Read More

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March 2018
1 Read

Review of Grit and Resilience Literature within Health Professions Education.

Am J Pharm Educ 2018 Mar;82(2):6150

University of Kentucky College of Pharmacy, Lexington, Kentucky.

To review literature pertaining to grit and resilience in health professions education. There is significant interest in grit and resilience throughout the health professions, but little has been published with regard to pharmacy. Although there are methodological issues with defining and measuring grit and resilience, several studies have shown relationships between the constructs and personal and academic well-being. Read More

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March 2018
1 Read

A Scoping Review of Peer-led Education in Patient Safety Training.

Am J Pharm Educ 2018 Mar;82(2):6110

The University of Sydney, New South Wales, Australia.

To examine the literature pertaining to the use of peer-led education in patient safety. Four studies met the inclusion criteria: two were conducted in health care students and two in medical practitioners. Three studies used pre-post evaluation, with one containing a comparator group. Read More

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March 2018
1 Read

The Importance of Medicinal Chemistry Knowledge in the Clinical Pharmacist's Education.

Am J Pharm Educ 2018 Mar;82(2):6083

Universidade Federal de São Paulo, Diadema-SP, Brazil.

To show why medicinal chemistry must be a key component of the education of pharmacy students, as well as in the pharmacist's practice. Five case reports were selected by their clinically relevant elements of medicinal chemistry and were explained using structure-activity relationship data of the drugs involved in the case easily obtained from primary literature and in medicinal chemistry textbooks. This paper demonstrates how critical clinical decisions can be addressed using medicinal chemistry knowledge. Read More

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March 2018
1 Read

Teaching Scholar Resolutions for 2018.

Am J Pharm Educ 2018 Feb;82(1):6940

University of Connecticut, Storrs, Connecticut.

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February 2018
1 Read

Response to Flexner, Educational Reform, Social Accountability and Meta-Curriculum.

Authors:
Frank Romanelli

Am J Pharm Educ 2018 Feb;82(1):6921

University of Kentucky College of Pharmacy, Lexington, Kentucky.

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February 2018
1 Read

Advocating for Patient Care Literacy.

Am J Pharm Educ 2018 Feb;82(1):6884

Southern Illinois University Edwardsville, Edwardsville, Illinois.

The value of the arts and humanities in becoming an "educated" pharmacist is reviewed in this commentary. The term "patient care literacy" is defined as becoming a more humane pharmacist. This implies not only using heads but HARTSS (humanities, arts and social sciences) for developing the necessary skills. Read More

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February 2018
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Response to We're All In This Together.

Authors:
Nancy Fjortoft

Am J Pharm Educ 2018 Feb;82(1):6831

Midwestern University Chicago College of Pharmacy, Downers Grove, Illinois.

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February 2018
1 Read