OBJECTIVE:To assess students' program-required and self-directed preparation for the North American Pharmacist Licensure Examination (NAPLEX), as well as determine any association between pass rates and timing of the NAPLEX after graduation, completion of a National Association of Boards of Pharmacy (NABP) practice exam, pharmacy grade average point (GPA), remedial course work, self-directed study hours, program-required preparation hours, and primary language. METHODS:A survey was administered to Class of 2024 graduates from 9 schools, which collected self-reported data on NAPLEX attempt (pass/fail, timing after graduation, study time, commercial products used), preparation (both program-required and self-directed), perception of their preparation, and advice they would give to others. Descriptive statistics were examined, and comparisons were conducted between those who passed and those who failed. RESULTS:A total of 717 Class of 2024 graduates from 9 schools took the NAPLEX, and 329 individuals completed the survey (response rate, 45.9%). Most respondents took the NAPLEX within 60 days of graduation and spent up to 3 months preparing. Most students reported feeling adequately prepared for the NAPLEX (80%), with the lowest level of agreement for preparedness in compounding, dispensing, and administering drugs (73.9%). Group comparisons demonstrated significant differences in NAPLEX pass rates based on the time after graduation that the NAPLEX was taken and pharmacy GPA. CONCLUSION:This study reinforces that characteristics, particularly the timing of the exam in relation to graduation and cumulative GPA, are significantly associated with NAPLEX outcomes. The findings underscore patterns in preparation strategies, timing, academic achievement, and perceived gaps in readiness that are valuable for both educators and students.
BACKGROUND:Pharmacy education and workforce development are undergoing significant disruption. While national forecasts outline key directions, they lack granularity and stakeholder validation. This study aimed to develop a stakeholder-informed, data-driven forecast of pharmacy strategic priorities through 2035. Objectives were: (1) identify key themes shaping pharmacy's future, (2) align these themes with national priorities, and (3) forecast their trajectory and readiness to inform strategic planning. METHODS:A mixed-methods design integrated qualitative analysis of 27 stakeholder focus groups and eight interviews with trend modeling and policy triangulation. Participants (n = 148) represented students, faculty, preceptors, administrators, professional organizations, payors, interprofessional educators, and transformation leaders. Transcripts were coded using grounded theory and analyzed for themes. Identified themes were aligned with the 2024 American Association of Colleges of Pharmacy and 2024 American Society of Health-System Pharmacy Forecast reports. Historical emphasis scores (2015-2024) were modeled using linear regression to project thematic growth through 2035. Each theme was rated for system readiness based on stakeholder insight and national preparedness indicators. RESULTS:Ten core themes emerged: Workforce Shortages/Accessibility, Digital Health/Technology, Competency-Based Education (CBE), Public Health/Prevention, Medication Safety/Optimization, Interprofessional Collaboration, Patient-Centered Care, Leadership/Advocacy, Professional Identity/Perception, and Business/Financial Acumen. Convergent themes like Workforce Shortages, Public Health, and Medication Safety were validated by national forecasts and reflected high stakeholder urgency. Digital Health and CBE showed the steepest forecasted growth slopes but were marked by low readiness. A strategic prioritization matrix was developed to guide policy and curricular responses based on urgency, growth, and readiness. CONCLUSIONS:This study offers a novel, future-facing framework to guide the transformation of pharmacy education and workforce strategy. High-priority, low-readiness themes require urgent investment. Strategic scaffolds such as leadership, identity, and business acumen, though underemphasized, are critical to sustaining innovation. Pharmacy must reimagine itself as a lifelong, adaptable profession, equipped not only to respond to change but to lead it.
Background: Pharmacy graduates must be prepared to address health disparities and the structural and social drivers of health (SSDH) that shape patient outcomes. These skills require intentional introduction, practice, and scaffolding. One approach to operationalizing this within case-based instruction is the Structural Analysis (SA) framework. Educational activity: Three Doctor of Pharmacy programs piloted the SA framework as a structured method for integrating SSDH into patient case discussions. Each institution implemented the SA framework within distinct curricular contexts, offering insight into feasibility, learner progression, and instructional challenges. Evaluation findings: The SA framework was successfully integrated into required pre-APPE coursework. Although implementation varied by learner level and course structure, students readily identified social determinants of health and contextual influences within patient cases. Steps requiring structural prioritization and multilevel intervention development required more advanced reasoning. At one institution, with repetition and increasing curricular exposure, students demonstrated greater sophistication in addressing upstream structural factors. Analysis of educational activity: These pilots demonstrated that SSDH can move from conceptual aspiration to observable clinical reasoning within required coursework. Across varied institutional contexts, students were able to incorporate structural considerations into case-based decision-making, suggesting that these skills are teachable and developmentally attainable. Continued refinement of teaching and assessment strategies and intentional alignment within experiential learning are important next steps in advancing SSDH from awareness to sustained practice.
The American Association of Colleges of Pharmacy Academic Affairs Committee (2025-2026) was charged with continuing to advance competency-based pharmacy education (CBPE) efforts. Specifically, the committee was asked to develop and pilot readiness-to-change instruments for faculty, administrators, preceptors, and learners, as well as to develop recommendations for the training and development of coaches in the context of CBPE. A national Delphi panel and stakeholder focus groups informed the development of the instruments. A scoping review focused on the training and development of coaches was completed. This report summarizes CBPE work to date and outlines practical recommendations and suggestions based on our findings and a thorough review of the published literature. Although the American Association of Colleges of Pharmacy is uniquely positioned to lead this conversation, offer faculty and staff development, and develop frameworks and guidance, individual institutions can make meaningful progress by assessing organizational and individual readiness, building programmatic assessment capacity, and developing effective coaches. Although agreement has not yet been fully achieved around CBPE language, concepts, or implementation, preparing the profession to adopt a coherent CBPE model capable of meeting the evolving needs of learners, practice, and society is necessary.
Background Pharmacy curricula often present basic science and practice content as discrete subjects, creating a disconnect between classroom learning and professional application. Although curricular integration has been widely advocated, students continue to struggle with relevance, engagement, and the development of metacognitive skills. This study examined whether an Intention/Reflection (I/R) practice could help bridge basic science and practice while fostering engagement, growth mindset, and metacognition. Educational activity A mixed-methods study was conducted with 156 second-year PharmD students at two colleges of pharmacy. One instructional unit served as a baseline, followed by a second unit incorporating the I/R practice. Students articulated personalized learning intentions at the start of the unit and engaged in brief reflection “pulses” throughout, concluding with a reflection activity. Data included a pre/mid/post Likert-style survey assessing engagement, mindset, metacognition, and connection to practice, and qualitative analysis of student responses to a question on the value of I/R. Results Quantitative findings demonstrated increases in engagement, including pride in the profession, sense of belonging, and professional energy. While survey measures of metacognition showed a modest decrease, qualitative analysis revealed that 81.5% of students perceived I/R as beneficial, with the majority describing enhanced metacognitive awareness, deeper engagement, and clearer connections between course content and pharmacy practice. Discussion The I/R practice is a low-effort, scalable instructional approach that supports meaningful learning by promoting engagement, reflective thinking, and perceived relevance of basic science to pharmacy practice. Its integration may help students develop lifelong learning skills essential for contemporary pharmacy practice.
