Background: Neurology therapeutics in MPharm programs face challenges in student engagement and case-based assessment performance. Students desire immediate feedback and diverse learning methods. This study evaluated the impact of interactive quiz games on engagement and clinical reasoning among third-year MPharm students in neurology therapeutics. Methods: A quasi-experimental study was conducted with third-year MPharm students in a neurology therapeutics course. The intervention used structured quiz games on the Wayground platform, featuring gamification, clinical-scenario questions, and immediate feedback. Data collection included quantitative measures (engagement metrics, pre-post assessments) and qualitative measures (student surveys, staff reflections). Results: Strong participation was noted across three sessions (40-64 students per quiz), with clinical reasoning accuracy improving significantly: Session 1 saw a 30% increase (32% to 62%, p=0.0004, Cohen's h=0.61), Session 2 a 19% increase (28% to 47%, p=0.02, Cohen's h=0.40), and Session 3 a 28% increase (22% to 50%, p=0.0057, Cohen's h=0.60). Post-intervention surveys showed 92% of students found the platform engaging, 88% valued the immediate feedback, and 90% felt their clinical reasoning skills improved. Staff noted enhanced student confidence and peer collaboration. Conclusion: Interactive game-based quizzes improved student engagement and clinical reasoning in neurology therapeutics education. The intervention showed significant statistical and educational benefits over multiple sessions, with positive feedback from students and staff on its value.
Background: While many pharmacy school guidelines advocate enhancing student knowledge, skills, and scientific thinking in the classroom, the value of research experiences has received less attention. This study examined how research experiences influence professional pharmacy students’ essential skills from the perspective of recent graduates. Methods: Using a convergent mixed-methods design, pharmacists who conducted research at while enrolled completed an online survey assessing their collaboration, communication, critical thinking, and creativity and then a semi-structured interview explaining their ratings. Friedman’s rank-order test was used to analyse perceived skill development. Framework analysis was used to identify themes across interviews. Results: Participants rated collaboration as their strongest skill, significantly higher than critical thinking and creativity. Three qualitative themes emerged. The first describes factors influencing their quantitative rankings, including standards for achievement and professional identity. The second describes how research experience supported skill development. The third describes whether these skills could be developed in the classroom setting. Conclusion: Participants’ perceptions echo pharmacy education’s curricular emphasis on collaboration and communication. In addition to these skills, research experiences can support critical thinking and creativity skills. Explicitly linking how research opportunities enhance accreditation required outcomes could better highlight how research experiences add value to the existing pharmacy curriculum.
Background: Competency-based education is essential in pharmacy training globally, but aligning curricula with professional needs is challenging, especially in low- and middle-income countries. This study examines self-reported competencies among final-year pharmacy students and graduates at Ardabil School of Pharmacy and evaluates their relevance to professional practice. Methods: A cross-sectional survey of 185 final-year pharmacy students and graduates involved completing a self-assessment questionnaire on competencies in knowledge, skills, communication, and research, as well as their workplace relevance. Descriptive statistics, independent t-tests, and ANOVA were conducted, with effect sizes reported, following STROBE guidelines. Results: Relative to maximum scores, lower scores were observed in the knowledge, skills, and research domains, whereas communication competencies had the highest scores. No significant differences were found between students and graduates in most areas, although graduates reported slightly higher self-assessed research scores (t = 2.05, p = 0.04, Cohen's d = 0.33). Communication competencies were perceived as most relevant to the workplace, with no significant differences across GPA categories. Conclusion: Final-year pharmacy students and graduates perceived moderate competence across various domains, with communication skills deemed most relevant to practice. These findings, based on self-assessments from a single institution, reflect perceived rather than objectively measured readiness. Future multi-institutional studies with objective assessments are needed to comprehensively evaluate graduates' preparedness for professional practice.
Background: Norwegian pharmacy students seem to be taught less pharmacy history than other European students. Historical insight is essential for understanding our current professional challenges. However, there is a lack of appropriate educational tools to give students vital insights into pharmacists' experiences of their professional role and function in society over time. The aim of this study is to establish a digital learning platform on pharmacy history accessible to all pharmacy departments in Norway. Methods: Video- and audio recordings and images from interviews with 33 elderly pharmacists were analysed. The emerging themes were categorised and further developed into learning modules on a digital learning platform (Canvas), accompanied by suitable video/audio clippings from the interviews. Additional learning resources and assignments were incorporated. Results: Six learning modules with associated subthemes were developed. The modules were: 1) Pharmacy and the pharmacist, 2) Medicines and medicine use, 3) The medication user, 4) Legislation, 5) Global health and emergency preparedness, and 6) Pharmaceutical research. The subthemes include, e.g. Drug shortage, Ethics in pharmacy, Pharmaceutical information and Pharmacy legislations. Conclusion: A digital learning platform which accommodates the dissemination of real-world stories from pharmacists to today’s pharmacy students and academic staff is established. This work is done in collaboration between five Departments of pharmacy in Norway.
Background: Pharmacists are expected to manage minor illnesses using clinical judgment and evidence-based practices. Clinical decision support systems may assist pharmacy students in developing pharmaceutical prescribing skills. The objective is to assess changes in pharmacy students’ prescribing competence before and after using SEMIOPHARM/1, an educational clinical decision support system for minor illnesses. Methods: This single-arm quasi-experimental pre–post study was conducted between August and September 2021 with undergraduate pharmacy students at the Federal University of Sergipe, Brazil. Students completed simulated upper respiratory tract cases before and after software-supported training. Prescriptions were evaluated using a six-item competence rubric. As outcomes were ordinal, paired comparisons used the Wilcoxon signed-rank test with Bonferroni adjustment. Results: Of 36 students completing baseline assessment, 18 completed both phases and were included in paired analyses. Post-intervention improvements were observed in identifying therapeutic needs, selecting treatment, reporting presentation route, dose, route, and frequency, and recommending non-pharmacological measures. “Duration of treatment” showed no significant improvement after adjustment for multiple comparisons. Conclusion: Use of SEMIOPHARM/1 was associated with improved prescribing competence in selected domains; however, findings should be interpreted as preliminary due to the single-arm design, small paired sample, and absence of a control group.
Background: Although a comprehensive study on whether the internship practices of pharmacy faculties in Türkiye comply with the standards, no qualitative study has been found on the internship experiences of pharmacy students. This study aimed to obtain information on pharmacy students’ internship experiences to improve the quality of undergraduate education and internships. Methods: This qualitative study employed an inductive thematic analysis approach. The inclusion criteria for this study, conducted using purposive sampling, included senior pharmacy students who had completed all four semesters of their internships. The participants were 18 senior pharmacy students, and data were collected through semi-structured interviews conducted between May and July 2024. Results: Based on the data analysis, three themes emerged: contributions of internships, factors affecting the internship experience, and recommendations. Conclusion: This study highlights the importance of internship experiences in shaping pharmacy students’ career development and learning processes. The findings suggest that improving internship structure, enhancing pharmacist engagement, and considering students’ perspectives may strengthen pharmacy education.
Background: The pedagogical training of pharmacist preceptors in hospital pharmacies is crucial for quality residency education and developing competent healthcare professionals. However, many preceptors start teaching without formal preparation, potentially impacting the effectiveness of preceptorship and resident learning experiences. This study investigated the perceptions of hospital pharmacy preceptors regarding their teaching preparation and identified key challenges and training needs related to preceptorship. Methods: A total of 32 pharmacist preceptors from residency programmes completed an electronic questionnaire between February and November 2024. The analysis explored five educational dimensions: didactic methodologies, assessment strategies, career development and emotional health, implementation of educational technologies, and academic documentation and institutional support. Results: The results showed that 50% of participants had not received formal pedagogical training for preceptorship. Preceptors initially felt insecure but gained confidence with experience. They rated the importance of pedagogical training at a mean score of 4.8 +/- 0.4. Didactic methodologies (4.4/5.0) and assessment strategies (4.3/5.0) were deemed the most crucial for professional development. Conclusion: The findings emphasise the importance of structured initiatives to enhance the pedagogical skills of pharmacy preceptors. Training in active learning, assessment, technology, and well-being could improve residency education and hospital pharmacy practice.
Background: The growing concern in China about the mismatch between pharmacy graduates' employment and their specialised training prompted this study, which investigated undergraduate pharmacy students' perceptions of employment. It focused on their views of the profession, self-awareness, and career outlook, while exploring links between education and employment to suggest potential adjustments to pharmacy education. Methods: A 23-item questionnaire evaluated undergraduate pharmacy students' perceptions of employment in three areas: profession, self-perception, and career awareness. A cross-sectional survey was conducted among first- to fourth-year students, using convenience sampling and distributing the questionnaire online and offline. Data were analysed using SPSS 26.0 to assess the alignment between professional education and employment readiness, as well as students’ desire for career-oriented education in their curriculum. Results: Of the 520 distributed questionnaires, 473 were valid, resulting in a response rate of 90.96%. Initial findings showed that students need to improve their knowledge of the profession, self-awareness, and career insight. Over 80% were open to including career planning in their curriculum. Statistically significant differences in employment-related perceptions were observed across academic years, though the effect sizes were small. Conclusion: Undergraduate pharmacy education should better align with career demands, providing a foundation for future research on how to align education with students' career development needs.
Background: In response to the General Pharmaceutical Council's new standards requiring pharmacists to qualify as independent prescribers at registration in the UK, the South East London Prescribing Integration Project aimed to address the resulting challenges in supervision capacity and training design for Foundation Trainee Pharmacists (FTPs). Methods: A multi-phase programme was co-designed with stakeholders from general practice, hospitals, and community pharmacies. It involved creating a prescribing training workbook for Foundation Trainee Pharmacists (FTPs), a specialised training package for Designated Prescribing Practitioners (DPPs), and a multi-sector pilot, with the training design guided by a hypothetical collaborative prescribing endpoint. A mixedmethods evaluation was conducted using survey data, learning logs, and progress reviews, although qualitative findings from focus groups are not included in this paper. Results: Fifty-eight pharmacists attended the DPP training, with 44 participating in the pilot and 42 providing survey data. The training significantly improved DPP preparedness (p < 0.001), and FTPs logged over 860 hours of learning. Six supervision dimensions emerged from the pilot, highlighting practical considerations for structuring prescribingrelated learning, supervision and assessment. Conclusion: The programme provides evidence of the feasibility and potential value of a co-designed model for supervision for trainee pharmacists grounded in a collaborative prescriber endpoint. Findings offer practical insights to inform national implementation and policy development.
Background: The objective of this study was to evaluate an intercultural competency lecture delivered at the Reading School of Pharmacy and assess its impact on students' self-reported knowledge and perceived relevance to practice. Methods: A crosssectional survey was conducted among MPharm students from September to December 2023 after an intercultural competency lecture. Students completed an anonymised Online Surveys (R) questionnaire with five-point Likert items (1 = strongly disagree to 5 = strongly agree) assessing clarity, learning outcomes, novelty, and relevance. The internal consistency was high (Cronbach's alpha = 0.942). SPSS (v. 25) was used for descriptive statistics, frequencies (%), and regression analysis. Results: A total of 70 out of 226 students participated in the survey, resulting in a 31% response rate. The majority were female (65.7%) and of Asian background (55.7%), with over half in Year 3 (60%) and attending lectures in person (68%). Most were home students (72.9%). Feedback indicated clarity ((x) over bar = 3.86), achievement of learning outcomes ((x) over bar = 3.83), novelty ((x) over bar = 3.23), and relevance to practice ((x) over bar = 3.75). Suggestions for future sessions included topics on racial biases, religion, women's health, and disability. Conclusion: Students found the intercultural competence lecture valuable but suggested enhancing it and integrating cultural competence more broadly into the MPharm programme.
Background: International collaboration is growing in pharmacy academia. As international collaboration takes considerable resources, it is important to understand how to best support and measure success for these activities. The purpose of this research is to identify motivations, individual and team-based metrics of success, as well as contributors and barriers to success for international collaborations in academic pharmacy. Methods: A cross-sectional online survey with closed- and open-ended questions was developed and piloted by the research team. Convenience and snowball sampling recruited pharmacy school students, faculty, and staff involved in international collaboration. Quantitative data were analysed using descriptive statistics, while qualitative data underwent thematic analysis with both inductive and deductive coding. Results: A total of 54 survey responses were analysed. The main motivations for international collaboration were gaining global perspectives, fostering relationships with researchers, and enhancing research quality. Notable differences were found among groups by gender, seniority, and work focus. A total of 27 codes emerged from qualitative data, categorised into metrics of success (e.g., publications), contributors (team dynamics and individual traits), and barriers (logistical issues, lack of funding, and commitment). Conclusion: Successful international collaborations in pharmacy rely on strong infrastructure, clear team structures, and recognition of individual motivations and contributions. With proper institutional support, communication, and motivation, these collaborations can drive innovation, productivity, and long-term impact.
Background: Although the layered learning practice model (LLPM) was introduced to pharmacy residency practice over a decade ago, uptake has been slower in smaller community hospitals and practice settings, particularly in rural areas, compared to large academic teaching centres. This study investigates preceptor perceptions of the LLPM in a relatively rural state, seeking to assess whether findings replicate and extend prior work assessing various barriers and benefits associated with LLPM implementation. Methods: This was an observational, cross-sectional survey study of Arkansas preceptors. A survey was emailed to Arkansas pharmacy residency programme directors to distribute to their site preceptors between April and June 2023. Results: In a sample of 40 preceptors, findings showed that barriers to implementation were related to issues of resource, time, and learning constraints, and that benefits of implementation were related to issues of improved learning and opportunities for students. Most preceptors noted that implementing the LLPM took time away from other responsibilities and that managing multiple learners was a challenge. Preceptors also noted that greater didactic experiences and collaborative problem solving were benefits. Those who had postgraduate training experiences and/or had some experience implementing an LLPM were more inclined to note fewer barriers and greater benefits. Conclusion: Implementing the LLPM faces similar challenges today in a variety of practice settings compared to larger academic medical centres that reported these challenges previously.
Rutgers Background: Limited data exist on pharmacy preceptors' and student pharmacists' perceptions of appropriate attire. This study compared views on professional dress clothing and influencing factors between students and preceptors. Methods: An electronic survey was distributed to pharmacy preceptors and P1-P4 students over 14 days, assessing four domains: (1) perceptions of 33 clothing images, (2) influencing factors, (3) demographics, and (4) open-ended comments. Descriptive statistics and Mann-Whitney U tests were used to estimate effect sizes. Results: Most preceptors were female, white, and aged 25-44, while most students were female, Asian, and aged 18-24. Employment in pharmacy was more common among P2-P4s (90%) than P1s (73%), with 303 participants completing Part One. While there was general agreement on clothing professionalism among the groups, P1s rated 24 clothing images (15 professional, 9 unprofessional) significantly lower than P2-P4s and preceptors, showing a negative rank-biserial correlation. In Part Two (n=301), students cited family and friends as more influential, while preceptors valued patient/client influence more. P1s were notably influenced by social media (p=.001), and comments highlighted preceptors' impact on student dress for P2-P4s. Conclusion: Preceptors and P2-P4s shared similar views on professional dress, while P1s were stricter in their assessments. Participants' views were mainly influenced by people.
Background: Supervised Learning Events (SLEs) are formative assessment tools that support professional development through structured feedback and reflection. Their adoption in pharmacy practice aligns with the expanding responsibilities of pharmacy professionals in increasingly complex healthcare settings. This study evaluated the implementation and normalisation of SLEs within primary care pharmacy teams across NHS Greater Glasgow and Clyde, guided by Normalisation Process Theory (NPT). Methods: A two-phase mixed-methods approach was used. Phase 1 involved a scoping exercise and co-designed educational sessions delivered across eight Health and Social Care Partnerships (HSCPs). Phase 2 assessed implementation through surveys conducted at 6 and 18 months post-intervention. Quantitative data were analysed descriptively, while qualitative responses underwent thematic analysis. Results: Confidence in supervising and being supervised improved, with average scores increasing from 3.3 to 4.2 for supervising and from 3.4 to 4.0 for being supervised. Engagement with SLEs rose across all pharmacy roles, with more staff completing multiple events. Qualitative feedback highlighted benefits such as enhanced reflection, professional growth, and team cohesion. Barriers included time pressures, complex documentation, and logistical issues. Conclusion: Following the intervention, increased engagement with SLEs was observed, suggesting greater integration into routine practice. Recommendations include simplifying documentation, providing protected time, and enhancing feedback training to support sustained use and promote a culture of continuous learning.
Background: As pharmacy education globally shifts toward patient-centred care, Algeria introduced the Doctor of Pharmacy (PharmD) in 2011 to modernise clinical training. This study explores the perceptions, motivations, and career expectations of PharmD students at the University of Batna 2 in Algeria. Methods: A descriptive cross-sectional survey was conducted among 407 PharmD students using a 37-item electronic questionnaire. The survey assessed sociodemographics, motivations, satisfaction with pharmacy education, preferred learning and assessment methods, and career aspirations. Descriptive statistics were employed to identify key trends. Results: The cohort was mainly female (83%), with 85.6% choosing pharmacy after their baccalaureate results, and only 29.5% listing it as their first choice. There was significant dissatisfaction with the theory-practice balance (1.44±0.59/5). Only 34.6% completed an internship, and 35% recommended increasing practical training. Career outlook was pessimistic regarding local employment (1.86±0.82/5), with 63% intending to emigrate, primarily to Germany and Canada. While 75% plan to specialise—mainly in medical biology (30.7%) and industrial pharmacy (23.1%)—community pharmacy was undervalued. Conclusion: The findings highlight a disconnect between the PharmD curriculum's theory and practical application, with limited clinical exposure and perceived local opportunities contributing to a high "brain drain." Urgent reforms are needed to modernise training, align curricula with workforce needs, and implement policies to retain pharmacy graduates in Algeria's healthcare system.
Background: Visually impaired individuals face significant barriers in understanding and safely managing medications. Educational efforts to promote quality use of medicines (QUM) often exclude this population. MEDTOPUS is a pharmacist-led educational programme tailored to visually impaired individuals, developed to improve their understanding of the 5B principles: right patient, right medicine, right dose, right route, and right time. Methods: It involved interactive educational talks and a tactile group game using materials in Braille and Roman scripts. The programme was delivered in four community-based settings for visually impaired individuals. Knowledge level improvement was assessed using pre- and post-tests, and participant satisfaction was evaluated using a structured feedback questionnaire. Results: Among 21 participants, 90.5% of participants either improved or maintained their knowledge scores. Nearly all participants reported satisfaction with the programme and expressed a willingness to apply and share the knowledge gained. Conclusion: The intervention demonstrates the effectiveness of inclusive, community-based education in pharmacy practice.
Background: Cognitive Load Theory (CLT) explains how memory processes affect learning and retention. In healthcare education, managing complex knowledge, skills, and behaviours can overwhelm learners, underscoring the need for instructional designs that balance cognitive demands. Faculty and course evaluation (FCE) comments offer qualitative insights into student perceptions of instructional effectiveness. This study applies CLT to analyse FCE comments and identify instructional practices that support effective learning. Methods: Student FCE comments in a 3-year accelerated Doctor of Pharmacy (PharmD) programme (2019 - 2023) were anonymised, compiled into a text corpus, and analysed using a literature-derived CLT codebook. Three investigators conducted qualitative analysis to identify recurring cognitive load themes. Results: Codes were categorised into extraneous, intrinsic, and germane load elements. The most frequent theme involved instructional practices increasing extraneous load (400 codes), reflecting unnecessary cognitive burden. Supportive and organised teaching practices were linked to reduced extraneous load (321 codes). Simplified explanations and real-life examples were associated with minimising intrinsic load. Interactive and inclusive methods were identified as enhancing germane load (20 codes). Conclusion: Findings demonstrate how student experiences reflect CLT principles and offer guidance for improving instructional design. Applying CLT in healthcare education can foster more efficient, engaging, and meaningful learning environments.
Background: Hospital pharmacy internship programmes (HPIPs) in the Philippines are both a legal requirement to qualify for the licensure examination and a source of experiential learning for students. However, local data on the prevalence and factors influencing HPIP offering are lacking. Objectives: To determine the factors affecting HPIP offering in Metro Manila. Methods: A descriptive cross-sectional study involving hospital pharmacy administrators was conducted. Descriptive statistics described factors affecting HPIP offering, while multiple logistic regression analysed their relationship to HPIP offering. Results: 60.42% of the hospitals offered HPIPs. Organisational factors (clinical pharmacy, research, and training services) were more prevalent among HPIP offering hospitals. Both groups showed high scores on perceived benefits, while management factors were higher in the HPIP offering group. Factors with significant positive relationships to HPIP offering were hospital ownership (p = 0.009), training services (p = 0.005), and academic partnerships (p = 0.008). Conclusion: HPIP offering was reported at 60.42%. Strategies to improve availability with respect to the factors with a significant relationship to HPIP offering were recommended and focused on pharmacy policy, education, and practice. Further studies are recommended to strengthen evidence and explore other dimensions of HPIPs in the local setting.
Background: Despite continuous glucose monitoring (CGM) being the standard of treatment for type 1 and type 2 diabetes, patient uptake has been reported to under 50%. Clinician awareness and identification of barriers can help reduce diabetes-related complications; however, less than half of pharmacy schools provide CGM education. The objective is to explore pharmacy students' perceptions of a CGM wear experience and their self-reported awareness of patient challenges, device usability, and empathyrelated considerations. Methods: A CGM student-wear experience was incorporated into two sessions of an elective advanced pharmacotherapy course for third-year pharmacy students. The experience was divided into three parts over two class sessions, including a one-week CGM student-wear experience. Reflections were collected through an anonymous questionnaire and a recorded focus group. A thematic approach guided analysis, and reviewers reached consensus on themes. Results: Seventeen students participated; 70.6% had prior experience with traditional finger-stick blood glucose monitoring, while only one had CGM experience. Students described four areas of awareness: empathy for patient experiences, recognition of CGM as a self-management tool, perceived value of hands-on learning, and anticipated barriers. Conclusion: Students perceived greater awareness of CGM-related challenges and patient experiences, suggesting that application-based activities can support patient-centred learning in pharmacy curricula.
Background: Increasing complexity in pharmacy practice requires stronger alignment between academic training and clinical demands. In Taiwan, pharmacy students lack professional self-awareness and confidence in high-level technical roles. This study assessed an integrated dispensing experimental course's impact on professional awareness, attitudes, and readiness. Methods: This observational mixed-methods evaluation was conducted at a southern Taiwan university, involving a cross-sectional course-evaluation survey (n=106) and qualitative data from reflection questionnaires, focus groups, and interviews (n=30). Qualitative data were analysed using thematic coding and grounded theory, with findings integrated through joint displays and a convergence-coding matrix. Results: Students had positive perceptions of the integrated course and felt motivated to engage with the material. They reported higher confidence in low- to moderate-level technical tasks, while confidence in high-level clinical functions was limited. Qualitative feedback indicated a gap between academic training and clinical practice, especially regarding experiential learning and non-technical skills like self-awareness and leadership. The results reflect perceived experiences rather than changes within individuals, based on a single post-course survey and unpaired qualitative reflections. Conclusion: The course was perceived to support foundational learning, but students' self-reported readiness for advanced clinical roles remained limited. Future curricula should integrate advanced simulation, expanded experiential learning, and non-technical skill development to enhance pharmacist readiness.
