BACKGROUND Understanding community pharmacy roles and responsibilities is critical for safe pharmacy practice, yet teaching these concepts is challenging because scopes of practice evolve. Limited evidence exists regarding skills-based community pharmacy roles and responsibilities instruction in U.S. PharmD curricula. This study evaluated a pharmacy technician-led simulation designed to improve first-year student pharmacists' understanding of community pharmacy workflow, delegation, and team member responsibilities. EDUCATIONAL ACTIVITY Pharmacy technician-trained instructional lab managers developed and facilitated a simulation in a mock community pharmacy. Students rotated through pharmacist, pharmacist intern, pharmacy technician, pharmacy cashier, patient, and observer roles. Using realistic scenarios, students assigned tasks to the least-credentialed qualified team member while considering workflow and scope-of-practice requirements. EVALUATION FINDINGS Among 212 students across three cohorts, the mean assessment score was 90.0%, exceeding the expert-derived competency benchmark (p < 0.001). Student satisfaction was high (mean 4.83/5). Students reported the greatest confidence in the pharmacist role and the least confidence in the pharmacist intern role. Qualitative analysis identified strengths in realism, teamwork, engagement, and application of knowledge, with concerns related to instruction clarity, role passivity, and performance anxiety. ANALYSIS OF EDUCATIONAL ACTIVITY The activity supported competency in community pharmacy roles and responsibilities while promoting understanding of workflow, delegation, and team-based practice. Findings support the use of technician-led simulation activities to enhance role clarity, pharmacy workforce awareness, and practice readiness.
Introduction Pharmacy educators have begun incorporating patient voice, or the involvement of real patients in teaching, to promote active collaboration and shared decision-making. This study explores the student perspective on how patient voices are currently incorporated and their perceived impact and value. Methods All students enrolled in the University of British Columbia's Entry to Practice Doctor of Pharmacy program in the 2023–2024 winter academic year were invited to participate in a survey and interview regarding their experience with patient voice. Survey data was quantitatively analyzed and the interviews were transcribed and coded to identify key themes. Results Seventy-six students completed the survey, and 12 participated in interviews. Eighty-four percent of surveyed students recalled a time they experienced patient voice within the program. Incorporation of the patient voice helped students understand the concepts of reducing stigma (92%), promoting patient-centered care (88%), improving empathy (84%), improving cultural sensitivity (66%), and improving confidence in communication skills (62%). Key themes from the interviews included motivation, impact on learning, insight into patient experience, impact on future practice, and aspects of implementation. Conclusion Students cite benefits such as enhanced interpersonal skills, deeper reflection on their future roles, and greater contextual understanding of lecture material. These findings highlight opportunities to consider prioritizing the patient voice in pharmacy education while ensuring maximal student learning through thoughtfully dedicated sessions.
Objectives Burnout is an increasing challenge among student pharmacists. Individual studies have examined burnout among student pharmacists; however, faculty and college administrators lack a consolidated understanding of the educational, personal, and contextual factors associated with burnout. This scoping literature review explored factors associated with burnout among student pharmacists in the United States. Methods For this scoping literature review, MEDLINE, Scopus, Embase, and PsycINFO were searched for English-language studies published between January 2000 and February 2026. Records were deduplicated in EndNote and Covidence. Eligible studies reported factors associated with burnout or related outcomes, including emotional exhaustion, anxiety, depression, and poor well-being. Quantitative, qualitative, and mixed-methods studies were included. Two independent reviewers screened studies, assessed full texts, and extracted data, with disagreements resolved by a third reviewer. Reporting followed PRISMA-ScR guidelines. Results Eleven studies met the inclusion criteria from 2893 screened records. Most were published since 2020, used observational survey designs, and included students from one or more United States colleges of pharmacy. Validated burnout measures, primarily the Maslach Burnout Inventory and Oldenburg Burnout Inventory, were commonly used. Burnout was associated with intrinsic program factors (year in program, workload, competitive culture, campus assignment), extrinsic factors (co-curricular activities, employment, career planning), and individual factors (sex, marital status, sleep, nutrition, resilience, lack of time). One randomized trial found a mindfulness application reduced burnout after six weeks, although longer-term effects were mixed. Conclusion Burnout requires systemic curricular reform, integrated wellness initiatives, and longitudinal, multi-institutional research to improve student well-being and reduce burnout.
Objective Motivational interviewing is an important skill taught to student pharmacists, however providing adequate practice and quality feedback in the didactic curriculum is challenging. Generative artificial intelligence (AI)-supported simulations may address some of these issues. The purpose of this study was to evaluate the impact of an educator-led, AI-supported simulation (ATLAS) on pharmacy students' confidence in motivational interviewing (MI) skills, and to determine the optimal timing for its integration, either before or after peer-based MI practice, to maximize impact of MI learning interventions. Methods Students were divided into two groups: Pathway A used ATLAS after doing practice interviews with peers; Pathway B used ATLAS before doing practice interviews with peers. Surveys measured MI confidence and attitudes at baseline and at key timepoints before and after ATLAS use and peer interviews, enabling comparison of confidence trajectories across both pathways. Results Students in Pathway B, who completed ATLAS followed by a peer interview, demonstrated gains in MI confidence (P = 0.0063). In contrast, Pathway A who completed a peer interview followed by ATLAS, did not show robust improvements in confidence (P = 0.68). These findings suggest that using ATLAS prior to peer interaction may better support confidence in MI skill acquisition. Qualitative feedback revealed that among students who commented on practice preferences, most favored ATLAS over peer interviews, citing its low-stakes environment and flexibility. Conclusion Educator-led, AI-supported simulation using ATLAS offers scalable, time-efficient and a pedagogically sound approach to enhancing MI training. Students who engaged with ATLAS prior to peer interviews reported the highest confidence gains, suggesting that early exposure to AI-supported practice may enhance learners' confidence and preparedness for MI conversations. These findings support the integration of structured, low-stakes simulation tools as valuable precursors to peer-based learning, enhancing confidence development during MI training in pharmacy students.
Background Continuing Professional Development (CPD) supports lifelong learning and professional competence among healthcare professionals. In the Philippines, CPD is mandated under Republic Act No. 10912 for professional license renewal. Despite this, concerns remain regarding its accessibility, relevance, and ability to promote meaningful professional growth beyond regulatory compliance. This study explored the implementation and evaluation of CPD among pharmacy professionals in the Philippines. Methods A qualitative exploratory study was conducted among 31 participants in Metro Manila, including CPD Council members, CPD providers, and licensed pharmacists from various practice sectors. Participants were recruited through purposive and snowball sampling. Semi-structured interviews were conducted face-to-face or online, transcribed verbatim, and analyzed using inductive thematic analysis with MAXQDA software. Findings were organized using an Enablers–Barriers–Perceived Outcomes framework. Ethical approval was obtained from Adamson University (Protocol Code 2025–021-(PHA-02)). Results Flexible learning modalities and subsidized CPD programs enhanced accessibility and participation. However, participants reported barriers such as financial constraints, workload demands, limited institutional support, and insufficient practice-specific relevance of CPD activities. Stakeholders also described tensions between CPD's developmental objectives and its implementation as a license renewal requirement. While pharmacists perceived improvements in knowledge, confidence, and workplace practice, participants noted the absence of structured mechanisms for evaluating long-term professional and practice outcomes. Conclusion CPD implementation for pharmacists in the Philippines is influenced by regulatory requirements, accessibility, institutional support, and professional relevance. Current practices appear to prioritize compliance over competency development. Strengthening practice-oriented programs, institutional support, and outcome-based evaluation systems may enhance engagement and support sustainable professional growth.
