Pharmacy Course Research Articles

Design and Modeling of Sustainable Environment in Pharmacy and Pharmaceutical Practices

Pharmaceuticals have detrimental environmental effects, including their effect on the greenhouse gas emissions of medical care; hence, pharmacists address climate and biodiversity problems. Education and understanding are essential to facilitate Environmental Sustainability (ES) in Pharmacy and Pharmaceutical Practices (PP) (ESPP). This study aimed to investigate Australian pharmacy undergraduates' understanding and views about ES and the ESPP program material. Responders were polled using a survey administered. The survey consisted of two primary portions: the New Environmental Perspective (NEP) to assess people's ecological mindset scores and a section regarding their opinions and curricular experiences of ES procedures, adjusted from previously released questionnaires. The notification with the survey User Recourse Locator (URL) was distributed through online platforms, Australian pharmaceutical student organizations, and direct outreach. Quantitative information was presented descriptively. Thematic analysis of qualitative data from open-ended question replies was conducted using a reflexive, recursive methodology. Answers that needed to be included should have been included in the evaluation. Among the 165 replies, 98% had already acquired information on ES. Under 12% possessed an awareness of ESPP, and only 7.9% recognized the inclusion of ESPP topics in the pharmaceutical syllabus. 65% of participants saw the ESPP as pertinent to prospective PP. 89% asserted that the pharmacy profession must implement sustainability efforts in providing pharmaceutical treatment. Australian pharmacy learners needed to exhibit more awareness of ESPP, and a limited number reported curricular involvement with ESPP topics within their pharmacy programs. ESPP material represents a significant domain for enhancement within pharmacy courses.

Investigative and collaborative experimental activities using simple purification of curcuminoids by column chromatography

This work describes the use of turmeric in the teaching concepts and laboratory techniques of organic chemistry to students in introductory classes of licentiate, bachelor’s and industrial chemistry courses, as well as to pharmacy and chemical engineering students at Universidade Federal Fluminense, in Niterói/RJ/Brazil. Considering investigative and collaborative activities and Vygotsky theory, the discussed concepts were everyday natural products, green chemistry, purification and separation of organic substances, molecular interactions, organic compound extraction techniques, and thin-layer and column chromatography. The activities were applied for four 3-hour classes for 31 students in 7 introductory organic chemistry laboratory classes for Chemistry and for 43 students in 4 experimental organic chemistry classes for Pharmacy and Chemical Engineering courses, in the years 2022–23. The teaching-learning process methodology involved 4 moments/classes: a) discussions about organic chemistry; b) discontinuous extraction of turmeric and thin-layer chromatography; c) column chromatography; and d) discussions about results and the learning process. After the sequence of classes, it was possible to observe the students’ motivation with the ease of separating curcuminoids and the understanding of the relationship between theoretical concepts and practice, as well as the understanding of the importance of low waste production.

Integration of artificial intelligence (AI) in skills-based pharmacy courses

Background: Skills-based courses in pharmacy curricula are uniquely poised to integrate artificial intelligence (AI) as part of practical training for practice readiness. The primary objective of this study was to evaluate how pharmacy curricula currently use or plan to use AI within skills-based courses. Methods: Invitations to complete an anonymous Qualtrics® XM survey were e-mailed to faculty members of the American Association of Colleges of Pharmacy, requiring identification as a skills-based faculty coordinator for participation. The survey remained open for two months with biweekly reminders. It assessed current and potential AI utilisation within curricula and administrative functions. Data was analysed categorically based on responses. Results: Of the 98 pharmacy skills-based faculty coordinator survey responses submitted, only 18% reported currently utilising AI within courses, most commonly through gamification. Additionally, 15% reported using AI for administrative course tasks. About 60% reported considering AI implementation, usually within the next two years. The most common reasons for not yet implementing AI included a lack of familiarity with AI and its unclear role in pharmacy education. Conclusion: The reported AI integration in skills-based pharmacy courses and administrative functions is currently low. Although interest seems high, there are barriers to implementing AI, including faculty understanding of the technology and the purpose of its integration into pharmacy education.

Careers after pharmacy graduation in India: Comprehensive view

There are plethora of courses to be studied for professional career after Pharmacy Graduation (B. Pharm). Some gain you clinical practice at rural sites while others gain you career path ahead to lead you to postgraduate life. Whether a diploma or a degree, courses done after graduation are called as postgraduate diplomas and degrees respectively. However we should have basic understanding of Pharmacy courses while adopting a professional career and of course a practice of profession whether in clinical set up at rural and urban areas or whether simply as a pharmacist at Hospital or Community Pharmacy setup. This comprehensive editorial describes the career options after graduation in pharmacy and legalities to practice whether a clinic or pharmacy or both in India.

Effect of Choose-Your-Own-Adventure (CYOA) Activities on Pharmacy Student Knowledge

ObjectiveMany strategies are used in pharmacy education to maintain student engagement through active learning. Gamification, such as the choose-your-own-adventure activity (CYOAA), is one such method. The purpose of this study was to assess improvement in clinical knowledge and retention after the implementation of CYOAA. MethodsTwo CYOAAs were designed and implemented within second-year pharmacy courses. One activity was on venous thromboembolism (VTE) and the other on chronic obstructive pulmonary disease (COPD). Students completed a six question prequiz and postquiz for both activities mapped to core learning objectives and four similar but more difficult questions on corresponding exams. After the CYOAAs, the students completed a reflection and perceptions survey. ResultsSeventy-five students completed the VTE CYOAA and 77 completed COPD CYOAA. Over the three time points, there was a significant decrease in the mean assessment scores on the VTE activity (68% to 65% to 40%) versus a significant and sustained increase in mean assessment scores on COPD (62% to 83% to 85%). Of the 36 and 33 students who completed the postsurvey, the majority agreed or strongly agreed that they preferred CYOAA to traditional cases and that the activities improved their knowledge, critical thinking skills, and confidence in clinical decision-making. ConclusionThere was a mixed result in the mean assessment scores, with an increase seen with the COPD CYOAA and a decrease with VTE, as well as positive perceptions for VTE and COPD, indicating that this classroom innovation is well-liked and may improve knowledge outcomes.

Assistência farmacêutica em fitoterapia na gravidez e amamentação: relato de experiência

Report an experience of activities developed by students of the Pharmacy course at UNESP, Campus Araraquara participating in a university extension project entitled "Pharmaceutical Assistance in Pregnancy and Breastfeeding", developed at the Association of Women "NGO Baby on Board", with an emphasis on medicinal plants. Conversation rounds, lectures, group dynamics, distribution of educational materials were carried out, addressing the theme of rational use of medicinal plants in pregnancy and breastfeeding. The educational tools adopted by the students were satisfactory and well accepted by women. At the end of the activities, there was enormous satisfaction on the part of the students in realizing the importance of applying the theoretical knowledge acquired within the University for the benefit of the community, and of how the knowledge is not absolute, but is built from the exchange of experiences. Thus, the importance of extension activities was evidenced, through educational activities in the area ​​Pharmaceutical Assistance in Phytotherapy in the scope of maternal and child health. The students reported that contact with the community provided them with life experience and knowledge exchange, leading to more humanized training as future health professionals.

Understanding health students' knowledge of adverse drug reactions

This study investigated the knowledge of students from the Pharmacy, Nursing, Medicine, and Dentistry courses at UNITPAC regarding Adverse Drug Reactions (ADRs). A total of 111 students participated, with a percentage distribution per course of 34% in Pharmacy, 31% in Nursing, 20% in Medicine, and 15% in Dentistry. The results revealed that the majority of students acquired knowledge about pharmacovigilance and ADRs during their undergraduate studies, but there was variation among courses. Pharmacy had the highest knowledge index (71.1%) in pharmacovigilance, while Medicine had the greatest understanding of ADRs (72.7%). However, Nursing (26.5%) and Dentistry (17.6%) showed lower understanding of pharmacovigilance. Regarding knowledge about ADRs, Pharmacy (94.7%) and Medicine (72.7%) had the highest rates. In contrast, Nursing (73.5%) and Dentistry (41.2%) had lower comprehension. Polypharmacy was poorly understood, with 68.4% of Pharmacy students recognizing the term, compared to 17.6% of Dentistry students. The majority of students correctly defined ADRs, with Medicine (90.9%) and Pharmacy (89.5%) standing out. The research indicates the need for improvements in student education, especially in Nursing and Dentistry, to ensure a more comprehensive understanding and adequately prepare them to deal with ADRs in professional practice.

The use of guest speakers in higher education and implications for pharmaceutical teaching: a systematic review of literature

Background The purpose of this paper was to systematically review the current literature on the use of guest speakers in higher education teaching and evaluate the implications of the findings for teaching in pharmaceutical teaching. Methods A comprehensive search of different academic databases for literature on the use of guest speakers in higher education teaching was conducted and articles meeting the inclusion criteria were included in the analysis. A total of 15 articles were used in this systematic review. Results The use of guest speakers has critical benefits including promoting better learning, good career preparedness, positive learning outcomes, and creating an environment where learners have the opportunity to perceive real-world scenarios from the experiences of the guest speakers and thus be better prepared for the job market. With the increasing importance of the role of guest speakers in higher education learning, researchers have been engaging in coming up with standards and best practices for enhancing the effectiveness of the use of guest speakers in learning. The use of guest speakers in the teaching of pharmacy can enhance positive health outcomes by allowing students to have a better view of the situations they will deal with in their careers. Conclusion The use of guest speakers can have major positive outcomes in promoting effectiveness in learning among students of pharmacy. Professors teaching pharmacy courses have the opportunity to benefit from various tools and resources that academic researchers have developed for guiding the process of the use of guest speakers in pharmacy teaching.

For the rural curious: mixed methods evaluation of a rural pharmacy practice elective

BackgroundAs of 2020, 20% of people residing in the United States of America (U.S.) lived in rural communities. Despite rural residents tending to be older, poorer, and having greater disease burden than their urban counterparts, the number of rural primary care providers continues to decline. Nearly 66% of U.S. Primary Care Health Professional Shortage Areas are designated as rural. Pharmacists can help address this shortage of rural primary care providers, often serving as providers of first-contact care; however, only 12% of U.S. pharmacists practice in rural communities. To help address this gap, in 2022 an elective Rural Pharmacy course was created at the University of Minnesota College of Pharmacy by a faculty member who has rural practice experience.MethodsThe course combines formal lectures, guest presentations by rural pharmacists and student interviews with additional rural pharmacists. For the 42 students enrolled in the course in 2022 and 2023, non-parametric statistics were used to compare the percentage of students who were raised in rural communities or who otherwise had extensive exposure to rural, and compare student interest ratings (1 to 7) about practicing/living rural at the beginning and end of the course. Students also wrote end-of-course reflection papers, commenting on the course and their interviews with rural pharmacists.ResultsAcross both years, 45% of the enrolled students had previous experience in rural communities. The net change in Rural Interest scores among students completing both questionnaires was + 5 in 2022 and + 2 in 2023, both non-significant differences. The largest shifts in student interest were from “Not Sure” at the start of the course to “Interested” or “Not Interested” at the end of the course, and from “Interested” to “Very Interested.” In their reflection papers nearly 60% of students reported being most impressed by their interviews with rural pharmacists.ConclusionsA course addressing the benefits and challenges of practicing pharmacy in rural communities was well-received by pharmacy students. Even students who have little interest in living in a rural community can benefit from being introduced to rural culture, enabling them to provide more culturally-responsive care for patients from rural communities.

The Importance and Course Direction of Sports Pharmacy Courses

The Importance and Course Direction of Sports Pharmacy Courses

Preparing Pharmacists for the Digital Age: How Pharmacy Courses are Adapting to Challenges and Opportunities

ObjectiveAs the digitalization of health accelerates, the fusion of pharmacy and informatics becomes crucial. Pharmacy education must adapt to equip professionals for this evolving landscape. This study aims to compare pharmacy curricula in Brazil and the United States of America, focusing on health informatics, to uncover challenges and opportunities in training pharmacists for the digital era. MethodsA cross-sectional, descriptive analysis was conducted on pharmacy curricula from leading Brazilian and American universities in early 2024. Two independent researchers collected data, concentrating on health informatics–related courses. Curriculum analysis used the n-gram technique for linguistic pattern identification in course descriptions. ResultsThe analysis included curricula from 147 Brazilian and 140 American institutions. American programs had more health informatics courses, with greater integration into pharmacy and higher workloads. Brazilian courses were fewer, less specialized, and less integrated with pharmacy practice. Bi-gram analysis showed that the United States emphasized pharmaceutical practice and technologies, while Brazil focused more broadly on public health. Challenges include Brazil’s slower integration of health informatics, impacting competitiveness. The study highlights opportunities to enhance curricula in both countries, emphasizing the importance of health informatics courses. ConclusionUS pharmacy programs are further developed by providing specialized, high-quality digital health education with extensive coursework, reflecting a curriculum aligned with digital advancements. This stands in stark contrast to Brazilian programs, which show a need for comprehensive curriculum revision to effectively prepare pharmacists for the digital age. This study underscores the urgency for global pharmacy education reform and its alignment with the rapid evolution of digital health.

Assessment of satisfaction in emergency remote learning from pharmacy students’ perspective in a public university in Brazil

The remote teaching-learning process in the Baccalaureate of Pharmacy at UFMG brought many challenges to the students, thus our objective was to assess the satisfaction of the students with the ERL. It was evaluated when the classes were instituted by means of Emergency Remote Learning (ERL), during the coronavirus pandemic (SARS-CoV-2). A questionnaire addressing teaching-learning data, sociodemographic habits and lifestyle was collected through a virtual platform and, data are analyzed by linear regression and by the Classification And Regression Tree (CART) technique. The overall mean students´ satisfaction with ERL was 3.12±1.10 (Likert scale 1-5), presenting an inverse correlation with learning in the professional cycle of the course (p<0.001). Only 3.1% indicated 'none or little learned', variable classified as maximum satisfaction. Low satisfaction was registered with the quality of the practical classes (3.06±1.22) revealing the limitation of ERL in the case of a lot of practical content, as for Pharmacy course. A high level of satisfaction was related to the didactics and methodology of the professors (3.55±0.99), showing their commitment and dedication to the ERL, despite the difficulties of its implementation. The study results point for improvements in content, course organization, or the use of different technologies to enhance student satisfaction with remote learning format.

Challenging the ordinary: A healthcare education partnership between universities in the UK and Egypt

Introduction: In 2016, a new university opened in Egypt that sought to ‘challenge the ordinary’ in a country with a long and rich heritage of knowledge production. Newgiza University (NGU), located adjacent to the ancient pyramids of Giza outside Cairo, launched with a foundational focus on health sciences, through undergraduate courses in medicine, dentistry, and pharmacy. Each programme was co-developed through an academic collaboration with University College London (UCL), a high-ranking, research-intensive, UK university. Methods: As the collaboration passes a key juncture of graduating the first cohorts of doctors, dentists, and pharmacists from these courses who embark on their professional careers, we examine and reflect on the journey to date. In particular, this article reviews the growing academic literature about international partnerships in medical education, describes how curricula, assessments, and management structures in the three NGU healthcare courses were adapted and finessed to fit the Egyptian context, and shares the lessons learnt by the academic leadership teams responsible for this challenging but stimulating collaboration project. Results: The collaboration between NGU and UCL is an example of an international education partnership approach that seems to be growing in popularity globally. The overriding importance of building trust and respect between partners was clear in this collaboration, as was the need for clear communication channels to guide the necessarily complex decision-making that underpinned it. Conclusion: Given inevitable power imbalances in such collaborations, critical examinations of their impacts on organisations, staff, and students are an important research priority in the future.

Innovation and evaluation of vocational pharmaceutical education system under the 1 + X certificate system in China

Background and objectivesThe 1 + X certificate system, introduced in China in 2019, integrates academic credentials with vocational skill certificates to meet the heightened demand for skilled talents in the growing economy. This study aims to innovate and evaluate the vocational pharmaceutical education system under the 1 + X certificate framework, specifically addressing the gap between theoretical education and workplace requirements. Materials and methodsA retrospective observational approach analyzed 490 pharmacy students over two academic years. The 2021 cohort underwent 1 + X integrated education, while the 2020 cohort followed conventional education. We collaborated closely with industry partners to identify and compile typical job competencies, formulating work projects aligned with industry demands. Combining the skill level standards and assessment content of “1+X Pharmaceutical Purchasing and Sales” and “1+X Pharmaceutical Preparation”, we revised the course standards, incorporating typical work projects into the 2021 pharmacy professional teaching curriculum. This constituted the fundamental content of the 1 + X education reform. Statistical analysis compared course scores and 1 + X certificate examination performance. ResultsThe 2021 cohort, under the 1 + X educational model, demonstrated higher average scores in pharmacy courses, with significant improvements in pharmacology (1 + X vs. Traditional education: 58.40 ± 14.20 vs. 53.44 ± 14.67), clinical pharmacotherapy (72.74 ± 10.28 vs. 63.15 ± 11.03), and pharmaceutical distribution and marketing (79.34 ± 10.96 vs. 67.50 ± 15.82). 1 + X certificate pass rates and satisfaction with the model were also higher than the 2020 cohort. ConclusionThe 1 + X certificate system is useful for developing talent in Chinese vocational education, effectively integrating assessments with industry standards. Future research should aim at evaluating long-term outcomes and improving quantitative skills assessments for enhanced effectiveness.

Pharmacy Students’ Perception of the Content and Delivery of Drug Information Training: A Mixed-Methods Study

ObjectiveTo explore the pharmacy students’ perception of the content and pedagogical strategies used for the delivery of drug information (DI) training. MethodsAn explanatory sequential mixed-methods study was conducted among BSc Pharmacy and PharmD students at the College of Pharmacy, Qatar University. The first phase consisted of a quantitative cross-sectional survey using a 34-item pretested questionnaire. The Donabedian framework guided the development of the questionnaire. This was followed by a phenomenological qualitative phase that was conducted based on the result of the first phase. Descriptive statistics and thematic content analysis were used for data analyses. ResultsThe completion and usable rates were 88.7% (102 of 115) and 91.2% (93 of 102) respectively. The online resources used for the delivery of DI and the progressive structuring from year 1 to 4 were reported to be adequate by a majority of the respondents (93.55%). Ninety percent of the students opined that the use of simulation-based assessments improved their integration of the theoretical and practical aspects, and their preparedness to apply the DI concepts in practice. However, 20% of the participants reported inconsistency of the DI curricular content with some practices encountered during their experiential learning exposures. The themes identified from the focus group discussion included the perceived value and skills acquired from the DI content, availability and currency of DI resources, students’ preparedness, curricular structuring of DI content, and reflection on and recommendations to improve DI coverage and delivery. ConclusionThe curricular structuring of the DI content across varieties of relevant undergraduate pharmacy courses from the lower to higher professional years and its focus on the progressive development of DI-related competencies appeared to have enhanced the students’ perception of the relevance, appropriateness, and utility of the content, resources, and pedagogical strategies used for the delivery of DI education at the undergraduate level.

Co-designing the first online pharmacy course with the technology-enhanced learning accreditation standards (TELAS) as a reflective tool

This research describes the experiences of co-designing a technology-enhanced online Pharmacy course and how the Technology Enhanced Learning Accreditation Standards (TELAS) informed the design and development of a fit-for-purpose online course. This study used Gibb’s reflective model and Driscoll’s constructivist learning theory to unpack and align the processes in the development of the course. Finally, we have discussed the broader implications of the TELAS framework to online courses not only as a reflective tool but as an opportunity to inform future pedagogical practices, course improvements, validations and application of TELAS in practice.

Team-based learning versus traditional teaching effect on pharmacy Students’ Performance: A systematic review and Meta-Analysis

BackgroundSeveral pharmacy schools have implemented team-based learning (TBL) in their curriculum worldwide. Yet, TBL's effectiveness compared to traditional teaching in improving students’ outcomes in pharmacy education is yet to be assessed collectively. Thus, the aim of this meta-analysis is to compare the performance of pharmacy students following the implementation of team-based learning (TBL) in the pharmacy curriculum as opposed to traditional learning methods. MethodsThis systematic review and meta-analysis included studies that assessed students’ performance after TBL was implemented in a pharmacy curriculum. Adhering to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, the review conducted searches in Embase, MEDLINE, and Google Scholar until July 26, 2023. ResultsA total of 11 studies comparing TBL against traditional teaching methods and assessing students’ performance were included. The pooled analysis, involving 2,400 students from 10 studies, demonstrated a mean difference (MD) in favor of TBL (MD = 2.27, 95 % CI [–0.85, 5.40]). However, notable heterogeneity was observed with an I2 value of 82 %, and the observed difference did not reach statistical significance. ConclusionTBL exhibited enhanced student performance in pharmacy education compared to traditional teaching, although the difference was not statistically significant. The meta-analysis findings support the use of TBL in pharmacy education for various pharmacy courses (pharmaceutical and clinical sciences courses) and students at different levels. However, there is a need for more robust studies to comprehensively evaluate TBL, considering aspects such as students’ performance and engagement, skills development, and satisfaction.

Learning basic physics in Pharmacy Study Program with systems thinking skills needed by pharmacy students

This research is a preliminary study aimed at analyzing the methods of teaching basic physics applied in the pharmacy program, as well as its implications for the relevance of physics concepts in pharmacy courses and the development of students' system thinking skills. A cross-sectional survey method was used, employing a structured questionnaire based on the Likert scale, involving physics course instructors from private and public universities. The research findings indicate that, although basic physics has significant potential in contributing to the development of the system thinking skills required by pharmacy graduates, challenges in integrating physics concepts with pharmacy courses still exist. The pharmacy curriculum's focus on pharmaceutical and health aspects may overlook students' understanding of basic physics. Therefore, the importance of developing teaching methods and physics laboratory practices that are appropriate for the pharmacy context becomes clearer. This research concluded that there is a need for the development of more suitable learning methods for basic physics courses in the pharmacy program, with an emphasis on developing system thinking skills crucial in the field of health, and the integration of pharmacy laboratories as a learning support. This is expected to enhance the understanding of physics concepts in the pharmacy context and build relevant system thinking skills for graduates of the pharmacy program.

Adopting video assignments as a tool to improve first-year pharmacy students class engagement

The objective of this study was to evaluate the use of video assignments as a tool to improve students' engagement and maximize their benefit from the assigned homework in a pharmaceutical calculations course. This was an intervention study, including the use of a new electronic educational tool. The study was conducted during the academic year 2021-2022. Six video assignments were created for two of the four modules of the pharmaceutical calculations course for the first-year pharmacy students. The video assignments were employed in a flipped classroom mode, with each video including 3-4 questions on successive steps in one problem. Students' perceptions of the video assignments were assessed through a survey conducted at the end of the course. The survey items represented the five domains of the Technology Acceptance Model (TAM). All the first-year students (n=356) were assigned to this new educational tool. A total of 296 students responded to the survey, with a response rate of 83%. The majority of students agreed with the perceived usefulness, ease of use, and behavioral intention to use the video assignment. Multiple linear regression analysis indicated a significant positive association between two items (perceived usefulness and attitude to use) and the outcome variable (behavioral intention to use). The video assignment tool was successfully used to provide immediate feedback to a large class in a pharmaceutical calculations course. The students were in favor of the video assignment compared to traditional paper assignments. This finding could encourage other instructors to assess the benefit of implementing such tools in other pharmacy courses.

Evaluation of clinical knowledge of drugs causing addiction and associated social determinants among male pharmacy and nursing students in Riyadh, Saudi Arabia – A Cross-Sectional study

Drug abuse is a rising psychological concept in many countries, and its use among individuals is increasing. Therefore, this study aimed to assess the Knowledge and demographic factors associated with drug abuse among male pharmacy and nursing students at King Saud University, Riyadh, Saudi Arabia. This study used a cross-sectional design targeting male entry-level pharmacy and nursing students in their first and second years of Bachelor of Nursing and Doctor of Pharmacy courses. Of them, 85.3 % of the pharmacy and 75.3 % of nursing students thought that cocaine causes drug addiction, followed by heroin (pharmacy 80.7 %; nursing students 71 %), and morphine (pharmacy 75.2 %; nursing students 59.1 %). In this study, 52 % (n = 105) claimed low awareness, whereas 48 % (n = 97) indicated good understanding regarding drug addictions. Furthermore, the mean knowledge score among pharmacy students was higher (7.073 ± 2.570) in comparison to nursing (5.806 ± 2.494) (t = 3.540; p = 0. 0001). In addition, the father’s occupation was found to be significantly associated with the mean knowledge score of drug addiction (F = 2.667; p = 0.034). According to the findings, 52 % of male students had insufficient knowledge about drugs that cause addiction. Age, course of study, and father's occupation all had a substantial impact on knowledge scores. The knowledge score on the complications of addictive substances was not significantly associated with the characteristics of the students (p = 0.05). As a result, we advocate for the introduction of educational initiatives that educate students about the harmful consequences of drug addiction and how to avoid issues.