Pharmacy Curriculum Research Articles

Overcoming barriers and harnessing facilitators in the implementation of interprofessional education in pharmacy: insights and future directions

Abstract Introduction Interprofessional education (IPE) is increasingly recognized as vital for preparing pharmacy students for the collaborative demands of healthcare. Effective integration of IPE into pharmacy curricula not only aligns with educational standards but also equips students with essential skills for collaborative practice. However, the practical challenges and facilitators influencing the success of these initiatives remain underexplored. This systematic review aims to fill this gap by examining the real-world challenges and enablers encountered during the implementation of IPE within pharmacy education, drawing insights from existing literature and case studies. Aim This study seeks to identify key barriers and facilitators in the implementation of IPE among pharmacy educators and to propose strategies that can enhance the effectiveness and sustainability of IPE in pharmacy curricula. Methods This review was registered with PROSPERO (CRD42021244892) and included peer-reviewed articles published after September 2015 that discuss IPE implementation in pharmacy education. Relevant databases such as MEDLINE, CINAHL, PsycINFO, and Web of Science were meticulously searched in March 2021. The Kirkpatrick’s Evaluation Model (KEM) was utilized to assess the impact levels of IPE activities, focusing particularly on the qualitative aspects of implementation challenges and facilitators. Data extraction was performed, and the methodological quality of the studies was critically appraised using the Mixed Methods Appraisal Tool (MMAT). The research was approved by The University of Lincoln Ethics Approval System (LEAS), Research Ethics Committee on 15/02/2021 (Ref: 2021_5301). Results Fourteen studies met the inclusion criteria, showcasing a range of outcomes from successful to challenging implementations. The analysis identified several facilitators that contributed to successful IPE, including strong institutional support, active faculty engagement, and alignment of IPE activities with core curricular goals. Effective communication and ongoing professional development were also highlighted as critical. Conversely, significant barriers included logistical constraints, such as scheduling conflicts and resource limitations, resistance from faculty accustomed to traditional teaching methods, and a lack of standardized assessment tools to measure long-term outcomes of IPE initiatives. Discussion/Conclusion The findings underscore the complexity of implementing IPE in pharmacy education, pointing to the need for comprehensive strategies that address both pedagogical and logistical challenges. It is imperative that future IPE initiatives consider these factors to enhance the integration and sustainability of interprofessional collaboration in pharmacy training programs. Understanding the dynamics of implementing IPE within pharmacy curricula is crucial for fostering effective educational practices. This review not only sheds light on the current landscape of IPE implementation but also serves as a foundation for developing actionable strategies to overcome barriers and leverage facilitators. Future research should focus on longitudinal studies and innovative pedagogical models to bridge the gap between theoretical frameworks and practical execution, ensuring that pharmacy education remains responsive to the evolving needs of the healthcare sector. Reference 1. El Nsouli, Dayana, et al. “The application of Kirkpatrick’s evaluation model in the assessment of interprofessional simulation activities involving Pharmacy Students: A Systematic Review.” American Journal of Pharmaceutical Education, vol. 87, no. 8, Aug. 2023, https://doi.org/10.1016/j.ajpe.2023.02.003.

Charting a course: Use of Electronic Health Records in skills‐based pharmacy education

AbstractIntroductionCompetent navigation of an electronic health record (EHR) has become a critical skill for health professionals, and pharmacists need to be adept in EHR utilization given the extent of EHR involvement in routine medication management. Limited data exists related to current approaches to teaching EHR skills in pre‐Advanced Pharmacy Practice Experiences (pre‐APPE) pharmacy curricula.ObjectivesThe purpose of this study was to describe activities, utilization, and barriers to implementation of teaching EHRs (tEHRs) into pharmacy curricula in skills‐based courses.MethodsFaculty members of the Big Ten Academic Alliance Skills‐Based Education and Assessment Collaborative (BTAA‐SBEAC) were surveyed. The questionnaire included open‐ended questions related to tEHR type, curriculum placement, and current use of tEHRs, as well as barriers to incorporation of tEHRs in the curriculum. Inductive content analysis was used to evaluate qualitative responses.ResultsA representative from all 10 colleges within the BTAA responded. Most programs focused on EHR teaching in the second and third years of the curriculum. All respondents reported having access to a tEHR for internal case building. The tEHR was used by all institutions to allow students to practice in gathering patient information as the first step in the Pharmacists' Patient Care Process. Other activities commonly performed using the tEHR included patient care documentation, medication order verification, prescription processing, and medication reconciliation. Faculty time and cost were barriers identified for successful tEHR implementation.ConclusionMultiple skills are taught through the utilization of a tEHR among the colleges within the BTAA. These activities vary between institutions, and barriers exist that limit expansion and consistent integration across a skills‐based curriculum. Recognition of EHR utilization as an essential pharmacy skill can allow for development of formalized learning outcomes, leading to better support and integration throughout skills‐based courses.

Pharmacy students’ perception and knowledge of chat-based artificial intelligence tools at a Nigerian University

BackgroundChat-based Artificial Intelligence (AI) tools, such as ChatGPT®, are becoming integral to various aspects of pharmacy education. However, their integration into the curriculum faces challenges due to students’ varying levels of knowledge and perceptions. This study aimed to evaluate pharmacy students’ knowledge and perception of chat-based AI tools at Afe Babalola University, Ado-Ekiti, Nigeria (ABUAD). It also assessed their familiarity with these tools and their usage patterns.MethodA cross-sectional online survey was conducted from March to April 2024 among undergraduate pharmacy students, selected through random sampling. Student knowledge was categorised as good or poor while perception was grouped into positive or negative. Data analysis was conducted using Statistical Product and Service Solutions version 27.ResultsA total of 252 students participated in this study with the majority being female (72.2%). Most students (88%, n = 222) were familiar with chat-based AI tools, with ChatGPT® being the most commonly used (82.8%) for assignments and studying. Students generally showed a positive perception of the tools, with 85.3% believing it enhances academic performance. Concerns were raised about potential distractions (65.7%) and the risk of academic dishonesty (65.1%). Students with prior AI education (p < 0.001), higher levels of study (p = 0.011), and prior awareness (p < 0.001) demonstrated significantly higher knowledge scores.ConclusionPharmacy students at ABUAD demonstrated good knowledge of chat-based AI tools and generally positive perceptions towards its use. The study underscores the need to integrate AI education into the pharmacy curriculum to address knowledge gaps and better prepare students for future technological advancements.

Empowering Pharmacy Graduates to Diagnose and Prescribe

This commentary underscores the diagnosis and prescribing skills essential to the pharmacists' role on the healthcare team. It advocates for the integration of these skills into pharmacy curricula and emphasizes the urgent need for collaboration among pharmacy educators and the academy to address the omission of diagnosis and prescribing from key frameworks and standards, including the Pharmacists' Patient Care Process (PPCP), the Curricular Outcomes and Entrustable Professional Activities (COEPA), and the Accreditation Council for Pharmacy Education (ACPE) Draft Accreditation Standards 2025. The commentary draws on a case study of one college of pharmacy's integration of diagnosis and prescribing skills into its PharmD curriculum, in a state where pharmacists were granted full diagnostic and prescriptive authority. The integration was achieved through faculty-led modifications to the PPCP and COEPA, making diagnosis and prescribing an explicit part of the curriculum. The commentary concludes with a call to action for educational organizations to recognize and include these aspects in educational outcomes, accreditation standards, and practice frameworks. By doing so, the future of pharmacy education can be reshaped to improve patient care and advance the profession forward.

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.

Exploring global perspectives on the use of computer-based simulation in pharmacy education: a survey of students and educators.

: Increasing student numbers and logistical challenges in pharmacy education limit patient counselling and clinical placement opportunities. Computer-based simulation (CBS) offers scalable, interactive learning but faces integration barriers. : To explore global perceptions of CBS implementation in pharmacy education among educators and students. Methods: An online cross-sectional survey was developed based on literature review and expert feedback. The survey was distributed globally through academic pharmacy organisations, social media, and the authors' networks. It included 20 questions targeting pharmacy educators and students. : Responses from 152 educators across 38 countries and 392 students from 46 countries, spanning six WHO regions (AFRO, AMRO, EMRO, EURO, SEARO, and WPRO) were analysed using descriptive and inferential statistics. The majority of educators (90.1%, n = 137) and students (84.2%, n = 330) expressed comfort with using CBS and implementing it in their curriculum. Despite this, CBS was perceived as underutilised by 53.5% (n = 81) of educators and 63.7% (n = 250) of students. Students valued CBS for enhancing communication and problem-solving skills, while educators highlighted its relevance to community pharmacy practice. Both groups supported CBS use in assessments. All educators (100%) identified workload reduction as a key priority, hoped CBS could assist in this area. Educators also reported barriers such as financial constraints (56.6%, n = 86) and insufficient technical support (53.3%, n = 81). On the other hand, students were less optimistic about institutional support, with only a few (7.4%, n = 29) believed institutional leaders would actively support CBS adoption. Regional differences emerged, with SEARO (Southeast Asia) and AFRO (Africa) showing the lowest CBS usage rates. Educators in SEARO, AFRO, and EMRO (Eastern Mediterranean) raised concerns about technical support, while those in SEARO, AFRO, and WPRO (Western Pacific, including Australia, New Zealand, and Singapore) expressed financial concerns. Educators in AFRO and WPRO, however, reported being 100% comfortable with using CBS. : Both students and educators recognised the potential of CBS in pharmacy education, with strong support for its integration. Addressing barriers such as educator workload, financial constraints, and technical support is crucial for broader adoption. Improved resource allocation and targeted training for educators are essential to effectively incorporate CBS into the pharmacy curriculum.

The Mediating Role of Self-Efficacy Between Solution-Focused Thinking Skills and Psychological Resilience Among Pharmacy Students in Turkey

ObjectiveThe objective of this study was to examine the relationships between solution-focused thinking, self-efficacy, and psychological resilience in pharmacy students and to investigate the mediating role of self-efficacy in the relationship between solution-focused thinking and psychological resilience. MethodsTo achieve the objective of this study, a cross-sectional, descriptive, correlational study was conducted. ResultsA total of 884 pharmacy students participated in the study. A total of 877 student’s questionnaires were found to be valid for analysis. This study, which, to the best of our knowledge, is the first to examine the relationship between psychological resilience, solution-focused thinking, and self-efficacy levels in pharmacy students, found that students demonstrated above-average levels of psychological resilience, solution-focused thinking, and self-efficacy. Based on the research, it was determined that self-efficacy played a mediating role in the connection between solution-focused thinking and psychological resilience among pharmacy students. ConclusionStrategies that promote psychological resilience and self-efficacy, such as solution-focused approaches to learning, self-reflection, positive refraction, and skills practice, need to be integrated at all stages of the school curriculum and their efficacy assessed. Furthermore, teachers can use solution-focused approaches to develop the students’ skills and competencies in coping with challenges. To meet the increasingly complex demands of health care systems, pharmacy students need to acquire high levels of competence and self-efficacy, and the pharmacy curriculum should be designed to aid them in achieving this.

Enhancing Academic Success: A mixed Study on the Influencing Factors among Pharmacy Students in Syrian Universities.

Academic achievement is the result of both effort and perseverance exerted by the students. This mixed-methods study aims to investigate the factors affecting the academic achievement of pharmacy students in Syrian universities. A convergent parallel mixed-methods study was utilized. In the quantitative phase, a cross-sectional study was conducted on 1008 students (773 females and 235 males) from 23 Syrian universities. A questionnaire consisting of 48 items was designed to be completed by pharmacy students using a 5-point Likert scale.In the qualitative phase, twelve questions were developed to interview thirty pharmacy students from five Syrian universities to obtain in-depth insights into the factors influencing their academic achievement. A significant number of students lacked effective time management skills, identified as a weakness among students. The majority of students faced challenges in maintaining a consistent study routine, averaging a score of (2.0).Motivation towards learning emerged as a crucial factor in enhancing academic performance. Lecturers in the pharmacy faculty employed traditional teaching methods (2.01), and the pharmacy curriculum was perceived as lacking modernity (1.92).Quantitative findings demonstrated that pharmacy students experienced exam-related anxiety (2.05), identified as a weakness in the qualitative phase.Factors associated with the Syrian crisis, like unreliable electricity (1.87) and transportation issues (1.83), could have an impact on academic achievement. Economic conditions were identified as challenging to students' academic performance, negatively affecting the learning process (1.98). The results of the study demonstrate that personal factors, lecturers, educational environment, exams, and the Syrian crisis influence the academic achievement of pharmacy students in Syrian universities.

Student Pharmacists’ Reflections on Personal and Professional Development Following a Series of Longitudinal Faith-Based Courses

ObjectiveThis study aims to explore how integrating Judeo-Christian religious education into the pharmacy curriculum influences students’ spiritual and moral development, professional values, and mindset, preparing them for future holistic health care practice. MethodsA series of Judeo-Christian faith-based courses were integrated into the required Doctor of Pharmacy curriculum with the aim of developing student pharmacists’ moral foundation for future health care roles. Student reflections from these courses were compiled and analyzed using WordStat, combining natural language processing and statistical analysis. Content analysis included word cloud visualization, word co-occurrence, phrase extraction, and topic modeling. Thematic analysis with a deductive coding approach was applied. Descriptive statistics were used to analyze coding frequencies. ResultsWord cluster analysis revealed frequently cited and co-occurring words, including God, patient, care, life, love, ethics, personal, professional, health, and people. The frequently occurring phrases included patient care, professional ethics, personal ethics, and professional developments. The topics with high coherence values included love and compassion, empathetic care, caring health professionals, patient care, and leadership based on biblical principles. The major themes that emerged included spiritual growth and connection with God, the cultivation of virtues and ethical principles in personal development, and integration of faith into professional commitments for these aspiring professionals. ConclusionThe findings suggest that integrating spiritual and religious education into the pharmacy curriculum helps students develop a strong moral foundation, guiding their future practice with compassion and integrity.

Pharmacy Students’ Self-Reported Cultural Competence in a Pharmacy Curriculum by Academic Year

ObjectiveThis study aims to explore results of a Cultural Competency Assessment of Pharmacy Students (CCAPS) survey to identify areas where cultural competence content in one college of pharmacy curriculum can be improved. MethodsThe 39-item CCAPS survey was developed and administered to Doctor of Pharmacy (PharmD) students from July 2022 (after the end of the didactic curriculum and at the beginning of experiential rotations for fourth-year students) through October 2022 (at the beginning of the Fall semester for first-year, second-year, and third-year students). Self-perception of cultural competency items were selected from the Cultural Competence Assessment Instrument and the Clinical Cultural Competency Questionnaire items. Responses were collected anonymously and analyzed in the aggregate by academic year using SPSS. ResultsFive hundred forty-one students participated, with ethnicities including White/European American (26.6%), East/South/Southeast Asian (17%, 18.5%, 5.4%), Arab/Middle Eastern (17.9%), African-American/Black (6.7%), and Hispanic (6.1%). Two-thirds of respondents identified as “very or extremely” culturally competent, and 78% reported comfort interacting with culturally diverse patients. Students scored lower on questions that assessed their comfort interacting with patients who have limited English proficiency or who refuse medications due to cultural reasons. Students in fourth year reported more difficulty practicing skills related to cultural competency in their daily life compared to students in other years. ConclusionUsing the CCAPS survey annually could help evaluate the cultural competency of pharmacy students across different academic years and identify gaps in the curriculum related to cultural competency.

Climate-conscious pharmacy practice: An exploratory study of community pharmacists in Ontario.

Climate change remains a significant challenge to global health. The health care system is a major contributor of greenhouse gas (GHG) emissions. While pharmacists are aware of climate change as an important societal issue, there is little known about the level of implementation of climate-conscious practices in community pharmacies throughout Ontario. An interview-based system was developed to gather insights from pharmacists regarding their perspectives on climate change and identify strategies to involve them in sustainable practices. Convenience and snowball sampling techniques were used to recruit pharmacists. Interviews were conducted by phone or Zoom, and transcripts were developed and analyzed for common themes using a qualitative method. Twenty-four community pharmacists were interviewed. Three overarching themes emerged: 1) there is a knowledge and awareness gap in the pharmacy profession; 2) before pharmacists can prioritize sustainable practices, they must first address more immediate concerns in the pharmacy; 3) sustainable practice integration requires employment and regulatory changes as relying solely or extensively on the good intentions of frontline pharmacists is insufficient. While pharmacists show concern about the environmental impacts of their work, sustainable practice integration is very limited in community pharmacies across Ontario. There are many challenges and barriers to address. This includes closing the knowledge and awareness gap by incorporating climate-related topics into pharmacy curricula and providing educational seminars and resources for practicing pharmacists. In addition, improving workflow, changing standard operating procedures at a corporate level and providing incentives for implementing eco-friendly practices are crucial steps to address time and financial limitations. To manage patient safety concerns, providing resources that consider climate considerations as a secondary objective, when clinically appropriate for the patient, is the right approach to engage pharmacists. Lastly, advocating for employment and regulatory changes will be necessary for large-scale, durable changes to pharmacy practice.

Integrating Pharmacists into Public Health Initiatives: Challenges and Opportunities in India

Since most people can visit pharmacies easily and don't need an appointment, they are naturally regarded as the primary choice for healthcare professionals in society. Pharmacists have the potential to be an important link in the global healthcare system. Since not everyone is served by public health services, pharmacies and private healthcare providers can play a significant role in the healthcare system. This also applies to the nation of India, which is inhabited by almost 1.3 billion people. The majority of India's chemists, both in the public and commercial sectors, are underutilised resources despite their extensive presence. The purpose of this study was to assess the emphasis on patient care and public health in pharmacy education, as well as the participation of pharmacists in national public health programmes (NPHPs) in India. The aim of the research was to ascertain the extent to which pharmacist education may aid in this transition and the locations where pharmacists could participate more actively in national public health campaigns. The public health and patient care components of the pharmacy curriculum in India are being evaluated for the first time with this study. It will be helpful to statutory organisations and curriculum reform committees in India and other countries where the functions of chemists are expanding to include public health and patient care.

A synergistic faculty leadership collaboration in developing, implementing, and evaluating a doctor of pharmacy curriculum

A synergistic faculty leadership collaboration in developing, implementing, and evaluating a doctor of pharmacy curriculum

Predictive Analysis of Clinical Pharmacist Talent Demand in Yunnan: A Grey GM(1,1) Model Approach with Insights from Kunming Medical University

Objective: Leveraging the Grey GM(1,1) model, we aimed to forecast the clinical pharmacist demand in Yunnan province. This was done using Kunming Medical University as a case study to inform effective talent cultivation strategies. Material and Methods: Historical demographic and educational data from Yunnan informed our Grey GM(1,1) model to predict future demands for clinical pharmacists accurately. Results: The population of Yunnan peaked at 46.53 million in 2014, experienced a slight decline in 2015, and then increased to 46.93 million in 2022. Concurrently, enrollment plans for clinical pharmacists at higher medical colleges are projected to grow, with an anticipated intake of 114 students in 2023. Despite this growth, and considering Yunnan’s aging demographic, there is an emerging demand for 3,000 clinical pharmacists by 2027, with a forecasted shortfall of 1,250 personnel. Conclusion: To address this significant gap, it is crucial to refine the clinical pharmacy curriculum at Kunming Medical University, by incorporating more hands-on experiences and strengthening collaborations with clinical medical institutions to enhance practical training opportunities for students.

Development and Evaluation of Interprofessional High-Fidelity Simulation Course on Medication Therapy Consultation for German Pharmacy and Medical Students-A Randomized Controlled Study.

Recently, there has been a remarkable move towards interprofessional collaboration in response to the COVID-19 pandemic and the care of comorbidities. In Germany, there has been a gradual increase in interprofessional learning in medical and pharmacy education, aiming to enhance patient care. To adapt the pharmacy curriculum for collaborative practice between pharmacy and medical students, we developed an immersive interprofessional collaboration course for pharmacy students using adult and pediatric high-fidelity simulators (HFS) to assess and train medication consultation skills. In a randomized controlled trial, we investigated whether interprofessional training between pharmacy and medical students results in differences in pharmacy students' performance of medication therapy consultation compared to the case of mono-professional training of pharmacy students only. Before and after inter/mono-professional training, each pharmacy student performed an objective structured clinical examination (OSCE) and completed a self-assessment questionnaire. Additionally, an attitude survey towards interprofessional learning was completed by pharmacy and medical students at the end of the training. As expected, interprofessional as well as mono-professional training showed a statistically significant increase in medication consultation skills. Of importance, the performance in the interprofessional training group was significantly better than in the mono-professional group, particularly in drug therapy counselling and consultation behaviors. There was a significant difference between the intervention and control groups in self-assessment scores, and all study participants had positive attitudes toward interprofessional collaboration and training. Therefore, interprofessional training using HFS has been shown to appropriately train pharmacy students for collaborative practice and consultation skills.

The importance of coaching pharmacy students beyond their emotional intelligence assessment scores

The teaching of emotional intelligence (EI) in pharmacy curriculums is an important part of a pharmacy learners’ professional development and is crucial to improving interactions with health care providers and patients. However, the coaching of students to understand strengths and weaknesses related to their EI scores and how to facilitate these opportunities for personal growth is often the missing link from the teaching process. This commentary explores a college of pharmacy’s experience with the incorporation of EI into the curriculum, with a focus on coaching students beyond the assessment numbers they receive. This requires placing emphasis on the broad applicability of EI, its personalization, and the actionable potential for growth. Guided reflections and individualized coaching, which differ from general teaching practices in pharmacy curricula today, can be used to promote the application of results as drivers for personal and professional success. Colleges/schools of pharmacy should consider investing resources in not only teaching students about EI but also coaching students as part of their professional journey.

Personal and professional development activity tracking in a pharmacy curriculum

Background and purposePersonal and professional development (PPD) is an essential focus of pharmacy school curriculum in developing future pharmacists. This manuscript describes the creation, implementation, and data collection of a PPD Activity Tracker in a pharmacy curriculum. Educational activity and settingPreviously, in “Standards 2016” and currently in “Standards 2025”, colleges of pharmacy are tasked with documenting how students achieve PPD throughout their academic careers. Therefore, the PPD course directors developed a PPD Activities Tracker to provide student pharmacists a central location to document curriculum and co-curricular activities as they matriculate through the pharmacy program. The tracker was created using an electronic survey platform. Eleven activity categories were established, and students noted whether the activity was directed toward personal and/or professional development. The purpose of the tracker was to create a repository for student documentation of their PPD-promoting experiences and to provide a mechanism for individual and cohort reporting for assessment and accreditation. FindingsStudent pharmacists from two class cohorts entered 3254 PPD activities into the tracker over a two-year period. All PPD categories were tracked with the highest attended activities, including personal development & self-care (19%) and self-reflection (19%); the next highest category was interprofessional education/collaboration (15%). Students noted that most PPD activities enhanced their personal and professional development (49%), while personal development only and professional development only were 31% and 19%, respectively. The students “highly recommended” (72%) most tracked PPD activities, while 26% of activities were “recommended.” Individual student and class cohort data were also readily accessible. SummaryThe PPD tracker created a central, easily accessible, and organized storehouse for successfully collecting curricular and co-curricular PPD activities throughout the student pharmacist's career. The data from this tracker could easily be collected and sorted individually as a class cohort or for an individual student pharmacist.

Enhancing Academic Success: A mixed Study on the Influencing Factors among Pharmacy Students in Syrian Universities

Background Academic achievement is the result of both effort and perseverance exerted by the students. This mixed-methods study aims to investigate the factors affecting the academic achievement of pharmacy students in Syrian universities. Methods A convergent parallel mixed-methods study was utilized. In the quantitative phase, a cross-sectional study was conducted on 1008 students (773 females and 235 males) from 23 Syrian universities. A questionnaire consisting of 48 items was designed to be completed by pharmacy students using a 5-point Likert scale. In the qualitative phase, twelve questions were developed to interview thirty pharmacy students from five Syrian universities to obtain in-depth insights into the factors influencing their academic achievement. Results A significant number of students lacked effective time management skills, identified as a weakness among students. The majority of students faced challenges in maintaining a consistent study routine, averaging a score of (2.0). Motivation towards learning emerged as a crucial factor in enhancing academic performance. Lecturers in the pharmacy faculty employed traditional teaching methods (2.01), and the pharmacy curriculum was perceived as lacking modernity (1.92). Quantitative findings demonstrated that pharmacy students experienced exam-related anxiety (2.05), identified as a weakness in the qualitative phase. Factors associated with the Syrian crisis, like unreliable electricity (1.87) and transportation issues (1.83), could have an impact on academic achievement. Economic conditions were identified as challenging to students’ academic performance, negatively affecting the learning process (1.98). Conclusion The results of the study demonstrate that personal factors, lecturers, educational environment, exams, and the Syrian crisis influence the academic achievement of pharmacy students in Syrian universities.

Comparison of peer, self, and faculty objective structured clinical examination evaluations in a PharmD nonprescription therapeutics course

PurposeObjective structured clinical examinations (OSCE) are a valuable assessment within healthcare education, as they provide the opportunity for students to demonstrate clinical competency, but can be resource intensive to provide faculty graders. The purpose of this study was to determine how overall OSCE scores compared between faculty, peer, and self-evaluations within a Doctor of Pharmacy (PharmD) curriculum. MethodsThis study was conducted during the required nonprescription therapeutics course. Seventy-seven first-year PharmD students were included in the study, with 6 faculty members grading 10–15 students each. Students were evaluated by 3 graders: self, peer, and faculty. All evaluators utilized the same rubric. The primary endpoint of the study was to compare the overall scores between groups. Secondary endpoints included interrater reliability and quantification of feedback type based on the evaluator group. ResultsThe maximum possible score for the OSCE was 50 points; the mean scores for self, peer, and faculty evaluations were 43.3, 43.5, and 41.7 points, respectively. No statistically significant difference was found between the self and peer raters. However, statistical significance was found in the comparison of self versus faculty (p = 0.005) and in peer versus faculty (p < 0.001). When these scores were correlated to a letter grade (A, B, C or less), higher grades had greater similarity among raters compared to lower scores. Despite differences in scoring, the interrater reliability, or W score, on overall letter grade was 0.79, which is considered strong agreement. ConclusionsThis study successfully demonstrated how peer and self-evaluation of an OSCE provides a comparable alternative to traditional faculty grading, especially in higher performing students. However, due to differences in overall grades, this strategy should be reserved for low-stakes assessments and basic skill evaluations.

Identifying gaps in communication skills between pharmacy curricula and pharmacy practice

Identifying gaps in communication skills between pharmacy curricula and pharmacy practice