Debate activities in U.S. pharmacy education: A scoping review.

Effects of doxycycline post-exposure prophylaxis on bacterial sexually transmitted infections and antiretroviral therapy adherence among adolescents and young adults living with HIV.

Background: Students of Doctor of Pharmacy (PharmD) programs are presented with several career choices upon graduation. Most studies cross-sectionally evaluated pharmacy students’ career interests, but no study has evaluated the changes throughout the PharmD program. The change in career interests of PharmD students was assessed from early to late in the program and the potential influencing factors. Methods: The study took place at one of the largest colleges of pharmacy in Saudi Arabia, Faculty of Pharmacy, King Abdulaziz University, Jeddah. In this biphasic cross-sectional study, the responses were collected from 2 batches in 2 stages: the 2nd year (pre-phase) and the last year (internship; post-phase). The students were prompted to take the Pharmacist Pathway survey of the American Pharmacists Association. In the post-phase, the students were also asked about the factors that may have influenced the survey results. Results: Of the 97 students who completed both phases of the study, only 29 (29.9%) had their career choice results in the post-phase matching their pre-phase results based on their overall responses. The most popular careers in the post-phase results were “clinical pharmacy specialist” (11.3%), “pharmaceutical company: sales and marketing” (11.3%), and “Academia: Clinical practice” (10.3%). A significant increase in the result “pharmaceutical company: sales and marketing” was observed from the pre- to the post-phase (1% vs. 11.3%; P = .003). The most influential factors for career choice were the internship year (86.6%), salary/financial incentives (39.2%), and pre-vious graduates’ experiences (35.1%). Conclusion: These results can be used by decision-makers in pharmacy colleges to take measures, such as enhancing the training experience by allowing training in different pharmacy sectors and inviting previous graduates to share their experiences. Cite this article as: Thabit AK, Abutaleb WA, Aljahdali HM, Organji DA, Bagalagel AA. Assessing the change in career choice of doctor of pharmacy students from second to sixth year and the influencing factors: A biphasic cross-sectional study from Saudi Arabia. Trends in Pharmacy, 2026, 3, 0010, doi: 10.5152/TrendsPharm.2026.25010.

Knowledge of factors that have influenced career choices of current students may help higher education institutions plan and run effective admission campaigns to attract prospective students. In addition, this knowledge may be instrumental in didactic and experiential education delivered by faculty. Presently, many higher education institutions with pharmacy programs have difficulty filling in available seats. At the same time, the employers struggle to recruit pharmacists as there are significantly fewer professionals than the market needs. In the current study, we surveyed 1 st –2 nd and 5 th year students (n = 219) of one pharmacy program to evaluate: 1) factors that motivated the choice of pharmacy education; 2) professional degrees beyond pharmacy that were also considered; 3) individuals who influenced the choice of pharmacy. Over half of study participants (60 %) reported also considering a medical degree, while 27 % considered only pharmacy. Over half of study participants (57 %) reported they chose pharmacy on their own, while 40 % and 10 % reported influence of parents and friends, respectively. In total, 20 % and 45% of respondents reported having family members with pharmacy and medical education, respectively. Among nineteen examined factors of influence to choose pharmacy measured via 5-point Likert scale (from 5 – “very important” to 1 – “not important”), the average score of 4.0 or above was found in the following six factors: 1) “opportunity to receive government-subsidized education free of charge”; 2) “a profession with high employer demand”; 3) “a profession with guaranteed financial stability”; 4) “a profession with versatile career perspectives”; 5) “a profession with job opportunities in any region of the country”; 6) “a profession with good work-life balance”. In addition, we identified statistically significantly lower scores for students in their 5th year compared to 1st and 2nd year students for two of the studied factors: “a career in healthcare” and “opportunities to do research”. These findings may be of value to pharmacy programs in higher education institutions across Russia.

The rapid evolution of artificial intelligence (AI) is reshaping healthcare, including pharmacy, requiring AI-proficient pharmacy graduates. This necessitates an understanding of how AI is utilized in pharmacy education. This scoping review aims to summarize current literature on AI in pharmacy education, including its implementation and perceptions among students and faculty, and examine the alignment of these applications with accreditation standards to inform future curriculum development. A literature search was performed across PubMed, Scopus, Embase, CINAHL, and Google Scholar, for studies on AI in pharmacy education. Articles were categorized as innovation or perception studies. Innovation studies underwent thematic analysis to identify practical applications, while perception studies captured AI familiarity and willingness for curricular integration. AI applications were mapped to the Accreditation Council for Pharmacy Education (ACPE) and Canadian Council for Accreditation of Pharmacy Programs (CCAPP) standards. Twenty articles (10 innovation, 10 perception) were included. Faculty utilized AI for evaluation, assessment, and reflective writing analysis. Students used AI for personalized learning, enhancing communication, and problem-based learning. Some studies reported high AI familiarity; others showed limited knowledge. Nevertheless, a strong willingness to integrate AI into pharmacy education was observed, with students desiring more AI-focused curricula. Mapping AI applications to accreditation standards demonstrated that AI integration can support educational outcomes and competency requirements. The findings highlight potential AI applications in pharmacy education, underscoring the need to incorporate AI into pharmacy curricula. Alignment with accreditation standards suggests that AI integration addresses evolving professional needs and maintains quality standards for pharmacy programs.

A longitudinal study assessing prevalence of stress in student pharmacists at two programs.

Are Pharmacy Programs Obligated to Train Students to Use AI for Clinical Practice?

Background: Cognitive Load Theory (CLT) explains how memory processes affect learning and retention. In healthcare education, managing complex knowledge, skills, and behaviors 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.

In this exploratory article, authors narrate the use of longitudinal guided reflection as a strategy to promote professional identity and continuing professional development (CPD) among Doctor of Pharmacy (PharmD) students. The review highlights the importance of fostering a strong professional identity in pharmacy education and examines how one institution has developed a CPD process for students to serve as a structured framework to cultivate lifelong learning habits and develop professional identity early in a pharmacist's career. Professional identity formation (PIF) is recognized as a critical outcome of pharmacy education, supporting students' transition from learners to patient-centered professionals. Guided reflection, particularly when structured within a longitudinal process, can nurture students' self-awareness, strengthen their sense of purpose, and enhance ability to integrate personal and professional values. CPD, with its cyclical process of reflection, planning, learning, evaluation and application aligns naturally with identity development by encouraging intentional growth and self-directed learning. Our school implemented a four-year CPD process embedded in the curriculum, requiring students to engage in semi-annual self-reflection guided by faculty feedback. Students used the assignment to document experiences, set goals, and revisit progress longitudinally. An evaluation rubric, faculty development, and structured prompts for learner reflection were key elements that supported consistency and depth in student reflections. Longitudinal guided reflection through a CPD framework provides a meaningful opportunity to support professional identity formation in PharmD students. By embedding these practices longitudinally across the PharmD curriculum, pharmacy programs can better prepare graduates for lifelong learning and evolving professional roles within the healthcare team.

National Trial of a Workload Estimator for Pharmacy Faculty.

Since2020, US drug manufacturers have restricted the use of the 340B Drug Pricing Program, leading to unexpected increases in medication costs for individuals with type 2 diabetes engaged in care in community health centers. To exploreexperiences of individuals with diabetes regarding medication access in the era of 340B Drug Pricing Program restrictions. Qualitative study usingdirect content analysis grounded in Andersen's Behavioral Model of Health Services Use. Uninsured and underinsured adults who speak English or Spanish and are receiving care for type 2 diabetes in a health center setting. Semi-structured interviews, transcribed and analyzed using the constant comparative method by a bilingual and multiprofessional coding team. We achieved thematic saturation after 25 interviews conducted July-August 2024. Individuals described multilayered barriers to medication access during a time of 340B Drug Pricing Program restrictions. Three themes emerged: (1) participants perceived they navigate medication access alone, (2) loved ones (family, peers) shaped participants' approach to medications and lifestyle changes for diabetes treatment, and (3) language and culture of pharmacy staff are enablers of medication access. Findings build on the Andersen model by demonstrating how pharmacy policies and practice impact all four of the model's domains. In the era of 340B Drug Pricing Program restrictions, individuals with diabetes perceive that navigation resources are needed to facilitate access to medications. Pharmacy programs that target family and community units may better resonate with individuals with diabetes than those that target individual patients. Cultural and structural competence among pharmacy staff are important drivers of individuals' choice of pharmacy.

Survey of health-related quality of life and academic-life balance among doctor of pharmacy students.

AimThe current study was conducted to assess pharmacy students outlook towards artificial intelligence (AI), pharmacy education, and pharmacy practice.MethodsThe study used a cross-sectional, self-administered, anonymous online questionnaire. The study was conducted at the college of pharmacy in Saudi Arabia.ParticipantsYear 4 and year 5 undergraduate pharmacy students were chosen as the study population.ResultsA total of 133 pharmacy students completed the survey (response rate: 82%). The mean Likert score for perceptions of AI use in pharmacy education and practice was 3.43 ± 0.6, while the mean score for incorporation of AI in pharmacy education programs was 3.55 ± 0.78. Students demonstrated generally positive attitudes toward AI, supporting its development and integration into pharmacy curricula, though ethical awareness remained moderate.Discussion and ConclusionMost students were supportive of the development of AI in the pharmacy field and valued the importance of having some basic understanding of AI. Ethical and legal consideration of AI used was raised by participants. They were supportive of integrating AI into pharmacy program curricula. Their top-rated learning objectives involved understanding and interpreting AI generated results, gaining awareness of ethical consideration of using AI in clinical practice, comprehend how basic technology process the work, expressing how technology functions in a way that others can grasp.

He Living Pharmacy Program is an environment-based activity utilized as a medium for instilling social values ​​in students. This activity aims to instill social values ​​and foster a spirit of mutual cooperation in students through the Living Pharmacy Program at SMA Negeri 1 Labuapi. This method includes planning, outreach, implementation, and evaluation, with students actively involved in creating and maintaining the living pharmacy garden. Data collection was conducted through observation to assess changes in students' social attitudes during the activity. The results of the activity indicate an increase in students' mutual cooperation, characterized by cooperation, responsibility, and social awareness. The program also provides contextual, environment-based learning experiences. Thus, the Living Pharmacy Program is effective as a medium for instilling social values ​​in schools.

Food insecurity is a persistent public health issue linked to poor diet quality and increased risk for chronic conditions. Food-as-medicine programs, such as produce prescriptions and food pharmacies, aim to mitigate these risks by integrating nutrition into clinical care. However, traditional approaches often lack personalization, limiting their effectiveness. This formative research study explored user needs, preferences, and contextual factors to inform the continued development of MyFoodRx, a personalized, AI-driven food-as-medicine smartphone application. Guided by the Information-Motivation-Behavioral Skills (IMB) Model, semi-structured interviews were conducted with 16 participants enrolled in a clinic-based food pharmacy program. Thematic analysis revealed key informational needs (e.g., tailored education, recipes, and eating plans), motivational ifactors (e.g., health improvement, goal tracking, and reducing food waste), and behavioral skill gaps (e.g., portion control, food preparation, and grocery planning). Participants emphasized the importance of personalization based on health conditions, family history, medication use, and available kitchen resources. Findings support the integration of adaptive, real-time personalization features to enhance usability and relevance. This study provides critical insights for the continued development of MyFoodRx, contributing to scalable, equitable, and patient-centered digital food-as-medicine interventions.

Background: Entrepreneurship is an increasingly indispensable element of higher education due to its potential application in providing sustainable solutions to various social issues. Delivering entrepreneurship education to university students with diverse backgrounds and not just business students require innovative and integrative approaches. Given the lack of social elements in the current entrepreneurship education for pharmacy students, introducing a social entrepreneurship module might be beneficial. The objective of the present study is to develop and evaluate a new module for teaching social entrepreneurial skills to pharmacy students. Methods: This report describes the conception and implementation of an experiential learning module as a student-led community project within the Bachelor of Pharmacy programme at the Faculty of Pharmacy, Kuala Lumpur Campus, Universiti Kebangsaan Malaysia. The effectiveness of the one-semester module was analysed via students’ reflection essays on their experiences of participating in the project, and thematic data was coded and summarised. Results: Most students reported gaining organisational and interpersonal skills such as effective communication and teamwork. Notably, some students also developed entrepreneurial skills and social awareness. Conclusion: The outcomes of this study showed that the entrepreneurship module was effective and well received by pharmacy students and may be replicated for effective teaching of entrepreneurship at other universities.

Emotional Intelligence (EI) and Academic Self-Efficacy (ASE) are psychological factors impacting academic performance and professional competencies in health education. Understanding their relationship is vital to improve allied health undergraduate outcomes. A descriptive cross-sectional study was conducted from February to May 2024 using a convenience sampling method. A total of 348second-, third-, and fourth-year undergraduates from Nursing, Medical Laboratory Sciences (MLS), Pharmacy, and Optometry programs participated. EI was assessed using the Genos Emotional Intelligence Inventory Shorter Version (14 items, 5-point Likert scale; total score range: 14-70), and ASE was measured using the Academic Self-Efficacy Scale (24 items, 5-point Likert scale; total score range: 24-120). Scores were treated as continuous variables. Descriptive statistics summarized participant characteristics and EI/ASE levels. Spearman and Pearson correlations assessed relationships between EI and ASE. Non-parametric tests explored socio-demographic associations with EI and ASE. Multivariable linear regression determined whether EI independently predicted ASE, adjusting for gender, department, academic year, and accommodation. EI showed median 45.00 (IQR: 42-49), mean 45.94 ± 5.77, with 53.2% classified as low EI and 46.8% as high EI. ASE mean was 82.35 ± 12.05, with 43.4% low ASE and 56.6% high ASE. EI and ASE demonstrated moderate positive correlation (r = 0.455, 95% CI [0.372, 0.529], ρ = 0.432, both p < 0.001). Multivariable regression confirmed EI as strongest independent predictor (B = 0.896, 95% CI 0.698-1.094, p < 0.001), explaining 22.7% ASE variance (R²=0.227, F(5,342) = 20.141, p < 0.001). Department associated with EI (p = 0.012) and ASE (p = 0.004); academic year with both EI (p = 0.017) and ASE (p = 0.005); accommodation with EI only (p = 0.019), not ASE (p = 0.069). EI is a significant independent predictor of ASE among allied health undergraduates. Integrating structured EI and ASE training into curricula may enhance academic confidence, resilience, and interpersonal effectiveness, improving educational and professional outcomes in health sciences.

Adolescence is a period of developmental transition in which initial exposure to substances often occurs. In this context, schools and teachers play a crucial role in preventive education. This study aimed to strengthen cognitive dimensions and attitudes regarding drug prevention among eighth-year students in a public school in Uruguaiana through creative educational strategies, including fanzines, theatrical performances, and musical compositions. These activities were developed under the guidance of professors and graduate students from the Pharmacy and Education programs. Students produced a fanzine with informational texts and warnings about substance-related harms; the play staged dialogues between characters and their conscience to portray real-life conflicts and outcomes; a rap concluded the performance, critically addressing social and existential dimensions of substance use. A retrospective pretest–posttest questionnaire was administered to participating student actors (n = 23) to assess perceptions of impact and engagement. Overall, 94% reported that the play had a positive impact on the audience. Students described feeling challenged and valued while conveying messages to peers, highlighting their engagement in acting, scriptwriting, rehearsals, and performance. They also reported gains in oral expression, spatial/body awareness, and in integrating artistic expression with critical social themes. Findings suggest that arts-based, school-embedded activities can promote student engagement and personal growth while enhancing understanding of substance-related issues and the importance of preventive education.

Revisions to iTOFT to Support Preceptor Evaluation of APPE Interprofessional Interactions.

It is important to ensure pharmacists are equipped with pharmacy law knowledge in order to practice within their legal framework. To help guide educators teach this topic, this global scoping review aimed to identify various teaching approaches currently utilised by pre-registration pharmacy programs. Using a scoping review method, a comprehensive search was conducted in the databases Scopus, Medline, Embase and ERIC, using a defined search strategy. The search combined the three concepts "pharmacy", "law" and "teaching". The Preferred Reporting Items for Systematic reviews and Meta-analyses extension for Scoping Reviews checklist was adhered to. Twenty-five papers were included out of 1146 screened papers. Teaching formats included case scenarios with legal issues in pharmacy practice (n=6), mock hearing simulations (n=3), answering questions testing pharmacy law knowledge and skills (n=3), class discussions (n=3), MyDispense simulations (n=3), suggesting modifications to current laws (n=2), watching videos (n=2), roleplaying in a community pharmacy setting (n=2), and creative approaches such as writing stories (n=1), drawing (n=1) and playing charades (n=1). Commonly reported outcomes after implementation of these teaching approaches include improved knowledge, improved ability to apply content, increased engagement and involvement and improved content recall. There is variability in the approaches used to teach pharmacy law in pharmacy programs. The utilisation of technology, active learning techniques and integrative learning approaches were commonly reported. More research is needed to explore approaches used to teach pharmacy law outside the US and UK and guide future educational practice.