Establishing a distance PharmD program: An overview and key takeaways.

Web-based learning (WBL), instruction facilitated through the Internet, has demonstrated utility in classroom and clinical education settings; however, there is a void of literature about the use of WBL by clinical educators within pharmacy. The purpose of this research is to evaluate a WBL initiative within clinical pharmacy education. Based on the results of a pilot survey, 10 asynchronous WBL clinical modules (videos and interactive patient cases) were developed for pharmacy educators and students in clinical education affiliated with two schools of pharmacy in the midwest USA. A 21-item, cross-sectional, electronic survey was administered to pharmacy educators within acute and primary care to assess the use of WBL within clinical pharmacy education. Of the 115 eligible clinical educators, 69 participated in the survey (60% response rate), with the majority working within acute care; 38% of educators encouraged the use of WBL. Respondents not using WBL stated a lack of awareness (48%) or existing student time commitments (33%) as reasons. For educators encouraging WBL, 87% agreed that it enhanced student clinical knowledge, 68% stated that it decreased direct instruction time commitments and 100% stated they would encourage its use for future clinical education. Clinical pharmacy educators reported that the WBL initiative resulted in a perceived stronger student clinical foundation, and all pharmacy educators using WBL encouraged its continued use for future clinical education. Web-based learning provides clinical educators with a learning tool to augment clinical experiences by reinforcing student knowledge, at the same time minimising direct instruction time.

IntroductionNigeria is a low-middle income country located in sub-Saharan Africa. Although cancer burden has continued to increase over time, there is a lack of pharmacists who specialize in oncology providing pharmaceutical care. The objectives of this study were to understand the perception of hematology/oncology pharmacy practice in Nigeria as well as the unmet education needs.MethodThis is a cross-sectional survey conducted in December 2023. Pharmacists who were active members of various pharmacy organizations in Nigeria were invited to complete the survey. The survey focused on the perceptions of training needs in oncology pharmacy, current challenges and opportunities, as well as resources and support needed. Descriptive statistics were utilized for the data analysis.ResultsOf the 263 responders, the largest group fell between 25 and 34 years old (35%), over half received a Bachelor of Pharmacy as their highest degree (53%), and majority did not receive any oncology pharmacy training as part of their education (73%). Many respondents strongly agreed that pharmacists in Nigeria need specialized training to better serve cancer patients (79%). Cancer therapeutics and chemotherapy pharmacology were more prioritized compared to other training needs (mean (SD): 2.63(1.95) and 2.69(1.64), respectively). The main challenge that respondents faced was a lack of relevant skills and knowledge in oncology pharmacy (mean (SD): 2.23(1.53)). More than a fourth of the respondents were aware about the board certification process (28.8%), citing overcoming the cost barrier as the main obstacle for taking the board examination (mean (SD): 1.92 (1.38)). Respondents preferred online courses and onsite specialty training (75%) as the mode of training to address unmet needs.ConclusionDespite the challenges and unmet education needs in hematology/oncology clinical practice, Nigerian pharmacists are very willing to expand their knowledge and improve their skills in patient care. The findings of this study can inform policy makers, healthcare administrators, and pharmacy educators in developing global partnerships among pharmacy organizations which employ targeted strategies like sponsorships to address such unmet needs.

Are We Producing Innovators and Leaders or Change Resisters and Followers?

Background: Exploring faculty stress and coping strategies among pharmacy educators has not been previously addressed among Lebanese pharmacy schools. The study’s aim was to validate the Faculty Stress Index (FSI) among pharmacy educators and to assess stress and coping strategies in a school of pharmacy in Lebanon. Methods: A cross-sectional study was conducted using a self-administered web-based questionnaire. Results: The FSI structure was validated with factor analysis. All items had good factor loading that ranged from 0.561 to 0.926. All models were verified to be adequate with satisfactory KMO measures of sampling adequacy and a significant Bartlett’s test of sphericity with p < 0.001. FSI reliability was confirmed by the very good to excellent Cronbach’s alpha values for each stress area that ranged from 0.851 to 0.972. Faculty members had mean total stress scores of 129.43 (±56.90) and 115.59 (±57.34) over 2 academic years, respectively, with higher scores indicating more stress. The greatest stress areas were Time Constraint and Satisfaction with Online Courses. Spending time with family, spirituality, and getting enough sleep were the stress coping strategies considered by the majority of faculty members. Conclusion: This study provided a watchful apprehension of stress levels and key areas precipitating stress among pharmacy educators.

The Relentless Pursuit of Excellence in Pharmacy Education

Our International Connections

Flexible learning design in curriculum delivery promotes student engagement and develops metacognitive learners: An integrated review

The global crisis brought on by the COVID-19 pandemic paved the way for a new normal. As a result, the higher education system has opted for a delivery model based on flexible learning. To help with the implementation of flexible learning, Google Classroom was used. Google Classroom, as learning management system, is part of the online Google Apps for Education suite of productivity applications for teachers and students in flexible learning. The goal of this study is to assess the perception and satisfaction of college education students on Google Classroom as a teaching and learning tool. This research employed a descriptive method, with the students responding to an online survey questionnaire. The sample for this study was drawn using stratified random sampling and Slovins' formula was used to determine the number of samples drawn from the total population, which consisted of 321 students enrolled during the first semester of the school year 2021–2022. In order to answer research questions frequency count, average, percentile, and inferential statistics such as the independent-samples t-test and one-way ANOVA were used. The findings from the survey showed that majority of the college education students agreed that Google Classroom is easy to access, useful, supports communication and interaction and instruction delivery in flexible learning. When asked about their level of satisfaction, the respondents were very satisfied with the Google Classroom as instructional medium for teaching and learning. Moreover, results revealed that Google Classroom supports flexible language learning through the following: (a) assists them in completing their assignments on time; (b) helps them to be interactive in participating and engaging in fruitful discussion; and (c) motivates students to manage time. Therefore, it occurs that Google Classroom, as an educational interactive tool, has the potential to contribute to the effective delivery of flexible language teaching and learning. Furthermore, an independent sample t-test revealed that there is no statistically significant difference of the respondents’ perceptions on the utilization of Google Classroom when grouped according to their profile. In addition, one-way Anova analysis of the data revealed no statistically significant differences in student perceptions and satisfaction when classified by profile. On the other hand, when the respondents' courses are taken into consideration, there is a statistically significant difference in their satisfaction with Google Classroom. This study concludes that Google Classroom as instructional medium for teaching and learning contributes to effective flexible learning. It is recommended that professional development and capacity-building programs in college majors and courses should be tailored to the current teaching and learning environment and also to help the transition into other learning management systems used in higher education, undergraduate students should be exposed to free web-based learning applications like Google Classroom.

Background. In recent years, the use of digital serious games in the education of healthcare students and professionals has been frequent. However, there are no high-level evidence studies focused on the effect of this tool in the development of patient care-related competencies in pharmacy education. Aim. To assess the effect of digital serious games on learning about patient care in pharmacy education. Methods. The Cochrane Library, ERIC, Embase, IPA, LILACS, PubMed, Scopus, and Web of Science databases were reviewed to identify relevant studies published up to October 2, 2018. Standardized and non-standardized terms including “games,” “serious games,” “pharmacy education,” “pharmacists,” and “pharmacy students” were used as search terms. The quality of the studies was assessed using validated tools. Results and Discussion. Of the 1,521 studies reviewed, seven met the eligibility criteria. Three studies were performed in the United States (42.85%). The most-frequent design studies were randomized controlled studies (n = 3; 42.85%). The number of participants ranged between 6 and 354. In most cases, game scenarios were based on simulations in which users performed the role of the pharmacist (n = 5; 71.42%). The predominant primary outcome was attitudes (n = 5; 71.42%) related to patient care. Only one study (14.27%) demonstrated significant improvements in the assessed primary outcomes. The methodology of the included studies lacked robustness. Conclusion. The effect of learning technological tools on patient care-related competencies was not significant in most of the included studies. Future studies must provide high-quality, integrated-manner evidence on the effect of digital serious games in pharmacy education (knowledge, skills, and attitudes) to facilitate the transfer of learning to real-life scenarios and changes in organizational practices.

Oversupply and Under-resourced: The Global Context of Pharmacy Education

Pharmacy Education in India

Background: In Libya, pharmacy education has traditionally followed a product-focused model, emphasizing pharmaceutical sciences and dispensing, with limited changes over the past decades despite evolving healthcare needs. The global shift towards patient-centered pharmacy practice has led to adoption of clinically oriented Doctor of Pharmacy (PharmD) programs in many countries, including recent curricular reforms in Libya. This study explores pharmacy students' knowledge, attitudes, and perceptions of Bachelor of Pharmacy (BPharm) and PharmD programs at Assalam International University (AIU) to inform ongoing educational development responsive to regional demands. Study Design: The study is a cross-sectional survey involved 60 pharmacy students. Place and Duration of Study: from the 2nd to 8th semesters at AIU during the 2024-2025 academic year. Methodology: Using a validated self-administered questionnaire, the study assessed students' understanding of program curricula, professional outlook, and future career ambitions. Descriptive statistics summarized students’ responses. Results: The students were generally aware of both BPharm and PharmD programs, showing strong preference for the patient-centered PharmD model aligned with modern healthcare roles. While confidence in clinical skills gained through the BPharm was moderate, students recognized the PharmD program as better suited for emerging pharmacy practice demands. Interest was high in postgraduate clinical pharmacy training. Conclusion: The study concludes that pharmacy education at AIU is progressing towards a patient-centered, clinically focused PharmD framework, reflecting global trends. To bridge gaps in practical competence and enhance education quality, recommendations include increased experiential learning, national accreditation enforcement, faculty development, and expansion of postgraduate training pathways. These reforms aim to elevate pharmacy education and practice standards in Libya, ultimately benefiting healthcare delivery and patient outcomes.

Emerging frontiers of pharmacy education in Saudi Arabia: The metamorphosis in the last fifty years

Interrogating Our Views on the Impact of Education-Related Scholarship

Dermatology is often overlooked within the internal medical training (IMT) programme. Although dermatology represents only 0.8% of inpatient admissions, over 54% of the UK population experience a skin condition in any 12-month period. IMT trainees self-report a lack of knowledge and confidence in dealing with patients presenting either primarily or with coexistent dermatological conditions. This is likely to stem from a lack of undergraduate dermatology exposure, reported to be, on average, only 6 days. This leads to missed opportunities to improve patient care and unnecessary referrals to dermatology. The COVID-19 pandemic brought about a shift toward virtual teaching, albeit of varying quality. The Medical Trainee Network (MTN) designed virtual dermatology teaching sessions to deliver national teaching on common and acute emergency dermatoses. We aimed to assess the effectiveness of a virtual platform as a means of delivering dermatology teaching and establish whether this is comparable with traditional face-to-face teaching. We developed a standardized protocol with sessions delivered live by specialty registrars, case-centred with a focus on interactivity, using live-polled multiple-choice questions and question-and-answer sessions. The sessions are recorded and available to view afterward. Feedback is collected via anonymous online surveys (consented). A preliminary questionnaire conducted with 369 trainees revealed that only 43% felt digital teaching would be as effective as face-to-face teaching. The sessions ran twice, 1 year apart, with 184 and 315 attendees, respectively. Feedback showed, on average, that 99.5% would recommend this teaching to others, 88% reported that digital teaching was as effective as face-to-face teaching, and 88% felt able to ask questions. Feedback was positive, highlighting the interactivity and engagingness of the teaching. Specific comments included ‘interactive with Slido and case-based discussions’, ‘great focused sessions with clear explanations…in a topic that is not frequently covered’ and ‘super talk, very engaging, knowledgeable speaker’. A national survey of the MTN teaching revealed trainees preferred digital teaching and found it more engaging than face-to-face teaching, but the loss of social engagement was criticized. We have demonstrated that by using a standardized protocol with a focus on interactivity to maintain engagement, successful high-quality dermatology teaching can be provided using a digital platform. Although we acknowledge that this was undertaken during the pandemic and the feedback is subjective, virtual teaching can reach large audiences, reduce the spread of communicable disease and save travel costs, fossil fuel emissions and clinician time. This teaching has the potential to be applied to dermatology trainees, general practitioners and foundation trainees with the aim of improving care, the understanding of dermatological diseases and the quality of dermatology referrals beyond the pandemic.