Journal of Educational Evaluation for Health Professions

Research articles

Pharmacy students’ perspective on remote flipped classrooms in Malaysia: a qualitative study: Wei Jin Wong, Shaun Wen Huey Lee, Ronald Fook Seng Lee; J Educ Eval Health Prof. 2025;22:2. Published online January 14, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.2 [Epub ahead of print]

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Abstract PDF: Purpose
This study aimed to explore pharmacy students’ perceptions of remote flipped classrooms in Malaysia, focusing on their learning experiences and identifying areas for potential improvement to inform future educational strategies.
Methods
A qualitative approach was employed, utilizing inductive thematic analysis. Twenty Bachelor of Pharmacy students (18 women, 2 men; age range, 19–24 years) from Monash University participated in 8 focus group discussions over 2 rounds during the coronavirus disease 2019 pandemic. Participants were recruited via convenience sampling. The focus group discussions, led by experienced academics, were conducted in English via Zoom, recorded, and transcribed for analysis using NVivo. Themes were identified through emergent coding and iterative discussions to ensure thematic saturation.
Results
Five major themes emerged: flexibility, communication, technological challenges, skill-based learning challenges, and time-based effects. Students appreciated the flexibility of accessing and reviewing pre-class materials at their convenience. Increased engagement through anonymous question submission was noted, yet communication difficulties and lack of non-verbal cues in remote workshops were significant drawbacks. Technological issues, such as internet connectivity problems, hindered learning, especially during assessments. Skill-based learning faced challenges in remote settings, including lab activities and clinical examinations. Additionally, prolonged remote learning led to feelings of isolation, fatigue, and a desire to return to in-person interactions.
Conclusion
Remote flipped classrooms offer flexibility and engagement benefits but present notable challenges related to communication, technology, and skill-based learning. To improve remote education, institutions should integrate robust technological support, enhance communication strategies, and incorporate virtual simulations for practical skills. Balancing asynchronous and synchronous methods while addressing academic success and socioemotional wellness is essential for effective remote learning environments.

ChatGPT (GPT-4) passed the Japanese National License Examination for Pharmacists in 2022, answering all items including those with diagrams: a descriptive study: Hiroyasu Sato, Katsuhiko Ogasawara; J Educ Eval Health Prof. 2024;21:4. Published online February 28, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.4

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Purpose
The objective of this study was to assess the performance of ChatGPT (GPT-4) on all items, including those with diagrams, in the Japanese National License Examination for Pharmacists (JNLEP) and compare it with the previous GPT-3.5 model’s performance.
Methods
The 107th JNLEP, conducted in 2022, with 344 items input into the GPT-4 model, was targeted for this study. Separately, 284 items, excluding those with diagrams, were entered into the GPT-3.5 model. The answers were categorized and analyzed to determine accuracy rates based on categories, subjects, and presence or absence of diagrams. The accuracy rates were compared to the main passing criteria (overall accuracy rate ≥62.9%).
Results
The overall accuracy rate for all items in the 107th JNLEP in GPT-4 was 72.5%, successfully meeting all the passing criteria. For the set of items without diagrams, the accuracy rate was 80.0%, which was significantly higher than that of the GPT-3.5 model (43.5%). The GPT-4 model demonstrated an accuracy rate of 36.1% for items that included diagrams.
Conclusion
Advancements that allow GPT-4 to process images have made it possible for LLMs to answer all items in medical-related license examinations. This study’s findings confirm that ChatGPT (GPT-4) possesses sufficient knowledge to meet the passing criteria.

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Qwen-2.5 Outperforms Other Large Language Models in the Chinese National Nursing Licensing Examination: Retrospective Cross-Sectional Comparative Study
Shiben Zhu, Wanqin Hu, Zhi Yang, Jiani Yan, Fang Zhang
JMIR Medical Informatics.2025; 13: e63731. CrossRef
ChatGPT (GPT-4V) Performance on the Healthcare Information Technologist Examination in Japan
Kai Ishida, Eisuke Hanada
Cureus.2025;[Epub] CrossRef
Medication counseling for OTC drugs using customized ChatGPT-4: Comparison with ChatGPT-3.5 and ChatGPT-4o
Keisuke Kiyomiya, Tohru Aomori, Hisakazu Ohtani
DIGITAL HEALTH.2025;[Epub] CrossRef
Potential of ChatGPT to Pass the Japanese Medical and Healthcare Professional National Licenses: A Literature Review
Kai Ishida, Eisuke Hanada
Cureus.2024;[Epub] CrossRef
Performance of Generative Pre-trained Transformer (GPT)-4 and Gemini Advanced on the First-Class Radiation Protection Supervisor Examination in Japan
Hiroki Goto, Yoshioki Shiraishi, Seiji Okada
Cureus.2024;[Epub] CrossRef
Performance of ChatGPT‐3.5 and ChatGPT‐4o in the Japanese National Dental Examination
Osamu Uehara, Tetsuro Morikawa, Fumiya Harada, Nodoka Sugiyama, Yuko Matsuki, Daichi Hiraki, Hinako Sakurai, Takashi Kado, Koki Yoshida, Yukie Murata, Hirofumi Matsuoka, Toshiyuki Nagasawa, Yasushi Furuichi, Yoshihiro Abiko, Hiroko Miura
Journal of Dental Education.2024;[Epub] CrossRef
An exploratory assessment of GPT-4o and GPT-4 performance on the Japanese National Dental Examination
Masaki Morishita, Hikaru Fukuda, Shino Yamaguchi, Kosuke Muraoka, Taiji Nakamura, Masanari Hayashi, Izumi Yoshioka, Kentaro Ono, Shuji Awano
The Saudi Dental Journal.2024; 36(12): 1577. CrossRef
Evaluating the Accuracy of ChatGPT in the Japanese Board-Certified Physiatrist Examination
Yuki Kato, Kenta Ushida, Ryo Momosaki
Cureus.2024;[Epub] CrossRef

Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study: Rob Edwin Carpenter, Leanne Coyne, Dave Silberman, Jody Kyoto Takemoto; J Educ Eval Health Prof. 2022;19:29. Published online October 27, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.29

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Purpose
The literature suggests that the ability to numerate cannot be fully understood without accounting for the social context in which mathematical activity is represented. Team-based learning (TBL) is an andragogical approach with theoretical links to sociocultural and community-of-practice learning. This study aimed to quantitatively explore the impact of TBL instruction on numeracy development in 2 cohorts of pharmacy students and identify the impact of TBL instruction on numeracy development from a social perspective for healthcare education.
Methods
Two cohorts of students were administered the Health Science Reasoning Test-Numeracy (HSRT-N) before beginning pharmacy school. Two years after using TBL as the primary method of instruction, both comprehensive and domain data from the HSRT-N were analyzed.
Results
In total, 163 pharmacy student scores met the inclusion criteria. The students’ numeracy skills measured by HSRT-N improved after 2 years of TBL instruction.
Conclusion
Numeracy was the most significantly improved HSRT-N domain in pharmacy students following two years of TBL instruction. Although a closer examination of numeracy development in TBL is warranted, initial data suggest that TBL instruction may be an adequate proxy for advancing numeracy in a cohort of pharmacy students. TBL may encourage a social practice of mathematics to improve pharmacy students’ ability to numerate critically.

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Unraveling the connection: A systematic review of learning styles and mathematics achievement
Dewi D. Hariri, Hilda Mahmudah, Fayza S. Wibawa, Nia Kania
Pedagogical Research.2025; 10(1): em0232. CrossRef

Malaysian pharmacy students’ perspectives on the virtual objective structured clinical examination during the coronavirus disease 2019 pandemic: Mohamed Hassan Elnaem, Muhammad Eid Akkawi, Nor Ilyani Mohamed Nazar, Norny Syafinaz Ab Rahman, Mohamad Haniki Nik Mohamed; J Educ Eval Health Prof. 2021;18:6. Published online April 12, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.6

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Purpose
This study investigated pharmacy students’ perceptions of various aspects of virtual objective structured clinical examinations (vOSCEs) conducted during the coronavirus disease 2019 pandemic in Malaysia.
Methods
This cross-sectional study involved third- and fourth-year pharmacy students at the International Islamic University Malaysia. A validated self-administered questionnaire was distributed to students who had taken a vOSCE a week before.
Results
Out of the 253 students who were approached, 231 (91.3%) completed the questionnaire. More than 75% of the participants agreed that the instructions and preparations were clear and helpful in familiarizing them with the vOSCE flow. It was found that 53.2% of the respondents were satisfied with the flow and conduct of the vOSCE. However, only approximately one-third of the respondents believed that the tasks provided in the vOSCE were more convenient, less stressful, and easier to perform than those in the conventional OSCE. Furthermore, 49.7% of the students favored not having a vOSCE in the future when conducting a conventional OSCE becomes feasible again. Internet connection was reported as a problem hindering the performance of the vOSCE by 51.9% of the participants. Students who were interested in clinical pharmacy courses were more satisfied than other students with the preparation and operation of the vOSCE, the faculty support, and the allocated time.
Conclusion
Students were satisfied with the organization and operation of the vOSCE. However, they still preferred the conventional OSCE over the vOSCE. These findings might indicate a further need to expose students to telehealthcare models.

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Comparison of the adequacies of the OSCE and vOSCE to assess the competencies required under Brazilian medical curriculum guidelines: a multicenter study
Hervaldo Sampaio Carvalho, Maria do Carmo Barros Melo, Fabiana Maria Kakehasi, Priscila Menezes Ferri Liu, Fernanda Gontijo Minafra Silveira Santos, Ricardo Luiz de Melo Martins, Marilene Vale de Castro Monteiro, Marcelo Esteves Chaves Campos, Roberto Zon
BMC Medical Education.2025;[Epub] CrossRef
What's been trending with OSCEs in pharmacy education over the last 20 years? A bibliometric review and content analysis
Angelina S. Lim, Yeap Li Ling, Kyle J. Wilby, Vivienne Mak
Currents in Pharmacy Teaching and Learning.2024; 16(3): 212. CrossRef
Evaluation of grit and its associated factors among undergraduate pharmacy students from 14 Asian and Middle Eastern countries amid the COVID-19 pandemic
Mohamed Hassan Elnaem, Muna Barakat, Naeem Mubarak, Mohammed Salim K.T., Doaa H. Abdelaziz, Ahmed Ibrahim Fathelrahman, Abrar K. Thabit, Diana Laila Ramatillah, Ali Azeez Al-Jumaili, Nabeel Kashan Syed, Mohammed Fathelrahman Adam, Md. Sanower Hossain, Moh
Saudi Pharmaceutical Journal.2023; 31(3): 410. CrossRef
Shifting to Authentic Assessments? A Systematic Review of Student Perceptions of High-Fidelity Assessments in Pharmacy
Harjit Singh, Daniel Malone, Angelina S. Lim
American Journal of Pharmaceutical Education.2023; 87(7): 100099. CrossRef
A Telehealth Module and Virtual Objective Structured Clinical Examination of Health Literacy in Pharmacy Education
Sanah Hasan, Hamzah AlZubaidi, Subish Palaian, Muaed AlOmar, Nadir Kheir, Yassin Al Hariri, Sawsan Shanableh, Ahmed Gaili, Abby Kahaleh
American Journal of Pharmaceutical Education.2023; 87(12): 100555. CrossRef
Is It Time to Revise the Competency-Based Assessment? Objective Structured Clinical Examination and Technology Integration
Haniye Mastour, Nazanin Shamaeian Razavi
Shiraz E-Medical Journal.2023;[Epub] CrossRef
Virtual OSCE: Experience and challenges with a large cohort of pharmacy students
Hanis Hanum Zulkifly, Izzati Abdul Halim Zaki, Mahmathi Karuppannan, Zakiah Mohd Noordin
Pharmacy Education.2022; 22(1): 23. CrossRef
Students’ and Examiners’ Experiences of Their First Virtual Pharmacy Objective Structured Clinical Examination (OSCE) in Australia during the COVID-19 Pandemic
Vivienne Mak, Sunanthiny Krishnan, Sara Chuang
Healthcare.2022; 10(2): 328. CrossRef
Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review
Carla Pires
Pharmacy.2022; 10(1): 31. CrossRef
Perceptions of undergraduate pharmacy students towards online assessments used during the COVID-19 pandemic in a public university in Malaysia
Usman Abubakar, A'isyah Humaira' Mohd Salehudin, Nik Afiqah Athirah Nik Mohd Asri, Nur Atiqah Mohammad Rohi, Nur Hasyimah Ramli, Nur Izzah Mohd Khairuddin, Nur Fariesya Saiful Izham, Siti Hajar Nasrullah, Auwal Adam Sa’ad
Pharmacy Education.2022; 22(1): 191. CrossRef
Evaluation of the Utility of Online Objective Structured Clinical Examination Conducted During the COVID-19 Pandemic
Mona Arekat, Mohamed Hany Shehata, Abdelhalim Deifalla, Ahmed Al-Ansari, Archana Kumar, Mohamed Alsenbesy, Hamdi Alshenawi, Amgad El-Agroudy, Mariwan Husni, Diaa Rizk, Abdelaziz Elamin, Afif Ben Salah, Hani Atwa
Advances in Medical Education and Practice.2022; Volume 13: 407. CrossRef
COVID-19-Driven Improvements and Innovations in Pharmacy Education: A Scoping Review
Jennifer Courtney, Erika Titus-Lay, Ashim Malhotra, Jeffrey Nehira, Islam Mohamed, Welly Mente, Uyen Le, Linda Buckley, Xiaodong Feng, Ruth Vinall
Pharmacy.2022; 10(3): 60. CrossRef
Supporting pharmacy students' preparation for an entry-to-practice OSCE using video cases
Michelle Flood, Judith Strawbridge, Eimear Ní Sheachnasaigh, Theo Ryan, Laura J. Sahm, Aoife Fleming, James W. Barlow
Currents in Pharmacy Teaching and Learning.2022; 14(12): 1525. CrossRef
Applying the Student Response System in the Online Dermatologic Video Curriculum on Medical Students' Interaction and Learning Outcomes during the COVID-19 Pandemic
Chih-Tsung Hung, Shao-An Fang, Feng-Cheng Liu, Chih-Hsiung Hsu, Ting-Yu Yu, Wei-Ming Wang
Indian Journal of Dermatology.2022; 67(4): 477. CrossRef
Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
Jonathan Zachary Felthun, Silas Taylor, Boaz Shulruf, Digby Wigram Allen
Journal of Educational Evaluation for Health Professions.2021; 18: 23. CrossRef

Patient as teacher sessions contextualize learning, enhancing knowledge, communication, and participation of pharmacy students in the United Kingdom: Andrew Martin Lunn, Ann Urmston, Steven Seymour, Andrea Manfrin; J Educ Eval Health Prof. 2020;17:15. Published online May 20, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.15

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Purpose
This study aimed to evaluate the impact of Patient As Teacher (PAT) sessions on the knowledge, communication skills, and participation of pharmacy students in the United Kingdom.
Methods
During the academic year 2019–2020, year 1 and 2 pharmacy students at the University of Central Lancashire were invited to complete a questionnaire following PAT sessions. Data were analyzed by means of descriptive statistics, including mean and standard deviation for: continuous variables and reliability analysis. Pearson’s chi-square or Fisher exact test, odds ratio, and phi were used for analyzing dichotomous variables. Thematic analysis was used for free text comments.
Results
Sixty eight of 228 students participated (response rate of 29.8%). No statistical difference was found between gender (P=0.090); a statistically significant difference was found between year (P=0.008). Cronbach’s α (0.809) confirmed a good internal consistency. Ninety-seven percent of the students learned a lot, and 85.3% appreciated and valued the PAT sessions; 89.7% wanted more sessions. Ninety-two point seven percent perceived the sessions to contextualize their learning. Five questions were dichotomized by grouping the responses into negative and positive; 90.3% of responses were positive and did not show statistically significant differences in gender and year of study. Overall students’ free text comments were positive, but active listening and consultation appeared in the positive and negative domains, highlighting the need for more student engagement.
Conclusion
PAT sessions had a positive impact on students’ knowledge, communication skills and participation, and contextualized learning. They provide a valuable contribution to the pharmacy students’ experience in the United Kingdom.

Citations

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Education Research: Introduction of a Standardized Communication Card to Facilitate Patient-as-Teacher Training for Medical Students in the Neurology Clerkship
Carmen Priego-Pérez, Punthitra Arpornsuksant, Rachel Marie E. Salas, Charlene E. Gamaldo, Monica Lemmon, Roy E. Strowd, Doris G. Leung
Neurology Education.2024;[Epub] CrossRef
Les conditions de la construction d’un partenariat entre étudiants et patients : une ingénierie pédagogique au service de la formation des futurs pharmaciens
Caroline Hache, Marc-Antoine Luc, Guillaume Hache
Phronesis.2024; 13(4): 91. CrossRef
Metaverse applied to musculoskeletal pathology: Orthoverse and Rehabverse
Juan M. Román-Belmonte, E. Carlos Rodríguez-Merchán, Hortensia De la Corte-Rodríguez
Postgraduate Medicine.2023; : 1. CrossRef
Assessment of outcomes associated with a Moodle-based lesson design for a research course in pharmacy education: An experimental pilot process validation study
Syed Wasif Gillani, Shabaz Mohiuddin Gulam, Jumana Al-Salloum, Rizah Anwar Assadi
Pharmacy Education.2021; 21: 642. CrossRef

Development and evaluation of an elective course on the pharmacist’s role in disaster management in France: Marc Montana, Fanny Mathias, Pascal Rathelot, Jérôme Lacroix, Patrice Vanelle; J Educ Eval Health Prof. 2019;16:19. Published online July 15, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.19

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Purpose
To describe our experiences with the development of an elective course on the pharmacist’s role in disaster management for third-year pharmacy students and to evaluate its effects on students’ knowledge and their perceptions of the introduction of this course into the curriculum.
Methods
An expert team of physicians, surgeons, and pharmacists of the Service de Santé des Armées, pharmacists teaching at the Faculty of Pharmacy, and pharmacists from the Bataillon des Marins Pompiers de Marseille developed a program consisting of 30 hours of modules on disaster response training based on previously published recommendations, a literature analysis, and international guidelines. Students’ knowledge of key competencies was assessed after some teaching sessions through a multiple-choice quiz. Students’ self-perceived knowledge, perceptions of teaching quality, and degree of satisfaction were evaluated through a voluntary survey after the last teaching session on November 15.
Results
The final curriculum consisted of 6 modules. Students’ knowledge of key competencies was assessed using multiple-choice quizzes, with a mean score of 19 of 25. Almost all students (98.3%) reported that this training program improved their knowledge of the pharmacist’s role in disaster management, and 79.3% stated that they would recommend this optional course.
Conclusion
This training course demonstrated the potential to increase the number of pharmacists prepared to respond to disasters. It also expanded students’ understanding of the pharmacist’s role and stimulated their interest in emergency preparedness. Further refinement of the program, including a simulation of mass triage in an emergency setting, will be conducted next year.

Citations

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Monitoring and evaluation in disaster management courses: a scoping review
George Teo Voicescu, Hamdi Lamine, Andra Elena Loșonți, Eugenia Maria Lupan-Mureșan, Sonia Luka, José García Ulerio, Luca Ragazzoni, Francesco Della Corte, Marta Caviglia
BMC Medical Education.2025;[Epub] CrossRef
Spatial Decision Support for Determining Suitable Emergency Assembly Places Using GIS and MCDM Techniques
Ridvan Ertugrul Yildirim, Aziz Sisman
Sustainability.2025; 17(5): 2144. CrossRef
Impact of Nursing Clinical Elective Courses on New Graduate Nurses' Clinical Practice
Lisa S. Lewis, A. Michelle Hartman, Christina Leonard, Allen Cadavero, Staci S. Reynolds
Nurse Educator.2024; 49(3): 152. CrossRef
A Scoping Review of Pharmacists’ and Pharmacy Students’ Knowledge, Skills, and Attitudes in Medical Emergencies
Thalita Zago Oliveira, Clara Zambon de Rezende, Higor Weslley Cardoso, Sofia Fernandes Nascimento, João Paulo Alves Cunha, Carla Assad Lemos, Fabiana Rossi Varallo, Leonardo Régis Leira Pereira
American Journal of Pharmaceutical Education.2024; 88(1): 100606. CrossRef
How to Best Prepare Pharmacy Students for Disaster Management: A Qualitative Study
Chairun Wiedyaningsih, Akhmad Kharis Nugroho, Niken Nur Widyakusuma, Septimawanto Dwi Prasetyo
Disaster Medicine and Public Health Preparedness.2023;[Epub] CrossRef
Assessment of drug needs and contributions of pharmacists in the aftermath of the 2011 triple disaster in Fukushima, Japan: A combined analysis
Takanao Hashimoto, Akihiko Ozaki, Saori Nonaka, Yasuhiro Kotera, Toyoaki Sawano, Masaharu Tsubokura, Kitae Ito, Tomoyoshi Oikawa
International Journal of Disaster Risk Reduction.2023; 98: 104102. CrossRef
Experience of pharmacy involvement in a disaster simulation exercise within a pediatric hospital emergency department: A pilot project
Kayla Marks, Sarita Chung, Joyce Li, Mark Waltzman, Shannon Manzi, Dhara Shah
American Journal of Health-System Pharmacy.2022; 79(9): e124. CrossRef
Evaluation of Disaster Medicine Preparedness among Healthcare Profession Students: A Cross-Sectional Study in Pakistan
Ali Hassan Gillani, Mohamed Izham Mohamed Ibrahim, Jamshaid Akbar, Yu Fang
International Journal of Environmental Research and Public Health.2020; 17(6): 2027. CrossRef

Educational/faculty development material

A new experimental community pharmacy internship module for undergraduate pharmacy students in western Nepal: overview and reflections: Sangita Timsina, Bhuvan K.C., Dristi Adhikari, Alian A. Alrasheedy, Mohamed Izham Mohamed Ibrahim, Atisammodavardhana Kaundinnyayana; J Educ Eval Health Prof. 2017;14:18. Published online August 16, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.18

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Abstract PDF

Community pharmacies in Nepal and other South Asian countries are in a mediocre state due to poor regulation and the fact that many pharmacies are run by people with insufficient training in dispensing. This has led to the inappropriate use of medicines. The problems due to poor regulation and the mediocre state of community pharmacies in South Asia encompass both academia and clinical practice. In this paper, a 2-week community pharmacy internship programme completed by 2 graduating pharmacy students of Pokhara University (a Nepalese public university) at Sankalpa Pharmacy, Pokhara, Nepal is illustrated. During the internship, they were systematically trained on store management, pharmaceutical care, counselling skills, the use of medical devices, pharmaceutical business plans, medicine information sources, and adverse drug reaction reporting. An orientation, observations and hands-on training, case presentation, discussion, and feedback from 2 senior pharmacists were used as the training method. A proper community pharmacy internship format, good pharmacy practice standards, and a better work environment for pharmacists may improve the quality of community pharmacies.

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Using the Business Model Canvas to Guide Doctor of Pharmacy Students in Building Business Plans
David A. Holdford, Vasco M. Pontinha, Tyler D. Wagner
American Journal of Pharmaceutical Education.2022; 86(3): 8719. CrossRef
Rural Public Health Workforce Training and Development: The Performance of an Undergraduate Internship Programme in a Rural Hospital and Healthcare Centre
Luis Miguel Dos Santos
International Journal of Environmental Research and Public Health.2019; 16(7): 1259. CrossRef

Research article

Attitudes to proposed assessment of pharmacy skills in Korean pharmacist licensure examination: Joo Hee Kim, Ju-Yeun Lee, Young Sook Lee, Chul-Soon Yong, Nayoung Han, Hye Sun Gwak, Jungmi Oh, Byung Koo Lee, Sukhyang Lee; J Educ Eval Health Prof. 2017;14:6. Published online March 27, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.6

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Abstract PDF

Purpose
The survey aimed to obtain opinions about a proposed implementation of pharmacy skills assessment in Korean pharmacist licensure examination (KPLE).
Methods
A 16-question survey was distributed electronically to 2,738 people including 570 pharmacy professors of 35 pharmacy schools, 550 preceptors from 865 practice sites and 1,618 students who graduated in 2015. The survey solicited responses concerning the adequacy of the current KPLE in assessing pharmacy knowledge/skills/attitudes, deficiencies of pharmacy skills testing in assessing the professional competencies necessary for pharmacists, plans for pharmacy skills tests in the current KPLE, and subject areas of pharmacy practice.
Results
A total of 466 surveys were returned. The current exam is not adequate for assessing skills and attitudes according to 42%–48% of respondents. Sixty percent felt that skills test is necessary to assess qualifications and professional competencies. Almost two-thirds of participants stated that testing should be implemented within 5 years. More than 60% agreed that candidates should be graduates and that written and skills test scores can be combined for pass-fail decisions. About 70% of respondents felt that the test should be less than 2 hours in duration. Over half of the respondents thought that the assessor should be a pharmacy faculty member with at least 5 years of clinical experience. Up to 70% stated that activities related to patient care were appropriate and practical for the scope of skills test.
Conclusion
Pharmacy skills assessment was supported by the majority of respondents.

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A scoping review of the methods and processes used by regulatory bodies to determine pharmacists’ readiness for practice
Eimear Ni Sheachnasaigh, Cathal Cadogan, Judith Strawbridge, Laura J. Sahm, Cristin Ryan
Research in Social and Administrative Pharmacy.2022; 18(12): 4028. CrossRef
Development of a Platform to Align Education and Practice: Bridging Academia and the Profession in Portugal
Filipa Alves da Costa, Ana Paula Martins, Francisco Veiga, Isabel Ramalhinho, José Manuel Sousa Lobo, Luís Rodrigues, Luiza Granadeiro, Matilde Castro, Pedro Barata, Perpétua Gomes, Vítor Seabra, Maria Margarida Caramona
Pharmacy.2020; 8(1): 11. CrossRef
Selection of Tasks for Assessment of Pharmacy Clinical Performance in Korean Pharmacist Licensure Examination: Results of an Expert Survey
Nayoung Han, Ju-Yeun Lee, Hye Sun Gwak, Byung Koo Lee, Young Sook Lee, Sukhyang Lee, Chul-Soon Yong, Joo Hee Kim, Jung Mi Oh, v
Korean Journal of Clinical Pharmacy.2017; 27(3): 119. CrossRef

Brief Reports

Perceptions of pharmacy clerkship students and clinical preceptors regarding preceptors’ teaching behaviors at Gondar University in Ethiopia: Tadesse Melaku, Akshaya Srikanth Bhagavathula, Yonas Getaye, Sewunet Admasu, Ramadan Alkalmi; J Educ Eval Health Prof. 2016;13:9. Published online February 15, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.9

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This study aimed to compare the perceptions of pharmacy clerkship students and clinical preceptors of preceptors’ teaching behaviors at Gondar University. A cross-sectional study was conducted among pharmacy clerkship students and preceptors during June 2014 and December 2015. A 52-item structured questionnaire was self-administered to 126 students and 23 preceptors. The responses are presented using descriptive statistics. The Mann-Whitney U test was applied to test the significance of differences between students and preceptors. The response rate was 89.4% for students and 95.6% for preceptors. Statistically significant differences were observed in the responses regarding two of the five communication skills that were examined, six of the 26 clinical skills, and five of the 21 parameters involving feedback. The mean scores of preceptors (2.6/3) and students (1.9/3) regarding instructors’ ability to answer questions were found to be significantly different (P= 0.01). Students and preceptors gave mean scores of 1.9 and 2.8, respectively, to a question regarding preceptors’ application of appropriate up-to-date knowledge to individual patients (P= 0.00). Significant differences were also noted between students and instructors regarding the degree to which preceptors encouraged students to evaluate their own performance (P= 0.01). Discrepancies were noted between students and preceptors regarding preceptors’ teaching behaviors. Preceptors rated their teaching behaviors more highly than students did. Short-term training is warranted for preceptors to improve some aspects of their teaching skills.

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Exploring Feedback Mechanics during Experiential Learning in Pharmacy Education: A Scoping Review
Dania Alkhiyami, Salam Abou Safrah, Ahsan Sethi, Muhammad Abdul Hadi
Pharmacy.2024; 12(3): 74. CrossRef
Assessment of the competency of learner-centered teaching of clinical preceptor using the augmented Stanford Faculty Development Program Questionnaire (SFDPQ): a cross sectional comparative study
Zixian Liu, Tong Wang, Siwen Wu, Bin Xu, Wenlan Zhao, Xiaohan Yin, Yanchun Sun
BMC Medical Education.2024;[Epub] CrossRef
Pharmaceutical care journey: Final-year pharmacy students’ experiences of the hospital-based clinical pharmacy clerkship programme in north- east Nigeria
Roland N Okoro, John David Ohieku, Sani Ibn Yakubu
Pharmacy Education.2021; 21: 9. CrossRef
Student perceptions of non-technical skills development during advanced pharmacy practice experiences
Sandy Diec, Pooja H. Patel, Nephy G. Samuel, Jose J. Hernandez-Munoz
Currents in Pharmacy Teaching and Learning.2021; 13(11): 1510. CrossRef
Measuring and assessing the competencies of preceptors in health professions: a systematic scoping review
Andrew D. Bartlett, Irene S. Um, Edward J. Luca, Ines Krass, Carl R. Schneider
BMC Medical Education.2020;[Epub] CrossRef
Pharmacy students’ provision of health promotion counseling services during a community pharmacy clerkship: a cross sectional study, Northwest Ethiopia
Dessalegn Asmelashe Gelayee, Gashaw Binega Mekonnen
BMC Medical Education.2018;[Epub] CrossRef

Analysis of the study skills of undergraduate pharmacy students of the University of Zambia School of Medicine: Christian Chinyere Ezeala, Nalucha Siyanga; J Educ Eval Health Prof. 2015;12:46. Published online September 25, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.46

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Abstract PDF

It aimed to compare the study skills of two groups of undergraduate pharmacy students in the School of Medicine, University of Zambia using the Study Skills Assessment Questionnaire (SSAQ), with the goal of analysing students’ study skills and identifying factors that affect study skills. A questionnaire was distributed to 67 participants from both programs using stratified random sampling. Completed questionnaires were rated according to participants study skill. The total scores and scores within subscales were analysed and compared quantitatively. Questionnaires were distributed to 37 students in the regular program, and to 30 students in the parallel program. The response rate was 100%. Students had moderate to good study skills: 22 respondents (32.8%) showed good study skills, while 45 respondents (67.2%) were found to have moderate study skills. Students in the parallel program demonstrated significantly better study skills (mean SSAQ score, 185.4±14.5), particularly in time management and writing, than the students in the regular program (mean SSAQ score 175±25.4; P<0.05). No significant differences were found according to age, gender, residential or marital status, or level of study. The students in the parallel program had better time management and writing skills, probably due to their prior work experience. The more intensive training to students in regular program is needed in improving time management and writing skills.

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Research Articles

Comparison of the knowledge, attitudes, and perception of barriers regarding adverse drug reaction reporting between pharmacy and medical students in Pakistan: Muhammad Umair Khan, Akram Ahmad, Areeba Ejaz, Syed Ata Rizvi, Ayesha Sardar, Kazim Hussain, Tayyaba Zaffar, Shazia Q. Jamshed; J Educ Eval Health Prof. 2015;12:28. Published online June 17, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.28

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Abstract PDF

Purpose
The goal of this study was to compare the knowledge and attitudes of pharmacy and medical students regarding adverse drug reactions (ADRs), as well as their perceptions of barriers to ADR reporting, in a Higher Education Commission-recognised Pakistani university.
Methods
A cross-sectional study was conducted among final-year pharmacy (n=91) and medical (n=108) students in Pakistan from June 1 to July 31, 2014. A self-administered questionnaire was used to collect the data. The responses of pharmacy students were compared to those of medical students.
Results
Pharmacy students had a significantly better knowledge of ADRs than medical students (mean±SD, 5.61±1.78 vs. 3.23±1.60; P<0.001). Gender showed a significant relationship to knowledge about ADRs, and male participants were apparently more knowledgeable than their female counterparts (P<0.001). The attitudes of pharmacy students regarding their capability to handle and report ADRs were significantly more positive than those of medical students (P<0.05). In comparison to pharmacy students, a lack of knowledge of where and how to report ADRs was the main barrier that medical students perceived to ADR reporting (P=0.001).
Conclusion
Final-year pharmacy students exhibited more knowledge about ADRs and showed more positive attitudes regarding their capacity to handle and report ADRs than final-year medical students.

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François Montastruc, Fabrice Muscari, Ivan Tack, Justine Benevent, Margaux Lafaurie, Claire de Canecaude, Haleh Bagheri, Fabien Despas, Christine Damase-Michel, Geneviève Durrieu, Agnès Sommet
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Enhancing Patient Safety: A Cross-Sectional Study to Assess Medical Interns’ Attitude and Knowledge About Medication Safety in Saudi Arabia
Raghad Hijazi, Hatouf Sukkarieh, Rami Bustami, Jibran Khan, Reema Aldhalaan
Cureus.2023;[Epub] CrossRef
Assessment of the Current State of Pharmacovigilance System in Pakistan Using Indicator-Based Assessment Tool
Muhammad Akhtar Abbas Khan, Saima Hamid, Tofeeq Ur-Rehman, Zaheer-Ud-Din Babar
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N. Nchinech, Z. Lachhab, M. Obtel, Y. Cherrah, S. Serragui
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Knowledge, Attitude, and Practice of Medical, Pharmacy, and Nursing Students Towards Pharmacovigilance and Adverse Drug Reaction Reporting at University of Gondar College of Medicine and Health Sciences, Northwest Ethiopia: A Cross-Sectional Study
Masho Tigabe Tekel, Abaynesh Fentahun Bekalu, Faisel Dula Sema
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Quality assessment of individual case safety reports in pharmacovigilance in Burkina Faso
Nazaire Roamba, Emile Windné Ouedraogo, Estelle Noella Hoho Youl, S. Bourekkadi, H. Hami, A. Mokhtari, K. Slimani, A. Soulaymani
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Pharmacovigilance in healthcare education: students’ knowledge, attitude and perception: a cross-sectional study in Saudi Arabia
Monira Alwhaibi, Ghaida Alhindi, Majd Alshamrani, Maryam Bin Essa, Noha A. Al Aloola, Tariq M. Alhawassi
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Abdul Nazer Ali, Chew Jia Hui, Sunil K Prajapati, Nazer Zulfikar Ahmed
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The need for redesigned pharmacy practice courses in Pakistan: the perspectives of senior pharmacy students: Muhammad Umair Khan, Akram Ahmad, Kazim Hussain, Aqsa Salam, Zain-ul Hasnain, Isha Patel; J Educ Eval Health Prof. 2015;12:27. Published online June 16, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.27

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Abstract PDF

Purpose
In Pakistan, courses in pharmacy practice, which are an essential component of the PharmD curriculum, were launched with the aim of strengthening pharmacy practice overall and enabling pharmacy students to cope with the challenges involved in meeting real-world healthcare needs. Since very little research has assessed the efficacy of such courses, we aimed to evaluate students’ perceptions of pharmacy practice courses and their opinions about whether their current knowledge of the topics covered in pharmacy practice courses is adequate for future practice. Methods: A cross-sectional study was conducted over two months among the senior pharmacy students of two pharmacy colleges. A content- and face-validated questionnaire was used to collect data, which were then analysed using SPSS version 20. Descriptive analysis and logistic regression were performed. Results: Research in pharmacy practice (30.2%), applied drug information (34.4%), health policy (38.1%), public health and epidemiology (39.5%), pharmacovigilance (45.6%), and pharmacoeconomics (47.9%) were the major courses that were covered to the least extent in the PharmD curriculum. However, hospital pharmacy practice (94.4%), pharmacotherapeutics (88.8%), and community pharmacy practice (82.8%) were covered well. Although 94% of students considered these courses important, only 37.2% considered themselves to be competent in the corresponding topics. Of the participants, 87.9% agreed that the pharmacy courses in the present curriculum should be redesigned. Conclusion: Our results showed that the pharmacy practice courses in the current PharmD curriculum do not encompass some important core subjects. A nationwide study is warranted to further establish the necessity for remodelling pharmacy practice courses in Pakistan.

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Predictors of knowledge level and awareness towards the principles and methodology evaluation of pharmacoeconomics in Saudi Arabia
Dhafer Mahdi Alshayban
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Assessment of students’ satisfaction with a student-led team-based learning course: Justin W. Bouw, Vasudha Gupta, Ana L. Hincapie; J Educ Eval Health Prof. 2015;12:23. Published online June 11, 2015; DOI: https://doi.org/10.3352/jeehp.2015.12.23

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Abstract PDF

Purpose
To date, no studies in the literature have examined student delivery of team-based learning (TBL) modules in the classroom. We aimed to assess student perceptions of a student-led TBL elective. Methods: Third-year pharmacy students were assigned topics in teams and developed learning objectives, a 15-minute mini-lecture, and a TBL application exercise and presented them to student colleagues. Students completed a survey upon completion of the course and participated in a focus group discussion to share their views on learning. Results: The majority of students (n=23/30) agreed that creating TBL modules enhanced their understanding of concepts, improved their self-directed learning skills (n=26/30), and improved their comprehension of TBL pedagogy (n=27/30). However, 60% disagreed with incorporating student-generated TBL modules into core curricular classes. Focus group data identified student-perceived barriers to success in the elective, in particular the development of TBL application exercises. Conclusion: This study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.

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Learning gain of pharmacy students after introducing guided inquiry learning with computer simulation in a pharmacology class in Fiji: Christian C Ezeala, Arnold A Ram, Napolioni Vulakouvaki; J Educ Eval Health Prof. 2013;10:9. Published online December 23, 2012; DOI: https://doi.org/10.3352/jeehp.2013.10.9

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Breadth of knowledge vs. grades: What best predicts achievement in the first year of health sciences programmes?: Boaz Shulruf, Meisong Li, Judy McKimm, Melinda Smith; J Educ Eval Health Prof. 2012;9:7. Published online May 16, 2012; DOI: https://doi.org/10.3352/jeehp.2012.9.7

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This study aimed to identify those features within secondary school curricula and assessment, particularly science subjects that best predict academic achievement in the first year of three different three-year undergraduate health professional programmes (nursing, pharmacy, and health sciences) at a large New Zealand university. In particular, this study compared the contribution of breadth of knowledge (number of credits acquired) versus grade level (grade point average) and explored the impact of demographic variables on achievement. The findings indicated that grades are the most important factor predicting student success in the first year of university. Although taking biology and physics at secondary school has some impact on university first year achievement, the effect is relatively minor.

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