Search Results (532)

Background: Cigarette smoking remains one of the most important preventable causes of respiratory morbidity, exerting detrimental effects even in young adults. Medical students represent a particularly relevant population, as the lifestyle habits they adopt during their training years may influence both their personal health and professional credibility. Methods: We conducted a cross-sectional analysis of 264 medical students from the University of Medicine, Pharmacology, Science and Technology of Târgu-Mures, aged 18–30 years, stratified according to smoking status, type of tobacco product used, and lifestyle characteristics (athletic vs. sedentary). Standardized spirometry was performed to assess FVC, FEV₁, FEV₁/FVC ratio, PEF, and small airway flow parameters (MEF₂₅, MEF₅₀, MEF₇₅). Statistical comparisons between groups were performed using t-tests, Mann–Whitney U tests, chi-square tests, and correlation analyses, with p < 0.05 considered statistically significant. Results: Smokers demonstrated significantly lower values for FEV₁, PEF, and MEF parameters compared with non-smokers, confirming early functional impairment of both large and small airways. Within the smoking group, users of e-cigarettes or heated tobacco products exhibited more favorable FEV₁ and small airway flow values than conventional cigarette smokers. However, differences in FVC were less pronounced. Significantly, athletes consistently outperformed their sedentary peers across all respiratory parameters, regardless of smoking status, with markedly higher FEV₁, FVC, and MEF values and a lower prevalence of obstructive patterns. Cumulative smoking exposure (pack-years) was inversely associated with small airway function, whereas higher levels of physical activity were independently linked to a pronounced protective effect. Conclusions: Even in early adulthood, smoking is related to measurable declines in lung function, particularly affecting small airway dynamics. Although alternative products may appear less harmful than conventional cigarettes, they cannot be considered risk-free. Conversely, regular physical activity demonstrated a protective association in the case–control analysis, attenuating functional decline and supporting the preservation of long-term respiratory health. These findings underscore the importance of integrated prevention strategies in medical universities, combining smoking cessation initiatives with the systematic promotion of physical activity to safeguard the health of future physicians and reinforce their role as credible health advocates. Full article

Sexual and gender minority (SGM) people report considerable dissatisfaction with health services compared to heterosexual and/or cisgender people, with health professionals highlighting insufficient training. Teaching about the health of SGM people is not mandated in UK health professionals’ educational curricula. A review of published and unpublished surveys and of UK training courses evaluating LGBTQ+ content, in the UK and Ireland, examining the teaching of the health of SGM people to health professionals was conducted. Fifteen surveys from the perspectives of educators and students were compared and contrasted. Surveys were found from educators from undergraduate medicine, nursing and midwifery, and pharmacy schools, from students at dental, medical, and pharmacy schools, and from qualified doctors and paramedics. Students and clinical staff perceived that they have insufficient training in SGM health, although there is a contradiction in the perception of teaching amount between students and educational staff. Two curriculum reviews of Royal College postgraduate medical training showed either no or very few requirements on SGM health. Although some courses make considerable efforts to fully incorporate SGM health into mandatory curricula appropriately, professionals mention insufficient training. Until curriculum setters mandate SGM health, patient complaints will continue. Full article

The integration of artificial intelligence (AI) tools, such as the chat generative pre-trained transformer (ChatGPT), into health professions education is rapidly accelerating, creating new opportunities for personalized learning and clinical preparation. These tools have demonstrated the potential to enhance learning efficiency and critical thinking. However, concerns regarding reliability, academic integrity, and potential overreliance highlight the need to better understand how healthcare students adopt and perceive these technologies in order to guide their effective and responsible integration into educational frameworks. This nationwide, cross-sectional, survey-based study was conducted between February and April 2024 among undergraduate students enrolled in medical, pharmacy, nursing, dental, and allied health programs in Saudi Arabia. An online questionnaire collected data on ChatGPT usage patterns, satisfaction, perceived benefits and risks, and attitudes toward integrating them into the curricula. Among 1044 participants, the prevalence of ChatGPT use was 69.25% (n = 723). Students primarily utilized the tool for content summarization, assignment preparation, and exam-related study. Key motivators included time efficiency and convenience, with improved learning efficiency and reduced study stress identified as major benefits. Conversely, major challenges included subscription costs and difficulties in formulating effective prompts. Furthermore, concerns regarding overreliance and academic misconduct were frequently reported. In conclusion, the adoption of generative AI tools such as ChatGPT among healthcare students in Saudi Arabia was high, driven by its perceived ability to enhance learning efficiency and personalization. To maximize its benefits and minimize risks, institutions should establish clear policies, provide faculty oversight, and integrate AI literacy into the education of health professionals. Full article

Background: Clinical pharmacists are increasingly demonstrating their value within primary care; this process directly improves patient experiences and outcomes. However, many undergraduate pharmacy students have little or no experience in this area, so that when they first qualify from training, their previous lack of exposure could affect future patient care in this environment. Aim: This study aims to evaluate how pharmacy undergraduate students’ learning and development of competencies are managed and received by general practitioner (GP) educators, clinical tutors, students, and patients in a general practice setting. Design and setting: The General Practice Pharmacy Educational Placement (GPEP) for undergraduates was designed and delivered in half-a-day each week across five weeks in general practice. Students observed patient consultations, interviewed patients, conducted medication reviews, used medicines reconciliation techniques, and also produced patient care plans. Method: Students participating in GPEP completed both pre- and post-course questionnaires rating eight learning outcomes, using a five-point Likert scale. Data analysis incorporated multivariate principal component analysis (PCA) and partial least squares-discriminant analysis (PLS-DA) strategies, and thematic analysis was applied to student focus groups, patient interviews, and GP staff interviews. Following the patient medication interview, students recorded findings and potential interventions for consideration. Results: A total of 112/157 students (71%) completed the questionnaires (June 2016–March 2019), with significant statistical differences in student confidence (p < 0.0005 for all learning outcomes). Thematic analysis revealed largely positive attitudes towards GPEP. Healthcare professionals highlighted benefits and challenges of GPEP. More than 40 issues relating to medicines optimisation and patient safety were identified, with some requiring immediate interventions from GP teams. Conclusions: GPEP demonstrated a positive clinical impact, improving patient safety. The undergraduate activities may encourage students to consider roles in primary and community care, enabling a resilient and able future workforce. Full article

Opioid overdoses in the United States remain a significant public health concern. Opioid use disorder (OUD) is stigmatized, exacerbating negative health outcomes. Reducing stigma in healthcare, including in pharmacies, is critical. The “Let’s Talk Stigma” program was collaboratively developed with two schools of pharmacy, a local health department, and individuals with lived drug use experience. It aimed to reduce OUD-related stigma among pharmacists, pharmacy technicians, student pharmacists, and other allied health professionals. The program included six core components: a podcast, continuing education, a standardized curriculum for student pharmacists, training for pharmacy technicians and medical assistants, pharmacy outreach by student pharmacists, and partnerships with chain pharmacies. The anti-stigma podcast reached a global audience with nearly 22,000 listens, while local sessions engaged over 5000 individuals. These initiatives were integrated into Doctor of Pharmacy curricula, with student pharmacists distributing stigma-reduction kits in local pharmacies. A mixed-methods approach, incorporating qualitative data from participant reflections and quantitative data from surveys, podcast analytics, and attendance records, was used for program evaluation. Participants reported increased awareness of stigma, improved attitudes, and greater professional responsibility to reduce stigma. The program successfully leveraged partnerships, flexible delivery methods, and inclusion of people with lived drug use experience in its design. Full article

This study evaluated the accuracy and educational potential of three generative AI models, ChatGPT 3.5, ChatGPT 4o, and Gemini 2.5, by addressing pharmacy-related content across three key areas: biostatistics, pharmaceutical calculations, and therapeutics. A total of 120 exam-style questions, categorized by Bloom’s Taxonomy levels (Remember, Understand, Apply, and Analyze), were administered to each model. Overall, the AI models achieved a combined accuracy rate of 77.5%, with ChatGPT 4o consistently outperforming ChatGPT 3.5 and Gemini 2.5. The highest accuracy was observed in therapeutics (83.3%), followed by biostatistics (81.7%) and calculations (67.5%). Performance was strongest at lower Bloom levels, reflecting proficiency in recall and conceptual understanding, but declined at higher levels requiring analytical reasoning. These findings suggest that generative AI tools can serve as effective supplementary aids for pharmacy education, particularly for conceptual learning and review. However, their limitations in quantitative and higher-order reasoning highlight the need for guided use and faculty oversight. Future research should expand to additional subject areas and assess longitudinal learning outcomes to better understand AI’s role in improving critical thinking and professional competence among pharmacy students. Full article

Objective: This study aims to evaluate pharmacy students’ perceptions regarding the integration of generative artificial intelligence (GenAI) into pharmacy curricula, providing evidence to inform future curriculum development. Methods: A cross-sectional survey of Doctor of Pharmacy (PharmD) students at a single U.S. College of Pharmacy was conducted in April 2025. Students from all four professional years (P1–P4) were invited to participate. The 10-item survey assessed four domains: (1) General GenAI Use, (2) Knowledge and Experience with GenAI Tools, (3) Learning Preferences with GenAI, and (4) Perspectives on GenAI in the curriculum. Results: A total of 110 students responded (response rate = 12.4%). Most were P1 students (56/110, 50.9%). Many reported using GenAI tools for personal (65/110, 59.1%) and school-related purposes (64/110, 58.1%) sometimes, often, or frequently. ChatGPT was the most used tool. While 40% (40/99) agreed or strongly agreed that GenAI could enhance their learning, 62.6% (62/99) preferred traditional teaching methods. Open-ended responses (n = 25) reflected a mix of positive, neutral, and negative views on GenAI in education. Conclusions: Many pharmacy students in this cohort reported using GenAI tools and demonstrated a basic understanding of GenAI functions, yet students also reported that they preferred traditional learning methods and expressed mixed views on incorporating GenAI into teaching. These findings provide valuable insights for faculty and schools of pharmacy as they develop strategies to integrate GenAI into pharmacy education. Full article

Large language models (LLMs) are rapidly being explored as tools to support learning and assessment in health science education, yet their performance across discipline-specific evaluations remains underexamined. This study evaluated the accuracy of two prominent LLMs on university-level pharmacognosy examinations and compared their performance to that of pharmacy students. Authentic exam papers comprising a range of question formats and content categories were administered to ChatGPT and DeepSeek using a structured prompting approach. Student data were anonymized and LLM responses were graded using the same marking criteria applied to student cohorts, and a Monte Carlo simulation was conducted to determine whether observed performance differences were statistically meaningful. Facility Index (FI) values were calculated to contextualize item difficulty and identify where LLM performance aligned or diverged from student outcomes. The models demonstrated variable accuracy across question types, with a stronger performance in recall-based and definition-style items and comparatively weaker outputs for applied or interpretive questions. Simulated comparisons showed that LLM performance did not uniformly exceed or fall below that of students, indicating dimension-specific strengths and constraints. These findings suggest that while LLM-resistant examination design is contingent on question structure and content, further research should refine their integration into pharmacy education. Full article

Background: Patient safety through root cause analyses and action planning (RCA2) is often taught in healthcare system-specific formats, in ways that are not applicable to interprofessional teams. The purpose of this article is to describe and evaluate an interprofessional RCA2 simulation conducted via videoconferencing, where attendees used cause mapping to identify root causes. Methods: Educators from medicine, nursing, and pharmacy schools developed the curriculum. Sessions included residents from graduate medical education programs, senior nursing students, and pharmacy residents. Facilitators provided brief didactics, and the simulation reviewed a safety event, root cause analysis, development of action plans, and a formal debrief session. Google Suite tools were used to create a cause map and action plan. Participants completed the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), facilitators conducted after-action reviews, and survey responses were used for quality improvement. Results: Most participants found this simulation helpful. There were significant improvements in self-perception of skills in the six ICCAS domains. Participants also noted that learning RCA would be helpful in their future practice. Conclusions: This patient safety simulation in an interprofessional team environment helped participants develop teamwork and an understanding of the RCA2 process. Participants learned to ask clarifying questions and voice concerns, which is essential when identifying root causes. This process serves as a guide for teaching these skills. Future iterations can implement this simulation-based RCA and adapt it for other, diverse populations. Full article

Background: The scope of practice for pharmacists in the United States (US) is expanding rapidly, with the majority of states allowing pharmacists to prescribe to some degree. Doctor of Pharmacy (PharmD) programs are required to include medication prescribing effective 1 July 2025, ensuring program alignment with modern pharmacy practice. Objective: This study aimed to characterize student pharmacists’ beliefs about education on prescribing in the US PharmD program. Methods: Focus group discussions (FGDs) were conducted with student pharmacists enrolled in the PharmD curriculum at two different universities in the US. The conceptualization and data collection, guided by Self-Determination Theory, occurred over three months during the 2024 Fall semester. Data analysis was performed using thematic analysis, and themes were identified through inductive and deductive coding. Results: Twenty-two student pharmacists participated in three FGDs. Thematic analysis revealed two major themes: (1) essential role of didactic education in the prescribing process and (2) enhancing student preparedness to prescribe through experiential training. These themes uncover student pharmacists’ beliefs that prescribing education is vitally important to the didactic and experiential curriculum, highlighting the need to take a comprehensive approach to incorporate these topics into the PharmD program. Conclusions: Teaching medication prescribing in the PharmD didactic curriculum using a state’s scope of practice as a framework for its delivery, with reinforcement in their experiential training, to ensure pharmacy students are practice-ready, may be a preferred approach for delivery. This area remains ripe for further study to determine an evidence-based approach to teaching medication prescribing to pharmacy students. Full article

Background/Objectives: According to recent literature, the prevalence and incidence of long-term illnesses such as asthma and diabetes in young people have substantially risen over the past 13 years. Recent figures indicate that, in England, 4.10% of all prescriptions were prescribed for young people. The aim of this study was to investigate young people’s perspectives of pharmaceutical services provided by primary care pharmacists relating to medication. Methods: A cross-sectional survey using both online and paper-based tools was conducted from March to November 2019. The population for this survey was young people from 18 to 24 years old registered as students at one of the universities in England. The survey consisted of twenty-four questions, and they were a mix of closed-ended questions, such as multiple-choice and Likert scales, and open-ended questions. Results: A total of 210 out of 800 survey responses were completed from different recruitment sources, achieving a response rate of 26.25%. Most participants were female (62.38%), and the most frequent age was 18 years (35.24%). Among participants, 15.70% were diagnosed with long-term illnesses, of which 33.33% were reported as the respiratory disease, asthma. Pharmacists were not utilised as a source of information for young people, with the majority (60.60%) obtaining information from their doctors. Most of the participants (96.97%) had not taken part in a Medicines Use Review (MUR) or New Medicine Service (NMS), and 78.79% were not aware of any services or support groups by their pharmacist. Among different healthcare professionals, GPs and hospital doctors were the most frequently reported to discuss with young people about their illnesses. Conclusions: There is an opportunity to further develop pharmaceutical services and support by primary care pharmacists for young people with long-term illnesses. Policymakers and primary care pharmacists in the future could utilise the perceptions and opinions of young people found in the current study to inform the development of primary care pharmacy services to meet young people’s needs and perceptions. These results are of benefit to policymakers in assisting in the development of pharmacy services. Further research will enhance understanding of the perceptions of young people about the pharmaceutical services offered by primary care pharmacists with respect to medications. Full article

Background: The pharmacy workforce in Vietnam is rapidly evolving, but little is known about how gender and socioeconomic factors shape career intentions and sector preferences of students. Understanding these determinants is essential for healthcare workforce planning. Objective: To investigate how gender and socioeconomic determinants influence intention of pharmacy students to pursue a career and their preferred sector in Vietnam. Methods: A cross-sectional survey was conducted among 462 students from 2nd to 5th year at a Vietnamese university. Demographic data, socioeconomic background, and career intentions were analyzed using chi-squared tests, multinomial logistic regression, and binary logistic regression. Results: Of 462 respondents, 71.9% intended to pursue a pharmacy career, 2.6% reported no, while 25.5% were unsure. Gender differences were evident but did not reach statistical significance (p = 0.083). Female students were more likely to choose clinical, hospital pharmacy or regulation, whereas male students showed higher preference for community, industry and academia. Binary logistic regression revealed that urban origin (OR = 1.34, 95% CI = 1.01–1.78, p = 0.041) and family encouragement (OR = 2.53, 95% CI = 1.60–3.99, p < 0.001) significantly predicted career intention, while gender and income were non-significant. Conclusions: Family encouragement and urban upbringing influence pharmacy career pursuit, while gender may shape sectoral preferences. Policies should address gender equity and enhance support for students from rural or disadvantaged backgrounds. Full article

MyDispense is a high-fidelity, low-stakes community pharmacy simulation, allowing students to practice dispensing skills. A systematic review was conducted to identify students’ perceptions regarding barriers and facilitators of MyDispense in pharmacy education. PubMed, CINAHL, and EMBASE databases were searched from 2015 to 2025 in January 2025 using combined keywords, proximity searching and Boolean operators. Studies investigating MyDispense and gathering students’ perceptions were included. Record screening was conducted by two independent reviewers (OC and LS). Any identified records from database searching and hand searching of included study reference lists were imported to Rayyan and subjected to independent review. Conflicts were resolved through a third party (RMcC), and discussions were held until consensus was reached. Fifteen studies were included in this review. Seven studies were conducted in USA, six in Asia, one in UK, and one in Australia. All studies utilised purposive sampling. Sample sizes ranged from 33 to 322 students. All studies included surveys to gather student perceptions. Other data collection methods included semi-structured interviews and focus group discussions for students to further elaborate on survey responses. Identified facilitators were mapped to four overarching themes; “Develops competency”, “User-Friendliness”, “Engaging Learning Experience” and “Safe Learning Environment.” Key barriers were encompassed to three themes: “Learning Curve”, “IT issues” and “Limited Realism and Applications”. Barriers included (i) the learning curve of the platform, (ii) technical issues, and (iii) limited realism. Facilitators included perceptions of (i) improved dispensing and counselling skills and a deeper understanding of pharmacy legislation, (ii) accessibility, interactivity of the learning environment and (iii) immediate feedback. Synthesis of the evidence in this review identified students’ perceptions of barriers and facilitators of MyDispense in pharmacy education. This may serve as a guide to educators considering the adoption of MyDispense into their curricula. Full article

Entrustable Professional Activities (EPAs) are units of professional practice entrusted to learners once they have attained the required competencies to perform them. This scoping review described how Entrustable Professional Activities (EPAs) have been implemented in pharmacy education. MEDLINE (PubMed), Scopus, and Google Scholar were searched (on 8 July 2025) to identify relevant literature from 2016 to 2025. Studies that describe EPAs implemented in pharmacy programs, assess the perspectives on EPAs implemented, or evaluate student performance on EPAs were included. Studies that did not assess actual experience of EPAs’ implementation were excluded. The data were described narratively and through frequencies and tables. Twenty-four studies were included in the review. Most studies pointed out that the EPAs’ framework has been adopted mostly in practice experiences, but with a few experiences in course activities. The most frequent approach to assess student performance on EPAs was direct practice observation. Student performance on EPAs improved after participating in educational activities. From the perspectives of students, preceptors, and faculty members, EPAs facilitated student assessment of competencies; however, there are challenges in their implementation, such as heavy workload. The findings of this review can inform faculty members and health professionals who intend to implement EPAs’ framework. Full article

The permanent historical-pharmaceutical collection at the Faculty of Pharmacy, University of Seville (Spain), offers visitors a vivid impression of what an apothecary’s shop looked like around the turn of the 19th to the 20th century. In that era, pharmacists manually prepared medicines and stored raw materials in various ceramic containers, including jars, oil cruets, burnias, and albarelos. Each year, the museum receives new donations, such as a recent set of pharmacy jars from a private collection. Most of these are albarelos, with one dating back to the 18th century and others originating from more recent ceramic workshops. During transport from Murcia to Seville, the 18th-century albarelo was accidentally broken. To preserve its historical and artistic value, we commissioned a master potter to restore the piece. Thanks to this intervention, the albarelo is now part of the museum’s exhibition and can be appreciated by students and visitors interested in cultural heritage beyond the pharmaceutical field. Full article