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Fulltext Malaysian pharmacy educators' view of the role of non-pharmacy trained educators in teaching pharmacy students

Ahmadi K, Anwar M, Hassali MA

Am J Pharm Educ, 2012 Sep 10;76(7):138.
PMID: 23049110 DOI: 10.5688/ajpe767138
Fulltext A need to rethink and mold consensus regarding pharmacy education in developing countries

Hassali MA, Ahmadi K, Yong GC

Am J Pharm Educ, 2013 Aug 12;77(6):112.
PMID: 23966715 DOI: 10.5688/ajpe776112
Fulltext The need to include lifestyle medicine education in Malaysian pharmacy curriculum

Hassali MA, Saleem F

Am J Pharm Educ, 2012 Jun 18;76(5):93.
PMID: 22761534 DOI: 10.5688/ajpe76593
Fulltext Pharmacy Students' Perceptions of Reflective Portfolios and their Effect on Students' Deep Information-Processing Skills

Er HM, Jia Ming MK, Keng PS, Nadarajah VD

Am J Pharm Educ, 2019 Aug;83(6):6851.
PMID: 31507283 DOI: 10.5688/ajpe6851

Objective. To evaluate pharmacy students' perceptions of the educational value of reflective portfolio and to gain an understanding of the factors that might influence these perceptions. Methods. Bachelor of Pharmacy (BPharm) students' perceptions of using reflective portfolios were evaluated by administering the same questionnaire at the beginning of years 2, 3 and 4 of the curriculum. Statistical analysis was carried out to determine the differences among the perception scores of different academic years. Semi-structured interviews were completed with fourth-year students to further explore their experiences with the reflective portfolio. Students' deep information processing (DIP) skills were compared with those of students from another pharmacy cohort whose curriculum did not include a reflective portfolio. Results. The students' perceptions of the reflective portfolio improved significantly as they progressed from year 2 to year 4 of the curriculum. The factors that contributed to a positive experience were a clear understanding of objectives and guidelines for the reflective portfolio, useful mentor feedback, a positive learning attitude and motivation, and having a user-friendly technology platform for submission of the portfolio. The students' DIP skills after completing the reflective portfolio were higher than those of students who did not have a reflective portfolio assignment in their curriculum. Conclusion. Pharmacy students' appreciation of the educational value of a reflective portfolio increased as they progressed to their final year, and their DIP skills improved. These findings support the use of a reflective portfolio as a learning tool for BPharm students' personal and professional development.
Fulltext Pharmacy Students' Perceptions and Performance on the Use of an Online Virtual Experience Tool for Practicing Objective Structured Clinical Examinations

Lim AS, Lee SWH, Karunaratne N, Caliph S

Am J Pharm Educ, 2020 Nov;84(11):7920.
PMID: 34283749 DOI: 10.5688/ajpe7920

Objective. To examine pharmacy students' performance on and perceptions regarding the use of an interactive online tool for practicing to take objective structured clinical examinations (OSCEs).Methods. The Monash OSCE Virtual Experience (MOVE), an online module consisting of 20 pharmacy case scenarios with virtual patients, was piloted with final-year pharmacy students at Monash University campuses in Australia and Malaysia. A mixed methods approach that included reviewing user attempts and comparing grades, collecting student-administered questionnaires, and holding focus groups was used to examine students' perception and performance.Results. More than 99% of all students attempted at least one online case scenario in preparation for their final in-person OSCE, and 81% attempted all 20 scenarios two or more times. Ninety percent of students at the Malaysia campus and 70% of students at the Australia campus reported that MOVE was a helpful study tool for their OSCE preparation. However, a raw comparison of user attempts and OSCE grades did not find a direct correlation between online module attempts and assessment grades. Self-administered questionnaire and focus group results indicated that MOVE prepared students for targeted and time-restricted history-taking and problem-solving skills. Overall, students perceived MOVE to be a useful learning tool and a less overwhelming learning experience than were face-to-face sessions. Nevertheless, students still preferred face-to-face OSCE practice with simulated patients over online practice with virtual patients.Conclusion. The Monash OSCE Virtual Experience was perceived by our students as a flexible and useful online learning aid in preparing for their final-year OSCE However, there was no direct correlation between online practice attempts and students' exam grades.
Fulltext An Integrated Dyspepsia Module for First-year Pharmacy Students

De Matteis CI, Randall MD, Harvey EJ, Morris A, Winkler GS, Boardman HF

Am J Pharm Educ, 2019 Feb;83(1):6508.
PMID: 30894766 DOI: 10.5688/ajpe6508

Objective. To design an integrated dyspepsia module for first year pharmacy students that combines clinical and professional practice with fundamental sciences in five different science subject areas. Methods. The approaches used in designing this module are described with emphasis on strategies adopted to integrate science and practice, and the new ways of working adopted by the design team. Students' views and experiences of the module and its integration were explored using questionnaires. Results. A high proportion of students reported positive views and experiences of the module, the integration and its impact (as self-reported) on their learning and practice. The assessment of student performance indicated learning and attainment was at an appropriate level for a first-year module. Both the student grades and research results indicate a positive student learning experience. Conclusion. The dyspepsia module provides a flexible and effective template for the integration of science and practice in theme-based modules, with students reporting positively about the integration, including their perception of its contribution to improving their learning and understanding. New and more collaborative ways of working are required when designing integrated modules.
Fulltext Perceptions of Australian and Malaysian Educators in an Undergraduate Pharmacy Program on Case-based Learning

Jacob SA, Dhing OH, Malone D

Am J Pharm Educ, 2019 Apr;83(3):6597.
PMID: 31065163 DOI: 10.5688/ajpe6597

Objective. To determine the perceptions of lecturers toward case-based learning (CBL) and to elicit their feedback and opinions regarding the design of CBL sessions within the pharmacy curricula. Methods. One-on-one interviews were conducted with 10 academic staff members involved in teaching an undergraduate Bachelor of Pharmacy (BPharm) program. All sessions were audio-recorded and field notes were compiled. The recordings were transcribed, and thematic analysis of responses was performed. Results. Four key themes were identified: perceived benefits of CBL, challenges in implementing CBL within the curricula, characteristics of effective and engaging CBL, and relevance and implementation of CBL within the curriculum. Some of the specific benefits of CBL identified by participants included the applicability of knowledge learned to students' future role as pharmacists. Participants also identified challenges such as the design of CBL cases and course time constraints. Respondents also emphasized the need for more training for facilitators in how to design cases and facilitate sessions. Conclusion. While participants identified numerous benefits of CBL, they also identified challenges to implementing this learning method within the pharmacy school curriculum. Paying careful attention to selecting facilitators and providing appropriate facilitator training, in terms of facilitation and case design, is paramount in effectively implementing CBL sessions.
Fulltext The Use of Building Blocks to Teach Communication and Social Skills to First-year Pharmacy Students

Lee SWH, Saw PS

Am J Pharm Educ, 2021 Sep;85(8):8464.
PMID: 34615624 DOI: 10.5688/ajpe8464

Objective. To conduct an innovative workshop activity using plastic building blocks to create a student-centric environment that encouraged development of creative thinking skills and self-reflection in undergraduate pharmacy students.Methods. Students were randomly allocated into small groups of four and assigned the role of either architect or team builder and tasked with creating a LEGO robot. Students were not allowed to speak during the activity. The architect was tasked with providing instructions to team builders on how to build the robot using nonverbal communication. After completion of the task, each group was asked to reflect on the exercise and share what they learned with the entire class. These discussions were video recorded and thematically analyzed.Results. The metaphorical models that students built served as a basis for discussion, problem-solving, and decision-making. Students described how this activity enabled them to mentally and visually link abstract concepts, such as decision-making and problem-solving, to actual practice. Three themes were identified from the qualitative study: thinking with hands, listening with eyes; linking theory to practice; and learning through reflection.Conclusion. This activity offered a non-confrontational way to support communication and the learning process. The use of an interactive game can be a useful teaching strategy to create an active-learning environment, helping pharmacy students improve their social and cognitive skills, such as decision-making, problem-solving, and communication.
Assessment Tools for Evaluating Pharmacy Students' Knowledge on HIV Prophylaxis: A Scoping Review

de Sousa DS, de Almeida FHO, Gonçalves GOS, Leite AROF, Martins-Filho PR, da Silva FA

Am J Pharm Educ, 2025 Jan 31.
PMID: 39894253 DOI: 10.1016/j.ajpe.2025.101365

OBJECTIVES: This study aims to identify and evaluate instruments used to measure pharmacy students' knowledge of HIV prophylaxis, focusing on both Pre-Exposure Prophylaxis (PrEP) and Post-Exposure Prophylaxis (PEP). Understanding these educational tools is essential for improving knowledge in health promotion, prevention, diagnosis, treatment, and management.
METHODS: A systematic literature search was conducted using PubMed, Virtual Health Library, Web of Science, Scopus, Science Direct, and Embase. Article screening was independently performed by two reviewers. Studies assessing pharmacy students' knowledge of HIV prophylaxis were included. Data were extracted and organized into two categories: study characteristics (author, year, country, objectives, design, sample size, duration, and outcomes) and instrument characteristics (authors, year, country, instrument name, objective, description, type of assessment, mode of assessment, validation processes, and experimental phase).
RESULTS: Eight studies were identified, including one from Malaysia and seven from the United States, involving 1,797 students. All studies employed cross-sectional designs, and only one assessed knowledge retention through an intervention. Eight assessment instruments were identified: six focused on PrEP, one on PEP, and one on both. Some studies demonstrated substantial knowledge and confidence in PrEP, but significant gaps were found in PEP awareness, access to prophylaxis, and familiarity with prescribing guidelines.
CONCLUSIONS: There is a notable shortage of assessment tools for PEP. Further research is needed to develop validated instruments that measure knowledge and address educational gaps. Longitudinal studies with pre- and post-tests are crucial to evaluate educational interventions and enhance pharmacy students' preparedness for HIV prophylaxis.