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At least 19 recordsLinked to original sources
PubMed2026

A systematic literature review of cultural concepts taught by pharmacist preceptors during pharmacy student experiential placements.

BACKGROUND: Cultural concepts such as cultural intelligence, awareness, competency and safety are essential in guiding culturally responsive care in health professional practice. Pharmacist preceptors play a pivotal role in sharing both clinical and cultural safe practice with pharmacy students. Culturally responsive care can contribute to achieving health equity, which is especially important for Indigenous communities. AIM: To review literature on cultural concepts in pharmacist preceptorship practices, and how these concepts are taught and communicated to pharmacy students during experiential learning. METHOD: The systematic review followed the PRISMA 2020 guideline. Scopus, PubMed, and Google Scholar were used to identify articles specific to pharmacist preceptors and pharmacy students published between 2015 and 2025, and available in English. RESULTS: Three full-text articles met the inclusion criteria. Major themes and subthemes were identified; pharmacist preceptors lacked preparedness to teach cultural concepts, resulting in variability in preceptors' understanding of cultural concepts and confidence in fulfilling preceptor responsibilities, underutilised structured frameworks to guide students' learning, challenges with preceptorship due to limited resources and support, and the influence of preceptorship on student learning, which impacted students' learning and competency. CONCLUSION: Pharmacy students had minimal exposure to culturally informed pharmacist preceptorship. It is likely that pharmacist preceptors require country-specific educational resources to support culturally safe preceptorship. Future research is required to substantiate these findings, and to guide culturally responsive practice and promote equitable health outcomes in diverse populations.

Humans↗
PubMed1979

Utilization of the poison center for the teaching of clinical toxicology to medical and pharmacy students, housestaff, and health care professionals.

The Massachusetts Poison Information Center has proved to be a good location for the teaching of clinical toxicology to physicians, pharmacists, and nurses at all periods of their training and professional development. With a continuous source of clinical problems, the availability of sophisticated information resources, and a wide array of clinical consultants, a center can become the setting for formal courses in toxicology, for fellowship training, and for continuing education. Review of clinical cases, discussion of management issues, literature reviews, bedside toxicology teaching, and formal weekly toxicology seminars are used to accomplish the educational goals of the program.

Boston↗
PubMed1979

Pharmacist management of anticoagulant therapy in ambulant patients.

The development, operation, patient management protocol and teaching activities of a pharmacist-managed anticoagulant clinic for ambulatory patients are described. Pharmaceutical services provided in the ambulatory clinic include (1) contribution to the problem-oriented medical record; (2) patient education; (3) therapeutic response monitoring; (4) drug information; (5) drug distribution; and (6) inservice education. A pharmacist completes a medication history on initial visit; assesses and adjusts anticoagulant therapy based on physical examination, detection of adverse drug reactions and laboratory test results; schedules return clinic visits; provides patient education; and records, in the patient's medical record, the assessment and results of treatment. Treatment adjustments made by the pharmacist are based on an oral anticoagulant protocol and reviewed by the clinic cardiologist. The clinic serves as a teaching site for undergraduate pharmacy students, Doctor of Pharmacy students and hospital pharmacy residents. The anticoagulant clinic gives the pharmacist a unique opportunity to provide comprehensive pharmaceutical services, to establish effective, long-term professional relationships with ambulant patients and their families, and to foster interdisciplinary health team activities.

Anticoagulants↗
PubMed1979

Prison health and medical education.

Prison health has long been neglected as an area of serivice by organized medicine and a site for clinical education by health science centers. The University of New Mexico Health Science Center offers an elective, weekly clinical experience for preclinical medical students, senior nursing students, and senior pharmacy students at a prison facility in need of medical services. Students' reaction to the prison experience was strongly positive. Most developed empathy toward the inmates and a greater understanding of prison health problems. Inmates rated the student service highly and requested its continuation. This community health education experience has provided a noncontractual model of a university-prison health alliance.

Ambulatory Care Facilities↗
PubMed1979

Clinical pharmacy involvement in geriatric health clinic at a high-rise apartment center.

During an initial 9-week period of involvement in the operation of a health clinic for ambulatory geriatric patients in three high-rise apartment complexes, the activities and opportunities for a pharmacist and pharmacy students were documented. For 120 of the 550 geriatric residents of the center, medication histories were completed during the study period. These 120 patients reported a total of 270 medical problems. They were taking 366 prescription drugs (average, 3.9 per patient). During the 9-week study, 43 drug interactions were documented, and about 25 percent of the patients interviewed complained of some untoward drug effect. The opportunities for pharmacist involvement and the educational opportunities for pharmacy students were demonstrated. The period since the initial 9-week study has shown even greater acceptance and utilization of the pharmacy services, with an increased number of visits by patients.

Ambulatory Care Facilities↗
PubMed1978

Self-instructional program on pediatric parenteral nutrition.

A self-instructional package on pediatric parenteral nutrition was designed and its effectiveness in educating health-care practitioners was studied. Participants included eight medical students, 10 pediatricians, 10 pharmacists and 10 pharmacy students at a teaching hospital. Each participant reviewed the program and completed 25-point pre- and posttests. Participants consistently scored higher on the posttest than on the pretest. Further, participants felt that they better understood parenteral nutrition therapy and that they better understood how to write or check orders as a result of their participation in the program. It is suggested that a self-instructional package is an effective method of educating practitioners and students in total parenteral nutrition.

Health Occupations↗
PubMed1979

Augmentation of clinical services in rural areas by health sciences students.

Over a five-year period 230 senior-level students in medicine, nursing, and pharmacy served in clinics located throughout five rural communities. Students participated in the development of the clinics and in the organization of services that otherwise would not have been delivered. Community-based preceptors helped integrate the students' learning about community processes. The project provided experiential learning and interdisciplinary interactions that were enthusiastically received by the students. Follow-up surveys suggested that the experience reinforced interest in eventual practice in rural areas and in interdisciplinary settings. The project demonstrated that students were able to provide clinical services which were useful and acceptable to the communities and which were supported by local practitioners.

Ambulatory Care Facilities↗
PubMed2025

Leveraging Pharmacy Education through a Train-the-Trainer Model to Enhance Breast Cancer Literacy in Rural Communities.

Rural versus urban communities experience disproportionate challenges in breast cancer outcomes, with higher breast cancer mortality and later stage disease presentation, despite similar diagnosis rates. These disparities are driven by structural barriers, including rural hospital closures, transportation difficulties, and limited access to oncology specialists. This study evaluated a train-the-trainer program designed to equip PharmD students located at a pharmacy school in a rural county in South Carolina with breast cancer education training, leveraging the pharmacists' position as accessible healthcare professionals in rural communities. Training focused on breast cancer risk factors, prevention, screening, genetics, staging, and treatment options. Effectiveness was measured through pre- and post-workshop confidence surveys and knowledge assessments. Results showed significant improvement in student confidence across educational domains, with average scores increasing from 6.30 to 8.59 (p&#x2009;<&#x2009;0.0001). Understanding of screening guidelines (mean difference: 4.30; p-value:&#x2009;<&#x2009;.0001) and target therapy options showed the greatest improvement (mean difference: 3.65; p-value:&#x2009;<&#x2009;.0001), while knowledge of BRCA gene inheritance showed the smallest change (mean difference: 0.369; p-value: ns), suggesting some pre-existing awareness but limited understanding of its clinical applications. Overall, this pilot program demonstrates how pharmacy education can address healthcare disparities in rural communities. By preparing pharmacists to deliver accurate breast cancer education and to increase rural patient agency, this model creates a sustainable approach to improving health literacy in medically underserved areas. Future research could further expand this model to include diverse healthcare professionals and incorporate long-term impact assessments in community settings.

Humans↗
PubMed2026

Comparison of summative assessments between simulated electronic health records versus traditional paper-based patient cases: A non-inferiority randomized controlled trial.

INTRODUCTION: Electronic health records are fundamental to contemporary pharmacy practice, yet evidence supporting their use in pharmacy education is lacking. This single-center, non-inferiority randomized controlled trial with blinded outcome assessment evaluated whether delivering patient cases via a simulated academic EHR (aEHR) was non-inferior to a traditional paper-based format in student exam performance. METHODS: 53 third-year PharmD students at the University of British Columbia were randomized 1:1 to complete a mock summative examination using either the aEHR or paper-based case delivery, stratified by self-reported EHR comfort level. The primary outcome was mean written exam score (%). Non-inferiority was pre-specified at a margin of 14%. Adjusted linear regression was used for the primary analysis, with a multiple imputation sensitivity analysis. Student perceptions were explored through post-exam focus groups analyzed using inductive thematic analysis. RESULTS: 42 students (21 per group) completed the exam and were included in the primary analysis. Mean scores were 66% (SD 11) in the aEHR group and 68% (SD 10) in the paper group. The adjusted mean difference (paper minus aEHR) was -2.2% (95% CI -9.2% to +4.8%), satisfying non-inferiority but not superiority. Sensitivity analysis (n&#xa0;=&#xa0;53) yielded consistent results (-2.3%; 95% CI -7.1% to +4.1%). Focus groups revealed initial student anxiety with the aEHR but recognized its alignment with clinical practice. DISCUSSION: These findings support the feasibility of integrating simulated EHRs into summative pharmacy assessments without compromising performance. CONCLUSION: Simulated EHRs are a non-inferior assessment medium compared with paper-based formats and represent a viable step toward technology-driven pharmacy practice environments.

Humans↗
PubMed1979

Knowledge and use of eye care services by college and health professional students: implications for the profession.

A questionnaire survey of 1277 students in colleges of liberal arts, medicine, pharmacy, nursing, dentistry, and podiatry was undertaken in an effort to determine their knowledge and use of vision care services. Students were asked to define the differences among optometrists, ophthalmologists, and opticians. Utilization, type of practitioner used, and site of examination are reported. About 56% had had an examination within the past year. Optometrists provided at least 40% of the examinations, but the confusion in the minds of the students is revealed by the fact that some said they were examined by opticians, some by the Department of Motor Vehicles, and some by a person they were not able to identify. Clearly, optometry and the related disciplines have a responsibility to clarify the public confusion.

Female↗