The coronavirus identified in 2019 (COVID-19) has caused dramatic disruptions in pharmacy experiential education. Administrators and programs have worked to help external preceptors, faculty members, and students cope with the new realities of virtual or remote experiences and new or increased use of telemedicine. Clear and effective lines of communication as well as well-reasoned and resourced alternative plans are necessary to help manage the current issues and prepare for future challenges. Doctor of Pharmacy programs should enhance their focus not just on the physical health and well-being of students, faculty members, and external preceptors, but also on their mental and emotional health. The full scope of the impact of the pandemic on experiential education in pharmacy is still unclear, but this situation should serve as a stimulus for innovation and rethinking the paradigm of how pharmacy programs educate and prepare students for pharmacy practice.
Globally, pharmacy education is evolving to reflect a more patient-centered, interprofessional approach to clinical practice. In the 22 countries of the Arab world, advancements in regulatory support for pharmacy practice and changes to the health care system have been slower than in Europe, Asia, and the Americas. Significant cultural, logistical, and legal barriers exist in many countries, and a consensus approach to accreditation, educational outcomes, and curricula design is lacking. This commentary briefly examines the current state of both pharmacy education and practice in the Arab world, and it highlights recent reports of curricular reform and innovation. Additionally, it provides potential strategies for improving the quality of education and for expanding pharmacy practice to ensure graduates and practitioners have adequate experiential opportunities and institutional support.
Objective. To determine how accredited Doctor of Pharmacy programs implement and evaluate the cocurriculum requirement as mandated by the Accreditation Council for Pharmacy Education (ACPE). Methods. A survey was administered to all ACPE-accredited pharmacy programs to collect information regarding how co-curriculum models were being implemented, including types of activities, structure, learning outcomes, oversight, and assessment. The frequency of responses to items were presented to describe the general features of co-curriculum models. Results. The types of co-curricular activities reported by programs were generally consistent, with the majority of programs categorizing these activities and allowing students to choose which they would engage in. Most respondents reported that the program mapped co-curricular activities to learning outcomes, primarily ACPE Standards 1-4. The structural oversight of the co-curriculum typically included a co-curriculum committee, subcommittee, or task force, and supporting offices. The most common offices/departments involved in the co-curriculum were assessment, student affairs/services, experiential education, and academic/curricular affairs. The most common assessments were reflections, selfassessment surveys, and checklists. Conclusion. In most programs, implementation of the co-curriculum was a joint effort among various individuals, committees, and offices. Given the developing nature of programs, descriptive studies should be repeated to identify how programs develop and enhance co-curriculum models. The study results may be useful to members of the Academy when evaluating the current state of co-curriculum implementation and potential areas for program development.
Objective. To determine the prevalence of nomophobia, the discomfort or anxiety experienced from being without a cellphone, among student pharmacists. Methods. A validated nomophobia questionnaire (NMP-Q) was administered to two groups of student pharmacists at two different Doctor of Pharmacy programs (N5192). Demographic and other information was collected including identified gender, year of birth, type of smartphone, and use of messaging services. Scores on the NMP-Q were used to classify respondents as absent of nomophobia (,20), having mild nomophobia (21-59), having moderate nomophobia (60-99), or having severe nomophobia (.100 out of a maximum score of 140). Results. Of 224 eligible students, 192 (85.7%) responded to the survey. Mean nomophobia scores were statistically similar between programs. Most students' scores were within the moderate nomophobia range (56.8%), while 24.5% were in the mild range and 18.2% were in the severe range. Score classifications were similar between schools. Overall, the data showed good internal consistency, with a Cronbach's alpha of .95 for the combined group. Conclusion. Nomophobia is a relatively new psychological phenomenon, and little is known about its potential implications. The student pharmacists in our study all had NMP-Q scores consistent with some degree of nomophobia. Educators must continue to study smartphone use and help student pharmacists maximize the benefits of smartphones while avoiding the potential negative psychological consequences associated with their use.
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