A critique of validity analysis from instruments assessing the affective domain

A Scoping Review of Calls to Action in Pharmacy Education

OBJECTIVES

Calls to action in pharmacy education are frequently observed in the literature, with little information about their authors, audience, or focus, especially regarding whether these calls led to any changes. This scoping review aims to (1) quantitatively and qualitatively characterize the calls to action in pharmacy education and (2) examine the traits of published articles typically associated with effective advocacy.

FINDINGS

A systematic literature search for the scoping review was conducted using the PRISMA Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Of 3287 articles, 232 were included and extracted for their specific call to action, including topics, audience, and call quality. Two-thirds (66.7%) of the calls were initiated by faculty groups, 49% were commentaries, opinions, or editorials, and 39% were focused on the Doctor of Pharmacy curriculum. More than 90% of the articles were published between 2013 and 2023, with 26% published in 2023 alone. Most calls were directed to colleges/schools of pharmacy (81%). Only 21% of articles had a strong call to action with next steps or recommendations for enacting change.

SUMMARY

The most frequently published calls to action were related to the pharmacy curriculum, authored by faculty groups, directed to pharmacy programs, and published in the postpandemic years, but were often not sufficiently strong to elicit change. To evoke change, calls to action should include several key characteristics according to this scoping review, such as being written in active voice, to a specific audience, with clearly stated problems, and with actionable solutions that could be implemented.

Fostering empathy and self-efficacy in pharmacy students through service learning

BACKGROUND

Pharmacy student proficiency in direct patient interactions is an integral component of the doctor of pharmacy curriculum. Service-learning experiences offer pharmacy students valuable opportunities to develop self-efficacy and empathy while serving communities with unmet needs. The objective of this review is to evaluate the impact of service-learning experiences on the self-efficacy and empathy of pharmacy and other health professions students.

METHODS

A narrative literature review was conducted using PubMed, ERIC, and CINAHL databases. Articles were included if they described the relationship between any health professions student service-learning experience and changes in self-efficacy and empathy. Articles were excluded if they involved simulation experiences, standardized patients, or international experiences.

RESULTS

A total of 11 relevant articles were identified, seven examined changes in student self-efficacy and six assessed student empathy. Articles included students representing seven health professions, with one eligible article in pharmacy. All articles investigating self-efficacy reported a positive impact of service learning on student confidence. Most articles focusing on empathy found that service learning had a positive impact on student empathy, and only one article noted a negative trend. Students with limited prior direct patient care experience had the greatest improvement in clinical confidence and empathy.

IMPLICATIONS

This review adds a new perspective to the literature by evaluating evidence-based service-learning models in pharmacy education. Offering additional structured service-learning opportunities for pharmacy students fosters self-efficacy and empathy while supporting communities with unmet needs. Future studies evaluating innovative service-learning models and methods of continuous assessment within the pharmacy curriculum are warranted.

Prehospital Airway Management Training and Education: An NAEMSP Position Statement and Resource Document

AbstractAirway management competency extends beyond technical skills to encompass a comprehensive approach to optimize patient outcomes. Initial and continuing education for airway management must therefore extend beyond a narrow focus on psychomotor skills and task completion to include appreciation of underlying pathophysiology, clinical judgment, and higher-order decision making. NAEMSP recommends:Active engagement in deliberate practice should be the guiding approach for developing and maintaining competence in airway management.EMS learners and clinicians must be educated in an escalating approach to airway management, where basic airway maneuvers form the central focus.Educational activities should extend beyond fundamental knowledge to focus on the development of clinical judgment.Optimization of patient outcomes should be valued over performance of individual airway management skills.Credentialing and continuing education activities in airway management are essential to advance clinicians beyond entry-level competency.Initial and continuing education programs should be responsive to advances in the evidence base and maintain adaptability to re-assess content and expected outcomes on a continual basis.