American journal of pharmaceutical education Impact Factor & Information

Publisher: American Association of Colleges of Pharmacy

Journal description

Current impact factor: 1.19

Impact Factor Rankings

2015 Impact Factor Available summer 2015
2013 / 2014 Impact Factor 1.188
2011 Impact Factor 1.205
2010 Impact Factor 1.265
2009 Impact Factor 1.067
2008 Impact Factor 0.936
2007 Impact Factor 0.663
2006 Impact Factor 0.743
2005 Impact Factor 0.807
2004 Impact Factor 0.101
2003 Impact Factor 0.632
2002 Impact Factor 0.479
2001 Impact Factor 0.27
2000 Impact Factor 0.852
1999 Impact Factor 0.568
1998 Impact Factor 0.391
1997 Impact Factor 0.289
1996 Impact Factor 0.437
1995 Impact Factor 0.513
1994 Impact Factor 0.566
1993 Impact Factor 0.26
1992 Impact Factor 0.417

Impact factor over time

Impact factor

Additional details

5-year impact 1.30
Cited half-life 4.80
Immediacy index 0.29
Eigenfactor 0.00
Article influence 0.16
Other titles American journal of pharmaceutical education (Online), American journal of pharmaceutical education
ISSN 1553-6467
OCLC 56569398
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Objective. To improve pharmacy students' ability to effectively incorporate a computer into a simulated patient encounter and to improve their awareness of barriers and attitudes towards and their confidence in using a computer during simulated patient encounters. Design. Students completed a survey that assessed their awareness of, confidence in, and attitudes towards computer use during simulated patient encounters. Students were evaluated with a rubric on their ability to incorporate a computer into a simulated patient encounter. Students were resurveyed and reevaluated after instruction. Assessment. Students improved in their ability to effectively incorporate computer usage into a simulated patient encounter. They also became more aware of and improved their attitudes toward barriers regarding such usage and gained more confidence in their ability to use a computer during simulated patient encounters. Conclusion. Instruction can improve pharmacy students' ability to incorporate a computer into simulated patient encounters. This skill is critical to developing efficiency while maintaining rapport with patients.
    American journal of pharmaceutical education 05/2015; 79(4):56. DOI:10.5688/ajpe79456
  • American journal of pharmaceutical education 05/2015; 79(4):S2. DOI:10.5688/ajpe794S2
  • American journal of pharmaceutical education 05/2015; 79(4):46. DOI:10.5688/ajpe79446
  • [Show abstract] [Hide abstract]
    ABSTRACT: Objective. To revise the University of Oklahoma College of Pharmacy's professional program outcomes and create an assessment map using results from previous peer review and mapping of all professional courses and curricular streams of knowledge, skills, and attitudes (KSAs). Design. After consolidating 15 original program outcomes into 11 more precise outcome statements, defining KSAs for each, and getting faculty approval of them, the committee detailed measurable program expectations upon graduation for each outcome and created an assessment map identifying where KSAs were taught, how they were to be assessed, and the expected ability level (novice, competent, proficient) for each across the curriculum. Assessment. The committee's work identified deficits, inconsistencies, and disproportionalities in professional program assessment. It recommended assessments to capture student achievement of each outcome, identified performance levels and criteria to measure outcomes progressively in each professional year, and outlined a process to provide students periodic reports on their progress in achieving each outcome. Conclusion. This work establishes a firm foundation for ongoing efforts to measure effectiveness of the professional program, especially in light of Accreditation Council for Pharmacy Education's (ACPE) revised accreditation standards.
    American journal of pharmaceutical education 05/2015; 79(4):55. DOI:10.5688/ajpe79455
  • [Show abstract] [Hide abstract]
    ABSTRACT: The shift in the pharmacist's role from simply dispensing medications to effective delivery of pharmaceutical care interventions and drug therapy management has influenced pharmacy education.(1-3) The educational focus has shifted from basic sciences to clinical and integrated courses that require incorporating active-learning strategies to provide pharmacy graduates with higher levels of competencies and specialized skills. As opposed to passive didactic lectures, active-learning strategies address the educational content in an interactive learning environment to develop interpersonal, communication, and problem-solving skills needed by pharmacists to function effectively in their new roles.(4-6) One such strategy is using educational games. The aim of this paper is to review educational games adopted in different pharmacy schools and to aid educators in replicating the successfully implemented games and overcoming deficiencies in educational games. This review also highlights the main pitfalls within this research area.
    American journal of pharmaceutical education 05/2015; 79(4):59. DOI:10.5688/ajpe79459
  • [Show abstract] [Hide abstract]
    ABSTRACT: Objective. To assess the change in the level of cultural competency and knowledge of health disparities among students in the third year of the doctor of pharmacy (PharmD) program at the University of Florida and to explore the demographic correlates. Methods. A cross-sectional survey was conducted in 3 consecutive academic years. Chi-square tests, analysis of variance (ANOVA), and multivariate regression were used for data analysis. Results. Following the inclusion of relevant instruction, there was some increase in knowledge of health disparities and self-awareness, but no significant increase in cultural competency skills. More students reported receiving relevant instruction within the pharmacy school curriculum than outside the curriculum. Conclusion. Current effort to incorporate cultural competence and health disparities instruction into the pharmacy curriculum has met with some success. However, there is a need to establish standards on how much relevant training is required and further explore ways to effectively incorporate it into pharmacy education.
    American journal of pharmaceutical education 05/2015; 79(4):50. DOI:10.5688/ajpe79450
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    ABSTRACT: Objective. To estimate the inter-rater reliability and accuracy of ratings of competence in student pharmacist/patient clinical interactions as depicted in videotaped simulations and to compare expert panelist and typical preceptor ratings of those interactions. Methods. This study used a multifactorial experimental design to estimate inter-rater reliability and accuracy of preceptors' assessment of student performance in clinical simulations. The study protocol used nine 5-10 minute video vignettes portraying different levels of competency in student performance in simulated clinical interactions. Intra-Class Correlation (ICC) was used to calculate inter-rater reliability and Fisher exact test was used to compare differences in distribution of scores between expert and nonexpert assessments. Results. Preceptors (n=42) across 5 states assessed the simulated performances. Intra-Class Correlation estimates were higher for 3 nonrandomized video simulations compared to the 6 randomized simulations. Preceptors more readily identified high and low student performances compared to satisfactory performances. In nearly two-thirds of the rating opportunities, a higher proportion of expert panelists than preceptors rated the student performance correctly (18 of 27 scenarios). Conclusion. Valid and reliable assessments are critically important because they affect student grades and formative student feedback. Study results indicate the need for pharmacy preceptor training in performance assessment. The process demonstrated in this study can be used to establish minimum preceptor benchmarks for future national training programs.
    American journal of pharmaceutical education 05/2015; 79(4):54. DOI:10.5688/ajpe79454
  • [Show abstract] [Hide abstract]
    ABSTRACT: Objective. To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. Methods. First professional year pharmacy students (N=111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test. Results. Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred TBL format over a traditional format more than students who experienced a traditional format followed by TBL. Students at both universities agreed that the TBL format assists with critical-thinking, problem-solving, and examination preparation. Students also agreed that teams should consist of individuals with different personalities and learning styles. Conclusion. When building teams, faculty members should consider ways to diversify teams by considering different views, perspectives, and strengths. Offering TBL early in the curriculum prior to traditional lecture-based formats is better received by students, as evidenced by anecdotal reports from students possibly because it allows students time to realize the benefits and assist them in building teamwork-related skills.
    American journal of pharmaceutical education 05/2015; 79(4):51. DOI:10.5688/ajpe79451
  • American journal of pharmaceutical education 05/2015; 79(4):60. DOI:10.5688/ajpe79460
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    ABSTRACT: Objective. To describe the development, implementation, and evaluation of the multiple mini-interview (MMI) within a doctor of pharmacy (PharmD) admissions model. Methods. Demographic data and academic indicators were collected for all candidates who participated in Candidates' Day (n=253), along with the score for each MMI station criteria (7 stations). A survey was administered to all candidates who completed the MMI, and another survey was administered to all interviewers to examine perceptions of the MMI. Results. Analyses suggest that MMI stations assessed different attributes as designed, with Cronbach alpha for each station ranging from 0.90 to 0.95. All correlations between MMI station scores and academic indicators were negligible. No significant differences in average station scores were found based on age, gender, or race. Conclusion. This study provides additional support for the use of the MMI as an admissions tool in pharmacy education.
    American journal of pharmaceutical education 05/2015; 79(4):53. DOI:10.5688/ajpe79453
  • [Show abstract] [Hide abstract]
    ABSTRACT: Objective. To examine pharmacy students' attitudes toward debt. Methods. Two hundred thirteen pharmacy students at the University of Minnesota were surveyed using items designed to assess attitudes toward debt. Factor analysis was performed to identify common themes. Subgroup analysis was performed to examine whether students' debt-tolerant attitudes varied according to their demographic characteristics, past loan experience, monthly income, and workload. Results. Principal component extraction with varimax rotation identified 3 factor themes accounting for 49.0% of the total variance: tolerant attitudes toward debt (23.5%); contemplation and knowledge about loans (14.3%); and fear of debt (11.2%). Tolerant attitudes toward debt were higher if students were white or if they had had past loan experience. Conclusion. These 3 themes in students' attitudes toward debt were consistent with those identified in previous research. Pharmacy schools should consider providing a structured financial education to improve student management of debt.
    American journal of pharmaceutical education 05/2015; 79(4):52. DOI:10.5688/ajpe79452
  • [Show abstract] [Hide abstract]
    ABSTRACT: Serious gaming is the use of game principles for the purposes of learning, skill acquisition, and training. Higher education is beginning to incorporate serious gaming into curricula, and health professions education is the most common area for serious game use. Advantages of serious gaming in pharmacy education include authentic, situated learning without risk of patient consequences, collaborative learning, ability to challenge students of all performance levels, high student motivation with increased time on task, immediate feedback, ability to learn from mistakes without becoming discouraged, and potential for behavior and attitude change. Development of quality games for pharmacy education requires content expertise as well as expertise in the science and design of gaming. When well done, serious gaming provides a valuable additional tool for pharmacy education.
    American journal of pharmaceutical education 05/2015; 79(4):47. DOI:10.5688/ajpe79447
  • American journal of pharmaceutical education 05/2015; 79(3).
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    ABSTRACT: Objective. To describe the shift to an asynchronous online approach for pedagogy instruction within a pharmacy resident teaching program offered by a dual-campus college. Design. The pedagogy instruction component of the teaching program (Part I) was redesigned with a focus on the content, delivery, and coordination of the learning environment. Asynchronous online learning replaced distance technology or lecture capture. Using a pedagogical content knowledge framework, residents participated in self-paced online learning using faculty recordings, readings, and discussion board activities. A learning management system was used to assess achievement of learning objectives and participation prior to progressing to the teaching experiences component of the teaching program (Part II). Assessment. Evaluation of resident pedagogical knowledge development and participation in Part I of the teaching program was achieved through the learning management system. Participant surveys and written reflections showed general satisfaction with the online learning environment. Future considerations include addition of a live orientation session and increased faculty presence in the online learning environment. Conclusion. An online approach framed by educational theory can be an effective way to provide pedagogy instruction within a teaching program.
    American journal of pharmaceutical education 03/2015; 79(2):29. DOI:10.5688/ajpe79229
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    ABSTRACT: Objective. To evaluate the usefulness of formal debates in the pharmacy classroom as a way to learn course material and as a tool for developing competency in essential skills including critical thinking, communication, public speaking, research methods, and teamwork. Design. Debates were incorporated into a self-care course, where students were assigned different debate topics focused on controversial issues. Quantitative analysis was completed to assess debate style learning, knowledge about the subjects presented, and the impact on necessary skills. Assessment. Quizzes given before and after debates showed up to a 36% improvement in grades and up to a 31% change in opinions on the topic. Students assessed themselves as more competent in the skill sets at the completion of the debate series. Conclusion. Incorporation of debates into didactic style courses offers students an opportunity to improve upon skills that will help them succeed as pharmacists.
    American journal of pharmaceutical education 03/2015; 79(2):25. DOI:10.5688/ajpe79225