American journal of pharmaceutical education

Publisher: American Association of Colleges of Pharmacy

Current impact factor: 1.08

Impact Factor Rankings

2016 Impact Factor Available summer 2017
2014 / 2015 Impact Factor 1.082
2013 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
Year

Additional details

5-year impact 1.23
Cited half-life 5.60
Immediacy index 0.13
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


  • No preview · Article · Oct 2015 · American journal of pharmaceutical education
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    Preview · Article · Sep 2015 · American journal of pharmaceutical education
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    Preview · Article · May 2015 · American journal of pharmaceutical education
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    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.
    Preview · Article · May 2015 · American journal of pharmaceutical education
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    Preview · Article · May 2015 · American journal of pharmaceutical education
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    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.
    No preview · Article · May 2015 · American journal of pharmaceutical education
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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.
    Preview · Article · May 2015 · American journal of pharmaceutical education