A proliferation of articles describe the importance of interprofessional education (IPE) to promote a collaborative practice workforce. As pharmacy programs implement, develop, and assess impactful IPE activities and experiences in their didactic and experiential curricula, it is important to consider various IPE frameworks and accreditation expectations. The purpose of this article is to elucidate best practices for high-quality IPE with consideration given to the recently released 2022 Curriculum Outcomes and Entrustable Professional Activities (COEPA), 2023 Interprofessional Education Collaborative (IPEC) Competencies, and 2025 Accreditation Council for Pharmacy Education (ACPE) Standards.

To assess students' performance and perspective on the role of spirituality in pharmacy practice utilizing a blended learning approach.

To describe the impact of an integrative medicine elective on the wellbeing of pharmacy students at the University of Maryland School of Pharmacy and examine the relationship between perceived stress and happiness.

Individuals in positions of leadership, of which there are a myriad of these positions in pharmacy education, will experience a transition from this position in most situations. This transition from a leadership position, be it voluntary or involuntary, can be challenging time. It can leave an individual wondering how to either channel their passion to new areas or recognize a new passion for future opportunities. The two questions this individual will need to answer is "what is next" and what is needed for them to feel valued and engaged in their future academic career or alternative career paths. The "what is next" challenge is not unique to pharmacy education. In reflecting on this question, the authors found examples of individuals who struggled with "what is next" after they left their leadership position. These individuals were seven former Presidents of the United States. As discussed in the book titled Life After Power, Seven Presidents and their Search for Purpose Beyond the White House by Jared Cohen, each of these Presidents went through a unique journey of either re-discovery or self-discovery during their post-presidency years. Their stories offer important insights into answering the question "what is next" when an individual is considering opportunities following their leadership transition in our colleges or schools of pharmacy.

Well-developed and finely tuned communication skills are foundational for pharmacists and should be at the core of PharmD curricula. The objective of this narrative review was to identify and summarize useful instruments for pharmacy educators interested in assessing communication skills.

Conduct a multisite, survey-based study assessing rates of self-reported anxiety symptoms among student pharmacists enrolled in the first three professional years (PY1-PY3) of a four-year Doctor of Pharmacy (PharmD) curricula.

This study aimed to evaluate the feasibility and perceived value of an instructor-developed ChatGPT-based virtual tutor for third year PharmD students in a pharmacy management course. The objectives were to assess faculty time required to develop the tool and to analyze student engagement and perception of its educational value.

Limited and conflicting evidence exists evaluating how components of pharmacy residency applications are prioritized by residency program directors (RPDs). This study aims to identify what pharmacy residency programs prioritize when selecting candidates to interview given the incorporation of new American Society of Health-System Pharmacists (ASHP) Pharmacy Residency Standards.

While approaches for utilizing student course evaluations (SCEs) have been discussed in the literature, there remain opportunities to identify ideal practices for SCEs. Thus, the objective of this project was to generate consensus on best practices in creating, administering, and using SCEs.

To explore Advanced Pharmacy Practice Experience (APPE) preceptor perspectives including implemenation recommendations, barriers, and facilitators to using entrustable professional activity (EPA) assessment in pharmacy experiential education.

Identify perceptions from pharmacy faculty across the Academy concerning factors that may be influencing NAPLEX first-time pass rates to highlight potential focused areas of further research based on common experiences.

The COEPA learning outcome of Cultural and Structural Humility (Ally) was updated causing programs to evaluate how this content is included. The authors reviewed relevant literature published within the past ten years (2014-2024) and provided a summary, and relevant recommendations, as well as resources.

To examine the association between emotional intelligence, leadership involvement, and academic performance among student pharmacists.

To assess the feasibility of a pilot pharmacogenomics concierge service that incorporates student practice-based learning opportunities and a survey to determine patients' interest and willingness to pay.

The University of Michigan Student-Run Free Clinic (UMSRFC) provides quality preventive, acute, and chronic care free of charge to uninsured and underinsured community members. We sought to assess fourth-year student pharmacists' (P4) attitudes toward providing care as part of a required experience at the UMSRFC during their Ambulatory Care Advanced Pharmacy Practice Experience.

Our objective was to explore the effectiveness and utility of a newly introduced capstone course for developing leadership and management skills in pharmacy students.

This commentary underscores the diagnosis and prescribing skills essential to the pharmacists' role on the healthcare team. It advocates for the integration of these skills into pharmacy curricula and emphasizes the urgent need for collaboration among pharmacy educators and the academy to address the omission of diagnosis and prescribing from key frameworks and standards, including the Pharmacists' Patient Care Process (PPCP), the Curricular Outcomes and Entrustable Professional Activities (COEPA), and the Accreditation Council for Pharmacy Education (ACPE) Draft Accreditation Standards 2025. The commentary draws on a case study of one college of pharmacy's integration of diagnosis and prescribing skills into its PharmD curriculum, in a state where pharmacists were granted full diagnostic and prescriptive authority. The integration was achieved through faculty-led modifications to the PPCP and COEPA, making diagnosis and prescribing an explicit part of the curriculum. The commentary concludes with a call to action for educational organizations to recognize and include these aspects in educational outcomes, accreditation standards, and practice frameworks. By doing so, the future of pharmacy education can be reshaped to improve patient care and advance the profession forward.

To determine pharmacy students' weekly work hours during Doctor of Pharmacy (PharmD) semesters, the primary reasons for working or not working, and how work hours impact their pharmacy education experience.

Professional identity formation (PIF) is the transformative process by which an individual, "thinks, feels and acts" in accordance with professional norms. In the pharmacy academy, institutions are required to support students on this transformative journey, however the most efficient and effective way to do so has yet to be determined. Interprofessional Education (IPE) in pharmacy programs typically consist of activities and assessments across most of the professional years. These IPE activities designed in accordance with the Interprofessional Education Collaborative (IPEC) Core Competencies include key elements of PIF such as, individual growth opportunities, socialization and "pivotal" moments that can propel an individual's professional identity development. In light of curricular overload and attempt for curricular efficiency, pharmacy programs might consider using already existing IPE programming to help augment student PIF.

Since leadership development was first included in the 2013 Center for the Advancement of Pharmacy Education Educational Outcomes as a desired outcome of pharmacy curricula, pharmacy educators have embraced leadership development as a desired outcome of pharmacy professional programs. As we gain experience and as circumstances change, educators must consider whether our current strategies for preparing leaders will meet the needs of an ever-evolving and deeply complex practice environment. The aim of this review is to encourage educators to reconsider our investments in leadership development and leader development.

To characterize the association between number, timing, and type of Advanced Pharmacy Practice Experiences (APPEs) and likelihood of postgraduate year one (PGY1) residency match outcomes.