Welcome to the Current Issues section of the Journal of Pharmacy Education and Leadership (JPEL). This page offers open access to all published issues, providing readers, researchers, and educators with timely insights and foundational resources that shape the field of pharmacy education and academic leadership.
Featured Articles in the Latest Issue
- Volume 1 (Issue 2) JULY– DECEMBER 2025
Research Articles
Enhancing Pharmacy Students’ Understanding of Antibiotics through Educational Interventions
Vol.1(2); Pages:1-11. Published on July-2025
Abstract
The problem of antibiotic resistance is one of the greatest threats to global health, and future healthcare professionals need to be educated to help curb the dissemination of the issue. The research is aimed at exploring how specifically designed educational interventions may influence antibiotic literacy and awareness in pharmacy students of one of the Japanese universities. We used a structured questionnaire to determine the baseline knowledge, perception and behavioural intention of students towards the use of antibiotics prior to and after an academic module on antimicrobial stewardship. The results indicated a significant increase in students scores pertaining to the comprehension of the mechanisms of antibiotics, the problem of resistance, and correct prescribing practices after the intervention. The findings highlight the need to incorporate extensive antibiotic training into the pharmacy school curriculum that will allow preparing future pharmacists to confront antimicrobial resistance with proper knowledge.
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The Effects of Peer-Assisted Learning on Clinical Skills Development to Undergraduate Pharmacy Students: a Quasi-Experimental Study
Vol.1(2); Pages:12-21. Published on August-2025
Abstract
Peer-assisted learning (PAL) is a beneficial educational tool that has been introduced in the sphere of healthcare education to foster cooperation, interaction, and support of the academic skills by students. The quasi-experimental research designed was meant to assess how clinical skills can be developed in undergraduate pharmacy students under the influence of PAL within the third year of study. Ninety-two students were randomly assigned to two groups one group which received a PAL intervention and a control group which had the usual faculty-led teaching. In the PAL intervention group, structured peer-led sessions were conducted whereby the students were involved in sessions focused on counseling the patients, taking medication history, and clinical problem-solving. The results were measured in Objective Structured Clinical Examinations (OSCEs) and done both prior to and following an 8-week training. The findings revealed a much higher improvement on the OSCE scores obtained by the PAL group (overall increase of 18.4%) as compared to the control group (overall increase of 9.7%, p < 0.01). And as an additional feedback, students showed increased satisfaction, confidence and communication skills development. These observations indicate that PAL could be used to provide valuable supplements to more traditional pharmacy curricula that help develop leadership, peer mentorship, and clinical competence in students.
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Simulation-based leadership training for pharmacy education: Effect on decision-making and crisis management
Vol.1(2); Pages:22-32. Published on September-2025
Abstract
The current role of a pharmacist in patient-centered care requires integrating the leadership and crisis management training in pharmacy training. It was a randomized controlled educational intervention that investigated the effects of simulation-based modules on leadership skills on making decisions and how to manage crisis situations by final-year pharmacy students. Eighty participants were randomly allocated to the intervention or control group, with a subsequent delivery of simulation based leadership scenarios or standard lectures on leadership (including medication error response, disaster triage, and interprofessional conflict resolution), respectively. The evaluation of performance was done through the validated rubrics of leaders and accurateness of decision making in the simulated environment. The intervention group showed much better results in terms of leadership competency (expected 87.3 percent vs. 74.5 percent, p as yet < 0.001) and more quick and correct decisions when facing simulated crises. There was qualitative feedback that demonstrates higher confidence, effectiveness in communication, and flexibility. The paper argues that immersive simulation-based training can be a part of pharmacy curricula to ensure that graduates have a proper background to maintain leadership positions in the challenging and tense healthcare settings.
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Mentorship and professional identity formation in post-graduate pharmacy residents: Multiple institution study
Vol.1(2); Pages:33-44. Published on October-2025
Abstract
In an attempt to build self-assured, capable and ethically solid pharmacy leaders, professional identity formation (PIF) has become the key process. This multi-institutional qualitative research examined the extent to which structured mentorship programmes may encourage PIF among postgraduate residents of the pharmacy. The study was conducted in six academic medical centers in Serbia and the United States that included 42 residents in a 6-month mentorship program that involved pairing with skilled pharmacy leaders. The method included semi-structured interviews, reflective journals, and mentor feedback as a way of obtaining data, which was thematically analysed to find patterns of professional growth. The most significant themes have been identified, such as the importance of role models, the effect of positive feedbacks, and the need to allow shadowing of the leaders. The participants stated that they had a greater sense of self-awareness and confidence in decision making and shared the values of the profession more closely. Mentors observed an increase in the leadership preparedness and greater interprofessional collaboration abilities in their mentees.
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Integrating Interprofessional Leadership Projects in Community Pharmacy Education: Implications on Collaboration and Innovation in Services
Vol.1(2); Pages:45-53. Published on November-2025
Abstract
The current prospective educational intervention study evaluated the effect of adding interprofessional leadership projects to Pharmacy training in the final year. A total of 84 students (two universities) worked with medical, nursing and public health trainees to administer community-based health programs, such as vaccination outreach, and chronic disease education. Measurements through Interprofessional Collaborative Competency Attainment Survey (ICCAS) revealed a great improvement in communication, role clarification and team functioning (p < 0.001). Qualitative analysis indicated that they are more confident when organizing diverse teams and they enjoy making decisions as a team. The paper indicates that community pharmacy education is valued in interprofessional leadership training.
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