Pharmacy Students' Lived Experiences With Atopic Dermatitis Inform Perceptions of Learning in the Curriculum.

OBJECTIVE: To explore the impact of lived experiences of pharmacy students with atopic dermatitis (AD) on perceptions of learning in pharmacy curriculum. METHODS: An exploratory qualitative study was conducted with pharmacy students in the United Kingdom to understand how their lived experiences affect their perception of AD in pharmacy curriculum. Semistructured interviews were conducted, and a thematic analysis method was followed. Firstly, codes were created, and then relevant codes were combined to identify themes. RESULTS: Thirteen pharmacy students were interviewed. Study findings showed pharmacy students support teaching with a holistic approach to management and patient-centered care in AD in pharmacy curriculum. Although students had empathy and moral support for patients, they also described a need for teaching on the mental health effects of AD in pharmacy education. CONCLUSION: This brief report explores the role of lived experience of pharmacy students in considering the provision of holistic, patient-centered care in AD teaching in pharmacy education. Participants also suggest the need within the pharmacy curriculum for training to provide mental health advice to patients with AD.

Expanding Student Knowledge and Confidence on Dietary Supplements Through Mock Patient Consultations.

INTRODUCTION: As dietary supplements are widely used in the United States, student pharmacists should be prepared to assess their appropriateness for self-care. The purpose of this project was to assess the impact of mock patient consults regarding common dietary supplements on second-year (P2) Doctor of Pharmacy (PharmD) students. METHODS: This activity was part of a required course, Self-Care I. Twenty-four groups of 4 to 5 students were created, with each assigned a unique patient vignette. Students had 10 minutes to speak on the phone with their "patient" to obtain needed information in order to make an appropriate recommendation in the form of a 2 to 3-minute recorded oral response. Anonymous, voluntary pre- and post-project surveys assessing perceived dietary supplement knowledge, patient counseling skills, and attitudes about the activity were conducted during class through Google Forms. The Wilcoxon Signed-Rank Test was used to determine differences in mean 10-point Likert scale score between pre- and post-test for each survey question, with significance if p < 0.05. RESULTS: Significant differences were found between pre- and post-survey Likert scale means. Reported confidence in using the QuEST/SCHOLAR-MAC approaches to self-care counseling increased by 45% from baseline. Perceived student knowledge on dietary supplements increased by 44%. Self-rated counseling abilities of students increased by 87% for glucosamine/chondroitin, 28% for melatonin, 39% for red yeast rice, 38% for fish oil, and 42% for cranberry regarding their use in particular cases. CONCLUSIONS: The activity provided students with realistic exposure to questions about dietary supplements that patients ask community pharmacists.

Whole Person Health: Using Experiential Learning and the ICF Model as a Tool for Introductory Interprofessional Collaborative Practice.

BACKGROUND: The International Classification of Func¬tioning (ICF) model is recommended for interprofessional use to define, measure, and create health and disability policy. Our goal was to expand a uniprofessional student learning experience into an interprofessional experiential clinical learning experience focused on the ICF model. METHODS: An experiential interprofessional education program was developed for Physical Therapy (PT), Physician Assistant (PA), and Pharmacy students. Student teams interviewed a community mentor from a senior living community outside of class to explore their mentor's health journey, assess quality of life, and perform an environmental safety assessment. In this pilot study, students completed an anonymous, unique-identifier electronic survey with open response items pre- and post-experience. Data were coded using inductive thematic analysis. RESULTS: Four themes emerged: learning about other professions (scope of practice), mentor's experiences with health care, treating the whole person, and improving team effectiveness. All four Interprofessional Education Collaborative (IPEC) competencies mapped to the data broadly indicating this learning experience meets interprofessional educational requirements. CONCLUSIONS: Student teams deepened their understanding of their community mentor's health and valued the interprofessional knowledge gained. Using the common lens of the ICF, students' understanding and appreciation of other disciplines emerged and students began to see their mentors from a more holistic perspective.

Considerations for the incorporation of mindfulness into pharmacy education.

INTRODUCTION: A range of approaches are needed to bolster the mental health and well-being of pharmacists and student pharmacists. COMMENTARY: In recent years, medical and nursing educators have been training students to use mindfulness-oriented meditation (MOM) techniques such as Mindfulness-Based Stress Reduction (MBSR) for mental health, wellness, and greater attention and presence. MOM training should be considered for incorporation into pharmacy education. Mindfulness can be included in the pharmacy curriculum in a variety of ways. These include introducing students to the topic didactically, encouraging and facilitating students to take an MBSR course, workshop, or online self-study, and integrating mindfulness through mindful moments during critical educational activities like product verification and communication assessments. IMPLICATIONS: Mindfulness may be a valuable skill for student pharmacists, thus we encourage schools to expose students to the concepts of mindfulness and MOM techniques like MBSR. Additionally, more robust and rigorous research is needed to better understand the effects of MOM in different settings and contexts.

Engaging older people as university-based instructors: A model to improve the empathy and attitudes of pharmacists in training.

BACKGROUND AND PURPOSE: Clinical guidelines increasingly emphasise the importance of comprehensive and holistic care for older people. The objective of this education brief is to describe a workshop designed to improve first year pharmacy students' empathy and attitudes towards older people. EDUCATIONAL ACTIVITY AND SETTING: A two-hour, interactive, university-based workshop was developed and evaluated. Small groups of first year pharmacy students (approximately five per group) worked with an older person to complete a number of scaffolded activities focused on the older person's life experiences with pharmacy and medication usage. The effectiveness of this intervention was measured using an eight-item, pre- and post-workshop survey adapted from published scales. FINDINGS: Engaging older people as university-based instructors for first year pharmacy students was associated with significant improvements in three of the eight attitudinal items. Following the workshop, students were more likely to report that older people are: pleasant to be with (p < 0.001), more likely to understand what it feels like to have problems with aging (p < 0.005) and less likely to believe older people become less organised and more confused as they age (p < 0.001). SUMMARY: Engaging older people as university-based instructors for first year pharmacy students may be a useful strategy to develop empathy and positive attitudes towards older people. Further research is needed to determine if the attitudinal improvements are sustained over time.

Undergraduate pharmacy students' experiences of a mindfulness-based intervention.

INTRODUCTION: Stress negatively impacts upon physical and mental health, and pharmacy students demonstrate higher levels of stress than the general population. Mindfulness may be a suitable way to improve pharmacy students' stress and distress levels in order to cope with academic pressures and professional responsibilities. The objective of this study was to obtain students' views and insights into the content and design of a mindfulness-based intervention. METHODS: Undergraduate pharmacy students in University College Cork who had completed at least 75% of a four-week mindfulness course offered during the 2016 to 2017 academic year were invited to participate in follow-up interviews. Local ethical approval was obtained. Recruitment occurred via email. Audio-recorded interviews were conducted, transcribed, and de-identified by the mindfulness tutor and primary researcher. Transcripts were analysed using thematic analysis. RESULTS: A total of 21 participants (62% female) representing all year groups were interviewed in March 2017. Thematic analysis generated the following four key themes regarding the mindfulness course: 1) common humanity - an essential foundation, 2) personal development and self-awareness, 3) implementation - striking a balance, and 4) challenges of social influences. CONCLUSIONS: The results of this study will be instrumental in deciding how to best bring this research forward. Mindfulness may have an important future role to play in pharmacy and healthcare education.

Effects of mindfulness meditation on mindfulness, mental well-being, and perceived stress.

INTRODUCTION: The purpose of this study was to investigate the effects of mindfulness meditation using the Headspace™ app on mindfulness, mental well-being, and perceived stress in pharmacy students. METHODS: Professional year one (P1), professional year two (P2,) and professional year 3 (P3) pharmacy students were recruited to participate. Students were instructed to meditate using the Headspace™ app for at least 10min per day for four weeks. Students at baseline completed the health promoting lifestyle profile (HPLP). Data was collected from the pre/post surveys using the Five Facet Mindfulness Questionnaire (FFMQ), Warwick-Edinburgh Mental Well-Being Scale (WEMWBS), and Cohen Perceived Stress Scale (PSS). RESULTS: Ninety-two pharmacy students enrolled in the study. Seventy-percent of the participants completed the study. Only one participant was excluded in the post data analysis due to non-adherence with the protocol. The data revealed that for all scales the intervention was associated with enhanced mindfulness and mental well-being and decreased perceived stress. Further analysis indicated that controlling for various health promoting lifestyle behaviors preserves the positive impact of mindfulness meditation as demonstrated. CONCLUSIONS: Mindfulness meditation uniformly and independently improved the participants overall mental health. The data supports a feasible option for minimizing stress and maintaining mental well-being in a demanding professional program. This study encourages students in pharmacy schools to adopt these practices in their curriculum.

Impact of a mindfulness-based intervention on undergraduate pharmacy students' stress and distress: Quantitative results of a mixed-methods study.

INTRODUCTION: Stress negatively impacts upon physical and mental health. Pharmacy students demonstrate higher stress than the general population. Mindfulness may improve pharmacy students' stress and distress levels. The purpose of this study was to assess the quantitative effects of a mindfulness-based intervention on pharmacy student stress, distress, burnout, and mindfulness levels. METHODS: A quasi-randomised controlled trial was conducted at an Irish pharmacy school during the 2016 to 2017 academic year. The intervention group completed a four-week mindfulness course. The waitlist control group received only usual education. Participants completed a demographics form, the Perceived Stress Scale, the General Health Questionnaire, the Maslach Burnout Inventory Student Survey, and the Five Facet Mindfulness Questionnaire at baseline and immediately post-intervention. RESULTS: Full data were gathered and analysed for 99 students (51 intervention, 48 control, 66.7% female). There were no significant differences between the intervention and control groups at baseline. Post-intervention, a large effect on mental distress was found (Partial Eta Squared 0.137) with the intervention group reporting statistically significantly lower distress than the control group (F (1,98) = 15.3, p < 0.005). Stress and distress were significantly improved for females (p = 0.026, p < 0.005), while males improved in the observing facet of mindfulness (p = 0.038). There was a positive association between attendance and these findings (r2 = 0.191, p < 0.005). CONCLUSION: Female pharmacy students experienced improvements in mental distress and stress after participation in the intervention. Mindfulness may have a future role to play in pharmacy and healthcare education.

An online mindfulness-based intervention for undergraduate pharmacy students: Results of a mixed-methods feasibility study.

INTRODUCTION: Stress negatively impacts pharmacy students' physical and mental health. Mindfulness has been shown to improve student wellbeing. The purpose of this study was to assess the feasibility and acceptability of an online mindfulness-based intervention and determine its effect on student wellbeing. METHODS: A quasi-randomised controlled trial was conducted at four pharmacy schools in Ireland. The intervention group took part in a four-week online mindfulness course. The control group received usual education, with delayed access to the course. Participants completed the Perceived Stress Scale, the General Health Questionnaire, the Jefferson Scale of Empathy - Health Profession Student version, the Maslach Burnout Inventory Student Survey (MBI-SS), and the Five Facet Mindfulness Questionnaire at baseline and post-intervention. Answers provided to questions about the experience of participating in the course were analysed using thematic analysis. RESULTS: Of the 52 participants, no significant differences were found between the intervention and control groups at baseline. Post-intervention, an increase in professional efficacy, as measured by the MBI-SS, was found in the intervention group (p = 0.004). There was also an increase in observing scores (p = 0.003). Males showed greater improvements in stress (p = 0.04) and non-judgement (p = 0.03) levels. Only females demonstrated improvement in professional efficacy (p = 0.002). Participants self-reported stress reduction and increased awareness of emotions. CONCLUSION: This study provides insights into the feasibility and acceptability of an online mindfulness course for pharmacy students. Findings will inform the future design and implementation of larger studies.

Confirmation Bias as a Factor in Pharmacy Student Assessment of Research Study Quality.

Objective. To determine whether pharmacy students' prior beliefs and attitudes about drug products and dietary supplements affected their ability to analyze the quality of research study abstracts and use them in making drug recommendations to patients. Methods. Fifty-nine Doctor of Pharmacy (PharmD) students in a drug literature course were randomly assigned to receive one of two forms to evaluate four drug literature abstracts of varying quality and study design. On each form, there were two abstracts that had been taken directly from published research studies and two abstracts in which a different product had been substituted for the actual product studied. Pharmacy students completed a questionnaire about the studies to determine whether their evaluation of quality was affected by their prior opinions about the products. Results. Students correctly recognized the relative quality of the studies. However, after reading abstracts of research articles that were identical except for the product named, students were still more likely to recommend drugs approved by the Food and Drug Administration than dietary supplements. Conclusion. Pharmacy students' evaluation of clinical research studies was mildly influenced by confirmation bias but more so by the quality of the research.

Pharmacy Students' Reflections on an Experiential Learning Visit to a Psychiatric Hospital.

Objective. To create a brief, experiential educational intervention for undergraduate pharmacy students aimed at developing appropriate attitudes, knowledge, and skills for the delivery of recovery-focused pharmacy services to people with mental illness, and to elicit student perceptions of the value and impact of the intervention. Methods. A brief intervention was developed in which a cohort of 44 fourth-year pharmacy students attended a psychiatric teaching hospital in groups of 10 to12. The intervention was integrated into the therapeutics module, and was based on Fink's taxonomy of learning. Delivery of the intervention included input from a multidisciplinary team of mental health professionals and the use of active-learning strategies to give students an insight into the holistic approach to care and the patient journey. Students participated in an exercise in reflective practice following the visit. Content analysis was performed on the reflective writings of consenting students to identify themes and insights gained. Results. Thirty-eight of the 44 students gave their consent for their reflective writings to be analyzed for the purpose of this research. Students expressed some apprehension before their visit to the hospital, but later gained an appreciation of the patient experience of care in the psychiatric setting. Students also described having a greater appreciation of the role of the pharmacist in caring for psychiatric patients as well as an insight into the role of other health care professionals and interventions supporting recovery. Conclusion. A brief experiential intervention helped students integrate their learning and appreciate the value of their expertise in supporting those experiencing mental illness.

Improving rating scales: Applying Rasch analysis to student pharmacists' attitudes towards herbal medications.

BACKGROUND: This study analyzed the psychometric properties of a cross-sectional survey of student pharmacists' attitudes regarding herbal medications using a polytomous Rasch model. Seven items assessed students' attitudes towards herbal medications using a 6-point agreement scale (0 to 5). Student responses were reviewed to identify outliers and aberrant response patterns, assess scale fit, and perform item analysis. Scale performance was assessed to determine if response categories were independent and equally represented. Items were reviewed for model fit and construct validity with significant item gaps identified using a z-test. IMPACT: A total of 324 students completed the survey. The initial 6-point scale was analyzed. Student responses with outfit mean-square (MNSQ) values >5 were removed, yet the scale did not have appropriate functionality. The categories were merged to form a 4-point scale with no improvement. Therefore, two different 3-point scale options were analyzed: response categories of 0, 1 to 3, and 4 to 5; and response categories of 0, 1 to 4, and 5. With ten students removed, both 3-point scales met the requirements for functionality and all items exhibited good fit with MNSQ values between 0.6 and 1.4, person-separation value of 1.29, and person-reliability value of 0.62. RECOMMENDATIONS: Both 3-point scales met the requirements for Rasch analysis. The most optimal scale was the 0, 1 to 4, and 5 option. DISCUSSION: This study provides findings from the survey validity assessment alongside the survey results, which is useful for readers to have confidence in the quality of the study findings.

Surveys of pharmacy students and pharmacy educators regarding medical marijuana.

INTRODUCTION: In this study, a cohort of Ohio pharmacy students were surveyed about knowledge and attitudes regarding medical marijuana (MMJ). Pharmacy educators in legalized states were asked how MMJ education was incorporated into pharmacy curricula. METHODS: Pharmacy students from six colleges were emailed surveys. Pharmacy educators from 79 colleges in states with legal MMJ programs were emailed regarding curricular content covering MMJ. RESULTS: A total of 319 student respondents received scores between 50 and 60% on knowledge-based questions. Students favored legalization of medical, but not recreational marijuana; they are not confident in ability to counsel; they believe little education on MMJ is provided in pharmacy school; and feel that more education is needed on MMJ. Students supporting MMJ were more likely to support recreational use of marijuana (p < 0.001), and education about MMJ (p < 0.001). Students in advanced years were less willing to dispense medical marijuana (p < 0.01), and less likely to support pharmacist availability for counseling (p < 0.05). Sixty-two percent of colleges who responded to the survey in legalized states provided education on MMJ to pharmacy students. Sixty-four percent of colleges responding who provided MMJ education offered a required course; 84.6% educated on indications and misuse/abuse; 92.3% on side effects, and adverse drug reactions; 53.8% on drug interactions. CONCLUSION: Ohio pharmacy student knowledge regarding medical marijuana is low. Students believe pharmacists should be available for counseling on MMJ; they feel unprepared to dispense MMJ, and would like more education on MMJ. Some colleges of pharmacy in the US report providing MMJ education; extent is unknown.

Using forum theatre to teach communication skills within an undergraduate pharmacy curriculum: A qualitative evaluation of students' feedback.

BACKGROUND AND PURPOSE: Pharmacists need to learn communication styles which adopt a more consultative model. The objectives of this paper are to describe the use of forum theatre facilitated by actors to teach communication skills to pharmacy students and to highlight perceptions of the workshops. EDUCATIONAL ACTIVITY AND SETTING: During the actor-led forum theatre, students redirected scenes depicting pharmacist-patient consultations. Students also learned about their own communication styles and role-played consultations and interview situations with actors. Pharmacy undergraduate students enrolled in years 2, 3, and 4 answered open-ended questions online at the end of workshops. All responses were coded to identify themes. FINDINGS: Five themes emerged from 752 comments: (1) workshops were useful in facilitating communication skills development, (2) workshops encouraged reflection, (3) appreciation of feedback provided, (4) the live, interactive nature of the workshop enhanced learning, and (5) suggestions for improvement. There were requests for more varied scenarios involving different patient groups and more opportunities to participate in the role-plays. Students also requested smaller groups, which would encourage participation from those who were reticent and allow more personal feedback. SUMMARY: The use of forum theatre employing role-play, small group coaching on consultation and interview skills, and emphasizing feedback was perceived as an effective and engaging method to teach communication skills.

A cross-sectional assessment of knowledge, attitudes and self-perceived effectiveness of complementary and alternative medicine among pharmacy and non-pharmacy university students.

BACKGROUND: Traditional medicine has always been Pakistan's cultural heritage, providing health care to a large part of its population. Thus, we aimed to assess and compare the knowledge, attitude, and perception about complementary and alternative medicine (CAM) between pharmacy and non-pharmacy students, the results of which may be helpful in devising national health-education policy. METHODS: A cross-sectional study was conducted by enrolling 937 students, pharmacy (437) and non-pharmacy (500), of Punjab University, Lahore. A self-administered questionnaire was used for data collection. Data were analyzed using SPSS. (IBM v22). RESULTS: Data suggested that majority of students knew about the use of traditional herbs and considered massage (P: 84.4%, NP: 82%, p = 0.099), homeopathy, herbs (P: 86.5%, NP: 81%, p = 0.064], yoga [P: 357 (81.7%), NP: 84%), p = 0.42] and spiritual healing (P: 85.6%, NP: 86.2%, p = 0.55) as effective and least harmful CAM modalities. The pharmacy students had better knowledge about CAM modalities compared to non-pharmacy students. Despite utilizing non-reliable sources of CAM information and their belief that CAM is practiced by quacks, the majority of students had positive attitudes and perceptions about CAM usage. Students also believed that CAM had a positive impact on health outcomes [P: 3.19 ± 1.04, NP: 3.02 ± 1.09, p = 0.008] and acceded to include CAM in the pharmacy curriculum. However, non-pharmacy students scored higher in their beliefs that CAM usage should be discouraged due to the non-scientific basis of CAM (P: 3.04 ± 0.97, NP: 3.17 ± 1.02, p = 0.028) and a possible threat to public health (P: 3.81 ± 1.74, NP: 4.06 ± 1.56, p = 0.02). On the other hand, pharmacy students believed that patients might get benefits from CAM modalities (P: 4.31 ± 1.48, NP: 4.12 ± 1.45, p = 0.02). Majority of students perceived that spiritual healing is the most useful and safer CAM modality, while acupuncture (P: 25.4%, NP: 21.8%, p = 0.0005), hypnosis (P: 26.8%, NP: 19.6%, p = 0.001) and chiropractic (P: 18.8%, NP: 11.6%, p = 0.0005) were among the harmful ones. CONCLUSION: In conclusion, despite poor knowledge about CAM, students demonstrated positive attitudes and beliefs regarding CAM. They exhibited better awareness about yoga, spiritual healing/prayer, herbs, and massage. Students also showed willingness to advance their knowledge about CAM and favored its inclusion in the curriculum.

A Thematic Analysis of Pharmacy Students' Experiences of the Undergraduate Pharmacy Degree in Ireland and the Role of Mindfulness.

Objective. To determine pharmacy students' experiences of stress as part of the current pharmacy degree, and to explore the potential of incorporating the principles of mindfulness into course work in the undergraduate degree. Methods. Undergraduate pharmacy students from the five pharmacy schools in Ireland were invited to participate in focus groups between February and November 2016. Recruitment occurred via emails sent by a school's academic or administrative member. Focus groups were audio recorded, anonymized and transcribed by the corresponding author. Transcripts were analyzed using the Braun and Clarke method of thematic analysis and coded. Results. Twenty pharmacy students (60% female) representing all years of study from three of the five pharmacy schools participated across five focus groups. The five key themes that emerged were: so much to do, so little time; the role of lecturers; we are smart people, we want to do well; learning by doing; and mindfulness as a coping tool. Conclusion. The findings of this study support the hypothesis that students experience stress and would welcome mindfulness-based interventions as a management option in the degree. Specifically, the emphasis that mindfulness places on experiential learning would be well-received by students.

Spirituality and Religiosity of Pharmacy Students.

Objective. To characterize the religiosity and spirituality of final year pharmacy students and examine the impact on performance in pharmacy school and future practice. Methods. An electronic survey was sent to 308 students in their final year of pharmacy school at four universities (two private and two public institutions). Results. There were 141 respondents to the survey for a response rate of 46%. Key findings are religiosity/spirituality did not impact academic performance, students felt supported in their spiritual/religious beliefs, religiosity/spirituality had a positive impact on students' emotional/mental well-being, attending pharmacy school decreased organized religion, less than half of the students would work for a pharmacy not allowing the "right to refuse to dispense," students felt religiosity/spirituality could affect health/medication adherence, and most students were not familiar with how to conduct a spiritual assessment. Conclusion. Pharmacy schools should find ways to acknowledge and support religiosity/spirituality for pharmacy students and for promoting holistic patient well-being.

Assessing pharmacy student confidence to answer patient questions regarding herbal medicines and natural product drugs.

BACKGROUND AND PURPOSE: To assess the change in confidence answering questions about herbal medicines and natural product drugs (HMNPD) in third year professional pharmacy students in an HMNPD course. EDUCATIONAL ACTIVITY AND SETTING: A questionnaire was developed to query confidence in responding to patient questions, recommending specific products, and ability to retrieve resources regarding HMNPD. It was administered the first and last week of the semester; responses were evaluated using a Chi-squared test. FINDINGS: At baseline, 46 students (84%) were "very hesitant", "hesitant", or "neither hesitant nor confident" in responding to HMNPD questions; after the course, most students were "confident" or "very confident" (n=30, 54%) (p < .001). Confidence in finding reliable resources increased from the first week (29 students [40%] were "confident" or "very confident") to the last week (51 students [91%] were "confident" or "very confident" [p < .001]). At baseline, five students (9%) were "confident" or "very confident" in ability to recommend a specific product; after the course, 26 students (46%) were "confident" or "very confident" (p < .001). Nine students (16%) felt "very confident" or "confident" in HMNPD safety/effectiveness at baseline; the same proportion felt this way at conclusion (p = .93). Four students (7%) were confident in HMNPD efficacy at baseline and nine (16%) felt the same way at the end (p = .12). DISCUSSION: Significant increases in student confidence answering patient questions, responding to disease-specific queries, and using appropriate resources were found. There was no difference in confidence in HMNPD safety/efficacy. SUMMARY: This study supported continued HMNPD education in the pharmacy program.

Pharmacy Student Knowledge, Confidence and Attitudes Toward Medical Cannabis and Curricular Coverage.

Objective. To assess pharmacy student confidence in their knowledge of qualifying conditions for medical cannabis use in the US and their attitudes toward curricular coverage of medical cannabis. Methods. Students were asked to complete an electronic survey to measure knowledge and confidence in various domains of medical cannabis treatment, including qualifying conditions, adverse effects, and other patient care skills. Results. There were 238 students who completed the survey. Responses to all domains and their corresponding confidence levels displayed a lack in confidence. The only domain wherein students had confidence in was their ability to retrieve related drug information. Nearly 80% of students felt that the topic of medical cannabis should be added to existing curricula within the next five years. Conclusion. With the prevalence of cannabis programs and knowledge gap, pharmacy schools should consider coverage of medical cannabis in the curricula.

Promoting a growth mindset in pharmacy educators and students.

COMMENTARY: Mindsets are implicit theories that influence how individuals think, act, and respond. Those with a fixed mindset tend to resist learning opportunities; those with a growth mindset embrace learning opportunities. It is important that pharmacy educators work to shift the mindsets of their students toward a growth mindset in order to promote resilience, improve personal outcomes, and enhance attitudes toward learning. Mindsets are not static, and with persistence and effort, can be modified. IMPLICATIONS: Pharmacy educators can do much to influence the mindsets of their learners, and with purposeful effort, can help cultivate an environment that enhances a learner's growth mindset. If an educator is not deliberate, fixed mindsets can be inadvertently promoted to learners, which can result in diminished learning experiences for both student and educator. This commentary will inform pharmacy educators about mindsets and present several teaching and precepting techniques that can help promote a growth mindset among themselves and their learners.