Syrian pharmacy faculty demonstrate moderate CBL awareness and favorable adoption attitudes, particularly among younger and female faculty, and a fully validated CBL knowledge-and-attitudes scale is recommended.
Abstract
Background Competency-based learning (CBL) is transformative in health professions education, yet its adoption in Syrian pharmacy education remains unexamined, especially after the country’s prolonged conflict. Methods A cross-sectional study (autumn 2022) surveyed pharmacy faculty across Syrian universities using a validated online questionnaire (response rate: 39.7%; 124/312). Knowledge items were assessed via KR-20 (bootstrap 95% CI). Statistical analyses included descriptive statistics, chi-squared tests, ANOVA, Spearman’s correlations, multivariate binary logistic regression, multinomial logistic regression, and wave-based non-response analysis (STROBE-compliant). Results Of 124 respondents, 57.3% were female, 62.1% aged 25–42 years. Knowledge sub-scale consistency was modest (KR-20 = 0.386; 95% bootstrap CI: 0.230–0.509). Prior CBL awareness was 70.2%; support for pedagogical modification (98.4%) and faculty training (87.9%) was near-universal; 89.5% favored CBL adoption (56.5% preferring blended learning). Younger age (aOR = 0.08; p = 0.020) and female gender (aOR = 0.15; p = 0.025) independently predicted positive CBL attitudes (model χ
2
= 28.93, p < 0.001; pseudo-R
2
= 0.348; accuracy = 89.5%). Non-response bias was noted for age and institutional affiliation but not gender. Conclusions Syrian pharmacy faculty demonstrate moderate CBL awareness and favorable adoption attitudes, particularly among younger and female faculty. Intergenerational faculty development and a phased blended national roadmap are recommended. Future research should prioritize a fully validated CBL knowledge-and-attitudes scale.
Pharmaceutical sustainability is important for environmentally responsible health care, yet evidence regarding pharmacy students’ preparedness remains limited. This cross-sectional study assessed sustainability-related awareness, educational exposure, attitudes, knowledge of medication disposal, and behavior among pharmacy students in Bulgaria.
An anonymous questionnaire was completed by 74 students from the Medical Universities of Plovdiv, Pleven, and Varna between April and December 2025. Descriptive statistics, chi-square tests, non-parametric tests, effect sizes, and exploratory binary logistic regression were applied.
Among 73 participants with valid data, 23 (31.5%) were familiar with sustainable pharmacy, 28 (38.4%) were partially familiar, and 22 (30.1%) were unfamiliar. Only 14 participants (18.9%) reported sustainability training, whereas 57 (77.0%) supported mandatory sustainability education. Thirty-two participants (43.2%) knew unused medicines could be handed over safely. Familiarity was associated with previous training (
p
< 0.001; Cramér’s V = 0.532) and year of study (
p
= 0.010; Cramér’s V = 0.371). Trained participants reported higher attitude scores (
p
= 0.030; r = 0.25). In the adjusted model, year of study was associated with safe-handover knowledge (
p
= 0.013), although estimates were imprecise.
These findings identify gaps between positive attitudes, limited educational exposure, and knowledge. Structured sustainability education warrants further development and evaluation.
E. Gavazova, H. Manev, D. Kafalova· Frontiers in Public Health· 0 citations
Overall, the CTBLQ demonstrated satisfactory psychometric properties and provides a standardized diagnostic instrument for identifying barriers to Team-Based Learning implementation and may support evidence-informed curriculum evaluation, educational planning, and future research in nursing education while contributing to the advancement of health workforce education through improved implementation of collaborative learning.
P. Kien, Leslie F. Lazaro· International Journal of Nur...· 0 citations
This cross-sectional study evaluated innovation and entrepreneurship (I&E) attitudes, participation frequency, and self-reported competencies among 706 undergraduate health professions students at Hangzhou Medical College and examined factors associated with self-reported competency scores.
An open, voluntary online survey yielded 723 submissions. After 17 later duplicate submissions were removed by retaining each student’s first response, 706 unique participants were included. A study-specific 5-point questionnaire assessed I&E attitudes (7 items), participation frequency through a single-item behavioral indicator, and self-reported competencies (13 items). Split-sample exploratory and confirmatory factor analyses, internal-consistency analyses, group comparisons, and hierarchical linear regression were performed.
The mean scores were 3.95 ± 0.74 for I&E attitude, 3.37 ± 0.68 for self-reported competency, and 2.68 ± 0.90 for participation frequency. Exploratory factor analysis supported a two-factor attitude–self-reported-competency structure that explained 72.2% of the variance, and confirmatory factor analysis showed acceptable-to-good fit (CFI = 0.994, TLI = 0.993, RMSEA = 0.070, SRMR = 0.072). Students with prior I&E experience had higher self-reported competency scores than those without experience (3.47 ± 0.70 vs. 3.29 ± 0.65,
p
< 0.001), whereas the seven-item attitude scores did not differ significantly (
p
= 0.058). In the fully adjusted model, attitude (standardized
β
= 0.481,
p
< 0.001) and participation frequency (standardized
β
= 0.315,
p
< 0.001) were each associated with self-reported competency. The final model explained 41.8% of the variance, whereas the binary prior-experience variable was not associated with self-reported competency (standardized
β
= 0.005,
p
= 0.882).
Students reported attitude scores above the scale midpoint, participation-frequency scores below the midpoint, and self-reported competency scores slightly above the midpoint. More favorable attitudes and more frequent participation were associated with higher self-reported competency scores; however, the cross-sectional design does not permit causal inference.
Interprofessional education (IPE) prepares medical and dental students for collaborative, team-based care, yet little is known about how students perceive IPE within integrated academic environments in the Gulf region. A cross-sectional study was conducted between January and April 2025 at RAK Medical & Health Sciences University and RAK College of Dental Sciences in the United Arab Emirates. A printed, structured questionnaire adapted from validated tools was distributed to undergraduate medical and dental students. The survey evaluated interdisciplinary knowledge, teaching content, interprofessional value, and attitudes toward IPE using a five-point Likert scale. Data were analyzed using SPSS version 23, with descriptive statistics, Shapiro-Wilk normality tests, unequal variance t-tests, Cronbach's alpha, and Spearman's correlation utilized to evaluate group differences and internal consistency. Ethical approval was obtained (Ref: TAKMHSU-HEC-51-2023/24-F-D). A total of 273 students participated (157 medicals, 116 dentals; 50.2% female). Clinical-phase students reported significantly more favorable perceptions across domains of interdisciplinary knowledge, teaching content, and interprofessional value (p < 0.01). The internal consistency of the questionnaire was high (α > 0.85 for most domains). Strong inter-domain correlations were observed, especially between teaching content and perceived value. No significant differences were found based on gender. Clinical exposure was associated with more favorable perceptions of IPE. These findings support embedding structured, experiential IPE from the preclinical years onward-through shared case-based teaching, interprofessional simulation, and co-facilitated clinical activities-rather than relying on clinical contact alone. For curriculum developers and institutional policymakers, the results highlight the value of integrating IPE across both preclinical and clinical curricula and of targeting attitudinal development specifically. Longitudinal and intervention-based studies are needed to confirm whether such exposure produces durable gains in collaborative competence.
N. Hashim, M. M. Rahman, Sharifa Jameel Hossain et al.· Scientific Reports· 0 citations
Background: Competency-based education is essential in pharmacy training globally, but aligning curricula with professional needs is challenging, especially in low- and middle-income countries. This study examines self-reported competencies among final-year pharmacy students and graduates at Ardabil School of Pharmacy and evaluates their relevance to professional practice.
Methods: A cross-sectional survey of 185 final-year pharmacy students and graduates involved completing a self-assessment questionnaire on competencies in knowledge, skills, communication, and research, as well as their workplace relevance. Descriptive statistics, independent t-tests, and ANOVA were conducted, with effect sizes reported, following STROBE guidelines.
Results: Relative to maximum scores, lower scores were observed in the knowledge, skills, and research domains, whereas communication competencies had the highest scores. No significant differences were found between students and graduates in most areas, although graduates reported slightly higher self-assessed research scores (t = 2.05, p = 0.04, Cohen's d = 0.33). Communication competencies were perceived as most relevant to the workplace, with no significant differences across GPA categories.
Conclusion: Final-year pharmacy students and graduates perceived moderate competence across various domains, with communication skills deemed most relevant to practice. These findings, based on self-assessments from a single institution, reflect perceived rather than objectively measured readiness. Future multi-institutional studies with objective assessments are needed to comprehensively evaluate graduates' preparedness for professional practice.
Amir Hossein Monsefi, Hossein Ali Ebrahimi, A. Kamran· Pharmacy Education· 0 citations
Competency-Based Medical Education (CBME) by the National Medical Commission (NMC) has a key consideration of active involvement among medical undergraduates. But, nowadays absenteeism has increased among them, adversely affecting the scholarly outcome, clinical proficiency and expertise.
To explore the multi-factorial causes, significant correlates and student-suggested remedies responsible for absenteeism.
A cross-sectional study was conducted among undergraduate students of medical colleges across India.
Pre-tested, semi-structured questionnaire via Google Form was used to assess factors contributing to absenteeism and remedial suggestions among 5799 students. Descriptive and inferential statistical analysis was done by using IBM-SPSS v24.0.
Most commonly reported causes of absenteeism were the availability of other learning options, 3413 (41.14%), followed by long college hours, 1842 (31.76%) and poor coverage of syllabus in classes, 1630 (28.1%). It was observed that 38.47% of the students reported less attendance than the recommended attendance by NMC, either in theory or practical classes. A statistically significant association was found between absenteeism and gender, marital status, area of residence, type of family, socioeconomic status, and joining MBBS by choice, having doctors in the family, bedtime, and duration of sleep. Reduction in college timing 3810 (65.70%), inclusion of more practical aspects 2588 (44.62%), and sharing attendance with parents 2584 (44.55%) were some the most commonly suggested measures for reduction in absenteeism among the students.
Absenteeism is a striking, multi-factorial issue where urgent institutional reform is required, including optimized schedules and enhanced practical engagement, for ensuring success of the CBME framework.
R. Bhujade, Gagandeep Kaur, Sugandhi Sharma et al.· Indian Journal of Community...· 0 citations