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Currents in Pharmacy Teaching & Learning|May 14, 2026
Examining Tier 2 vocabulary in pharmacy assessments: Implications for inclusive designElisa Greene, Jamie Adam, Amanda Nelms
Currents in Pharmacy Teaching & Learning|February 21, 2026
Career adaptability of pharmacy students in Taiwan: A qualitative studyShih-Ming Chen, Ming-Chia Lee, Tsz-Yi Chang, et al.
Currents in Pharmacy Teaching & Learning|February 19, 2026
An exploration of virtual standardized patients and their effect on clinical readiness in pharmacy educationRobin Andrade
Currents in Pharmacy Teaching & Learning|September 15, 2021
Holding pharmacy educators accountable in the wake of the anti-racism movement: A call to actionEdoabasi U McGee, Shari N Allen, Lakesha M Butler, et al.
Currents in Pharmacy Teaching & Learning|March 25, 2019
Quantitative analysis of single best answer multiple choice questions in pharmaceuticsSuha A Al Muhaissen, Anna Ratka, Amal Akour, et al.
Currents in Pharmacy Teaching & Learning|January 4, 2026
Knowledge, skills, and attitudes of pharmacy students toward the care of people living with HIV: A scoping reviewMaria Clara Silva Dos Santos, Paulo Vitor Ramos Vitori, Vitor Santos de Sá Galina, et al.
Currents in Pharmacy Teaching & Learning|March 10, 2023
Impact of COVID-19 on the academic performance and mental health of HBCU pharmacy studentsAntonio J Carrion, Asia Ridley, Azeezat A Rasaki, et al.
Currents in Pharmacy Teaching & Learning|March 10, 2023
Improving learning using a layered learning model in the ambulatory care settingJustin Collins, Shruti Thompson, Kimberly Finley, et al.
Currents in Pharmacy Teaching & Learning|April 19, 2021
Use of an in-house comprehensive exam as a predictor for academic successErica L Rowe, Jasmine M Pittman, Beverly S Hamilton
Currents in Pharmacy Teaching & Learning|April 19, 2021
Determination of predictors impacting performance on the third-year pharmacy curriculum outcomes assessment at a historically Black college of pharmacySalome Bwayo Weaver, Muhammad J Habib, La'Marcus T Wingate, et al.
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