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Al-Taweel D, Moreau P, Koshy S, Khedr MA, Nafee N, Al-Romaiyan A, Bayoud T, Alghanem SS, Al-Awadhi FH, Al-Haqan A, Al-Owayesh MS. Empowering competence: A program-wide active learning framework for a pharmacy program. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:101272. [PMID: 39181401 DOI: 10.1016/j.ajpe.2024.101272] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2024] [Revised: 08/15/2024] [Accepted: 08/18/2024] [Indexed: 08/27/2024]
Abstract
OBJECTIVE This study aimed to develop and implement a program-wide active learning framework to guide active learning and assessment efforts in an entry-to-practice competency-based Doctor of Pharmacy program. METHODS The development of the framework involved 3 stages: creation of a framework aligned with the program's guiding principles, provision of training and support to faculty and students, and evaluation of the students' and academic staff satisfaction using an online survey over 2 academic years (2022-2023). Data from this survey were analyzed descriptively. RESULTS An active learning framework that was aligned with the program's guiding principles while allowing flexibility for individual teaching styles was developed. It consisted of 4 stages: preclass preparation, in-class work, prelaboratory preparation, and in-laboratory activities (emphasizing knowledge acquisition and competency development). Academic staff surveys reported higher satisfaction of staff in year 2 than year 3 of the program, with indications of further training on specific modalities. Students' satisfaction improved from year 2 to 3, particularly, in areas related to class objectives, learning environment, and feedback. CONCLUSION The transformation of a curriculum that includes the evolution of the teaching and learning strategy is a complex, long-term project that deserves continuing attention. Having frameworks in place helps the management, instructors, and students to understand the global direction, stay focused, and support the implementation of competency-based education and student-centered learning.
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Affiliation(s)
- Dalal Al-Taweel
- Kuwait University, Department of Pharmacy Practice, College of Pharmacy, Jabriya, Kuwait.
| | - Pierre Moreau
- Kuwait University, Department of Pharmacology & Therapeutics, College of Pharmacy, Jabriya, Kuwait
| | - Samuel Koshy
- Kuwait University, Department of Pharmacy Practice, College of Pharmacy, Jabriya, Kuwait
| | - Mohammed A Khedr
- Kuwait University, Department of Pharmaceutical Chemistry, College of Pharmacy, Jabriya, Kuwait; Helwan University, Department of Pharmaceutical Chemistry, Faculty of Pharmacy, Helwan, Egypt
| | - Noha Nafee
- Kuwait University, Department of Pharmaceutics, College of Pharmacy, Jabriya, Kuwait; Alexandria University, Department of Pharmaceutics, Faculty of Pharmacy, Alexandria, Egypt
| | - Altaf Al-Romaiyan
- Kuwait University, Department of Pharmacology & Therapeutics, College of Pharmacy, Jabriya, Kuwait
| | - Tania Bayoud
- Kuwait University, Department of Pharmacy Practice, College of Pharmacy, Jabriya, Kuwait
| | - Sarah S Alghanem
- Kuwait University, Department of Pharmacy Practice, College of Pharmacy, Jabriya, Kuwait
| | - Fatma H Al-Awadhi
- Kuwait University, Department of Pharmaceutical Chemistry, College of Pharmacy, Jabriya, Kuwait
| | - Asmaa Al-Haqan
- Kuwait University, Department of Pharmacy Practice, College of Pharmacy, Jabriya, Kuwait
| | - Maryam S Al-Owayesh
- Kuwait University, Department of Pharmacy Practice, College of Pharmacy, Jabriya, Kuwait
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O'Sullivan TA, Chen AMH, DiVall MV, Gonyeau MJ, Zavod R, Kiersma ME, Balogun A, Moser H. A Deeper Reflection on the Integration of the Pharmacists' Patient Care Process. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100726. [PMID: 38823671 DOI: 10.1016/j.ajpe.2024.100726] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2023] [Revised: 03/12/2024] [Accepted: 05/25/2024] [Indexed: 06/03/2024]
Abstract
OBJECTIVE Given the importance of developing student understanding and application of the Pharmacists' Patient Care Process (PPCP), programs may be able to use successful approaches from other institutions to enhance their curricular and experiential learning and assessment of student outcomes. The study objective was to explore successful methods of integrating the PPCP and outline areas of challenge. METHODS This study used a qualitative study design with semistructured interviews to gain insight from participants' lived experiences. Pharmacy faculty members participating in a national survey or who were authors of articles about PPCP initiatives were recruited to provide greater detail about building successful and innovative curricula. Thematic analysis identified commonalities and differences among the interviewed participants. RESULTS A total of 10 interviews were conducted. The following 4 overarching themes arose from the data: discussions around intentional integration of the PPCP across multiple core courses may foster innovations in teaching strategies; intentional integration alone does not equate to PPCP integration across the curriculum; intentional integration may enhance program assessment; and PPCP data from experiential coursework may not be widely used in curricular continuous quality improvement. CONCLUSION Pharmacy programs will ideally involve the entire faculty, including experiential and basic and social/administrative science members, in weaving the PPCP throughout the curriculum. Rigorous assessment can better inform interventions related to student competency in various steps of the PPCP. Pharmacy programs should also clarify how data obtained from preceptors observing student performance in each of the PPCP steps are used to assess student mastery of this critical skill.
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Affiliation(s)
| | - Aleda M H Chen
- Cedarville University, School of Pharmacy, Cedarville, OH, USA.
| | - Margarita V DiVall
- Northeastern University, Bouvé College of Health Sciences, School of Pharmacy, Boston, MA, USA
| | - Michael J Gonyeau
- Northeastern University, Bouvé College of Health Sciences, School of Pharmacy, Boston, MA, USA
| | - Robin Zavod
- Midwestern University, College of Pharmacy, Downers Grove, IL, USA
| | - Mary E Kiersma
- Accreditation Council for Pharmacy Education, Chicago, IL, USA
| | - Adeola Balogun
- Cedarville University, School of Pharmacy, Cedarville, OH, USA
| | - Haylee Moser
- Cedarville University, School of Pharmacy, Cedarville, OH, USA
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Hasan HE, Jaber D, Khabour OF, Alzoubi KH. Perspectives of Pharmacy Students on Ethical Issues Related to Artificial Intelligence: A Comprehensive Survey Study. RESEARCH SQUARE 2024:rs.3.rs-4302115. [PMID: 38746156 PMCID: PMC11092854 DOI: 10.21203/rs.3.rs-4302115/v1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2024]
Abstract
Background The integration of artificial intelligence (AI) into pharmacy education and practice holds the potential to advance learning experiences and prepare future pharmacists for evolving healthcare practice. However, it also raises ethical considerations that need to be addressed carefully. This study aimed to explore pharmacy students' attitudes regarding AI integration into pharmacy education and practice. Methods A cross-sectional design was employed, utilizing a validated online questionnaire administered to 702 pharmacy students from diverse demographic backgrounds. The questionnaire gathered data on participants' attitudes and concerns regarding AI integration, as well as demographic information and factors influencing their attitudes. Results Most participants were female students (72.8%), from public universities (55.6%) and not working (64.2%). Participants expressed a generally negative attitude toward AI integration, citing concerns and barriers such as patient data privacy (62.0%), susceptibility to hacking (56.2%), potential job displacement (69.3%), cost limitations (66.8%), access (69.1%) and the absence of regulations (48.1% agree), training (70.4%), physicians' reluctance (65.1%) and patient apprehension (70.8%). Factors including country of residence, academic year, cumulative GPA, work status, technology literacy, and AI understanding significantly influenced participants' attitudes (p < 0.05). Conclusion The study highlights the need for comprehensive AI education in pharmacy curricula including related ethical concerns. Addressing students' concerns is crucial to ensuring ethical, equitable, and beneficial AI integration in pharmacy education and practice.
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Nasser SC, Kanbar R, Btaiche IF, Mansour H, Elkhoury R, Aoun C, Karaoui LR. Entrustable professional activities-based objective structured clinical examinations in a pharmacy curriculum. BMC MEDICAL EDUCATION 2024; 24:436. [PMID: 38649947 PMCID: PMC11036754 DOI: 10.1186/s12909-024-05425-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2024] [Accepted: 04/12/2024] [Indexed: 04/25/2024]
Abstract
BACKGROUND The integration of Objective Structured Clinical Examinations (OSCEs) within the professional pharmacy program, contributes to assessing the readiness of pharmacy students for Advanced Pharmacy Practice Experiences (APPEs) and real-world practice. METHODS In a study conducted at an Accreditation Council for Pharmacy Education (ACPE)-accredited Doctor of Pharmacy professional degree program, 69 students in their second professional year (P2) were engaged in OSCEs. These comprised 3 stations: best possible medication history, patient education, and healthcare provider communication. These stations were aligned with Entrustable Professional Activities (EPAs) and Ability Statements (AS). The assessment aimed to evaluate pharmacy students' competencies in key areas such as ethical and legal behaviors, general communication skills, and interprofessional collaboration. RESULTS The formulation of the OSCE stations highlighted the importance of aligning the learning objectives of the different stations with EPAs and AS. The evaluation of students' ethical and legal behaviors, the interprofessional general communication, and collaboration showed average scores of 82.6%, 88.3%, 89.3%, respectively. Student performance on communication-related statements exceeded 80% in all 3 stations. A significant difference (p < 0.0001) was found between the scores of the observer and the SP evaluator in stations 1 and 2 while comparable results (p = 0.426) were shown between the observer and the HCP evaluator in station 3. Additionally, a discrepancy among the observers' assessments was detected across the 3 stations. The study shed light on challenges encountered during OSCEs implementation, including faculty involvement, resource constraints, and the necessity for consistent evaluation criteria. CONCLUSIONS This study highlights the importance of refining OSCEs to align with EPAs and AS, ensuring a reliable assessment of pharmacy students' clinical competencies and their preparedness for professional practice. It emphasizes the ongoing efforts needed to enhance the structure, content, and delivery of OSCEs in pharmacy education. The findings serve as a catalyst for addressing identified challenges and advancing the effectiveness of OSCEs in accurately evaluating students' clinical readiness.
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Affiliation(s)
- Soumana C Nasser
- Pharmacy Practice Department, School of Pharmacy, Lebanese American University, Blat, P.O. Box 36, Byblos, Lebanon
| | - Roy Kanbar
- Pharmaceutical Sciences Department, School of Pharmacy, Lebanese American University, Blat, P.O. Box 36, Byblos, Lebanon
| | - Imad F Btaiche
- Pharmacy Practice Department, School of Pharmacy, Lebanese American University, Blat, P.O. Box 36, Byblos, Lebanon
| | - Hanine Mansour
- Pharmacy Practice Department, School of Pharmacy, Lebanese American University, Blat, P.O. Box 36, Byblos, Lebanon
| | - Reine Elkhoury
- School of Pharmacy, Lebanese American University, Blat, P.O. Box 36, Byblos, Lebanon
| | - Carl Aoun
- Pharmacy Practice Department, School of Pharmacy, Lebanese American University, Blat, P.O. Box 36, Byblos, Lebanon
| | - Lamis R Karaoui
- Pharmacy Practice Department, School of Pharmacy, Lebanese American University, Blat, P.O. Box 36, Byblos, Lebanon.
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Maes ML, Barnett SG, Porter AL. A Call to Action for Integrating Introductory Pharmacy Practice Experiences With Purpose. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100682. [PMID: 38460598 DOI: 10.1016/j.ajpe.2024.100682] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/13/2023] [Revised: 02/18/2024] [Accepted: 03/05/2024] [Indexed: 03/11/2024]
Abstract
Introductory pharmacy practice experiences (IPPEs) are essential to exposing students to contemporary pharmacy practice and promoting advanced pharmacy practice experience readiness. An IPPE curriculum should be sequenced and progressive, with IPPE experiences built upon each other and coordinated with the didactic curriculum. Pharmacy programs are faced with several internal and external challenges that can influence the design and implementation of their IPPE curriculum. Periodic IPPE curricular review is imperative as new challenges arise and existing challenges abate. Pharmacy programs should use a systematic and holistic process to evaluate and revise their IPPE programs. It is an opportune time to begin this process, with new standards being released in 2024. This commentary describes common challenges associated with integrating a high-quality IPPE program into a Doctor of Pharmacy curriculum along with potential solutions, with the intention for individual programs to use this as a tool to guide IPPE evaluation and revision.
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Affiliation(s)
- Marina L Maes
- University of Wisconsin-Madison School of Pharmacy, Pharmacy Practice and Translational Research Division, Madison, WI, USA.
| | - Susanne G Barnett
- University of Wisconsin-Madison School of Pharmacy, Pharmacy Practice and Translational Research Division, Madison, WI, USA
| | - Andrea L Porter
- University of Wisconsin-Madison School of Pharmacy, Pharmacy Practice and Translational Research Division, Madison, WI, USA; Editorial Board Member, American Journal of Pharmaceutical Education, USA
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Henneman A, Axtell S. Pharmacy Students' Perceived Ability to Implement the Pharmacist's Patient Care Process before and after a Redesigned Case Study Series in the United States. PHARMACY 2024; 12:51. [PMID: 38525731 PMCID: PMC10961795 DOI: 10.3390/pharmacy12020051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2024] [Revised: 02/29/2024] [Accepted: 03/13/2024] [Indexed: 03/26/2024] Open
Abstract
Since the incorporation of the Pharmacist's Patient Care Process (PPCP) into the American Association of Colleges of Pharmacy standards, the process has been integrated in a variety of ways across curriculums. A two-semester case-based course was redesigned as a four-semester case-based course formally integrating the PPCP. Pharmacy students completing the original, two-semester course series and those completing the first two semesters of the redesigned course were given a voluntary survey to assess their perceived ability to integrate the PPCP into practice after the completion of each course. A total of 107 pharmacy students, 61 students completing the original series and 46 students completing two semesters of the redesigned series, completed the survey. The pharmacy students completing the redesigned, four-semester course series had a significantly higher perception of their ability to integrate the PPCP into patient care compared to the students completing the original series. This included the perceived ability to ask appropriate questions, identify medication-related problems (MRPs), document MRPs, and develop a plan for addressing MRPs. A significant difference was found in the students' perceived ability to ask pertinent questions in an appropriate manner, identifying and documenting MRPs, managing and solving MRPs, and documenting patient interactions. No significant difference was identified regarding the students' perceived ability to document the interaction or ensure that treatment-related plans were implemented. The students' perception regarding the importance of asking pertinent questions, identifying MRPs, and documentation in patient care did not differ between the cohorts. The case-based course series redesigned from two to four semesters with formal integration of the PPCP resulted in an increase in the students' perceptions of their ability to integrate the PPCP into patient care.
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Affiliation(s)
- Amy Henneman
- Thomas F. Frist College of Medicine, College of Pharmacy and Health Sciences, Belmont University, Nashville, TN 37212, USA
| | - Samantha Axtell
- Gregory School of Pharmacy, Palm Beach Atlantic University, West Palm Beach, FL 33401, USA
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Chamoun N, Ramia E, Sacre H, Haddad M, Haddad C, Hajj A, Namnoum J, Zeenny RM, Iskandar K, Akel M, Salameh P. Validation of the specialized competency framework for pharmacists in hospital settings (SCF-PHS): a cross-sectional study. J Pharm Policy Pract 2023; 16:86. [PMID: 37430355 DOI: 10.1186/s40545-023-00592-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2023] [Accepted: 06/26/2023] [Indexed: 07/12/2023] Open
Abstract
OBJECTIVES This study aimed to validate the content of the specialized competency frameworks for pharmacists working in hospital settings (hospital and clinical pharmacists) and pilot the frameworks for practice assessment. METHODS This online cross-sectional study was carried out between March and October 2022 among a sample of 96 Lebanese pharmacists working in hospital settings. The frameworks were distributed to full-time hospital and clinical pharmacists, who filled them out according to their role in the hospital. RESULTS Overall, the competencies were distributed over five domains for hospital pharmacists (fundamental skills, safe and rational use of medicines, patient-centered care, professional skills, and preparedness for emergencies), while for clinical pharmacists, competencies were distributed over seven domains (quality improvement, clinical knowledge and skills, soft skills, ability to conduct clinical research, ability to provide effective education, use information technology to make decisions and reduce errors, and emergency preparedness). Moreover, Cronbach alpha values were appropriate, indicating sufficient to high internal consistency. Pharmacists were highly confident in most competencies, with some exceptions related to research in emergency settings (data evaluation, research, and reporting). CONCLUSIONS This study could validate competency frameworks for clinical and hospital pharmacists, with the competencies and their respective behaviors showing an adequate construct analysis. It also identified the domains that require further development, i.e., soft skills and research in emergency settings. Both these domains are timely and needed to overcome the current practice challenges in Lebanon.
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Affiliation(s)
- Nibal Chamoun
- Department of Pharmacy Practice, Lebanese American University School of Pharmacy, Byblos, Lebanon
| | - Elsy Ramia
- Department of Pharmacy Practice, Lebanese American University School of Pharmacy, Byblos, Lebanon
| | - Hala Sacre
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon
- Drug Information Center, Order of Pharmacists of Lebanon, Beirut, Lebanon
| | - Mansour Haddad
- Faculty of Pharmacy, Yarmouk University, Irbid, 21163, Jordan
| | - Chadia Haddad
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon.
- School of Medicine, Lebanese American University, Byblos, Lebanon.
- Research Department, Psychiatric Hospital of the Cross, P.O. Box 60096, Jal Eddib, Lebanon.
- School of Health Sciences, Modern University for Business and Science, Beirut, Lebanon.
| | - Aline Hajj
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon
- Laboratoire de Pharmacologie, Pharmacie Clinique et Contrôle de Qualité des Médicament (LPCQM), Faculty of Pharmacy, Saint Joseph University of Beirut, Beirut, Lebanon
- Faculté de Pharmacie, Université Laval, Quebec, Canada
- Oncology Division, CHU de Québec Université Laval Research Center, Quebec, Canada
| | - Joya Namnoum
- Methodology and Statistics in Biomedical Research Unit, Faculty of Medicine, Paris-Saclay University, Kremlin-Bicêtre, Paris, France
| | - Rony M Zeenny
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon
- Department of Pharmacy, American University of Beirut Medical Center, Beirut, Lebanon
| | - Katia Iskandar
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon
- School of Pharmacy, Lebanese International University, Beirut, Lebanon
- Faculty of Pharmacy, Lebanese University, Hadat, Lebanon
| | - Marwan Akel
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon
- School of Pharmacy, Lebanese International University, Beirut, Lebanon
- School of Education, Lebanese International University, Beirut, Lebanon
| | - Pascale Salameh
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon
- School of Medicine, Lebanese American University, Byblos, Lebanon
- Faculty of Pharmacy, Lebanese University, Hadat, Lebanon
- Department of Primary Care and Population Health, University of Nicosia Medical School, 2417, Nicosia, Cyprus
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The role of active learning methods in teaching pharmaceutical care - Scoping review. Heliyon 2023; 9:e13227. [PMID: 36785825 PMCID: PMC9918769 DOI: 10.1016/j.heliyon.2023.e13227] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2022] [Revised: 01/18/2023] [Accepted: 01/20/2023] [Indexed: 01/27/2023] Open
Abstract
Background The pharmacists in a community pharmacies have already provided, or will provide in the near future advanced pharmaceutical care services. This requires modifying the approach to teaching pharmacy students as well as adapting the curriculum to the changing professional realities. It has been proven that in the field of medical and related sciences, learners-centered active teaching methods allow to achieve learning outcomes effectively, especially in the field of practical skills. Objectives As the pharmaceutical services are only being introduced in many European countries, the question arises as to what active learning methods to use to prepare pharmacy graduates for this. Thus the review of worldwide literature occurred to be helpful in identifying what active learning methods are being used specifically in teaching aspects of pharmaceutical care. Methods Three electronic databases: Pubmed, Scopus and Web of Science were searched using the keywords "active learning" and "pharmaceutical care". Results On the basis of the publications included in the review, 7 methods were distinguished. Case-study, role play and simulation exercises turned out to be the most popular. It was also possible to make preliminary conclusions on how to properly match the method to the learning outcomes. Moreover, a weak point of many studies was the lack of structured methods of assessing the skills acquired by the students. Conclusions In conclusion, the curriculum renewal in pharmacy is necessary and requires taking many aspects into account, from the types of tasks assigned to pharmacists, through the selection of appropriate teaching methods, to the verification of assessment methods.
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Abstract
This paper uses a unique dataset from Lebanon, a developing country with unstable political conditions, to explore the drivers of research outcomes. We use the Negative Binomial model to empirically examine the determinants of the total number of publications and single and co-authored articles. The results indicate that males are more likely to publish co-authored papers than females. Moreover, our findings show a quadratic relationship between age and the number of published papers with a peak at the age of 40. After this turning point, the publication rate starts to decrease at an increasing rate. When we run the model by gender, we find that females in large departments tend to publish more co-authored papers. We also find that full professors tend to publish more papers in Q1 and Q2 journals, while associate professors have more papers in Q2 and Q3 journals.
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