Exploring the Pharmacist's Role in Supporting Post-Secondary Students with Psychotropic Medication Management
Bibliographic record
Abstract
Background: Emerging adulthood (18-25 years) is a critical window for psychological and social development, during which depression and anxiety disorders often occur. Pharmacies, being accessible community locations, provide an opportunity for pharmacists to take on a more prominent role in this area. Objectives: 1) To understand post-secondary students’ experiences with psychotropic medication management; 2) To explore their needs; 3) To determine how pharmacists can support their needs. Methods: Using qualitative interpretative description approach, one-one virtual interviews were conducted. The analysis followed the process for inductive thematic analysis. Results: Five key themes emerged: 1) Post-secondary students feel alone and experience challenges; 2) The internet is the main source of information; 3) Expressed need for more information on extended impact and challenges of medication; 4) Potential for pharmacists to have an active role and 5) Persistence of stigma around mental illness conversations and facilitating trust in seeking advice. Conclusion: Post-secondary students require age-related care and support in managing psychotropic medications and mental health. There exist opportunities for pharmacists to meet expressed needs using digital approaches.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.002 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".