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The Clinical Pharmacist as Principal Investigator—2026
No full textThe American College of Clinical Pharmacy (ACCP) first described the role and history of the pharmacist as principal investigator (PI) in 2000. An update was published in 2010, citing evidence from NIH and the ClinicalTrials.gov registry that showed an increase in the number of individuals with a Pharm.D. degree engaging in pharmacist-directed research. The 2025 ACCP Publications Committee was charged with providing an update to the 2010 paper. Key findings include a substantial increase in the total amount of federal funding awarded to schools of pharmacy (SoP) between 2011 and 2023, a modest increase in the number of pharmacists receiving federal grants when comparing 2010 with 2024, and evidence of pharmacist leadership and engagement in Clinical and Translational Science Award networks and service on national grant review panels. It remains challenging, however, to ascertain accurate and reliable data on pharmacists serving in PI roles because of the limitations of currently available data sources. This is especially true for pharmacist PIs who receive non-federal funding. Future opportunities include a continued emphasis on training programs to prepare pharmacists for PI roles, greater institutional support (e.g., research infrastructure, mentoring programs) for pharmacists serving in PI roles, better promotion of research career tracks to Pharm.D. students and trainees, enhanced efforts at SoP to pursue institutional training grants, and more collaborative efforts across professional organizations to advocate for pharmacist-scientists. An urgent call to action is necessary to ensure the future growth and success of pharmacist-directed research
How Experiencing Eudaimonic Emotions Through Music Shapes Prosocial and Altruistic Behavior: Introducing a Unified Model of Music-Listening-Induced Eudaimonia (UMMIE)
No full textThis paper introduces the Unified Model of Music-Listening Induced Eudaimonia (UMMIE), which offers an integrated novel theoretical framework to explain how music listening promotes prosocial and altruistic outcomes. Drawing on communication and psychology research, UMMIE maintains that elicitation of eudaimonic emotions can be appraised inwards, towards oneself, and thus contribute to the individual\u27s personal growth, wellbeing, and development, or outwards, by connecting to something bigger than oneself, to humanity in general, which could possibly then lead to enhanced prosocial and altruistic attitudes and behaviors. The model specifies musical, situational, and individual variables that serve as moderators and increase the likelihood of experiencing inwards or outwards effects of music listening. In this way, the current article organizes and synthesizes existing literature and offers a novel blueprint for future research
Revisiting the Link between Metacognition and Social Cognition
No full textResearch has suggested that the ability to think about our own thinking (metacognition) and the ability to understand others’ mental states (mindreading) may rely on the same cognitive resources. A study by Nicholson and colleagues (2021) found that people’s metacognitive accuracy decreased when they performed a mind-reading task at the same time, implying that the two processes interfered with each other. However, that conclusion is dependent on the assumption that the mind-reading task and a control task were equally difficult. If the mind-reading task was more difficult, having a lower performance could reflect general task difficulty rather than shared cognitive mechanisms. To address this, our study created a new auditory control task designed to replicate the mind-reading task in both type and level of difficulty. In experiment 1, participants did a visual discrimination, while also performing either the original mind-reading task or our new control task. In experiment 2, we added confidence judgment to measure metacognitive efficiency. We expect to find that even when task difficulty is balanced, metacognitive efficiency will still be lower when combined with the mind-reading task. This would prove that metacognition and mind-reading compete for overlapping cognitive resources. If there is no difference found, this could suggest that previous findings may be due to uneven task demands rather than shared processing. Overall, the project aims to specify how self-reflection and social cognition interact within the human mind
The Effect of Incentives on Disaster Mitigation Behavior: An Age-Based Analysis
No full textBackground
As climate change accelerates, the frequency and severity of natural disasters are increasing. However, most individuals cannot get sufficient protective measures due to financial pressure or environmental barriers. This study aims to examine how different incentives influence people’s willingness to take mitigation behavior. Methods
Data were collected from 781 tornado survivors in Texas, Alabama, and Tennessee, as part of the ‘Vulnerability and Resilience to Disasters’ project. Participants were randomly assigned to 12 conditions based on cost coverage ratios (25%, 50%, 75%), improvement types (storm shelters, structural reinforcement), and incentive forms (cash rebates, insurance discounts). Multivariate logistic regression models were used, with a focus on age differences (\u3c 49 years vs. ≥50 years). Results
Higher cost coverage increased protective willingness, and participants are more willing to get structural upgrades than storm shelters. No significant interaction effects were found between incentive methods. Besides, older participants, people with minor children, people experienced stress during the last tornado, and people anticipated future tornadoes were more likely to take mitigation behavior. Stress increased younger participants’ willingness, while the presence of minor children increased older participants’ willingness. 75% cost coverage was effective across all groups, while 50% coverage alone worked for younger participants but need to be combined with insurance discounts to work for older participants. Conclusion
Cost coverage is important in disaster mitigation. Younger participants are more likely to be driven by stress, while older participants prefer combined incentives and prioritize family safety. Policies should consider demographic differences to enhance effectiveness and equity
The Year of AI: Raising Campus Awareness Through Art, Exhibits, and Community Engagement
No full textThis poster highlights the Leatherby Libraries’ leadership in advancing AI literacy through creative, inclusive, and interdisciplinary approaches. As part of Chapman University’s “Year of AI,” the library launched initiatives such as Beyond the Lens and AI: The Next Chapter, blending art, ethics, and education to inspire campus-wide engagement. Through collaboration with IS&T, Town & Gown, and academic departments, the library positioned itself as a hub for ethical dialogue and innovation. The poster shares replicable models for how libraries can foster AI awareness through community partnerships, exhibitions, and experiential learning
Improving Palliative Care Knowledge and Intentions Among Great Plains American Indians: Efficacy Results From a Randomized Clinical Trial Testing a Culture-Centric Palliative Care Message
No full textBackground Palliative care (PC) has the potential to alleviate symptom burden and enhance quality of life, yet use of PC among American Indians lags significantly behind whites. Methods This randomized clinical trial employed a randomized, complete block, posttest-only control group design to evaluate the efficacy of a culture-centric narrative video message to increase knowledge of and communication about PC among AI adults residing in three Great Plains Reservations compared to a general PC message or no message. Measures included participants’ knowledge of and intentions to discuss PC using a posttest survey. Results N = 320 individuals completed the survey. Both the culture-centric and general messages demonstrated statistically significant results for increasing participants’ PC knowledge compared to the no message group. The culture-centric message participants had greater odds of feeling the emotions and agreeing with the characters compared to the general message; however, there were no differences noted in intentions to discuss PC. Conclusions This study demonstrates the importance of messaging to improve PC knowledge and reduce misperceptions among populations with a history of mistrust of healthcare institutions. Embedding the culture’s values and ways of understanding serious illness care can serve to break down barriers in PC acceptance and provide opportunities for improving quality of life for AIs with serious illness
Approches phénoménologiques et énactives en création artistique et en pédagogie (Phenomenological and Enactive Approaches in Artistic Creation and in Pedagogy)
No full textRÉSUMÉ. Cet article explore les approches phénoménologiques et énactives dans les domaines de la création artistique et de la pédagogie. L\u27auteur commence par partager son parcours personnel et professionnel, soulignant l\u27importance de résister à la « capture disciplinaire » ainsi que l\u27interdisciplinarité dans son travail. Il décrit sa découverte de la théorie de l\u27énaction de Francisco Varela et comment cette théorie a influencé sa pratique artistique et pédagogique. L\u27auteur donne plusieurs exemples de pratiques énactives, tant dans le domaine artistique que pédagogique. Par exemple, il mentionne l\u27utilisation du mindmapping comme une pratique énactive « sans le savoir », et une expérience pédagogique à l\u27université d\u27Evry où il a laissé les étudiants créer une performance collective avec une grande autonomie. Il parle également de sa pratique de la photographie dans la forêt de séquoias géants Muir Woods Monument Park, où il a expérimenté avec le mouvement de l\u27appareil photo pour capturer l\u27énergie du lieu. Enfin, l\u27auteur discute de projets intentionnellement énactifs, comme sa participation à un colloque de Cerisy sur le hasard et la création, et The Haiku Project, où il explore le concept de haïku dans diverses pratiques artistiques.
ABSTRACT. This article explores phenomenological and enactive approaches in the fields of artistic creation and pedagogy. The author begins by sharing their personal and professional journey, emphasizing the importance of resisting disciplinary capture as well as the interdisciplinarity in their work. They describe their discovery of Francisco Varela\u27s enaction theory and how this theory has influenced their artistic and pedagogical practice. The author provides several examples of enactive practices in both artistic and pedagogical domains. For instance, they mention the use of mind mapping as an enactive practice without knowing it , and a pedagogical experiment at the University of Evry where students were given great autonomy to create a collective performance. They also discuss their photography practice in the giant sequoia forest Muir Woods Monument Park, where they experimented with camera movement to capture the energy of the place. Finally, the author discusses intentionally enactive projects, such as their participation in a Cerisy colloquium on chance and creation, and The Haiku Project, where they explore the concept of haiku in various artistic practices