Podium and Poster Abstracts - AJPE - The American Journal of ...

Podium and Poster Abstracts
101st Annual; Meeting, July 7-12, 2000, San Diego, CA
BIOLOGICAL SCIENCES
Undetectable Levels of p27Kip11, a Cyclin Dependent Kinase
Inhibitor in Cisplatin-Selected Methotrexate-Cross Resistant Mouse
Leukemia Cells. Alok Bhushan, Idaho State University. Objectives: While
studying a cell line selected for its resistance to cisplatin we noted that the cells
expressed a >25,000 fold collateral resistance to methotrexate. The resistance
to methotrexate is due to impaired methotrexate transport and decreased tyrosine
phosphorylation of 66kD membrane protein. To further determine the factors
influencing the progression through the cell cycle and apoptosis, we investigated
p27Kip11 protein. P27Kip11 is a member of mitotic inhibitors that negatively
regulate cyclin dependent kinases. In addition, we also tested human
squamous cell carcinoma cell line (SCC-25) selected for resistance to cisplatin
(SCC-25/DDP) and human breast cancer cells (MCF-7) selected for resistance
to adriamycin (MCF7/ADR). Methods: Sensitive and resistance cell lysates
were probed by western blotting for levels of p27Kip11 protein using antibodies
from Santa Cruz Laboratories, CA. Results: Western blots indicate that
p27Kip11 protein is undetected in L1210/0 cells selected for resistance to cisplatin.
However, no differences were noticed between SCC-25 and SCC-
25/DDP or between MCF7 and MCF7/ADR cells. Implications: p27Kip11
plays an important role in cell cycle progression and also promotes apoptosis.
Also, absence of mitotic inhibitor aids in progression through the G1-S restriction
point. Based on these studies we hypothesize that absence of p27Kip11 protects
cisplatin-selected cells from apoptosis when treated with methotrexate.
Educational Value of Clinical Case Studies for a Nursing
Pharmacology Course. Norman R. Boisse, Ralph Loring, Margaret
Christensen, Eugene Bernstein and Anne Bateman, Northeastern University.
Objectives: When Pharmacy pharmacology faculty (NB & RL) taught nursing
pharmacology (two 2-credit courses) using only lecture formats, students complained
about information overload and the monumental effort they must
expend for only 2 credits. Accordingly, Nursing faculty (MC & AB) collaborated
in an educational experiment to develop and evaluate a trial clinical casestudy
component to make pharmacology easier to learn and more relevant to
nursing practice. Methods: Pharmacodynamics I was taught either by lecture
format alone (historical control group=two classes) or by combined lectureclinical
case format (experimental group=two classes). Pharmacodynamics II
was taught by lecture format alone due to limited resources. Participation in the
weekly clinical case study discussion groups (co-led by a nursing and pharmacy
instructor) was voluntary. Outcomes assessment criteria were: (i) student
self-assessment of benefit, and (ii) the National League of Nursing (NLN)
Fundamentals of Drug Therapy Achievement Test. Results: Experimental
group students were initially enthusiastic about optional ungraded clinical case
studies. However, attendance dwindled mid-quarter to about 50% who
remained. 62% found the clinical case studies useful; 38% found them useless
(did not contribute to their grade). In March, experimental group will finish
and NLN exam results compiled. Implications: If using clinical cases result in
subjective and objective measures of improved learning, then this strategy will
be incorporated into both nursing pharmacology courses. (Acknowledgement:
Interdisciplinary Project Development Fund Grant, Provost Office)
Use of Teams and Model Building to Teach Immunology. Gail G.
Snitkoff and Eric Hobson, Albany College of Pharmacy. Objective: This experience
was designed to develop the abilities of self-learning, communication
skills, and self-assessment, under the guidance of an expert, while simultaneously
increasing student knowledge of immunology. Method: To enhance the
student’s learning experience in an Immunology class, a project which required
student teams to find a new way to “teach” an immunological concept was
assigned. In addition to teaching the concept, students assessed their performance
using the same rubric, which would guide the expert assessment.
Students chose their own topics for presentation and were encouraged to build
models, interactive computer programs or web pages, or informational posters.
Students were not permitted to lecture. Results: This training provided the student
an opportunity to interact with concepts in a very different framework
than the spoken or written word. The best projects also allowed students to
interact with the project rearranging its elements and obtaining new outcomes.
After completing the collaborative team project, the students used a rubric to
grade their work. These grades were compared to expert grades and it was
found that the instructor and student grades were essentially the same. Two
years of experience indicate student satisfaction with both the project and selfassessment
was high. Implications: This work demonstrates that students are
able to learn and teach difficult scientific concepts in an environment which
supports learning styles beyond those addressed in the lecture format.
CHEMISTRY
3D Molecular Visualization on the Cheap: A PC-based
Stereographies Workstation for under $500. Christopher Cullander and
Richard Shafer, University of California at San Francisco. Objectives:
Pharmacy students need hands-on experience in manipulating chemical structures
in three dimensions to learn about drug design. Previously, this required
high-priced UNIX workstations with special hardware and software.
Methods: By installing an inexpensive graphics board in a standard personal
computer, adding a pair of low-cost stereo glasses (CrystalEyes Wired), and
using free software that can be obtained on the Internet, we have constructed -
for less than $500 - the functional equivalent of a $10,000 stereographics
workstation. The software accepts standard .pdb files, of which there are a
huge number in various public databases (such as Brookhaven). Structures can
be represented in several ways (e.g., van der Waals), moved and manipulated,
and different colors can be assigned to each structure. The visual effect is far
superior to that obtained from red/green glasses. Results: We recently installed
this hardware and software in three of the computers in our School’s
Informatics Resources Center (IRC), and Prof. Shafer used them in his
Physical Chemistry class to demonstrate how drugs intercalate with DNA. The
drug information faculty is now considering how to use this technology in their
courses. Implications: This development puts true stereo molecular visualization
within the reach of any pharmacy school, and thus should be of tremendous
interest to faculty teaching drug design and development.
Interactive WWW-Based 3D Molecular Visualization for Classroom
Teaching of Cardiac Glycosides and Anticoagulants. Umesh R. Desai,
Virginia Commonwealth University. Objectives: Our Department offers courses
for Pharmacy programs that focus on the functional aspects of structural
medicinal chemistry. The amount of time available for understanding how
structural chemistry relates to biology is minimal, especially considering the
highly variable chemistry background of the students. Classroom teaching that
relies on two-dimensional molecular structures does not really represent the
molecule, is typically drab and often fails to excite students. Incorporating
dynamic three-dimensional molecular visualization in classroom teaching supported
by WWW-based anytime-access instructional material would provide a
better appreciation of the molecular interactions of drugs. Methods:
ChimeTM plug-in (a freeware from MDL Systems) was used for dynamic 3D
molecular visualization of cardiac glycosides and anticoagulants. The 3D
structures were generated using SybylTM. This setup does not require any special
expertise or expenditure on the part of students other than an access to the
Internet and a graphic browser. Results: The initial response from students
suggest that medicinal chemistry is better received because: (i) students begin
to appreciate the 3D aspects of molecules; (ii) teaching and understanding
structure-activity relationship becomes easier; and (iii) they can later re-live
and review classroom instructions accurately. Implications: An interactive
questionnaire session is being developed to assist in clarifying medicinal
chemistry concepts and prepare students for exams. The development of such
integrated interactive tools is crucial for teaching medicinal chemistry in the
future.
An Interactive WWW-Based Method for a Course Emphasizing
Documentation and Evaluation of OTC Analytical Devices. Umesh R.
Desai, H. Thomas Karnes, and William H. Soine, Virginia Commonwealth
University. Objectives: Evaluation and documentation are important components
in both pharmacy practice and in laboratory settings. This skill is gradually
becoming a self-learning exercise leaving many students ill prepared. The
laboratory component of our analytical course primarily uses over-the-counter
products and consists of experimentation, evaluation and documentation of the
results. The laboratory is well received, however, students develop a perception
that documenting the experimental sessions is “busy work” and is timeconsuming.
We reasoned that evaluation and documentation training could be
facilitated by minimizing the drudgery of report preparation. Methods: We
have used Web-Course-in-a-BoxTM (WCB) a WWW-based module for interactive
report submission and analyses to more rapidly document experiments
without compromising understanding. Results: In a class trial that allowed
86S American Journal of Pharmaceutical Education Vol. 64, Winter Supplement 2000

either the online WCB or the standard hard copy for report submission, ~30%
of students opted for the online format. The remaining students did not use
WCB because of system incompatibility, non-availability of appropriate software,
or distrust/fear of electronic submissions. Graders adapted to the new
format enthusiastically but encountered some virus-infected files.
Implications: We conclude that as students become more computer proficient,
the online evaluation and documentation could be performed simultaneously
with experimentation. This would dramatically save time, encourage accurate
documentation, and be more similar to how documentation would need to be
done in pharmacy practice in the future.
“Speed Shelf” Chemistry: Linking What Is Dispensed to Basic
Science Concepts. Robin M. Zavod and Bruce L. Currie, Midwestern
University. Objectives: In order to get students to link their science curriculum
with their practice of pharmacy as technicians, the structures of frequently dispensed
(“speed shelf”) medications were utilized as examples in the discussion
of several basic science concepts. A systematic structure evaluation process
was implemented to facilitate assessment of the chemical properties of selected
drug molecules in a PS-1 course, Introduction to Pharmaceutical Sciences.
Methods: The students learned to ask relevant questions about specific drugs
in order to systematically “read” chemical structures and evaluate their chemical
properties. A tandem teaching strategy was utilized throughout the quarter
to model appropriate questioning and to facilitate interactive discussion. Each
student was provided with ample opportunity to develop his/her proficiency
with the structure evaluation process through patient-based case workshop
exercises, homework sets and examinations. Results: The students reported
that learning to ask relevant questions enhanced their ability to evaluate drug
structures, and they agreed that both workshop and homework assignments
gave them challenging opportunities to become proficient with the process. In
addition, peer teaching (workshop) and the use of tandem teaching (classroom)
enhanced the learning process. Implications: Once the core structure evaluation
process is established, the need for memorization vanishes and the students
become independent thinkers. Through the evaluation of “speed shelf”
items, students begin to understand the rationale for utilizing basic science
concepts in their practice of pharmacy.
CONTINUING PROFESSIONAL EDUCATION
Practice Outcome Evaluation of a Diabetes Disease State
Management Program. Ruth H. Bruskiewitz and Denise L. Walbrandt
Pigarelli, University of Wisconsin. Objectives: To evaluate change in content
and frequency of pharmaceutical care delivery to diabetes patients following
successful completion of a diabetes disease state management program. To
assess usefulness of program content and learner motivation to provide pharmaceutical
care services to diabetes patients. To determine the extent of pharmacist
billing and reimbursement for diabetes patient care activities. Methods:
The diabetes disease state management program consists of the University of
Kentucky home-study program and live workshop. An evaluation tool was
mailed to workshop participants, up to one year after completion of the workshop,
to assess the program impact on each learner’s provision of pharmaceutical
care in practice. The tool attempts to assess the types and frequency of
pharmaceutical care delivery, learner perception of program usefulness, learner
motivation to provide services, and to report frequency of successful service
reimbursement, all evaluated prior to and after program completion. Results:
Frequencies and types of diabetes pharmaceutical care activities performed
prior to the program will be compared to the frequencies and types of activities
post program completion. Learner perception of program utility will also
be reported. Implications: Although many biases preclude direct association
of pharmacist work activities to continuing professional education programming,
some attribution for change in professional behavior and activities may
be linked to completion of a formal education program designed to impart specialized
knowledge and skills.
Continuing Education Needs Assessment of Minnesota Pharmacists.
Kristin K. Janke and Tracy L. Anderson, University of Minnesota. Objectives:
With pharmacy’s diversity, determining topics and delivery methods for
Continuing Education (CE) is difficult. The objectives of this project were to:
identify pharmacists’ current CE practices, understand pharmacists’ perceived
needs and preferred delivery methods, and determine pharmacists’ access to
computers and the Internet. Methods: In November of 1999, a 24-item survey
was mailed to 1000 Minnesota pharmacists and University of Minnesota
College of Pharmacy Alumni. The survey was also available for completion
online. The instrument collected information on: practice area and location;
current CE attendance, program access and content areas; desired CE practices;
and delivery preferences. One follow-up postcard was mailed to improve
response rate. Following survey completion, a $20 certificate was activated for
an online or correspondence program offered through the Office of Outreach
Education. Results: On average, respondents had practiced 20 years and
received 20 CE credits/year. Of pharmacists surveyed, 53.2% preferred live CE
delivery. Online delivery was the first or second delivery preference in 9.8 %
and 42.8% of pharmacists, respectively. Saturday was the most popular day for
CE participation and the most popular time was evening. Pharmacists rated
their need highest in cardiovascular and pulmonary therapeutics. Home computers
were owned by 83% of respondents. While 43% checked email at least
daily, only 18% preferred email contact to inform about CE programs.
Implications: Information gained will assist CE providers in selecting topics
and designing delivery formats for future CE offerings.
Impact of an External Doctor of Pharmacy Degree on Practice
Patterns and Responsibilities. Pamela U. Joyner and Tracy E. Thomason,
University of North Carolina at Chapel Hill. Objectives: Pharmacists have
multiple responsibilities, which affect the time and energy they can devote to
their role as a student. Therefore, potential students must consider the benefits
of obtaining an advanced degree. The purpose of this study was to determine
the impact of obtaining a PharmD degree on practice patterns and responsibilities
of graduates of the University of North Carolina School of Pharmacy’s
External Doctor of Pharmacy Program. Methods: A 75-item questionnaire was
developed to examine the first cohort of graduates’ perception of the External
Program and its impact on their pharmacy career path. Surveys were mailed to
the 58 pharmacists who graduated from December 1996 through May 1999.
Results: Forty-three (74%) graduates returned the completed survey. Thirtyfive
percent of respondents had received a promotion or changed jobs since
receiving the PharmD degree. Of the 28 respondents who had not received a
promotion or changed jobs, 18 (42%) reported a change in job responsibilities.
The activity that decreased the most was prescription processing (48%), while
75% of respondents reported more responsibilities in both educational and
clinical activities. Implications: Obtaining a PharmD degree through the
University of North Carolina School of Pharmacy’s External PharmD Program
may enable pharmacists to achieve a promotion, change in practice setting or
a change in job responsibilities.
Evaluation of a Pharmaceutical Care Program for Pharmacists.
Theadore Lyons, Dick Gourley, Greta Gourley, David Solomon and Quentin
Srnka University of Tennessee, Memphis. Objectives: Practitioners are being
asked to redefine roles in order to meet the needs of the health care system.
Pharmacy as a profession has embraced the pharmaceutical care model.
Professional educational programs have been proposed as a means for preparing
pharmacists for the transition to pharmaceutical care. This paper will evaluate
such a program through statistical analysis of participant scores and selfreported
follow up survey data. Methods: Three hundred and thirty (330)
Veteran’s Administration pharmacists, with no prior clinical role, participated
in the UT Basic Skills program. The program focused on development of clinical
skills in diabetes, COPD and hypertension management. Pre- and postconference
knowledge assessments were given, and a 6-month follow up survey.
One hundred forty-eight (148) participants completed and returned the
survey. Descriptive statistics and paired t-tests are utilized for the analysis of
participant data. Results: A significant difference existed between pretest
(mean 58.1773 SD±7.1764) and posttest (mean 70.8216 SD±6.5816) knowledge
scores (P

D. Sorensen, University of Minnesota. Objectives: To date, online continuing
education (CE) has consisted primarily of online correspondence, involving a
5-10 page article followed by an exam. The objectives of this project were to:
1) utilize resources from a Nontraditional PharmD (NTPD) program in creating
an online CE, 2) develop a model online “short course” structure that could
be replicated in other CE programs. Methods: Four modules for a NTPD
Program Renal Therapeutics course were developed with the explicit intent of
future use as a 20 hour CE. Each module included: defined objectives, readings,
an audio-narrated PowerPoint presentation and self-assessment questions
with automated feedback. A final, online multiple choice exam was developed
to confirm acquisition of desired outcomes. Cases to be discussed during
optional real time chats with the instructor were also included. For CE, the
course was delivered over five weeks with materials available 24 hours/day
and participants completing work at their own pace. Results: During three separate
offerings, 35 NTPD pharmacists and 19 CE pharmacists have completed
the modules. Participants expressed a high degree of satisfaction with both
content and delivery methods. A frequent difficulty is pharmacists’ lack of
comfort with technology, resulting in the need for readily available technical
assistance. Implications: The short course structure is an effective model
allowing resource sharing and delivery of an intensive, skill-focused, asynchronous,
online CE program.
LIBRARIES/EDUCATIONAL RESOURCES
The Library’s Liaison to the College of Pharmacy and her Role in
Supporting the Working Professional PharmD (WPPD) Program. Cathy
Silverman, The University of Florida. The University of Florida’s Health
Science Center Libraries support six colleges, Pharmacy being one. The
Reference Librarian who is the chemistry/pharmacy subject specialist is the
Library’s Liaison to the College of Pharmacy. As such, she develops and maintains
the Library’s collection of pharmacy materials in all formats and works
with the pharmacy faculty to develop interactive educational venues for teaching
traditional, on campus student’s library and information seeking skills. The
College of Pharmacy’s Working Professional PharmD (WPPD) program, with
distance learners located across the United States, offers the Liaison new and
different challenges in providing access, both electronically and through document
delivery, and in providing education to enhance the remote users’ library
and information seeking skills. To better understand the WPPD distance learners’
educational and resource needs, we surveyed the entire program, 450 students.
Some of the findings suggest the development of online instruction/tutorials
in database searching and training for the local facilitators/faculty to help
them assist students regarding remote access and searching. The results of the
survey, conclusions, and recommendations for providing better Library service
to remote users will be reviewed.
PHARMACEUTICS
Comparison of a Chemically Defined Medium with Soybean-Casein
Digest Broth to Validate the Sterile Technique of Pharmacy Students.
Shelley L. Chambers and Chris Greiner, Washington State University.
Objectives: Our objectives were: (i) to develop a method to validate the aseptic
technique of pharmacy students, and (ii) to compare the ability of two
media to detect faults in aseptic technique. Methods: Pharmacy students were
trained in basic aseptic procedures using a video and four laboratory exercises.
Their technique was evaluated first by direct observation using a standard
checklist. As a final validation of their technique, students transferred sterile
water into double-strength vials of Medium 199 (Life Technologies) and
Soybean-Casein Digest Broth (Difco). The ability of the two media to detect
contamination was compared. Results: In initial experiments the two media
are comparable in their ability to support the growth of test organisms as well
as organisms from skin scrapings and saliva. Samples prepared by the negative
control operators were negative for growth. The results of the study of student
technique will be available later this spring. Implications: The U.S.P. and
A.S.H.P. have recently identified the need to strengthen the training of pharmacists
in aseptic technique and quality assurance procedures for sterile product
preparation. The use of media transfer validation with pharmacy students
provides essential feedback on their competency to prepare sterile products.
While Soybean-Casein Digest Broth is the standard for sterility testing,
Medium 199 has the theoretical advantages of defined composition, additional
growth factors and the convenience of a pH indicator.
Implementation of a Pharmaceutics Course in a Large Class through
Active Learning using Quick-Thinks and Case-Based Learning. Indra K.
Reddy, University of Louisiana at Monroe. Objectives: Goals of this course
were to: (i) produce leaning in a pharmaceutics course using active learning
strategies in a large class, and (ii) foster critical thinking abilities to solve pharmaceutics
problems as they apply to pharmaceutical care. Process: The learning
was facilitated by active learning strategies including quick-thinks (QTs)
and case-based leaning (CBL). QTs are active thinking tasks focusing on cognitive
skills such as processing of content, application, analysis and evaluation.
They are inserted into lectures in such a manner that a student is given an
opportunity to think and process the lecture material as the lesson unfolds.
During lectures, QTs are presented every 15 minutes with follow-up discussion.
For CBL, cases with specific learning objectives were developed and provided
to students who were divided into several groups of 4 members, each
having a defined role. Student groups reviewed the cases, identified pertinent
learning issues, acquired information, formulated group consensus on optimum
solution, and prepared reports for class presentations. The outcome measures
included a pre-, during, and end point assessments. Outcomes: Active
learning was successfully implemented in a large class where students actively
engaged in problem solving, assuming responsibility for their own learning.
Enhanced student learning was evident from the assessment data.
Implications: Implementation of a pharmaceutics course through active learning
established the value and feasibility of active, ability-based education in
large class sizes.
Application of Clinical Pharmacokinetics to Patient Counseling in a
Community Setting: Evaluation of a Learning Exercise. Catherine A. White
and Gina Peacock, The University of Georgia. Objectives: To evaluate a written
exercise in which students are to use concepts learned in the clinical pharmacokinetics
course to provide patient counseling in a community setting. The
main challenge for the student is to provide an explanation/patient counseling
information in terms, which the patient can easily understand. Methods: Upon
completion of the written assignment, students completed a 10-question survey,
which evaluated the exercise. Six questions were rated on a Likert scale
and 4 questions required a short answer. Results: Before this assignment, only
6% of the students thought they would use pharmacokinetic concepts in community
practice; whereas, after the assignment, 50% thought they would use
these concepts frequently in their community practice. Additionally, 75% of
the students saw increased use of this material in community pharmacy. Only
6.6% of the students reported having trouble explaining the concepts in laymen’s
terms and 42% of the students felt they learned a great deal from this
assignment. Students reported that finding a topic was the hardest part of the
assignment. Additionally, students thought discussing some of the papers in
class would enhance use of these concepts in community patient counseling
scenarios. Implications: This writing exercise helps students see the application
of clinical pharmacokinetics in community practice and patient counseling
in addition to its use in hospital settings.
PHARMACY PRACTICE
Effectiveness of an Advanced Practice Experience Evaluation
Process. April A. Adams, and William A. Hopkins, Mercer University
Southern School of Pharmacy. Objectives: A competency-based process for
evaluation of advanced practice experiences was evaluated one-year post voluntary
preceptor training and implementation. Preceptors were surveyed to
determine their attitudes regarding training, assessment forms, student-selfassessment
and portfolio utilization. Methods: A questionnaire containing 11
questions with closed and open-ended items was mailed to 224 preceptors. Of
those responding, 61 (27.2%) could be analyzed. Results: The majority of
respondents (90.2%) indicated the grading system was sufficient to differentiate
excellent, average and poor performance. The competency areas were also
considered comprehensive by 93.4%. Despite a directive from the school that
students self assess using the evaluation form, only 49.2% of preceptors indicated
compliance. Students were required to keep portfolios as part of the
assessment process. The preceptors rated the benefit of the portfolios to the
assessment process as very beneficial (32.8%), somewhat beneficial (47.5%)
and not beneficial (19.7%). Preceptors stated that mid-point evaluations using
the designated evaluation form were completed all of the time (32.8%), some
of the time (45.9%) and none of the time (21.3%). Implications: The preceptors
regard the evaluation form as being appropriate for grading students; however,
formal preceptor training that is required may enhance the self assessment,
portfolio utilization and mid-point evaluation portions of this process.
Pharmacy Informatics: A Web-Centric Clinical Practice Approach.
George E. Bass, University of Tennessee. Objectives: A 2-hour elective course
has been designed to present students with information management issues in
pharmacy practice and provide the skills needed to develop and utilize Webbased
solutions. Methods: Class met once a week for 2 hours in a campus
microcomputer lab. Microsoft FrontPage and a web browser were installed on
all PCs. Students created a vision of their own ambulatory pharmaceutical care
clinic and developed a Web site to support it. Required Web site elements
included: Mission Statement page, About Us page, Clinic Services page, Drug
Information page, Disease Information page, Patient Registration page, Patient
Appointment Request page, Soap Notes pages, and Claims pages. Student clinic
pages incorporated: formatted text, pictures, hyperlinks, bookmarks, tables,
forms and frames. Out-of-class background reading assignments addressed:
informatics, the Internet, HTML, pharmaceutical care, emerging healthcare
utilization of the Web, executive summary of “To Err is Human,” new Webrelated
technologies, and copyright issues. At the end of the semester, each stu-
88S American Journal of Pharmaceutical Education Vol. 64, Winter Supplement 2000

dent site was peer reviewed by 2 classmates. Results: All 23 enrolled students
were able to complete all course assignments. They appeared highly motivated.
Originality and creativity were abundant. However, the non-anonymous
peer reviews were not as critical as might be desired. Student evaluations of the
course were predominately positive. Implications: Students completing this
course will be able to introducing the Web into pharmacy practice as a fundamental
communications and documentation tool.
Development of a Service-Learning Rotation in an Indigent Care
Clinic. Christine A. Berger, University of Kansas. Objectives: With the
nationwide increase in the number of PharmD students, there has been an
increased demand for professional experience practice sites. In an effort to
develop a practice experience that exposed students to service learning, an
informal partnership was formed with an indigent care clinic. Indigent clinic
patients receive free or low-cost clinic visits but often, the cost of the medication
prevents compliance. The purpose of this project was to teach students to
provide seamless pharmaceutical care while demonstrating value and respect
for the indigent population. Methods: Students were placed in an indigent care
clinic and were trained in the procedures necessary to obtain free medication
from pharmaceutical manufacturers. Clinic physicians referred selected
patients to the students for the indigent medication program. The students were
responsible for completing medication histories, obtaining medications, providing
patient counseling and monitoring medication compliance. Expansion
of this program has been rapid and will accommodate five students per month
(sixty student rotations per year). Results: From the beginning of the program
in July 1998, through December 1999, students have obtained medications valued
at $417,847 (AWP). Implications: This experience has enabled students
to recognize and help patients in subsequent practice sites whose lack of medication
compliance was due to financial constraints. This type of rotation could
be easily duplicated throughout the country to provide pharmaceutical care to
the indigent as well as a service-learning experience for students.
Teaching the SOAP Process in the Pre-Pharmacy Curriculum: An
Ability-Based Approach. Tricia M. Berry and Michael S. Maddux, St. Louis
College of Pharmacy. Background: The SOAP process is a useful method for
clinical problem solving. However, students are not commonly introduced to
this method until the professional curriculum is well underway. Earlier use of
this process might serve as a framework for application of pre-clinical coursework,
thereby enhancing learning. However, it is not known how early this
process can be introduced effectively. Purpose: To teach the SOAP process in
the pre-pharmacy curriculum using an Ability-Based approach. Methods: The
SOAP process is introduced in a two-hour, required course on nonprescription
drug therapy in year 2 of a 0-6 curriculum. Course ability outcomes: (i) assess
patient-specific conditions; (ii) evaluate patient-specific therapy; (iii) recommend
appropriate therapy; (iv) monitor for expected efficacy/adverse effects;
and (v) educate patients. Weekly cases provide opportunities to practice course
outcomes. In 1997, students completed ungraded SOAP worksheets (using
general SOAP instructions) for each case and received feedback orally during
weekly discussion sessions. Since spring, 1998, a revised, graded SOAP worksheet
(using detailed performance criteria) has been used to facilitate preparation
for case discussions. The revised worksheet/performance criteria are
designed to improve student self-assessment and instructor assessment.
Results: Performance on 1999 summative assessments will be compared to
1997 performances. Ability-specific performance at the beginning, middle, and
end of the spring, 1999 semester will be compared. Implications: An Ability-
Based approach is an effective method of teaching the SOAP process in the
pre-clinical curriculum.
Implementation of A New Clerkship/Preceptor Evaluation System.
Marie-Claude Binette, Serge Normand, Louise Mallet and Claude Mailhot,
University of Montreal. Intent: Design and implement an evaluation system
for the clinical clerkship program. Provide individual feedback to preceptors
affiliated with the program. Empower students in this evaluation process and
create a database for the management of the program. Process: After each clinical
rotation, students are responsible to fill two questionnaires using a numeric
scale completed by voluntary comments. The former focuses on clinical
rotations and program content; the latter, on clinical pedagogical abilities of the
preceptors. Results of each rotation and each preceptor are compared to an
overall group. Individual reports are provided to preceptors with written summary
of comments based on a criteria of at least three recorded evaluations to
preserve student’s anonymity. Outcomes: Since 1996, 70% of the 4th year students
have voluntarily completed the process. Our database contains 492 evaluations
for the clinical clerkships and 572 evaluations for the preceptors.
Results indicate that 95% of preceptors were considered to be good role models.
Eighty-five percent of students were highly satisfied with the program content.
At the end of the program, 90% of students were able and confident to
provide pharmaceutical care and 85% recommended their clinical rotation to
others. Implications: Results of this formative evaluation had a positive effect
on preceptors’ motivation. When necessary, corrective measures were implemented.
Furthermore, this process has already helped to improve the program.
Documentation of Pharmaceutical Care by Palmtop
Computerization during PharmD Clerkship. Laurie L. Briceland, Robert A.
Hamilton and Nancy M. Waite, Albany College of Pharmacy. We and others
have characterized the significant, cost-saving clinical contributions made by
PharmD clerkship students. Specifically, under preceptor supervision, students
identify, solve and prevent drug-related problems. Documentation of these
important patient care functions may be facilitated by computerization.
Objectives: To facilitate, via palmtop computerization, systematic and consistent
documentation of clinical pharmacy interventions made by PharmD clerkship
students. Methods: During clerkship ‘98-99, PharmD students rotating on
select direct patient care clerkships were instructed on the use and were loaned
a palmtop computer (Hewlett Packard 320 XL). A Visual CE database with
pull-down menus was developed, piloted, and used to document intervention
type, drug class, acceptance by prescriber and self-rated significance of intervention.
Data was downloaded at the college and tabulated centrally using
Access. Results: Twenty-four students documented patient care interventions
for 64 rotations, recording 1770 interventions, or 27.7 interventions per 5-week
rotation. Ninety-three percent of interventions were partially or totally accepted
by prescribers, and 2% were classified as significant life-saving interventions.
Common intervention types were recommending initial or alternate therapies
(23%), educating patients (13%), and reducing doses (7%).
Antimicrobial agents were most commonly (17%) involved in student interventions.
Implications: Collectively, these data provide quantitative documentation
and potential benefit of specific student activities for the site/preceptor.
Additionally, quantitative documentation provides a benchmark for
providing feedback to new/existing preceptors, especially with respect to
“what is typically expected of PharmD students.”
Development of an Interactive Critical Care Teaching Module
Involving a Mock Code. Frank Romanelli, Philip E. Empey, David J. Feola,
Heath R. Jennings and Kimberly L. Varney, University of Kentucky. An interactive
critical care teaching module which involved innovative didactic and
non-didactic instruction was designed to prepare third year professional students
to practice in critical care environments. Methods: During three hours of
didactic instruction, critical care pharmacy residents performed four different
mock codes to demonstrate various algorithmic approaches to cardiac emergencies.
Each resident role-played a member of the code team using an actual
code cart and dummy patient. Following each mock code students were
“debriefed” and each aspect of the code which had just occurred was discussed.
The following day students were separated into groups of 4 to 5. A critical
care pharmacy resident using an EKG simulator, code cart, and dummy
patient prepared a simulated code environment and each group was expected
to respond to the situation by resuscitating the patient. Following the 8-10
minute interactive scenario students were debriefed and the events are discussed.
Outcomes: 1. demonstrate ability to function in a critical care environment;
2. understand algorithmic approaches to the critically ill patient; 3.
synthesize and integrate critical care drug information. Project Implications:
1. promotes learning by simulating actual practice environment; 2. promotes
the integration of drug information; therapeutics, and dispensing skills; 3. sensitizes
students to the issues surrounding critical care dilemmas and the
processes used to solve them.
Improved Student Learning in Musculoskeletal System Course
through An Interdisciplinary Approach Using Web-Based Instruction and
Distance Education Technology. Indra K. Reddy and Eric J. MacLaughlin,
Texas Tech University. Objectives: Goals of this course were to: (1) facilitate
student learning of musculoskeletal diseases through integration of basic and
clinical knowledge, (2) help students develop and practice critical thinking and
problem solving skills utilizing case-based, group discussions, (3) implement
active learning through distance education technology, and (4) compare students
performance between active (local) and remote (distant) sites. Methods:
Third-year professional students enrolled at two different sites (local or
remote) took the course. Students at each site were divided into groups of five.
Faculty (one basic, one clinical) presented cases at the beginning of the course
and posted course material/lectures via web links in HTML, PDF, MS Word,
and PowerPoint formats. Pathophysiology, pharmacology, clinical presentation,
and pharmacotherapy of musculoskeletal diseases were given in traditional
lecture format. High-speed, two-way audio and video connections were
used for interactive learning at active and distant sites. Instructors facilitated
group discussions on the cases and the development of pharmaceutical care
plans. Students were assessed at the beginning, during, and end of the course.
Results: Student outcomes included greater confidence and ability in developing
problem-solving skills and developing pharmaceutical care plans. Student
evaluations were extremely positive and insightful. Assessment data indicated
improved performance by students with outcomes comparable at both sites.
Implications: Interdisciplinary active learning strategies are important in helping
students make the transition to pharmaceutical care.
Integrated Instruction of Top-200 Drugs, Pharmacotherapeutics,
and Physical Assessment. Frank Romanelli, Thomas S. Foster and Barbara F.
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Brandt, University of Kentucky. During the third professional year, the Top-200
most frequently prescribed drug products, pharmacotherapeutics, and physical
assessment are instructed in a concurrent fashion. Scheduling of topics is optimized
so that students are concurrently learning and integrating information in
all three subject areas. Methods: Integration of Top 200 drugs, pharmacotherapeutics,
and physical assessment involves intentional concurrent scheduling
so that students are able to more easily integrate concepts from all three subject
areas. Integration permits students to apply concepts across simultaneously
taken courses. Topics are scheduled by course coordinators prior to the start
of each semester. Each course addresses subject matter on an organ system by
system basis. For instance, students will be concurrently learning the therapeutics
of CHF, counseling aspects of drugs used to treat CHF from the Top
200 drugs, and aspects of assessing cardiac status and monitoring drug therapy
using physical assessment techniques. Student performance on a 10 question
pre-test of Top 200 drugs improved from the beginning of the academic
year to mid-semester, and students commented in evaluations that the integrated
approach made understanding, recall, and assimilation of information easier.
Student Outcomes: 1. Promotes integration and assimilation of information;
2. develops strong cognitive abilities linking drugs and disease states; 3.
facilitates student learning. Project Implications: 1. promotes learning by
integration; 2. enhances critical thinking skills; 3. positive comments from students
who report improved learning.
Introductory Practice Experience: An Opportunity for Early
Professionalization. Dennis K. McAllister and George MacKinnon,
Midwestern University College of Pharmacy-Glendale. Objectives: This
paper describes the development and implementation of a novel course in
experiential pharmacy education. The standards of the American Council on
Pharmaceutical Education requires that the entry-level PharmD curriculum
includes introductory practice experiences in a variety of sites. The opportunities
of developing a new curriculum at a new college of pharmacy provided
incentive to offer a focus in early experiences based upon development of practice
philosophies rather than technical/task based activities. Methods: This
course was initially offered in the 1998-1999 academic year and provided first
professional year students with an opportunity to experience actual pharmacy
practice activities which focused on direct observation and activities that provided
for learning through discovery and introspection. Additional on-campus
activities included presentations through panel discussions, self-directed learning
in medical terminology, and guest speakers on current topics in professional
practice. Implications: The course appears to have been successful in
developing early professional philosophies, assisting students in career path
evaluation, and providing real life demonstration on the use of didactic learning
in a practice situation.
Alternative Medicines in Pharmacy Practice: An Evidence-Based
Approach to Course Design. Lynda M. Eccott, Kathleen M. MacLeod and
Frank S. Abbott, University of British Columbia. Objectives: Most pharmacies
sell herbal and homeopathic remedies, making it imperative that pharmacists
be informed about these products. The main objective of a new fourth-year
elective course is to provide students with the tools to critically evaluate primary
literature in order to assist patients to make informed choices about the
safe and efficacious use of alternative medicines. Methods: The course
(enrollment: 30) comprises 1 hour of lecture and 3 hours of tutorial per week.
Lectures focus on evidence-based information on common alternative medicines
as well as issues related to practice. Small group tutorials are facilitated,
and center around case studies. For each 2-week tutorial session, students are
provided 4 articles from the primary literature to review based on a 17-step
evaluation process. Week 2 involves student-led discussions on literature evaluation
and how one would counsel the patient in the case. Course assessment
includes 1 final exam, and 5 case study reports. Questionnaires are used to
evaluate process, course format and content. Results: Students are able to successfully
use a process for objectively reviewing literature on herbal and
homeopathic preparations. Data collected indicates students feel competent
with literature evaluation and prefer tutorials to didactic lessons on the same
topic. Implications: Teaching students how to critically evaluate primary literature
enables them to stay current in this area of practice as well as cultivate
this important life-long learning skill.
Assessment of a Preceptor Development Project: Incorporating a
Cholesterol Self-Care Monitoring Service into Community Pharmacy
Practice. Diane Nykamp, Julie Wickman and Earl Ward, Mercer University.
Objective: To assist adjunct faculty in providing patient care through a screening
and monitoring cholesterol program for individuals who are patients of the
Advanced Community Pharmacy network. Methods: At twenty training sites
for an advanced community experience patients were screened an enrolled into
a study for 9 months. Pharmacists and students were trained via a continuing
education program on user technique and life style modifications. Screening
was performed in the pharmacy using a self-care monitor approved for professional
or home use. Patients were given the option to monitor at home or return
to the pharmacy for additional testing on days 30, 90 and 150. On each occasion
the pharmacist documented cholesterol values and life style or medication
changes. 120 patients from 6 pharmacies completed the project. Pharmacists
and patients completed a post study evaluation. Results: The majority of
patients preferred to be monitored in the pharmacy and were willing to pay for
the service. The majority of patients answered with strongly agree that they
were very pleased with the pharmacist for providing a cholesterol monitoring
service and had a very positive interaction with the pharmacist. Implications:
Preceptors and students in conjunction with faculty members have demonstrated
that disease state management can be delivered to patients in a community
pharmacy setting.
Lessons Learned: Developing and Implementing the Second Year of
Pharmacotherapy Lab. Beth A. Martin and Curtis A. Johnson, University of
Wisconsin School of Pharmacy. Objective: To describe the development and
implementation of the second two semesters of a four-semester pharmacotherapy
laboratory in our entry-level PharmD curriculum. Methods: The lab prepares
students for current and future practice through application of clinical
skills in a managed health care environment. The weekly three-hour lab utilizes
small-group collaborative learning. “Hands-on” exercises include case
discussions, patient assessment, counseling, and monitoring, utilizing various
teaching tools including computerized technology, standardized patients, and
monitoring devices. Students are progressively challenged to integrate scientific,
therapeutic, and communication principles taught in this and other courses.
While the first year focused on pharmaceutical care principles, counseling,
and documentation, the second year emphasizes collaborative care practices
involving interdisciplinary communications and managed care principles for
formulary management and quality assurance. An Objective Structured
Clinical Exam is administered each semester to assess students’ clinical skills
and readiness for fourth year clerkships. Results: This lab demonstrates many
benefits. Students develop higher order analytical and critical thinking skills,
personal communication and active listening skills, team skills, and techniques
for life-long learning. Faculty benefit because active learning opportunities
enhance application of principles taught in lecture. Lab also provides an
assessment of individual student performance and an atmosphere for student/faculty
relations that increase student awareness of career pathways.
Implications: The pharmacotherapy lab is a central and key educational experience
for students’ professional and personal development.
Enhancing Student Learning of Diabetes Management: A
Pharmacotherapy Lab Experience. Beth A. Martin and Denise L. Walbrandt
Pigarelli, University of Wisconsin. Objective: To describe the implementation
of a diabetes management lab, which affords students the opportunity to apply
principles taught in lectures. Methods: Prior to the three-hour lab, students
attend three hours of lecture and one hour of lab preparation discussion and
complete a soap note for an assigned case study. Two student volunteers from
each lab are provided supplies and a diabetic patient scenario to role-play for
two days while documenting their experience. In lab, students perform fingerstick
whole blood glucose measurements, operate glucose meters and insulin
pens, prepare a mixed insulin dose, self-inject a placebo insulin dose, and perform
a screening diabetic foot exam. Students work in small groups to perform
medication profile reviews and counsel select glucose-lowering agents.
Finally, students participate in a student-led discussion about mock diabetes
patient experiences. Results: This pharmacotherapy lab experience enhances
clinical and communication skills, strengthens recognition of the pharmacist’s
role in providing clinical services to patients, and promotes the development of
diabetes management services. In addition, many students conquer the anxiety
of performing fingersticks and subcutaneous injections and gain a heightened
awareness of the diabetic patient’s perspective. Implications: The pharmacotherapy
lab offers a unique educational experience to help students apply
knowledge of didactic material in an interactive setting. The diabetes management
skills will continue to be incorporated into the semester-end OSCE and
will be integrated into community clerkship rotations.
The Objective, Structured, Clinical Examination (OSCE) for
Assessing Pharmacotherapy Skills. Beth A. Martin, Michael E. Pitterle and
Curtis A. Johnson, University of Wisconsin. Objective: To assess student competencies
for analysis and appraisal, communication, physical assessment and
monitoring, interpersonal skills, and professional decision-making within a
four-semester pharmacotherapy sequence. Methods: The OSCE is used as an
evaluation instrument in our pharmacotherapy lab. This examination format is
a series of timed stations students move through solving pharmacy-related
problems or performing pharmacy-related activities. The problems and activities
at each station are presented as a written scenario, and may require the student
to view and assess material, complete a write-up, or interact with a standardized
patient or other health care provider. Each activity is assessed by a
faculty member for immediate feedback to the student. All students experience
the same clinical scenario. The complexity and weighting of the OSCE
increases progressively through the four-semester sequence. Results: Students
value this examination experience as preparation for real-life clinical scenarios
and state pharmacy licensing exams. Preliminary analysis suggests the OSCE
90S American Journal of Pharmaceutical Education Vol. 64, Winter Supplement 2000

evaluates professional competencies different from, but complementary to, traditional
didactic examinations. Implications: The OSCE provides a measurement
of what a student can do with knowledge previously learned and provides
a measure of student skills and response when confronted with a patient or
clinical situation. It has been a method of assessing process as well as product
of clinical thinking. The OSCE will be incorporated into the fourth year clerkships
as an evaluation tool.
An Interactive Approach to Case Study Presentations during a
Community Pharmacy Rotation. Diane Nykamp, Mercer University.
Objectives: To have students participate in an active learning experience during
case study presentations in a community pharmacy rotation. Methods: In
Fall 1998 students in an introductory community pharmacy rotation were randomly
assigned to small clusters of 3 or 4 students. One student was designated
as the facilitator/presenter while other students served as evaluators. The
student presenter gave a 12-15 minute case study presentation, prepared visual
aids and an outline that contained objectives. Student graders scored the presentation
using a standardized evaluation instrument. At the conclusion of the
presentation, 2-3 minutes were reserved for questions about the topic and an
additional 2-3 minutes were used for constructive feedback. Each presentation
was videotaped so the course instructor could verify and mediate any dispute
with student scores. Students rotated the role of presenter until everyone in the
cluster had the opportunity to present. Results: At the conclusion of the exercise,
students met in an informal group with the instructor to discuss the presentation
experience. Discussion centered around how the students viewed the
experience, as well as any positive or negative aspects. To date, comments
from the student evaluations have been positive. Implications: The case study
experience provides active participation among students and minimizes the
amount of time absent from the practice site.
Learning Style Assessment of a Second-Year Pharmacy Class at the
University of Georgia College of Pharmacy. Henry H. Cobb, Patricia C.
Thomas, Linda C. Schramm, Marie A. Chisholm and George E. Francisco, The
University of Georgia. Objectives: The study was undertaken to assess the
overall learning style of a pharmacy class. The information will be used in disease
management courses and pharmacy practice laboratories to better design
the teaching methods and presentations. Methods: All students in the second
year class were asked to complete the Index of Learning Styles (ILS). Each
student filled out the 44 item questionnaire and scoring sheet. There are four
dichotomous dimensions of the ILS model used with 11 items assigned to each
dichotomous dimension (active-reflective, sensing-intuitive, visual-verbal, and
sequential-global). The data was entered into Excel, downloaded and analyzed
using SAS Rel. 6.12 for Windows. Results: Ninety-eight students (100%; 59
females, 39 males) in the second-year class completed the survey. The secondyear
class appeared balanced in the dichotomous dimensions of the activereflective,
visual-verbal, and sequential-global scales, but the class had a moderate
preference (5.29) for sensory dimension on the sensory-intuitive scale.
The preference for sensory dimension was even more apparent (6.56) for the
59 female members of the class. For the 39 males in the class, the visual
dimension approached moderate preference (4.95) on the visual-verbal scale.
Project Implications: It is important that the teaching methods used in the disease
management courses and the pharmacy practice laboratories match class
learning styles.
Assessing the Impact of Early Patient Interactions in a Pharmacy
Communications Course. Pheophilus H. Glover, Hampton University. The
possession of strong interpersonal skills is imperative in the provision of pharmaceutical
care. Recognizing that students do not develop interpersonal communicative
competence through theory alone, the objective of this early interaction
was to determine if there was an impact on communication skills after
having students conduct actual patient interviews in a hospital or ambulatory
care setting. Methods: The development of interpersonal communications
skills in various pharmacy practice environments was taught to students in the
professional communications course. The last week of class, students were
randomly assigned to preceptors at various practice settings (i.e. hospital or
clinic) to conduct interviews on pre-identified patients. The student’s interviewing
techniques was monitored, evaluated, and discussed with each student
by the assigned preceptor. Results: Student feedback about this early patient
interaction experience has been positive. Since the patients interviewed were
actual patients and not assimilated cases, the students expressed that they were
very apprehensive about conducting the interview at first. However, many
indicated that once the interview started, they became much more comfortable
as well as confident during the communication process. Student surveys will
be distributed to better assess the students’ opinions about this experience.
Implications: This early patient interaction experience not only reinforced the
didactic lecturing in professional communications course, but it provided the
students an opportunity to use those communication skills gained in class in an
actual patient care setting.
Assessing the Effectiveness of Pharmacist-Managed Hyperlipidemia
Clinics. Krystene Woodard, Daniel Sarpong, Candace Hutchen and Allegra
McDonald, Xavier University. The number of ambulatory care pharmacist
managed hyperlipidemia clinics has increased over the years. Given this trend,
it is important to evaluate the impact pharmacists’ make in controlling subsequent
cardiovascular events by managing elevated cholesterol levels.
Objectives: This study was designed to assess the impact of the clinic on
achieving goal lipoprotein levels using appropriate lipid-lowering agents, and
identifying the number of side effects experienced, especially those that led to
a change in therapy. Methodology: Protocols give the pharmacist authority to
initiate and/or modify drug therapy, order labs and follow patients closely to
ensure NCEP-II goals are achieved and maintained. Patients are referred to the
clinic by their physicians. Data was gathered from medical charts using the following
timeline: baseline and at 6, 12, 24, 36, and 48 weeks after baseline.
Results: Patients’ mean age was 65.8 years and 61.5% were females. Patients
experienced a significant reduction in TC (P=0.0135) and LDL (P=0.0306)
over time. Though, patients experienced a reduction in HDL (P=0.4574) and
TG (P=0.3116) the reductions were not significant over time. Fifty percent of
the patients had hypertension, which was not significant factor in discriminating
response to treatment. There was a trend towards reduction in adverse
effects. Implications: Pharmacist managed hyperlipidemia clinics are effective
in achieving NCEP-II goals with minimum to no adverse effects.
Evaluating Online Drug Information Responses: A Tool for
Classroom Instruction. S. Holstad, B. Thompson, B. Seiz and M. White, St.
Louis College of Pharmacy. Intent: Teaching students to appreciate the importance
of understanding drug information (DI) queries, systematically formulating
an answer, and communicating a response can be a challenging endeavor.
Simulated didactic exercises and the apparent absence of “real-world”
application further complicate the task. We attempted to develop a more effective
method to address this objective. Process: A practice opportunity was
devised that placed students in the role of “lay consumers.” Each student created
a drug therapy question and submitted it to at least three internet-based
“Ask the Pharmacist” services. Responses were distributed to small groups for
critique and discussion. Faculty discussion leaders ensured that critical questions
were addressed during the analysis of the three responses. 1. Question
correctly interpreted? 2. Response directed to proper audience? 3. Ethical
issues considered? 4. Response “correct?” 5. Appropriate references consulted?
7. How could the response be improved? Results: Students developed critical
evaluation skills by analyzing “real life” responses that demonstrated both
good and poor approaches to answering DI questions. Using an Assessmentas-Learning
strategy, students eventually internalized the performance criteria
for an efficacious response. Implications: This activity presents ample opportunities
for students to develop a systematic approach to answering drug information
questions and enhances students’ peer assessment skills. The instructors
perceive that it more efficiently promotes understanding of the approach
necessary to formulate a professional response to DI inquiries than more traditional
didactic methods.
Evaluation of a Pharmacist-Managed Hypertension Clinic. Krystene
Woodard, Darniel Sarpong, Deidre Lindsey, Quwanna Raven and Saria Terrell,
Xavier University of Louisiana. The number of ambulatory care pharmacist
managed clinics has increased over the past 20 years. Given the expanded role
of pharmacists in the changing healthcare delivery systems, it is important to
evaluate the impact of the pharmacist in managing chronic diseases such as
hypertension. This study was designed to perform such evaluation.
Objectives: To assess the impact of the clinic on achieving blood pressure
goals, using appropriate agents to manage hypertension and minimize the number
of adverse events. Methodology: Protocols give the pharmacist authority
to initiate and/or modify drug therapy, order labs and follow patients closely to
ensure JNC-VI goals are achieved and maintained. Patients are referred to the
clinic by their physicians. Data was gathered from medical charts using the following
timeline: baseline and at 1, 5, 13, 25, and 49 weeks after baseline.
Results: The mean age of the patient was 67.2 years. Twenty-four (57.1%) of
the patients are males and 15 (35.7%) had hyperlipidemia. Patients experienced
a significant reduction in left SBP (P=0.000), left DBP (P=0.003), right
SBP (P=0.0215), and right DBP (P=0.0026) over time. There was no significant
difference in the main clinical outcomes between those with and without
hyperlipidemia. There was a trend towards reduction in adverse effects.
Implications: Pharmacist managed hypertension clinics are effective in
achieving JNC-VI blood pressure goals with minimum to no adverse effects.
Incorporating Cultural Competency into the Training of Doctor of
Pharmacy Students. Carmita Coleman, Hampton University School of
Pharmacy. Objectives: In order to provide pharmaceutical care, establishment
of the therapeutic relationship is essential. Misunderstanding of cultural and
ethnic differences can impede the development of this relationship. The purpose
of this training is to help future pharmacists recognize and overcome
these potential barriers to optimal patient care. Methods: In class discussions
and case presentations were incorporated into a pharmaceutical care course in
the first year of the professional curriculum. Materials presented included
diversity training for African American, Native American, Hispanic, Asian,
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and Middle Eastern cultures. Issues such as death, termination of care, alternative
medicine practices, and perceptions of pain, the medical establishment,
health and healing were discussed as it related to each population. Student
groups also performed out-of-class research on cultural diversity for formal
presentations to the class. Outcomes: Students recognized cultural sensitivity
as an important component of pharmaceutical care. Students demonstrated sensitivity
to cultural diversity and treatment preferences by formulating their own
case studies for class discussion. Students openly discussed their own backgrounds,
experiences, and misconceptions about different cultures. Students
were exposed to specific medical practices of various ethnic groups. Students
developed skills in group dynamics, research evaluation, and formal presentations.
Implications: Cultural competency must be incorporated into the provision
of pharmaceutical care. By presenting this material early in the curriculum,
students can apply these concepts throughout their matriculation. Once
barriers are identified, specific methods may be utilized to overcome them.
Clinical Faculty Promotion and Tenure Guidelines: Models for
Faculty Development. S. Holstad, J. Burke, T. Prosser, P. Dobesh and R.
Lakamp. St. Louis College of Pharmacy. Background: A 1991 AACP Section
of Teachers of Pharmacy Practice Task Force recommended the use of specific
faculty models to develop academic excellence. In 1992-93, we accordingly
developed guidelines and promotion criteria for four different clinical faculty
models (tenure/non-tenure track practitioner-educator; tenure track
researcher-educator; tenure track administrator-educator). These models
defined expectations for faculty performance in teaching, practice, scholarship
and service, while providing explicit criteria for self/peer assessment of faculty
progress. Due to evolving expectations for teaching and scholarship, and a
need for new models for administrative and adjunct clinical faculty, we reexamined
our current faculty models. Purpose: (i) to re-evaluate and revise
existing faculty models; (ii) to develop new models for adjunct faculty and
non-tenure administrator/educators. Process/Results: The Division Promotion
and Tenure Committee revised current models to improve consistency with
Division mission and clarify criteria for performance evaluation. Using these
models as templates, non-tenure administrator/educator and adjunct practitioner/educator
models were developed and new guidelines/promotion criteria
were created. Implications: The revised faculty models are consistent with
Division mission and more explicitly articulate expectations for faculty promotion
and/or tenure. New, clearly defined guidelines for adjunct faculty and
non-tenure track administrator-educators will help to facilitate their professional
development and promotion. Such models may serve as potential templates
for pharmacy practice departments seeking professional development
and advancement strategies for a diverse range of clinical faculty.
Student Performance Using a Computerized Simulated Patient
Case: Influence of Introductory Pharmacy Practice Experiences. Lisa E.
Davis, Sheetal R. Sheth, Phyllis Blumberg, Cathy Y. Poon and Eric G. Boyce,
University of the Sciences in Philadelphia. Objectives: A computerized patient
case was used to assess students’ ability to collect pertinent patient data.
Student performance was compared to prior experience and student selfassessment.
Methods: 152 PharmD students in a therapeutics laboratory
course used a computerized patient case that tracks students’ inquiry strategy
and assesses performance (Diagnostic ReasoningTM). Pre-program questionnaires
elicited students’ self-assessment and number of chart reviews and
patient interviews during Introductory Pharmacy Practice Experiences.
Students completed monitoring forms, which were graded by instructors, and
post-program evaluations. Results: Students conducted an average of 6 chart
reviews (3 independently) and 4 patient interviews (1 independently) prior to
this course and rated themselves as “mostly confident.” Computer and instructor
performance ratings correlated with time spent (mean: 92 minutes) and
number of physical examination queries (mean: 39) during the simulation
(P

peers/students; finally, strategies for Assessment-as-Learning were incorporated
into mastering the AO. Results: Definitions of the AO, practice opportunities,
performance criteria, and methods of assessment feedback will be presented.
Implications: Explicit description of the components of effective
teaching should facilitate faculty development. Faculty can now better selfassess
teaching performance and faculty mentors can provide more specific
peer assessments. Use of a teaching AO will also aid in development of more
meaningful instruments for obtaining student feedback. An Ability-Based
approach to teaching may be a useful faculty development strategy.
Development and Presentation of Posters by First Year Pharmacy
Students Based on Interviews with Practitioners and Patients. Lisa A.
Kroon, Cathi E. Dennehy, Kenneth W. Lem and Michael E. Winter, University
of California, San Francisco. Objective: To incorporate early practice experience
in the first year pharmacy curriculum by assigning a field exercise whereby
students interview a pharmacy practitioner or patient and then develop a
poster based on their experience. Methods: During two quarters of the
Pharmacy Practice course, students are divided into 30 groups of four. In one
quarter, two students are assigned to interview either a practitioner or a patient.
In the following quarter, the other two students perform the interviews. The
practitioners are selected from inpatient and outpatient settings, including
ambulatory care and community pharmacy. The selected practitioner introduces
a student to a patient in their practice. After the interviews, each group
meets to share their experience and identify a problem or situation that could
be improved. Subsequently, four groups meet to share their experiences among
the various practice settings. Each group then develops a proposal, using a
problem-solving method called S-T-P (situation, target, proposal). The groups
present their proposal as a poster to the entire class and faculty. Results: This
exercise exposes students to a wide variety of pharmacy practice environments,
from the perspective of the practitioner and patient. Examples of students’
poster topics will be presented. Implications: The field exercise provides
students with a learning experience to develop communication, writing,
teamwork, and problem-solving skills.
Advanced Community Pharmacy Rotation. Beverly A. Talluto, David
Loiacono, Melissa Hogan, David Zgarrick, Susan Cornell, Sheri Stensland and
Robert Lullo, Midwestern University Chicago. Objectives: Develop a clinical
rotation in community pharmacy focusing on advancing preceptors’ and students’
knowledge and skills to promote pharmaceutical care. Students would
explain general drug therapy, formulate and recommend therapeutic care plans,
evaluate patient compliance, counsel patients using interactive communication,
and critically evaluate pertinent medical literature. Methods: An
advanced clinical community rotation was developed for fourth year professional
students. Preceptors completed selected readings and continuing education
articles on hypertension, asthma, anticoagulation, lipid management, diabetes
and smoking cessation. Students and preceptors received a workbook
containing exercises to be completed throughout the rotation. Rotation activities
included OTC pharmacotherapy, disease state cases and worksheets, case
presentation, drug information question, journal club, and a patient health promotion
project. Students and preceptors are required to attend training sessions
explaining rotation expectations before starting rotations. Outcomes: Students
reported that preceptors were very diligent in encouraging patient counseling
and rotation activities. Students particularly enjoyed developing and delivering
a health promotion project. Discussions with participating chain pharmacists
listed barriers to implementing pharmaceutical care. These barriers were
directed to management for strategies to overcome the barriers. Evaluations
included student competencies, preceptor and site evaluations by the student,
the program, and the workbook. Implications: Community pharmacist participants
enhanced their clinical skills. Students participated in a program to
develop and promote clinical community pharmacy. Program expansion will
increase advanced community practice sites.
A Novel Elective: Therapeutics in Medical Fiction. Janet McCombs,
University of Georgia. Intent: To develop a new elective that would be both
fun and educational for pharmacy students. Process: After many years of reading
medical novels in my leisure time, I began to formulate an idea for using
them to teach pharmacy students. Students read light medical fiction novels
chosen for their content, including disease state, drug therapy and medical
themes such as MRSA and infertility. The students must be self-motivated to
read and take notes on about 100 pages per week. Their notes include drug
therapy, medical procedures, and ethics or controversial issues. The course is
taught using the student-centered, problem-based learning method; all students
have participated in PBL courses prior to this experience. During class time,
we discuss appropriate use of medications and alternate therapy, medical procedures
that are unfamiliar to them and issues such as selective reduction of
fetuses associated with infertility treatment. The students formulate learning
issues at each session and report back to the group the following week.
Outcomes: Student comments have been very positive and all would recommend
the course to other students who like to read. They also feel that this
course has been enjoyable and educational. Implications: This has been a
unique method for further incorporating PBL process into the pharmacy curriculum.
MDS-Med Guide: Assessing Medication Effects Using Patient
Assessment Data. Janice L. Feinberg, Dianne E. Tobias and Kathleen A.
Cameron, American Society of Consultant Pharmacists Foundation.
Objective: The ASCP Foundation will present an innovative clinical tool that
correlates medication effects with a patient’s physical, functional, and psychosocial
status. The MDS-Med Guide promotes the integration of patient
assessment data with monitoring of medication therapy. Methods: The MDS-
Med Guide can also be used to identify medications that have the potential to
cause or aggravate 18 common geriatric problems areas (e.g., mood, behavior,
cognition, falls, continence, nutrition). This tool can be used by pharmacists
and other members of the interdisciplinary care team to improve the quality of
care and quality of life for geriatric patients. The MDS-Med Guide is also a
valuable teaching tool for pharmacy students. Results: The MDS-Med Guide
is intended to assist in clinical decision-making and the problem identification
process to evaluate complex medication regimens of frail, older persons; facilitate
incorporation of medication information into the patient’s plan of care;
monitor the therapeutic outcomes of medication therapy; and identify and prevent
potential medication-related problems. Implications: This poster presentation
will describe the methodology used to develop the MDS-Med Guide,
and will describe the appropriate application of this unique clinical tool for
older adults residing in nursing facilities, assisted living facilities, and home
and community-based settings. The MDS-Med Guide includes a wall chart and
pocket guide, which will both be displayed at the poster presentation. The
MDS-Med Guide Query Software will be available for demonstration.
Development of a Tobacco Cessation Curriculum for Pharmacy
Students. Robin L. Corelli(1), Karen S. Hudmon(1), Lisa A. Kroon(1), Leanne
M. Sakamoto(2), Marian Paynter(3), Susan Y. Smith(4), University of
California, San Francisco(1), University of Southern California(2), Western
University(3), Pharmacy Partnership(4). Objectives: Research shows that less
than 10% of practicing pharmacists received formal training for counseling
patients for tobacco cessation. In response to this educational need, we have
developed and implemented a tobacco cessation curriculum for pharmacy students
in California. Methods: As a collaborative effort of the four California
pharmacy schools, a 6-hour tobacco cessation curriculum component was
developed and pilot tested. The lecture component of the program includes: the
epidemiology of tobacco-related disease, pharmacology of nicotine and nicotine
addiction, aids for cessation, and a theory-based approach to helping
patients quit. The workshop component includes hands-on experience with
pharmaceutical aids for tobacco cessation and role-playing with case studies.
Course evaluation forms assess the impact of the program on students’ learning
and their confidence in treating patients for nicotine dependence. Results:
The curriculum is being incorporated into the core curriculum for first- or second-year
PharmD students at each school in California. Preliminary results
indicate that 100% of students improved their tobacco cessation counseling
skills, and 100% believe that the training will increase the number of patients
they counsel and the quality of counseling they provide. Implications: By
equipping pharmacy students with specialized training for providing comprehensive
tobacco cessation counseling, the profession of pharmacy could
become a cornerstone for the nation’s anti-tobacco efforts.
The Role of a Pharmacy Technician in a Pharmacy Practice
Laboratory. Susan Jacobson and William W. McCloskey, Massachusetts
College of Pharmacy and Health Sciences. Objectives: Pharmacy technicians
have played a major role in assisting pharmacists in a variety of practice settings
but have not been utilized to any degree in academia. To assist the faculty
in our pharmacy practice lab (PPL) with daily operations, we established a
pharmacy technician/support position at MCPHS. Methods: Approval for a
technician/ support position was obtained. A salary range was determined
based on a telephone survey for technicians in both hospital and retail settings
in the local area. A job description was developed and the position was advertised
locally. Applicants with pharmacy technician experience were interviewed.
Results: An individual with over 10 years experience as a pharmacy
technician in retail pharmacy and with basic computer skills was hired. This
person’s duties include ordering and maintaining drug and supply inventory,
organizing weekly PPL assignments, coordinating activities of adjunct faculty
(e.g., contracts, parking, schedules), supervision of work study students, and
helping maintain prescription and patient profile database. Implications: The
technician/support person has helped tremendously with organizing the operations
of the PPL. This has allowed the faculty member coordinating the laboratory
to focus more on the educational aspects of the PPL, and to concentrate
on other academic responsibilities (e.g., teaching, scholarship). The use of
someone with pharmacy technician experience in a PPL has been successful,
and it is anticipated that this person’s responsibilities will continue to expand.
Required Case-based Nonprescription Medication Course Taught by
Pharmacy Residents. Larry Swanson, Beth Stafford, Cathy Teat, Wendy Cox,
Michelle Parks and Jason Southworth, Campbell University. Objectives: To
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develop a case-based course in nonprescription medication for P-2 students
taught by community pharmacy, primary care, and drug information residents.
Methods: The required course in nonprescription medication was previously
team-taught in a traditional large group lecture/discussion format. A case-based
course with small group discussion as the format was believed to be a more
appropriate method for student mastery of this material. During the Fall semester,
1999, the five residents developed objectives, cases, quizzes and testing
materials pertinent to the various OTC topic areas addressed in the text,
Nonprescription Product Therapeutics. These were reviewed and critiqued by
the faculty coursemaster. The course was taught in the Spring semester, 2000.
The class of ninety students was divided into five groups of eighteen students
and each group was assigned to one of the five residents. Each week, a threehour
case-based discussion session was conducted covering the same topic
areas and cases. Students were required to read the appropriate chapters in the
text and to come to class prepared to discuss cases related to that weeks’
assignment. Grading was based on class participation, weekly quizzes,
midterm examinations, and a cumulative final examination. Results: Course
evaluation and grading outcomes will be compared to the previous format for
the course. Implications: A practical student-centered course with opportunity
for additional mastery of nonprescription medications and teaching opportunities
for pharmacy residents.
A Quality Assurance Process for Evaluating Experiential Sites and
Preceptors. Rhonda M. Jones, Linda K. Ohri, Maryann Z. Skrabal and Chris
L. Shaffer, Creighton University. Objectives: During a recent ACPE accreditation
site visit, the evaluation team recommended that the School enhance the
experiential quality control mechanisms. In response to ACPE’s recommendation,
this project’s purpose was to develop and implement a quality assurance
process for experiential sites and preceptors. Methods: The Professional
Experience Program (PEP) committee, which consisted of faculty and adjunct
pharmacy practitioners, reviewed the 1999 report from the AACP Task Force
on Quality Assurance in Experiential Education and primary literature from
pharmacy, allied health, and medical journals. Results: The committee developed
specific criteria that define a quality site and preceptor, as well as the
process and standardized form for using these criteria to evaluate current and
new sites. The site-specific criteria address areas that range from adequate
space to administration and staff support of student involvement in pharmacy
activities. Preceptor-specific criteria address areas that range from education
and training to pharmacy practice activities and interpersonal/communication
skills. New and current sites and preceptors will be evaluated using this quality
assurance process starting in March 2000. Implications: This quality assurance
process will: (i) provide a structured evaluation process for sites and preceptors;
(ii) enhance the quality of current sites and preceptors, through the
identification of problem areas that need to be improved; (iii) assist other
schools/colleges of pharmacy in developing their own criteria and implementation
process.
Assessment of Experiential Student Performance. Rhonda M. Jones,
Linda K. Ohri, Maryann Z. Skrabal and Chris L. Shaffer, Creighton University
School of Pharmacy and Allied Health Professions. Objectives: The purpose
of this project was to test, revise, and implement an experiential assessment
instrument that was recently developed and approved by the faculty. Methods:
The Professional Experience Program (PEP) coordinator instructed the faculty
preceptors about the appropriate use of the instrument. Faculty preceptors, who
volunteered to participate, used the instrument to evaluate fourth year pharmacy
students’ performance while they were completing their clerkship.
Following the testing period, the preceptors provided both written and verbal
feedback concerning the use of the instrument. Results: Ten faculty preceptors
used the instrument from May to November 1999 during clerkships that ranged
from drug information to adult acute pharmaceutical care. The primary feedback
concerning the instrument included: too long; too detailed; too time-consuming
to fill out; scores should only be given for primary competency areas.
Based upon this feedback, the instrument was revised and approved by the faculty.
The revised form will be implemented in June 2000 for all students during
their advanced clerkship experiences. Implications: This experiential
assessment instrument is designed to: (i) provide a consistent formative and
summative assessment process and format; (ii) provide useful student feedback
regarding ability-based competencies; (iii) allow the PEP coordinator to monitor
the student’s progress throughout the clerkship year; and (iv) assist other
schools/colleges of pharmacy in developing their own assessment instrument
and process.
Using Nursing Home Patients to Evaluate Physical Assessment
Skills. Kimberly D. Eskridge and Bernadette K. Brown, Butler University.
Objectives: Teaching physical assessment skills to pharmacy students and
evaluating their skill level is difficult. Practicing techniques on normal classmates
does not simulate a “real-world” situation. This report describes the
development of a physical assessment course that utilized nursing home
patients for evaluation. Methods: Physical assessment skills were taught to
first professional year pharmacy students in the traditional lecture and laboratory
setting over one semester. Acquisition of knowledge was evaluated by
written examination and mastery of technique through a practical examination
using nursing home patients. Clinical pharmacy practitioners, a physician, and
a nurse practitioner evaluated their performance. Results: Using nursing home
patients to evaluate physical assessment skills presents unique challenges. In
general, the students felt that the experience was stressful but valuable. The
patients and nursing home staff reported an overall positive response to the
interaction. Implications: Using “real” patients in evaluating physical assessment
skills is a valuable tool. It requires a great deal of planning, preparation,
and manpower. Direct patient-pharmacy student contact greatly enhances the
overall educational experience and exposes students to a model of progressive
pharmaceutical care.
Poster Presentations in a Cardiology Course. Mahtab Jafari and
Joanne M. Yasuda, Western University of Health Sciences. The cardiology
course in our institution is structured around the principles of ability-based
education. Students integrate knowledge, skills and attitudes in various ways
to accomplish the course outcomes. A poster presentation assignment was utilized
to assess students’ ability to evaluate the biomedical literature and to
communicate their knowledge to their peers. Objectives: To use drug information
skills to answer complex therapeutic questions in a poster presentation
format. Methods: Each student team was provided with a question on a controversial
issue in cardiovascular pharmacotherapy for which they were asked
to perform a literature search, evaluate the clinical evidence, and prepare their
response as a poster presentation. Each poster presentation included an
abstract, background, a review of the literature, pharmacoeconomic information
(if relevant), a summary of findings, recommendations, future considerations,
and references. The posters were displayed for all university faculty and
students to view. The posters were graded on content and style by faculty
members, and the poster score (100 points) represented 25 percent of each student’s
overall course grade. Results: The average poster score was 95 points.
The poster presentations were well-received on campus by students and faculty
from the other colleges (medicine, allied health) on campus. Course faculty
concluded that the objectives of this educational activity were met.
Implications: This project not only met its educational objectives, but it also
increased the visibility of our pharmacy program on our campus.
Teaching at the Speed of Thought: Creating an Advanced
Community Practice Network Internet Site. Kristin W. Weitzel and Julie M.
Wickman, Mercer University. Objectives: To investigate teaching and learning
needs of Advanced Community Practice Network (ACPN) preceptors and
fourth-year students that can be met through an Internet site, and subsequently
develop a site to serve students completing an Advanced Community
Practice Experience (ACPE) and ACPN preceptors. Methods: Questionnaires
were distributed to both students and ACPN preceptors. In addition to establishing
unmet needs and Internet access, this questionnaire sought feedback
about proposed components of the ACPN Internet site, including: (i) course
syllabus and orientation information; (ii) online cases to promote problembased
and self-learning; (iii) hyperlinks to clinical guidelines, pharmacy associations,
and online journals; (iv) an online newsletter (composed primarily of
articles written by students and highlights of preceptor innovations); and (v) a
question and answer “chat-room” for students and preceptors. Results: The
ACPN currently has forty community practitioners that serve as preceptors for
a required five-week rotation. An average of fifteen students per rotation complete
an ACPE. Questionnaire results indicate that the majority of site preceptors
and students have Internet and email access. Unmet needs were not identified.
The Internet site is currently in the development stages and will include
all initially proposed components. Implications: Development of an Internet
site is an excellent strategy to enhance teaching, provide clinical coursework
and patient care experience for students, and serve as a teaching resource for
community practice preceptors.
Implementation of Distance Learning Strategies for Out-of-Town
Students Completing Advanced Practice Experiences in Community
Pharmacy. Kristin W. Weitzel and Julie M. Wickman, Mercer University.
Objectives: To enhance student learning through implementation of innovative
Advanced Community Practice Experience projects emphasizing problembased
and self-learning techniques. Methods: A five-week Advanced
Community Practice Experience is required for fourth-year Doctor of
Pharmacy students. Approximately 35 students per year complete this rotation
at out-of-town sites. To ensure a clinical experience, the course syllabus was
modified to require out-of-town students to complete the following projects: (i)
collect patient, pharmacist and outcomes data on five medication-related problems
using a Pharmacist Care Claim Form; (ii) submit two new drug reviews;
(iii) prepare a review article covering a timely therapeutic topic, new drug, or
innovative community pharmacy intervention; (iv) prepare a personal non-prescription
formulary to assist in over-the-counter medication recommendations;
(v) research, document, reference and submit a minimum of three drug information
questions; and (vi) review learning objectives for diabetes, asthma,
hypertension and hyperlipidemia and complete problem-based cases. Students
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are given “project days” to allow them to work independently. Results: Eleven
students have completed the rotation using the revised criteria. Student evaluations
have been positive, stating that independent projects, writing, and cases
helped them apply knowledge to real-life situations. Preceptor feedback about
the new rotation structure has also been positive. Implications: This strategy
for teaching the Advanced Community Practice Experience allows out-of-town
students to apply clinical knowledge and decision-making skills using independent
distance learning strategies.
Incorporation of Professional Behaviors, Attitudes, and Values
Throughout the Curriculum of a New School of Pharmacy. Michelle
Easton and Carolyn Ford, Hampton University. Objective: The ultimate goal
of HUSOP’s curriculum is to produce a well-rounded, competent, and caring
professional who can effectively communicate with diverse patients and colleagues.
The Professional Development Series (PDS) at HUSOP assists in
equipping students with the behaviors, attitudes, and values required of outstanding
health-care professionals. Methods: PDS provides instruction and
evaluation every semester of the curriculum through the pharmaceutical care
course series. PDS is coordinated through the Office of Experiential
Education. Instruction of professional concepts is reinforced through evaluation/assessment
at experiential exposures by HUSOP certified preceptors.
Preceptors receive training in professional expectations and standards and are
involved in assessing professional development. Professional development
concepts taught include: historical perspective, societal expectations, professional
behavior, attitudes, and values, professional organizations, areas of
pharmacy practice, commitment to competence and life-long learning, attaining
professional employment, and development of prospective employment
packets. HUSOP also requires professional attire in the classroom and at
school activities. Implications: The profession has recognized a decline in the
professionalism of the practicing community. HUSOP has implemented policies
to ensure the development of a pharmacy practitioner who provides outstanding
pharmaceutical care that reflects the tradition and expectations of the
profession. The incorporation of this program serves to raise the level of practice
in the profession. PDS is another example of value-added benefits provided
by a new pharmacy program.
Use of an Experiential Education Review Council (EERC) to
Categorize Advanced Practice Experiences (APES) to Ensure
Achievement of Programmatic Competencies. Sandra J. Dirks, Raylene M.
Rospond and Dan Hoang, Drake University. Objectives: ACPE standards
require APES of adequate intensity, breadth and duration to achieve programmatic
competencies. The purpose of the project was to establish a method of
categorizing (APES) to ensure each student meets all programmatic outcomes.
Methods: An EERC of 36 individuals including practitioners from both ambulatory
and institutional practice, faculty, students, the board of pharmacy were
utilized to determine required APES characteristics. Background materials
including excerpts from the 1997 ACPE Accreditation Standards, 1998 CAPE
Educational Outcomes, Iowa Board of Pharmacy Internship Competencies,
Drake COPHS Educational Outcomes, and 1999/2000 PharmD Curriculum
was distributed for review. Each EERC member was asked to complete a survey
ranking his or her level of agreement with a rubric. The rubric is designed
to identify which of the 64 practice functions are best demonstrated in APES.
The EERC will meet to review survey results and previously collected preceptor
professional practice data for discussion, consensus building and recommendation
development. Results: Final results will be available for AACP
annual meeting. Implications: This categorization of APES may ensure adequate
opportunities exist in the experiential education program for students to
meet programmatic competencies. It is also likely this method for categorization
will maximize the use of current practice sites and further define practice
qualities desired for programmatic site recruitment and development efforts.
Perceptions of Barriers and Strategies for Pharmacists Assisting
Abused Elderly Patients. David A. Gettman and Miriam J. Thomas.
University of New Mexico. Objectives: The primary objective of the study was
to determine perceptions held by pharmacists of barriers and strategies for
assisting abused elderly patients. A secondary objective of the study was to
identify differences in the answers based on respondent characteristics.
Methods: The investigators adapted an instrument developed by Krueger and
Patterson (1997) for family physicians in Ontario, Canada. The surveys were
sent to current members of the Professional Experience Programs Special
Interest Group (PEP-SIG) of the American Association of Colleges of
Pharmacy who both have a PharmD degree and who see elderly patients in a
large university medical center. Results: Frequency counts and proportions
were calculated and then ordered for responses related to potential barriers to
and strategies for assisting abused elderly patients. We used the chi squared test
or, when appropriate, Fisher’s exact test to determine whether statistically significant
differences exist in the proportions of responses according to respondent
characteristics, e.g., year of graduation, gender, and attendance at conferences
on elder abuse. Odds ratios and 95% confidence intervals are reported as
appropriate. Implications: Numerous barriers to the detection and management
of elder abuse were perceived by the respondents. However, many strategies
that could be implemented at the local level were also identified.
Preparation of an algorithm should be responsibly considered to help pharmacists
detect and manage elder abuse in university medical centers and other
health care venues.
Incorporating a Pharmacy-Based Immunization Training Program
into a Pharmacy Practice Laboratory Course. Jonathan G. Marquess, Julie
M. Wickman and Jake Pirkle, Mercer University. Objectives: To evaluate the
effectiveness of teaching an adult immunization program in the third-year
Doctor of Pharmacy curriculum. Methods: A pre-test survey was administered
to one hundred third-year Doctor of Pharmacy students enrolled in a Pharmacy
Practice Laboratory course to determine the knowledge base of each student
prior to a lecture and lab practicum. The one-hour lecture gave background
information about the importance of immunizations and who is eligible for
receiving Influenza and Pneumococcal vaccinations. During a three-hour lab
practicum, students were taught how to properly administer adult immunizations,
and were required to administer a saline injection into the deltoid muscle
of their lab partner. At the conclusion of the practicum, the students were
asked to complete a post-test survey to assess their knowledge and attitudes
towards adult immunizations. The pre and post-test surveys had the same 31
questions. The first 9 questions were basic demographic questions, followed by
22 questions used to assess their knowledge and attitudes. Results: Student
attitudes were positive and the survey results convey that pharmacy students
want to learn more about incorporating non-dispensing services into their professional
pharmacy practices. Appropriate statistics were utilized, which
revealed significant changes in the students’ knowledge for one-half of the
post-test questions. Significance was set at P

practice settings. We developed a seminar that would improve students’ communication
skills and enable them to gain confidence in their interactions with
other healthcare professionals. Methods: Senior students assigned to faculty
preceptors participated in a weekly communication seminar during their fiveweek
institutional clerkship. Seminar activities included role-playing, adverse
drug reaction case presentations, therapeutic debates and healthcare professional
interview presentations. Shortly after graduation students were mailed a
survey to assess the value of seminar activities and the impact on their practice.
Results: Thirty-two students participated in seminar. Twenty-four (75%)
surveys were returned. Eighteen subjects (75%) report never taking a communication
course prior to seminar. Subjects reported assignments were useful in
enhancing communication skills, presentation style and confidence. The therapeutic
debates (45%) and adverse drug reaction evaluations (29.2%) were
deemed the most valuable activities, while the health care practitioner interview
(41.7%) and role-playing exercises (29.2%) were considered least useful.
Twenty-one subjects (87.5%) believe all pharmacy students should participate
in a similar communication seminar. Implications: Subjects viewed seminar
as helpful in identifying communication deficiencies and improving their ability
to effectively interact with other health professionals. This pilot study suggests
a need to incorporate activities designed to enhance communication skills
in our current pharmacy curriculum.
Medical Rehabilitation Clerkship Experience for PharmD Students.
Jean T. Carter, Douglas R. Allington and Michael P. Rivey, University of
Montana. Objective: The purpose of the medical rehabilitation rotation is to
expose PharmD students to a unique patient population, enhance opportunities
to interact with a multidisciplinary team of healthcare professionals, and teach
them about the pharmacist’s role in a rehabilitation service. Methods: The
clerkship site is an independent 22-bed medical rehabilitation unit of a small
community hospital in western Montana. Students work with adult and geriatric
patients recovering from stroke, traumatic brain injury, and orthopedic
surgery. Student activities include participation in weekly patient care conferences,
provision of drug information, pharmacokinetic consults, monitoring
for adverse drug reactions and drug-drug interactions, drug utilization review
projects and staff inservices. As a “rehab”team member, the student interacts
with physiatrists, clinical psychologists, dieticians, as well as physical, occupational,
and speech therapists. Results: In 1999, six students rotated through
this site for a four-week elective, specialty clerkship experience. Eight other
students spent two weeks at the site as part of their eight-week hospital (inpatient)
clerkship. Implications: Typical clerkships do not expose students to
patients and personnel found in the rehabilitation setting. In rural areas, where
pharmacists are expected to assist in many aspects of care, knowledge of rehabilitative
care may be an asset. This rotation provides a clear understanding of
the role of health professionals in the rehabilitation process, especially the
expanded clinical role pharmacists may play.
Outpatient Drug and Alcohol Rehabilitation Program as a Clerkship
Site: Evaluation of Interventions by a Doctor of Pharmacy Student.
Kathryn M. Strong, Carmine J. Catalano and Harvey H. Hohl, University of
Rhode Island. Objectives: In order to develop innovative practice sites which
challenge Doctor of Pharmacy (PharmD) students, as well as provide community
service, a student was based in an outpatient drug and alcohol treatment
program. This program operates through 4 sites that serve approximately 1,100
clients and had never hosted pharmacy students before. Methods: During a
longitudinal clerkship, a PharmD student performed medication reviews using
patient charts. Data collected included potential pharmacotherapy interventions,
prevalence of HIV and hepatitis, as well as benzodiazepine and narcotic
analgesic use. Potential interventions were discussed with medical director
prior to each patient’s appointment. Additional activities included participation
in doctor visits, counseling groups, and preparation and dispensing methadone
and Orlaam. At the conclusion of the academic year, the number, type and
potential outcome of interventions will be identified and evaluated. The student
will quantify and evaluate the interventions accepted by the medical staff.
Program staff and student will be surveyed to assess the perceived impact and
satisfaction of student participation. Results: Project in progress.
Implications: Given the current diversity of patient populations and practice
sites for pharmacists, educators must continue to identify and evaluate unique
innovative experiential learning sites. This project may identify a potential
clerkship experience and site with a challenging patient population for PharmD
students.
Developing a Commitment to Clerkship Programs Using Preceptor
Focus groups. Rosemin Kassam, University of British Columbia. Objective:
As pharmacy practice moves towards the provision of pharmaceutical care, it
is important to ensure clerkship programs provide students with the opportunity
to develop the necessary competencies. A representative group of preceptors
from community and institutional clerkship sites were invited to help develop
such a program, in hope that this would increase their commitment. Methods: A
focus group methodology was utilized to meet this objective. Accepted systematic
procedures for data collection, data handling and data analysis were
used to guide the process. To ensure a homogeneous group of preceptors,
regional managers from various pharmacy chains were asked to identify preceptors
for the community focus group. Additional preceptors representing
independently owned pharmacies were randomly picked and also invited to
participate. For the institutional setting focus group, all sites were invited to
send one preceptor to participate. Common themes were identified and translated
into open-ended and closed-ended questions to facilitate discussion. The
moderator initiated and directed the discussion while an assistant took notes,
tape recorded the discussion and offered general assistance. The responses
were grouped according to themes and summarized. Results: Nine community
and sixteen institutional preceptors participated in the focus groups. A summary
description followed by illustrative quotes from participants for each of
the themes will be presented. Implications: The focus groups allowed preceptors
the opportunity to provide input into the clerkship program, which hopefully
strengthened their commitment to the program.
Innovative Use of Web Infrastructure in Pharmaceutical Care-based
Therapeutics: Enabling Students to Optimize Self-directed, Problem-
Based Learning. Lalitha Raman-Wilms, University of Toronto. Objectives: A
web infrastructure was developed to address limitations to student learning in
therapeutics courses, taught in a large-group (LG), problem-based (PB) format,
utilizing the principles of pharmaceutical care (PC). The goal is to enable students
to optimize their knowledge and skills required to provide PC. Methods:
Feedback from students indicate challenges to learning in LG, PB environment
include limitation of breadth of information learned, lack of understanding of
‘real’ patient problems (excluding cases involving real patient interactions),
opportunity to apply knowledge beyond class discussion in preparation for
written/oral examinations, accessibility to resources beyond those ‘required’,
need for increased instructor-student interaction, and difficulty in arranging
face-to-face group meetings. Various courseware tools were evaluated and a
web framework designed to address these. The web infrastructure provides
information on common drug-related problems experienced by patients; key
treatment principles for each disease state; mini practice scenarios/quizzes;
supplemental readings; and ‘hot links’ to reputable medical and patient information
sites. It also provides an opportunity for ‘virtual group work’, a bulletin
board to discuss ‘cases for the week’ with instructor, and a “hot, hot news...”
section, providing ongoing updates on new therapies. Results: Enhancement
of student learning in a self-directed, problem-based environment. Better student
preparedness for pharmaceutical care practice. Implications: Increased
motivation of students to pursue self-directed learning in therapeutics.
Enabling students to pursue life-long learning skills utilizing information technology
resources.
Evaluation of a Patient Assessment Course for Traditional and
Nontraditional Doctor of Pharmacy Students. Amy Rogowski, University of
Rhode Island College of Pharmacy and Marilyn Barbour, Carol Garber, ,
Brown University School of Medicine. Objective: The patient assessment
course at the University of Rhode Island for traditional (TPD) and nontraditional
(NTPD) Doctor of Pharmacy students was reformatted to emphasize
three skill areas: 1) physical examination, 2) interviewing, and 3) medical documentation.
Standardized patients provided a controlled method of testing
interviewing skills as well as instruction for the cardiac examination. Progress
note stations facilitated medical documentation. Methods: Prior to the start of
the course, TPD and NTPD students provided demographic information and
completed 16-item self-assessment surveys evaluating the 3 skill areas.
Students responded to each of the survey items by using a five-point Likert
scale. A final survey of acquired skills was given upon course completion. The
survey instrument demonstrated internal consistency (alpha = 0.89). Results:
26 (60%) of TPD and 28 (54%) of NTPD students completed both pre- and
post-course surveys. Baseline self-assessment of all three skill areas were significantly
higher in NTPD than TPD students (P

tions. The resident maintained a daily journal, participated and assisted with
lecture development, and designed, implemented, and assessed a skills class
for third-year PharmD students. Results: For this qualitative descriptive study,
three residents have completed the rotation, all of whom are currently holding
faculty positions. Based upon satisfaction surveys, all residents strongly agreed
that the rotation provided excellent insight into academia, prepared them for a
faculty position more so than other resident experiences, granted them insight
into problems to avoid as a new faculty member, made the transition from resident
to faculty smoother, and decreased stress during their first year on faculty.
Implications: A pharmacy resident faculty rotation offers excellent insight
into the complexities and realities of a pharmacy faculty position. The
described program could serve as a model for other institutions.
Development of a Home Care Practice Rotation for First Year
Pharmacy Students. Pammi J. Farren, The Ohio State University.
Objectives/Intent: To design a challenging clinical practice rotation for first
year Entry Level Doctor of Pharmacy students with previous pharmacy experience.
To introduce students to home care pharmacy. To facilitate students’
understanding of patient perspectives. Methods/Process: Over a period of one
quarter, each student practiced forty hours at The University Home Care
Service Corporation, Inc. Activities included patient chart review, care planning,
pharmacy assessments, and patient visits. Discussion topics included
admixture preparation, stability and corresponding reference materials, documentation
procedures, communications, pharmacists’ responsibilities, and the
interdisciplinary nature of this setting. Each student gave a final presentation
based on a specific case or disease state. Results/Outcomes: Students were
exposed to many aspects of pharmacy they had not been aware of previously.
They learned about therapies common to home care such as pain management,
antibiotic therapy, and parenteral nutrition and developed a better understanding
of patients’ needs and concerns. Students were encouraged in their studies
by the fact that they witnessed practical applications of several concepts covered
in other courses of the curriculum. Implications: In this setting, students
can easily identify the impacts that scientific concepts, clinical practices, and
communication skills have on pharmaceutical care. By helping students appreciate
connections between course work and pharmacy practice and by increasing
their knowledge of patient perspectives, this rotation contributes significantly
to their professional development.
Educating Community Pharmacists to Provide Smoking Cessation
Interventions. Julie A. Cold, William A. Hopkins and Jonathan G. Marquess,
Mercer University. Objective: To train pharmacists at four independent community
pharmacies to implement a smoking cessation pharmaceutical care program
based on the Agency for Health Care Policy and Research clinical practice
guidelines. Methods: A three-hour continuing education program was created
by the pharmacy school faculty. The educational program incorporated a
live presentation, a training videotape and a reading assignment. Pharmacists
were trained to execute a smoking intervention plan into their practice. The
intervention consisted of administering three assessment tools including the
“Ask, Advise, Assist, and Arrange” smoking intervention technique. All
patients receiving pharmacy services were interviewed during the first six
months of the project. All smokers received a smoking intervention at each
pharmacy visit. At the completion of the study the pharmacists will provide
detailed information concerning the ease (or difficulty) of implementing this
project into their practice. Results: Thirteen pharmacists have been trained and
have implemented this project at their practice sites. During the first six
months of the project, the pharmacists have interviewed 243 patients. Thirtyfour
percent of the patient population are smokers. Data collection is ongoing
and will be completed in April 2000. Implications: Pharmacy school faculty
can be instrumental in educating community pharmacy practitioners about
clinical practice guidelines, which are useful in advancing pharmacy services.
Then community pharmacy clinicians may choose to enhance their provision
of pharmaceutical care through these interventions.
Implementing Early Experiential Exposure as a requirement for
entrance into the professional curriculum. Michelle Easton, Arcelia
Johnson-Fannin, Carolyn Ford, Barry Bleidt and Larry Fannin, Hampton
University. Objective: The Pre-Admission Experience of eighty contact hours,
under the supervision of a licensed pharmacist, is a requirement for all students
entering the professional program. The goals are to: (i) expose students to the
professionalism expected of a pharmacist; (ii) provide a preview of curricular
experiential components; (iii) stimulate students to aspire to become successful
pharmaceutical care providers; (iv) help students understand within themselves
their career choice. Process: This requirement is widely publicized to
all students entering the professional program. This program is implemented
by: (i) advising students of the specific program guidelines; (ii) informing preceptors
of the requirements; (iii) assisting students in securing sites; (iv) verifying
the experience by the Office of Experiential Education using completed
certification forms submitted by the preceptor. Efforts are made to have this
Pre-Admission requirement completed as early as possible. Implications: The
Pre-Admission Experience has already produced numerous benefits, it: (i) pro
vides a vehicle for students to make an early, informed decision about their
career path; (ii) increases the student’s awareness of various areas of pharmacy
practice; (iii) assists in the identification of potential preceptors and sites;
(iv) increases the visibility of a new school of pharmacy to the practicing pharmacy
community. This requirement is a value-added experience for students,
The School, and the profession. The School envisions additional benefits as the
Pre-Admission Experience concept continues to evolve.
Pharmacy Students’ Use and Knowledge of Herbal Products. Elaine
Mackowiak and Ami Parikh, Temple University. Objectives: To determine if
there is a difference in the use and knowledge of herbal products based on age,
gender, ethnicity, and pharmacy related work experience. Methods: A convenience
sample of 370 pharmacy students from a culturally diverse university
completed a print survey that was analyzed using SPSS. Results: About 45%
of all respondents reported using herbal products and there was no statistically
significant difference based on age, gender, ethnicity, or work experience.
ANOVA analysis showed no differences in knowledge about herbal products
based on age, use, or gender, but did depend on pharmacy work experience and
ethnicity. Knowledge scores ranged from 0 % to 92% with a mean of 32% and
median of 27%. Students working in community settings had higher scores
than those working in hospitals (39.4 vs. 32.8% P

a Disease Management Course. Marie A. Chisholm and William J. Spruill,
University of Georgia. Objective: Lectures in the Disease Management I
Course (DMIC) were delivered in either a traditional or case-base format. At
the end of each disease state module, students were assigned simulated patient
cases in which they had to design pharmacotherapeutic plans. After students
completed each case assignment, a workshop session designed to facilitate critical
thinking skills was conducted which reviewed solutions solving the pharmacotherapeutic
problems in the case. The objective of this study was to
determine whether students preferred to learn by traditional lectures, case-base
lectures, or the combination of both traditional and case-base lectures.
Methods: All students enrolled in the Fall 1999 DMIC were surveyed to determine
whether they preferred to learn by traditional lectures, case-base lectures,
or the combination of both traditional and case-base lectures. Mann-Whitney
U tests were performed on the survey data to determine if students preferred to
learn by traditional lectures, case-base lectures, or the combination of both traditional
and case-base lectures. Outcomes: Ninety-one students (90% of the
class) completed and returned the survey. Students believed that they preferred
and learned more from the combination of traditional and case-base lectures
rather than traditional or case-base lectures alone (P

sons for not vaccinating eligible patients. Vaccination rates for at-risk patients
improved from 38 to 57% [rate of vaccination upon discharge] as a result of
this program. Implications: The national rate for pneumococcal vaccination in
at-risk patients is estimated at less than 30%. Previous reports have documented
a positive impact of similar programs conducted by pharmacists. This study
demonstrates that such protocols can effectively be executed by PharmD students,
thereby benefiting both patient and institution.
Teaching Problem-Solving in an Ambulatory Care Elective. Mary
Roth and Phil Rodgers, University of North Carolina-Chapel.
Objectives/Intent: Incorporating problem solving into pharmacy education is
an important component of an abilities-based teaching model. Employing a
framework for teaching clinical problem solving can facilitate the process, and
provide a useful means for assessment. The purpose of this study is to determine
the effectiveness of an exercise designed to teach problem solving.
Methods/Process: Twenty, third-year pharmacy students are enrolled in the
course. The primary learning strategy used to teach problem solving is SOAPnote
writing. Before receiving any formal instruction on note writing, students
are provided a patient case and asked to write a SOAP-note. They also articulate
their problem-solving process. The notes are graded by three course
instructors, using a set of criteria. Throughout the semester, students are introduced
to a problem-solving framework, criteria for note writing, and are provided
with practice opportunities. At semester end, students are given the identical
case and write a SOAP-note. The notes are graded by the three instructors,
using the established criteria. The two notes will be compared, using the
appropriate statistical tests. The student’s articulation of their problem-solving
process will be compared at baseline and end of study. Results/Outcomes:
The course is currently ongoing and will conclude in May 2000. Implications:
In conclusion, by determining the effectiveness of an exercise designed to
teach problem-solving, we hope to contribute meaningful insight into this
evolving concept, and encourage continued emphasis on this important component
of pharmacy education.
Assessment of Gastroenterological Learning in an Elective
Parenteral Nutrition Course. Henry H. Cobb III, Diane K. Hartle, Opal R.
Bunce, James L. Hargrove, The University of Georgia. Objectives: The study
assessed the ability of a class of twenty third-year students to learn basic anatomy
and physiological responses of the GI tract to a meal. Methods: Thirty
questions were formulated on information contained on 100 slides of a twolecture
sequence. These questions were administered as unannounced tests
before and after the two lectures to assess prior knowledge of the subject and
passive learning in the lecture format. After the second-test, the students were
given copies of all slides and the explanatory information. Unannounced after
a period of six weeks, the same thirty questions were re-administered and an
additional 23 questions were given of the same material. Pre-lecture test, postlecture
test, and the first 30 questions of the third test were compared. For the
third-test, the percent correct of the first 30 questions and the 23 new questions
were compared. Results: When the mean scores for the class were 10.8(36%)
for test-one (N=20), 12.2(41%) for test-two (N=20), and 10.64(35%) for testthree
(N=14). When comparing the 23 new questions to the 30 repeat questions
on the third test, the class scored an average of 7.1(31%) on the new material.
Project Implications: The lecture style of teaching was ineffectual in teaching
the basic knowledge of the enteric system to a class of third-year students
in an elective graded on a pass-fail basis.
Implementation of Senior Students as Standardized Patients in
Pharmacy Practice Laboratories for Teaching Support. Marguerite M. Yee,
Hilary Watson and Simon P. Albon, University of British Columbia. Intent: A
project was designed to enhance learning experiences in Pharmacy Practice
Laboratories. The goals of this presentation are to describe: (i) the roles and
responsibilities of senior students as standardized patients, and (ii) learning
experiences and teaching support provided by senior students. Process: Senior
students were responsible for creating cases that included learning objectives,
pre-readings, written tests on the pre-readings, and a “pharmacist’s workup of
drug therapy,” for any medications dispensed during the twelve week period.
Students conducted briefing sessions for the situations in the upcoming labs.
Each week they were assigned to one lab session where they portrayed a
patient requiring pharmaceutical care and provided feedback on content, empathy,
and non-verbal communication to the student pharmacist. They held weekly
office hours for student pharmacists to practice instructing patients on medical
devices and medications. Senior students submitted a reflection paper and
presented a seminar to faculty. Outcomes: Twelve senior students participated
in the project. They noted that their learning, particularly in pharmaceutical
care case development, was enhanced when providing teaching support to
junior students. Student pharmacists felt that standardized patients provided
realism in the labs that improved interviewing and counseling encounters.
Student and faculty feedback has been positive. Implications: Using senior
students as standardized patients and teaching support provides more realistic
learning experiences for student pharmacists and has potential in other courses
SOCIAL & ADMINISTRATIVE SCIENCES
Privacy Policies and Subject Recruitment in a Study of 1999 U.S.
Pharmacy Graduates’ Workplace Experiences. Bartholomew E. Clark and
Jeanine K. Mount, University of Wisconsin-Madison. Objectives: 1) Describe
responses of schools and colleges of pharmacy to requests for 1999 graduates’
names and addresses; 2) Categorize institutional confidentiality policies governing
information release and assess whether policies relate to pharmacy
graduates’ participation in the study; 3) Examine implications for potential
subjects’ rights and for research methodology. Methods: Institutions were
selected by stratified random sampling using the four major U.S. Census
Bureau regions as strata. Institutions were sampled proportionate to the number
of graduates from each region. The selected colleges and schools were telephoned
during Spring and Summer of 1999. Requests were made for 1999
graduates’ names and addresses or, if name/address information could not be
released, for assistance in mailing surveys. Results: Of 28 institutions contacted,
24 agreed to cooperate. Twelve provided names and addresses. Eleven
agreed to mail questionnaires if sent to the institution in “ready to mail” condition
with postage affixed. One institution distributed questionnaires to students
during their last week on campus before graduation. Implications:
Privacy policies and their variability present challenges to researchers as these
policies may preclude identification of representative samples of graduates for
pharmacy research. Policies designed to protect potential subjects pose particular
problems in studies where cross-site comparisons are planned.
Consideration is given to the balance of subjects’ privacy rights with their
rights to participate in research.
Motivation for Taking an Alternative Medicine Elective. Arjun Dutta,
Patrick Miederhoff and Michael Pyles, Virginia Commonwealth University.
Objective: The purpose of this study was to determine how students who
chose to take an elective in alternative medicine differed from those who did
not. Methods: A scale was developed and administered to the third year class,
55% of whom were taking the elective. The scale was designed to measure student
attitudes to alternative medicine in five areas: Future Concerns for
Professional Competence; Personal Interest in Alternative Medicine; Personal
Experience with Alternative Medicine; Personal Beliefs; and Philosophical
Congruence. The scale was tested for its reliability and validity. An ANOVA
was performed to compare the test group of students versus the control group.
Results: Cronbach’s alpha and a bivariate correlation indicated the scale to be
reliable. Construct validity of the instrument was confirmed by Factor analysis.
ANOVA revealed that students who took the elective differed from those
who did not in terms of their personal interest and experience with alternative
medicine and in their belief that alternative medicine can be an effective form
of treatment. Another noteworthy finding was that both groups of students felt
that training in alternative medicine was important to them professionally and
that alternative medicine should be a required course in their curriculum.
Implications: Students differ in their orientation to alternative medicine and
this should be taken into consideration when choosing teaching strategies.
Schools of pharmacy should consider incorporating alternative medicine into the
core curriculum.
Stress in Health Profession Students. Arjun Dutta, Michael Pyles and
Patrick Miederhoff, Virginia Commonwealth University. Objectives: To determine
the extent to which health profession students experience counterproductive
stress with special reference to pharmacy students. Methods: Literature
search process using Eric, Education Abstracts, Psyc INFO, ABIN, WebSpirs
Databases, FactSearch, Biological Sciences, International Pharmaceutical
Abstracts, MEDLINE, Lexis-Nexis, CINAHL and Registry of Nursing
Research. Results: Over 300 articles were identified that document stress, the
causes of stress or “stressors,” and psychiatric symptoms as a result of counterproductive
stress in the disciplines of medicine, dentistry, nursing, and allied
health. This literature review found the highest incidence of stress in medical
students followed by dental and nursing students. There have been no studies
of stress specifically in pharmacy students, despite pharmacy requiring a rigorous
educational process. There was, however, a comparison study done by
Henning, Ey, and Shaw (1998), which found pharmacy students to be the most
stressed among medical, dental, and nursing students. In this study 50.1% of
the pharmacy students surveyed were found to be in the clinical range (stress
equivalent to psychiatric populations) of the survey instrument used by the
authors. Implications: This review documents that health profession students
suffer from high levels of stress and its effects during their training. There is a
lack of empirical evidence in this regard for pharmacy students. Although it
can be extrapolated that pharmacy students may be suffering from similar levels
of stress, there is a definite need for research in these students.
Associations between Pharmacy Students’ Professional Decisions
and Values and their Cultural Attitudes. David A. Gettman and Sabiha
Shaikh, University of New Mexico. Objective: The objective of this study was
to evaluate the decisions and values made by pharmacy students on one instrument
in relationship to their scores on another instrument designed to assess
cultural attitudes. Methods: A questionnaire was administered to seventy-five
American Journal of Pharmaceutical Education Vol. 64, Winter Supplement 2000
99S

PharmD Student volunteers who were taking a second year course involving
law and ethics. An abbreviated and adapted version of the Professional
Decisions and Values Test by Rezler et al. (1990) was utilized. For each of five
brief vignettes given, there are three possible actions and seven justifying reasons.
Each of the reasons represents one of seven values most commonly used
to resolve ethical dilemmas: autonomy, beneficence, confidentiality, harm
avoidance, justice, professional responsibility, and truth telling. Also, a 22-item
instrument developed by Robins et al. (1998) to assess cultural attitudes among
medical students was adapted and utilized. Results: A three-way contingency
table was constructed to evaluate frequency counts for low and high scores on
the cultural attitudes scale for each decision and associated value. Odds ratios
and associated 95% confidence are reported. Implications: Evaluation of student
scores on this cultural awareness scale in this manner can help us understand
associations with their ethical decisions and values. This insight might be
used later to develop purposeful cross-links between a learning module devoted
to cultural awareness and other learning modules for a more cohesively
designed pharmacy law and ethics course.
Interactions between Pharmacy Students’ Professional Values and
Decisions and their Attitudes Concerning Physician-Assisted Suicide.
David A. Gettman, Ron C. Segura, Walter B. Forman and Robert L. Schwartz,
University of New Mexico. Objective: The objective of this study was to evaluate
the decisions and values made by pharmacy students on one instrument in
relationship to their scores on two instruments designed to assess their attitudes
concerning physician-assisted suicide. Methods: A questionnaire was administered
to seventy-five PharmD Student volunteers who were taking a second
year course involving law and ethics. An abbreviated and adapted version of
the Professional Decisions and Values Test by Rezler et al. (1990) was utilized.
For each of five brief vignettes given, there are three possible actions and
seven justifying reasons. Each of the reasons represents one of seven values
most commonly used to resolve ethical dilemmas: autonomy, beneficence,
confidentiality, harm avoidance, justice, professional responsibility, and truth
telling. Also, two instruments were adapted and utilized, i.e., a scale developed
to assess pharmacists’ attitudes towards physician-assisted suicide (Rupp and
Isenhower, 1994) and another constructed to assess internal medicine, psychiatry,
and emergency medicine residents’ views of assisted death practices
(Roberts et al., 1997). Results: Odds ratios and associated 95% confidence are
reported. Implications: This evaluation of student scores on these scales
involving attitudes can help us better understand their ethical decision-making.
This insight might be used later to develop cross-links between a learning
module devoted to physician-assisted suicide and other learning modules in an
ethics course.
Relationships between Pharmacy Students’ Professional Decisions
and Values, Life Satisfaction, Self-Esteem, and Locus of Control. Robert
Dodseresht and David A. Gettman. University of New Mexico. Objective: The
objective of this study was to evaluate the decisions and values made by pharmacy
students on one instrument in relationship to their scores on another
instrument designed to assess their life satisfaction, self-esteem, and locus of
control. Methods: A questionnaire was administered to seventy-five PharmD
Student volunteers who were taking a second-year course involving law and
ethics. An abbreviated and adapted version of the Professional Decisions and
Values Test by Rezler et al. (1990) was utilized. For each of five brief vignettes
given, there are three possible actions and seven justifying reasons. Each of the
reasons represents one of seven values most commonly used to resolve ethical
dilemmas: autonomy, beneficence, confidentiality, harm avoidance, justice,
professional responsibility, and truth telling. Also, a 12-item instrument developed
by Zahra (1989) was used to assess students’ life satisfaction, self-esteem,
and locus of control. Results: A three-way contingency table was constructed
to evaluate frequency counts for low and high scores on life satisfaction, selfesteem,
and locus of control for each decision and associated value. Odds
ratios and associated 95% confidence are reported. Implications: Evaluation
of student scores for life satisfaction, self-esteem, and locus of control can help
us better understand how ethical decisions and values are formulated. This
insight might be used to enhance and refine the development of law and ethics
courses in the pharmacy curriculum.
The National Community Pharmacy Association Decision Support
System for Simulating the Incorporation of Innovative Pharmacist Care
Services. David A. Gettman and Susan J. Kreifels, University of New Mexico.
Objectives: The primary objective of the study was to develop three submodels
to be used to determine how innovative pharmacist care services could be
incorporated into pre-existing community pharmacy practices. The secondary
objective of the study was to develop a decision support system utilizing what
was learned from the three submodels to help pharmacists understand the
impact on their financial statements of offering one or more of the following
services: blood pressure monitoring, diabetes training, asthma training, immunizations,
AIDS specialty services, anticoagulant monitoring, and smoking
cessation/weight loss/addiction counseling. Methods: Funding was provided by
the National Community Pharmacists Association Foundation. A population
submodel was developed that utilizes data on incidence and prevalence of certain
medical conditions. A pattern-of-care submodel was developed that utilizes
data from pharmacists who are currently being reimbursed for these innovative
services. The resources submodel was developed to utilize data from the
current NCPA-Searle Digest. Results: Three programming languages
(Structured Query Language, Macro Coding, and Visual Basic) were successfully
used to link Access 2000 to other Microsoft Office 2000 applications to
produce the desired decision support system. Implications: The program can
facilitate active service planning within the realities of budgetary constraints.
New tools could be added to the decision support system to generate other
financial reports, letters to patients and physicians, and new marketing applications
involving the pharmacy user’s website.
Strategies for Developing Awareness of the Role of the Pharmacist at
Times of Natural Disasters. Myriam González, Sandra Fábregas, Ana Vélez
and Homero Monsanto, University of Puerto Rico. Objectives: At the end of
this experience, students are expected to become aware and value the importance
of the role of the pharmacist in times of natural disasters. Methods: As
part of the Community Health Course, second professional year students were
divided in eight teams of six students each. Health conditions that affect communities
exposed to natural disasters, such as cardiovascular disease, diabetes,
asthma, muscular spasm, diarrhea, fractures, burns, pediculosis, conjunctivitis,
hepatitis, tetanus, measles, and mumps were assigned to each team. Students
were responsible to review the literature related to natural disasters and drugs
used to treat the conditions assigned to their team. Each team received part of
a hospital drug list used in emergencies. For each drug in the list they searched
for: commercial names, use, storage conditions, usual dose, interactions, and
adverse reactions. Drugs matched the health conditions studied. Results: The
integrated outcomes of this experience will lead to the development of a drug
formulary to be used in times of natural disasters. Preliminary evaluations suggest
that students gained awareness of the role of the pharmacist at times of
natural disasters. Implications: This experience will help define the role of the
pharmacist in communities vulnerable to natural disasters.
Evaluating Service Quality in Pharmaceutical Education. David A.
Holdford and Thomas P. Reinders, Virginia Commonwealth University.
Objectives: To develop and test a measure of service quality for pharmaceutical
education. Methods: A 38-question instrument was adopted from the
SERVPERF instrument of Cronin and Taylor (1992). The instrument was
refined based on a literature review, school administration input, and previous
unpublished research on educational service quality by one of the authors.
Eighty-five students in their fourth and final year of pharmacy school completed
the questionnaire, which asked to evaluate school service performance
along the dimensions of learning resources, faculty, and administration.
Demographic data were also collected. Results: Linear regression analyses of the
37-item questionnaire (one item was dropped due to poor reliability) on criterion
variables demonstrated that the instrument explained 65% of response
variance for a six-item index of overall education satisfaction and 46% of
response variance for a five-item index of school commitment. Demographic
variables were unrelated to SERVPERF responses. Internal reliability of subscales
were established with Chronbach’s alpha for learning resources (0.79),
faculty (0.93), and administration (0.91). Simple linear regressions of subscales
found each to offer significant explanatory power for overall satisfaction
and commitment. Stepwise linear regressions of the three subscales found only
administration and faculty offered significant explanation of overall satisfaction
and commitment. Due to multicollinearity these results should be viewed
with caution. Exploratory factor analyses of the subscales showed single factors
for learning resources and administration and a two-factor solution
(TRUST and CAPABILITY) for faculty. Implications: This research demonstrates
a service quality instrument that significantly explains student evaluations
of satisfaction with their education and commitment to the school.
Assessments of administration and faculty were most important in determining
student satisfaction and commitment. Further research is necessary to explore
how service quality assessments vary throughout each year of the professional
program and after graduation. The dimensional nature of faculty service
quality also needs to be examined.
Using a Transtheoretical Model Approach to Teaching Patient
Counseling Skills. Jan Kavookjian and Bruce A. Berger, Auburn University.
Course Objective: The Professional Communication course objective is to
help develop positive, therapeutic relationships with patients through effective
communication skills (empathy, assertiveness training, effective listening, etc.)
and other behavioral interventions. Using a Transtheoretical Model of Change
(TMC) and Motivational Interviewing (MI) framework, the learning of specific
communication skills is integrated through the structure of patient counseling
(patient history taking, provision of drug information to the patient, followup
care, etc.). The TMC is a well-validated model of behavior intervention
involving the way people naturally progress towards change through sequential
stages of readiness. Motivational Interviewing is a menu of brief strategies
incorporating stage-specific motivational interventions. Methods: Students
100S American Journal of Pharmaceutical Education Vol. 64, Winter Supplement 2000

participated in communication exercises implemented through MI strategies:
group assignments, active learning exercises, trigger tape role-playing, a
video-taped mock patient counseling encounter. Assessment occurred using
exams and evaluation of projects and assignments. Student Outcomes:
Demonstrated proper identification of TMC stage and stage-appropriate communication
skills. Used group management, role-playing, and critical thinking
in carrying out stage-specific MI strategies. Exhibited retention of these skills
in milestone exams which assess students’ abilities to incorporate all material
learned for the year. Implications: This course incorporates the learning of
effective communication skills; additionally, it integrates these skills within the
framework of strategies relevant to the patient counseling encounter. This integrative
activity provides the learning reinforcement of practicing communication
skills within a framework relevant to an actual pharmacy practice experience.
The Relationship between Ethical Reasoning and the Perception of
Difficulty with Ethical Dilemmas in Pharmacy Students. David A. Latif,
Shenandoah University. Objectives: To examine the relationship between
pharmacy students’ ethical reasoning and their perceptions as to the difficulty
of ethical problems commonly found in pharmacy practice. Based on
Cognitive Moral Development (CMD) theory, it was hypothesized that those
students who were more advanced in their ethical reasoning would perceive as
less problematic common ethical dilemmas faced by pharmacy practitioners.
CMD theory would suggest this because more morally developed students are
likely to have a greater ability to solve common pharmacy practice ethical
dilemmas. Methods: A convenience sample of fifty-nine second year pharmacy
students taking a required communications course were given the Defining
Issues Test [Rest, 1986 (used as a proxy for ethical reasoning)] during the last
week of the semester. In addition, they were given a modified version of the
Ethical Dilemmas in Pharmacy scale that was used in a previous study
(Haddad, 1991). Results: The hypothesis was supported (r=-0.287) at the 0.05
alpha level. Implications: 1. Illuminates the need for pharmacy educators to
focus on educational interventions that enhance students’ ethical reasoning. 2.
Interventions may include strategies that have been shown to enhance moral
development (e.g., small group ethical dilemma case discussions). 3. Schools
of pharmacy may consider the use of ethical reasoning assessment as one criterion
in the admissions process of pharmacy students. This may result in
admitting students who are more adept at ethical dilemma resolution.
Influence of Dispositional Optimism on Health Perceptions of
Chronic Headache Patients. Anandi V. Law, Western University of Health
Sciences, Dev S. Pathak, The Ohio State University. Objectives: The purpose
of this study was to examine the influence of dispositional optimism on health
status perceptions of chronic headache patients, based on evidence in health
psychology that optimism correlates with better actual and perceived outcomes
since optimists tend to be pro-active in working towards desired health goals.
Methods: Newly diagnosed chronic headache patients were administered preand
post-intervention surveys measuring headache patterns and health status
(rating scale and SF-36V). In addition, the pre-survey measured dispositional
optimism using Life Orientation test (LOT) and the post-survey measured perceived
change. Results: The analysis, based on 100 matched pre-post surveys,
showed a significant change (decrease) in reported pain severity from pre- to
post-survey. A median split on LOT scores divided patients into high and low
optimists. Overall, high optimists had higher scores on health status than low
optimists. This result was significant for the rating scale and pre SF-36V but
not for post-SF-36V. Change scores were not statistically different for high and
low optimists. In effect, the difference in pre-post scores was lower for high
optimists; possibly explained by higher baseline scores and statistical regression
to the mean. Implications: High optimists reported higher perceived
health status, but lower change in health status. Further research could examine
if modifying optimism in patients may be effective in improving preventive
behaviors and pro-active adherence to therapy.
Analysis of Traffic Intensity in a Community Pharmacy at Various
Dispensing Times and its Impact on the Delivery of Patient-Centered
Pharmaceutical-Care (PCPC). Hisham Mahrous, Midwestern University-
Glendale. Objective: To measure the traffic intensity (TI) in a community
pharmacy at various dispensing times to assess the impact of pharmacy stress
on the delivery of patient-centered pharmaceutical-care (PCPC). Methods:
Unobtrusive observation of three pharmacy events (telephone calls, prescriptions,
and patient counseling) for six weeks were collected by recording field
notes about times that these activities were presented to the Pharmacy.
Results: Traffic intensity between 1.04 and 4.36 was observed for a dispensing
time of two, three, four, five, and six minutes. 68% of the pharmacist’s time
was spent on a non-clinical activity (dispensing medications) where phone
calls and patients counseling accounted for 18% and 14% respectively. Nonclinical
activities can be performed by technicians and automation. This will
allow some free times for pharmacists to practice pharmacists care. Graphs
illustrated that the dispensing system breaks or becomes inefficient between
four and five minutes of dispensing time. Implication: Traffic Intensity is very
important concept to the practice of pharmacy. Pharmacists and managers are
able to predict stress, optimize labor cost and workload, and foresee how much
the system is busy using the TI concept.
Measuring the Influence of a Restructured Communication Course
on Self-Perceived Communication Competence and Communication
Apprehension. David J. McCaffrey III, John P. Bentley, Alicia S. Bouldin,
Donna S. West and Noel E. Wilkin, The University of Mississippi. Objectives:
The events in today’s evolving health care system necessitate effective communication
skills among pharmacists. Existing evidence suggests that as many
as 20-25% of practicing pharmacists and pharmacy students exhibit some type
of communication apprehension. This investigation was undertaken to measure
the potential impact of a restructured communications course on communication
apprehension and communication confidence. This course provided students
with extensive practice opportunities and small group interaction and
exposure to multiple faculty. This format represents a change from its previous
lecture-based format. Methods: During the first and last meetings, students
completed the Self-Perceived Communication Competence Scale and the
Personal Report of Communication Apprehension Scale. Participation was
voluntary and 67 students completed both the pretest and posttest measurements
(89.3%). Results: Pretest-posttest differences showed an increase in
communication confidence (CC) (P

measuring demand for pharmacist services. 25 Pre-assigned groups each chose
one pharmacy from the chain to conduct their study. After being trained, students
visited their pharmacies to administer questionnaires. The chain provided
incentives to consumers to participate. Students compiled and analyzed data
using SPSS statistical software. Groups prepared reports for their pharmacies
including results and recommendations to management. A project evaluation
was administered to determine if objectives were met and what improvements
could be made. Outcomes: Students gathered data from 2,822 consumers.
Results indicate consumers have positive attitudes towards pharmaceutical
care and that demand exists for a variety of services. Results of the project
evaluation show students believe the objectives were met. Students felt the
instructor and chain provided adequate support, and their groups worked effectively.
Some felt uncomfortable administering the questionnaire, while others
felt computer resources were inadequate. Students appreciated learning how
consumers feel about pharmacist services. Implications: While the project
achieved its objectives, this would not have been possible without significant
time and resource commitments. Recommendations include performing the
project with smaller classes, allowing students to choose their own groups, and
providing additional computer resources.
ADMINISTRATIVE, INSTITUTIONAL &
PROGRAMMATIC ISSUES
Significant Factors for Predicting the Academic Success of
Pharmacy Students in a New Curriculum: A Four-Year Study. Marie A.
Chisholm, Henry H. Cobb, Kenneth Duke and Joseph T. DiPiro, University of
Georgia. Objective: To identify significant factors that predicted academic
performance of first, second, third, and fourth-year pharmacy students at the
University of Georgia. Methods: All students who entered the College during
the new curriculum from 1995 through 1998 were included in the study. A total
of 418 pharmacy student records were used in the analyses. Forward stepwise
multiple regression analyses were performed to correlate students’ first-, second-,
third-, and fourth-year pharmacy grade point average (GPA) with independent
variables of PCAT scores, pharmacy school interview scores,
prepharmacy GPA, math-science prepharmacy GPA, and the achievement of a
four-year college degree prior to entering pharmacy school (degree). Results:
The most important factors for predicting students’ first-year GPA (n=409) was
PCAT verbal scores and the achievement of a prior degree, for second-year
GPA (n=295) was PCAT composite scores, and for third-year GPA (n=198)
was PCAT composite scores and students’ scores obtained on the pharmacy
school interview (P

Experiences. Janelle L. Krueger, Auburn University School of Pharmacy.
Longitudinal introductory practice experiences were implemented in conjunction
with the entry-level PharmD degree. Each week students spend time
assisting community-based patients with health and wellness needs. Students
are responsible for documenting their activities and assume greater responsibility
for patients’ health outcomes as their knowledge base expands. The primary
intent of the program is to develop strong patient caring and pharmaceutical
care skills. Objective. For improvement purposes, an assessment was
needed to determine program impact upon students’ patient care abilities and
their perceived impact upon patients/sites. Methods. A student survey was
completed following year two of the three-year program implementation
process. Results. The majority of students reported that their patient caring and
communication skills had evolved due to these experiences. Most students
enjoyed their patient(s) and felt a sense of responsibility to them. Some students
provided medication education or recommended drug-therapy changes,
but most students perceived their biggest impact as quality of life improvement.
One-third of the students reported increased confidence with patient
assessment skills and enhancement of other pharmacy courses through these
introductory experiences. Implications. Program strengths include the emphasis
on and acceptance of social responsibility and patient caring skills by future
pharmacists. Improvement areas include further incorporation of physical
assessment and strengthening ties to didactic courses. A system to more accurately
capture student impact on the patient/site is also necessary. Students
often overlooked or minimized their accomplishments beyond improving quality
of life.
A CD-ROM/Web-Based ACPE Self-Study. A. Wayne Pittman, Robert
P. Shrewsbury, Kenneth F. Bastow, William H. Campbell, Dale B. Christensen,
Kami A. Dell, Kimberly H. Deloatch, Pamela U. Joyner and Ralph H. Raasch,
University of North Carolina. Objective: The Faculty’s Accreditation Self-
Study Steering Committee developed a novel reporting mechanism to serve the
long-term interests of the School and inform the American Council for
Pharmaceutical Education (ACPE) of progress in curricular and programmatic
development. Methods: The Committee developed an entirely electronic
report employing CD-ROM and Internet technologies in consultation with
ACPE. The report incorporated video vignettes introducing major report components
such as mission, curriculum, and student services; hypertext links to
key School documents; photographs; and Internet links to School, University,
Health Sciences Library, and UNC Hospitals. Results: In January 2000, ACPE
continued accreditation of the Doctor of Pharmacy curriculum for a full six
years. Feedback from ACPE regarding the Self-Study and its format was favorable
and encouraging. Site-Team members shared mixed reactions to the completely
electronic report, ranging from enthusiasm to frustration. Frustration
stemmed from technical difficulties in accessing report elements that can be
easily resolved. Some found the Self-Study format quite useful while others
described impediments to their customary work style. An electronic glossary/index
to aid navigation would have been aided both. Implications:
Electronic reporting is a creative format for future ACPE self-studies. With
Internet pages and electronic documents as their basis, electronic reports offer
utility in quality assessment and “instantaneous” Self-Study for accreditation
purposes.
Pharmacy Admissions: Getting the Right Applicant at the Right
Time with Less Effort. Kenneth W. Lem, Candy Tsourounis, Robin Corelli
and Luigi Lucaccini, University of California, San Francisco. Objective: To
improve the effectiveness and efficiency of the UCSF School of Pharmacy
admissions process. Method: Beginning in 1996 the admission process was
reviewed by faculty-staff task forces with the assistance of a consultant.
Changes were made to: criteria related to applicants’ oral and written communication
skills, biographical data collection, data required in letters of recommendation,
pre-screening of applicants, scheduling of interviews, interviewer
training, team (2-person) interviewing of applicants, resolution of differences
in rater decisions, and procedures to adjust weightings of admissions criteria
from year to year. Results: Faculty members experienced in the old and the
revised admissions processes rated both (a) quality and completeness of application
materials and (b) quality of admissions decisions, as being improved
under the new procedures. Ratings of individual applicants made separately by
interviewers, but based on team interviews, were closer together under the new
process than before. Similarly, final recommendations regarding individual
applicants by admissions committee members were closer together, with fewer
applications referred to a conflict resolution process at the final stage. We estimate
the overall amount of person-hours saved in the admissions process as
more than 40%. Implications: Review and revision of admissions procedures
has resulted in higher quality applicant data and increased rater and reviewer
reliability. These improvements support the belief that the quality of admissions
decisions has been enhanced.
Faculty Resource Guide Development. Michelle A Fritsch, Tina M
Harrison, Stephen H Fuller, Carlos C da Camara and D Byron May, Campbell
University. Objective: To enable the success and maturing of new faculty, the
faculty resource guide was developed. It incorporates the annual report criteria
and promotion and tenure criteria with the goal of helping a faculty member
stay on target for timely promotion. Process: Five faculty from all academic
ranks analyzed the need for organized new faculty mentoring and designed this
method to facilitate that process. The fact that Campbell University School of
Pharmacy faculty are spread out geographically enhanced the need for a complete
and user friendly tool. Information incorporated in to the tools comes
from available literature, calls to other schools of pharmacy, and the needs of
new faculty at Campbell. Two coordinating documents resulted. Outcomes:
The New Faculty Survival Kit chronologically walks a new faculty member
through the first six months of employment. A check list with corresponding
contact person for each task helps assure the faculty member gets all necessary
tasks completed to begin a successful academic career. The Promotion and
Tenure Document Summary walks the faculty member through the key elements
of this process with practical guidelines for success in each area.
Implications: Academic success is a difficult goal to achieve. When faculty
are spread geographically with many members practicing miles from the next
faculty member, frequent mentoring is difficult and often overlooked. This
guide is designed to facilitate success for each faculty member.
Graduate Employability: A Longitudinal Comparison of Preceptors’
Opinions of Hiring Clerkship Students. Lynda H. Oderda, University of
Utah, Dana Purkerson Hammer, University of Colorado Health Sciences
Center. Objectives: One measure of success of the educational process is the
interest of potential employers in new pharmacy graduates. The purpose of this
descriptive study was to analyze and compare five years of data from preceptors
about their willingness to hire pharmacy students taught on clerkships.
Methods: Starting in 1994 surveys were collected from PEP preceptors at the
end of each rotation to provide feedback to graduating students on their
employment potential. Preceptors rated students on communication skills,
problem-solving skills, initiative, motivation, independence, teamwork, punctuality,
professionalism and maturity, and commented on why they would (or
would not) hire individual students. Preceptors were instructed to assume students
had the requisite skills and experience for that practice setting. Survey
results from five academic years were compared in the following areas: student
gender, age, degree program, year of graduation, and type of rotation. Results:
Significantly higher mean ratings were found for females vs. males and
PharmD vs. BS students. Over 71% of students received unanimous “would
hire” comments from preceptors. Implications: Recent discussions in academia
have focused on educational outcomes. One of the most important measures,
from a graduate’s viewpoint, is how sought after they are by potential
employers. These foundational data can be compared to future data as student
demographics shift from B.S. to PharmD programs, helping to identify areas
requiring attention.
Program Assessment Activities at Colleges of Pharmacy. Eric G.
Boyce, University of the Sciences in Philadelphia. Objectives: The goal of this
project was to determine the extent of PharmD program assessment activities
at colleges of pharmacy. Methods: A survey was sent to colleges of pharmacy
in December 1999. Results: A total of 43 (53%) of the 81 colleges responded.
Assessment activities were formalized in 36%, informal in 27%, and being
planned in 36% of the colleges. The individuals involved in assessment activities
included faculty in 84% of the colleges, deans and associate/assistant
deans in 79%, students 44%, alumni 33%, other administrators and staff each
23%, and others 10%. The committees used in assessment activities included
curriculum committees in 44% and assessment committees in 26%.
Formalized or informal assessment activities had been in place 2.6 years on
average (range 1 month to 8 years). Assessment data were collected every 6
months on average (range: every week to 12 months) either routinely (in 83%)
or sporadically (in 17%). Assessment data were collected from limited sources
in 19%, numerous sources in 63% and essentially all sources in 19%.
Assessment data were used for curricular/course revision: minimally in 4%,
somewhat in 54%, and extensively in 42% of respondents. Respondents indicated
the need for additional information and resources on assessment.
Implications: Program assessment activities are a common activity at colleges
of pharmacy. There appears to be a need for providing and sharing assessment
information and methods.
Utilizing APE Student Interventions as a Curriculum Assessment
Tool. Raylene M. Rospond, Bradley P. Tice, Sandra J. Dirks and Heather A.
Donovan, Drake University. Objectives: The purpose was to identify potential
curricular areas of strength or weakness in preparing students to solve drugtherapy
problems (DTP). Methods: In 1999, a random sample of 453 interventions
completed by PharmD and B.S. was selected from a possible 6720
(6.7%) to be analyzed. Data collected included: pt. sex, DTP problem, method
of DTP identification, DTP type, DTP risk, recommendation, intervention
activity, expected outcomes, and results. For analysis, DTP were classified into
7 major categories. DTP identification and intervention activities were classified
either as requiring a proactive or reactive student response. Results: The
mean interventions in each DTP category was 64 ± 22.7 (36-108). All DTP cat-
American Journal of Pharmaceutical Education Vol. 64, Winter Supplement 2000
103S

egories accounted for 11-16% of the total except for compliance issues (8%)
and ADR issues (24%). Actual vs. potential DTP were evenly distributed (52%
vs. 48%). 324 (72.3%) DTP were identified as involving moderate to serious
patient risk. Identification and resolution of DTP required proactive student
activity in 314 (69.3%) and 324 (72.3%) of cases, respectively.
Recommendations required a change in drug therapy in 80.6% of the interventions.
Overall 328 (81.6%) of the recommendations were accepted.
Implications: Curricula should be examined for time and depth dedicated to
compliance issues. The % of proactive identification and resolution of DTP
reflects positively on the programmatic outcomes of communications, problem-solving,
decision-making, values and ethics.
Faculty Activity System Tracker®: A Computer Program for
Tracking and Reporting Faculty Activities. Patricia L. Lurvey, Midwestern
University. Objectives: In a re-structuring of the faculty annual developmental
review process, the College called for a computer program to assist faculty
in capturing the types of information required based on Boyer’s classification
of scholarly work. The program was to be user-friendly, reduce redundancy in
faculty reporting, and work across platforms. Methods: Filemaker Pro
Server® was selected as the base program. The faculty activity areas are:
teaching (didactic, experiential, and other), scholarly (grants, projects, proposal
writing), service (committee, patient care, other), writing, mentoring, and
professional development. Also included is a file of faculty information (campus,
home directory, personnel information, previous employment history, and
organization memberships). Activities may be classified by both the traditional
Teaching-Research-Service rubric and by Boyer’s classification of
Application-Discovery-Dissemination-Integration. Security features include
faculty access restrictions to their own individual records and administrative
access restrictions to administrative report features. The program resides on the
university intranet. Outcomes: Individual reports for faculty assess their own
activities and time management, monthly activity reports, annual review
report, and an updated curriculum vita. Administrative reports include monthly
activity reports and other various work activity counts. Implications: This
program should ease documentation and record keeping for faculty and generate
reports with little effort. The rate limiting step with this, or any information
system, is whether information is entered.
Partnering with a Community Pharmacy Network to Promote
Practice Enhancement and Research. Alan Zillich, Karen Blumenschein,
Patricia Freeman Bryan Yeager and Ralph Bouvette, University of Kentucky
College of Pharmacy, American Pharmacy Services Corporation. Objective:
To describe the University of Kentucky’s research and practice enhancement
relationship with a Community Pharmacy Network (CPN). This relationship
provides a fertile research environment for faculty and student research projects,
as well as an excellent opportunity to enhance pharmacy practice
throughout the state. Methods: We established a relationship with American
Pharmacy Services Corporation (APSC), a cooperative of independent pharmacies
with over 160 members located throughout Kentucky. A subset of
APSC pharmacies has formed a practice-based research network that is geographically
diverse and has sufficient numbers of patients to assure generalizibility
to the average Kentucky patient population. Results: To date, three
extramurally-funded, collaborative research projects have been conducted utilizing
18 network pharmacies; two focused on social and administrative science
research questions, while the third was a pilot disease management initiative.
Two additional projects are ongoing, and three others are in final planning
stages. Implications: CPNs provide an excellent mechanism for faculty
to collaborate with community practitioners on research projects. A primary
advantage of utilizing a CPN for outcomes research is the ability of the network
to link relevant clinical questions with rigorous research methods in community
settings to produce externally valid results in a timely fashion. These
networks are also valuable resources to obtain patient-derived data that may be
useful in social and administrative science research.
Lecture Outcome - Cape Outcome Review (LOCOR) Project. Robert
P. Shrewsbury and Kimberly H. Deloatch, University of North Carolina.
Objectives: In 1993, the School developed curricular competencies for an
entry-level PharmD program, which enrolled its first class in 1996. In 1998,
AACP proposed the CAPE Outcomes as national standards for pharmacy curricula.
The LOCOR project was developed to compare the current PharmD
curriculum to the Outcomes for the purpose of revising competency statements
and instruction to more closely align with CAPE recommendations. Methods:
Following each class meeting of a required course, pharmacy faculty receive
an e-mail request for a summary of primary learning objectives for that session.
Responses are posted daily at a website by class, instructor name, and
date. Students and faculty are encouraged to view the evolving information.
Results: Data collection for the LOCOR project is ongoing through this academic
year. The School’s evaluation team will match lecture information to
CAPE Outcomes and present results of the analysis to faculty at the end of the
spring semester. Implications: LOCOR provides the School with its first
analysis of actual course content in comparison with currently available curricular
standards. Daily postings clarify learning expectations, enhance the students’
ability to focus on key points, and enable faculty to create relevant evaluation
tools and integrate content between courses. The complete LOCOR data
set will help faculty identify outcomes currently met (or not), and to revise outcome
statements and course content to more closely align with outcomes
deemed essential for the professional curriculum.
Implications of Advanced Pharmacy Practice Experience
Placements. Cecilia M. Plaza and JoLaine R. Draugalis, University of Arizona.
Objectives: The purpose of this study was to assess relevant variables of
advanced pharmacy practice experience placements in entry-level PharmD
programs and to serve as a follow-up to surveys conducted in 1991-1992 and
1994-1995. Methods: Questionnaires were mailed to all 81 accredited colleges
and schools of pharmacy to obtain information regarding entry-level PharmD
programs. Results: The number of institutions offering a PharmD degree has
increased from 64 to 80 since the 1995 study. Sixty-two percent (50/81) of
practice experience coordinators responded. The number of students per institution
scheduled for the 1999-2000 academic year ranged from 0 to 203 with
a median of 75 per institution. When asked how difficult it would be to find
sites within the next three years, 40 percent (19) of coordinators replied the difficulty
would be five or greater on a seven-point scale (mean 4.18±.23).
Ambulatory care, community, and institutional sites were the three most commonly
required rotations; whereas, the three most difficult sites to obtain were
ambulatory care, internal medicine, and community. Implications: Eighty percent
(36/45) of schools cited an increase in inter-school competition for acquisition
and retention of sites in the past three years. In that same time period, the
number of sites which have withdrawn participation ranged from 0 to 23 with
preceptors moving and staffing changes cited most often as reasons for loss of
a site.
Faculty Mentoring Program (FMP). Caroline Zeind, Phil Wizwer, Carl
Fasser, Kate MacDonald, Christine Parkhurst, Juanita Kim and Martin
Zdanowicz, Massachusetts College of Pharmacy and Health Sciences.
Objectives: To establish and evaluate a formal FMP supporting academic
career development of new faculty (NF); components include guidelines for
mentors, assessment tool, workshops, and individual mentoring. Methods: A
Mentorship Committee (MC) was formed to establish a formal FMP.
Guidelines were drafted to assist mentors in the mentorship process; the MC
targeted its “pilot” FMP to NF beginning first academic year appointments
(09/99-06/00). Senior faculty (SF) were invited to serve as mentors. A convenience
sample of seven SF - NF pairs were assigned and invited to an orientation
workshop designed to provide NF with information regarding faculty support.
The orientation included a pre-test survey assessing perceived level of NF
and SF abilities in aspects of teaching, service, and scholarship; this survey
will be readministered as a post-test at the end of the academic year. Each pair
meets monthly. Workshop topics include course development, leadership,
classroom skills, exam writing, curriculum revision, and grant writing.
Results: Pre-test survey indicates NF felt “unprepared” to develop new courses,
revise curriculum, write grants, and develop culturally sensitive learning
experiences. In contrast, SF felt “prepared” in these areas. A comparison of
pre-test and post-test survey results and workshop information will be presented.
Implications: Assessment tools provide important feedback regarding perceived
needs and perceived growths of NF and SF involved in the mentorship
process. Mentoring, along with workshops, should target identified NF needs.
The Pharmacy College Admissions Test (PCAT) as a Predictor of
Success at The Ohio State University. Katherine Kelley, The Ohio State
University. The purpose of this study was to determine the capacity of the
PCAT to predict success in OSU’s professional programs. The results were
used to recommend whether the PCAT should remain an application requirement
at OSU. Regression analysis was used to determine the predictive nature
of pre-pharmacy GPA and PCAT scores alone and in combination. The dependent
variable was first-quarter pharmacy GPA. In addition, first quarter GPA
was tabulated by decile of PCAT composite percentile in order to evaluate possible
trends. Data were gathered from the files of pharmacy students entering
OSU in 1997, 1998, and 1999. PCAT scores and pre-pharmacy GPA were significant
in the regression models with the contribution of each of these variables
as follows. The R 2 values for the regression model (N=359) predicting
first quarter pharmacy GPA using PCAT alone as a predictor (R 2 =0.246); for
pre-pharmacy GPA alone (R 2 =0.181); and for the two independent variables
together (R 2 =0.356). The analysis of average pharmacy GPA by PCAT decile
indicated that below a composite percentile score of 40, the average first-quarter
GPA fell below 2.0. Implications of this research for the admissions committee
at OSU are the following: PCAT used in combination with pre-pharmacy
GPA is meaningful in assessing applicants to pharmacy school, and applicants
with PCAT composite percentile scores below 40 should be given particularly
careful attention.
EDUCATIONAL RESEARCH
How Prepared Are Students for Clinical Rotations? Students’ and
104S American Journal of Pharmaceutical Education Vol. 64, Winter Supplement 2000

Preceptors’ Perceptions. Michelle T. Assa and Ruth E. Nemire, Nova
Southeastern University. Objectives: The objectives of this study are: i) to
provide a baseline for comparison of students’ preparedness for clinical rotations
after completing didactic coursework in separate curricula, ii) to characterize
the relationship between students’ work experience and their perception
of preparedness for rotations. Methods: Prior to beginning clerkships, students
completed a questionnaire designed to measure the extent to which they felt
prepared for clerkships. Students were asked to rank on a Likert-type. scale
from 1 (not at all) to 7 (completely), how prepared they felt to perform 20 tasks
and 1 additional item assessing general preparedness. Preceptors completed a
questionnaire, after students’ first month of clerkship, ranking how well students
performed the tasks. Comparisons were made between student and preceptor
evaluations. Results: 95 students and 60 preceptors completed the questionnaire.
Students felt less prepared to begin rotations than preceptors perceived
them to be. Significant differences were found between students’ and
preceptors’ perceptions of students’ ability to perform 15 of the tasks (P

Professional Skills Development course sequence. CCOP collects data from
first-year students and preceptors participating in early experience rotations;
students evaluate preceptors and vice-versa. Results: Preliminary factor analysis
shows instrument items load similarly to data from a national study conducted
the previous year. Other data are undergoing analysis and will be presented.
Implications: Continued testing and validation of the Behavioral
Professionalism Assessment form in a variety of populations and formats will
provide educational programs with tools and processes to aid in the difficult
measurement of students’ professional behavior.
Pharmacy Students’ Perceived Need for Culture-Based Education in a
Patient-Focused Course. Carol J. Hermansen, Richard R. Cline and Betty
Chewning, University of Wisconsin-Madison, Sonderegger Research Center.
Objectives: First-year pharmacy students’ perceived needs for learning about
cultural issues in a patient-focused course were studied. Students’ demographics
were hypothesized to be predictors of these perceptions. Methods: A random
sample of students (N=58) were surveyed before the cultural unit, and all
students (N=117) were surveyed afterwards. Perceived needs were measured
using a 7-item summated scale (Cronbach alpha=0.80). Results: Student
demographics include: 70% female, 25% > 24 years old, 14.5% minority ethnicity,
7.7% born outside of the U.S., and 65% with pharmacy work experience.
Using OLS regression, gender (P=0.033) and age (P=0.052) were found
to predict perceived need prior to the culture unit. Female and returning students
(> 24 years) perceived a greater need for cultural pharmacy education. In
post-test surveys only gender predicted perceived need of the cultural subject
matter (P=0.001). In this sample population, being of minority ethnicity, having
pharmacy work experience and a non-U.S. birth were not significant predictors.
Implications: Study findings suggest that as pharmacy school enrollment
of women and returning students escalates, greater student acceptance of
culture-based curricula will follow. For some students who are younger and
male, pharmacy-related cultural issues may need to be made more salient. We
recommend regional cultural differences and student demographics be considered
in developing such curricula.
Evaluation of the Waiver Program Utilized for Fourth Year PharmD
Students at the University of Michigan College of Pharmacy. Kiela M.
Samuels, The University of Michigan. Objectives: The Experiential Training
Waiver Program was developed to address the challenge of providing students
with well-balanced pharmacy practice experiences. The objective was to determine
the value of this program as perceived by pharmacy students after graduation.
Methods: The experiential training waiver program allows students to
waive out of the required community and/or hospital rotation if they have
obtained the required amount of hours and skills while previously working as
an intern at either site. A 42-question survey was developed and mailed to 220
graduates from the University of Michigan College of Pharmacy between 1993
and 1997. Results: The response rate was 73%. Of those 161 respondents, 139
(86%) reported obtaining internship experience at some point during their
pharmacy education. Fifty-seven percent of responders chose to utilize the
waiver program and elect a rotation of greater interest to them than the community
or hospital pharmacy practice rotation. Of those, 52% reported that the
replacement rotation had a significant impact on their career choices in pharmacy.
Pharmaceutical care competencies between students who gained community
and hospital experience through an internship versus students who
obtained experienced solely through a five-week externship were also evaluated.
Overall, interns gained greater pharmaceutical care competencies in community
and hospital practice than the five-week externship student experience.
Implications: The results of the study will be made available to faculty members
implementing changes to the curriculum and to other colleges of pharmacy
wishing to adopt a similar program for their students.
Online and Classroom Activities: Active Learning in
Pharmacotherapy. Anthony E. Ranno, Thomas A. Birk and Jeffrey N.
Baldwin, University of Nebraska Medical Center. Objectives: To promote
active learning, and to provide supplementary and elaborative review material
asynchronously in a new Pharmacotherapy course. Method: Pharmacotherapy I
was offered for the first time in the revised curriculum in the PharmD program
at UNMC. Pharmacotherapy I is a team-taught course that integrates biomedical,
clinical, and pharmaceutical sciences. All students attend daily lectures
and weekly small group sessions on the UNMC campus over three
semesters. The web-based component of the course was implemented using
LearningSpace. LearningSpace is a course management system by Lotus that
enables the creation of web-based course materials and activities. To orient students
to LearningSpace at the beginning of the semester, students completed a
series of activities in a practice course developed by our IT unit using
LearningSpace. Faculty members post course materials directly to the
Pharmacotherapy LearningSpace site. Supplementary lecture notes,
PowerPoint slides, patient case studies, small group projects, links to Internet
resources and practice exams are distributed to students via LearningSpace.
Results: All students were asked to complete an evaluation of the
LearningSpace practice course. Formative evaluation will be done throughout
Pharmacotherapy I, and a summative evaluation will be completed at the end
of the initial and subsequent semesters. Implications: Active learning, collaborative
learning, and asynchronous access to course resources are important to
student learning in a classroom based Pharmacotherapy course that integrates
content previously taught in separate courses.
The Impact of a Doctor of Pharmacy Drug Information Rotation on
Students’ Computer Skills. Linda R. Young, Jerry R. Phipps, Jr., J. Douglas
Wurtzbacher, Lori N. Justice and C. David Ancell. University of Tennessee.
Objective: To measure the difference in computer skills of final year Doctor
of Pharmacy students after completing a one-month drug information rotation.
Methods: Exercises were developed to objectively assess competency and
efficiency at using basic features of eight computer programs or databases that
are routinely used at a university-based drug information center. Students completed
the pretest on the first rotation day before orientation. They completed
the same exercises on the last rotation day. The time required to complete the
exercise for each program was also recorded. Results: Fourteen of fifteen students
during five monthly rotations completed both the pretest and posttest and
were included in this evaluation. All students improved in the number of items
correctly completed, with a mean per student improvement of 10.7 items
(range 2 to 20). Thirteen of 14 students (93%) completed the exercise more
quickly with a mean per student decrease in time of 44.3 minutes (range ±6
min.). Overall, students correctly completed 22% more items in 37% less time.
Additional results of this outcomes study will be presented. Implications:
Daily use of computers and databases during a one-month drug information
rotation improves students’ computer skills and efficiency. This has implications
for their performance on future rotations and in their future pharmacy
practice.
Employer Satisfaction with Skills and Attributes of Pharmacy
Graduates. Nicholas R. Blanchard, Randy C. Thompson and G. Dennis
Clifton, Washington State University. Objectives: The objective of this study
was to determine pharmacy managers’ overall satisfaction with the skills and
attributes of graduates of the WSU College of Pharmacy. Methods: A “customer
satisfaction” survey was developed through a focus group process of
pharmacy practitioners from several settings and a pilot survey of pharmacy
managers. The final survey was mailed to 286 randomly selected pharmacies
representing 25% of all pharmacies in Washington State. A stratified sample
representing pharmacy types was created. Importance-performance assessment
(Martilla and James) was employed to measure satisfaction with pharmacists’
skills. Results: 107 of the completed surveys were returned for a 37.4%
response rate. The four skills identified as most important were: knowledge of
prescription drugs and interactions; an open attitude and willingness to learn;
communication skills; and attention to detail. Graduates top skills were identified
as an open attitude and willingness to learn; attention to detail; the ability
to use strong counseling skills; possessing a positive attitude; and a healthy
sense of humor. Based on a gap analysis, the skills that employers were least
satisfied with were: knowledge of third party payer practices, communication
skills, knowledge of prescription drugs and interactions, ability to address
problems with common sense, and eagerness to work with people.
Implications: Information gathered from this study will be used for curriculum
design and to develop course content within the College of Pharmacy at
Washington State University.
A Hybrid CD-Internet Delivery System for Pharmaceutical Care
Laboratory Instruction. Robert P. Shrewsbury, University of North Carolina.
Objectives: The Laboratory contains twenty compounding experiences.
Students can have up to a one-week delay between the scheduled pre-lab lecture
and actual experience. A hybrid CD-Internet CD-ROM was developed to
give students on-demand access to multimedia information about the laboratory
outside of the School. The CD-ROM allows students to review pre-lab
material in preparation for their laboratory. Methods: The CD-ROM was used
in the 1999-2000 academic year. A comparison of these students and the previous
year’s students (who did not have the CD-ROM) included individual laboratory
grades, results of product analysis, and time to complete the laboratory.
A survey was also completed by the 1999-2000 students. Results: Analysis
of the Fall semester data showed no statistical difference in time, grades, or
analytical accuracy between the two classes. A trend existed between improved
total laboratory grade and the usage of the CD-ROM. Students preferred to
either print the material, or view and print the material compared to viewing
the material alone. An analysis of the Spring semester will also be presented.
Implications: This is a new teaching method for UNC students. Their reliance
on printed materials indicates they are not acclimated to using newer online
delivery methods. The trend toward improved grades with CD usage was suggestive
of the technology’s benefit. The full benefit of the CD-ROM delivery
system will not be seen immediately but will take time to impact student learning.
Development of a General Student Survey to Document Professional
Socialization of Pharmacy Students and Attitudes toward Pharmacy
Curricula. Dana Purkerson Hammer, University of Colorado Health Sciences
106S American Journal of Pharmaceutical Education Vol. 64, Winter Supplement 2000

Center. Objectives: Design a self-administered instrument to collect data on
pharmacy students’ professional socialization and attitudes toward pharmacy
curricula on a yearly basis. Methods: Factors contributing to students’ professional
socialization were identified, including: social, academic and professional
integration; professional commitment; professionalism, clinical practice
and motivation to learn; and attitudes toward pharmaceutical care. Validated
scales measuring these factors were reviewed and selected for inclusion in the
instrument. Additional questions regarding the School’s auricular outcomes
and content, and roles of pharmacists and pharmacy schools were included.
Demographic information not already known from admissions applications
was collected. First-year students were emailed the survey as an attachment
during the first week of the fall semester. They completed the survey via computer
and returned them to the investigator via email attachment. Results: Data
are currently undergoing: 1) analyses to determine instrument’s reliability and
validity, and 2) factor analysis to identify the cohesiveness of the scales.
Preliminary results are positive regarding these aspects of scale development.
Complete results will be presented. Implications: Pharmacy schools are struggling
to identify tools to aid in measurement of students’ professional socialization.
A validated, comprehensive instrument administered on a yearly basis
would enable educators to track students’ change over time in relation to certain
demographic and auricular variables.
Managing High-Risk Elderly People in Community Based Settings:
Interdisciplinary Graduate Health Professions Education. Kiela M.
Samuels, The University of Michigan. Objectives: The program addresses a
gap in the training of health care professionals in interdisciplinary care. Our
objective was to develop, implement and determine the feasibility of an interdisciplinary
training program. Method: A curriculum was developed from the
collaborative efforts of faculty from The University of Michigan Medical
School, the School of Nursing, the School of Social Work and the College of
Pharmacy. Trainees from each of these health profession schools participate in
the month long training program. Key components of this training include
understanding managed care, health assessment screening, comprehensive
geriatric assessment, case management of frail elderly patients, and the recognition
and treatment of dementia. The training is provided through four didactic
sessions and four community-based exercises. Results: In the first year, 36
trainees completed the program. Approximately 60% of these trainees completed
a questionnaire evaluating the program. They valued their participation
in the program and report an increased understanding in both interdisciplinary
care and managed care for the elderly. Although both components were highly
rated, trainees rated the seminars better than the community-based activities.
For the program as a whole, the trainees were enthusiastic with 78% rating it
as either “Very Good” or “Excellent.” Implications: An interdisciplinary training
program directed towards the care of older adults is feasible. Furthermore,
the trainees indicate that the program was effective in increasing their understanding
of managed care and their confidence of working in a managed care
environment.
Characterization of Northeastern Residency and Fellowship
Opportunities. J. Andrew Skirvin, William B. Dreitlein, Sheila R. Botts, Tina J.
Kanmaz and Gladys M. El-Chaar, St. John’s University. Purpose: To
demonstrate the impact and need of a residency program at an accredited
College of Pharmacy a survey of residency and fellowship program directors
to characterize recruitment, compensation, availability and quality of applicants
was conducted. Methods: A previous survey published by Flaherty et al.
[Pharmacotherapy (1996); 16:271-279] was modified and utilized as a survey
instrument. Programs were identified from residency and fellowship listings
published by the American Society of Health-System Pharmacists and the
American College of Clinical Pharmacy. Programs selected for survey distribution
were in New York, New Jersey, Pennsylvania, Maryland, Connecticut,
and Massachusetts. Results: In February 1998, 93 surveys were mailed.
Responses were received from 51 of 93 (54.8%) program directors.
Information was provided for 27 pharmacy practice residencies (PPR), 19 specialty
practice residencies (SPR), and 12 fellowships (F). The mean number of
positions offered at each program were 1.7 PPR, 1.53 SPR, and 2.0 F; with the
mean number of positions filled at 1.63 PPR, 1.37 SPR, and 1.91 F. The mean
number of candidates interviewed for each program were 9.84 PPR, 9.18 SPR,
11.89 F. Additional data obtained included views on applicant numbers and
quality, recruitment difficulties, compensation, and benefits. Implications:
This survey provides information for comparing current post-graduate training
programs in the Northeast and the availability of applicants for such programs.
Pharmacy Students’ Self-Assessment of Competency on a
Nontraditional Ambulatory Care Rotation. Andrew M. Peterson and
Vadehra Rajni, University of the Sciences. Objective: The Ambulatory
Practice Group (APG) is a nontraditional approach to clerkship teaching, in
which precepted students are exposed to various practitioners (nurse practitioners,
physician assistants, physicians, etc.) in their own specialties throughout
an ambulatory care rotation. The purpose of this study was to evaluate the
quality of education delivered to doctor of pharmacy students on an APG rotation
through a self-perception survey. Methods: Forty-seven sixth- year doctor
of pharmacy candidates participating in an APG ambulatory care rotation
completed a pre and post rotation self-perception survey. The survey consisted
of the 44 approved objectives for all ambulatory care rotations. The students
assessed their own perceived competencies in each objective as a percentage
(from 0 to 100), before and after the rotation. The Mann-Whitney U test was
used to analyze the data. Results: There were 47 pre-test and 17 post-test selfperception
surveys evaluated. Of the 44 study objectives, the students perceived
a statistically significant increase in their achievement of 34 objectives.
Implications: The nontraditional ambulatory care experience increases pharmacy
students’ assessment of their performance and competency. This study
suggests that a nontraditional APG rotation can meet the same objectives as a
traditional ambulatory care site. Also, the study suggests the self-perception
surveys may be used in different ambulatory care settings to measure a pharmacy
student’s perceived competency level before and after the rotation.
Student Utilization of Optional Online Course Materials. Donald
Woodward, Rutgers University. Objectives/Intent: To determine if students
would utilize optional online supplementary materials, which had been
required in previous years. Methods: Web-based supplementary information
has been used in our pharmacokinetics course for three years. The material
contains summaries of each week’s lecture and patient-related examples of the
concepts covered in class. Students were required to complete a formative,
online quiz over the material each week. During the fourth year of this course,
the online information was posted at the course website and students were
encouraged to utilize it, but informed that the material was optional. There was
no required quiz. A survey about the online material was used to determine
when students accessed the material, reasons for not accessing, and how students
used the material. Results: Eighty-four students responded (97%). The
majority of students accessed the material just before exams (45%), while 19%
accessed weekly, 18% accessed only when class material was confusing, 12%
did not utilize the information, and 6% did not respond. Twenty-five students
gave reasons for not accessing the material. The majority (60%) felt they
would be better off studying notes from class, 28% did not have easy computer
access, and 12% felt it would be too time consuming. Of students using the
material, 87% reported printing it and reading it later. Implications: Faculty
should include a quiz or other required measures for online materials to ensure
students are keeping up with the material.
Does Early Experience Improve Student Observation Skills. Ruth
Nemire, Michelle Assa, Elizabeth Frenzel-Shepherd and Scott Swigart, Nova
Southeastern University. Objectives: To determine whether service learning
rotations improve observation skills to a greater degree than community or
hospital experiences. Methods: A new curriculum at NSU was implemented in
the fall of 1998. Each student will complete a total of 6 early experience rotations
including a rotation in hospital, community practice and a service learning
rotation. A pharmacy vignette was chosen from a videotape for each semester.
To make an objective measure of items three faculty members viewed a
videotape and compiled a list of observations. Members of the class of 2002
viewed a vignette each semester (watched twice each semester for a total of 3
vignettes for entire study). At the beginning of the semester students were
asked to view the tape and take 5 minutes to write down what they had
observed. Students viewed the same vignette at the end of the semester and
again asked to write what they saw and heard. The student responses were
counted by one faculty member and categories of observed (items matching
the faculty list), opinion, assumed or wrong items counted. Results: In the first
two semesters there were no significant differences in the number of observed
items between service learning and the community or hospital. Early analysis
indicates that as students progress through the program they offer more opinions
about what they view. Implications: Perhaps we are looking for the
wrong thing from early experience.
Teaching of Statistics and Research Methodology in Entry-Level
PharmD Programs. Conrad Dhing, Donna Dolinsky, Long Island University,
Timothy P. Stratton, University of Montana-Missoula, Karen Blumenschein,
University of Kentucky, Dara Bultman, University of Wisconsin-Madison, Lon
Larson, Drake University, Evan Robinson, Shenandoah University.
Objectives: Collect information on the teaching of Statistics and Research
Methodology in entry-level PharmD programs. Method: The AACP Social
and Administrative Sciences (AACP-SAdS) Curriculum Committee developed
a survey instrument to collect information on the teaching of Statistics and
Research Methodology in PharmD Programs. The questionnaires were sent via
electronic mail to Deans or Department Chairmen of SAdS for all colleges of
pharmacy listed in the 1999-2000 AACP Roster. The 18-item instrument elicited
information on course syllabi, instructors and their departmental affiliations,
student assessment tools, pre-requisites courses, and the required and
suggested texts for Statistics and Research Methodology. Results: The survey
is currently being administered and the results will be available in March.
Implication: Information collected from this survey will enable the AACP-
SAdS Curriculum Committee to review what, when, and how Statistics and
American Journal of Pharmaceutical Education Vol. 64, Winter Supplement 2000
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Research Methodology are taught in entry-level PharmD programs across the
country. It will also provide a consensus for developing a standardized syllabus
for Statistics and Research Methodology.
Faculty Outcome Assessment of a Student Shadowing Experience.
Martha L. Mackey and Joseph M. Brocavich, St. John’s University.
Objectives: To assess faculty perceptions of effectiveness of our innovative,
interdisciplinary, freshman shadowing experience. Methods: Last spring we
initiated a thirteen week shadowing course in the freshman year to expose students
to practice experience early in their curriculum. The course contained
community pharmacy experience, hospital pharmacy experience, a service
learning component and interaction with faculty from three different College
departments, who acted as facilitators. Course competencies and outcomes
were identified at course approval. We surveyed faculty who participated in the
course last year on course structure, competencies, and perceived outcomes
allowing them time to reflect on its impact on the preparedness of sophomore
students. The survey focused on: importance of the service learning component;
sharing of faculty responsibility across departments; class size; course
placement in the curricular sequence; and successful mastery of competencies.
At the end of this spring faculty will again be surveyed, focusing especially on
changed perceptions from those who participated previously and perceptions
of those not on faculty when the course was designed or new to the course this
semester. Results: Analysis of faculty surveys indicates strengths and weaknesses
in the conduct and placement of the course and suggests improvements
for implementation next year. Implications: The survey’s results will be
reported to the College’s Curriculum and Educational Policy Committee for
utilization in review of course competencies and curricular structure of the first
two years of our new curriculum.
Survey of Pharmacy Educators’ Professional Decisions and Values
and Ethical Dilemmas they Feel Should be Discussed in their Pharmacy
Curriculum. David A. Gettman and Darcy Grimm. University of New Mexico.
Objectives: The primary objective of this study was to evaluate and compare
the values used by pharmacy educators. A secondary objective of the study was
to identify and rank ethical dilemmas facing pharmacy practitioners. A third
objective was to evaluate hypothesized associations between these values and
ethical dilemmas. Methods: A survey was mailed to 146 pharmacy educators
who are current members of the Pharmacy Ethics Special Interest Group of the
American Association of Colleges of Pharmacy. An abbreviated and adapted
version of the Professional Decisions and Values Test by Rezler et al. (1990)
was utilized. For each of five brief vignettes there are three possible actions
and seven justifying reasons. Each of the reasons represents one of seven values
most commonly used to resolve ethical dilemmas: autonomy, beneficence,
confidentiality, harm avoidance, justice, professional responsibility, and truth
telling. Also, a list of forty-two ethical dilemmas was used that was generated
by a review of the extant literature. The questionnaire asked the respondent to
rank these dilemmas (and others s/he might add) as being of low, medium or
high importance. Results: Odds ratios and associated 95% confidence intervals
between the seven values and three groups of ethical dilemmas are reported.
Implications: This study provides novel information for the design and
effective teaching of important ethical dilemmas to pharmacy students based
on values.
Can We Predict a Student’s Capacity to Deceive? Amy M. Haddad,
Michael S. Monaghan and Paul D. Turner, Creighton University. Objectives.
The purpose of this study was to determine if a student’s tendency toward
deception correlates with personality trait measurements. Methods. At the
beginning of the semester, thirty-five students enrolled in a communication
course were randomly assigned to a standardized patient (SP) scenario involving
the use of a placebo. The student was to decide whether or not to inform
the patient about the placebo. All encounters were scored dichotomously:
either the student lied or not. Then, all students completed two paper tests,
which measure one’s propensity to deceive, the Paulhus Deception Scales
(PDS) and the Character Assessment Scale (CAS). At the semester’s end, a
similar SP case was again administered. The McNemar Test for Change was
used to determine if there was a change in the student’s propensity to lie in the
case following the communication course as an intervention. Point biserial correlations
were used to evaluate any associations between a student’s predisposition
to lie and their scores on the scales. Results. There was no change in a
student’s propensity to misinform the SP following the course as an intervention
(P=0.61). However those students (N=8) who consistently misinformed the
SP were associated with a lower score on the Impression Management (IM) scale
of the PDS (rpbis = -0.43, P = 0.01). Implications. Students with low IM scores
tend to deceive more easily than others.
Barriers and Strategies for Educating Pharmacy Students about
Detecting and Managing Substance Abuse. David A. Gettman, Patrick C.
Sosa and Ernie J. Dole, University of New Mexico. Objectives: The primary
objective of the study was to determine perceptions held by pharmacy educators
of barriers and strategies for educating pharmacy students in the effective
detection and management of substance abuse. A secondary objective of the
study was to identify differences in the answers based on respondent characteristics.
Methods: The investigators adapted information on the education of
physicians about substance abuse from a paper by Henry Dove (1999) to formulate
the survey. The surveys were sent to 201 pharmacy educators who are
current members of the Substance Abuse and Assistance Special Interest
Group of the American Association of Colleges of Pharmacy. Results:
Frequency counts and proportions were calculated and then ordered for
responses related to potential barriers to and strategies for educating pharmacy
students about detecting and managing substance abuse. We used the chi
squared test or, when appropriate, Fisher’s exact test to determine whether statistically
significant differences exist in the proportions of responses according
to respondent characteristics, e.g., year of graduation, gender, and attendance
at conferences on substance abuse. Odds ratios and 95% confidence intervals
are reported as appropriate. Implications: This study provides new and important
information for the design and effective delivery of substance abuse information
to pharmacy students. Pharmacy educators should use this information
to effectively address a myriad of substance abuse issues in pharmacy curricula.
Measuring Empathy Skills in Pharmacy Students. Michael S.
Monaghan, Cori L. Edmonds, Paul D. Turner, Edward M. DeSimone, Frances
C. Schneider and Amy M. Haddad, Creighton University. Objectives.
Empathy is important to effective communication. To date, no study in pharmacy
education has been done to show that communication classes affect
empathy skills in students. The purpose of this project was twofold: first, to
measure empathy skills before and after a communication course; and second,
to compare the applicability of two reliable measurements of empathy to pharmacy
education. Methods. At the beginning of the semester, one hundred students
enrolled in the communication class completed two paper tests recognized
through psychometric data to be reliable measurements of the cognitive
and emotional components of empathy, the Interpersonal Reactivity Index
(IRI) and the Balanced Emotional Empathy Scale (BEES). Two tests were
employed to determine if one test offered any advantages over the other. At the
end of the semester, the tests were again administered to determine if class
experiences affected scores. Dependent t tests were utilized to assess whether
there were any differences between the pre- and posttest scores on the BEES
and the IRI. Results. There was no significant change in the pre-posttest BEES
scores (t=1.43, P=0.156). Students however scored higher on the posttest IRI
following the intervention (t=2.49, P=0.014). Implications. Communication
classes do affect students’ levels of empathy and the IRI is a more sensitive
instrument with which to measure this change.
Do Standardized Patients Improve Pharmacy Students’ Confidence
in Communication? Michael S. Monaghan, Cori L. Edmonds, Paul D. Turner
and Edward M. DeSimone, Frances C. Schneider and M. Haddad, Creighton
University. Objectives. Confidence in communication is an important attribute
to instill in students. In order to instill this confidence, the educational environment
must provide sufficient “real-life” interactions to practice both communication
and patient counseling. The use of standardized patients (SPs) in a
communication laboratory may provide such an environment. The purpose of
this project was to determine if SPs improved students’ confidence in communication
and patient counseling. Methods. Eighty-six students were randomly
assigned to a control group (N=39) who used videotapes and classmates during
all communication/patient counseling exercises and a treatment group
(N=47) who interacted with SPs. At the end of the semester, all students completed
a 5-point Likert scale survey designed to assess their confidence in
communication/patient counseling and their opinion of the learning experience.
Chi-Square and Fisher’s Exact tests were used to assess data. Results.
There was a statistically significant difference (P

information (23%), specific interventions, such as change the route of administration
(19%) or change their attitude (13%). Advice and problem definition
were not related. The top three adverse health behaviors were poor diet
(12.2%), smoking (11.2%), and alcohol consumption (11%). The three most
common modifications included education (7.6%), conscious effort to change
(7.5%), and avoiding peer pressure (7.1%). Implications: Students have bad
behaviors for good reasons. Seventy-five percent of projected modifications
appeared to be too general to be effective. Students offered prescriptive solutions
to another person’s problems without a plan for change.
Increased Student Participation in the Evaluation of Faculty in a
Team-Taught Course. Cindy D. Stowe, Jill T. Johnson, Mildred A. Savidge
and Stephanie F. Gardner, University of Arkansas for Medical Sciences.
Objective: The purpose of this study was to improve student participation in
faculty evaluation of a team-taught course. Methods: Retrospective (1997-
1998 & 1998-1999) and prospective (Fall 1999 & Spring 2000) data were collected
for a two-semester course with 15 instructors. Investigator interventions
included: 1) a lecture was given on how to provide constructive written feedback
and on the importance of student opinions, 2) new student assessment
tool was developed with twice the number of Likert-items and a directed comments
section. The number of assessment tools with and without comments
was determined. The quality of each comment was categorized as constructive,
neutral, or inappropriate. Appropriate parametric and nonparametric tests were
used. Data presented as mean±SD. Results: Education increased the percent of
tools completed (P

on an annual academic assessment (AAA) conducted after four didactic quarters
of study. The AAA is to provide non-threatening feedback to students
related to key concepts or knowledge they should have acquired throughout the
first year of didactic study and that may assist them in future preparations for
board licensure examinations. Methods: Material for the AAA was solicited
from instructors from all courses and categorized according to NAPLEX competencies.
Instructors submitted only material thought to be essential and were
primarily from the biological and pharmaceutical sciences as limited pharmacotherapeutics
had been taught to this point. A 100-item assessment with a
detailed answer key was constructed and administered to students upon their
return from ten weeks of experiential rotations in community and institutional
settings. Following the assessment students were allowed to review all questions
and the answer key. Results: The attitudinal survey administered to students
related to the appropriateness of the AAA, optimal time for administration,
and future use of computer-based testing was very supportive.
Implications: In the future, different assessments for first and second year students
will be administered via personal computers in the computer laboratory
through an intranet thus allowing students real-time feedback.
Designing a World Wide Web (WWW)-Based Educational Resource
for the Faculty of Pharmaceutical Sciences. Simon P. Albon, Nelson P.
Kuhlen, Howard Sham and Kishor M. Wasan, The University of British
Columbia. Objective: To create a prototype of a WWW-based educational
resource to enhance teaching and learning in the pharmaceutical sciences.
Methods: Development of the WWW-based educational resource involved
strategic planning, creative design, production and the development of an evaluation
profile. Strategic planning consisted of information gathering, consultations
and concept mapping to define the learning framework and the critical
features for the resource. Creative design involved transcribing the resource on
poster-sized paper into storyboards and site maps. Production focussed on creating
homepages, course materials, graphic elements and interactive functionalities.
Questionnaires were developed to evaluate the effectiveness of the prototype
for enhancing student learning. The prototype was implemented
September 1999 and is currently being evaluated. Results: A prototype of a
WWW-based pedagogical tool integrating four pharmacy courses in two disciplines
into a seamless resource was successfully created. Components of the
resource include the Web-Based Learning Centre homepage and four WebCT
courses. Integration of course materials is provided through strategic linking of
materials within each course, between courses and to other sites on the
Internet. Case-based problems have been developed to promote use of the
resource links. The interface utilizes a user-centric design. Initial observations
and feedback have been positive. Implications: A prototype of a WWW-based
educational resource was successfully created with the potential to enhance
teaching and learning in the pharmaceutical sciences.
An Interdisciplinary Teaching Approach to Medication Compliance.
Marianne Billeter and Janice S. DuBrueler, Shenandoah University. Goals:
The goal of this project is to provide students with the lived experience of a
patient taking medications and the challenges there of. Additionally, this project
served as a pilot for a creative interdisciplinary teaching strategy.
Methods: Students in a pharmacy and nursing class were given simulated
medication regimens utilizing candy as the medications. Students were to take
the medications and adhere to the dietary restrictions for the duration of the
project. Surveys, questionnaires, and reflective guided questions were completed
to assess compliance and associated factors influencing medication
compliance. Students from both classes were brought together at the conclusion
of the project to discuss the experience and reflect on the value of their
individual and complementary roles in health care. Results: The students
developed an understanding and respect for patients taking medications and
the effect their professional role has on medication compliance. They also
developed an appreciation for the complimentary roles of pharmacists and
nurses throughout health care. Collaboration between faculty participating in
the project served as role models for the student participants as well as faculty
colleagues demonstrating the benefits of interdisciplinary education and collaboration.
Implications: This project served as a model for a creative interdisciplinary
teaching strategy that could be replicated in future class assignments
or potentially an entire course. This will serve as a stepping stone to
developing collaborative professional relationships between health professionals.
Maximizing Distance Learning in a Traditionally Hands-On Course:
Physical Assessment (PA) in a Nontraditional PharmD Program. Sybelle A.
Blakey, Julie A. Hixson-Wallace, Jonathan Marquess and Diane Johnson,
Mercer University, Paul Brooks and Jayne L. Smith, University of Georgia.
Objective: To design and evaluate a PA course that maximizes distance learning
and maintains student accomplishment of course objectives. Methods:
Achieving proficiency in PA traditionally involves hands-on experiences.
Course instructors joined with instructional technology personnel to create this
course using multimedia tools in addition to traditional course elements.
Components included: (i) WebCT software (course web page, syllabus, student/faculty
directory, automatic grading, video streamed course introduction,
threaded discussions, on-line quizzes); (ii) listserv; (iii) CD-ROM (PowerPoint
slide shows with imbedded audio, links to internet sites, forms for class assignments);
(iv). textbook readings; (v) PA technique practice assignments; (vi)
onsite workshop (PA technique review and practice, technique assessment);
and (vii) on-line student evaluations (perceived achievement of course objectives,
attitude toward distance learning technologies). Results: Course grades
and student evaluations indicate that course objectives were achieved despite
maximal use of distance learning technologies. Students rated distance learning
technologies favorably, but feel that distance learning should not entirely
replace hands-on instruction. Implications: Students are able to learn physical
assessment via a combination of distance learning and hands-on instruction.
Future PA courses will include two onsite workshops and CD-ROMs with
videos demonstrating PA techniques in a “virtual” patient/pharmacist interaction.
A Novel Strategy for Faculty/Staff Development Using Distance
Learning Technologies. Kathleen Boje and Christine Sauciunac, School of
Pharmacy and Instructional Technology Services, University at Buffalo.
Objective: We are developing a software tool that simulates a virtual, interactive
biotechnology laboratory for pharmacy and pharmaceutical science students.
This project requires the participation of many collaborators: content
experts, instructional designers, graphic artists, programmers and end users.
Critical to the project’s success is the inclusion and engagement of faculty/staff
and students in the software development process. Our objective was to apply
distance learning technologies to: (i) educate and foster faculty/staff development,
and (ii) manage distance communications among collaborators for the
creation of customized computer-based software. Methods: Faculty/staff and
students interested in educational technologies were invited to participate as
members of the Advisory Team. The following electronic technologies were
implemented: a listserv for general announcements of new developments; a
web-site for posting of documents and graphics; and a course management
software tool for electronic communications (questions, discussions, feedback).
Results: The distance learning tools were launched in January 2000,
concomitant with the initiation of the virtual laboratory software development
process. Advisory team members were positive on the use of the electronic
technology tools and provided constructive feedback on the development of
the virtual laboratory software. Implications: We implemented and are
presently improving upon a novel educational technology strategy to: (i) manage
distance communications, and (ii) promote faculty/staff development in
the area of customized computer-based software. (Funded in part by The
Procter & Gamble Curriculum Development Grant.)
Online Anatomy Lab (OAL): A Self-Regulated Approach to the
Instruction of Human Anatomy. Sally G. Boudinot and Brad Martin,
University of Georgia. Objectives: To develop and evaluate an approach for
student learning of human anatomy using current technology. Methods: A selfregulated,
instructor guided module was developed and implemented which
facilitates accomplishment of learning objectives in human anatomy laboratory.
Multiple ordinary least squares regression models were estimated to assess
the effect of quiz grades and the number of quizzes attempted on student learning
as measured by course performance in a related Anatomy and Physiology
course. Results: Instructional resources for the laboratory were developed by
the instructor using ADAM Interactive Anatomy Software, and these resources
provided information covering specific learning objectives developed to complement
the A&P lecture sequence. Student assessment was accomplished
using on-line quizzes in WebCT, and could be completed by the student in a
self-paced manner. A significant (P

ary assessment, and civility in the classroom. To earn a certificate of completion,
participants are required to attend 10-12 seminars (8 considered core
required topics), participate in classroom or laboratory teaching experiences,
develop a written teaching philosophy, and submit a teaching portfolio that
provides samples of teaching and student learning. Outcomes: (i) describe
contemporary issues in pharmacy education; (ii) discuss scholarly approach to
teaching as an essential component of an academic career and function of a
health professions school; and (iii). document scholarship of teaching. Project
Implications: (i) promotes innovative teaching on-campus; (ii) formally
begins the process of preparing residents and graduate students for academic
roles; and (iii) meets a need for formal instruction in the area of teaching.
Using Newsletter Publishing as a Way to Encapsulate Multiple
Concepts in a Drug Literature Course. Shauna M. Buring, Auburn
University. Objectives: To allow students, in groups of 4-6, to organize and
publish a newsletter. Develop communication, thinking, self-learning, and
social interaction, citizenship, and leadership abilities. Give students the
opportunity to learn a skill, which could translate into a value-added service in
their professional practice. Enable students to utilize drug literature searching,
retrieval and evaluation techniques and showcase these skills in one project.
Methods: After the topic of newsletters was discussed in class, students were
assigned disease-related topics for their newsletter as well a target audience
(e.g., lay public or health care professional). Global guidelines for newsletter
content and length were specified. At a minimum, the newsletter contained an
article on pharmacoeconomics, new drugs, evaluation of practice guidelines,
and information from the FDA. Microsoft Publisher was made available for
students to use in publishing their newsletter. Results: Increased confidence
regarding the use of new software. Enhanced recognition of value of newsletters
in community outreach, particularly community pharmacy practice.
Learned how to produce quality newsletters as an example of a communication
avenue with patients and physicians. Improved their ability to work effectively
in a group. Implications: Although students experienced some difficulty
with the software program, they were satisfied and pleased with the newsletter
when the project was completed. Newsletter publishing, as a component of a
drug literature course, may help encapsulate many topics learned in the course
into one complete project.
Implementing Team Learning to Improve Students’ Participation in a
Drug Literature Evaluation Course. Christine Catney, Hazel Seaba and
Kevin Moores, The University of Iowa. Objective: To improve student learning
and participation in laboratory sessions of a required drug literature evaluation
course. Methods: Observations of the quantity and quality of students’
participation during lectures and laboratory sessions led instructors to implement
changes. Instructors worked with an instructional designer to establish
participation expectations, help students clarify personal participation goals,
and change classroom procedures. Participation did not improve. After collecting
students’ feedback, instructors focused on changing the instructional
strategy. A team learning strategy reported in the business education literature
was adapted and pilot-tested. Response was positive. Laboratory features
include weekly quizzes with immediate feedback, individual work on literature
analysis essay questions related to study methodology and interpretation of
published articles, teams of 5 students preparing a group response to these
questions, and randomly assigned oral presentations of team responses with
subsequent discussion by all students. Team membership is assigned by gender
and GPA. Grading is based on both individual and team responses.
Results: The new strategy was implemented during the spring 2000 semester.
Ongoing data collection and analysis includes comparing test scores and test
item statistics to previous years, obtaining feedback from students, and observing
and quantifying participation behaviors. Implications: This project is an
example of continuous course improvement by instructors. Informal observation
reveals students to be engaged in the team process and in large group discussion.
Results of data analysis will be presented.
Traditional Lecturing (TL) versus Patient-Based Approach (PBA) in
Pharmacy Students’ Ability in Evaluating Hypertensive Patients. Judy
W.M. Cheng, Long Island University, Michelle M. Kalis, Massachusetts
College of Pharmacy and Health Sciences, Shane P. Desselle, Duquesne
University, Stanley Feifer, Long Island University. Objective: To compare TL
and PBA in pharmacy students’ ability in evaluating hypertensive patients.
Methods: As part of an antihypertensive therapy utilization program, pharmacy
students in community pharmacy clerkship (CPC) during a 16-month (4
semesters) period interviewed hypertensive patients. Students collected demographics,
measured patients’ blood pressure (BP) and evaluated the appropriateness
of antihypertensive therapy based on the Joint National Committee on
the Detection, Evaluation and Treatment of High Blood Pressure Guidelines
(JNC VI). Students’ assessments were compared to those made by two faculty
members. Only students in CPC during the last 2 semesters received formal
lecture on JNC VI (TL group). Students in the first 2 semesters completed their
therapeutic lectures before JNC VI was published (PBA group). Students’ ability
in evaluating antihypertensive therapy was compared between groups.
Results: 285 students evaluated 821 patients (PBA: 307; TL: 514). Number of
correct assessments in the PBA and TL groups were 206 (68%) and 342 (66%)
respectively (P=ns). Ninety-six percent of incorrect assessments were due to
students’ assumption of the equivalence of normal BP to appropriate regimens.
Implications: Students who received lecture and those who self-taught had
similar ability in evaluating hypertensive patients. With many schools facing
curriculum overload, incorporating PBA into clerkships may be an alternative
to didactics.
An Elective Course in Women’s Issues in Health for an Entry-level
PharmD Program. Lorraine A. Cicero, Long Island University. Objectives:
The growing interest in women and health directly affects the pharmacist’s
ability to deliver pharmaceutical care. Traditionally, pharmacotherapeutic
courses cover topics in women’s health in relation to reproductive health but
most other therapeutic areas are based upon research conducted exclusively
with men. This course was developed to expand the students’ knowledge of
women’s health issues including gender differences in illness and wellness,
and healthcare research/policy. Methods: Women’s Issues in Health was
offered for the first time in the Spring 2000 semester as a three-credit elective
through the College of Pharmacy. The course consists of two lecture hours and
one recitation hour per week. Grades were based on examinations, development
of a project for the University’s Women’s Health Fair, and a research
paper. Results: Eight students registered for the course. A pre-class survey
revealed students were able to correctly identify a statement about women’s
health as being either fact or myth 67% of the time. In addition, students rated
the concept of a separate course for women’s health as a very important/important
addition to the curriculum. Students were enthusiastic about participating
in the health fair; project examples are described. Implications: This course
demonstrates the potential for integrating traditional as well as newly identified
topics in the field of women’s health. Pharmacy students’ increased awareness,
knowledge, and sensitivity to women’s health issues enhances the students’
ability to practice pharmaceutical care.
Use of Web Technology and Active Learning Strategies in a Quality
Assessment Methods Course. Therese I Poirier and Christine K O’Neil,
Duquesne University. Objectives: The goals were to incorporate use of Web
technology so to enhance active student learning in a required PharmD course,
Quality Assessment Methods in Health Care. The design of this course is targeted
to meet educational outcomes for the practice function titled, “manage
medication use systems.” Methods: The one credit course was designed for
seven two-hour class sessions. Each section was comprised of 30-33 students.
WebCTR, a course management software, was used to post course syllabus,
lecture slides, course calendar, readings, and assignments. WebCT also
allowed for students’ email, use of bulletin board for posting questions for
class discussion, and three online quizzes. Active learning strategies used were
posting questions for classroom discussion; one individual written assignment
focused on evaluating a published drug usage evaluation study; and group
written assignment to choose and design a quality assessment tool given a specific
practice related problem. A final in class exercise involved the students’
participating in a game called “Risk Sharing.” Student teams were required to
answer “Jeopardy-like” questions. Results: Pre and post course surveys examining
perceptions of competencies and instructional methods were conducted.
Assessments of baseline and post course knowledge were administered. The
results of the online quizzes were also evaluated. Implications: Instructional
strategies including web-based technology can be used to address quality
assessment competencies. This should foster enhanced learning of these difficult
concepts.
Midpoint and End-of-Semester Evaluations as a Means of
Continuous Course Improvement. Frank Romanelli, University of Kentucky.
Midpoint evaluations have been incorporated into the third professional year
of the two semester course Contemporary Aspects of Pharmacy Practice. They
serve as an adjunct to end-of-semester evaluations and a means of continuos
year round quality improvement. Methods: In the eighth week of a 17-week
semester a formal midpoint course evaluation is scheduled. The evaluation
instrument consists of 10 statements and an associated Likert scale. Students
are also able to provide written feedback on course strengths and weaknesses
as well as propose suggestions for improvement. Evaluations are completed
anonymously and data is compiled by the office of curriculum and faculty
development. Results are available to the course coordinator on average within
10 days. This allows for almost immediate interpretation and inaction of
course changes prior to the completion of the semester or receipt of end-ofsemester
evaluations. Outcomes: (i) improved student satisfaction; (ii) immediate
and continuous course feedback and change; and (iii) improved teaching.
Project Implications: (i) increased student feedback on course quality and
teaching; and (ii) documentation of continuous quality assurance.
A Biostatistics CD-ROM for Doctor of Pharmacy Students. Gary D
Theilman, Elizabeth Hood, Natalia Kujdych, Joel R Pittman, Kelly C Rogers,
John Cleary, Gordon Sacks and Bruce Parks, University of Mississippi.
Objectives: Develop a self-paced method to teach those biostatistics skills
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needed by a generalist pharmacist to evaluate drug literature. Methods:
“Information Skills for Pharmacy Practice” is a one-credit, pass/fail course traditionally
taught didactically. Conversion to independent study made the
course accessible to nontraditional students and more consistent with the problem-based
learning format of the fifth professional year. Faculty were asked to
write biostatistics lectures which were incorporated into a multimedia presentation
using Macromedia Director 7. Slides are displayed on the computer
screen with an accompanying voice-over from the instructor. Periodically, selfassessment
questions appear which must be answered before the student proceeds.
Many questions require that students retrieve a journal article from the
Internet. Students were allowed a semester to work through the CD. They were
tested on the material and asked to evaluate the course. Results: The students
reported few technical problems. Most students were satisfied with the content
and complexity of the material. Evaluations showed unexpected dissatisfaction
with the process of retrieving articles from the Internet. Some students felt
the course would have been better taught “live.” Implications: The evaluations
will be used to improve the CD-ROM for the next class. We will explore
alternative methods of retrieving journal articles. Live question and answer
periods may be scheduled to supplement the CD-ROM material.
A Pharmaceutical Care Exercise on the Prevention and Treatment of
Sports Injuries. Davidow Lawrence and Emerson Robert, University of
Kansas. Background: Pharmacists are in a good position to guide sports
injury patients toward proper treatment modalities. A 3-hour laboratory exercise
was developed to educate pharmacy students about their role in helping
patients treat sports injuries. Learning Objectives: (i) describe types of common
sports injuries, (ii) demonstrate various treatment modalities, (iii)
describe appropriate use of medications, (iv) understand rehabilitation and prevention
of re-injury. Process: A comprehensive handout was given prior to lab.
The lab was divided into three parts: lecture, demonstration/practice, and case
studies. An experienced athletic trainer summarized important points from the
reading assignment and explained how stretching exercises help prevent injury.
During the discussion of injury treatment many different supports, braces and
splits were demonstrated as well as athletic taping of the wrist and ankle.
Students were then assigned to groups and given a case study of a typical
sports injury. Students worked on and then presented their case to the other
groups. During the presentations students had to demonstrate anything they
recommended (e.g. if they recommended an ankle brace then they had to
demonstrate on each other how to fit and apply the device).
Outcomes/Implications: Evaluations suggested that students appreciated the
information covered and while some stated they still did not have enough background
to feel comfortable making sports injury recommendations, acknowledged
that counseling patients about sports injuries was an important role for
the pharmacist.
Instructional Handout and Videotape for Patient Case Presentations
Developed for Nontraditional PharmD Students. Mary Lee and Shanna
Chennault, Midwestern University-Chicago. Objectives: To prepare a clear,
self-instructional videotape and handout for a classic and standardized patient
case presentation for nontraditional PharmD students, who are expected to
have the knowledge and skills to perform this activity before they start the
experiential portion of their program. Methods: A review of the published literature,
extending from 1990-1999, was conducted. A draft of instructions was
prepared, and then was shared with and revised by a team of faculty in inpatient
and outpatient settings, so that the instructions could account for variations
in sources and types of patient information. Attention was paid to identifying
the order of presentation of key pieces of patient information, defining
information that should be included in sections of the case presentation, where
to locate information in the patient’s medical record, derivation of a problem
list, and use of the Weed system for analysis of each problem. A handout and
script for the videotape were prepared. Results: Both the handout and instructional
videotape were distributed to all of the nontraditional PharmD students
at the College. Students report that the tools are useful in educating them about
the proper way to present a patient case presentation. Implications: These two
tools can be used as a template for other nontraditional PharmD programs,
which require students to present patients on experiential rotations or for pharmacotherapeutics
workshops.
Collaborative Experiential Learning for Pharmacy Students with
Medical Residents in an Ambulatory Clinic. Patricia A. Howard and
Michael Lawson, University of Kansas Schools of Pharmacy and Medicine.
The study objectives were to evaluate contributions of PharmD students in a
clinic staffed by Medical Residents and measure patient satisfaction. PharmD
students were paired with Medical Residents in a primary care clinic twice
weekly. PharmD students accompanied Residents during initial patient assessments
and then performed various patient-care activities related to drug therapy.
PharmD students and Residents completed pre and post surveys. A nurse
clinician performed random patient surveys comparing types of drag information
received and satisfaction with counseling by the pharmacy student and/or
physician. Over six months, 13 PharmD students saw 240 patients. The most
frequent PharmD student activities were medication histories, patient counseling
and drag information. A total of 216 patients completed satisfaction surveys
including 74 counseled solely by physicians, 72 counseled solely by
PharmD students and 70 counseled by both. Patient satisfaction was comparable
for all three groups. PharmD students were more likely to counsel on side
effects and drag interactions whereas physicians were more likely to discuss
duration of therapy and handling potential problems. Among the three patient
groups, those counseled by both PharmD students and physicians received
the most comprehensive drag information (P=0.001). The clinic experience provided
a successful model for collaborative education between PharmD students
and Medical Residents while making a positive impact on patient care.
Introductory Practice Experience for Entry-level PharmD Students.
Conrad Dhing, Harold L. Kirschenbaum, Cecil Joseph and Martin E. Brown,
Long Island University. Objectives: Provide an introductory practice experience
for first professional year students that would expose them to numerous
aspects of pharmacy. Method: As part of the didactic course Pharmaceutical
Care/Healthcare, first year students were assigned to four practice sites for one
afternoon each: a community pharmacy, a hospital, a long-term care facility
(LTCF), and a location in which alternative therapies are sold without a pharmacist.
Students received an overview of the site by the preceptor, and completed
an assignment. Assignments were scored and at the end of the semester
students completed a 20-question self-assessment. Following each visit, debriefing
sessions were held on campus to share experiences, review pertinent
items, and reinforce learning. Results: 197 students completed the course; all
assignments were completed satisfactorily except for one in community practice,
two in long-term care, and three in alternative therapy. Sample assignments
are provided. Self-assessments (N=192) were all positive, but were
highest in the areas of satisfaction with the hospitals and LTCFs. Students considered
the visits to be useful in helping them understand the roles of pharmacists.
Implications: A valuable introductory experience can be provided to a
large class. Multiple visits allow students to view career options early in their
education and may help them select more appropriate advanced practice experiences.
A practice experience in a healthcare course helped students bridge a
didactic course with the practice of pharmacy.
Music in Upper Level Pharmacy Courses. Michael A. Vance, Butler
University. Objectives: Songs often address issues that society deems important
including many of interest to health care professionals. The present report
describes the introduction of song into classes in an attempt to enhance the students’
educational experience. Methods: Time was allotted in three courses to
allow students to listen to music related to class material. The music included
blues, blue grass and other popular songs that dated from early 20th century to
contemporary times. The classes were pharmacology/medicinal chemistry (4th
year pharmacy students), toxicology (pharmacy elective) and an honors class
on illicit drags for students of all majors. Students subsequently reported their
reactions in a survey. Results: The surveys indicated students felt that the use
of music in the classroom was helpful and appropriate. For instance, 55 of 70
student responses in pharmacology/medicinal chemistry agreed or strongly
agreed with a statement that “...music in the classroom was educationally useful.”
The corresponding ratio in toxicology was 8 out of 9. Only a small number
of students gave written responses but those that did generally were enthusiastic.
Implications: The use of music in pharmacy education has substantial
potential to increase student interest in course material and perhaps their appreciation
of social issues and musical heritage.
Application of a Community Prescription Computer System to
Teaching Contemporary Compounding in a Pharmaceutical Care
Laboratory. Susan M. Jay and Peggy Piascik, University of Kentucky.
Objectives: A community prescription computer system was reviewed to
determine if the system’s commercially driven features, related to patient counseling
and prescription labeling, could be modified for contemporary compounding.
Methods: The RenLar Pharmacy Computer System was selected
for use in the teaching laboratory to reflect practice in a community setting.
The commercial focus of the system was modified by adding compounded
product names using fictitious NDC codes, competitive pricing, SIG information,
etc. Since the last prescription filled always appears on the system’s monitor
screen, a method was developed to deny students’ visual on-screen confirmation
for previously filled prescriptions. Results: Modifications to the system
data entry enabled students to generate a label for compounded products
that closely resembled a typical, commercial product label. Basic system features,
such as patient-counseling screens, could be accessed for commercial
products commonly used as ingredients in contemporary compounded preparations.
Development of a partial prescription entry method prevented students
from viewing the last prescription filled and enabled the system to be used for
exam situations. Implications: Students became familiar with the use of a typical,
community pharmacy computer system for both commercial and compounded
products. Applying patient counseling information for commercial
products to compounded products helped the students integrate course material
with information provided by technology. The ability to standardize a label
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for a compounded product enabled instructors to develop uniform grading criteria.
Dollars and Sense. Rinaldo V. DeNuzzo and John Denio, Albany
College of Pharmacy. In response to an unmet need among senior college students,
a lecture segment on personal finance should be a part of pharmacy
management core courses (i.e. as cited in the Wall Street Journal under the title
“Business Bulletin” 12/26/96). The topic will present strategies for the protection
of earned income, focus on the capital needed to support one’s life style
and show the way to accumulate excess funds for eventual entrepreneurship as
a deliverer of pharmacy services. The instruction will assume that the students
desire to maximize one’s financial resources over a lifetime and will expose
them to the investment vehicles available. Financial and personal comfort
results from this knowledge base. The educational objectives are: (i) surveying
areas of personal finance including the establishment of values and goals; (ii)
identifying sources of income, preparing personal budgets, and calculating
one’s net worth; (iii) understanding credit and leverage; using bank facilities,
life insurance policies, financial markets, business, personal property, and
other valuables as investment options; and (iv) providing retirement and estate
planning. At the conclusion of the lecture segment and practice assignments,
students should have learned that the choice of financial investment options,
judicious use of money, and budgetary decision making will also serve those
who face similar problems managing pharmacies or other professional practices.
Using The Internet to Deliver an Online Anticoagulation Clinic
Certificate Program. Janet P. Engle, Edith Nutescu and Nancy Shapiro,
University of Illinois at Chicago. Objectives: This project assessed the effectiveness
of the Internet in delivering a 10-week online course for pharmacists
titled “Designing and Implementing an Anticoagulation Clinic Certificate
Program.” Although a needs analysis indicated that pharmacists wanted intensive
education in this area, many practitioners cannot afford to leave their practices
to participate in a live program. Our goal was to assess whether online
pedagogy could be successful in adapting a live program that included patient
interactions to online course delivery. Methods: The online program was
developed adapting materials used in a one-week live certificate program,
which has been offered by the College for several years. Class material was
presented using streaming audio and video as well as graphics, slides, webbased
notes and hyperlinks to relevant sites. Faculty office hours and assessment
exercises were conducted utilizing asynchronous conferencing software.
In lieu of seeing patients as in the live program, patient interviews were presented
using CD-Rom technology, and subsequently patient assessment activities
and documentation exercises were performed. Outcomes: Eighteen pharmacists
from all over the country participated in the first offering of this program;
25 additional pharmacists will participate this spring. Evaluations were
extremely positive and indicated that the online method of delivery was effective.
Implications: Many pharmacists cannot leave their practices to attend
live certificate programs. Online programs that include patient interactions
give pharmacists another option to update their knowledge and skills.
Self-Directed Professional Development (SPD) as a Clerkship
Teaching Method. Allen K.L. Shek, Ryan T. Suemoto, Mary J. Ferrill and Dan
L. Brown, University of the Pacific. Objectives: To promote a greater sense of
responsibility and accountability among pharmacy students for their own professional
growth by integrating time management practices into clinical clerkship
training. SPD training focuses on five critical activities: 1) patient advocacy,
2) goal setting and tracking, 3) daily time (task) management, 4) selfassessment
of one’s performance, and 5) lifelong learning. Methods: SOAP
and goal tracking forms were developed as clerkship learning tools. Students
used the forms daily to guide their clerkship learning experiences and document
their progress. Preceptors regularly reviewed completed forms with students,
evaluated their performances, and suggested improvements. Results:
By requiring students to record their own specific action plans, the SOAP form
prompted them to take action on behalf of their patients. The goal-oriented
form enabled students to assume responsibility for their own learning activities
and pharmaceutical care functions. They were forced to independently identify,
prioritize and track the completion of a variety of daily tasks. Feedback
from both preceptors and students suggests that SPD training enhanced the
clerkship learning experience. Conclusion: These documentation tools effectively
guided students to focus on a commitment to patient advocacy, personal
responsibility for their own learning, and effective time management techniques.
SPD can help students to develop skills and habits that will facilitate
ongoing professional growth beyond graduation.
Integrating a Drug and Disease Management Course: An
Interdisciplinary Approach. Carolyn Ford, Marilyn Saulsbury, Carmita
Coleman, Michelle Easton, Pheophilus Glover, Wayne Harris, Simone
Heyliger, Beth Lesher and Candice Nickens, Hampton University. Objective:
To provide students with an integrated study of pathophysiology, pharmacology,
and therapeutics. Methods: A series of 8 individual courses totaling 28
credit hours are taught over three academic semesters. The courses that are
grouped together by disease groups and taught during a semester are considered
a module. An interdisciplinary team of faculty is formed to deliver each
module. Basic science faculty with educational expertise in pathophysiology
and pharmacology are assigned to teach those components of the modules.
Pharmacy practice faculty are assigned to the same team to teach the therapeutics
of diseases included in the module. All members of the team collaborate
to develop integrated case studies for each disease group, recitation exercises,
review sessions and preparation and administration of examinations.
Outcomes: Faculty from different disciplines within the School of Pharmacy
are working together harmoniously to deliver an integrated course. Students
are developing the following skills early in the pharmacy curriculum: the ability
to think critically and apply basic knowledge to the management of actual
patients and to use an integrated approach to problem solving. Implications:
The Drug and Disease Management course promotes retention of information
and development of an integrated understanding of scientific concepts as it
applies to patient-focused, systematic management of disease. It also promotes
communication and collaboration between faculty from different disciplines.
Pharmacy Careers Summer Camp. Gene R. Hotchkiss, Lawrence W.
Davidow and Barbara L. Woods, University of Kansas. Objectives: The pharmacy
summer camp is a five day, career exploration experience introducing
high school students to the many opportunities in the pharmacy profession and
pharmacy education at the University of Kansas. The program is a focused
recruitment effort to enhance awareness among high school students and career
counselors regarding the pharmacy profession and subsequently the quality
and quantity of future School of Pharmacy applicants. Methods: The camp
facilitates a comprehensive exposure to pharmacy practice, pharmacist practitioners
and faculty, and hands-on experience in the use of glucometers, sphygmomanometers,
respiratory monitoring devices, prescription compounding,
and field trip visitations to a variety of pharmacy practice sites. Results: Camp
participants are individuals with strong academic backgrounds. Our camp has
only three years experience and we are just now receiving applications to our
program from former participants who have completed pre-pharmacy requirements.
Other camp alumni are engaged in completion of pre-pharmacy coursework
with plans for making application in the near future. Implications:
Schools of Pharmacy are experiencing declining numbers of applicants. High
school students and career counselors are poorly informed regarding opportunities
in pharmacy. It is during high school that the most qualified students
begin serious consideration of their career and education pathway of choice. A
greater understanding of pharmacy profession opportunities by these students
and counselors has significant potential to increase the quality and quantity of
individuals pursuing educational and career opportunities in pharmacy.
Future Direction in Community Pharmacy Practice and Education.
Results of the California Summit on Community Pharmacy Practice.
Kathleen Johnson(1), Peter Ambrose(2), Robin Corelli(2), Jeffery Goad(1),
Kathleen Besinque(1), Daniel Robinson(1), Yong Moon(3), (1)University of
Southern California, (2)University of California San Francisco, (3)University
of the Pacific. Objective: The purpose of the summit was to foster collaboration
between schools of pharmacy and leaders in community pharmacy practice,
to provide direction for the future of community pharmacy practice and
education in California. Methods: Faculty from the four schools of pharmacy
in California, leaders in community pharmacy, the State Board of Pharmacy
and representatives from payer groups participated. The meeting began with
presentations on the current status of pharmaceutical care (PC) in the community
setting. Participants attended workshops to discuss: (i) future PC needs of
consumers/patients and payers, (ii) solutions to barriers for providing PC in
community pharmacy practice, and (iii) how the schools can facilitate implementation
of PC in community practice. Each group presented highlights from
their discussions to all participants. Results: Forty-eight participants identified
issues for each workshop topic. Common themes included: consumer and payers
want a wide variety of services not traditionally provided in community
pharmacies; regulatory and reimbursement issues are major barriers, and pharmacy
schools need to expand experiences in community pharmacy.
Implications: The summit brought together stakeholders to discuss key issues
in community practice. This meeting will lay the foundation for future collaborative
efforts to promote PC practice and education in the community setting
in California.
Use of a Brief, Focused, One-on-One, Oral Examination in a Large,
Team-Taught, Interdisciplinary Course. Michael Z. Wincor and Ronald L.
Alkana, University of Southern California. Objectives: The purpose of this
project was to develop, implement, and assess an examination technique that
provides students an opportunity to demonstrate their knowledge using oral
communication skills on a one-on-one basis with faculty in a large, teamtaught,
interdisciplinary course on central nervous system therapeutics.
Methods: An oral examination was designed for approximately 160 students
per year. Five days prior to the examination, students were given a list of
twenty-four potential questions developed by all faculty who presented lectures
during the designated course segment. On the examination day, students
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waited together in a lecture hall until being individually escorted to a faculty
member’s office and examined for five minutes on the question(s) that the
respective faculty had provided. Scoring, based on the students’ depth and
breadth of understanding and synthesis, was normalized to minimize individual
faculty differences in scoring techniques. Results: A total of 315 students
took the examination over a two-year period. As determined by Spearman
correlation coefficients, there was a modest, statistically significant correlation
between the scores on the oral exam and final grades in the course (r =
0.362, P

understanding and appreciation of the public health issues.
Developing and Teaching a Structured Approach to Patient
Interviewing. Sarah J. Shoemaker, Heather D. Lindeman and Todd D.
Sorensen, University of Minnesota. Objectives: (i) define a patient interview
structure for pharmaceutical care practice; (ii) facilitate students’ identification
of effective questions for evaluating drug therapy; and (iii) help students recognize
the importance of eliciting and negotiating a patient’s desired goals of
therapy. Methods: The medical profession’s “health-history” was modified to
incorporate a structure for evaluating the indication, efficacy, safety and convenience
of a patient’s drug therapy. Following a didactic lecture and assigned
readings, students engage in an exercise designed to establish a consistent
interviewing structure. Students are presented with a patient’s medication list
and prepare an interview outline prior to attending class. Students are divided
into groups of 5-7. During the first portion of the class, one student is randomly
selected to interview the patient. This activity is not graded and is videotaped.
Remaining students discuss the case and their outlines with the instructor. After
completion of the interview, all students engage in a review of the taped session
moderated by the instructor. Results: Student evaluations have been
favorable, indicating that the relaxed learning environment (i.e. lack of grading,
open discussion) facilitates skill building. Students demonstrated an
improved ability to comprehensively collect information and define patientspecific
therapeutic goals. Implications: Other health professions teach a consistent,
structured approach to patient assessment and patient interviewing.
One benefit of establishing a process appropriate for pharmaceutical care is an
improved ability to teach this skill to students.
Online and Classroom Activities: Active Learning in
Pharmacotherapy. Anthony E. Ranno, Thomas A. Birk and Jeffrey N.
Baldwin, University of Nebraska Medical Center. Objectives: To promote
active learning, and to provide supplementary and elaborative review material
asynchronously in a new Pharmacotherapy course. Method: Pharmacotherapy
I was offered for the first time in the revised curriculum in the PharmD program
at UNMC. Pharmacotherapy I is a team-taught course that integrates biomedical,
clinical, and pharmaceutical sciences. All students attend daily lectures
and weekly small group sessions on the UNMC campus over three
semesters. The web-based component of the course was implemented using
LearaingSpace;. LearningSpace is a course management system by Lotus that
enables the creation of web-based course materials and activities. To orient students
to LearningSpace at the beginning of the semester, students completed a
series of activities in a practice course developed by our IT unit using
LearningSpace. Faculty members post course materials directly to the
Pharmacotherapy LearningSpace site. Supplementary lecture notes,
PowerPoint; slides, patient case studies, small group projects, links to Internet
resources and practice exams are distributed to students via LearningSpace.
Results: All students were asked to complete an evaluation of the
LearningSpace practice course. Formative evaluation will be done throughout
Pharmacotherapy I, and a summative evaluation will be completed at the end of
the initial and subsequent semesters. Implications: Active learning, collaborative
learning, and asynchronous access to course resources are important to
student learning in a classroom based Pharmacotherapy course that integrates
content previously taught in separate courses.
Evaluation of Student Preparedness for Clerkship Experience. Amy
M. Heck, Theresa A. Salazar, Ellen C. Reed and William E. Hayes, Purdue
University School of Pharmacy and Pharmacal Sciences. Objectives:
Experiential clerkship rotations are vital to the development of proficient pharmacy
practitioners. However, students must be adequately prepared to enter
this segment of their education in order to gain full benefit from these experiences.
The objective of this project was to develop and administer surveys to
assess student and faculty perception of student preparedness for clerkship
activities. Methods: A 17-question survey was distributed to randomly selected
advanced clerkship preceptors. The survey was developed using the School
of Pharmacy’s expected outcome abilities and consisted of statements that
allowed the respondents to compare the preparedness of current students to
that of past students. A separate 22-question survey was administered to all students
during clerkship rotations. The questionnaire collected information
regarding student perceptions of the practical utility of exercises assigned during
the 3rd professional year and their impact on preparedness for clerkship
rotations. Results: Preliminary results indicate that students felt well-prepared
for clerkship activities and faculty reported that students appeared better prepared
compared to previous years. The surveys and detailed results will be presented.
Implications: Evaluation of student preparedness to enter clerkship
rotations is an important process in overall continuous improvement of pharmacy
programs and can be used to refine therapeutics course instruction.
A Course in Career Planning, Development and Management. Ana
C. Quinones, Massachusetts College of Pharmacy and Health Sciences.
Objectives: A two-credit elective course in career-related issues designed with the
purpose of introducing students to more in-depth discussions about the
career process than what is provided through their pharmacy curricula.
Methods: The course is offered once a week in a two-hour block for 15 weeks.
Topics presented follow a pre-job hunting, job hunting, and post-job hunting
sequence. Some of the topics addressed include: career choices, professional
socialization, assessing personal skills, job hunting, networking, resume writing,
interviewing, fringe benefits, and time management. Assessment techniques
include: in-class exercises, assignments and a project (paper and presentation).
The course concludes with students’ presentations based on a paper
on a career-related issue of their choice. Results: Past students’ exit evaluations
indicate that the course increases awareness and understanding of the
career process and the importance of planning, development and management
in this process. Implications: Career planning, development, and management-related
topics are relevant additions to the pharmacy curriculum.
Longitudinal Integration of Drug Information and Therapeutics
Course Instruction in Preparation for Clerkship Experience. Theresa A.
Salazar and Amy M. Heck, Purdue University School of Pharmacy and
Pharmacal Sciences. Objective: Drug information courses typically provide
students with comprehensive knowledge of literature resources and evaluation
methods, while therapeutics courses provide extensive knowledge of pathophysiology
and drug therapy. However, the need for application of skills from
both disciplines is not frequently recognized or required during didactic
instruction. In preparation for clerkship, the objective of this project was to
develop a series of structured activities that integrate application of principles
of drug information and therapeutics through written cases and exercises.
Methods: A series of exercises were developed with varying degrees of complexity
requiring literature analysis application and therapeutic decision making.
The exercises required students to demonstrate ability to evaluate and
apply primary literature to the development of patient-specific assessments and
therapeutic recommendations. These exercises were integrated among three
stand-alone courses (therapeutics, drug information, and case discussions)
throughout the 3rd professional year of didactic instruction. Results: A novel
approach to integrate application of skills gained during drug information and
therapeutics course instruction has been developed. These exercises provide a
structured opportunity for the development of sound pharmacy practice skills.
A detailed description of these exercises will be presented. Implications: Early
and continued use of integrated exercises is one method to enhance student
preparedness. The utility of these exercises will ultimately be evaluated as students
enter clerkship.
Development and Implementation of a Professional Self-Reflection
Exercise for First-Year Pharmacy Students. Patricia R.Lind and Todd D.
Sorensen, University of Minnesota. Objectives: (i) compel students to reflect
on personal attributes possessed by effective health care practitioners; (ii)
introduce the problem solving approach as a method for professional growth;
and (iii) allow students to recognize the role of self-reflection in their professional
development. Methods: Pharmaceutical Care Laboratory I is a required
course in the first semester of the first professional year where students “contract”
for their course grade. Students electing to contract for an “A” must
complete a self-reflection project. Each student must identify and evaluate personal
attributes that support a successful career as a health care professional,
develop a plan for growth in the identified subject, engage in the defined learning
activities, and evaluate the learning that occurs. Principles of service learning
are encouraged as students define their learning activities. Results: Sixty
of 102 students participated in this exercise. Students identified a wide variety
of personal characteristics for professional development. All students completed
the learning activities negotiated with the course director. The majority of
students indicated that they accomplished the goals for professional growth
outlined at the beginning of the exercise. Implications: This exercise allows
students to recognize key attributes of successful health care practitioners and
facilitate maturation of these qualities. Understanding the role for reflection
and self-directed learning early in a professional curriculum may encourage
students to take greater responsibility for professional growth during their academic
as well as professional careers.
Community Based Pharmacy Outreach: A New Elective in the
PharmD Curriculum. Gloria J. Nichols-English, Catherine White, Paul
Brooks and Lori Jones, The University of Georgia. Objectives: A Service
Learning Grant from the UGA Vice President for Public Services and Outreach
was received to develop this course. The course was designed to help prepare
students to apply the principles of health promotion and prevention, and use
their clinical knowledge and skills in the provision of outreach services in a
community setting. This course provided 15 hours of didactic training in community
outreach principles, patient education strategies for compliance management;
and the implementation of disease state management models and 30
hours of project development. Methods: Through regular meetings with faculty
and visitations to community pharmacies and professional health organizations,
students develop a community outreach program and gain experiences
in planning, designing, and implementing a community service and outreach
intervention. Student Outcomes/Implications: The outcome of the class is for
the student to develop a portfolio of a pharmaceutical care program that will be
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presented to faculty and other students in class. It is anticipated that students
will have the opportunity to implement their program plans during their community
clerkship rotation in their fourth year of the PharmD Curriculum.
Students had confidence in their ability to prepare another community outreach
program and learned the value of networking with professional health agencies.
They felt the largest barrier to these community programs was pharmacy
management not supporting such activities in a community practice setting.
Student Acceptance and Perceptions of Distance Learning in Basic
and Clinical Courses. Blaine T. Smith, Claudia Kamper and R. Gary
Hollenbeck, University of Oklahoma, University of Maryland. Objectives: To
assess effectiveness and acceptance of distance learning techniques with pharmacy
students. Students likely would find distance methods useful to learning,
but perhaps object to their use due to unfamiliarity and reduced teacher contact.
Student acceptance and comfort level has a large effect upon the success
of distance learning. Methods: Students were provided timed quizzes as a
mandatory part of the courses in Drug Delivery Systems (DDS) I and II via
WebCT. Portions of the DDS lectures were provided by videoconference. An
evaluation covering the didactic courses and survey over the lab quizzes were
used to acquire the students’ perspectives. Results: With mean responses from
lowest to highest (1-5), students rated how much they learned in the DDS lecture
classes (2.53), if it was difficult (4.16), and satisfaction with the distance
style (1.84). 40/45 perceived they had too little time to take the online quizzes.
38/45 preferred online to in-class quizzes even though 40/45 found these
quizzes to be difficult. Students generally responded unfavorably to videoconferencing,
for which there were written responses. Implications: Students are
usually uncomfortable with videoconferencing because there is no “live”
speaker. They do prefer on-line to in-class quizzes. Videoconferencing and
web-based learning offer promise, but delivery must be seamless, simple and
accessible for students to accept and learn in these environments.
Web-Based Coursework for Nontraditional PharmD Students:
Technology Considerations and Strategies for Success. Helen I. Klarich,
Ann B. Amerson and Peggy Piascik, University of Kentucky. Objectives:- (i)
deliver courses via electronic/web-based media; (ii) utilize TopClass course
management system; (iii) create a cohesive classroom experience through use
of discussion board;and (iv). encourage critical thinking through use of multimedia.
Methods: TopClass course management software, a password-protected
environment, delivers web-based Nontraditional PharmD course material
accessed through a web browser. TopClass provides communications tools
such as e-mail and a discussion/announcement board to promote interaction
with the instructor and collaboration with other students. Students utilize CDs
created with Microsoft PowerPoint and Real Media, password-protected PDF
files created with Adobe Acrobat, HTML files, and Virtual Patient activities
created with Macromedia Authorware. Student requirements include: computer
with recommended standards, Internet access, email, Netscape or Internet
Explorer, Real Player, Authorware Web Player, Adobe Acrobat Reader.
Results: Student feedback suggests that lack of computer training/experience
is a barrier to success, primarily for older students. Successful activities have
included CD-based lectures, posting of exam and homework keys on TopClass,
and virtual patient activities, which includes submission of group assignments.
Activities not well received by students and causing problems for instructors
include overload of e-mail to the listserve, and underutilization of the discussion
board for group activities. Implications: Written and verbal tech support
is necessary for students who require training to utilize web-based technology.
Strategic implementation/maintenance of listserves and discussion boards is
required to organize content-based and administrative information to improve
instructor/staff/student communication.
Pharmacotherapeutics and Medicinal Chemistry Teamwork: OTC
Products Elective. Bruce L. Currie, Melissa L. Hogan, Robin M. Zavod,
Jennifer L. Mazan and Robert L. Chapman, Chicago College of Pharmacy.
Objectives: To develop a multi-disciplinary, practice oriented elective about
OTC products for third professional year students and assess the relevance and
effectiveness of the course based on student and instructor evaluations.
Methods: In addition to the standard university course evaluation, students
were asked to complete a supplemental course evaluation that provided numerical
data as well as written student opinions. Results: The faculty team that
developed the course met as a whole as well as in sub-sets to develop the
course syllabus and instructional materials for the 1 credit elective course
taught over a 3 week period. It was decided to include a significant hands-on
workshop component to emphasize the patient focus of the 6 topics discussed.
Topics included were: (i) patient assessment and education; (ii) GI products;
(iii) analgesics; (iv) cough, cold, and allergy products; (v) selected vitamins
and minerals; and (vi) dietary supplements. A total of 6 hours of lecture and 6
hours of workshop were used to present and practice the course material followed
by a final examination. Workshop exercises were done in 5 person
groups with a group report turned in at the end of the 2-hour workshop. A combination
of lecture and tandem lecture was used to present lecture material.
Students generally found the course to be very informative and useful, but felt
that the course was too short. Implications: The multi-disciplinary effort was
very effective in the development of the course. The course will probably be
expanded to 2-3 credits for the next offering.
Introductory Practice Experiences (IPE). Beverly A. Talluto, Jean
Woodward, David Loiacono, Susan Cornell, Robert Lullo, Marti Brozowzski,
Patrice Carmichael and Christina Kanafotska, Midwestern University.
Objectives: Three introductory practice courses were developed to introduce
students to the philosophy and practice of pharmacy early in their professional
education. Methods: Students participated in Community and Hospital IPE
in the first professional year and a Clinical IPE in the second professional year.
Workbooks were developed to direct learning during all three experiences. In
Community and Hospital IPE, students met weekly for a one-hour lecture,
attended three colloquia workshops on campus and seven, four-hour experiences
at their assigned practice site. Workshops were given on group dynamics,
College curriculum, patient chart reviews, ethics, and Glaxo career pathways.
In Clinical IPE, students met weekly for a one-hour lecture and ten
three-hour laboratory periods with one of the clinical faculty either on campus
or at a practice site. Laboratory exercises included soap notes, physical assessments,
case presentations and journal club. Outcomes: Students reported very
positive experiences, particularly the Hospital experience. Preceptors liked the
workbook activities and thoroughness of topics. Assessment of the experiences
included evaluations of colloquia activity, workbook assignments, preceptor,
site and program. The Purdue professionalism behavior questionnaire was used
to evaluate student behaviors. Implications: Students have the opportunity to
develop pharmaceutical care skills; discover the scope of pharmacy practice
through guided workbook activities; promote student awareness of career
opportunities; develop confidence, professional attitudes and behaviors; and,
to practice clinical skills.
Mock Proposals and Other Group Assignments: Bridging Didactic
Research Evaluation Skills to Research Applications. Karen A. Sauer and
JoLaine R. Draugalis, The University of Arizona. Objectives: An educational
strategy was developed to create a means for students to connect skills introduced
in a course sequence during the second professional year with the evaluative
PharmD project conducted later in the curriculum. Methods: Fiftyseven
students were divided into ten groups. Using a published article, each
group developed a mock project proposal and accompanying human subjects
forms following prescribed PharmD project guidelines. The student groups
also critiqued research designs used in previous PharmD projects. Results: In
their evaluation of the course, students favorably rated the usefulness of handouts
and assignments, and felt the course to be well organized. The instructor
received high ratings for effectiveness of teaching, presentation of materials in
a way that facilitated learning, communication of expectations, and use of
examples and relevant application in explaining concepts and ideas. Student
comments indicated a positive impression of the educational strategy.
Anecdotal reports from faculty members suggest improved student understanding
of the PharmD project proposal process. Implications: Application of
the procedure outlined in the PharmD project guidelines to group assignments
provided a means of rehearsing the process without the intimidation of working
alone. The uncertainty and anxiety typical of task initiation should be
decreased for this group of students as they begin work on their evaluative
PharmD project.
“Jeopardy”-Style Game as a Pre-exam Review Exercise. Betsy
McCollum, Thea Rogers and Robert Yokel, University of Kentucky.
Objectives: To design a study model which would encourage students to prepare
for an upcoming exam and incorporate clinical practice issues not previously
discussed. Methods: A Jeopardy-style game was prepared for second
year pharmacy students as a pre-exam review. The exercise followed a teaching
block and preceded the exam over psychiatric medications. Student groups, of
8 to 9 members, were assigned a specific medication category to review
prior to the exercise. A Power Point program was written to facilitate the exercise,
which simulated the “Jeopardy” board layout. Students could earn points
for correctly answering questions in their category and for completion of partially
answered questions posed to other groups. Questions, and desired
answers, were prepared by the course instructor, a member of the pharmaceutical
science faculty, and two members of the clinical practice faculty.
Questions required the students to apply basic pharmacology information presented
in class to clinically focused scenarios. Outcomes: (i). pharmacy students
were stimulated to review material for exam; (ii) pharmacy students
applied basic pharmacology information and concepts to clinical situations;
(iii). deficits in student knowledge could be identified prior to exam; (iv) students
enjoyed this unique review session and participated enthusiastically; and
(v). Pharmacy faculty collaborated to improve student outcomes. Future
Direction: The exercise will be continued annually. Questions will be updated
accordingly. Formal evaluation of impact on student outcomes will be planned.
Reaching the Patient with Low Literacy: An Elective for Third Year
Pharmacy Students. Stephanie F. Gardner, Cindy D. Stowe and Yvonne L.
Lewis, University of Arkansas for Medical Sciences. Objectives: The main
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objective of this course is to acquaint the student with the realities of health literacy
and to enhance the students’ ability to communicate written and verbal
health information to patients with low or marginal literacy. Methods: The
course focuses on the application of literacy theory in the written and verbal
communication domain. The course consists of didactic material, in-class exercises,
and two primary assignments. Assignment 1: Students collected patient
education materials from pharmacies, evaluated the readability of these materials,
tested patients’ literacy skills, simplified existing materials, and prepared
new materials written at a 5th grade level. Assignment 2: Students practiced
conveying health information at a 5th grade level through presentations in elementary
schools. Results: Students found that much of the written material
distributed in pharmacies exceeded the literacy skills of the patient population
(n=106 brochures; average Flesch reading ease = 57.15 and Flesch-Kincaid
grade level = 8.66). Students demonstrated increased efficiency and confidence
in simplifying written material and creating new written instructions and
tools (e.g. medication calendars). Presentations to 5th graders were appropriate
depth and length for the students as judged by the classroom teacher.
Implications: Students gained an appreciation for the realities of health literacy
by learning to identify people with low literacy levels and to apply literacy
theory to meet the special education needs of these patients.
The Pharmacy Leadership Forum at Auburn University. Robert E.
Smith, Kcm P. Kxueger, Auburn University. The Pharmacy Leadership Forum
was created to equip students with a foundation for leadership development.
Objectives: Upon completion of the program participants should: Become
aware of opportunities to provide leadership within: the healthcare system, the
community, and their own personal life; Develop life-long habits of applying
leadership skills and abilities within their professional and personal lives;
Enhance personal communication skills and self-confidence by participating
within small work groups; and begin to establish a professional network.
Process: Pharmacy students were recruited during spring quarter. An initial 3-
day retreat was conducted in August to expose participants to principle-centered
leadership and team-building concepts. A daylong retreat was held in
December to revisit these concepts. Each month, students participated in daylong
activities. Monthly site visits included: regional and university healthcare
systems, county and state health departments, an indemnity insurance company,
a managed care organization, a manufacturing plant, and the state legislature.
At each visit, students were exposed to leadership and health care issues
facing each organization. Results: 34 participants completed personal mission
statements, and wrote a reflective essay discussing the impact of the program on
their lives. Qualitative program assessment will occur at the final meeting.
Implications: Leadership development requires time to create thoughts and
habits that will significantly enable individuals to make a difference in their
lives and communities. This 9-month program equips students with the tools
and foundation they need to become leaders.
Pharmacist/Volunteers as Instructors in a Patient Counseling
Laboratory. Neil J. Facchinetti. University of Connecticut. Objectives: The
implementation of a patient counseling laboratory using Interpersonal Process
Recall requires enough instructors to staff 780 counseling sessions throughout
the semester (60 students scheduled once weekly for 13 weeks). The use of
pharmacist/volunteers is seen as the only feasible alternative for accomplishing
the goals of the course. This staffing decision creates the tasks of finding
enough volunteers, acquainting them with the teaching principles and methods
used in the course, and monitoring for consistency in the instruction and evaluation
of students. Methods: The need for volunteers is published each year in
the school’s preceptor and alumni newsletters and in the journal of the state
association. Potential volunteers are offered adjunct faculty status, free continuing
education programs, and the use of university facilities. Volunteers are
interviewed on their motives for participating. Presemester workshops provide
volunteers with information and techniques necessary to serve as coaches in
the lab. Consistency of instruction during the semester is monitored by questioning
students and analyzing student scores. Results: Currently 20 pharmacists
volunteer in the laboratory. Course evaluations by students and post
semester focus groups with volunteers led to modifications to the course and
changes in presemester workshops. Preliminary data indicate that quality
instruction is being maintained along with consistency in evaluation.
Implications: Adequate numbers of pharmacist/volunteers are willing to teach
students patient counseling skills. These volunteers enhance the intensity of
training while maintaining high quality instruction.
A Flexible and Integrated Approach to Professional Teaching: the
Therapeutics Modules. Walter Wolf, Kathleen H. Besinque and Michael Z.
Wincor, University of Southern California. Objectives: To develop an educational
structure for the professional, PharmD students, that offers integrated
instruction in medicinal chemistry, pharmacology, pharmacokinetics and clinical
therapeutics with the flexibility necessary for meeting continuing advances
and avoiding obsolescence. Methods: The key principles adopted in developing
such a program were: (i) organizing the instructional offerings into a series
of flexible sequential modules, capable of frequent revision and update; (ii)
ensuring that faculty from the basic sciences and clinical pharmacy work
together effectively, by a pair sharing the coordination of each of the 8 modules;
(iii) ensuring effective and good communication between all 16 coordinators
through joint review and decisions at an Inter-module Coordinating
Council; and (iv) ensuring full student participation in a learning environment.
The Therapeutics sequence comprises 25% of the PharmD curriculum.
Results: The expectations placed on this approach have been fully met. The 8
module series is currently in the second year of implementation. The twocourse
coordinator approach has been effective in improving coordination of
learning units and reducing duplication or conflict in material. Both student
and faculty acceptance has been excellent. Full details will be presented.
Implications: A novel, flexible approach to teaching basic and clinical sciences
has been implemented. This allows professional curricula to evolve continuously
and avoid obsolescence, while enhancing a true learning environment.
Comparing Medication Compliance Trends in Fifth-Year Doctor of
Pharmacy and Fourth-Year Medical Students. Natalia Kujdych, University
of Mississippi. Objective: The purpose of this project was to introduce medical
and pharmacy students to the difficult issue of medication compliance
early in their careers by having them examine their own compliance. Methods:
A survey was distributed to 29 pharmacy and 23 medical students in a conjoint
bioethics course. The students were asked to rank medication compliance to
different dosing regimens. They were also asked to which medications they
would be most and least compliant. Both groups were asked to list reasons for
their non-compliance. Student Outcomes: Demonstrated that 3.4% of the
pharmacy and 4.5% of the medical students considered themselves 100% compliant
to a four times/day regimen. Demonstrated as doing frequency decreased
compliance increased. Seventy-six percent pharmacy and fifty-nine percent
medical students considered themselves 100% compliant to once daily dosing.
Demonstrated that for both groups forgetrulness was the first and inconvenient
dosing was the second most likely reason for non-compliance. Demonstrated
that medical students were most compliant to anti-infective regimens, whereas
pharmacy students were most compliant with asthma medication. Both groups
were least likely to comply with lipid lowering agents. Project Implications:
Fosters, through self-awareness, an appreciation of how difficult it is to be
compliant. Stimulates students to consider the consequences of non-compliance
in their patients. Encourages students to recognize their responsibilities in
promoting medication compliance. Cultivates early awareness of non-compliance
in regard to their future practices.
Using the WebCT Student Presentation Tool for Student’
Collaborative Projects in a Pharmacy Practice Laboratory Course.
Michael Deninger and Christine Carney, The University of Iowa. Objectives:
To: 1) engage students in parenteral product compatibility problem-solving; 2)
teach students to use parenteral product compatibility references and to evaluate
information therein; 3) enable students to critically evaluate and provide
feedback to others; and 4) teach students to create web pages. Methods:
Groups of 5-6 P2 students in a pharmacy practice laboratory course (students’105)
were assigned a parenteral product compatibility problem. Groups
prepared written plans to manage the 10 week project in 3 assigned phases: (I)
using parenteral product compatibility references to determine a preliminary
solution, (II) using other information sources and applying concepts learned in
basic science courses, and (III) combining results of phases I and II, testing
predictions in the laboratory, and responding to feedback. Students learned to
use web-editing software and to manage files in WebCT. Groups displayed
findings in WebCT at each phase and used a project-specific primary trait
analysis instrument to provide feedback to other groups. Grading included students’
assessments of personal and group members’ contributions. Results:
Survey results (1=strongly disagree; 5=strongly agree) indicate that students
believe the project enhanced understanding of pH and drug solubility
(mean=3.88), ability to analyze a problem (mean=4.31); and ability to apply
scientific principles to pharmacy practice problems (mean=4.23).
Implications: This project illustrates how WebCT can be used to actively
engage students, support collaborative projects, and enrich a course.
Integrating Dietary Supplements Into A First Year Pharmacy
Curriculum. Cathi E. Dennehy and Lisa A. Kroon, University of California at
San Francisco. Objective: Our objective was to provide first year pharmacy
students with an early practice experience that included collaborative learning
coupled with a field and library/internet exercise to learn about dietary supplement
labeling, product use, adverse effects, information resources and product
knowledge of retailers. Methods: Students were divided into 12 groups of 8
students and assigned to research 1 of 12 commonly used supplements. Each
group was divided and assigned to visit a non-pharmacy retailer (4 students),
and a pharmacy retailer (4 students). Twenty-four retailers were assigned to
limit duplication of findings. Retailers were not aware of the students’ project.
At the site, students selected a single product to evaluate. A survey tool was
used to assess product labeling, available information resources, and knowledge
of the retailer. Each group also developed a monograph on their supplement.
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Students received copies of all 12 monographs. Class presentations were used
to discuss the supplements and field research findings. Results: Pharmacy
retailers were slightly less knowledgeable regarding primary indications for
use than non-pharmacy retailers. Non-pharmacy retailers were more apt to
state that products were efficacious. All students were examined on the 12 supplements
and demonstrated sufficient knowledge to counsel a patient. Survey
tool and monographs will be presented. Implications: This exercise provided
students with real-world experience regarding information provided by and
attitudes of dietary supplement retailers. Students developed critical thinking
skills through analysis of library/internet information resources.
Optimizing Metered Dose Inhaler Instructional Strategies: Report of
a Pilot Project. Gary Milavetz, Christine Catney and Michael Deninger, The
University of Iowa. Objective: To compare metered-dose inhaler (MDI) technique
of students taught with lecture plus laboratory to technique of students
taught with lecture only. Methods: During a lecture, the instructor described
and demonstrated MDI inhaler technique. Immediately after class, students
completed a written survey in which they identified and ordered MDI procedural
steps. Two weeks later, consenting students (n=18) were randomized to
Group 1 (control), to demonstrate MDI technique, or to Group 2, to attend a
laboratory session and then demonstrate MDI technique. In the laboratory, students
witnessed a demonstration by the instructor and then practiced individually
and in groups, with a checklist, to provide peer feedback. All participants
completed the aforementioned survey prior to their videotaped demonstrations.
Results: Twenty-five of 53 students (43%) ordered items on the after-class survey
correctly. In the experimental groups, 6 students (66%) in Group 1 (n=9)
and 7 students (78%) in Group 2 (n=9) ordered items correctly. Three students
(33%) in Group 1 and 7 students (78%) in Group 2 demonstrated correct technique
judged by global impression of an expert rater. No statistically significant
differences between groups were found. Implications: Number of participants
and selection bias prevent concluding that practice and peer feedback
improve learning MDI technique. These results stimulate further investigation
to refine techniques for studying and optimizing strategies for teaching and
learning which will result in correct and durable performance.
A Comparison of Medical and Pharmacy Informatics Curricula.
John C. Poikonen, Nova Southeastern University. Objective: To determine if
differences exist in informatics education in medical schools versus PharmD
programs. Methods: 46 out of 86 (53.5%) mailed surveys were returned from
pharmacy schools. The same instrument was used in a previously published
overview of medical school informatics curricula. Results: Major curriculum
differences were seen in the subjects taught and in the education of the faculty.
Exposure to clinical decision making was provided in 88% of medical programs
but only 46% of pharmacy curricula and computer assisted diagnosis in
56% of medical programs versus computer assisted treatment in only 17% of
the PharmD programs. An Informatics department faculty member taught the
subjects 33% of the time in medicine versus only 13% of the time in pharmacy
curricula. Implications: The informational challenges faced by healthcare
practitioners today are enormous. It is desirable that medical and pharmacy
students graduate with a minimum set of information management skills so
that they can practice in a new and changing informational environment.
Medicine is placing a higher priority on informatics in clinical decision making
and computer assistance in their core value (diagnosis) than pharmacy.
They are developing separate departments and more specialized faculty in this
discipline. The implications are that future physicians will be more adept at
applying informatic principles than PharmD practitioners. The American
Association of Medical Colleges has clearly defined the curriculum objectives
for informatics, AACP needs to as well.
Development and Evaluation of a Virtual Oncology Patient. Jill M.
Kolesar and Michael E. Pitterle, University of Wisconsin. Objectives: The purpose
of this project was to develop a virtual patient to replace the “trained”
patient in the pharmacotherapy teaching laboratory. The pharmacotherapy lab
course involves a case based, “hands-on” educational experience, and interaction
with patients is an essential learning component. Methods: The virtual
patient program contains material from an accompanying didactic course,
power point slides, animations, simulations and digitized voice. The virtual
patient includes extensive patient histories and demographics; interactive
anatomy, pathology and diagnostics; simulated physical exams; and clinical
scenarios and simulations. The program was developed using Authorware with
links to a database. The database provides information on the virtual patient
and collects students’ responses. Student performance and satisfaction will be
assessed by comparing didactic curriculum to the virtual patient. Results: We
developed an interactive breast cancer virtual patient, providing students with
the opportunity to interactively manage a breast cancer patient from diagnosis
to death. The breast cancer virtual patient is currently in use in the pharmacotherapy
lab. Student satisfaction and performance will be assessed at the
conclusion of the module and results presented. Implications: In addition to
the clinical teaching benefits, virtual patients represent a significant cost savings,
eliminate potential safety risks, and eliminate the scheduling, training and
recruitment problems associated with trained patients. In addition, virtual
patients may expand our clinical teaching, by reaching nontraditional students
and other individuals outside the traditional university setting.
Louisiana - Vision for Community Pharmacy Practice. Philip J.
Medon, W. Gregory Leader, Gina C. Biglane and William Bourn, University of
Louisiana at Monroe. The University of Louisiana at Monroe houses
Louisiana’s only stated-supported program in Pharmacy. Although the state is
primarily recognized for its metropolitan areas and unique culture, it is mostly
rural in nature, and as a result, has many medically underserved areas. ULM’s
vision for pharmaceutical education in Louisiana emphasizes the pharmacist
serving as a primary care provider or collaborator for a variety of disease state
management and disease prevention activities based in community hospitals
and pharmacies and public health venues. The College of Pharmacy is planning
on meeting this vision by emphasizing the knowledge and skills needed
for these endeavors. This will be accomplished by focusing on the management
and prevention of chronic disease states, an encompassing pharmaceutical
care lab sequence that emphasizes problem-solving and critical-thinking
skills while allowing the student to practice those required skills, and, clerkships
where these skills are developed and expanded. This latter training will
focus on clerkships that are staffed by both faculty and practitioners trained by
the University. A significant component of this process will involve the maintenance
of a clinical skills database of pharmacy practices in Louisiana and a
strong tie-in with disease state management workshops conducted by ULM’s
continuing education program. In recognition of the expanding nature of the
pharmacist in primary care roles, the College of Pharmacy will provide webbased
support for these affiliated practitioners in the areas of drug information
and pharmacist reimbursement for cognitive services.
Strategies and Processes to Design an Integrated, Longitudinal
Professional Skills Development Course Sequence. Susan M. Paulsen and
Dana Purkerson Hammer, University of Colorado Health Sciences Center.
Objective: Design a longitudinal course, “Professional Skills Development,”
to aid student achievement of ability-based curricular outcomes. Sequence
emphasizes patient-centered context for basic sciences, pharmacy practice
principles, pharmaceutical care provision, and professional development.
Specific strategies: (i) horizontal and vertical integration of didactic course
material; (ii) active learning; and (iii) multiple assessments and feedback.
Methods: Weekly outcomes, mapped to course and curricular outcomes, guided
design of activities and assessments. Horizontal integration: Multiple faculty
designed active learning assignments to enhance students’ understanding
of interdisciplinary concepts. Bi-weekly meetings with student representatives
lent continuity across the curriculum. Vertical integration: Pharmacy practice
and pharmaceutical care concepts introduced early in semester; same concepts
longitudinally reinforced with increasing complexity. Active learning: Class
size=30 students, three sections/week. No lecture; exercises done in groups or
individually with faculty/TA facilitation. Multiple assessors and feedback:
Students self-assessed performance; feedback from: peers on patient consultation
and teamwork skills, standardized patients on patient consultation skills,
and faculty on assignments and professionalism. Results: Assessment of
course: Students rated the course 3.07 ±0.18 (1=strongly disagree, 4=strongly
agree). Peer-faculty and administration provided positive feedback about
course. Co-coordinators “self-assessment” of curricular mapping showed
every course outcome was assessed 5-29 times. Qualitative and quantitative
supporting data will also be presented. Implications: Course sequence aids in
student achievement of curricular ability-based outcomes. Instructional strategies
and design process may serve as models for other schools.
Aseptic Technique Coaching Sessions: An Effective Teaching
Method. Farren, Pammi J. and Legg, J., The Ohio State University.
Objectives/Intent: Aseptic technique coaching sessions were intended to: provide
individualized instruction and encouragement, reinforce the importance
of proper aseptic technique, ensure that each student meets a minimum competency
standard, and increase student confidence, thereby decreasing test anxiety.
Methods/Process: Each student participated in a fifteen minute session
with a professor in which the student was required to: select and manipulate
supplies required for preparation of an intravenous admixture, calculate the
appropriate volumes of drug solution and diluents, demonstrate understanding
of aseptic technique and air flow, and aseptically prepare an admixture according
to a printed label or a verbal order. Students were provided feedback,
including suggestions to facilitate success on the technique portions of practical
examinations. In order to pass the course, each student was required to earn
a satisfactory mark for the coaching session. If necessary, a student could remediate
the coaching session after being given opportunities to practice techniques
and implement suggestions. Results/Outcomes: The following outcomes
were evident: (i) professors were able to identify problem areas and
encourage improvement; (ii) course grades improved as a result of increased
student confidence and decreased test anxiety; and (iii) aseptic technique
competency standards were met by each student. Implications: Results of
the aseptic technique coaching sessions imply that this is a useful method to
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facilitate teaching and learning of aseptic technique. Individualized feedback
in this area significantly improved student performance.
Interactive Virtual Patient Database in a Web Based Environment to
Teach Pharmaceutical Care. L. Clifton Fuhrman, Michael Eaddy and
Michael Dollar, University of South Carolina. Objectives: The purpose of this
project is to develop students’ understanding of pharmaceutical care concepts
while enhancing their abilities to utilize information technology. Methods:
Pharmacy students (n=62) entering in their first year fall semester are assigned
a virtual family which is accessed via an Internet server web page. The families
consist of an adult male and female, a child and geriatric patient, which
have been designed by clinical pharmacy practitioners. Problem scenarios,
based on each patients specific disease state, integrate didactic concepts taught
during each semester. Each patient has three scenarios a semester for 4 semesters
over a two-year period. Students receive one problem each week at random.
The problem must be answered via the web page within 24 hours.
Students are given a response to their answer by day’s end. Student
Outcomes: Students have been able to access and retrieve information via various
computer sources to successfully answer patient problems (97 % rate correct).
Students have also established responsibility in answering questions in a
timely manner (99.8% answer rate, 97.3% on time rate). A seven item 5-point
Likert questionnaire indicated that students’ perceptions of the project were
favorable. Implications: The project has developed a positive learning experience
for the students as they begin to answer patient questions concerning
pharmacy care. The students also have become adept with utilizing Internet
and computer software information sources
“Pharmacy: The Long View,” Using Strategic Planning to Develop
Leadership Decision-Making Skills for Pharmacy Students. Brad P. Tice,
Drake University. Objective: To develop an elective course that would develop
leadership decision-making skills in pharmacy students. Methods: A pilot,
one credit-hour elective class was offered over seven weeks to students in the
final semester of the professional curriculum. Using techniques outlined in the
book The Art of the Long View; including identifying a focal issue, key forces,
driving forces, predetermined elements, and scenario development, students
examined factors that will be affecting the profession in the next 10-20 years.
Students then ranked the forces and elements by their importance and uncertainty
and wrote a set of scenarios describing what the future for the profession
might be like in twenty years. Results: Three students enrolled in the class and
three scenarios were developed based upon the forces and elements identified
by the students. A focus group evaluation process identified areas of strengths
and weaknesses of the class including that it was a valuable learning experience,
should be offered over a longer period of time, and would be useful to
students earlier in the curriculum. Implications: Students gained a broader
understanding of the influences affecting the future of pharmacy and are better
prepared to make decisions regarding the profession. Long-term course outcomes
will be determined by tracking each student’s future professional
involvement and career choices.
Testing Pharmacy Students’ Oral Communication Skills: How to
Define, Assess and Improve Them. Christine Parkhurst and Susan Jacobson,
Massachusetts College of Pharmacy and Health Science. Objectives: To
define the level of oral proficiency all students must achieve, including students
from diverse language backgrounds, to acquire the oral skills necessary
to provide pharmaceutical care; to develop a method to assess students’ level
of oral proficiency through a screening exam; to validate the screening exam
by comparing results with student performance in follow-up courses.
Methods: We developed a policy requiring an acceptable level of oral proficiency
for all students, including students from diverse language backgrounds
and cultures, in order to graduate. We defined criteria for an “acceptable level
of oral proficiency.” We implemented our Oral Proficiency Requirement: a
two-part Oral Proficiency Exam, and follow-up courses to help failing students
reach proficiency. We observed students’ criteria based performance in courses.
We’ll provide descriptions of the exam and syllabi. Results: The screening
exam identified students with deficient oral skills. The follow-up courses
helped students achieve higher proficiency as measured by phonemic errors
per minute and other criteria. Students meeting the oral proficiency criteria do
better in related content courses. Implications: Acceptable standards of oral
proficiency must be clearly defined. Students’ proficiency must be assessed,
and deficient students must be helped to achieve acceptable levels. We’ll
explain criteria and methods used, and their relation to speakers’ ability to provide
pharmaceutical care. We’ll discuss application of criteria in a Professional
Pharmacy Practice course, and other related courses.
A Patient-Focused and Outcomes-Based Experiential Program For
First Year Pharmacy Students. C.J. Turner, C. Jarvis, R. Altiere and L. Clark,
University of Colorado. Objective: to design and implement an experiential
program to introduce first year entry-level PharmD students to the professional
and general competencies required to practice pharmacy and to allow the
students to contribute to patient care. Methods: six modules related to community
pharmacy practice were created. The modules were approved by the
School and its external advisory Education Council, and validated with thirteen
diversity program summer students. Each module was designed to illustrate
several competencies in a 1-2 hour practical exercise and to stimulate discussion
between students and preceptors, and required students to document their
activities. Results: ninety one students completed modules related to expiry
dates; telephone reminder and call-back programs; refill histories; ACE
inhibitor use in congestive heart failure (CHF); and community service targeted
at patients with medication-induced headache (MIH). Collectively the students
examined 10,361 prescription products and found 255 out-dated; completed
524 and 424 telephone calls, respectively, to remind patients about medications
waiting for collection and to identify drug-related problems; assessed
the refill histories of 1,582 patients receiving HMG CoA reductase therapy for
compliance and 721 CHF patients for ACE inhibitor use; and designed public
awareness programs for MIH. Implications: a course has been created and
implemented which successfully allows first year entry-level PharmD students
to contribute to patient care and introduces them to the professional and general
competencies required to practice pharmacy.
Innovative Approach to Enhancement of Student Study Skills at a
New School of Pharmacy. Candice Nickens, Hampton University School of
Pharmacy. In an effort to improve student grades, their comprehension of
course material and promote effective communication skills, a pilot studygroup
was implemented. A program advisor and 2 student consultants from the
P2 class manage the project. Approximately 30 students from the P2 class were
recruited as participants for the semester pilot project. These students are
required to meet on a monthly basis with the program advisor and consultants
to discuss each group’s progress. Students were randomly selected to participate
in one of six groups. Each group is responsible for conducting study sessions
for at least 10 hours per week. Also, each member is required to review
all course materials (lecture notes, handouts, cases, and textbook readings)
prior to each session, in order to effectively contribute to the group sessions.
Each group was initially assigned a leader who is required to make monthly
progress reports. Progress reports include exam scores, comprehension of
course material and the level of communication among participants. The students
are required to sign a “Contract” which will solidifies their commitment
to the project. Each group will receive incentives such as free copying of
course materials and refreshments for study sessions. Toward the end of the
semester, students will complete an evaluation, which will assess the efficacy of
the project. After evaluations are reviewed, the students, advisor and consultants
will meet to discuss results of the evaluation.
Assessing the Early Introduction of the Patient Into the Pharmacy
Educational Experience. Linda C. Schramm, Patricia C. Thomas, Henry H.
Cobb and Matthew Perri, The University of Georgia. Objectives: This study
assessed the effect of early patient visits on a student’s appreciation for acquiring
clinical and communication skills. Methods: Pharmacy students visited
patients during their first semester in pharmacy school and were then given a
20-item survey prior to a scheduled class time. Using a five-point Likert-type
scale, the students were instructed to select their level of agreement or disagreement
with each statement. The data was analyzed using SAS Release 6.12
for Windows. Results: Eighty-three professional students (86%; 63 females,
20 males) in the first year of the pharmacy curriculum completed the survey.
For approximately half of the students, this was their first encounter with a
patient. Analysis of the student-reported data showed that the majority of
patients selected for this program were able to communicate verbally (87%),
that patients were not compliant with their medications (83%), and that the visits
had a positive impact on both students (89%) and patients (87%). Lack of
drug and disease knowledge was not considered to be a limiting factor by the
students. Project Implications: From the data, it appears that this early experiential
program is both valuable and enjoyable for students and patients. The
experience being early in the pharmacy curriculum, when students do not have
extensive drug and disease knowledge, was not a limiting factor and may serve
to motivate student learning.
An Interdisciplinary Healthcare Competition: An Innovative
Teaching Tool for Health Professional Students. Tony R. Martin, Mina N.
Salafranca and Carole Kimberlin, University of Florida. Objective: This project
allowed interdisciplinary teams of healthcare students to assess, diagnose,
and treat a patient. Students practiced teamwork and learned the strengths and
abilities of other disciplines. Methods: Student participants were recruited
from the Colleges of Pharmacy (PharmD students), Medicine (MD and PA students),
and Nursing (BSN students). Team composition was designed to prevent
undue advantage of an all senior level team. Each team received the same
patient case one-week prior to interviewing the patient. Patients were trained
actors. Each team had 30 minutes with the patient to assess, diagnose, and
deliver treatment. Each team then had 30 minutes to prepare for a discussion
with faculty. Finally, each team had 30 minutes to present the case and answer
questions from a panel of clinical faculty. Teams were scored in two areas:
videotaped interactions with the patient and panel presentation. Results:
Based on the number of participants, the performance evaluation results, and
American Journal of Pharmaceutical Education Vol. 64, Winter Supplement 2000
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the positive feedback from participants and faculty judges, this event was successful
in bringing healthcare students together. Feedback from participants
described this competition as a unique opportunity for team members to show
other disciplines their contributions to patient care. Implications: There are
currently limited opportunities for interdisciplinary interaction in existing curricula.
Educators may be able to use similar activities as part of the educational
experience to evaluate the ability of students to perform as part of interdisciplinary
teams.
Use of an Electronic Mailing List to Provide Supplementary Course
Material. Jeffrey J. Kuper, Rutgers College of Pharmacy. Objectives: A listserv
is an electronic mailing list that allows users to address an entire group of
subscribers by specifying a single E-mail address. A listserv was created for the
baccalaureate Pharmacotherapeutics III course, with goals to increase student
understanding of course material through the use of supplemental information
and online class discussion and to improve communication between lecturers
and students. Methods: A course listserv was created for the Fall 1999 semester.
Use of the listserv by faculty and students was voluntary but highly encouraged.
Information posted by faculty included cases, practice problems,
announcements, and answers to student questions. Results: 84% of students
subscribed to the listserv, and 4 of 12 lecturers in the course posted messages
there. Exam scores did not change from 1998 to 1999, although changes in student
composition of the class make year-to-year comparisons difficult.
Subjective evaluations completed by students and faculty showed strong support
for the listserv, with both groups believing that student understanding of
coursework was enhanced and agreeing that the listserv should be used more
in the future. Implications: While web-based course sites provide a greater
degree of interactivity, a listserv is a very simple tool that can provide supplemental
course content and more timely and efficient communication between
students and faculty. Due to an overwhelmingly positive response, several
other faculty have incorporated listservs into additional clinical courses.
Incorporating Nontraditional Doctor of Pharmacy Students into a
Problem Based Learning Curriculum. Natalia Kujdych, University of
Mississippi. Objectives: The purpose of this project was to examine the impact
non-traditional Doctor of Pharmacy students have on traditional fifth year
Doctor of Pharmacy students in a Problem Based Learning Curriculum.
Methods: The problem based learning curriculum is used in the 5 th year of the
traditional Doctor of Pharmacy program. This is also the entry point for a postbaccalaureate
pharmacist returning to complete the Doctor of Pharmacy program
as a full time student. The program uses a small group discussion format.
A group of eight students meet three times per week for two-hour sessions to
discuss cases. The study groups are selected randomly. Even though the nontraditional
students may be nervous about their return, the traditional students
respect their professional experience. Unfortunately, conflicts due to age, outside
responsibilities, communication levels and scheduling still occur.
Traditional students also tend to rely too heavily on the professional experience
of non-traditional students as primary information sources, excluding primary
literature and other sources. Cooperation is encouraged, dependents is discouraged.
Student Outcomes: (i) demonstrated basic communication by discussing
and sharing information; (ii) demonstrated appropriate conflict resolving
techniques; and (iii) synthesized information obtained from practical experience
without limiting or excluding other information sources. Project
Implication: (i) encourages awareness of different levels of students at different
points in their careers; (ii) fosters an appreciation for practically learned
skills and experiences; (iii) simulates interaction between pharmacist and students
in classroom activities; and (iv) cultivates early professional respect and
experiences.
Cultural Diversity Training -Using the Hmong Medical Culture and
Customs as a Teaching Module. Natalia Kujdych, University of Mississippi.
Objectives: In order to achieve successful patient counseling, compliance, and
disease state management it is important for pharmacy students to understand
the barriers of cross-cultural communication. By using the Hmong as a case
presentation of a culture whose views on medical and pharmacy practice vary
greatly from that of Western culture, the students were able to recognize that
cultural differences exist and they need to be addressed. Method: The case
presented involved a chronically ill, young Hmong child, how her family handled
her illness and their experience with western medicine - American style.
The case poignantly illustrated how different philosophies and attitude toward
the experience of illness and treatment can be and how differently each party
viewed them. Student outcomes: (i) demonstrated communication skills in a
group discussion; (ii) recognized the importance of cultural differences in various
aspects of disease management; (iii) recognized the importance of culture
specific patient communication and counseling; (iv) demonstrated an appreciation
for cultural treatment preferences; and (v) encouraged students to voice
their own opinions and to discuss their own belief systems, experiences and
values. Project Implication: (i) fostered an early appreciation of cultural differences;
(ii) fostered sensitivity to cultural difference in future professional
practice; (iii) identified cultural barriers to patient communication as it relates
to pharmacy practice; (iv) addressed multi-cultural treatment approaches in
pharmacy practice; and (v) encouraged appreciation and impact of alternative
medicine as practiced in other cultures.
Incorporating a Physical Assessment Course into a Problem Based
Learning Curriculum. Natalia_Kujdych and Cheryl Rogers, University of
Mississippi. Objective: The purpose of this project was to create a physical
assessment course, which could be incorporated into problem based learning
curriculum. Method: Instead of a traditional class in physical assessment during
the fifth year of the Doctor of Pharmacy program, the course has been
moved to the sixth, experiential, year. At the beginning of sixth year the students
are provided with a checklist of physical assessment skills, which they
need to master prior to their graduation. The skills to master include vital signs,
a patient interview, patient history, mental status exam. The physical exam
includes ophthalmology, otoscopic and nasopharngeol exam, the ability to recognize
basic heart, breath and bowel sounds. They perform a subcutaneous
injection, intramuscular injection and venipuncture. Students operate a peak
flow meter, metered dose inhaler, self-glucose monitoring device and a
monofilament test. The student’s preceptors are to assist their students in completing
their skills successfully and then signing off on the master list. As in the
problem-based curriculum, the student is responsibility in mastering the techniques
and turning in the completed list. Student Outcomes: (i) demonstrated
proficiency in physical assessment skills; (ii) recognized the importance of
physical assessment in their professional careers; and (iii) encouraged students
to independently learn healthcare skills. Project Implications: (i) enhanced
physical assessment skills; (ii) fostered an appreciation for independent learning;
and (iii) stimulated a problem based learning environment in the experiential
portion of the curriculum.
Competency Assessment in a Therapeutics Anticoagulation
Laboratory. Lisa E. Davis and Sarah A. Spinier, Philadelphia College of
Pharmacy. Intent: Student performance was evaluated in a PharmD laboratory
that taught warfarin and low-molecular-weight heparin (LMWH) patient
counseling. Process: The laboratory addressed warfarin use (Part 1) and
LMWH administration (Part 2) and patient counseling. Students had a prior
anticoagulation lecture and viewed patient educational videos on warfarin and
LMWH administration and counseling. For Part 1, students received a scenario of
an anticoagulated patient with new prescriptions. Scenarios required an
assessment of drug interactions, patient-specific international normalized ratio
(INR), and essential counseling points. References were available during
preparation only. Instructors played the role of patients. For Part 2, students
demonstrated LMWH injection using placebo syringes with prosthetic
abdomens and also counseled patients. Grades for each Part were determined
using standardized checklists; a minimum score was required for competency.
Students repeated the process until competency was achieved. Outcomes: 152
students completed both Parts. For Part 1, 122 (80.3%) achieved competency
upon first attempt with 27 (17.8%) and 3 (2.0%) passing after a second or third
attempt, respectively. For Part 2, 131 (86.2%) achieved competency after one
attempt with 20 (13.2%) and 1 (0.7%) requiring two or three attempts, respectively.
Implications: Students demonstrated desired outcomes of patient counseling
using simulated patient cases in a realistic practice setting.
Anticoagulants are excellent choices for assessing student competency in drug
administration, problem identification and patient counseling. Structured
checklists to assess student competency can be adapted to other laboratorybased
curricula.
Method for Rapid Evaluation of Student Comprehension and
Delivery of Learning Objectives in Nephrology Therapeutics Block. Ruth
Ann Subach and Marian Paynter, Western University. Purpose: Pharmacy
courses at Western University are taught in 18-day blocks. One challenge with
this system is the need for rapid assessment of student comprehension. We
describe how we evaluated student comprehension, how well the course objectives
were delivered, how daily feedback was provided, how student assessment
was performed, and student outcomes during the 8-day nephrology portion
of a block. Methods: Twelve student teams completed a daily assignment
designed to evaluate student comprehension and assess delivery of the learning
objectives. Each day, teams compiled the following: 1)3-5 key concepts
of the day, 2) questions about the material, 3) 3 - 5 multiple choice questions
based on that day’s material, including an explanation of why each potential
answer was correct or incorrect. This information was emailed to the faculty
member. Key concepts were compared to the learning objectives. Questions
about the material were addressed in class the next day or by email/intranet.
Multiple choice questions were compiled, edited, and placed on the Intranet
before the next class session. Two quizzes and one exam were administered.
Results: Key concepts uniformly aligned with the course learning objectives.
Most teams submitted 3 multiple choice questions each day; all were “recall”
questions. The pass rates on the first and second quizzes were 99% and 100%,
respectively. Sixty-eight of one hundred three students scored >/= 90% on the
exam. Conclusions: This process was labor-intensive, but provided timely and
valuable information about delivery of material and student comprehension.
120S American Journal of Pharmaceutical Education Vol. 64, Winter Supplement 2000

We believe daily faculty-student feedback, with the aid of technology, may
facilitate the learning process.
Integrating a Biostatistics and Literature Evaluation Course. Tara M.
Jenkins and Akima R. Howard, Hampton University. Objectives: The purpose
of this project is to describe the process used to amalgamate a biostatistics and
literature evaluation course. Generally, biostatistics and literature evaluation
are offered as two separate courses. However, this integrated course, offered to
first-professional year doctor of pharmacy students, is designed to teach basic
statistical concepts with the emphasis on relating the concepts to the literature
evaluation process. Methods: This course is offered three days a week. Each
week, the first 2 days are devoted to teaching biostatistics and the third day is
devoted to relating these concepts to the literature evaluation process. Students
are required to read one short article every week and are asked to identify and
answer questions that pertaining to the week’s topics. When the class reconvenes
for its Friday Literature Evaluation Clinical Application session, students
share their successes and difficulties with identifying the specified concepts.
A weekly recitation is offered to students requiring additional reinforcement.
Results: Thus far, student feedback indicates that using the medical literature
every week as examples enhances the learning process. These weekly
reading assignments help them to identify whether they really understand and
can apply the concepts taught. Implications: Using published literature on a
weekly basis to teach and evaluate students understanding of biostatistical concepts
seems to be effective. Our students will be able to competently discern the
quality of medical literature to support their pharmacotherapy treatment
recommendations.
NIP ABSTRACTS
Validity and Reliability Study of Contingent Valuation Method: The
Willingness-To-Pay for Pharmaceutical Care for Patients with Diabetes.
Dong-Churl Suh, Rutgers University College of Pharmacy. Objectives: To
measure diabetic patients’ willingness-to-pay (WTP) for pharmacists’ diabetes
care and to test the feasibility and validity of contingent valuation method
(CVM). Methods: Randomly selected diabetic patients (205) were interviewed
to measure WTP for one of three different levels of reduction in risk of
diabetic complications (from 25% to 12.5%, 50% -> 25%, and 75% -> 37.5%),
using bidding game questions in both the ex-post user-based and the ex-ante
insurance based perspectives. The patients’ health related quality of life (QOL)
and utility value were measured using SF-36, a diabetes specific instrument,
Health Utility Index, visual analog scale and standard gamble method.
Analysis of variance, logistic and semilog regression were performed to investigate
the objectives of the study. Results: Patients’ WTP for pharmacists’ diabetes
services in ex post and ex ante methods were significantly influenced by
risk reduction level, gender, and age (in ex-post only), but not influenced by
their QOL, utility value, duration of diabetes, or income. The mean WTP out
of pocket ranged from $20.25 to $38.77 depending on the risk reduction level
(P=0.07). The mean WTP through additional health insurance ranged from
$69.61 to $182.84 per year (P

different receptor binding profiles. Initially, the 2-beta isoform was modeled.
Two templates were identified through a Psi-BLAST search of the Protein Data
Bank: Neuregulin 1-alpha (NRG1a) and EGF. Alignment of the templates with
the target sequence by BLAST, ClustalW, MAP, MSA, and PIMA generated
five different alignments with sequence identity of 35.7-37% with NRG1a and
32.8-50% with EGF. Homology models were created using the program MOD-
ELLER. The best models were identified through a series of geometric and
energetic analyses using CHARMM, ERRAT, PROCHECK, Verify3D, and
WHAT_CHECK. As the homology models of the remaining two isoforms are
created, they will be compared to identify structural differences.
Synthesis and Evaluation of Inhibitors of Interleukin Converting
Enzyme 3A (ICE 3A). Matthew J. Detrow, Ohio Northern University.
Interleukins (cytokines with various activities) have been implicated in programmed
cell death (apoptosis) which when treating cancer, is a decided benefit.
However, during systemic bacterial infections, interleukin 1 will be secreted
by liver tissues, ultimately leading to apoptosis of liver and ultimately liver
failure and death before the infection can be controlled by antimicrobial
agents. Inhibitors of ICE 3A (also known as Caspase 1∃) could conceivably
prevent the progression of liver cells to enter apoptosis and thus allow the salvage
of the patient with antibacterial drugs. This project sought to produce
boronic acid inhibitors of the cysteine protease ICE 3A that might ultimately
be of therapeutic value. Boronic acids are designed to resemble the substrate
for the enzyme, but have a boronic acid moiety substituted for the carbon of
the normal substrate. A complex will form between the SH of the enzyme and
the boronic acid leading to a stable reversible complex. Due to chemical synthesis
considerations, an exact replica of the substrate side chains could not be
produced, thus homologous compounds were produced. The most promising
compound (below) is based on homoserine. The compound was found to protect
histiocytic lymphoma cells U937 from entering apoptosis when exposed to
UV light with an EC 50 of 0.75 nM. This compares favorably with the commercially
available inhibitor DEVD-CHO whose EC 50 was 10 nM. Histiocytic
lymphoma cells are used as a model for hepatocytes that present certain culturing
problems. Past experience has shown that protection of histiocytic lymphoma
cells correlates with in vivo data in mice where exposure to staphylococcal
aurous toxin can be obviated with certain Caspase inhibitors available
commercially. Other analogs that were tested did not show inhibition of apoptosis,
and were not further pursued. Thus, we have developed a potent inhibitor
of apoptosis which presumably works by inhibiting Caspase 13, but chemical
stability of the compound has limited its further use. Current work is in the
development of more stable analogs for testing.
Tolerance Induced by Morphine and Morphine-6-Glucuronide in
Opioid-Responsive SK-N-SH Neuroblastoma Cells. Anthony J. Dye, Idaho
State University. Morphine-6-glucuronide (M6G) is an active metabolite of
morphine with potent analgesic activity. The effects of M6G on the opioid
receptor transduction system, especially with regard to tolerance have not yet
been elucidated. Opioid-responsive SK-N-SH human neuroblastoma cells
were used as an in vitro model to study the function of opioid receptors. The
cells were treated with either M6G (1 mmol/L) or morphine (1 mmol/L) for
periods of 10 minutes, 30 minutes, 24 hours, or 48 hours in duration. At the end
of the treatment period, cells were subjected to another treatment with either
M6G (1 mmol/L) or morphine (1 mmol/L) for a period of 10 minutes. The formation
of cyclic adenosine monophosphate (cAMP) was then quantified using
125 I radioimmunoassay, and the amount of protein present in each well was
quantified using bicinchoninic acid protein assay. The percentage inhibition of
cAMP per nanomole protein was greater at 10 minutes and 30 minutes than at
24 and 48 hours. Both morphine and M6G induced tolerance of opioid receptors.
No difference in the degree of inhibition of cAMP was seen between M6G
and morphine. The results of this study demonstrate that M6G can induce tolerance
of opioid receptors to the same degree as morphine.
The Effect of Interleukin-6 on Hepatic Metabolism of the Triazole
Antifungal Itraconazole. Amy Hartman Franks, University of Arkansas for
Medical Sciences. Itraconazole (ITZ) is frequently administered to Bone
Marrow Transplant (BMT) patients to minimize their risk of developing fungal
infections as a result of the pre-BMT conditioning regimen. BMT recipients
experience an acute phase response, which is associated with elevated
concentrations of cytokines, shortly after the BMT. These cytokines, particularly
IL-6, may downregulate the CYP3A4 isoform and subsequently decrease
drug metabolism. This depression of drug metabolism in BMT patients may
result in decreased serum concentrations of the active CYP3A4 metabolite
hydroxyitraconazole (OHITZ) or other CYP3A substrates. The purpose of this
study is to determine if IL-6 inhibits the metabolism of ITZ. Primary hepatocytes
were isolated and cultured from four male Sprague-Dawley rats 60-90
days old and exposed for 4, 8, 12, and 24 hours with either ITZ (Group 1), ITZ
+ cimetidine (Group 2), ITZ + IL-6 (Group 3), or ITZ + IL-6 + IL-6 receptor
antagonist (Group 4). The cells were collected and extracellular and intracellular
ITZ and OHITZ concentrations were determined using a validated HPLC
assay. Intracellular and extracellular values were normalized to cellular protein
content. Exposure to IL-6 resulted in no inhibition of intracellular OHITZ formation
at 4, 8, 12, and 24 hours. Significant (P

Methods: CaCO-2 cells were grown using standard cell culture techniques. At
21 days confluence, cultures were subjected to total or partial nutrient deprivation
for 0, 12, 18 or 24 h, or exposed to the prostaglandin inflammatory
mediator, PGE 2 (1 uM) for 0, 2.5, 4.5 or 7.5 h. The cellular uptake of 3 H-glutamine
and 14 C-arginine was determined after a 10 minute incubation. Data
were analyzed by the student’s unpaired t-test. Results: 3 H-Glutamine uptake
was not significantly altered by total nutrient deprivation. However, 14 C-arginine
uptake was statistically significantly reduced (P 8.0%) and hypertension (blood pressure >
140/90mmHg and/or taking antihypertensive medications) were eligible for
study participation. Patients were randomized to either the physician care
group or the pharmacotherapy clinic group. Those in the physician care group
were managed solely by their primary care physician with no pharmacist intervention.
Patients in the pharmacotherapy clinic group received collaborative
disease state management through frequent visits to the pharmacist-managed
pharmacotherapy clinic. Results: To date, 16 patients have agreed to participate
in the study with eight in each group. Demographic data is similar in each
group with the exception of average length of time enrolled in the study (4.5
months in physician arm versus 2.5 months in pharmacist arm). The mean
HbAlc at study entry was 10 ±1% in both arms of the study. The average
HbAlc change is currently (+0.5%) in the physician arm versus (+0.8%) in the
pharmacist arm. The mean baseline blood pressure was 137±15/80±11mmHg
in the physician arm versus 152±23/83±10mmHg in the pharmacist arm. The
average blood pressure change is currently (+1.4mmHg) systolic and
(+4.0mmHg) diastolic in the physician arm versus a systolic change of (-
16.6mmHg) and diastolic change of (-0.6mmHg) for the pharmacist arm.
Conclusion: This preliminary data shows no difference in average HbAlc
change between the two study groups. To date, not all patients have had a
repeat HbAlc due to their short duration of enrollment in the study. Patients in
the pharmacist arm had a higher mean baseline blood pressure and achieved a
greater reduction in both systolic and diastolic blood pressure than patients in
the physician arm of the study.
Improving Diabetes Management Through Dynamic
Pharmaceutical Care. E. Nathan Smedley, Idaho State University. Objective:
This project was designed to determine if a pharmacist, through therapy intervention
and pharmaceutical care, can improve patient diabetes management,
education, and quality of life. Methods: Patients were selected from the VA
Medical Center in Boise, ID. Inclusion criteria included patient age greater
than 55 and a recent hemoglobin A lc level greater than 9%. Each prospective
patients’ diabetic therapeutic regimen was reviewed and suggestions were
made to physicians for adjustments in therapy to enhance disease management.
Enrolled patients initially completed two surveys to measure quality of life
(SF-36) and patient diabetes education knowledge. Hemoglobin A lc levels
were also re-measured during the initial visit. Upon completion of the surveys,
patients were given basic instruction concerning their diabetes medications and
the disease itself. The counseling session included the reinforcement of physician
approved therapy changes and medication compliance issues. Three
months later, patients returned for a follow-up visit, at which time hemoglobin
A lc levels were re-measured. During this visit, patients also completed post
quality of life and diabetes education surveys. Pre and post survey data and
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123S

hemoglobin A lc measurements were analyzed for improvements in survey
scores and A lc levels. Results: Of the 23 patients enrolled, 19 patients completed
the study. A total of 17 therapy or compliance interventions were made,
14 of which were directly related to diabetes disease management. A statistically
significant improvement in hemoglobin A 1c levels was observed (P<
0.001) with a mean difference in pre and post levels of 1.59%. A statistically
significant improvement in the post diabetes education surveys was also
observed (P = 0.044). There was no statistically significant difference observed
between pre and post SF-36 surveys. Conclusion: This study supports the
notion that pharmacists, through therapy intervention and patient education,
can improve diabetes disease management. By performing therapy reviews and
providing diabetes education, blood glucose control can be improved by resulting
enhancements in therapy and improved patient knowledge of their disease.
Although this study did not show any statistically significant short-term
improvement in patient quality of life, it does not rule out possible long-term
improvement in quality of life, which may result from improved blood glucose
control due to the pharmacist’s role in diabetes disease management.
INNOVATIONS IN TEACHING COMPETITION
WINNERS
Utilization of an Integrated Interactive Virtual Patient Database in a
Web-Based Environment for Teaching Continuity of Care. L. Clifton
Fuhrman, University of South Carolina. Objectives: The purpose of this project
is to develop students’ understanding of pharmaceutical care concepts
while enhancing their abilities to utilize information technology. Methods:
Pharmacy students entering their first year fall semester are assigned a virtual
family which is accessed via an Internet server web page. The families consist
of an adult male and female, a child and geriatric patient, which have been
designed by clinical pharmacy practitioners. Problem scenarios, based on each
patient’s specific disease state, integrate didactic concepts taught during each
semester. Each patient has three scenarios a semester for 4 semesters over a
two-year period. Students receive one problem each week at random. The
problem must be answered via the web page within 24 hours. Students are
given a response to their answer by day’s end. Student Outcomes: Students
have been able to access and retrieve information via various computer sources
to successfully answer patient problems (97% rate correct). Students have also
established responsibility in answering questions in a timely manner (99.8%
answer rate, 97.3% on time rate). A seven item 5-point Likert questionnaire
indicated that students’ perceptions of the project were favorable.
Implications: The project has developed a positive learning experience for the
students as they begin to answer patient questions concerning pharmacy care.
The students also have become adept with utilizing Internet and computer software
information sources.
Development and Application of Web-Based Interactive Modules for
Pharmacokinetic Assignments, Daily Quizzes, Exams, Bayesian
Parameter Estimation, and Simulation. Reza Mehvar, Texas Tech Health
Sciences Center. Objectives: To develop web-based modules for generation of
unique pharmacokinetic Assignment, Exam, Parameter Estimation, and
Simulation modules which allow students to submit their answers on-line and
receive immediate feedback and allow instructors in different institutions to set
their own preferences and use the modules. Methods: A combination of
spreadsheet, database, and web server programs were used to create dynamic
scenarios for 25 pharmacokinetic topics, 236 questions, a non-linear parameter
estimation module with Bayesian analysis capability, and 7 simulation
modules. Using a web browser, instructors would set preferences (e.g. due
date, number and type of questions in the exam, duration of exam, etc.) for
their own students, and students create their own unique version of the assignments
and/or exams which are different than those of their peers. Students then
enter their answers to exam or assignment questions on-line and receive immediate
feedback and a grade. Results: The innovation was used by instructors at
four different schools or colleges of pharmacy in the U.S. and Canada.
Performance data from two of the institutions indicate that the innovation by
students and peers was very positive. Implications: With further development of
dynamic pharmacokinetic questions and improvements in the speed of the web
server component, the innovation may be used by several instructors of
pharmacokinetics for on-line administration of exams and assignments.
Use of Real Patients with Asthma within a Pathophysiology &
Therapeutics Course: A Longitudinal Pharmaceutical Care Experience.
Mary Beth O’Connell, The University of Minnesota. Objectives: To develop a
critical thinking, problem based, learning experience that allowed students to
provide pharmaceutical care to a patient with asthma within the context of a
required course. Methods: Second year pharmacy student groups interviewed
a patient with asthma in her/his home. Using slightly modified Peters’ Institute
for Pharmaceutical Care forms, the student developed a personalized pharmaceutical
care plan and medication education materials. After a small group discussion
and revisions, students shared these materials with the patient. About
two weeks later, students called the patients to assess outcomes to suggested
interventions. Results: Many students considered the experience to be one of
the more beneficial learning experiences. Most students felt the project was
worth 35-40% of their final grade. Computer problems and rewriting care
plans and patient materials frustrated students. Students made at least one
intervention per patient. About 40% of patients felt the student had increased
their medication efficacy, quality of life and exercise ability and decreased
nighttime awakenings. Forty percent of patients learned 50-100% more new
information about asthma. Half of the patients would pay for the pharmacy student
pharmaceutical care. Patients valued the experience and compared the
program highly to other asthma programs. Implications: Longitudinal pharmaceutical
care can be provided within a course by adequate professor time
and teaching assistant support is required.
INNOVATIONS IN TEACHING COMPETITION:
HONORABLE MENTIONS
The Use of Web-Based Instruction to Teach Scientific Literature
Evaluation Skills. Frank Ascione, Trelawny Thompson, Thomas Knox and
Rivka Siden, The University of Michigan. Objectives: To evaluate a webbased
instructional program that focused on teaching scientific literature evaluation
skills. Methods: The traditional course on scientific literature evaluation
was transformed into a web-based course after the class was moved from
the third professional year to the first. The intent of the transformation was to
accommodate the less knowledgeable P1 students. In addition, the College was
interested in examining the possibility of expanding its teaching activities
beyond the building for distance learning purposes and collaborative efforts
with other College. Students were required to submit answers to a series of
questions about a set of articles via a course website. The answers were examined
by the course instructor prior to the discussion section and feedback provided.
“Model” responses were provided for each question that students could
refer to in preparing future answers. Results: Evaluation of student performance
indicates that the web-based approach was very effective in teaching the
less experienced students scientific literature evaluation skills. The students
liked the website, especially the model answers and the ease in which their
responses were submitted and instructor feedback received. Pilot programs
with students from Ferry State University and with selected members of the
College’s alumni association were also successful, although the evaluation was
not rigorous. Implications: The use of web-based technology to complement
traditional classroom discussion is an effective method for teaching students
and practitioners scientific literature evaluation skills.
Use of Compressed Cases, an Extended Family Tree and Simulated
Patient-Actors in a Professional Practice Seminar Course. Zubin Austin,
The University of Toronto. Objective: To develop a course that teaches students
to meet patients’ drug related needs. Methods: Three specific curricular
innovations were used. Compressed cases are three-part cases designed to simulate
the natural progression of illness based on a pharmacist’s intervention.
The family tree concept allows students to view compressed cases within a
familial context, facilitating discussion of complex genetic and psycho-social
issues. Simulated patient-actors are used to bring compressed cases to life and
provide students with feedback regarding interviewing and patient-care skills.
Results: This course has been highly successful in facilitating the transition of
students from a pre-structural level of pharmaceutical care to a relational level.
Learning from experience and feedback has been invaluable in developing
patient care skills. Implications: Anecdotal feedback from students suggests a
sustained benefit of pre-clerkship exposure to simulated patients in a controlled
setting. Such exposure allows students to rapidly develop clinical skills
by recognizing the complexity and multi-dimensional nature of commonly
occurring clinical situations.
Discovery Maps: A Student-Centered Approach to Reinforcing the
Curriculum. Patricia Chase, Kari Franson and Ariane An, Western University
of Health Sciences. The project was designed to improve the learning process
for first and second year pharmacy students. Our goal was to help students
remember key pieces of information in the curriculum, to help them see the relevance
of all courses, and to assist them in understanding the components of
an ability (knowledge, skills and attitudes). We designed a process where students
develop Discovery Maps. Using a disease-focused approach, students
review all the courses completed in an academic year and map out the key
pieces of information. The required knowledge, skills and attitudes are listed
for each disease. The results of this research have been extremely positive.
Students made significant process in reviewing key pieces of information for
the entire academic year, and they were very positive in expressing a newfound
understanding of the relevance of all the courses. The most significant results
were seen in the change in students’ understanding of the components of an
ability. We feel this approach is a unique way to improve student learning.
INT D 410: Health Care Team Development. Cheryl Cox, Eli Whitney,
David Cook, Rosemarie Cunningham, Rene Day, Joan Loomis, Linda
McCargar, Jan Pimlott, Elizabeth Taylor, Ross Bayne, Moira Bazin and Don
Philippon, The University of Alberta. The Health Science Facilities at the
124S American Journal of Pharmaceutical Education Vol. 64, Winter Supplement 2000

University of Alberta have worked together to provide a mandatory inter-professional
course for all students in the health science disciplines. The objectives
for the students in the course are as follows: (i) describe the roles of other
health professionals and their contributions to the team; (ii) Demonstrate effective
group process skills; (iii) demonstrate a shared patient-centered approach to
health with the other team members; (iv) demonstrate awareness of your own
strengths and weaknesses as a team member; and (v) describe the essential
features of an effective team. This course includes students from dental
hygiene, dentistry, medical laboratory science, medicine, nursing, nutrition,
occupational therapy, pharmacy, physical therapy and recreational therapy.
This three-credit course has 32.5 hours of assigned instructional time, is taught
almost entirely in small groups, and has a current registration of 757 students.
The organizational group for this course comprises one representative from
each of the programs involved, together with the Program Director, an external
consultant with expertise in team function, and the Executive Director of
Health Sciences. The program has received strong support both from the students,
through their own interdisciplinary program (ACHILI), and from the
Coordinating Council of Health Science (CHS), which comprises the Health
Sciences Deans and the Executive Director of the Health Sciences Office.
Using the WebCT Student Presentation Tool for Students’
Collaborative Projects in a Pharmacy Practice Laboratory Course.
Michael Deninger and Christine Catney, The University of Iowa. Objectives:
(i) engage students in parenteral product compatibility problem-solving; (ii)
teach students to use parenteral product compatibility references and to evaluate
information therein; (iii) enable students to critically evaluate and provide
feedback to others; and (iv) teach students to create web pages. Methods:
Groups of 5-6 P2 students in a pharmacy practice laboratory course (students’105)
were assigned a parenteral product compatibility problem. Groups
prepared written plans to manage the 10 week project in 3 assigned phases: (I)
using parenteral product compatibility references to determine a preliminary
solution, (II) using other information sources and applying concepts learned in
basic science courses, and (III) combining results of phases I and II, testing
predictions in the laboratory, and responding to feedback. Students learned to
use web-editing software and to manage files in WebCT. Groups displayed
findings in WebCT at each phase and used a project-specific primary trait
analysis instrument to provide feedback to other groups. Grading included students’
assessments of personal and group members’ contributions. Results:
Survey results (1=strongly disagree; 5=strongly agree) indicate that students
believe the project enhanced understanding of pH and drug solubility
(mean=3.88), ability to analyze a problem (mean=4.31); and ability to apply
scientific principles to pharmacy practice problems (mean=4.23).
Implications: This project illustrates how WebCT can be used to actively
engage students, support collaborative projects, and enrich a course.
Development of a Problem-Based Learning Course in Human
Resources Management. Mary R. Monk-Tutor, Samford University.
Objectives: The purpose of redesigning the course into a problem-based learning
(PBL) format was to provide a learner-centered environment that used illstructured
problems to help students build an understanding of the complexity
and ambiguity of human resources management practices as well as to build
practice skills in communications, teamwork, problem-solving, conflict resolution,
and leadership. Methods: A PBL format was integrated throughout a
large course (94 students) using a single facilitator model. Three content modules
were developed by the instructor that addressed basic human resources
management skills and incorporated progressive disclosure style PBL cases.
Modules were introduced by the instructor using problem-based lectures.
Students were assessed at both the individual and the group level using written
reports, quizzes, in-class writings, and the creation of a reflective course portfolio.
Results: Both subjective and objective course evaluations indicated that
students improved both content knowledge and higher level cognitive skills
such as problem-solving, conflict resolution, and communication during the
course. The student portfolio was found to be a successful tool for assessing
individual learning and the effectiveness of the course as a whole.
Implications: PBL can successfully be implemented in a large pharmacy
administration course using a single faculty facilitator.
Strategies and Processes to Design an Integrated, Longitudinal
Professional Skills Development Course Sequence. Susan M. Paulsen and
Dana Purkerson Hammer, University of Colorado Health Sciences Center.
Objective: Design a longitudinal course, “Professional Skills Development,” to
aid student achievement of ability-based curricular outcomes. Sequence
emphasizes patient-centered context for basic sciences, pharmacy practice
principles, pharmaceutical care provision, and professional development.
Specific strategies: 1) horizontal and vertical integration of didactic course
material, 2) active learning, 3) multiple assessments and feedback. Methods:
Weekly outcomes, mapped to course and curricular outcomes, guided design of
activities and assessments. Horizontal integration: Multiple faculty designed
active learning assignments to enhance students’ understanding of interdisciplinary
concepts. Bi-weekly meetings with student representatives lent continuity
across the curriculum. Vertical integration: Pharmacy practice and pharmaceutical
care concepts introduced early in semester; same concepts longitudinally
reinforced with increasing complexity. Active learning: Class size=30
students, three sections/week. No lecture; exercises done in groups or individually
with faculty/TA facilitation. Multiple assessors and feedback: Students
self-assessed performance; feedback from: peers on patient consultation and
teamwork skills, standardized patients on patient consultation skills, and faculty
on assignments and professionalism. Results: Assessment of course:
Students rated the course 3.07 ± 0.18 (1=strongly disagree, 4=strongly agree).
Peer-faculty and administration provided positive feedback about course. Cocoordinators
“self-assessment” of curricular mapping showed every course
outcome was assessed 5-29 times. Qualitative and quantitative supporting data
will also be presented. Implications: Course sequence aids in student achievement
of curricular ability-based outcomes. Instructional strategies and design
process may serve as models for other schools.
Use of Web Technology and Active Learning Strategies in a Quality
Assessment Methods Course. Therese I Poirier and Christine K O’Neil,
Duquesne University. Objectives: The goals were to incorporate use of Web
technology so to enhance active student learning in a required PharmD course,
Quality Assessment Methods in Health Care. The design of this course is targeted
to meet educational outcomes for the practice function titled, “manage
medication use systems.” Methods: The one credit course was designed for
seven two-hour class sessions. Each section was comprised of 30-33 students.
WebCTR, a course management software, was used to post course syllabus,
lecture slides, course calendar, readings, and assignments. WebCT also
allowed for student’s email, use of bulletin board for posting questions for
class discussion, and three online quizzes. Active learning strategies used were
posting questions for classroom discussion; one individual written assignment
focused on evaluating a published drug usage evaluation study; and group
written assignment to choose and design a quality assessment tool given a specific
practice related problem. A final in class exercise involved the student’s
participating in a game called “Risk Sharing.” Student teams were required to
answer “Jeopardy-like” questions. Results: Pre and post course surveys examining
perceptions of competencies and instructional methods were conducted.
Assessments of baseline and post course knowledge were administered. The
results of the online quizzes were also evaluated. Implications: Instructional
strategies including web-based technology can be used to address quality
assessment competencies. This should foster enhanced learning of these difficult
concepts.
Innovative Enabling Strategies in Self-directed, Problem-based
Therapeutics: Enhancing Student Preparedness for Pharmaceutical Care
Practice. Lalitha Raman- Wilms, University of Toronto. Objective: To enhance
student learning in therapeutics taught in a large-group, problem-based format
in the third and fourth professional years of the program and to increase student
preparedness in providing pharmaceutical care. Methods: Formal and
informal feedback from students and instructors were considered in re-evaluating
the courses. Additionally, alignment of the two courses in relation to the
expected students’ competency upon entry and upon completion of the course
were considered in making changes to enhance student learning. Identification
of limitations to learning included limitation of the breadth of knowledge
learned, lack of opportunity to apply knowledge beyond class discussions,
increasing students’ awareness of the patient’s perspective related to their illness,
and students’ ability to verbally justify recommendations related to drugrelated
problems. Innovative strategies to address the limitations included
development of criterion-based assessments, oral examinations, use of real
patients for selected cases, and development of a web infrastructure to complement
classroom learning. Results: Enhancement of student learning in a
self-directed problem-based environment. Better understanding of the patient’s
perspective of illness. Implications: Better student preparedness for pharmaceutical
care practice. Increased motivation of students to pursue self-directed,
life-long learning.
The Challenge of Behavior Modification: A Required Project for
First-year Students. Kenneth E. Record, Patricia R. Freeman and Peggy
Piascik, The University of Kentucky. Objectives: Students will apply healthy
lifestyle principles; identify, apply and evaluate the usefulness of various
behavior modification techniques; reflect upon the challenge of behavior modification
to achieve a healthy lifestyle, develop empathy for patients who
attempt behavior modification. Methods: Students choose projects based on a
personal unhealthy behavior. Students set realistic, measurable project goals
and undertake behavior modification under instructor supervision. Students
keep a daily journal and submit a final written project summary reflecting on
personal successes, failures and factors that contributed to the project outcome.
Weekly group meetings, e-mails to the instructor and journal writing provide
accountability. Students complete a pre- and post-survey. Students are surveyed
one and two years after completion of the project to determine whether the
project produces long-lasting changes in knowledge, skills and attitudes.
Results: Evidence of student learning comes from journal entries, final project
American Journal of Pharmaceutical Education Vol. 64, Winter Supplement 2000
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summaries and post-surveys. Over 70% of students report that behavior modification
is a more difficult process than previously thought. Approximately
75% of students report an attitude change toward working with patients undertaking
behavior modification due to better understanding of the difficulty of
change or knowledge of the tools used in behavior modification. Implications:
Students gain knowledge of behavior modification, develop skills in utilizing
tools to improve outcomes related to behavior modification goals and develop
empathy, through personal experience, for patients attempting lifestyle change
through personal experience.
Mock Proposals and Other Group Assignments: Bridging Didactic
Research Evaluation Skills to Research Applications. Karen A. Sauer and
JoLaine R. Draugalis, The University of Arizona. Objectives: An educational
strategy was developed to create a means for students to connect skills introduced
in a course sequence during the second professional year with the evaluative
PharmD project conducted later in the curriculum. Methods: Fiftyseven
students were divided into ten groups. Using a published article, each
group developed a mock project proposal and accompanying human subjects
forms following prescribed PharmD project guidelines. The student groups
also critiqued research designs used in previous PharmD projects. Results: In
their evaluation of the course, students favorably rated the usefulness of handouts
and assignments, and felt the course to be well organized. The instructor
received high ratings for effectiveness of teaching, presentation of materials in a
way that facilitated learning, communication of expectations, and use of
examples and relevant application in explaining concepts and ideas. Student
comments indicated a positive impression of the educational strategy.
Anecdotal reports from faculty members suggest improved student understanding
of the PharmD project proposal process. Implications: Application of
the procedure outlined in the PharmD project guidelines to group assignments
provided a means of rehearsing the process without the intimidation of working
alone. The uncertainty and anxiety typical of task initiation should be
decreased for this group of students as they begin work on their evaluative
PharmD project.
A Patient-Focused and Outcomes-Based Experiential Program For
First-Year Pharmacy Students. C.J. Turner, C. Jarvis, R. Altiere and L.
Clark, University of Colorado. Objective: to design and implement an experiential
program to introduce first year entry-level PharmD students to the professional
and general competencies required to practice pharmacy and to allow
the students to contribute to patient care. Methods: six modules related to
community pharmacy practice were created. The modules were approved by the
School and its external advisory Education Council, and validated with
thirteen diversity program summer students. Each module was designed to
illustrate several competencies in a 1-2 hour practical exercise and to stimulate
discussion between students and preceptors, and required students to document
their activities. Results: ninety-one students completed modules related to
expiry dates; telephone reminder and call-back programs; refill histories; ACE
inhibitor use in congestive heart failure (CHF); and community service targeted
at patients with medication-induced headache (MIH). Collectively the students
examined 10,361 prescription products and found 255 out-dated; completed
524 and 424 telephone calls, respectively, to remind patients about medications
waiting for collection and to identify drug-related problems; assessed
the refill histories of 1,582 patients receiving HMG CoA reductase therapy for
compliance and 721 CHF patients for ACE inhibitor use; and designed public
awareness programs for MIH. Implications: a course has been created and
implemented which successfully allows first year entry-level PharmD students
to contribute to patient care and introduces them to the professional and general
competencies required to practice pharmacy.
COMPUTER ABSTRACTS
Prototype Development of the Pharmaceutical Biotechnology Virtual
Laboratory: A Software Instructional Tool for the Biotechnology Drug
Development Process. Kathleen Boje and Christine Sauciunac, School of
Pharmacy and Instructional Technology Services, University at Buffalo.
Objective: We are developing a virtual, interactive laboratory that enhances
student decision-making cognitive skills in the area of biotechnology drug
development and research (R&D). The virtual laboratory will consist of seven
modules illustrating principles of pharmaceutical biotechnology. Each module
will present a scientific, experimental biotechnology problem that must be
solved by the decision-making process embodied by the scientific method. The
final product - an interactive, web-based computer application - will be of
interest to a wide audience: pharmacy, pharmaceutical science, biomedical science,
biology and chemistry students. Methods: Prototype development permits
exploration of project feasibility and development of the software’s
“shape and form.” The project planning process involved: software authoring
tool selection; mock-up layouts of content screens; educational content creation;
storyboard development; artwork, animation and programming.
Results: A draft prototype of one module with an introductory animated splash
screen was created. Usability testing provided valuable feedback, resulting in
pedagogical and student-user “ease of use” modifications for the final prototype.
Implications: The innovation and uniqueness of this project derives from its
educational content and software design, as no other biotechnology drug
R&D instructional software is currently available. The virtual lab software will
be readily incorporated into web-based course management tools for distributed
learning. (Funded in part by The Procter & Gamble Curriculum
Development Grant.)
A Web-Based Tutorial for a First-Year Physiology Course. Judy
Garrett, University of Arkansas for Medical Sciences. Objectives: (i) to provide
access to internet-based tutorial material for students who have limited
time to attend ‘live’ tutorial sessions;. (ii) to help students build skill in organizing
information and identifying relevant distinctions; (iii) to prepare students
to take essay course exams, by identifying important information related
to major concepts, and developing objectively scored test questions to assess
mastery; and (iv) To identify relationships between ability to answer objectively
scored questions and using that information to answer subjectively
scored questions. Methods: Major concepts (e.g., cell structures and functions,
action potentials) were identified for each unit of the course. Objectively
scored questions over major concepts and subjectively scored questions developed
for use in past ‘live’ tutorials, were entered into Web-CT. For each unit
of the course, tables were developed consisting of major course concepts and
‘links’ to brief graphics-intense tutorials as well as both objectively and subjectively
scored test questions. Results: Of the 45 students who indicated an
interest in the tutorial, approximately 15 accessed it on a regular basis. Of those
who did use it, many preferred to print questions and use them off-line. Student
computer skills and lack of access to off-campus computers were barriers to
use. Implications: Next year, initial sessions will be held in computer labs
where students can receive help in using computers and responses to objectively
scored questions can be used a guide to identify students’ content weaknesses.
A Decision Support System for the Incorporation of Innovative
Pharmacist Care Services. David A. Gettman and Susan J. Kreifels.
University of New Mexico. Objectives: The primary objective of the study was
to develop three submodels to be used to determine how innovative pharmacist
care services could be incorporated into pre-existing community pharmacy
practices. The secondary objective of the study was to develop a decision
support system utilizing what was learned from the three submodels to help
pharmacists understand the impact on their financial statements of offering one
or more of the following services: blood pressure monitoring, diabetes training,
asthma training, immunizations, AIDS specialty services, anticoagulant
monitoring, and smoking cessation/weight loss/addiction counseling.
Methods: Funding was provided by the National Community Pharmacists
Association Foundation. A population submodel was developed that utilizes
data on incidence and prevalence of certain medical conditions. A pattern-ofcare
submodel was developed that utilizes data from pharmacists who are currently
being reimbursed for these innovative services. The resources submodel
was developed to utilize data from the current NCPA-Searle Digest.
Results: Three programming languages (Structured Query Language, Macro
Coding, and Visual Basic) were successfully used to link Access 2000 to other
Microsoft Office 2000 applications to produce the desired decision support
system. Implications: The program can facilitate active service planning within
the realities of budgetary constraints. New tools could be added to the decision
support system to generate other financial reports, letters to patients and
physicians, and new marketing applications involving the pharmacy user’s
website.
Assessing Pharmacy Students’ Interventions During Professional
Practice Experiences Via an Electronic Patient Care Activity Record
(PCAR). Hisham Mahrous and George E. MacKinnon III, Midwestern
University-Glendale. Students participating in college sponsored experiential
rotations routinely provide patient-care related activities under the supervision of
preceptors. Often times when these services are provided, they are not documented.
Documentation of patient-care related activities and outcomes is
becoming an essential function of pharmacists. Colleges of pharmacy must
develop methods to demonstrate the contributions’ students make while participating
in rotations. Efficient and effective systems capable of capturing data
supporting the involvement of pharmacy students in direct patient-care activities
must be developed and utilized uniformly. The purpose of this workshop
is three-fold: (i) to assess new technologies related to capturing student activities
while on professional practice rotations; (ii) to describe the scope and
nature of pharmacy student interventions; and (iii) to assess pharmacy students’
attitudes towards documenting activities. A computer software program
has been designed to accept data entry, sort data, and generate various reports.
Participating sites in the beta phase will receive a limited number of handheld
personal digital assistants (i.e., HP Jornada 680) to complete pharmacy interventions
that will be electronically transmitted to a web site. Students will be
given both a pre and post-survey to assess their knowledge and attitudes
towards +documentation activities. It is hoped that it will help generate useful
126S American Journal of Pharmaceutical Education Vol. 64, Winter Supplement 2000

information demonstrating the contribution of pharmacy students thereby
assisting colleges in their experiential placements.
PK Solutions: An Interactive Excel Program for Teaching
Pharmacokinetics. Donald G. Floriddia, University of the Pacific, and David
S. Farrier, Summit Research Services. Objectives: To facilitate the instruction,
understanding, retention, and practical application of basic pharmacokinetics
using the “PK Solutions” software program. Methods: PK Solutions is an
easy-to-use, interactive program providing step-by-step pharmacokinetic
analysis of intravenous and extravascular plasma level data. The program runs
in Excel on Windows and Macintosh computers. PK Solutions computes over
75 single and multiple dose parameters using both linear exponential summation
and graphical (curve area) calculation methods. All results are displayed
in well-organized tables and dynamically updated graphs. A report page allows
capture and side-by-side comparison of the results of up to 250 “what-if”
queries or other data sets. Graphs and result tables can be copied or exported
for publication, or sent electronically to the teacher for grading. Results: PK
Solutions is currently used for education and research in over 30 countries. A
new academic partnering program has helped realize the goal of providing students
with a full version for take home and personal use at 85% savings.
Academic departments using the software for teaching also realize 50% savings.
Implications: PK Solutions is gaining a worldwide reputation as the software
of choice for noncompartmental data analysis. It is an easy-to-use, affordable
teaching tool that helps the student visualize and grasp the principles of
pharmacokinetic analysis. The program is used equally in academic and
research environments. As a result, your students can develop software skills
and an understanding of pharmacokinetics with the same software used by professionals
in the real world.
SCHOOL POSTERS
Changing an Academic and Healthcare Culture with the
Implementation of the Auburn University Pharmaceutical Care Center.
Kimberly Braxton-Lloyd, Robert E. Smith, Phillip Rigsby, Kem P. Krueger
and R. Lee Evans, Auburn University School of Pharmacy. The professionalization
of pharmacy students begins early in the educational process and
involves didactic training, faculty modeling, educational demonstrations, and
practical experiences. Auburn University School of Pharmacy (AUSOP) is
attempting to change the culture of its academic enterprise so that from the
beginning of the curriculum students will be able to observe and model faculty
who provide pharmaceutical care. To accomplish this, AUSOP designed and
implemented the Auburn University Pharmaceutical Care Center (AUPCC).
This center opened in February 2000 and is located in the School of Pharmacy
building. It was developed to provide pharmaceutical care services to the
12,000 employees and their dependents at Auburn University. Faculty, residents,
and students provide services in health screening, disease prevention,
disease state monitoring, patient education, drug therapy evaluation and pharmacotherapy
management. The major goals of the AUPCC, beyond that of
improving the health outcomes of the Auburn University community, are to
afford pharmacy students daily exposure and practice to pharmacists providing
pharmaceutical care, marketing these services to patients and physicians, creating
a revenue stream for these services, obtaining patient data from healthcare
practitioners, communicating and collaborating with patients and physicians,
and monitoring patient outcomes. Services are anticipated to create a
revenue source for the School; provide practice opportunities for faculty, residents
and students; and provide a focus of research.
The Samford Plan: A TQM Process Model for Curriculum
Development and Refinement. Joseph O. Dean, Jr., H. Anthony McBride,
Pamela J. Sims, Paula A. Thompson and Andrew A. Webster, McWhorter
School of Pharmacy Samford University. Innovation in curriculum development
sets a firm foundation for the future of a program or school. The Samford
Plan has evolved into a critical process enabling ongoing modifications of curriculum
content and course delivery. A systematic process of curriculum
review forces the confrontation of evidence that either supports continuation or
a revision of status quo. Data-driven feedback from students while a course is
in progress prompts adjustments to improve the specific course. Three distinct
steps frame the curriculum development and refinement model - Curriculum
Design, Curriculum Review, and Course Refinement. Curriculum design
incorporates planning tools from the TQM genre to find consensus and order
from the labyrinth of what forms a curriculum. The systematic and ordered
application of these tools assists curriculum designers to identify content areas,
organize placement of content, assign units of credit, and assure alignment of
predicted learning outcomes with competency expectations. Curriculum
review incorporates reflections and formal evaluations by both students and
faculty. A deliberate and unimpassioned assessment of the curriculum yields
pertinent information on alignment with expectations of the courses, their
placement within the curriculum and learning outcomes. Course refinement via
the LEARN model involves students in the learning process. LEARN engages
students in real-time assessment of course delivery and classroom environments,
incorporates quality management training and the application of statistical
principles.
Learning from Chameleons: the Adaptable Pharmacist of the
Future. Laura M. Fox and Vicki A. Long, Midwestern University-Glendale.
The most important skill graduates can take with them from their education is
the ability to adapt to the dynamic changes that will come in the future of the
pharmacy field. Our job as educators is to equip students with the skills necessary
for them to apply knowledge gained, solve problems that they will
encounter in practice, and communicate and work in concert with other healthcare
professionals and patients. At Midwestern University-Glendale, innovations
in both experiential and didactic arenas are used to achieve these goals.
Experientially, students are exposed to a variety of practice opportunities, setting
a foundation that they can build upon regardless of their chosen career
path. Andragogically, teaching styles that foster student-centered learning,
problem-solving skills, and self-directed investigation are encouraged. An integrated
curriculum aids students in connecting and applying the extensive
knowledge learned. To facilitate team-building skills, students are constantly
exposed to courses in which cooperative learning and communication skills are
emphasized. The future of pharmacy will explode with opportunity as the
boundaries between healthcare professions fuse and our medication-associated
responsibilities increase. To prepare students to blend into a cohesive unit with
other professionals, interdisciplinary rotations and courses should comprise a
portion of pharmacy programs in the future. As pharmacists take a lead in collaborative
care related to the use of Pharmaceuticals, innovations in experiential
and didactic education are necessary to prepare them for the future of pharmacy.
Fostering Innovation on Research, Education and Service
Foundations. J. Lyle Bootman, JoLaine R. Draugalis, Theodore G. Tong and
David N. Von Behren, University of Arizona. The future of pharmaceutical
education stands on a foundation of research, education and service. In light of
enormous healthcare cost concerns, pharmacists must grasp both the clinical
and economic imperatives attached to the medications they dispense.
Collaborative research experiences and a broad-ranging curriculum at the
University of Arizona College of Pharmacy offer students immersion in toxicology,
environmental health, drug discovery, economic analysis, quality of
life issues and more. This diverse background prepares professionals who
maximize all aspects of a medication from conception, to costs, to optimum
outcomes. As access to healthcare information explodes, pharmacists must
become the trusted bridges for consumers between information access and
understanding. Exposure to a variety of computer-based information and education
applications offers students the tools to become widely capable practitioners
who utilize technology to best serve their patients. The College’s service
to diverse populations in Arizona’s rural and underserved communities is
evolving to utilize telehealth technology. While the foundation of commitment to
outreach and service remains unchanged, emerging video and computer
applications offer unheard of speed and access to pharmaceutical care.
Students and faculty gain valuable experience while patients receive appropriate,
timely and cost-effective care.
The Thomas A. Oliver Informatics Resource Center. Christopher
Cullander and Robert L. Day, School of Pharmacy, University of California,
San Francisco. The Thomas A. Oliver Informatics Resource (IRC) Center is a
fully automated, electronics-based teaching/learning facility designed by a
committee of faculty over a three-year period. Due to the paucity of space on
the UCSF campus, it was designed to 1) have the capability of fulfilling a
wide-variety of electronic-based instructional needs, and, 2) permit any number
of unrelated instruction activities to take place at the same time. At its least
complex level of use, the IRC is a room with 37 computer workstations, scanners,
CD burners and printers upon which students can prepare and produce
multimedia or study-related materials. At the next level, it is a facility whose
physical design, workstations and software stimulates the formation of student
teams for self-instructional or problem-solving purposes. At the next level, it is
a state-of-the-art classroom that enables the integration of interactive instructional
software or web-based courses with “live,” in-room instruction via various
electronic means. Lastly, it is a video teleconferencing center that can
exchange any of the aforementioned teaching/learning activities with remote
locations. As mentioned earlier, due to its design features, multiple, unrelated
instructional activities can take place at the same time, e.g., videoconferencing,
group studies, etc.
Long Term Care and Community Pharmacy: Early Practice
Experiences as Foundations for the Future. Berit P. Gundersen, Linda L.
Norton, Adam M. Kaye, Patrick N. Catania and Nancy L. DeGuire, University
of the Pacific. In anticipation of the new accreditation guidelines, an introductory
practice experience (IPE) in community pharmacy was implemented for all
third semester PharmD students in Fall 1997. A second IPE in long term care was
added to the curriculum for all students admitted in Fall 1998. These IPE were
designed to introduce students to future responsibilities in community pharmacy
and long term care. The community pharmacy experience is presented as a letter
American Journal of Pharmaceutical Education Vol. 64, Winter Supplement 2000
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graded, two-unit course with four hours per week of experiential learning and
one hour per week of on campus discussion. Discussions emphasize oral communication,
application of pharmaceutical care, and problem solving in a community
pharmacy practice setting. Students maintain a professional portfolio as
documentation of competencies achieved during the semester. The IPE in long
term care focuses on patients in skilled nursing facilities (SNF), presented as a
letter graded, two-unit course, with two hours per week in the SNF, and two
hours of discussion on campus per week. Each student is assigned to a patient
with the expectation to meet the patient and abstract information from the
patient’s chart on a weekly basis as an exercise in documentation. Discussion
time emphasizes thanatology, diabetes as a prototype for disease management, and
documentation. Patient assessment and monitoring outcomes are included in the
discussions.
Setting New Directions for Pharmaceutical Care, Education and
Research. Kathleen Besinque, The University of Southern California School
of Pharmacy. The School’s vision statement “Setting the Direction for
Pharmaceutical Care, Education and Research” forms the foundation for
School’s vision for pharmaceutical education. The School has incorporated
innovative strategies for teaching and practice into an environment that
encourages teamwork and exploration. An integrated approach to pharmacy
education, including an interdisciplinary, team-based curriculum, encouraging
the involvement of alumni and support groups in teaching activities, fostering
professional development of students and faculty, and expanding the role of the
pharmacist in patient care through research have enriched our teaching programs.
The curriculum is designed to prepare students to be the pharmacists of
tomorrow with the skills necessary to provide drug therapy management and
patient care to a changing health care system. Based on a solid science background,
an interdisciplinary curriculum that incorporates technology, problem
solving, communication, and group skills has been implemented. The curriculum
includes traditional and non-traditional therapeutics, innovative experiential
sites, outcomes assessment and formulary management. A state-of-the-art
teaching and technology center has been created to encourage innovation in the
educational process. The USC School of Pharmacy is focused on providing a
technology driven, science based, interdisciplinary curriculum to serve as a
foundation for future practice.
Innovations in Allocation of Academic Time. Patricia Chase and Max
Ray. College of Pharmacy Western University of Health Sciences. This poster
will feature some of Western U’s innovative approaches in allocation of academic
time. Instead of using the traditional semester or quarter system, academic
time is broken into 15-18 day blocks, with students taking only one course
at a time. Students are in class from 8 a.m. to 3 p.m. each day and the college
uses a variety of teaching and learning strategies in the course of the six-hour
day. The first year of the curriculum features integrated basic science blocks,
while therapeutic topics are sequenced in the second and first half of the third
years. There are no electives in the core academic program so that students
begin Advanced Pharmacy Practice Experiences (APPEs) in the middle of
their third professional year. After completing the APPEs, students design their
elective sequence. Elective offerings include didactic coursework, comprehensive
practice experiences called Apprenticeships, and research activities. In all
cases, a project is required of all students as part of the assessment for the elective
coursework. The final two weeks of the curriculum feature a comprehensive
review and assessment session with presentation of projects. This poster
will present assessment of various aspects of curricular time allocation.
Additionally, the authors will provide observations on the applicability of these
innovations in other institutions.
Using Technology to Look Toward the Future. Robert A. Robeson,
Lisa Deziel-Evans and Anthony Madpak, Nova Southeastern University
College of Pharmacy. As new technologies increase the likelihood that product
dispensing will be automated and that the role of the pharmacist will be the
provider of information, it becomes imperative that Colleges of Pharmacy provide
students with the skills necessary to practice in this environment. NSU
College of Pharmacy is integrating technology into its curriculum and using it as
a means of program delivery. Course information is now readily available to
students online. Courses for both the traditional and nontraditional students use
many communication methods including virtual classrooms, chats and online
bulletin boards. Nontraditional students have long been provided lectures
using interactive compressed video but, starting in the Fall of 2000, a new traditional
class of pharmacy students in West Palm Beach will be receiving their
course lectures from the distant Fort Lauderdale campus. NSU is constructing
a new $42 million electronic library that will provide electronic classrooms
and increased remote access to resources for the distant students. In an attempt
to expose students to all the areas of technology that will shape their future, a
Center for Pharmacy Informatics is being developed. Future innovation in
pharmacy will take place because of the advantages that technology offers. It is
imperative that new technologies be integrated into pharmacy curricula so
students will be competent in their use for dispensing, drug information and
communications as they move into a new era of practice.
Placeware Virtual Classroom and the Internet in a Working
Professional PharmD Program. Sven Normann, Gayle Brazeau and Susan
Markowsky, University of Florida. The Working Professional PharmD
Program (WPPD) is currently in its sixth year. The program, focused on pharmaceutical
care, consists of nine courses covering different body systems.
Regional students, in Florida and the US, meet three times per semester with a
faculty facilitator and 8-12 students for a day long-session. Two years ago, a
remote model was developed to accommodate students not located in an area
close to a regional cluster. The use of Placeware Virtual Classroom and the
Internet allows the program to have maximal interaction even with the most
remotely located student. The remote site students meet once per semester for
an extended weekend (Friday evening until Sunday morning). In addition,
these students meet for 90 minutes weekly via our virtual live classroom. The
Placeware system facilitates interactive PowerPoint presentations by either
faculty or students. Each student is required to give one presentation via this
medium per semester. In addition, the Internet has become a strong base for the
WPPD program by facilitating daily communications, providing administrative
information, permitting the delivery of presentations and other didactic
content and providing assessment. Facilitators use e-mail and Bulletin Board
postings to communicate with students. Examinations and quizzes are administered
utilizing the WPPD homepage. The experience with the Placeware program
and Internet could be expanded to provide interactions with entry levelstudents
or with students during advanced pharmacy practice experiences.
Assessment of Block Scheduling of Courses from Student and
Faculty Perspectives. Candace W. Barnett, Robert J. Anderson, Andrea R.
Redman, Mark E. Rothenberg, Gregory V. Stajich and Earl S. Ward, Mercer
University Southern School of Pharmacy. As of Spring Semester 1999,
required classroom courses in the traditional Doctor of Pharmacy program
were scheduled in blocks, i.e., taught consecutively, one course at a time.
Purpose: To determine if block scheduling was equivalent to traditional scheduling
in terms of variables related to the educational experience. Methods: The
perceptions of students and faculty were measured via questionnaires.
Instruments contained closed and open-ended items related to classroom and
personal aspects of the educational experience. Students completed pre- and
post-tests. Quality circles of 24 students completed questionnaires at the conclusion
of each course block. Responses were measured on a 5-point scale.
Analyses included t-tests (P

assessed and improved. Technology-based educational resources will be used
extensively to enhance learning for students who are on-campus and at remote
sites. A mature and growing graduate program will produce highly competent
graduates for positions in academia, industry, and government. Faculty and
students, using state-of-the-art instrumentation, will conduct research to discover
new knowledge that addresses the health care needs of patients and practice
needs of health professionals. Faculty will foster innovations in the delivery
of pharmaceutical care, using evidence-based approaches that enhance
clinical, economic, and humanistic outcomes. A menu of residencies and fellowships
will be offered to prepare pharmacists for advanced practice in generalist
and specialized settings and for the conduct of clinical research. The
College will develop service programs to meet the informational and educational
needs of practitioners, business, industry, and citizens. Success will be
supported by regional, national, and international collaborations within health
care, industrial, and governmental settings. All this will be accomplished in an
environment characterized by civility, mentoring, and professionalism.
Information Growth and the Chicago College of Pharmacy
Curriculum. Lynn R. Pattern, Thomas Reutzel and Melissa Hogan, Chicago
College of Pharmacy. The global exponential increase in information significantly
impacts curricula in colleges of pharmacy as faculty continue to
increase the volume of material covered. When imparting ever-increasing
amounts of information to students, dysfunctional outcomes can result: 1) goal
displacement (going for the grade, not the learning); 2) satisfying versus optimizing
learning (students identify the minimum necessary to get by in school
and stop there); 3) information storage and retrieval based around exam schedules
(when students clear information after one exam to accommodate information
for the next); and 4) a dwindling of curiosity, inquiry, and judgement
(learning becomes mechanical without serious regard to insight, application,
etc.). The Chicago College of Pharmacy faculty recognizes information overload
as an important problem requiring prompt attention. The PharmD
Curriculum Subcommittee of the College’s Curriculum Committee recently
noted that: “The modifications to the curriculum do not address the problem of
information overload and core dumping that may be experienced by our students.
We recommend that the Department Chairs and Course Coordinators
work to address this problem through gradual, systematic change to the way
that we teach material and evaluate students.” Department Chairs have already
begun to address this issue with faculty. A large portion of the College’s annual
retreat will address depth vs. breadth in required and elective courses.
Finally, this initiative will be integrated with the College’s current effort to
develop educational outcomes.
Tracing Nontraditional Distance Learning Through the Lens of
Technology. Susan L. Peverly and Arlene A. Flynn, University of Illinois at
Chicago. The University of Illinois at Chicago College of Pharmacy was a pioneer
in providing advanced educational opportunities for nontraditional students.
The College’s “Continuation Curriculum Option” (CCO) pathway to the
Doctor of Pharmacy degree was introduced in 1986, and to date has graduated
more than 300 pharmacists. This display traces the evolution of the distance
education delivery systems used by the CCO curriculum. From its inception,
innovations in programmatic delivery were employed to take advantage of the
emerging electronic technologies. Combining technology and creative learning
strategies, a foundation has been developed which enhances both the didactic
and experiential components of learning for nontraditional, distance learners.
This approach to our nontraditional pathway has produced a foundation of
learning innovations which now benefits our traditional students as well. In the
future, UIC’s “Continuation Curriculum Option” will incorporate even more
advanced technologies and learning strategies to meet the needs of nontraditional,
distance learners, and enrich both the traditional and nontraditional
pathways to our Doctor of Pharmacy degree.
Exploiting Technology to Foster Revolutionary Change in Teaching
and Learning in Pharmaceutical Education. Gail D. Newton, Purdue
University School of Pharmacy and Pharmacal Sciences. The vision of the
School of Pharmacy and Pharmacal Sciences in the twenty-first century continues
to be dedicated to educating pharmacists to provide pharmaceutical care
to individual patients and patient populations. Consistent with this vision, the
faculty has adopted a strategic plan with specific goals for faculty involvement
in the development and implementation of innovative instructional methods to
enable practitioners to render pharmaceutical care. In this context, evolving
computer technology holds great promise for the development of new
approaches to teaching in learning in pharmaceutical education. Recent
research has demonstrated that technology use is increasing in college classrooms.
Most commonly, instructors report using e-mail and presentation software
to augment their current instructional approach. However, the real power
of technology to make available real-world situations, assist visualization, support
collaborative learning among students, and stimulate the development of
critical thinking, among other outcomes, is seldom exploited. This is because
faculty must rethink courses and curricula from the ground up in order to
unleash the truly revolutionary power of technology to foster such outcomes.
The purpose of this poster is to present key strategies that have been recommended
in the literature to assist faculty to rethink pedagogy using technology.
Specific examples of how these strategies have been implemented and their
impact on the School’s educational programs will also be presented.
Advanced Degree Programs Integrated with the Doctor of Pharmacy
Curriculum as a Foundation for the Future. William C. Lubawy, Robert A.
Yokel, Robert A. Blouin and Karen Blumenschein, University of Kentucky
College of Pharmacy, Lexington. Strong Doctor of Pharmacy programs producing
skilled generalist practitioners are essential to the development the profession.
However, some individuals with special skills in critical areas are also
necessary to build and advance the foundation of the profession. To this end,
the University of Kentucky developed a series of combined and concurrent
advanced degree programs integrated into the PharmD curriculum. Options for
joint degrees, both degrees awarded at the same time, with the MBA, MPA,
M.S. Economics and MPH have been developed. Individuals with these joint
degrees are uniquely prepared to develop and implement drug policy in the private
and public sector, assume managerial responsibility in a variety of health
care settings, balance clinical decision making with financial realities, improve the
cost-effectiveness of therapy and advance the boundaries of practice. A
concurrent Ph.D. program has also been developed in which students prepare for
work in any of the basic science areas in pharmacy or in Clinical
Pharmaceutical Science. A substantial amount of work is completed after the
PharmD degree, but considerable progress can be made before. Emphasis in
Clinical Pharmaceutical Science involves translational work in applied pharmacology
and experimental therapeutics conducting both laboratory and clinically
based research. The integration of Masters and Ph.D. programs into the
professional curriculum is described in the poster.
Innovations in Community Pharmacy Practice: Partnerships for
Success. Magaly Rodriguez de Bittner and Stuart T. Haines, University of
Maryland School of Pharmacy. While the practice of pharmacy continues to
evolve, a grass-roots revolution is now taking place as pharmacists begin to
find new ways to meet the challenge of providing pharmaceutical care in community-based
settings. With the Doctor of Pharmacy now the entry-level
degree for the profession and thousands of pharmacists returning to earn the
PharmD through non-traditional mechanisms, there is a groundswell of practitioners
who are seeking opportunities to use their new clinical skills to improve
quality of life. The University of Maryland School of Pharmacy is committed
to developing partnerships with a variety of community pharmacy practice
sites to lay the foundations for our future. Our efforts have culminated in many
successful endeavors, including: 1) advanced level training programs for practitioners
at national and regional chain drug stores, 2) community pharmacy
residency training, 3) grants to develop community-based disease state management
and patient education programs, 4) contracts for providing drug information
services to community-based pharmacists and consumers, 5) models for
educating pharmacy students and practitioners to provide pharmaceutical care
in community settings, and 6) research regarding the health outcomes of
patients who are managed by pharmacists in community settings. These efforts are
models to other schools and the profession. More than any other setting,
community pharmacy is the foundation of our past and provides the richest
opportunities for innovations in practice, education, and research in the 21 st
century.
Pharmaceutical Education in the Year 2000 and Beyond at the
Massachusetts College of Pharmacy and Health Sciences. John R.
Reynolds, Nancy A. Huff, Michelle M. Kalis, Laurie J. Kelly and William W.
McCloskey, Massachusetts College of Pharmacy and Health Sciences.
Building upon its 177-year history, the Massachusetts College of Pharmacy
and Health Sciences is well prepared for the future. The Boston-based School of
Pharmacy’s vision includes enhancement of interdisciplinary educational
experiences among the health professions, leadership for expansion of pharmaceutical
care within community pharmacy settings, and development of
educational programs to meet the needs of the profession of pharmacy.
Creation of interdisciplinary courses and clinical experiences has begun. The
non-traditional PharmD pathway, community practice residencies, and continuing
education programs will enhance the level of pharmaceutical care provided
by local practitioners. Alliances with chain and independent pharmacies,
managed care organizations, and community heath centers will provide the
needed cooperation for advancement of pharmaceutical care services and valuable
professional experiences for students. New degree programs, including a
B.S. in pharmaceutical sciences, certificate programs, and expansion of existing
residency programs will increase the educational opportunities available to
students and support the needs of the profession. The College is enhancing its
efforts to graduate team-oriented practitioners with well-developed patient
care, communication, critical thinking, technological, and life-long learning
skills.
The University of Mississippi: Laying a Firm Foundation with
Tomorrow’s Ideas, Today. Alicia S. Bouldin and Marvin C. Wilson, The
University of Mississippi School of Pharmacy. The commitment of The
American Journal of Pharmaceutical Education Vol. 64, Winter Supplement 2000
129S

University of Mississippi School of Pharmacy to educational innovation has
been a longstanding tradition of its administration and faculty. Through each
successive phase in the history of the School, a variety of individuals have
worked to bring about change that would have a positive effect on the institution.
Among those changes was expanding the educational mission beyond its
single focus of students in the professional degree program. The first layers to
be added were the mission of practitioner education (through the Bureau of
Pharmaceutical Services) and graduate education (through the Research
Institute of Pharmaceutical Sciences). Recent initiatives in education continue to
build on those missions and add layers to this foundation in the form of
expanded graduate education and patient education missions. As an adopter
school in the abilities-based outcomes movement, the School has enhanced the
student branch of the educational mission through problem-based learning and
the expansion of the experiential component of the curriculum. The establishment
of the Thad Cochran National Center for Natural Products Research has
greatly enhanced opportunities for graduate education. And the formation of a
Pharmaceutical Care Clinic has contributed significantly to the opportunities
for patient education in the area served by The University Medical Center.
Each of these initiatives and more, while building for tomorrow, continue to
contribute to our rich heritage as an institution.
Innovations and Foundations for the Future at the St. Louis College
of Pharmacy. Richard McCall, St. Louis College of Pharmacy. One of the
strategic goals at the St. Louis College of Pharmacy is to provide a range of
learning activities and opportunities for our students consistent with the concept
of a “complete college experience,” and engender within the College community
a culture of professionalism. As the College develops programs to
achieve this goal, it knows that the key to success will be its ability to collaborate
with other entities in the community. A number of specific initiatives
undertaken recently by the College have placed its faculty and students in a
variety of settings within the community. The concept of a Drug Information
and Education Center is being developed around a collaborative venture with
an online drug information company owned and operated by Express Scripts,
Inc. which is headquartered in St. Louis. The College’s drug information component
in our curriculum will be taught by faculty co-appointed at Express
Scripts, assuring that students develop skills in answering questions raised by
both consumers and health professionals. Teaching students about alternative
medicine, including herbal products (phytomedicinals) will include on-site
“laboratories” at the Missouri Botanical Gardens, a nationally recognized facility
in which active research is being done on plants with medicinal value.
Whatever the future brings, it is clear that our College will avoid operating in a
vacuum by developing innovative ways to partner with health-related enterprises
doing business in St. Louis.
The University Of Missouri-Kansas City: Developing Contemporary
Pharmacy Practitioners For Present And Future Generations. Maureen E.
Knell, Patricia A. Marken and Robert W. Piepho, University of Missouri-
Kansas City. Background: The origins of the UMKC School of Pharmacy can
be traced to 1885, and the school has offered an entry-level Doctor of Pharmacy
degree as its sole professional degree since 1995. The Foundation: A focus of
student learning over the last 10 years has been the development of critical
thinking and analytical skills through case-based coursework and other
group/individual project-driven assignments. In addition, UMKC takes pride
in its long-standing small student to faculty ratio (2-3:1) for clerkships, and
emphasis on direct patient care and other clinically related functions.
Innovations: UMKC has sought to incorporate progressive teaching and practice
experiences into the curriculum. Students begin professionalization
through a practice development project in year one and service learning experiences
in year two. Third and fourth year students gain experience at patient
care sites. New coursework focusing on building a core competency in evidence-based
medicine and its application to practice is under development.
The School offers a wide range of contemporary and innovative training sites
and participates in ongoing curricular assessment. Professional/career development
is also a focus at UMKC with a series of annual student forums. In
addition faculty are involved as directors and preceptors for postdoctoral residencies
and fellowships. Conclusion: The primary goal of UMKC is to develop
contemporary pharmacists with skills to perform in current pharmacy practice,
and adaptability for the future.
New Pharmacy Building Provides Environment for Innovations in
Teaching and Learning Well Into the Future. Lori J. Morin, Tim Stratum
and Gayle Cochran, The University of Montana School of Pharmacy. The
newly completed Skaggs Building (SB) has added approximately 70,000 gross
sq. ft. to the previous Pharmacy-Psychology building and markedly enhanced
both the quantity and quality of space available to the pharmacy program. This
facility provides markedly improved administrative and faculty office space,
research laboratories, classrooms, teaching laboratories and student support
areas. In particular, previous classroom limitation has been remedied by the
addition of two 70-seat (SB first floor) and two 40-seat (SB first and third
floors) classrooms. These classrooms are equipped to support all forms of electronic
audio/visual equipment, including computer-based Internet access and
have been designed to complement a number of different instructional paradigms.
To support small group instruction, SB also includes five new conference
rooms. Both basic science and practice-oriented laboratories have been
significantly enhanced. In conjunction with the improved classroom and laboratory
space above, a number of additional student resources have also been
incorporated into the SB, including: an improved Learning Support Services
area which houses the drug information service, a 24 station student computing
laboratory, video-equipped counseling rooms, and a student lounge with an
attached organizational office. The physical facilities now available to the
pharmacy program are exceptional and represent a true strength of the School.
Effective Integration of Laptop Computers in Classroom and
Clerkship Sites at Creighton University. Sunny E. Ohia, Graham G. Glynn,
Michael C. Makoid, Michael S. Monaghan and Sidney J. Stohs, School of
Pharmacy and Allied Health Professions, Creighton University, Omaha,
Nebraska. Computers are communication tools as well as information repositories.
In 1998, pharmacy faculty in the School recommended that laptop computers
be incorporated as an audio-visual aid in teaching at both classroom and
clerkship sites. The requirement that all pharmacy students possess and use a
laptop computer was approved by the University administration in the Fall of
1999, effective with the pharmacy class entering in the Fall of 2000.
Consequently, we have developed a number of unique applications for the use
of laptop computers in the classroom. These include: a) submitting questions
electronically; b) performing real-time evaluations of student’s learning abilities
and faculty teaching effectiveness; c) taking notes in conjunction with
Power Point presentations; and d) searching the website of a course for concepts
or definitions. At clerkship sites, the use of laptop computers will enable
students to: i) monitor patients using a computer database; ii) access course
material from off-campus sites; iii) communicate effectively with faculty and
peer groups; iv) access various on-line drug information databases; and v) prepare
on-line evaluations of both the preceptor and clerkship sites. In conclusion,
the pharmacy program has assumed a leadership role on campus for the
use of computer technology as a teaching aid at both classroom and clerkship
sites.
Educational and Training Innovations at the University of Nebraska
College of Pharmacy. Jon C. Wagner and Clarence T. Ueda, University of
Nebraska . In 1993, the University of Nebraska College of Pharmacy implemented
the Nebraska Drug Information Network (NDIN), a network of over 30
community pharmacies and health care facilities distributed throughout rural
Nebraska, to serve as community drug and health education information centers
and clinical clerkship sites. Current plans include significantly expanding
the Network. As the College embarks on developing plans and strategies to
enhance and expand future educational training activities and opportunities,
the NDIN will serve as the platform for many of these activities. A current
application is a distance learning space created on the Internet to link together
multiple preceptors and students at geriatric clerkship sites around the State.
Future applications include using the Network to train pharmacists in prenatal
care counseling and smoking-related disease states with the goal of reducing
smoking rates in pregnant females and associated infant mortality. Other uses
for the Network will include preceptor education, certificate and continuing
education programs.
Implementation of Computer Technology Initiatives to Enhance
Pharmacy Education. J.L. Fein and J.L. Colaizzi, Rutgers, The State
University of New Jersey, College of Pharmacy. Present and future pharmacy
educators will continue striving to develop practitioners with exceptional communication
skills. All pharmacists must have advanced abilities in accessing,
collating, interpreting, and distributing drug information to patients, students, or
other healthcare professionals. The use of computer technology in teaching
accomplishes the objectives of providing students with education and practice in
computer information retrieval, and creating additional options to supplement
classroom learning. Many of the departments within Rutgers University
College of Pharmacy have implemented computer-based learning programs.
Listservs are utilized in several courses within the College to facilitate communication
between faculty and students, both for course content and administration.
Several academic departments have websites, in addition to the general
College site. Computer teaching laboratories have been instituted for the
pharmacology and pharmacokinetics courses, where students are required to
work through sets of interactive web-based questions related to material being
presented in the classroom. A synchronous internet technology is being
explored as an option to expand opportunities in communication for continuing
education and non-traditional Doctor of Pharmacy program coursework.
Through the use of computer-based learning, Rutgers University College of
Pharmacy is endeavoring to achieve our goals of enhancing alternatives for the
teaching of communication skills and education of computer technology.
New Mexico Visions — Innovations and Foundations for the
Future. Julianne M. Moss, University of New Mexico. Our educational program
builds upon the traditional classroom-learning environment. Small
130S American Journal of Pharmaceutical Education Vol. 64, Winter Supplement 2000

group (5-8 students) problem-based learning (PBL) is utilized in all semesters
of the curriculum. The goal of PBL is that through a student-centered discussion
of disease-based cases students will learn to develop independent thought
and learning skills that reinforce underlying basic and clinical pharmaceutical
sciences. This process also develops communication skills that are important
in patient counseling and communication with other health professionals.
Computers have been integrated into the curriculum in several places: students
have access in the College as well as in the Health Sciences Library to fast
Internet service; faculty utilize computers in their classroom lectures and often
use simulation graphics and modeling software to teach basic and clinical sciences;
telepharmacy distance educational sites are being developed that permit
faculty members to work with Community pharmacists and students at rural
sites; a new WEB-based approach for the didactic portion of the
Radiopharmacy MS Program is being developed in association with the
University of Arkansas that will permit PharmD students to earn a graduate
degree and achieve NRC licensure. Finally, the College is building upon its
experiential pharmacy opportunities to allow students to become increasingly
more responsible for patient care at all stages of the curriculum. Student independence
and responsibility are also emphasized in the development of
PharmD research projects that are required for graduation.
Establishment of a Foundational Experiential Course Focusing on
Shadowing and Service Learning. Joseph M. Brocavich, Louis Trombetta
and Somnath Pal, College of Pharmacy and Allied Health Professions, St.
John’s University. Throughout the history of Pharmacy, experiential training
has been an important component in the education of pharmacists.
Additionally, development of appropriate communication skills and a caring
attitude are required to provide effective pharmaceutical care. As such, our college
developed an introductory course for all first year Doctor of Pharmacy
students that establishes a foundation focusing on experiential and service
learning. This course exposes all students to the basic roles of pharmacists in
both the institutional and community settings. These rotations are only conducted
with trained pharmacy preceptors. Additionally, each student completes
a service learning rotation caring for the sick, underprivileged or terminally ill.
In the first year, all students completed their service learning rotation in a nursing
home setting. In spring 2000, experience in hospice care and a second nursing
facility were added. Additional expansion into other healthcare environments
is planned in the future. Students are required to maintain a reflective
journal documenting their experience in each area. Students also participate in
small group discussions on campus with a basic science and clinical practice
faculty member at the end of each rotation. The discussion focuses on the
reflection each student has made in his/her journal. Feedback from students,
faculty and preceptors has been extremely positive. Results will be presented.
The Bimodal School of Pharmacy: A New Approach to Pharmacy
Education. William H. Campbell and Vanguard Team Members, The
University of North Carolina. Colleges of pharmacy in the U.S. are relatively
homogeneous with regard to administrative structure, relying upon traditional
hierarchical (bureaucratic) models to operationalize the concepts of teaching,
service and research). The result, in too many cases, is a bad fit between form
and function. As part of a process to re-invent the UNC School of Pharmacy,
we analyzed our vision and mission with a view to creating a new structure that
would uniquely meet the needs of 21 st century pharmacy education. We began by
asking the question, “What is the social contract between UNC School of
Pharmacy and its stakeholders?” Relying heavily on the literature of academic
medicine and university administration, we developed a model for a
Bimodal School of Pharmacy. This model commits to excellence in two areas:
(1) sponsored research and (2) creation of progressive pharmaceutical care
practice. Our administrative structure provides a matrix that stimulates interdisciplinary
effort, a benchmarking approach that facilitates comparison with
peer institutions, and an annual evaluation mechanism that rewards faculty
based upon contributions to sponsored research and creation of progressive
pharmaceutical care practice. Our poster describes the process used to create a
new vision, mission, and structure for a bimodal school of pharmacy.
Concept Pharmacy: NDSU’s Vision for the Future. Charles D.
Peterson, North Dakota State University. A new integrated instructional laboratory
called the Concept Pharmacy is being planned at North Dakota State
University for training pharmacy students in all aspects of contemporary community
pharmacy practice. It includes a dispensing laboratory using both pharmacy
technicians and contemporary automation; instruction in prescription
and nonprescription drugs, such as alternative or herbal remedies; state-of-theart
computer technology; a patient education classroom; drug information center
and disease state management training. To prepare students to manage all
aspects of a community pharmacy as one integrated system, the Concept
Pharmacy will provide hands-on training in supervising pharmacy operations,
including work flow management, extemporaneous compounding, filling prescriptions,
including working with a pharmacy automated dispensing system,
drug information for patients, physicians and other health professionals; health
education, screening and monitoring, consulting services for home care and
nursing facilities and procuring reimbursement for pharmaceutical care services.
The Concept Pharmacy is designed to create a unique and innovative
educational environment that would not only train pharmacy students for their
future practices but would also be used to retrain practicing pharmacists within
the region with new skills and services to offer their patients. In addition, the
Concept Pharmacy will integrate and involve students from all four years of
the professional program in this state-of-the-art community practice setting.
Development and Implementation of a Modular-based, Entry-level,
Doctor of Pharmacy Program. Thomas P. Faulkner, Jon E. Sprague and
Bobby G. Bryant, College of Pharmacy, Ohio Northern University. In 1996,
following a one-year feasibility study, the faculty approved a 6-year, entrylevel
Doctor of Pharmacy curriculum. This major revision addresses the following
goals: (1) specific outcome measures; (2) early experiential components;
(3) better organization of material minimizing redundancy; (4) more
problem solving methodologies; (5) increased rigor in basic sciences; (6) ongoing
assessment; (7) efficient use of resources. The design consists of a
course-based structure for the first three, preprofessional years and a modular
design thereafter. All basic science and general education requirements are
completed during the preprofessional years in addition to a “Profession of
Pharmacy” continuum designed to provide professional skills and early experiential
involvement. Didactic and laboratory courses in math and the basic sciences
were added. The first two quarters of the fourth year consist of concurrently
offered modules in Pharmaceutical Science, Biomedical Science and
Patient Care Assessment. Successively scheduled 5 1/2 week Therapeutics
Modules and a Pharmacy Administration Module follow. In the spring quarter
of the P-5 year, BS candidates complete their degree with a one-quarter clerkship.
PharmD candidates complete a Capstone Module and electives, followed
by one year of clinical clerkships. The first BS students under this curriculum
(about 50% of the class) graduate in 2000, and the PharmD students enter
clerkships that fall. Ongoing assessment indicates the revision satisfies the
goals itemized above.
Development of Innovative Practice and Education Programs in
Ambulatory Care. Marialice Bennett, Milap Nahata, Richard Reuning,
Joseph Talarico, Karen Knoell, Martin Giannamore, Ruth Emptage, Kristin
Casper, Stephanie Cook, Philip Schneider and John Cassady, The Ohio State
University. Pharmaceutical education and training must be offered to professional
students in a variety of practice sites. Our Ambulatory Care Group has
developed and implemented four distinct practice sites for teaching innovative
ambulatory care. The College of Pharmacy established the Pharmaceutical
Care Clinic in 1995. Preceptors at the clinic offer anticoagulation and hyperlipidemia
management services; medication teaching programs; hospice services;
wellness, immunization and smoking cessation programs; and, dispensing
services. The City of Columbus funds two faculty members to provide
comprehensive pharmaceutical services at six primary care clinics. Substantial
cost savings in therapy have been realized due to faculty participation. Kroger
Pharmacy has co-funded one faculty member to implement disease management
programs. Staff have been trained and the site re-engineered to provide
disease-state management. Finally, an interprofessional healthcare clinic was
developed and initiated during 1999. A pharmacy faculty and a physician are
co-directors of this clinic, which provides easy access to urgent care, primary
care, and disease management based on a unique wellness and prevention
model. Each of these four ambulatory programs provide education and training
to students and residents. In addition, 35 pharmacy preceptors have completed
a Pharmaceutical Care Certificate Program. Research is being conducted
to evaluate the impact of these programs on students, practitioners, and
patients.
U.C. 20-20. Robert E. Lee, Jill E. Martin and Kenneth A. Skau,
University of Cincinnati. The vision of pharmaceutical education at the
University of Cincinnati College of Pharmacy in the year 2020 will involve
interdisciplinary classes with pharmacy, medicine, nursing and allied health
students taking many organized classes together in the early years of the curriculum.
These courses will include health care technology, communications,
ethics, death and dying, physical assessment, pharmacology, pharmacoeconomics
and health care systems courses. This will facilitate the physical location
of the colleges in the same building, using the same educational facilities.
Learning will involve student centered learning (PBL), service learning,
“active” learning, and virtual/distance learning to an extent that only approximately
half of all courses will be conducted on-site at the University. The pharmacy
curriculum will evolve from an “every student learns everything”
approach to a configuration that allows specialization in various areas of therapeutic
management in alignment with career choices. Pharmaceutical care
and the health care system will expand in focus to wellness care, self-care and
family care. Due to technological advancements, distributive functions will be
accomplished by robotics and ancillary personnel. This however will necessitate
an increased technological skill, knowledge and ability of pharmacists to
enable a mistake free distribution system. Unit, plan, and HMO managers will be
individuals who are trained in business removing the pharmacist from the
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usiness aspects of practice. Instead the pharmacist will be a patient/physician
consultant, functioning at the site of care or by virtual telepharmacy consulting.
Design and Implementation of a Community Pharmacy
Management Elective Involving Collaborative and Inquiry-based
Learning. Scott R. Drab, University of Pittsburgh. Purpose: Implement a P-3
elective course using inquiry-based learning that encourages student collaboration
to develop a financially sound plan to deliver professional services in a
community pharmacy. Objective: Develop the skills needed to create, deliver
and market innovative services in a changing community pharmacy environment.
Design Method: With a budget of $15,000.00, students work in groups
to create a community pharmacy care center (PCC). Each group delegates various
responsibilities among its members. Issues to address include 1) vision
and mission statement; 2) program content; 3) construction; 4) staffing; 5) marketing;
6) compensation; 7) quality assurance; 8) financing. Lectures and practica
are designed around these issues. Assessment: Each group is responsible
for submitting and presenting their PCC. Assessment criteria include completeness,
creativity and coherence of the business plan. Chain pharmacy executives,
faculty and clinicians participate in the evaluation and assessment
bringing a unique and real-world perspective to the process. The instructor
uses self and peer review by students to help assess performance in the course.
Results: The elective was enthusiastically received by students and evaluators.
Out of 26 students completing the elective, 4 students have implemented their
plans at community sites during their P-4 experiential learning rotations.
Implications: The Community Pharmacy Management elective offers a collaborative
environment and the opportunity for students to transfer knowledge
from the classroom to the practice environment.
New Roles in Practice, New Responsibilities in Education. Anne L.
Hume, Joan M. Lausier and Louis A. Luzzi, University of Rhode Island. The
University of Rhode Island has always provided a solid foundation for pharmacy
students entering the profession. The key to the success of our graduates
has been a foundation in the basic, applied and clinical sciences, in which a
strong clinical education is coupled with a thorough knowledge of the changing
healthcare system. The College has established close alliances within the
practice community and has supported unique partnerships with diverse external
constituencies. Increasingly our partnerships have been with entrepreneurial
groups emphasizing managed care and innovative clinical practice. Among
the College’s innovations is a diversity of high-quality clinical clerkships, both
as block and longitudinal rotations. In ambulatory practice, the College has
offered high quality clinical experiences in community pharmacies for the past
five years. Students have had diverse opportunities in pharmacist-directed clinics.
For the past two years, students have been integrated into physicians’ private
office practices where the office pharmacist serves as a primary care
provider, as well as director of pharmaceutical care services within the system
of physicians’ offices. As our partners have entered into new risk snaring
agreements, students have been exposed to new roles for pharmacists especially
in case management and continuity of care. Our vision for future of pharmaceutical
education emphasizes new roles and responsibilities, especially in
collaborative practice, for pharmacists who have a thorough understanding of
managed care and the healthcare system.
Web-Based Applications for Ambulatory Care Clinical Experiences
at MUSC. Deborah Carson, Joli Cerveny and Brigitte Luong, Medical
University of South Carolina. MUSC has multiple on-campus ambulatory care
core experiential rotations including family medicine, three internal medicine
sites, and an out-patient transplant service. Even though each site has unique
populations and practice settings, the AmCare Preceptors share common educational
goals, objectives and clinical expectations from students and residents.
These preceptors work collaboratively to coordinate parallel educational activities
and develop and implement new educational programs that benefit all students
on ambulatory care rotations. Examples of coordinated activities include
case-based discussion series, journal club, objective structured clinical evaluations
(practical exam), and most recently, a web site to meet the following
objectives: 1) standardize the core educational and evaluation experience, 2)
reduce duplicity of effort, 3) promote self-directed learning, and 4) become a
resource for similar off-campus sites under development. The password-protected
site offers several types of utilities. Preceptors upload information about
rotations, assignments, customized calendar of activities, handouts, and create
links to on-line resources. Integrating Web-CT offers on-line formative assessments
from a bank of case-based question that provide immediate feedback to
students, let preceptors know areas of enhanced instruction, and provide a
researchable database. Evaluations of students, residents, preceptors, and rotations
are completed and complied on-line. The site incorporates streaming
video to teach clinical skills required for injections, MDI, glucose monitoring,
blood pressure and foot exam. We anticipate numerous research projects using
this tool in a collaborative educational model.
The Future of Pharmacy Education at the University of South
Carolina: Innovations from Expectations. L. Clifton Fuhrman, Jr., Wayne E.
Buff and Farid Sadik, University of South Carolina. Innovations for enhancing
pharmaceutical education are becoming a hallmark of the College’s PharmD
curriculum. The dynamic nature of the pharmacy profession and the enhancement
of information technology (IT) have fostered high expectations in the
area of educational development by students and faculty. Change is difficult;
however, by championing and supporting new ideas, innovative teaching
methods have been accomplished. The future of pharmacy education at USC
will be built on the integration and utilization of IT. Innovative programs of
study for entering PharmD students using IT have been implemented. The
“Virtual Patient Database”, an interactive and integrated web based site, develops
student responsibility for taking care of a virtual family of patients over the
Internet for a two-year period. There are plans to further develop this project
via IT to provide an interactive teaching laboratory in conjunction with the
College of Nursing. This lab would allow pharmacy and nursing students to
work together, providing health care to simulated patients via Internet links
across campus. The development of distance and continuing education programs
for practicing pharmacists throughout the state utilizing IT is also being
explored. As technology progresses, the integration of this technology for the
enhancement of teaching and providing students with the skills to utilize this
technology will be paramount in developing innovative pharmacy practitioners
of the future.
Towards Educating Pharmacists of the 21st Century. Julianna
Szilagyi, Andrea Smesny and Thomas Lemke, University of Houston. The
pharmacist’s role is changing from a dispenser of drugs to a pharmaceutical
care provider functioning as a member of a health care team. The success of
this transition is critically dependent upon the educational process which prepares
students for this type of practice setting. The College of Pharmacy has
initiated a number of changes to meet this need. First, the college has developed
Milemarker assessments to determine the preparedness of students to
progress into each stage of the program. The assessments, which are casebased
and comprehensive, are given after the completion of each year of the
didactic curriculum. The first two are formative while the third is summative
and determines progression into the experiential portion of the curriculum.
These evaluations are expected to encourage continuous learning and integration
of information to prepare for life-long learning. Second, the college has
developed a list of general abilities and has defined three levels of attainment
for each. Students will be required to meet the criteria for all three levels in each
ability in order to graduate. Third, early experiential programs are being
developed so that students can begin to learn about pharmacy practice while
still completing didactic course work. Furthermore, the early experiential program
will allow the students to apply their newly acquired knowledge to pharmacy
in an ongoing process. All of these foundations will better prepare the
student to successfully and productively provide pharmaceutical care.
Education and Research Collaborations. Angela D. Solis, L. Cliff
Littlefield and Patrick J. Davis, University of Texas at Austin. The University
of Texas College of Pharmacy is building solid foundations for future innovations
through cross-disciplinary and interdisciplinary collaborations in education
and research. One innovative initiative is the development of cooperative
degree programs with other UT system component institutions, allowing for
geographically-based recruitment of students likely to pursue careers in their
own under-served region. A second cooperative education model is the
TxPHARM non-traditional PharmD program created by the four Texas colleges
of pharmacy, allowing the use of shared faculty and distance-learning
technologies to provide educational access for practicing pharmacists across
the state. A third venture is the development of cooperative post-graduate residencies
in Texas, following the passage of Texas law authorizing colleges of
pharmacy, pharmacy practice sites, and the state of Texas to share equally in
the funding of new pharmacy residencies. Cross-disciplinary teaching is a feature
of a fourth initiative - a new professional curriculum centered on integrated
pharmacotherapeutics and case-based laboratories. Our College has also
provided leadership and vision in the creation of several cross-disciplinary
research programs fostering intellectual breadth and collaborative research. We
will highlight several interdisciplinary programs in which pharmacy faculty
are leading players, including the Center for Molecular and Cellular
Toxicology, Institute for Neuroscience, Center for Pharmacoeconomic Studies,
Waggoner Center for Alcohol and Addiction Research, Drug Dynamics
Institute, Addiction Science Research and Education Program, Clinical
Research Unit, San Antonio Cancer Institute, and Institute of Gerontology.
Innovations Strengthening the Foundation. Carmita Coleman, Tara
Jenkins and Michelle Boyd and Arcelia Johnson-Fannin, Hampton University.
The vision of School of Pharmacy is to become a mecca for training all walks of
pharmacy graduates to practice at the highest level of competency. The program
focuses on the development of critical thinking skills, curricular integration,
provision of high-quality pharmaceutical care, life-long learning, and
appropriate use of technology. The School has outlined definitive steps to
ensure that students are prepared to meet the challenges of the future. Critical
thinking and problem solving are encouraged through case studies, early
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experiential education, and fourth year clerkships. Real-life scenarios appear
early in matriculation, helping students acquire tools to develop the desire and
capacity for life-long learning and continuous professional and intellectual
growth. Integrated concepts of basic, clinical, and administrative sciences are
presented simultaneously providing a layering of information. Technology
allows the students twenty-four hour access to network capabilities through
leased personal laptop computers and ports throughout the school. Network
accessibility provides a vehicle for shared files, continual updates between students
and instructors, access to the state-of-the-art drug information center, and
future web-based course offerings. The first class graduation, May 2002,
marks a new era for the University. With the foundation firm, the School continues
to fashion a program as glorious in its own right as the centuries old oak
guarding the University entrance. The School envisions placing in the hands of
its graduates tools that render them capable of becoming the rebirth of our
noble profession.
The Future of Pharmaceutical Education at Shenandoah University.
David A. Latif and Alan B. McKay, Shenandoah University. The future of
pharmaceutical education will be shaped by many forces. Foremost are the
continued evolutions toward a more patient-focused profession and the rapid
technological advancement emanating from the Internet. It is probable that the
distribution functions of pharmacy practice will be handled by technology and
technicians under the supervision of pharmacists, while the Internet will continue
to play an ever increasing role in patient education, student education,
and the resolution of persistent health care problems. Coupled with the rapid
explosion of information concerning new forms of drug therapy, it is imperative
that pharmacy education adapt to these changes by aggressively incorporating
information technology into the delivery of education content. We realize
this and have incorporated the latest in information management technology
into the design and delivery of instruction and clinical practice. Two additional
forces that will shape the future of pharmaceutical education include distance
education and the need for pharmacy graduates with the requisite management
skills to obtain high level positions in such fields as biotechnology,
industry, and health care institutions. To address these forces, we have developed
a viable non-traditional Doctor of Pharmacy program that fully utilizes
the Internet. Additionally, we offer a Joint PharmD/MBA option to our students
that will enhance their abilities to impact the organizations in which they work.
We at Shenandoah University feel well positioned to take advantage of the
dynamic changes occurring in health care.
Innovations in Pharmacy Education and Practice at VCU/MCV.
Victor A. Yanchick, William E. Smith, Charles C. Pulliam and Mary Ann
Kirkpatrick, Virginia Commonwealth University/MCV Campus. Clinical education
and pharmacist practice in a new collaborative partnership is one of the
important innovations at the VCU School of Pharmacy. This collaboration
includes: a clinical network in 5 regions of Virginia; placement of faculty in
several network sites; a revised non-traditional PharmD pathway using the network;
multiple pharmacy residency programs with over 20 residents; a new
professional curriculum; a PharmD/PhD program; increased use of academic
technology and teleconferencing; pharmacy student research and research day;
measurement of outcomes of faculty and students at many network sites; and
promotion of interdisciplinary educational experiences. This collaborative
partnership is a key strategy to achieve the theme of “to be the best” at the
VCU School of Pharmacy.
University of Washington Innovations and Foundations for the
Future. Stanley S. Weber, University of Washington. Our School of Pharmacy
looks toward its future with excitement and enthusiasm. During its first century
the School has attracted outstanding students and faculty, and developed a
challenging curriculum. We expect our future to remain grounded in existing
quality, but to explore new partnerships, new programs, and new approaches to
the opportunities presented. The School has several programs aimed at promoting
wellness, reducing health care costs, and improving the quality of life.
These include involvement in a multidisciplinary clinical education program
with health sciences schools, and community partnerships and residencies that
develop and promote pharmaceutical care initiatives. For example, we were
the first school to implement a pharmacist-lead immunization program. New
programs such as the Pharmaceutical Outcomes Research and Policy Program
involve government and industry leaders, pharmacists, and members of the
academic community in pharmaceutical outcomes research. The program’s
investigators have earned international distinction. Additionally, the School’s
Program in Drug Interactions integrates faculty expertise in basic, clinical,
epidemiological, and bioinformatic research focusing on drug interactions. The
School is exploring other new approaches. We have developed the Joint
External PharmD Degree Program that remains the most flexible and least
expensive nontraditional PharmD program. Ideas in education pedagogy are
being examined including methods to further integrate principles of active
learning and distance learning into existing programs. We intend to contribute
to the growth and advancement of the profession and to increasing the scope
of pharmacists’ practice.
Be Ye Not The First By Whom The New is Tried, Nor The Last to
Cast The Old Aside. William E. Fassett, Washington State University. This
familiar adage characterizes the history of the College of Pharmacy at
Washington State University. Although the first pharmacy program in
Washington, and only the second program at WSU, its curriculum modeled the
successes of others. Throughout its 100-plus years, it has sought to innovate,
while maintaining links to its rich heritage. WSU’s commitment to training
pharmacists has been guided by hundreds of committed professionals. Alumni
support, arguably the greatest in the nation, is crucial to the College’s survival
and success. Collaboration is key to success in the future health care system.
The College is a partner in Washington’s Pharmaceutical Care Resource
Center. The College and the University of Washington School of Pharmacy
were the first public programs nationwide to offer a joint statewide external
Doctor of Pharmacy degree. The College is a leader in using technology in
both its core and external educational programs. The Washington Higher
Education Telecommunications System (WHETS) allows it to provide faculty
and training throughout the state. Growth of clinical programs and research in
Spokane, WA, and a new Health Sciences Building at WSU Spokane, will
make it a leader in health care in Washington’s second largest city. Growth of
its clinical programs around the world allows its students to prepare for practice
in the emerging global profession of pharmacy, with nearly 20% of clerkship
students studying abroad in 2000-2001.
Blending Pharmacy Basics and Clinical Skills in the Laboratory
Environment. Thomas M. McIntire, Diane L. Casdorph and Mary K.
Stamatakis, West Virginia University. As pharmacy education becomes more
focused on teaching clinical skills there has been little time left for the traditional
elements of pharmacy practice. Since the profession is seeing resurgence
in the need for compounding skills, this only further taxes an increasingly
crowded curriculum. A need was identified to allow continued teaching of traditional
skills without sacrificing the clinical thrust of the program. A “state of
the art” pharmaceutical care center was established in 1999 to accommodate
the needs of the entry-level Doctor of Pharmacy program. This resource center
was designed with a laboratory facility that can easily function as a wet lab,
a computer lab or a presentation center in the same session. The technology is
utilized to integrate teaching clinical skills with the foundation skills of compounding
within the pharmaceutical care lab series. In these new sessions the
student is given a case that requires problem-solving methodology to reach a
therapeutic decision. Once a product is selected, the student is presented with
additional factors that intentionally preclude a commercially available product.
After devising an alternative solution, the student compounds and labels the
medication. The process is completed as the student counsels the “patient” on
the appropriate use of the product. Using the technology available in the center,
the faculty has been able to integrate pharmacy’s foundational skills with
the new skills of tomorrow utilizing current curricular space.
Reflective Learning. H. John Baldwin, Joseph Steiner and Loren
Thompson, University of Wyoming, School of Pharmacy. Andragogy, selfdirection
and perspective transformation are cited in the literature as distinguishing
features of adult learning. Although andragogy and self-direction are
always integral components of a practicum experience, the opportunity for perspective
transformation is often lacking. To provide this learning process for
practicum students the concept of reflective learning was incorporated into the
final year of the curriculum. Reflective learning or perspective transformation is
based on the theory that, although learning takes place in a work or practice
situation, student learners have no time in the practice environment to reflect
on what they have learned and to incorporate the learning into emancipatory
cognition. Four one week reflective learning weeks were incorporated during the
final year of the professional program, one every twelve weeks. The final year
entails 40 weeks of practical experience, a total of nine four week rotations:
three in acute care, one in ambulatory care, one each in community and
institutional practice plus a second rotation in either community or institutional,
two elective rotations plus four reflective learning weeks. Because of the
rural/frontier nature of Wyoming, students of necessity are geographically distant
from the campus during practicums. Reflective learning is particularly
appropriate in this environment, bring the students together as a group to share
experiences. In addition, reflective learning weeks provide opportunities for
evaluation, instruction, benchmarking and administration. The methods used to
promote perspective learning will be presented in detail.
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