An Elective Course on Antimicrobial Stewardship

Objective. To implement an antimicrobial stewardship (AS) elective course for second-year and third-year pharmacy students and to assess its impact on students’ perceptions regarding the application of AS principles.Design. A 2-credit elective course focusing on principles of AS incorporated prelecture didactic recordings with primary literature and guideline-based reading assignments, in-class active-learning group work and student-led presentations, and student-generated examination items.Assessment. Perceptions were assessed by precourse and postcourse survey items. Graded course assessments included completion of preclass assignments (readings, prerecorded lecture and writing assessment items), in-class active participation and group presentations, a midpoint examination, and a final examination.Conclusion. An AS-themed elective course in a doctor of pharmacy curriculum incorporating preclass, self-directed learning and in-class group-based active-learning strategies positively impacted students’ perceived understanding of AS strategies.     

An Elective Course in Leader Development

Objective. To describe the design, implementation, and evaluation of a leader-development elective course.Design. Students discovered, reflected on, and enhanced their leadership skills by participating in leadership quality presentations, selecting and facilitating team-building activities for pharmacy-based scenarios, creating a personal mission statement, maintaining a journal, creating pharmacy performance matrices, facilitating leadership discussions and activities, and completing a variety of leader-development inventories to identify their strengths and opportunities for growth.Assessment. Students successfully completed 98% of the assignments. The most valued topics and assignments involved validated instruments, which promoted self-discovery and development. End-of-course survey results revealed all students agreed the course achieved all learning outcomes except preventing conflict from escalating (9% disagreed) and applying knowledge of core values to achieve greater effectiveness in interpersonal communication (4% disagreed).Conclusions. Students perceived this leader-development elective course was effective in achieving learning outcomes. Assignments guided the creation of personalized leader-development tracks, ultimately promoting lifelong learning.     

A Global Health Elective Course in a PharmD Curriculum

Objective. To describe the design, development, and the first 4 implementations of a Global Health elective course intended to prepare pharmacy students pursue global health careers and to evaluate student perceptions of the instructional techniques used and of skills developed during the course.Design. Following the blended curriculum model used at Touro College of Pharmacy, the Global Health course combined team-based learning (TBL) sessions in class, out-of-class team projects, and online self-directed learning with classroom teaching and discussion sessions.Assessment. Student performance was assessed with TBL sessions, team projects, and class presentations, online quizzes, and final examinations. A precourse and postcourse survey showed improvement in global health knowledge and attitudes, and in the perception of pharmacists’ role and career opportunities in global health. Significant improvement in skills applicable to global health work was reported and students rated highly the instructional techniques, value, and relevance of the course.Conclusion. The Global Health elective course is on track to achieve its intended goal of equipping pharmacy students with the requisite knowledge and applicable skills to pursue global health careers and opportunities. After taking this course, students have gone on to pursue global field experiences.     

An Oncology Pharmacy Practice Elective Course for Third-Year Pharmacy Students

Objective. To develop and implement a 1-credit-hour oncology pharmacy practice elective course for third-year pharmacy students and assess its impact on examination scores in a required pharmacotherapeutics course.Design. Major topics were identified to focus on therapeutic management and supportive care of the oncology patient. Psychosocial topics were incorporated to help pharmacy students better relate to oncology patients.Assessment. Learning was assessed by means of 2 computer-based examinations, weekly reflection posts, and a completed oncology service-learning project and reflection paper. Students enrolled in the course achieved higher pharmacotherapeutics oncology section examination scores than students who had not taken the course. Also, this course increased students’ interest in oncology pharmacy.Conclusion. The oncology pharmacy elective course has received overwhelmingly positive feedback from students and student enrollment continues to grow. We will continue to offer this course to future practitioners.     

An Elective Course on Current Concepts in Adult Ambulatory Care

Objective. To design and evaluate a doctor of pharmacy course exploring disease states commonly encountered in ambulatory care, while applying literature to clinical practice and promoting a continual learning mindset.Design. This elective incorporated a learner-centered teaching approach. Each week, 2 groups of students were assigned a clinical trial to present to their peers. The focus was on clinical application and impact, rather than literature evaluation. A social networking group on Facebook was used to expose students to pharmacy information outside the classroom.Assessment. Student grades were determined by multiple activities: presentations, participation and moderation of the Facebook group, class participation, quiz scores, and quiz question development. Course evaluations served as a qualitative assessment of student learning and perceptions, quizzes were the most objective assessment of student learning, and presentation evaluations were the most directed assessment of course goals.Conclusion. This elective was an innovative approach to teaching ambulatory care that effectively filled a curricular void. Successful attainment of the primary course goals and objectives was demonstrated through course evaluations, surveys, and quiz and presentation scores.     

A Solid Organ Transplant Elective Course for Pharmacy Students

Objective. To develop and implement a solid organ transplant elective course for second- and third-year pharmacy students, and assess its impact on students’ knowledge in the management of medications, adverse effects, and complications in organ transplantation patients.Design. Topics related to the care of solid organ transplant patients were covered in depth. Students were required to complete a group presentation focusing on common infectious disease topics encountered in solid organ transplant patients.Assessment. Students’ solid organ transplantation knowledge was assessed using examinations quizzes, a group presentation, and class participation. With an average class grade of 87%, students demonstrated knowledge of the course material. Most students felt that their knowledge increased significantly with regard to the course objectives.Conclusion. Students who completed the elective course significantly improved their confidence and knowledge regarding solid organ transplantation, felt more prepared than their peers who did not complete the course, and became open to exploring careers or residencies in this area.     

A Drug Interactions Elective Course

Objectives

To evaluate the impact of a drug interactions elective course on student knowledge and skills.

Design

A drug interactions elective which focused on assessment and application of drug interaction information and identification and management of commonly encountered drug interactions by therapeutic category was offered to third-year PharmD students. Students were expected to (1) determine whether a given interaction was clinically significant or required pharmacist intervention, and (2) make rational, scientifically sound, practical recommendations for management of drug interactions.

Evaluation and Assessment

Assessment included course evaluations, student self-assessments, and knowledge and skills assessments. Students who completed the course were more confident in their abilities relating to drug interactions than students who did not complete the course. Students who completed the course scored significantly better in all areas of the assessment compared to students who did not complete the course. Course evaluation results were also positive.

Conclusion

A course devoted to the identification and management of drug interactions improved PharmD students'' knowledge and skills and could potentially improve the patient care they provide in the future.     

An Elective Course on Postgraduate Residency Training

Objective. To develop, implement, and assess the impact of an elective course for pharmacy students on postgraduate pharmacy residency training.Design. An elective course on residency training was developed using short lectures, group discussions, and active-learning strategies, such as small-group exercises, mock match, and mock interview.Assessment. Students were asked to self-assess their understanding and abilities related to residency training at the beginning and end of the semester based on course objectives. The median post-semester responses increased for all objectives compared to baseline (p<0.05).Conclusion. A residency elective using a variety of teaching methods increased student knowledge and confidence in their skills regarding residency training.     

Identifying Perceptions of Professionalism in Pharmacy Using a Four-Frame Leadership Model

Objectives

To determine whether professionalism in pharmacy education is addressed from Bolman and Deal''s four-frame leadership model.

Methods

Students (N = 624), faculty (N = 57), preceptors (N = 56), and academic administrators (N = 8) at 6 colleges and schools of pharmacy were surveyed to assess professionalism. Using grounded theory methodology and a constant comparative process, common themes were identified for each question in each group. Themes were assigned to the four-frame model and the data were compared.

Results

Mechanisms of addressing professionalism consistent with all 4 frames of the Bolman and Deal''s model were identified. Faculty assessment of student professionalism was significantly lower (P < 0.05) than the student group, preceptors, and administrators.

Conclusions

Mechanisms of addressing professionalism in pharmacy education span all four frames of Bolman and Deal''s leadership model. The values students bring into a pharmacy program may play an important role in the process of professional socialization. Faculty members have a tremendous opportunity to enhance student professionalism with their daily verbal and nonverbal interactions with students.     

A Medical Outreach Elective Course

Objective. To design and implement a Medical Outreach Experience elective course and assess its impact on students’ level of confidence in organizing future medical outreach trips, providing population-specific pharmaceutical care, and achieving learning outcomes.Design. A 2-credit hour elective course was designed for second- and third-year pharmacy students. The course was structured to include 3 sections over 1 semester, a 10-week training and preparation phase, followed by a weeklong international outreach experience and post-outreach reflection.Assessment. Student achievement of curricular outcomes was measured using in-class activities, readings, reflections, and longitudinal projects, as well as performance during the outreach trip. Results from pre- and post-course surveys demonstrated significant improvement in student-rated confidence in several components of outreach trip organization and provision of pharmaceutical care.Conclusions. Students completing the course exhibited increased confidence in their abilities to organize and practice on a medical outreach trip. All students met the learning outcomes of the course, which included providing comprehensive patient-specific pharmaceutical care, communicating effectively, promoting health improvement and self-care, thinking critically, and appropriately managing and using resources of the healthcare system. Students agreed that the elective course was a valuable addition to the curriculum.     

A Cardiovascular Pharmacotherapy Elective Course to Enhance Pharmacy Students�� Literature Evaluation Skills and Ability to Apply Clinical Evidence

Objectives. To design and implement a cardiovascular pharmacotherapy elective course to enhance pharmacy students’ ability to evaluate medical literature and apply clinical evidence.Design. In weekly class sessions, students were provided an overview of the important literature supporting therapeutic guidelines for the management of major cardiovascular diseases. Students worked in groups to complete outside-of-class assignments involving a patient case and then discussed the case in class. During the semester, each student also independently completed a literature search on an assigned topic, summarized the studies found in table format, and presented 1 of the studies to the class.Assessment. Students’ grades on weekly patient case assignments steadily increased over the semester. Also, the average grade on the final examination was higher than the grade on the midterm take-home examination. On the course evaluation, students rated the course favorably in terms of improvement of confidence in evaluating the primary literature and applying it to practice.Conclusion. Completion of the cardiovascular pharmacotherapy elective increased pharmacy students’ level of confidence in evaluating literature and applying clinical evidence in making patient care decisions.     

An Elective Course on Dermatological Topics and Cosmeceutical Compounding

Objective. To implement and assess a pharmacy dermatology and cosmeceutical compounding elective course and its impact on graduates’ careers.Design. A 3-credit elective course that incorporated classroom lectures on ambulatory dermatologic diseases and cosmeceutical products with case studies, weekly quizzes, and a comprehensive business plan project was implemented in a doctor of pharmacy (PharmD) program in 2010.Assessment. Assessment instruments including weekly quizzes, a business plan project, and pre- and post-course tests were used to evaluate course content. Across 3 offerings of the course (2010, 2011, 2012), pre- and post-course test scores improved. Results of a postgraduate survey showed that 54% of respondents worked at a pharmacy offering compounding services, and 57% felt that the course played a significant or very significant role in their counseling on dermatologic conditions.Conclusions. Assessment methods revealed student learning of course content and the course appeared moderately beneficial to graduates’ early careers. A more longitudinal analysis is needed to assess the course’s impact on long-term career choices, particularly those dealing with compounding of cosmeceutical products.     

An Online Health Informatics Elective Course for Doctor of Pharmacy Students

Objective. To describe the development and assessment of an online elective health informatics course and determine its potential for universal integration into doctor of pharmacy (PharmD) curricula.Design. A 2-credit hour online elective course was developed and offered to all PharmD students; voiced-over Powerpoint lectures were used to deliver content.Assessment. Assessment of student performance was measured using quantitative metrics via discussion questions, quizzes, written papers, and examinations. Qualitative findings were measured through discussion questions, a goal-setting classroom assessment technique, and an end-of-course reflection. Students report finding value in the course and recognizing how the knowledge gained could impact their future practice as pharmacists. Conclusion. An online course in health informatics can be an effective way to deliver content and provide a blueprint for continued integration of the content into curricula.     

Projected growth in pharmacy education and research, 2010 to 2015

Objectives. To determine projected growth in pharmacy education and research from 2010 to 2015 and to relate findings to external and internal factors.Methods. An e-mail survey instrument was sent to all US pharmacy deans, and responses were used to estimate growth in the number of first-professional-degree doctor of pharmacy (PharmD) graduates, residents/fellows, graduate students, faculty members, graduate research faculty members, and postdoctoral fellows. Results were related to the national economy, trends in faculty vacancies, growth trends in other health professions, pharmacist roles, and healthcare reform.Results. Five-year growth projections were: 58% increase in the number of residents/fellows, 23% in postdoctoral fellows, 21% in entry-level PharmD graduates, 19% in graduate/research faculty members, 17% in graduate students, and 13% in total pharmacy faculty members. Residencies/fellowships showed the highest projected growth rates (58%). Graduate education and research data suggest a growing research enterprise. Faculty vacancy trends were downward and this suggests better faculty availability in coming years.Conclusions. Substantial growth is expected from 2010 to 2015 in all areas of pharmacy education. External factors and how well the profession is able to demonstrate its contribution to resolving healthcare problems may influence the actual growth rates achieved.     

An Innovative Seminar Course in Business Etiquette for Pharmacy Graduate Students

Objectives. To develop and implement a seminar course for graduate students in the social and administrative pharmaceutical sciences to enhance knowledge and confidence with respect their abilities to demonstrate appropriate business etiquette.Design. A 1-credit graduate seminar course was designed based on learner-centered constructivist theory and application of Fink’s Taxonomy for Significant Learning.Assessment. Eleven students participated in the spring 2011 seminar course presentations and activities. Students completed pre- and post-assessment instruments, which included knowledge and attitudinal questions. Formative and summative assessments showed gains in student knowledge, perceived skills, and confidence based on observation and student-reported outcomes.Conclusion. Graduate student reaction to the course was overwhelmingly positive. The etiquette course has potential application in doctor of pharmacy education, other graduate disciplines, undergraduate education, and continuing professional development.     

生理心理学专业选修课的教学改革与思考

针对专业选修课大班上课的特点，对教学方法和考核机制进行改革，并以问卷调查的形式来了解学生对教学改革的认可和期望，以探讨如何达到生理心理学作为专业选修课的教学目标。     

开展药学研究生国际交流的实践与思考

大学是传承民族优秀文化的重要基地和促进世界先进文化交流的重要窗口。随着我国医药行业以及医药研究领域的快速发展,药学教育的课程体系和人才培养模式在探索中不断取得进步。加强与国外高校及研究机构广泛的交流与合作,确立与国际接轨的一体化战略思想在药学人才培养中的重要性日益增加。浙江大学药学院近年来在以研究生为主体的国际性的学术交流中进行了探索与实践,取得了一些有价值的经验和成果。     

An Advanced Pharmacy Practice Experience in Leadership Development

Objective. To describe the development and implementation of an advanced pharmacy practice experience (APPE) in leadership.Methods. A leadership APPE was created and continuously improved over five years from being mostly content-oriented to being more of an experiential offering by identifying and implementing rich, practical leadership experiences. Activities included PhotoVoice, Power of Full Engagement, What’s Your Passion?, Transformational Leadership, Speech Acts, a Mindfulness Retreat, PeoplePack Dynamics, and a rowing experience at an Olympic training facility. After five years of developing and refining the APPE, faculty coordinators sought student feedback on the APPE beyond using a standardized APPE evaluation form students complete at the end of each rotation.Results. The majority of students agreed with all of the evaluation items. Items with the highest mean agreement included: content from previous didactic leadership courses were reinforced in the rotation; relevance of the rotation to one’s career; rotation objectives facilitated learning; and a variety of teaching methods helped in applying knowledge to future practice. Analysis of comments regarding the leadership APPE identified three main themes: gratitude, development, and more connection.Conclusion. An elective APPE with the primary purpose of leadership training and development can be created and incorporated into the Doctor of Pharmacy curriculum. This leadership APPE can serve as an example for other institutions interested in implementing a similar experience.     

关于药事管理学科建设和研究生培养的思考

通过对我国药事管理研究生专业设置的现状分析,借鉴美国的有关实践,结合我国的国情,提出药事管理学科建设和药事管理研究生培养的一些建议。