Meeting Abstracts

104^th Annual Meeting, July 20-23, 2003, Minneapolis, Minnesota

 

The Challenges of Recruiting Minority American Graduate Students. Anthony C. Capomacchia, The University of Georgia. Objectives: The objective of the current work is to examine the Coach Model for recruiting minority students for the pharmaceutical and biomedical sciences at The University of Georgia (UGA); with the long-term goal to build a recognized program for their training. Methods: Attendance at regional graduate and professional fairs, special recruiting trips for interested students, seminars, workshops, and visits to UGA are used to attract the best students possible. Also, direct family contact and visits, assuring that funding is available, and finding agreeable mentors are vital. Results: During the nine years of the study, 22 students were matriculated to graduate programs in the pharmaceutical and biomedical sciences. Seven have graduated, one transferred, the rest remain on track to graduate within four or five years of entering the program. Funding for each student was obtained from a combination of sources including the Department, Graduate School, Alfred P. Sloan Foundation, and the National Institutes of Health. Faculty status was deemed to play a pivotal role in the success of the project. Implications: A graduate program for training minority students in the pharmaceutical and biomedical sciences can be implemented, and perhaps for other science disciplines as well. Providing faculty and Department are willing to devote time and resources to the effort. The need for a positive training environment cannot be overemphasized.

Citation Analysis of Lyman Award Winning Papers (1967 – 1997). Dennis F. Thompson, Nina R. Morris, Southwestern Oklahoma State University. Purpose: The purpose of this research was to characterize the citation pattern of Lyman award winners from 1967 – 1997. Methods: A list of all Lyman award-winning papers was obtained. Each paper was searched on the Institute for Scientific Information Web of Knowledge to obtain citation counts. For comparison, the most cited paper from the American Journal of Pharmaceutical Education (AJPE) for each year was also obtained. Lyman award winners were ranked by number of citations per year. The highly cited 1993 article from the “Commission to Implement Change in Pharmacy” was excluded from the analysis. Results: The 1993 Lyman Award winning paper had the highest citation rate at 1.2 citations/year. The top five Lyman Award papers were 1993, 1987, 1995, 1976, and 1996. Only one paper received the Lyman Award and was the most cited paper for that year (1993). The average number of citations received for the top 22 Lyman award winning papers was 7.9 citations vs. 17.6 citations for the corresponding most cited paper in AJPE for that year. Average citations per year were 0.49 for Lyman Awards winners vs. 1.2 for the most cited AJPE articles for the corresponding years. Conclusions: Lyman Award winning papers are generally not the most cited papers in AJPE.

Use of a Weekly Open Forum to Acclimate Students in a Distance Education Environment. Mark L. Britton, Keith A. Swanson, Melissa S. Medina, University of Oklahoma. Objectives: A weekly open student forum is used to assess and address student concerns, assist in their emotional and academic acclimation in a distance education (DE) environment, facilitate development of a single class identity and class unity, and to aid in professionalization. Methods: All first year pharmacy students on the Oklahoma City and Tulsa campuses are required to attend a weekly class meeting over the noon hour on Wednesdays during the first academic year moderated by either the academic dean or the director of student services. Others regularly attending these sessions include the assistant directors of student services, classroom facilitators, the chair of the curriculum committee, the director of instruction and assessment, and any interested faculty. Students are welcome to bring up any topic of concern during the meeting and are encouraged to submit agenda items to the academic dean. Students are periodically being surveyed about their experiences in a DE learning environment and also provided the opportunity to express their opinions in a chat room. Implications: As DE technologies become more common in pharmacy education to assist in relieving the pharmacy manpower shortage, faculty and administrators must intentionally provide many unique opportunities for student expression. A weekly open forum may assist students and faculty in interpreting the educational environment and its effects on learning and classroom interpersonal dynamics.

Standard Time of an Outpatient Prescription Processing at Samut Sakhon Hospital. Chanuttha Ploylearmsang, Petcharat Pongcharoensuk, Saichol Pimkow, Amnouy Preukpakpoom, Mahidol University, Thailand. Objective: To determine standard time and workload of outpatient pharmacy services at Samut Sakhon Hospital, a 500-bed public institution in Thailand. Methods: Workflow analysis was first conducted to identify activities of outpatient prescription processing. Activity data were collected during 8 am to 4 pm, for 14 days during October 15 to November 2, 2001. Both direct time study and a 5-minute interval of work sampling were used to collect timing of 14 activities. Results: A total of 5,320 and 12,724 observations were recorded for pharmacists’ and non-pharmacists’ activities respectively. Overall, an average of 1,051 prescriptions was filled per day, with an average of 3.21 drug items per prescription. It takes 13.95 minutes to process a prescription, starting when the prescription arrives at the pharmacy until the patient collects the drug products. Pharmacists and non-pharmacists spend a total time 1.81 and 6.63 minutes per prescription, respectively. The three activities with the highest standard times were prescription filling, dispensing/counseling and data entry; 98.11, 51.64, and 45.75 seconds respectively. Productive time of pharmacists and non-pharmacists were 71.94% and 73.83%. From the standard time, it requires 26 and 83 man-hours per day of pharmacist and non-pharmacist for outpatient prescription process. Implications: Standard time and workload measurement could be an effective tool to efficiently manage the available manpower in hospital. These results could provide the basic information for other hospitals’ managers to assess efficiency of their pharmacy services.

Faculty Development Through Peer Teaching Assessment. Susan M. Paulsen, Marianne McCollum, Tom Cyr, Ralph J. Altiere, University of Colorado Health Sciences. Objectives: Develop a comprehensive peer teaching assessment system that would advance faculty development through mentoring, foster quality teaching, and diversify teaching portfolios for advancement. Methods: The assessment committee and the UCHSC Office of Education (OE) developed assessment tools based on validated models of good teaching. Faculty volunteers became assessors after OE training. Instructors scheduled for peer teaching assessment received resource material and assessment forms in advance. Co- assessors were assigned to each instructor. Peer teaching assessment process includes: (1) Request for course materials (2) Pre-observation meeting discussing the course materials and elicit instructor goals, philosophies and needs (3) Classroom activity observed. (4) Videotape of classroom activity provided to instructor for self-assessment. 5) Co-assessors meet to discuss the observation 6) Post-observation interview with co-assessors and instructor, 7) Optional second observation if requested, 8) Final assessment report reviewed and signed by instructor and assessors and forwarded to department chair. Assessment tools will be included in poster. Process analysis was conducted by survey. Survey results are very positive with faculty placing a high value on the process and very high value on structured discussions about teaching. Implications: Offering a novel structured faculty-mentoring program to improve the “good teacher” learning curve through discussion of varied teaching strategies and experiences. Strengthening evidence of good teaching beyond student perception data and promoting school goals for outcomes based education.

Student Opinion of Effectiveness of a Longitudinal Versus an Elective Herbal Course. Susan Paulsen, Robert Page, Donald Nuzum, University of Colorado Health Sciences Center. Objective: Determine the effectiveness of a stand-alone herbal course versus integrating herbal material into existing courses in preparing students to answer herbal questions on clerkship rotations. Secondarily, to determine if students felt that herbal courses should be required. Methods: This curriculum offers a comprehensive herbal elective during the third year of the curriculum, as well as, herbal pharmacotherapy principals threaded throughout our pharmacotherapy/pathophysiology course series during the second and third years. Fourth year pharmacy (n=40) students currently on clerkship were surveyed. Ninety-two percent of students agreed that the elective assisted them in answering herbal questions and improving patient care. Eighty-eight percent of students agreed that a mandatory herbal class should be offered. Forty-five percent felt that the integrated longitudinal method did not prepare them for clerkships. Seventy-eight percent received most of their herbal questions on community rotations and 50% on clinical rotations. Implications: There is increasing dependence on a pharmacist’s ability to answer herbal questions. Pharmacy curricula are work intensive and additional mandatory courses must be added judiciously. Currently, 30% of Schools of Pharmacy surveyed (n=82) offer a stand-alone herbal elective, and for 13% it is required. A stand-alone herbal course enhances student’s ability regarding their herbal knowledge compared to a longitudinal integrated method. Due to changes in the NABLEX exam, students may need more comprehensive, structured courses in herbal pharmacotherapy.

Impact of a Student-Based Tutoring System. Keith A. Swanson, Chad A. Douglas, Melissa S. Medina, University of Oklahoma. Objectives: To investigate the impact of a student-based tutoring system offered by Rho Chi members on subsequent test performance and academic progression. Methods: Members of the Rho Chi honor society have organized and offered tutoring to first-year pharmacy students for many years. Students are referred to the service through student services, the academic dean, or general advertisements. Due to program expansion to a distant campus, some tutoring sessions were delivered via “web-cam” technologies. Prior academic status and utilization of the service was compared to test scores and academic progression. Two surveys were administered to collect subjective data. Results were compared between tutored and non-tutored populations and between near and distant tutored sessions. Results: Tutoring was delivered to 48 of 124 students (38.7%) to mainly female students (93.8%). Slight differences in pre-pharmacy GPA, PCAT scores and pre-pharmacy hours earned were noted between tutored and non-tutored populations. Tutored students had a greater average increase in scores between exams than non-tutored students (+8.5 points vs. +4.5 points). Some differences in tutoring outcomes were noted between students tutored on-site and those tutored via “web-cam”. Student comments about the service were generally positive, but many noted that they were not aware of the program. Conclusions: Many factors impact the academic outcomes in a professional curriculum. Students utilizing this student-based tutoring system offered by Rho Chi members appear to benefit from the program.

Pharmacy Student Progression in a Distant Education Environment. Keith A. Swanson, Mark L. Britton, Melissa S. Medina, University of Oklahoma. Objectives: To explore methods to assure successful progression in a distant education learning environment. Methods: A series of meetings and special seminars was implemented to focus student attention on academic responsibilities and enhance professional development. First-year, first-semester students at risk were identified by requiring faculty to report test scores after every exam rather than a single midterm warning. Students at risk were counseled by the academic dean or student services director in person or through ‘web cam’ technologies. Students were referred to the Rho Chi tutoring system, the college educational specialist, or campus-based counseling services when serious learning difficulties were discovered. Results: First year student progression rates into the second term were the highest since initiating the entry-level doctor of pharmacy program in fall 1998. Only 4% of the 2002 entering class of 125 students did not progress into the spring term. Three students were suspended to repeat the first term and two withdrew for personal reasons. No students were dismissed. Non-progression rates range from 4% to 19.5%, averaging 8.3% over 5 admissions classes. Implications: Student progression is influenced by a number of factors such as inherent academic abilities and changes in the delivery of an academic program. A conscientious effort to identify students at risk and implement immediate interventions appears to be effective in maintaining academic progression in a program delivered through distance technologies.

Survey of Remedial Policies in US Colleges/Schools of Pharmacy. Dean L. Arneson, Karen L. Daniel, Nova Southeastern University. Objective: To evaluate the current policies for academic remediation at colleges/schools of pharmacy within the United States. Methods: A survey was developed to assess the various types of academic remediation offered at colleges/schools of pharmacy within the United States. In addition to demographic data for each college/school, survey data to be collected include type of remediation offered, criteria for eligibility for remediation, and college/school policy regarding academic expulsion, probation, and extended course of study. The Office of the Dean at each college/school will be contacted to determine the appropriate individual to be surveyed. A telephone interview will be conducted with the selected individual from each institution. Survey data will be collected and analyzed to determine the extent and method(s) of remediation available at each college/school of pharmacy. Implications: Dissemination of the synopsis of current academic remediation policies may allow colleges/schools of pharmacy across the United States to reassess and make improvements upon existing policies.

Addressing Industry Needs Through Innovative Technologies. Machel Davison, Melissa S. Medina, University of Oklahoma. Several reports have been released in recent years showing the continued need for pharmacists in the nation. Findings from a conference sponsored by The Pharmacy Manpower Project stated that by 2020 15 additional pharmacy schools will be necessary to meet the projected call for pharmacists in the United States. The use of technology is being explored by programs to increase availability of courses, student satisfaction, enrollment, and address budget shortfalls. The University of Oklahoma College of Pharmacy has adopted several new technologies including offering all first year courses via two way video from Oklahoma City to Tulsa and video-streaming/archiving of lectures. In this presentation, we will discuss the pros and cons of adopting new technologies into a course or program and the effects that a new technology has on a program. We will discuss all research methods used in the adoption, implementation, and evaluation of the technology. As well as, preliminary findings after the first semester of the expansion showing that students and faculty are satisfied with the new endeavors. In addition, we will present new implications that have risen from the expansion to Tulsa including the logistics of transporting materials from one campus to another, interactions with/among students, and the use of video archived lectures. Participants from any setting that are considering a new technology to meet current demands will benefit from this presentation because the issue reaches far beyond just the adopting a technology. It delves into legal issues, administrative issues, financial concerns, and technical concerns.

Using the Many-Facet Rasch Statistical Model to Rank Pharmacy Students for Awards and Scholarships. Robert J. Belloto, Thomas H. Wiser, Katherine P. Smith, Allison A. Welder, Ronald J. Ziance, Nevada College of Pharmacy. Objectives: The purpose of this study was to develop and validate a judging and rating system with application to assigning awards and scholarships. Methods: A form was designed to rate students applying for awards and scholarships on seventeen different items within a curricular system that precludes the use of letter grades. Six pharmacy college faculty evaluated evidence submitted from applicants for the items on a five point scale. Since the collected data is qualitative, the data was analyzed using a many-facet Rasch model. The Rasch analysis provides linear measures with all items being on a uniform measuring scale. Results: The statistical analysis showed that certain items performed poorly and were not valuable in rating the candidates. The analysis also readily displayed differences in judge severity or leniency. The Rasch model fit the data well and is a reasonable method to use in ranking candidates for awards. Implications: The judging problem is an old one and few competitions are graded and analyzed statistically. The problem becomes harder when judge ratings are used to rank students and not all candidates are rated by all judges. Given the many legal challenges involving admissions and other procedures, the use of a sound multivariate statistical methodology is a necessary step to be sure that all candidates are treated fairly. The psychometric methodology used is unfamiliar to most pharmacy researchers and may serve as a useful, unbiased, and rigorous scientific approach to student awards and recognition for other colleges and institutions of higher learning.

Comparative Perceptions of Graduating Pharmacy Students as a Component of Curricular Assessment. Stephanie Y. Crawford, Susan L. Peverly, University of Illinois at Chicago. Objectives: In 1997, major curricular revision was implemented for the professional pharmacy program at UIC. This study compared perceptions of graduating students on the pharmacy curriculum. Methods: Written questionnaires were administered to students nearing graduation during years 2000, 2001 (first class under new curriculum) and 2002. Students rated their competence levels to perform professional functions, using a 5-point scale where 1 indicated “not at all competent” and 5 denoted “extremely competent.” Seventeen survey items were developed based upon terminal curricular competencies; additional descriptive items were included. Results: 402/465 (86%) responses were received (years 2000 to 2002, respectively: n=142, n=120, and n=140). Mean ± SD competence scores for the 17-item aggregate scale (Cronbach’s alpha = 0.92) were 3.70 ± 0.53, 3.81 ± 0.56 and 3.89 ± 0.53, respectively, per year. ANOVA, with post-hoc comparisons, demonstrated a difference in the total mean scores between the class of 2000 and the class of 2002 (p<0.05). Individual item analyses revealed that UIC students had higher perceptions of their competence levels in therapeutic and communications activities, but lower scores for administrative activities. One survey item included in transitional years 2000 and 2001 found that students rated the new curriculum to be better (t=-5.09, p<0.001). Implications: Student perceptions of their abilities to meet terminal competencies have increased with the new curriculum, and results help pinpoint areas where curricular remediation is needed. Measurement of student attitudes is valuable when part of a multi-source, multimodal approach in ongoing curricular assessment activities.

Student Willingness to Use a Centralized Application Service. Donald K. Woodward, Rutgers, the State University of New Jersey. Objectives: To determine application trends in terms of number of schools applied to, amount of application fees and to gain insight into student views on a centralized application service (CAS). Methods: Students enrolled in the professional years were requested to fill out a web-based survey. Students entering the first professional year were given a hard copy of the same survey at orientation. Results: Seventy-six students responded. The average number of schools applied to was 1.14. Of the 24 students who applied to more than one school, the average number of schools applied to was 3.65. Of those reporting paying an application fee (n=38), the average total fees were $200 and the average maximum fee was $48. When provided with a description of a hypothetical CAS with $125 initial fee and $30 per additional school, 57% of respondents were willing to participate, 29% were not, and 14% were unsure. Of the cohort reporting applying to only one school, 56% were willing to use a CAS, 27% were not, and 17% were unsure. The most common comment in favor of a CAS was the convenience in filling out a single application and against a CAS was the increased cost when applying to only one or two schools. Implications: While most are willing to use a CAS, between 25-30% were not and 15% were unsure. If these percentages are reflective of students’ actual willingness to apply, using a CAS may decrease a school’s application pool by up to 33%.

A Professional Development Seminar Series for Teaching Assistants. Alicia S. Bouldin, Marvin C. Wilson, University of Mississippi. Intent: The administration at The University of Mississippi School of Pharmacy sponsors a program of professional development for teaching assistants, intended to enhance their skills in their present roles and to foster interest in becoming a pharmacy educator. Methods: The program includes monthly development seminars and an online TA Support resource center, focusing on issues related to pedagogy and careers in academia. TA participation is expected; RAs are also invited. Topics have included: writing multiple-choice questions, preparing teaching portfolios, and plagiarism prevention and detection. Outcomes: This program has the full support of the School’s administration and department chairs. Anecdotal evidence of the program’s success has often come from comments from participants, outside of the seminar settings. An evaluation of the program by participants indicated that they found the information shared in the seminars to be useful (average response was 9.4 on 1-10 scale), clear and easy to understand (average = 10), relevant to their current role (average = 9.3), and relevant to future career roles (average = 7.8). Participants also found that the seminars have helped to increase their confidence as TAs (average = 8); and they would recommend the series to other students interested in careers in academia (average = 9.7). Implications: Enhancing the skills of teaching assistants to facilitate student learning is a benefit to the School as well as to the assistants themselves. Next year the program plans to involve practice residents, several of whom may also be interested in a career in academia.

Web-Based Student Orientation; Providing Increased Depth and Confidence Through Use of The Internet and a Required Electronic Scavenger Hunt. Dennis K. McAllister, Midwestern University-Glendale. Objectives: To increase success of student orientation programs through hands-on exploration of student handbook, faculty biographies, college and university support services and other related materials through the Internet. Methods: A web-based survey (electronic scavenger hunt) was developed that required students to research through web-based University materials to continue and supplement the new student orientation process. This survey was a required assignment in one of the introductory courses. The assistant dean responsible for student affairs developed the questions based upon experience with student knowledge deficit of policies, procedures etc. Results: Student response was very positive. In a follow-up survey, 85% suggested that the electronic scavenger hunt be required as a continuing part of new student orientation. Issues related to student knowledge of polices, procedures, etc, have been fewer and less substantive than prior years when the electronic scavenger hunt was not part of the orientation process. Implications: The electronic scavenger hunt provides a method to continue the orientation process beyond traditional live orientation programs, giving students a hands-on experience in finding and using important college and university related information.

A Survey of Deans of Colleges of Pharmacy with regards to Board of Pharmaceutical Specialty (BPS) Certification and Effects on Academic Units: A Survey of Deans of Colleges and Schools of Pharmacy. Frank Romanelli, Jeff J. Cain, Kelly M. Smith, Melody Ryan, University of Kentucky. Objective: To describe and measure the effects of BPS certification on the realm of academia as perceived by Deans of Colleges of Pharmacy in the United States (US). Methods: An anonymous survey regarding BPS certification was developed and pre-tested. Deans or another appropriate College official at all 84 Colleges of Pharmacy in the US were asked to complete and submit the 13-question survey via the web. Baseline information captured by the survey included College size, mean yearly research dollars, faculty size, and PharmD student enrollment. Information regarding numbers of BPS certified faculty and extent to which BPS certification was considered in the hire process was also sought. Finally, Deans were asked to report any compensation or incentives provided to faculty who are certified or are pursuing certification. Implications: The national pharmacist shortage has affected all practice areas including academia. Little information is available with regards to the effects of BPS certification on the profession, particularly academia. We believe that this information will be helpful to gauge the effects of BPS certification in this area and will also assist Colleges as they attempt to recruit and retain the most qualified faculty members possible.

Administrative Career Planning and Mentoring: A Ten-year Update of the Pharmacy Deanship. Cecilia Plaza, JoLaine R. Draugalis, Grant H. Skrepnek, Marion K. Slack, University of Arizona. Objectives: The career paths and preparation strategies of pharmacy deans as well as the role of administrative-related mentoring in the career advancement of pharmacy deans were assessed. This study provides a longitudinal perspective on the pharmacy deanship. Methods: Using a self-administered questionnaire and two follow-up mailings in mid-2002, 75 out of 82 current deans (one institution in the dean search process was excluded) in member institutions responded, yielding a 91.5 percent response rate. Results: Forty-six deans had five years or more of experience in the deanship whereas the remaining 29 respondents were designated as newly named deans. A hierarchical career path (faculty to department chair/head/ to assistant/associate dean to dean) described the career path of 17.9 percent of deans who had assumed his or her first deanship in the past five years. Seven of the newly named deans skipped the department chair/head position and six skipped the assistant/associate dean position. Seventy-two percent of the newly named deans and 93.5 percent of deans with five or more years of experience reported currently serving as an administrative mentor. Implications: The shortages in academic pharmacy as a result of the increased number of schools and colleges of pharmacy opening, in combination with the graying of the faculty, has ramifications for the academic pharmacy deanship. Elucidation of the normative career path of pharmacy deans and the role of mentoring in administrative career advancement can guide aspiring deans as well as provide information to institutions in structuring programs for leadership development.

Documentation and Analysis of Increased Grade Point Averages at a College of Pharmacy Over 20 Years. Mark C. Granberry, University of Texas. Objectives: Grade inflation has occurred in undergraduate and graduate college education but has not been documented in pharmacy professional education. We undertook this study to evaluate the trend in grade point average (GPA) of graduates of a College of Pharmacy during the previous 20 years. Methods: The final grade point averages, from courses in the professional curriculum, of all students graduating from 1982 through 2002 at the University of Arkansas College of Pharmacy were included. These scores were used to calculate a mean GPA for each graduating class of students. A correlation coefficient was determined to evaluate the change in grade point averages over time. Pharmacy College Admission Test (PCAT) scores and pre-professional GPA of students graduating over the same time period were also evaluated. The level of significance was set at P < 0.05. Results: We found that the mean GPA of over 1300 students during the study period was 3.03 +/- 0.25 out of a possible 4.0. GPAs increased at a rate of about 1 % per year with the lowest GPA (2.67 +/- 0.41) being recorded in 1985 and the highest (3.41 +/- 0.28) in 2000. We found a correlation coefficient of 0.93 (P < 0.000001) when the overall mean class GPAs were compared by year of graduation. A similar increase in student performance, as assessed by PCAT scores and pre-professional GPAs did not occur. Implications: Further study will be undertaken to determine if the trend exists at other colleges and to evaluate for potential causes.

Assessment of Student Professionalism During Acute Care Clerkships at Colleges of Pharmacy. Mark C. Granberry, Rene F. Garza, William J. McIntyre, University of Texas. Objective: The American Association of Colleges of Pharmacy has determined that student professionalism is an issue confronting pharmaceutical education. Our objective was to determine the methods used by Colleges of Pharmacy to assess student professionalism during their experiential clerkships. Methods: We solicited the competency and assessment forms used to assess students during acute care clerkships by Colleges of Pharmacy in the United States. From these forms we determined the percent of responding colleges that have a separate section dedicated to the evaluation of professionalism and the percent of the student’s grade derived from the assessment of their professionalism. Finally, we categorized each college’s competencies into similar domains and determined the percent of colleges that evaluate each domain of professionalism. Results: Of 50 colleges solicited, 26 (52%) provided competency and assessment forms. Fifty-eight percent (15/26) of respondents use a separate section to evaluate professionalism. On average, 16% of students’ clerkship grades were derived from the assessment of professionalism (range 5 to 40%). The most frequently assessed competency domains were respectful interactions with others (69%), punctuality and attendance (62%), concern for patient welfare (50%), self motivation (50%), acceptance of criticism (42%), desire for lifelong learning (42%), accountability and responsibility (38%), honesty and integrity (38%) and patient confidentiality (38%). Twenty-three percent (6/26) of the colleges evaluated three or fewer domains. Implications: Assessment of student professionalism varies widely among Colleges of Pharmacy. On average, a significant portion of student overall performance were derived from the assessment of professionalism.

A Pharmacy Practice Scholarship Committee: What Effect Does it Have? Terri L. Jackson, Wafa Y. Dahdal, Amie McCord, David Zgarrick, Midwestern University – Chicago. Objectives: To alleviate fears, raise interest, and encourage participation in scholarly activity among faculty in a pharmacy practice department. Methods: Of the requirements for faculty success, scholarship is often the most challenging, especially for clinical faculty. Support from administration, mentors and peers are critical for clinical faculty to develop as scholars. To alleviate anxieties and encourage participation in scholarship, our pharmacy practice department established a scholarship committee. The committee developed a series of seminars to address barriers to scholarship that had been identified by faculty. A binder containing scholarship resources was also developed. A questionnaire to evaluate committee impact was administered after six months. Results: Two-thirds (20/30) of department faculty responded. Most respondents were clinical faculty early in their careers (median time at institution: 2.75 years). Seventy percent had attended at least one of the five seminars, while 40% had used the scholarship binder. Fifty percent reported that their attitude toward scholarship had changed as a result of the seminars. Respondents felt increased confidence to perform scholarship, and recognized more scholarship opportunities for in their teaching and practice activities. About 30% reported the seminars had either increased their motivation to perform scholarship or the number of scholarship activities they have taken on. Implications: The committee goal is to increase the quantity and quality of scholarship performed by department faculty. Scholarly activities by faculty will continue to be monitored to evaluate progress towards this goal.

Assessing English Language Skills in the Admissions Interview. Ann Zweber, Barbara Dowling, Deborah Healey, Oregon State University. Objectives: A need for improved language skills among students whose native language is not English was identified. The College of Pharmacy developed a two-step approach to address this issue. The first step was to identify and assist current students with deficiencies. The second step involved revisions to the admissions process. This poster presents the changes that were made in the interview process, in order to: improve faculty and preceptor understanding of communicative competence, apply techniques for objectively assessing oral communication skills in the admissions interview, and incorporate oral English language communication skills into the criteria used for admission. Methods: At the request of the College of Pharmacy admissions committee, the English Language Institute reviewed the current admissions interview questions and form, and modified them to incorporate an objective assessment of students’ ability to communicate effectively in English. A 3-hour workshop was developed and presented to 20 admissions committee members and interested faculty. Interview skills and modified interview assessment forms were integrated into the admissions process. Results: Workshop participants completed an evaluation of the workshop. A second self-evaluation of competency in using the new format will be used again after the interviews are completed. Data from interview assessments will also be available. Implications: Effective communication skills are imperative in the practice of pharmacy. Assessment of students’ communication skills is an important component of the admissions process. Identifying deficiencies prior to admission may be a useful tool in the admissions process.

Pharmacotherapy Decision-Making Ability Based Outcome (ABO) Leveling and Objective Structured Clinical Examination (OSCE) Case Development. Amy H. Schwartz, Maryann Skrabal, Beverly Talluto, Naser Alsharif, Creighton University. Identifying methods to accurately measure student attainment of ABO and predict professional success is a dilemma facing many pharmacy programs. The SPAHP received a Fund for the Improvement of Postsecondary Education (FIPSE) Grant to develop OSCE for each of the twelve ABO that guide the curriculum. The Pharmacy Program Assessment Committee (PPAC) was charged with the task of overseeing OSCE development. Each ABO was assigned a team leader, most of whom were PPAC members. The six faculty members selected for the Pharmacotherapy Decision Making ABO had varying backgrounds representative of each academic level. The development process involved defining academic levels for the ABO and designing cases to assess student progress at the end of each academic year. The group met approximately twice monthly during the six-month period from September 2002 through February 2003. Literature regarding ABO leveling, OSCE development and course syllabi were provided by the PPAC. Individual syllabi objectives were examined closely along with definitions for the other ABO to determine anticipated achievements per academic level. Bloom’s Taxonomy was used to ensure coordination between case/question complexity and student level. Challenges faced during the development process will be described. Each case is subjected to further scrutiny by a subcommittee of the PPAC before dissemination to external reviewers. Comments received will be incorporated prior to administration spring semester 2003. Limited information exists in the literature regarding the leveling a pharmacy-based ABO. The methods described may provide insight for programs considering similar undertakings.

An Initial Assessment of Introductory Practice and Service Learning Experiences in US Pharmacy Curricula. Sondra J. Peters, George E. MacKinnon III, Midwestern University. Objectives: In response to the CAPE Educational Outcomes and accreditation standards, many colleges of pharmacy have developed introductory practice (IP) and service-learning (SL) experiences. The extent to which academic pharmacy has implemented IP and SL and how these experiences have been incorporated into curricula was examined. Methods: A survey was developed and sent to offices of experiential education and chairs of departments of pharmacy practice at 82 colleges of pharmacy. Results: Overall 38 colleges returned surveys (46.3% response). Of the responding colleges, 84.2% required introductory rotations with 75.8% requiring rotations in the first professional year, 60.6% in the second professional year, 48.5% in the third professional year and 6% in the fourth professional year. The majority (90.9%) of respondent colleges offered academic credit for IP rotations while 48.5% provided internship hours for IP rotations. Students completed an average of 1.7 IP rotations (ranging from 1-6 semester/quarters in length). One-half (54.1%) of the colleges required SL experiences for their students and 21.6% provided voluntary SL experiences. Of the colleges providing SL, 65.4% provided students academic credit for these experiences. SL experiences are provided for students throughout all professional years. Implications: The implementation of IP and SL experiences in pharmacy curricula has been met with a wide range of interpretation and responses. The result of this survey begins to elucidate current variations in interpretation and reveals various strategies for meeting the challenges of integrating IP and SL into experiential education. Ongoing dialogue in this area is to be encouraged.

GEAR-UP (Graduate Education and Research at the University of Pittsburgh): A Program for Educating Students about Pharmaceutical Research. Samuel M. Poloyac, Lisa C. Rohan, Patricia D. Kroboth, Randall B. Smith, University of Pittsburgh. GEAR-UP is designed to inform US citizen/permanent resident professional and baccalaureate students of opportunities for graduate study and careers in pharmaceutical research. GEAR-UP creates a link between the potential students and individual School of Pharmacy faculty members through two events: a weekend mini-graduate school held in the spring term and an eight-week summer research internship. The mini-graduate school weekend program consists of both formal and informal interactions designed to educate participants about specific research projects, career opportunities, and the graduate school process. In the first year, 25 students from six universities attended mini-graduate school (25% minority, 75% women). On a scale of 1 to 5, the program was rated as a 4.96 when participants were asked if they would recommend this program to a student considering a career in research. Of these 25 students, two were in the final year of study; both enrolled in our Ph.D. program. Nine students completed the eight-week internships, which provided hands-on research experience, including writing specific aims and hypothesis, performing laboratory techniques, preparing a poster of results and presenting a mini-seminar. Eight of these students gave presentations at the regional Pharmacy Student Research Conferences. Five of the 9 internship participants plan to further their research training and 2 are undecided. Because of the success of the inaugural year of the program, we are continuing the program and will monitor the career decisions of those who participated.

Perspectives on Student/Faculty Relations. Julianna E. Szlagyi, Thomas M. Lemke, University of Houston. Objectives: Because the overall college experience significantly impacts on our graduates we evaluated perspectives regarding student/faculty relations. Methods: Equivalent surveys were developed to collect data concerning perceptions on critical points of interaction among students and faculty both in and out of the classroom. They were asked to complete their respective surveys by indicating a level of agreement or disagreement with statements regarding interactions with faculty/students respectively. Students and faculty were also asked to list attributes of the ideal faculty and student. Results: The response rate for each group was 62%. Surprisingly, students and faculty replied in a similar manner to most of the equivalent statements. Furthermore, the ideal faculty and student described by each were almost identical. However, there were areas that differed. Both groups feel that the other lacks an understanding and sensitivity concerning their responsibilities and problems outside of the classroom. However, most students have not worked closely with faculty on projects or activities. There is also disagreement about the amount of support provided to students to succeed academically. Both students and faculty feel that everyone should work to improve relations. Implications: This collection of data has provided important insight into college student/faculty relations. A major issue is a mutual lack of understanding and sensitivity towards the others responsibilities and roles. Because the overall experience of students in a program can shape the opinions of alumni, the college has formed a task force consisting of faculty and students to address this critical issue.

Virtual Mentor Program: Update on Progress and Assessment. Amy H. Schwartz, Creighton University. Virtual mentors are used to facilitate the comprehension of on-line didactic materials, promote active learning, professional socialization and ease faculty workload. The mentor program was incorporated fall 2001 with the initiation of the web-based traditional PharmD pathway. To date 39 individuals have participated in the first two didactic years of the program. Mentor educational backgrounds include: graduate students (PharmD, DPT, MS and PhD), residency/fellowship (PharmD and M.D.), professional practice (PharmD or Ph.D.) and faculty. Responsibilities are course-specific, ranging from discussion board facilitation to grading assignments. Recruitment has occurred primarily via communications with professional acquaintances; only small-scale searches (alumni news letter or professional list serv) have been required. Faculty, student and mentor instruments have been developed to evaluate individual contributions and assistance provided by information technology and the program administrator. Each instrument is comprised of two sections, survey (which utilizes six-point Likert scale) and open-end response. Instrument development began September 2001, with receipt of final comments from external reviewers March 2002. Feedback from all factions has been collected and is in the process of being collated for analysis [evaluation period fall 2001 (mentors only) through fall 2002]. Information obtained will be used to guide quality improvements. Preliminary findings suggest support and acceptance by faculty, students and mentors alike. Items that remain under development include the mentor web site, an on line application with database interface, professional mentor repository and educational programming.

College-School District-Community Pharmacy Partnership to Develop Minority Student Interest in Pharmacy. Stuart Feldman, Lynn Reich-Johns, Sally G. Boudinot, University of Georgia. Objectives: Develop, implement and evaluate a partnership with the Clarke County School District (CCSD) to educate, mentor and provide pharmacy experience and career opportunities to high school students enrolled in CCSD’s Youth Apprenticeship Program (YAP). Methods: CCSD’s Career and Technical Education Department identified academically qualified minority students with an interest in the health professions. Through interviews two students were selected for the January 1997 pilot class. Students spent four afternoons a week in a structured program in the College of Pharmacy participating in laboratory preparation, attending selected laboratory and classroom sessions, and one-on-one interactions with faculty. As the program evolved members of the Student National Pharmaceutical Association served as mentors to the YAP students and the partnership expanded to include a community pharmacy component. CVS provided community pharmacy experiences allowing the students to move from the sheltered environment of the College of Pharmacy into community settings. Results: To date 14 students have taken part in the YAP. Nine students have graduated from high school. Eight of these have gone on to higher education programs with 4 students in prepharmacy programs (3 Georgia, 1 Out-of-State). One student is enrolled in the pharmacy program at Georgia. Eight students have been or are employed in community pharmacy settings (CVS (7) or another pharmacy chain (1)). Implications: Evidence to date suggests that a partnership between programs that reside in high schools, a college of pharmacy, and pharmacy employers can provide a mechanism to interest minority students in pharmacy careers.

Student/Faculty Retreat Focused on Interactions. Melissa S. Medina, Leslie Roth, Keith A. Swanson, University of Oklahoma. Objectives: The University of Oklahoma College of Pharmacy hosted its bi-annual student/faculty retreat in January 2003. The retreat was designed to increase student and faculty interactions and due to a recent program expansion (curricular delivery between two campuses) this goal assumed greater importance. Since retention in a program has been linked to individual’s feelings of connectedness to that program, the college welcomed this opportunity to unite students and faculty from both on-site and distant campuses. The theme of the retreat focused on personal and group interaction styles to further stress the importance of connectedness, which is directly related to quality and quantity of interactions. Methods: The interactive program consisted of one morning session and four afternoon sessions designed to encourage reflection. The morning session included individual assessment of interaction styles using the “UZoo” inventory and concluded with group activities and discussions pertaining to the interaction styles. The afternoon sessions included activities that focused on team concepts, knowing the “rules” when playing a “game”, offering and receiving constructive criticism; and handling conflict. A one-month follow-up is planned to reinforce the importance of effective interactions. Surveys designed to assess outcomes such as impact and satisfaction will be distributed to all retreat participants. Implications: A retreat designed to foster group interactions may be one way to promote connectedness and ultimately influence retention rates.

A Student-directed Enhanced Orientation Program for Incoming Pharmacy Students. Dana P. Hammer, Katherine S. Hale, University of Washington. Objective: Develop a student-led series of activities to enhance the current UWSOP first year pharmacy student orientation program. An enhanced program should better prepare students for integration into the PharmD curriculum and the profession. Methods: The current orientation includes presentations on logistical, registration, and programmatic information. Additionally, students take two baseline knowledge exams, have their immunizations updated, and are encouraged to attend a two-hour interprofessional symposium for first year students in all health professions schools. Students also discuss professionalism, write their own class ‘pledge of professionalism’ and participate in a “Welcome to the Profession” ceremony with family and friends. Students also may attend an overnight retreat hosted by upperclassmen to introduce them to extracurricular. The student-directed activities proposed to be added to this year’s orientation will include workshops in communication skills, time management, study skills, computer training, teamwork, and leadership. Interactive activities with faculty are also planned. Two evaluations will be conducted to determine the impact of the new activities: satisfaction of students in this program compared to prior years, and feedback from upperclassmen and faculty compared to prior years. Further details will be provided via a poster presentation. Implications: Including activities to foster professional and foundational behaviors, incoming students should be better prepared for the PharmD program and socialization into the profession. Additionally, having upperclass students create, implement and evaluate programs of this nature may help the programs to be better received by incoming students and develop the upperclassmen’s’ interest in certain academic careers.

Foundation and Conceptual Framework for a Teaching Certificate Program for Professional and Graduate Students, Residents, Fellows, and Practitioners. Dana P. Hammer, Karan Dawson, Nanci Murphy, Terri O’Sullivan, University of Washington. Objectives: Design a teaching certificate program to prepare pharmacy educators for the rigors of academic teaching, and to help inspire others to consider academic careers. Methods: Teaching certificate programs are becoming more common in academic pharmacy to better train pharmacy educators. Most pharmacy faculty have not been trained for the teaching aspects of their careers, and the shortage of pharmacy faculty continues to worsen. Recognizing the need and interest of numerous populations in gaining more teaching skills, several UWSOP faculty created and piloted a teaching certificate program for professional and graduate students, residents, fellows, and practitioners. The University’s Graduate School requires certificate programs to include an advisory board, admissions process, 15-credit course minimum, and a capstone project. Required courses in our program include: Introduction to College Teaching and Pharmacy Education, Teaching Methods in Medical Education, Evaluation of Learning in Health Sciences Education, Research in Medical Education, and Seminar in Pharmacy Education. Electives are offered from Schools of Pharmacy, Medicine, Public Health, and Education. Participants are required to complete several teaching/learning workshops, a 4-credit teaching practicum and an educational research project. Participants document achievement of certificate outcomes through a portfolio. Results: A pilot program included one professional student who completed required courses, several teaching/learning workshops, teaching practicum, and is completing a capstone educational research project. The advisory board is pursuing formal University approval this summer for official implementation Fall quarter. Implications: This program could serve as a model for other schools with interest in pharmacy education.

Best Evidence Pharmacy Education: A New and Imperative Initiative for the Pharmacy Academy. Dana P. Hammer, David Fielding, Karen Sauer, Kenneth Skau, University of Washington. Objectives: In 2001-02, AACP Council of Faculties Chair Diane Beck established a task force on Best Evidence Pharmacy Education (BEPE). The charge of this task force was two-fold: scan the external environment and introduce how evidence-based methodologies are being used by other educators to make curriculum and instructional decisions, and recommend whether AACP and/or COF would benefit from involvement with the Best Evidence Medical Education group. Methods: After an initial presentation at the 2002 AACP Annual Meeting, the task force has continued its work into 2002-03 academic year and is preparing a white paper on BEPE. This paper includes background on evidence-based education, pros and cons of BEPE for academic pharmacy, and recommendations to the academy for further progress in this area. Results: Information from the White Paper described above, as well as future directions for the task force, will be presented in a poster. Implications: BEPE is a rational approach to examination of curricular and programmatic decisions as well as a means to enhance collaborations of academic pharmacy with the educational goals of the other health care professions.

Exploring Pharmacist’s Affective Metacognitive Skills and Empathic Behaviors Using a Critical Incident Questionnaire. John Lonie, Donna Dolinsky, Long Island University. Objectives: The objectives of this pilot study are (i) explore if pharmacists are able to identify, label, reflect upon their own feelings toward a simulated patient care situation; (ii) to determine if pharmacists can behave empathically to a written patient care scenario. Methods: As part of a pharmacy continuing education program focusing on communication skills, pharmacists will be asked to complete a critical incident questionnaire (CIQ). A CIQ is an assessment instrument used to qualitatively identify behaviors, attitudes, and beliefs using participant written narratives. Data for the CIQ will be analyzed through content analysis using EZ-Text software. The CIQ in this study will involve a patient care situation intended to evoke an empathic response from the pharmacist. Major themes and categories of behaviors, attitudes, beliefs, as well as levels of metacognitive capacity will be explored and discussed. Results: Work in progress, results will be reported at the AACP Annual Meeting, July 2003. Implications: The ability to behave empathically is essential if pharmacists are to practice effective patient-centered pharmaceutical care. Research has shown that the ability to identify, label, reflect on, and take action upon one’s feelings is a metacognitive skill that is a precursor to effective empathic behaviors. By identifying factors that promote or inhibit pharmacist’s ability to behave empathically, pharmacy educators can begin to develop effective educational programs and curriculums that address the developmental aspects of empathic learning.

Evaluation of the Impact a Diabetes Disease Management Certificate Program Has on Pharmacy Practice. Marvin D. Shepherd, Radhika Arantharaman, Homa B. Dastani, Quynh Chau D. Doan, University of Texas at Austin. Objectives: The purpose of this study was to evaluate the impact of an educational Diabetes Disease State Management (DDSM) Certificate Program on the delivery of pharmacy services. Methods: The study was a cross-sectional mail survey design. Questionnaires and cover letters were mailed to 226 pharmacists who had successfully completed the DSSM program (2.6 CEUs-26 contact hours). Reminder postcards were mailed two weeks after the questionnaires were mailed. The questionnaire consisted of 33 items and collected information on demographics and changes in the frequency of various diabetic services provided before and after completion of the program. Responses were measured on a 5-point Likert scale ranging from “never” to “always.” Examples of diabetic services evaluated were: counseling patients on medication compliance, blood glucose monitoring, insulin injections, diet and exercise, diabetic foot care, diabetes-related complications, hypoglycemia, and gestational diabetes. Barriers that hindered the performance of these activities were also assessed. Results: A response rate of 27.4 percent (N=62) was obtained. Participants reported significant improvements (p<0.05) in frequency of counseling on medication compliance, hypoglycemia, blood glucose monitoring, and diabetic complications. Some other common services provided before the program such as pharmacotherapy evaluation, education on insulin injections and physical exercise showed modest improvements. The program had the greatest impact on increasing satisfaction with pharmacy practice and improving rapport with diabetic patients. Implications: The results of this study support the notion that the DSSM Certificate Program not only improves pharmacists’ behaviors, but also most likely will enhance patient outcomes.

The University of Texas Diabetes Disease State Management Certificate Program. Kristin Weatherspoon, Jill L. Williams, University of Texas at Austin. Objectives: The objective of developing the Diabetes Disease State Management (DDSM) Certificate Program was to provide pharmacists with an ACPE approved certificate program that would provide pharmacists with a hands-on, skill based learning experience structured to prepare them to: provide basic physical assessment services; gain comprehensive knowledge of popular glucose meters; gain practical understanding of proper insulin injection techniques, needle selection, and insulin handling and storage; as well as experience writing SOAP notes. Methods: The program which includes both home study and live components has been offered ten times to 226 pharmacists who have all successfully completed the DDSM Certificate Program earning 2.6 CEUs (26 contact hours) of ACPE approved pharmacy continuing education. The program is continually evaluated and adjusted to meet the educational needs of pharmacists such that they are well prepared to provide services to their diabetic customers. Results: Participants continually report improvements in frequency of counseling on medication compliance, hypoglycemia, blood glucose monitoring, and diabetic complications. Other common services such as pharmacotherapy evaluation, education on insulin injections, and physical assessment exercises are more frequently offered as a result of participation in the DDSM Certificate Program. The program has had the greatest impact on increasing satisfaction with pharmacy practice and improving rapport with diabetic patients. Additionally, five pharmacists went on to earn their Certified Diabetes Educator status. Implications: Participation in and successful completion of this continuing education offering increases job satisfaction, increases pharmacists’ participation in the care of diabetic patients and most likely enhances patient outcomes.

Comparison of Two Methods of Distance Learning for Continuing Pharmaceutical Education: Audio Teleconferencing and CD-ROMs. James E. De Muth and Ruth H. Bruskiewitz, University of Wisconsin-Madison, Objectives: To study pharmacists’ evaluations for the same continuing education program presented using CD-ROM technology as compared to annual statewide audio teleconference broadcasts. Methods: Course evaluations for pharmacists participating in a traditional audio teleconference program (n = 240) were compared with pharmacists completing the same course materials via CD-ROM (n = 44). The latter method was created for Wisconsin pharmacists unable to attend the 2002 fall teleconference because their county listening sites were not available. For both groups, the average response rate was 82%. Outcomes: Teleconferencing and CD-ROM technologies were rated the same on the majority of the evaluation questions. Differences identified were: (1) the audio quality was better using CD-ROMs compared to teleconferencing which involved telephone line transmission (p<0.05); (2) the lecturers were rated as more effective using CD-ROMs (p<0.005); and (3) the content value of the CR-ROM technology was more beneficial (p<0.005). In addition, the use of two-way audio telelecturing for question and answer sessions to clarify points of the lecture (not available to CD-ROM learners) was of uncertain value to the pharmacists. Additional findings will also be presented. Implications: Results will impact future distance learning activities in Wisconsin. Other continuing education providers should consider the merits of providing CD-ROM to learners over the more restrictive audio teleconferencing.

Survey of Health Professionals on Complementary and Alternative Medicine (CAM). Therese I. Poirier, Irv Freeman, Duquesne University. Background: In l998, more money was spent on CAM therapies on traditional therapies and as many as 43% of Americans used CAMs. These statistics highlight the need to ensure that there is rational, scientific, economical and ethical use of these therapies. Objectives: To determine what CAMs are incorporated into teaching, research and practice by health professionals at Duquesne University (DU) and Pittsburgh Mercy Health System (PMHS) and to identify needs for education, research, and information on CAMs. Methods: A total of 1717 and 298 surveys respectively were mailed to health professionals affiliated with PMHS and DU’s Schools of Pharmacy, Nursing, and Health Sciences. Results: Response rates were14.7% (253) at PMHS and 51.7% (154) at DU. Nearly 80% of the combined group agreed or strongly agreed that: (1) need for sources of information on safety and effectiveness of CAM therapies; (2) CAM therapies should be scientifically evaluated; (3) proven safe and effective CAM therapies should be integrated into clinical practice; and (4) would use accessible, centralized source of information about CAM therapies. 64.9% indicated interest in attending programs to learn more about CAM. 23.1% utilize peer-reviewed journals as their primary source of CAM information. A similar proportion relies on mass media such as television (9.1%) or the Internet (14.0%). Professional conferences and colleagues were each used most frequently as source of CAM information by approximately 10% of respondents.Conclusion: The data supports a need for enhanced access to reliable and scientifically based information and education on CAMs.

A Study to Evaluate the Availability and Acceptability of Various Distance Learning Delivery Systems for Continuing Pharmaceutical Education. Ruth H. Bruskiewitz, James E. De Muth, University of Wisconsin-Madison. Objectives: To identify the best replacement for the Educational Teleconference Network (ETN) and Wisline distance education delivery systems; to evaluate the availability of computer technology for Wisconsin pharmacists as a means of receiving distance education; and to determine the learners’ acceptability of different distance learning delivery systems and techniques. Methods: A survey was mailed to over 5000 pharmacists registered in the state of Wisconsin. Information on the availability of computer and Internet connection technologies, the acceptability of different continuing education (CE) delivery formats, and pharmacist demographics will be gathered and analyzed. A second detailed questionnaire will be sent to pharmacists recruited from the first survey, to include detailed demographics, preferred learning styles, preferred methods of CE delivery, and attitudes toward mandatory CE. Survey results will be evaluated based on selected demographic variables, and findings will be compared to research on a similar population, conducted in the early 1990s. Implications: With the loss of ETN, a method of distance learning that has been used for over 30 years, pharmacist responses will give direction to the selection of future distance education technologies.

The Differences in the Continuing Education Needs of Community and Health Systems Pharmacists in Northeastern Pennsylvania. David F. Maize, Wilkes University. Objective: The purpose of this study was to measure the continuing education needs of the pharmacists in Northeastern Pennsylvania. Methods: A survey was sent to the members of the local community and health systems pharmacists’ associations. The results were combined and analyzed as a group where appropriate. The data, analyzed by SPSS, were considered significant if P < 0.05. Results: The two groups ranked their preferences for continuing education topics. Both groups preferred the same five disease state or product related topics. The groups had little desire for programs that increased their clinical skills or promoted pharmacy profession. The only statistical difference between the groups showed that community pharmacists were more interested in dermatological topics than health systems pharmacists. Both groups preferred live presentations to any other form of presentation. They also preferred presentations made by pharmacists than by physicians but the difference was very small among community pharmacists. The groups preferred to meet between 5PM and 11PM during the week. Implications: This study is important in the planning for future continuing education programs at the Nesbitt School of Pharmacy. The results indicate: (1) Area pharmacists prefer live presentations in the evening hours during the weekdays. (2) Resources do not need to be directed toward computer-assisted programs due to the lack of interest. (3) Since little interest was identified in improving their practice skills, future continuing education efforts should be directed to demonstrating the benefits of clinical skills programs to their practices.

Marketing and Web Initiatives to Promote Online Continuing Education Courses. Kristin K. Janke, Priya Bardal, University of Minnesota. Objectives: To conduct a financial analysis of several key online programs. To increase the effectiveness of marketing efforts and implement mechanisms for tracking the success of these efforts. Methods: The financial status of several programs was assessed. A formal marketing plan and a schedule for marketing initiatives was created. Enrollment goals were determined for each course. Marketing initiatives were developed. In addition, methods for tracking the effectiveness of each initiative were implemented. Results: In response to the financial analysis, three corrective actions were taken: (1) tuition was raised, (2) the number of offerings/year was reduced (to control per offering costs), (3) marketing efforts were improved. Overall, 13 marketing efforts were implemented and assessed for effectiveness. While direct mail to hospital pharmacy directors provided a positive return on investment, participation in exhibit halls at national meetings did not. In addition, ads in national publications were determined to be cost-neutral, however, banner ads did not provide a satisfactory return on investment. For web-based initiatives, online practice quizzes demonstrating course content were well received, with an average of 21 participants/month. In addition, over nine months, 251 pharmacists have requested to be added to a listserv to learn of new programs, and 40 pharmacists have requested to be “reminded” of future course offerings. Implications: In order for online programs to be financially viable, careful planning and consistent monitoring is required. With tight budgets, it is important to assess the return on investment of marketing initiatives, in addition to the effectiveness.

Leadership and Teaching Skills for Successful Pharmacists. Lynn R. Patton, Nancy Fjortoft, Midwestern University-Chicago. Objectives: To develop, implement, and evaluate a continuing education series on “Leadership and Teaching Skills for Successful Pharmacists” for pharmacy residents and other pharmacists in a major metropolitan area. Methods: Recruitment and retention of pharmacists and pharmacy faculty has been identified as a serious issue facing health care institutions and colleges of pharmacy. A continuing education program was developed to inculcate academic values and to enable pharmacists to be more skillful preceptors. The program provided both theory and active learning exercises. Early input on both content and format was sought, received, and incorporated from local pharmacy and residency directors. The program consisted of a series of nine interactive sessions on a total of five days from September to February. Leaders in the pharmacy profession and pharmacy educators and evaluators presented the topics of communication, presentation skills, leadership, didactic and rotation teaching, assessment and evaluation. Participants in the program were asked to complete both a mid-program and a final evaluation. Results: Overall evaluation of the course was positive with topics receiving a mean score of 4.36 (range = 4.12 to 4.82) on a 5-point scale and presenters receiving 4.50 (range = 4.22 to 4.76). Implications: This course was well received by the participants. Further follow up will be done to assess use of skills gained from the program during the next year and to determine the number of program graduates who pursued academic careers.

Pharmacist Preparedness for the Lakeshore Project: A Diabetes Health Management Model. Denise L. Walbrandt Pigarelli, Ruth H. Bruskiewitz, University of Wisconsin. Objective: Pharmacists in the “Lakeshore Project,” modeled after the “Asheville Project,” must complete an ACPE approved Diabetes Certificate Training Program in order to co-manage patients with diabetes. A program, developed by the American Pharmaceutical Association (APhA), was adapted to meet the educational needs of pharmacists in the Manitowoc, Wisconsin area. Methods: Pharmacists participating in the “Lakeshore Project” were selected to provide education and monitoring services to patients with diabetes. The pharmacist’s role will include ensuring patient competence to achieve a diabetes self-care credential. To meet the pharmacists’ educational needs, the original 12-hour live workshop was compressed into a nine-hour segment on day one, with an additional four-hour segment held one month later. Results: The home study component and live training workshops for the “Lakeshore Project” were provided to pharmacists by the University of Wisconsin, under a licensing agreement with APhA. The first day of the live program consisted of review and discussion of didactic topics with a hands-on/skill building session. Modifications of the APhA workshop agenda consisted of restructuring lecture/discussion topics with the addition of presentations by Manitowoc area diabetes care providers. Day two encompassed business and computer/internet training specific to the “Lakeshore Project.” Fourteen pharmacists participated in this training. Implications: This training program provides the necessary elements to support the tenets of the “Lakeshore Project,” and may serve as a template for future project expansion.

Education of Community Track PharmD Students Through Interacting with “Virtual Patients.” Katherine K. Orr, Brett M. Feret, Anne L. Hume, University of Rhode Island. Objectives: To develop, implement, and evaluate the use of virtual patients as a teaching tool for 5th year PharmD students within an advanced elective self care course. Methods: The self-care course is offered to 5th year PharmD students as an elective to expand upon non-prescription and complementary therapies. A “virtual patient” is defined as a fictional person created to correspond via e-mail with pharmacy students regarding a variety of health concerns. Eleven virtual patients were developed to accommodate student groups in a self-care course. Groups consisted of 4-5 students. Each virtual patient was linked to a major disease state as an initial identifier such as “Rash Diva”, though all other information including demographics, concomitant diseases, and medications or alternative therapies were not disclosed without student questioning. Community pharmacists, faculty, and pharmacy residents with alias emails portray the virtual patients, therefore students could not identify them. Throughout the semester ten in-depth questions primarily focusing on self-care topics are e-mailed out on a weekly basis with correspondence over the week and responses due by each Friday. All responses are forwarded to the course coordinator for evaluation and future review and discussion in class. A survey assessing the value of virtual patients as a learning activity will be administered prior to course completion. Implications: This teaching tool is designed to enhance student’s assessment and counseling skills when interacting with patients in challenging situations.

Revealing How to Change Unsuccessful Academic Behaviors. Melissa S. Medina, University of Oklahoma. Objectives: Successful students understand how they learn best. In contrast, unsuccessful students lack this awareness and instead repeat ineffective studying strategies. These ineffective strategies, such as memorizing discrete facts for a test, interfere with student progression in a professional program where they are required to connect concepts and apply their knowledge. What methods are available to help poor students understand how they learn and how to develop successful strategies? To facilitate students’ reflection of their current study strategies, a three-part study skills seminar was created to discuss the skills/strategies/methods necessary to achieve academic success. Methods: Three one-hour seminars were developed by the college’s educational specialist and were focused on the topics: staying motivated, study skills, and time management/goal setting. The seminars were delivered during the middle of the fall semester to all students in the academic program. Surveys were distributed to ascertain how well the seminars met students’ needs. Results: Survey results indicated three main findings. First, prior to the seminars, students were unsure of how to change unsuccessful academic strategies. Second, the seminars increased students’ awareness of new and realistic strategies that they could apply to their coursework. Third, students perceived the seminars as beneficial to their academic success. Implications: Helping students understand how they learn is important for future success in a professional program that requires retention and transfer of knowledge. Identifying at-risk students earlier in the semester and providing them with individualized discussion about the seminar topics may provide additional benefit.

Health-Promotion Activities in the Community Setting. Susan M Paulsen and Christopher J. Turner, University of Colorado Health Sciences Center. Objective: Develop health-promotion and disease-prevention patient interview tools for use by P2 students in their community pharmacy based experiential course. Methods: P4 students on an elective education rotation were asked to create health-promotion/disease-prevention tools for use by P2 students in their community pharmacy-based introductory experiential course. These tools serve as a resource guide for conducting interviews with patients in the community pharmacy setting. Each P4 student was allowed to choose a topic and given a template. One course director of the introductory pharmacy practice experiential courses reviewed the tools for content, accuracy and utility. Clinical Pharmacy faculty chosen for their areas of expertise conducted the final review. These interview resource guides now reside on the School of Pharmacy website for use by students and preceptors. Monographs on colorectal cancer screening, breast cancer screening, hypertension, hypothyroidism, depression, and gastroesophageal reflux disease were created in the Fall 2002 semester by five P4 students and one pharmacy practice resident, and are in use by P2 students in the Spring 2003 semester. Use of these tools by P2 students will be assessed at the end of the Spring 2003 semester. Implications: The utility of this project is two-fold (1) It mentors P4 students into leadership roles for promoting effective patient communication in the community pharmacy setting, and (2) promotion of pharmacy practice in supporting accessible promotion of public health.

Objective Structured Drug information Exam (OSDIE) as a Terminal Assessment of Skills in a Drug Information Course. Tracy M. Hagemann, University of Oklahoma. Objective: To objectively assess student’s ability to locate answers to typical drug information questions using tertiary, secondary and primary literature sources. The student will demonstrate ability to perform focused searches for drug information answers to a given question. Methods: Drug Information Systems is offered Fall semester of the second professional year and has evolved into a strong skills-based course. Because multiple choice exams did not fully assess student skills in conducting a drug information search, an objective structured exam was developed. A two-station, individual, skills-based exam was performed in the presence of an instructor. Each clinical question was similar to those in a typical pharmacy setting. References were available at each station. Once entering the room, the student was given two written questions, five minutes to plan their search strategy, and 10 minutes to answer both questions. The OSDIE administrator concurrently evaluated the student’s search technique. Evaluation was based on written response to the questions and technique. The OSDIE comprised 40% of the overall grade for the course. Feedback was given immediately afterward. Results: All students successfully completed the OSDIE. The average score was 138/150 points (92%). Students felt well prepared for this exam. A follow-up exam is planned for Spring 2003. Implications: This type of terminal course exam is a practical method of assessing drug information skills and may be useful in other skills-based courses. The OSDIE allows weaknesses in drug information skills to be more accurately identified and may allow for more effective remediation.

Including Taste Preference Data in a Compounding Activity to Demonstrate Patient Compliance Issues. Susan M. Jay, University of Kentucky. Objectives: To use students’ own taste preference to demonstrate the impact that flavor selection in a compounded medicinal has on patient compliance; to determine if pre-selected taste preference overrides actual success of a flavor’s impact on masking taste in products that are unpalatable. Methods: PY1 students (n = 100) completed a survey prior to a compounding activity indicating their taste preference for 1 of 4 flavors: orange, orange-cherry, maple and lemon. Each student was then assigned to a group to prepare and taste 4 potassium chloride solutions, each containing one of the listed flavors. After preparing and tasting the solutions, students were again surveyed to indicate flavor preference. Students also identified the preparation with which they would likely be compliant based on flavoring. Results: 58% of the students chose a flavor different from their pre-selected flavor after tasting the compounded product. Only 25% of the students indicated that they would be completely compliant with the potassium chloride preparation that they preferred based on taste while 68% would be partially compliant and 7% would be non-compliant. Implications: Addition of a survey instrument to a compounding activity resulted in students having quantitative information that could be used to modify a flavored preparation to improve palatability and impact on compliance. The exercise also helped the students develop an appreciation for patient feedback when compounding a product to meet the needs of an individual patient.