Meeting Abstracts

105^th Annual Meeting, July 10-14, 2004, Salt Lake City, Utah

 

Completed Research

Quantifying Units of Production Among Pharmacy Academicians. Shane Desselle, Thomas Mattei, Moji Adeyeye, Vincent Giannetti, Marc Harrold, Chistopher Surratt, Paula Witt-Enderby, Duquesne University. Objective: To identify sets of activities performed by faculty in the areas of teaching and scholarship and weight these activities by their value to the School’s Mission and the effort required to complete them. Methods: A panel of faculty members diverse in rank, gender and discipline from one school of pharmacy convened in a focused discussion and a modified Delphi procedure to identify 29 activities in teaching and 44 activities in scholarship for weighting by the general faculty. Twenty-three of 33 full-time faculty responded to an anonymous survey questionnaire eliciting values for each of the activities in a process designed to produce a set of weights on a ratio scale. Faculty were provided a copy of the School’s Mission and Goals and instructions for making comparative judgments among the activities within each set. Nineteen of 23 faculty responded to a second-round survey designed to facilitate comparisons between teaching and scholarship activities. Results: Using recommended mathematical computations, a set of weights was derived for all 73 activities. Respondents placed considerable value on developing a new course, chairing completed doctoral dissertation committees, obtaining high impact grant monies, making presentations at national and international conferences, and winning University and national teaching awards. Implications: The results will assist School administrators in tracking unit productivity, allocating organizational rewards and communicating with University administration. Faculty will be aided by the opportunity to reflect upon the perceptions of colleagues and will be provided assistance with prioritizing their time commitments.

Pharmacy and Health Professions Faculty Research Survey. Thomas Lenz, Maryann Skrabal, Michael Monaghan, Creighton University. Objectives: The objective of this study was to assess pharmacy, physical therapy and occupational therapy faculty perceptions and attitudes towards conducting research. The results obtained from the survey will be used to promote further research within the School of Pharmacy and Health Professions at Creighton University. Methods: Each faculty member was asked to complete a voluntary survey. Surveys were sent to faculty via email which contained a link to a web page where the survey was administered and calculated. The survey tool consisted of five sections: motivation and support; potential barriers; recognition and satisfaction; incentives; and demographics. Upon completion of the survey, participants were directed to a second web page which asked their specific research interests to promote research collaboration. Results: A total of 57% (59/103) of the faculty within the School completed the survey. The study found that 77% of the faculty spent < 20% of their time conducting research. The top two incentives for faculty to do more research were funding for research projects and hiring research support personnel. Sixty-five percent and of the faculty felt their research efforts were supported by the chair of their department. Thirty-eight faculty members said they were interested in conducting research with other faculty in six general areas. Implications: Conducting research is an important part of scholarly activity for faculty. Identifying the perceptions and attitudes of faculty is important for understanding research incentives and barriers. The results are being used to create research programs and collaboration and identify research funding.

Coverage of HIV/AIDS in United States Pharmacy Curricula. Karen Marlowe, Kara Townsend, Auburn University. The medical education literature contains very little information regarding programs to instruct health profession students in the appropriate care of patients with HIV or AIDS. Methods: In December 2002, we distributed a survey to all schools of pharmacy in the United States to determine the emphasis placed on HIV within their curricula by discipline as well as the teaching methods employed. Secondarily, we sought to quantify the amount and types of interaction pharmacy students might have with HIV/AIDS patients. Results: Fifty-four (65.8%) completed surveys were returned. Coverage of HIV within medicinal chemistry, pharmacology, and pathophysiology courses varied. Eight (14.8%) schools indicated that this topic was presented in an integrated format including social sciences, pharmacotherapy, and basic science in one course. The majority of schools utilized multiple teaching methods. Case based teaching (75%) and lectures (96%) were the most frequently reported. Approximately half of the responding schools (48%), employed two teaching methods, and 20 schools (37%) utilize three or more teaching techniques. Four schools reported student interaction with an HIV patient in the classroom. All survey responders indicated that students had opportunities to interact and care for HIV patients during their rotations; however, only 38 (70%)schools currently offer a specialty rotation in HIV. Thirty-four schools (63%) reported having an HIV specialist within their faculty, and 27 (50%) of the responding schools were involved in HIV related research. Implications: This paper provides the first description of inclusion of HIV/AIDS in United States pharmacy school curricula.

Exit Surveys: An Assessment Tool in Pharm.D. Programs. Corinne Ramaley, Sushma Ramsinghani, Munama Bazunga, Arcelia Johnson-Fannin, Akima Howard, Hampton University. Objectives: Systematic assessment of professional pharmacy programs is mandated by the American Council on Pharmaceutical Education. At Hampton University, a graduating student exit survey was developed 1) to assess student satisfaction with programs, teaching, learning and services, and 2) to identify areas of the program and curriculum where improvement is needed. Methods: Graduating Pharm.D. students completed an exit survey to determine satisfaction with their education, including quality of instruction, knowledge and expertise of faculty, quality of experiential experiences and quality of academic advising. The students also evaluated lab facilities, technology support services, the drug information center, the career fair and other services. Areas needing improvement were defined as those items in the survey with a combined satisfaction rating of less than 70% in the upper two categories (very satisfied and mostly satisfied). Results: Eight major areas were identified for improvement: advisement, effectiveness of the integrated curriculum, availability of electives, library holdings/services, faculty management of cooperative learning assignments, computer support services, financial aid and concern for academic success. Corrective actions were defined for each area. Implications: Positive outcomes develop from the use of exit surveys as an assessment tool. At Hampton University, faculty will receive training in student advisement and class management techniques. A task force has been established to evaluate the structure of the integrated curriculum, and students will receive annual updates on library resources. The manner in which exit survey data are used becomes a key factor in improving student satisfaction and program quality.

Influence of Pharmacy School Experiences on Students’ Perceptions, Attitude, Goals and Expectations Towards The Profession. Gary Levin, Kristin Weitzel, Nova Southeastern University. Objectives: To determine if the experience of pharmacy school influences students’ perceptions, attitudes, goals and expectations. Methods: A survey assessing students’ perceptions, attitudes, and expectations of pharmacy school was administered to entering students in 1999 and re-administered prior to graduation (2003). Results: 127 students completed the initial survey (100%). In 2003, 83 of 109 remaining students participated (76%). Students’ opinions of the profession, public perception, and the difficulty level of coursework remained unchanged. The majority, however, chose to enter pharmacy school to work in healthcare (58%), with the public (13%), or good salaries (13%). After school, more students chose good salaries (30% P = 0.0053) or the ability to work part-time (P = 0.0204). Initially, most students listed their career goal as residency training (11%), chain retail/community pharmacy (32%), or hospital pharmacy (21%). The number of students choosing a residency (34% P = 0.0001) or a chain retail/community pharmacy (57% P = 0.0008) increased after school. Initially, 86% of students supported the Pharm.D. as an entry-level degree. After completion, 25% (P = 0.001) of students did not, and stated they wished there was still a baccalaureate degree option. Implications: Students goals after finishing school and perceptions of the profession and their career options changed after completing pharmacy school. Further research in this area may elicit influencing factors and help target potential areas faculty may provide guidance to students to assist them in developing and achieving their career goals and hopes for the profession.

Predictors of Academic Probation in a Pharmacy Program. Joel Houglum, Rajender Aparasu, Teresa Delfinis, South Dakota State University. Objectives: The purpose of this study was to identify factors that predict academic probation in the professional pharmacy program at South Dakota State University. Methods: Following institutional review board approval, the academic records of 335 students who entered the pharmacy professional program at South Dakota State University from 1997–2002 were examined retrospectively. Academic probation in the professional program is defined as grade point average of below 2.0 in pharmacy courses in any semester. Descriptive and stepwise logistic regression analyses were used to analyze the data. Results: A total of 309 (92.5%) student records from 1997–2002 were complete and usable. The average (+ standard deviation) American College Test (ACT) score, overall grade point average (GPA), science/math GPA for the study sample were 25.5 (+ 3.3), 3.6 (+ 0.3), and 3.5 (+ 0.3), respectively. Overall, 5.5% of the students were on academic probation in the first professional year. Logistic regression model correctly classified 95.5% of the study sample using five factors significantly (p<0.05) associated with academic probation. Female gender, organic chemistry grade, ACT scores, and science/math GPA decreased the odds of academic probation, whereas curriculum/faculty factor increased the odds of academic probation.Implications: The analyses revealed that academic performance measures, namely organic chemistry grades, ACT scores and science/math GPA, are important predictors of academic probation. Quantitative models such as regression models can be valuable tools in screening promising applicants and can provide useful information for admissions committees to utilize during the selection process.

An Investigation of Institutional Research Administration Infrastructure in Schools and Colleges of Pharmacy. Ronald A. DeBellis, Massachusetts College of Pharmacy-Worcester, and Eric J. Mack, Massachusetts College of Pharmacy-Boston. Objectives: To assess the criteria, qualifications, and issues considered by schools and colleges of pharmacy in the evaluation of their research administration infrastructure. Methods: A questionnaire was developed as a survey instrument. The survey contained items evaluating the importance of qualitative and quantitative criteria, organizational and individual qualifications, and administrative issues in assessing institutional research administration models. The questionnaire was sent to all schools and colleges of pharmacy. Queries and analysis of responses were performed on completed surveys. Importance factors were assigned to criteria-based questions. Results: Responses were received from thirty-one schools and colleges of pharmacy. Thirty-five percent of the respondents have a research administration model in place. Fifty-two percent of the respondents have never conducted an institutional review of research programs, thirty-three percent of the respondents review programs annually, and fourteen percent of the respondents review programs every three or more years. Level of importance was assessed for questions regarding criteria, qualifications, and issues. Implications: The results of the research can be used to develop an assessment tool for the institutional evaluation of the research administration infrastructure at schools and colleges of pharmacy.

Assessing Pharm.D. Student Attitudes, Values, and Beliefs Regarding Professionalism. Lori Duke, William Kennedy, Charles McDuffie, Mindi Miller, The University of Georgia. Objectives: To measure student attitudes, values and beliefs toward faculty-derived competency statements regarding professionalism. Methods: Sixty students per professional year were randomly selected to participate in a WebCT survey designed to measure whether student perceptions of professionalism were similar to that of the faculty. Survey items were developed from the faculty-derived and adopted curricular competency statements regarding professionalism. Students were asked to rate a series of 33 statements as to the degree that each is consistent with being professional as a pharmacist. Results: Survey response rates by class were 43 (71.7%), 47(78.3%), 47 (78.3%), and 40 (66.7%). There was good agreement among curricular years on individual items and the majority of students agreed with all items. The statements students disagreed with most frequently still had agreement rates of 89% to 92%. Survey items were found to be highly consistent internally (reliability coefficient = 0.9115, standardized item alpha = 0.9215). Of the thirty-three statements there were four where differences among curricular years existed: confidentiality regulations (p = 0.007), formulates constructive evaluations (p = 0.009), displays positive attitude when receiving constructive criticism (p = 0.05), and identifies conflicts with patient interests (p = 0.01). These results suggest areas where professionalism should be given greater emphasis at various points in our curriculum. Implications: Students surveyed agreed that the objectives contained in the new professional curricular competency were consistent with being a pharmacy professional.

A Survey of Faculty and Clinical Applicants in the Personnel Placement Service (PPS) at the American Society of Health-System Pharmacists (ASHP) Midyear Clinical Meeting 2002 and 2003. William McIntyre, Jeri Sias, L Littlefield, University of Texas at Austin. Objectives: To examine the demographics of applicants seeking academic pharmacy positions (clinical faculty and fellowships). To examine common factors and experiences during their pharmacy education which may have contributed to individuals seeking academic careers. To compare the experiences of those seeking faculty positions with those seeking clinical positions. Methods: In 2002, a survey was conducted of participants in the ASHP PPS who were seeking academic positions. The survey collected demographic information and asked the responders about specific experiences during their pharmacy education including serving as a tutor, participating in research, and mentorship. In 2003, the survey was repeated and expanded to 100 randomly selected participants seeking non-academic positions (clinical or medical liaison positions). Results: The response rates were 30/100 in 2002 and 24/193 in 2003. In the academic group (n = 36)), 83% were female, 78% White, 11% Asian, 8% Black, 3% Hispanic, 53% served as tutors or TAs, 39% participated in research, 69% had faculty mentors, and 89% participated in community service. In the clinical group (n = 18), 72% were female, 61% White, 33% Asian, 6% Black (no Hispanics), 47% served as tutors or TAs, 76% participated in research, 77% had faculty mentors and 72% engaged in community service activities. Implications: Based on respondents, a low number of racial/ethnic minorities were seeking opportunities in academics. Although, many of the respondents seeking academic careers had experience as a tutor and participated in research and community service, those seeking clinical positions reported similar experiences.

Characteristics of Doctor of Pharmacy Graduates Entering Residency Training Programs Upon Graduation. Marianne McCollum, Laura Hansen, University of Colorado Health Sciences Center. Objectives: To examine characteristics of students from the University of Colorado School of Pharmacy (CUSOP) 2003 PharmD class choosing and not choosing to enter residency training program. Methods: CUSOP conducted a student exit survey in 2003. Questions included items regarding residency plans, demographics (eg,age, sex, race, debt level), curricular evaluation, and the student’s perceived level of preparedness to practice pharmacy. Survey responses were compared for students entering and not entering residencies using t-tests for continuous variables and X2 and Fisher’s exact tests for categorical variables. Students also commented on the type of and reasons for pursuing residencies. Results: Thirty percent of students (23 of 76) planned to enter residencies, twice the national average. Race was significantly different between the groups: non-white students were less likely to enter residencies than white students (OR = 0.24, 95% CI 0.08, 0.76, p = 0.01). No significant differences were found in responses to any other survey items. Students were motivated by the desire to improve clinical skills and job competitiveness, or to gain credentials for specialty practice. Implications: White students are more likely to pursue residency training than non-white students, perhaps due to language barriers. Improving clinical skills and competitiveness remain motivating forces for students to pursue post-graduate training. Continued research is needed to identify specific barriers to completing residencies.

Geographical Distribution of Community-Based Advanced Pharmacy Practice Experiential Sites in Metropolitan Chicago. Charisse Johnson, Stephanie Crawford, Swu-Jane Lin, J. Warren Salmon, University of Illinois at Chicago. Objectives: The geographical distribution of community-based Advanced Pharmacy Practice Experience (4th-year clerkship) sites in metropolitan Chicago was assessed to determine the availability of viable experiential learning opportunities in underserved areas and identify opportunities and barriers to attract and sustain such sites. Methods: Income, racial/ethnic composition and crime index of census tracts in a 5-county metropolitan Chicago area were used to predict the presence or absence of community-based pharmacy clerkship sites for UIC during academic year 2002–2003. Analyses included geographic mapping, descriptive statistics and logistic regression. Key faculty members involved in experiential education were interviewed to identify other factors that influence the placement and/or selection of community clerkship sites. Results: Community-based pharmacy clerkship sites (n = 87) were fairly distributed across metropolitan Chicago, though census tracts with higher White and Asian populations exhibited a slightly increased likelihood of the presence of a community-based site, after controlling for other variables. Faculty interviews revealed that distance from the College, pharmacy staffing issues, and decisions of district/corporate management at community pharmacy chains, were critical considerations in clerkship site establishment and sustainability. Implications: A strategic objective of the College is to enhance pharmacy students’ abilities to meet emerging challenges and opportunities by expanding and diversifying advanced professional experience program sites across Chicago and throughout Illinois. This study provided helpful data to determine the locations of the College's current community clerkship sites. The information will be used in the development of strategies for expanding experiential learning opportunities.

Analysis of Pharmacy Student Attitudes Toward Academic and Professional Advising: A Cross Sectional Study. Maureen Knell, Cathryn Carroll, Heather Hughes, Daniel Dugan, University of Missouri-KC. Objectives: To evaluate general trends in student utilization of faculty advising and other sources of academic and professional information. To identify determinants of varying levels of reported satisfaction and perceived value of advising. Methods: A cross sectional study using a non-validated instrument, evaluated baseline characteristics and 268 student perceptions. Respondents included students in various levels of matriculation throughout the professional pharmacy program. Students were asked to rate their perceptions based on the previous two semesters of academic advising experiences. Descriptive statistics and Chi Square tests were used to evaluate responses. Results: The results revealed that students engaged in the advising process with a greater frequency in the first year of the curriculum. Only 43% of the total students evaluated reported encounters with their faculty advisor. For students who met with advisors, 84% of students reported value in the encounter and 67% were satisfied with the advisor. Higher levels of satisfaction were reported for older students, students without prior degrees and students currently on academic probation. Higher perceived value for the advising process was reported for students on academic probation, and those students who were older. Students reported obtaining advising related to academic and professional issues from sources other than faculty advisors including pharmacists in the workplace, student services office staff, and peers. Implications: While different factors influence the rate of utilization of faculty advising services, the attitudes expressed in this survey can be applied to develop a better advising system to address students’ academic and professional needs.

Use of an Administrative Evaluation Tool to Assess Effectiveness of the Coordinating Council Management Model at Albany College of Pharmacy. Aimee Strang, Mario Zeolla, Nancy Waite, Union University. Objectives: An evaluation tool was developed to assess the effectiveness of the Coordinating Council (CC), the Albany College of Pharmacy Department of Pharmacy Practice’s management model for the past 18 months. The evaluation process and results are described. Methods: Three faculty members developed an evaluation instrument with feedback from the department. The instrument evaluated CC performance in general and specific activities/functions including planning, personnel, general administration, finances, curriculum and research. The Dean’s Office administered the instrument at 6, 12 and 18 months after implementation of the CC. Results were forwarded to the CC who prepared a summary for department discussion. Results: Response rates were 85%, 70% and 65% at 6, 12, and 18 months. “Overall performance” was rated “satisfactory” or “excellent” in 100% of responses at 18 months, compared with 85% at 12 months. Items related to general performance, including approachability, adaptability/organization, decision-making and communication have improved since the 12-month evaluation. Each of these areas were rated “satisfactory” or “excellent” by greater than 80% of respondents at 18 months. The CC also earned high ratings on issues related to planning, general administration and finance. Areas in need of improvement at 12 months, including equity in assigning workload and development of a faculty rewards/retention program also demonstrated improvement at 18 months. Implications: The evaluation instrument and administration process were successful in identifying areas for improvement. Consequently, these areas were targeted and improvements demonstrated. Results of the evaluation at 18 months suggest the CC is an effective management model for the Department of Pharmacy Practice.

Assessment of Remedial Policy at Nova Southeastern University College of Pharmacy. Karen Daniel, Dean Arneson, Nova Southeastern University. Objective: To examine the utility of the remedial system at Nova Southeastern University (NSU) College of Pharmacy and to identify students at risk of requiring remediation. Methods: A 24-question survey was administered to second and third year pharmacy students at NSU between November 2003 and January 2004. The survey was conducted at all four NSU sites, including Ft. Lauderdale, West Palm Beach, Puerto Rico, and the International Program. The survey collected data pertaining to individual student remedial examination experience, views about the current remedial policy at NSU, and demographic data. The survey was distributed during class time, and completed surveys were deposited in a confidential drop box. Data was analyzed using descriptive statistics and the SPSS program. Results: Out of the 315 respondents, 98 (31%) were male, 217 (69%) were female, and the average age was 27. One hundred and five (33%) participants had taken a remedial examination at NSU College of Pharmacy. Most sited health or lack of time management skills as the reason for requiring reexamination. The courses most frequently necessitating remediation included Biochemistry, Physiology, and Pharmacodynamics. Students at greatest risk of needing remediation were younger students and students with English as a second language. Overall, 254 (81%) students agreed that remedials were beneficial, and that remedials should be offered to all students, not just those with extenuating circumstances. Implications: Identifying students at risk for reexamination will allow for development of policies and programs to reduce the number of students requiring remediation.Implications: Identifying students at risk for reexamination will allow for development of policies and programs to reduce the number of students requiring remediation.

Evaluation of a Student-directed Enhanced Orientation Program for Incoming Pharmacy Students. Katherine Hale, Dana Hammer, University of Washington. Objective: Evaluate first-year students’ and faculty members’ perceptions of upperclass student-directed orientation activities. Methods: Surveys were created and administered to first-year students and faculty using Web site and email formats, respectively, to evaluate length and specific activities of the orientation program. Results: Fifty-nine of 86 students and 11/32 faculty members responded. Almost half of the students (~49%) felt orientation length was “just right” and 44% felt it was too long. Activities receiving the most positive evaluations (scale 1–3) were the Welcome to Profession Ceremony (N = 57, mean 2.93), faculty/student luncheon (N = 47, mean 2.91), and overnight retreat (N = 47, mean 2.72). Least positive were the faculty scavenger hunt (N = 48, mean 1.58) and time/stress management workshop (N = 49, mean 1.9). Faculty members (63.6%) felt 1–2 hours participation over all activities should be expected. Over 64% felt addressing and defining student professionalism aided transition and progression through the curriculum and improved interactions among students and faculty. Activities receiving the most positive evaluations were addressing school expectations of students (N = 10, mean 2.80), student professionalism workshop (N = 7, mean 2.70), and the student written Pledge of Professionalism (N = 9, mean 2.67). Least positive were faculty/student lunch (N = 10, mean 2.25) and faculty scavenger hunt (N = 6, mean 2.00). Open-ended comments from students and faculty were positive. Implications: These results validate prior pre-orientation survey results. Overall results were positive toward student-directed activities in the orientation program. These results will help guide planning for future years.

Work In Progress

Implementation of a Comprehensive Assessment Program for a New Pharm. D. Curriculum. Martin Zdanowicz, Kathy Zaiken, Susan Jacobson, Laurie Kelly, Massachusetts College of Pharmacy and Health Sciences–Boston. Objectives: With implementation of a new Pharm.D. curriculum it was necessary to develop a comprehensive assessment program. Once in place, ongoing curriculum assessment will serve as a driving force for continuous program evaluation and improvement. Methods: A committee of Practice and Science faculty developed and implemented the assessment program. The committee performed extensive literature searches and consulted colleagues from other Schools of Pharmacy. The final assessment plan was reviewed by an outside expert from AACP. Comprehensive curriculum mapping was performed to start the process. In addition to collection of demographic student data and surveys, college-wide focus groups were formed to assess oral communication across the curriculum and preceptor satisfaction with our 6th year students. Results: Curriculum mapping data identified areas of potential weakness in the new curriculum. Faculty used curriculum mapping to match specific educational outcomes with course content. Curriculum mapping provided a breakdown of various instructional and active-learning techniques along with their assessment tools. The oral communication focus group determined the number and type of oral communication exercises present in the curriculum and obtained data from preceptors as to perceived oral communication skills of 6th year students. Assessment led to development of a new student course evaluation instrument. Implications: Effective curriculum assessment is a labor intensive process that requires dedication from faculty and commitment from administration. Course mapping is an excellent means of jumpstarting the assessment process. Curriculum Focus groups are an effective way of fostering interdisciplinary assessment.

How a Workshop Has Impacted the Behavior of Pharmacy Preceptors in Providing Effective Feedback to Learners. Kim Leadon, Sandro Pinheiro, University of North Carolina. Objectives: Faculty development is crucial for improving the quality and standardization of pharmacy training in experiential sites. A workshop was designed to improve preceptor effectiveness in providing feedback to learners. This study assesses the impact of this educational intervention on pharmacy preceptors’ teaching practices. Methods: A three-hour interactive workshop was offered at four sites across North Carolina. In order to assess the impact of the workshop on preceptors’ teaching practices, participants will complete a retrospective survey indicating the frequency by which they apply feedback principles prior to and following the workshop. Students who completed rotations with a preceptor who attended a workshop will also complete a similar 12-item survey with respect to how often their preceptor applied the feedback principles during rotations. Results: Sixty-six preceptors attended one of four workshops. Sixty-one participants completed a workshop evaluation. The majority of participants indicated that the learning objectives were met and that they were satisfied with the interactive format. Data from preceptor self-assessment and survey of students are being collected with plans for presentation at the AACP Annual Meeting. Discussion: Interactive workshops have been shown to impact participants’ professional practice (Davis, 1999). Preceptor and student survey data will inform us how an adult learning-centered interactive workshop impacts preceptors’ feedback skills. Davis D., et al. Impact of formal continuing medical education: do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? JAMA. 1999 Sep 1;282(9):867–74.

An Assessment of Stress Experienced by Students in a Prepharmacy Curriculum. Patricia Canales, Peter Kranz, University of Texas-Pan American and The University of Texas. Objectives: This study aims to evaluate the level of stress experienced by students in a prepharmacy curriculum, the factors most associated with this stress, and the mechanisms used by these students to minimize stress. Methods: The study will use a survey to capture information regarding levels of stress experienced, factors that contribute to stress, and mechanisms used to cope with stress. Participants will be recruited from a population of students who are enrolled in the Cooperative Pharmacy Program and are currently in the first year of prepharmacy coursework. Data collection will consist of a demographic questionnaire, a stress questionnaire, and a formal individual interview. The demographic questionnaire will capture age, ethnicity, gender, employment, marital status, living situation, and travel to campus. The Student Stress Questionnaire includes questions regarding perceived stress levels, anticipation of stress in future courses, methods used to reduce stress, life factors that contribute to stress, and level of support from family, friends, faculty, and program. Participants will complete the survey, and then will be interviewed individually to capture further qualitative information that will aid in characterizing and/or explaining responses. The framework analytic approach will be used to identify common themes within each questionnaire item. The framework approach is based on a grounded theory approach of data analysis whereby theories are generated or refined from data, in this case, accounts from students during the interview process. Demographics will be reported descriptively.

An Assessment of the HIPAA-Related Knowledge of Pharmacy Students at the University of Arizona. Karen Sauer, Tim Alfred, Jabin Davis, The University of Arizona. Objectives: To assess students’ knowledge of HIPAA and to address the null hypotheses that knowledge scores on HIPAA-related questions did not differ by class year, months of work experience, or HIPAA training and work experience. Methods: This project used a cross-sectional survey design with a self-administered questionnaire distributed by the investigators in a classroom setting. The questionnaire consisted of 13 multiple-choice questions to assess students' knowledge of HIPAA as well as four descriptive items. The questions addressed: general principles of HIPAA; minimum necessary standards for use of protected health information (PHI); permitted uses and disclosures of PHI for treatment, payment, and health care operations; personal representatives and PHI; PHI for marketing; and public health activities and PHI. The questionnaire was tested for content validity and item reliability. First, second, and third year pharmacy students who were enrolled during the spring 2004 semester and attended class the day the questionnaire was administered were eligible to participate. Results: Scores were derived for the 13 multiple-choice questions and mean scores for the three classes were compared using ANOVA. Pearson correlation coefficients were calculated for scores vs months of work experience. Spearman rank correlations were used to compare knowledge scores with the following: (1) work experience and HIPAA training, (2) work experience and no HIPAA training, (3) no work experience and HIPAA training, or (4) no work experience and no HIPAA training. Implications: Students training at experiential sites must be familiar with the HIPAA requirements. This assessment provided important curricular feedback to the College.

A Stakeholder-Based Approach to Revising and Analyzing Course and Instructor Evaluations. Phillip Vuchetich, William Hamilton, Frances Moore, Creighton University. Objectives: To revise and analyze online course and faculty evaluations used for approximately thirty courses and thirty-five faculty in one department. Methods: A stakeholder-based approach to developing questions was used to ensure that at least one key issue of each stakeholder (students, faculty, university, accreditation, profession) is included. In order to reduce student burden, the number of questions was reduced from ten to five per course, and from fifteen to four per instructor compared with the evaluations used in Fall 2003. To facilitate longitudinal comparisons, questions were modeled on previous course evaluation questions used by the department whenever possible, and the technical design of the questions and evaluation facilitate creation, assignment, and analysis of evaluations. To minimize the chance that students will submit responses for a different course or instructor, all questions are customized to identify the course name and/or instructor name to ensure that students are completing the correct evaluation. Implications: Course evaluations are one source of data to collect student perceptions about courses and instructors. Student evaluations of courses and faculty are an important component in the evaluation of faculty teaching. The design and implementation of a streamlined course and faculty evaluation system will reduce student and staff burden and produce data that can be analyzed and reported out to stakeholders. The revised evaluation will be used for courses in the Spring 2004 semester, and the design and methods could be easily adapted for use by other institutions.

Alumni Survey as a Curriculum Evaluation Tool. Kimberly Deloatch, Pamela Joyner, University of North Carolina. Objectives: The UNC School of Pharmacy conducts an ongoing, multifaceted curriculum evaluation process, including both internal and external assessments. One external assessment tool used is an alumni survey, administered every 2–5 years. The objectives of this project were to conduct a survey of recent graduates to (1) verify appropriateness of currently defined ability outcomes for the PharmD program and (2) evaluate curricular effectiveness in enabling students to develop those abilities. Methods: A survey was developed to ascertain demographic information, post-graduate training, professional involvement, current practice type, knowledge and skills most commonly employed in early practice, and graduates’ perceptions of their preparedness for entry-level practice. Surveys were mailed to the 316 graduates, of the first three graduating classes of the entry-level PharmD program. Results: Usable surveys were completed and returned by 127 (40%) of those surveyed and are currently being analyzed. Particular attention will be focused on skills found to be highly relevant to entry-level practice, especially those which graduates felt poorly prepared to perform. Implications: The UNC School of Pharmacy has invested considerable time and energy identifying core ability outcomes for the Doctor of Pharmacy curriculum, and designing and evaluating curriculum in light of those outcomes. Results of this survey will help us refine definition of key entry-level practice skills, assess the effectiveness of our curriculum in helping students develop those skills, plan more effectively for curricular enhancement and faculty / preceptor development, and prepare appropriate documentation for an upcoming accreditation site visit.

Completed Research

Evaluation of a CD-ROM Tutorial Reinforcing Concepts in Endocrinology. Paula Witt-Enderby, Shane Desselle, Duquesne University. Objectives: To develop and evaluate the utility of a tutorial designed to enhance student learning of various endocrine disorders. Methods: A self-guided, CD-ROM tutorial was created using Director’ software. The tutorial encompasses two major assignments: one involving the creation of a pregnancy test, the other comprised of several exercises describing the etiology of various diseases that manifest from hormonal imbalance and the selection of appropriate therapeutic regimens. Upon completion of this compulsory program, the software generates a printed certificate with the student’s name and date. Students completed a self-administered survey questionnaire measuring their perceptions of the utility of the tutorial on an 18-item, five-point, Likert-type scale. Results: Student feedback concerning the tutorial program was positive. Students reported highest agreement with the use of the tutorial as a refreshing break from lecture and as a vital supplement to lecture, but somewhat less agreement with the tutorial’s ability to help them apply knowledge to clinical practice. The scale demonstrated excellent internal consistency (Cronbachs alpha = 0.96). Factor analysis revealed that students’ perceived the program’s utility along two dimensions (“learning” and “fun”), with the learning dimension more predictive of students’ overall attitudes about the program. Test scores improved from previous offerings, however the study’s design precludes our attributing this finding to the use of the tutorial, only. Implications: Students appreciated the opportunity for self-directed instruction. Revisions in the tutorial’s content and its place in course design may help students better connect course concepts to pharmacy practice.

The Use of Formative Feedback to Facilitate Student Application and Discussion in Two Pharmacy Physiology/Pathology Courses. Wilson Meng, Shane Desselle, Duquesne University. Objectives: To implement and evaluate course-embedded formative and summative assessment procedures toward students’ achievement of desired educational outcomes. Methods: The intervention was conducted over four semesters in two required human physiology/pathology courses. Topics included inflammation, neoplasm, neuromuscular junction, red blood cells, coagulation, and immunity. At various intervals throughout both courses, students were asked to provide qualitative, anonymous feedback about aspects of the previous material they found most interesting and most confusing. This feedback was used to structure reviews and facilitate discussion during the current offering and redesign certain aspects of the course in a subsequent offering. The instructor collaborated to design summative assessments that provide more substantive feedback about the course’s instruction and design. Results: A majority (95%) of students agreed that the intermittent qualitative feedback was beneficial to them and the instructor. The grand means of student evaluations were consistently high (# 6.00 on a 7-item, 7-point Likert-type scale) and improved significantly from one year to the next. Students were especially pleased with the effectiveness of the instructor’s presentation and their perceived ability to connect basic principles in physiology with pathological conditions. The scales demonstrated good internal consistency (Cronbach’s alpha # 0.81). Students predicted excellent retention of course material on a separate behaviorally anchored ratings scale. Implications: Soliciting formative feedback was successful in enhancing discussion during subsequent class meetings, tailoring review sessions, and assisting students to connect basic science concepts with pharmacy practice.

Online Delivery of an Introduction to Toxicology Course: Development and Assessment. Alicia Bouldin, Kristine Willett, The University of Mississippi. Objectives: Introduction to Toxicology has regularly been offered in a traditional undergraduate class setting at UM. To increase options available to interested students, the course was recently delivered via an online format for two semesters. Methods: Students were expected to view 2–3 online presentations per week to supplement assigned reading (online and textbook). The course was paced by online assignments, to be delivered electronically to the instructor at scheduled points during the semester. During the last class period of each semester, students participated in a voluntary assessment of their attitudes and perceptions of the online course, as well as perceived comparisons between online and traditional classroom environments. Results: All respondents agreed with the statement “The same amount of material was covered in this class as in a traditional class.” A primary advantage of the online format as perceived by the students was working at a time of their own choosing; yet managing that time was reported as being difficult by 46%. Most students (73%) did believe that they saved time by taking this course online; and most (82%) agreed that the course structure required them to “keep up” from week to week. Students with on-campus Ethernet access found it easier to access the large lecture and video files than those with dial-up access. Implications: While no specific student comments were made about course content, ideas for delivery improvement could be interpreted from their feedback. Data will be used to guide improvements in future offerings of the course.

Effects of Butylated Hydroxytoluene (BHT) on Pigmented Melanoma Cells. Michelle Lubonia, Loni Bowers, Stephen Kerr, Rangaprasad Sarangarajan, Massachusetts College of Pharmacy-Boston. Objectives: The effects of butylated hydroxytoluene (BHT), an anti-oxidant widely used in cosmetic formulations, on pigmentary cells is unknown. This study focused on assessment of cell viability and expression of key melanocyte-specific gene products in pigmented melanoma cells, on exposure to BHT. Methods: Pigmented melanoma cells (SK-MEL-23) were maintained in standard minimum essential media. Cell viability was assessed by incubating varying concentrations of BHT (10 uM ¡V 500 uM) with cells for 96 hours; after which cells were washed, harvested and counted using a hemocytometer. Cellular expression of tyrosinase (rate limiting enzyme in the melanin biosynthesis) was determined by incubating cells with 100 uM BHT for 0, 4, 7, 11 and 14 days, followed by harvesting and processing of cell lysates for western blot analysis. Modulation of tyrosinase protein expression in cells exposed to 100 uM BHT was quantitated using a phosphor-imager by measuring band intensities generated by chemiluminscent detection of tyrosinase using a tyrosinase specific polyclonal antibody. Results: A dose dependent decrease in the viability of SK-MEL-23 cells at 96 hours exposed to increasing concentrations of BHT was observed with ~50% cell survival at 100 ƒYM concentration. There was significant decrease in tyrosinase expression between day 0 and day 4 with tyrosinase expression increasing to greater than 2-fold by day 14 as compared with control. Implications: While high concentrations (> 100 uM) of BHT can be detrimental to the viability of pigmented melanoma cells, prolonged exposure to BHT can modulate the expression of tyrosinase.

Work In Progress

Investigation of Acute Renal Toxicity of Raisins in Dogs Using an in Vitro Model. Rangaprasad Sarangarajan, Steven Cohen, Carolyn Friel, Massachusetts College of Pharmacy-Worcester. Objective: The toxicity of grapes and raisins in dogs is a recently recognized and growing problem. Over 80 cases have been reported to the ASPCA Animal Poison Control Center that, despite supportive therapy, resulted in a 50% mortality rate. Our working hypothesis is that a natural chemical component in the fruit itself is the primary cause of the acute renal failure observed in dogs. Currently, neither the identity of the chemical component, nor the mode of action that leads to acute renal failure is known. The primary objectives of this project were to 1) systematically prepare defined extracts from raisins, and 2) to evaluate the extracts for their ability to produce toxicity in canine kidney cells in culture. Methods: Commercially available raisins identified by lot number were used as raw material for chemical extraction. The four major fractions generated were (a) crude extract (b) water soluble bases (c) water soluble acids (d) lipophilic fraction. The cytotoxicity of each fraction was assessed using Madin-Darby Canine Kidney (MDCK) cells, an immortalized cell line of renal distal tubular epithelial origin, using standard toxicity assays. Implications: The present standard of care for dogs with raisin toxicosis is empirical. Results from this study will provide the basis for the rational development of therapies to significantly improve survival outcomes.

Completed Research

Evaluation of Performance Parity Between Two Required On-Campus and Web-Based Medicinal Chemistry Courses. Naser Alsharif, Victoria Roche, Alaba Ogunbadeniyi, Robert Chapman, Creighton University. Objectives: Creighton University implemented an entry-level web-based Pharm.D. pathway in 2001. Parity between web- and campus-based courses has been mandated by faculty, and defined to include course objectives, ability-based outcomes and student evaluation techniques. Instructional methods may be pathway-specific as long as identical learning outcomes are achieved through their use. This poster documents the evaluation of performance parity between the on-campus and web-based versions of two required medicinal chemistry courses taught in the 2002–03 academic year. Methods: The instructors in medicinal chemistry established an activity grid for the two required medicinal chemistry courses (PHA 337 and 447). Learning objectives were identified for each activity, and measurable approaches to their accomplishment in each pathway were articulated, including the facilitative role of an educational mentor utilized exclusively in the web-based pathway. Results: The medicinal chemistry student cohorts under study performed at a comparable level on examinations, in-class assessments and case presentations. Significant differences were noted between cohorts on weekly quiz performance and final letter grade distribution. The letter grade distribution for both cohorts shifted to higher final grades in the second semester as compared with the first. Implications: The instructional methods employed resulted in partial performance parity between campus and web-based medicinal chemistry students in 2002–03. Factors that may have contributed to cohort performance differences are being addressed. Of primary importance is the availability of audiofiles for the web-based cohort, and the use of a single educational mentor for this student group to enhance the consistency, regularity and effectiveness of communication.

Work In Progress

Development and Assessment of Computer-Based Tutorials as Instructional Tools for Teaching Basic Concepts in Medicinal Chemistry. Marc Harrold, Shane Desselle, James Knittel, Duquesne University. Objectives: To develop, implement and evaluate a series of computer-based tutorials that enhance the instruction, review and retention of basic medicinal chemistry concepts. Methods: The following areas were identified as core, fundamental concepts of medicinal chemistry: functional group recognition, acid/base chemistry, pH/pK_a and drug ionization, water and lipid solubility, drug binding interactions, drug metabolism and prodrugs, and stereochemistry. The software program, ToolBook II Instructor, was chosen to develop a series of eight computer-based tutorials that covered the above concept areas. To date, six of these tutorials have been completed, and one (drug metabolism) is currently in development. Students at Duquesne University use these tutorials primarily as a review source throughout the three semesters that medicinal chemistry is integrated into disease-based modules. Students at the University of Cincinnati use these tutorials as part of an initial course in medicinal chemistry concepts. Results: A series of 17 behavioral objectives were developed for the eight planned tutorials. During the Spring 2004 semester, a survey instrument will be used at both schools to assess student perceptions of the tutorials. Survey questions will address overall perceptions of the tutorials (eg,ease of use, level of difficultly) as well as specific behavioral objectives for all of the six completed tutorials. Additionally, a correlation of student use to examination performance will be evaluated for Duquesne students. Implications: Computer-based tutorials which can augment student learning and retention of basic medicinal concepts may prove valuable in enhancing students' abilities to apply these concepts to therapeutic decisions.

Chemical Probes of Rapid Steroid Hormone Signaling. Ross Weatherman, Joseph Trebley, Melinda Morrell, Priscilla Reyes, Purdue University. Nuclear receptors are validated therapeutic targets in the treatment and prevention of many different diseases, but many drugs targeting these receptors suffer from undesired effects in other tissues. The mechanism by which these drugs were believed to exert their effects was through the direct regulation of transcription, but there is ample evidence that there are also other mechanisms of action that involve other known signal transduction pathways. To better study these responses, we have begun to design, synthesize and test chemical probes of estrogen and progesterone signaling with the objective of discovering novel chemical entities capable of selectively modulating these cross-talk driven responses. Several compounds based on known nuclear receptor drugs have been synthesized and tested for their ability to bind to the nuclear receptor, regulate transcription in a classical model, and modulate other signaling transduction pathways. A summary of the progress made thus far will be presented.

Effectiveness of a Chemistry Online Module as Didactic Tool in the Pharmacodynamics Course. Maria Hernandez, Nova Southeastern University. Objective: An interactive online module was developed to enhance the learning outcomes of first year Pharmacy students on the topic of acid-base properties of drugs. Methods: A pre-test was administered to the entire class of 188 students in the Davie, West Palm Beach and Ponce sites, one week after the lecture material was introduced on the chosen topic. The interactive online module was then made available to students in the three sites for five days, and a post-test was administered to evaluate the effectiveness of the online module as a didactic tool. A survey was also administered to students to evaluate their satisfaction with the online module. Implications: Enhancing the learning process is crucial for all students in topics of greater difficulty, but it is especially significant for distance students, who do not have face-to-face interaction with the instructor. The components of the module (lecture, resources, online activities) were designed to accommodate the personal learning styles of the students, regardless of location. The effectiveness of the online module will be evaluated for main campus and distance students. The results of this study will guide our efforts in developing larger online components for the Pharmacodynamics series, and will form a framework for other courses in the Pharmacy curriculum.

Implementation of a Computer Competency Training Program for Entering Pharmacy Students. Randell Doty, L. Ried, Dominic Kellenberger, J. Blanchard, University of Florida. Objective: Students at the University of Florida are required to be competent with certain hardware and software. We developed and implemented an online program of assignments after admission, but prior to the beginning of the school year. The program was developed to ensure students’ competence and thereby facilitate their success in the curriculum. Methods: Students are required to complete these assignments during the summer prior to beginning pharmacy school in the fall. These assignments were delivered via the web-based courseware system “Blackboard.” Students who fulfilled the requirements of the assignments before orientation were not required to attend a formal computer orientation that occurred as an add-on to the regular incoming class orientation. Assignments were designed to be efficient in allowing students to demonstrate multiple competencies with each assignment. Competencies that were required include word processing, spreadsheet calculations and charting, presentation graphics, library searches, computer setup up for video lectures, viewing a universal precautions lecture and completing health center HIPAA training. Results: The first students through the program were in the entering Class of 2001. Students’ performance was evaluated for each assignment and data was gathered regarding number of students participating and completing each assignment. Implications: Post-admission, formalized training of this sort is a new concept in pharmacy education. The success of this program could lead to the adoption of similar programs to pre-assess students on competency areas as required by any college, especially as distance education programs and advanced educational pedagogies requiring high technology continue to develop.

Internet Health Information for the Spanish Speaking Consumer. Clinton Chichester, Erica Estus, Anne Hume, Brian Felice, University of Rhode Island. Objectives: A comprehensive, consumer oriented, health information Web site in Spanish was developed. The aim was improve access of Spanish-speaking and underserved Rhode Island consumers to high quality health information via the Internet. Methods: In an effort to eliminate the disparities in health among all population groups, using a grant from the National Library of Medicine, faculty and professional degree students from the University of Rhode Island, College of Pharmacy developed a web portal (www.uri.edu/e-salud) containing over 600 links to quality Spanish language Internet sites. All the Web sites were systematically evaluated using standard instruments for assessing information on the web. The Web site is database driven which makes it easily modified. Results: Since September 2003, P4 students on their Advance Practice Experience in Health Information have been assisting Spanish-speaking patients in accessing health information at different sites throughout Rhode Island. This has promoted the involvement of consumers in their own healthcare using health information from the Internet. Implications: The Internet is an influential force and basis for many health decisions. Health information fosters shared decision-making between consumers and providers. (supported in part by NIH grant 1 G07 LM07747–01).

Evaluating Pharmacy Student Demonstration of Clinical Communication Skills in a Web-based Environment. Lourdes Planas, Nelson Er, University of Oklahoma. Objectives: Given a web-based evaluation template and two simulated patient interviews: pharmacy students will be able to perform self and peer evaluations, as well as provide constructive feedback; and instructors will be able to assess student performance and formulate constructive feedback with ease of use. Methods: To evaluate third-year pharmacy students’ demonstration of clinical communication skills, two simulated patient videotaping exercises were conducted. Each patient interview was recorded and streamed on-demand. Students only had access to their peer group videos. In each group, students evaluated their own and peers’ communication skills and formulated feedback for improvement. Students and instructors used the same evaluation template, which was divided into 15 sections. For each section, instructors could provide specific feedback so that students could improve on that particular topic. For each video exercise, the course coordinator could view the overall class performance and assess topics that needed remediation. This evaluation tool was developed using ASP server-side scripting. Results: At the end of the semester, a student survey on the use of this evaluation tool was administered. Feedback from students was mostly positive, but also raised valuable questions to improve the design. Instructors preferred grading when they could assign a percentage instead of a point value to each item, which then summated to a final score. Implications: This tool facilitates student evaluation, instructor grading, and course coordinator analysis of student performance in simulated patient interviews. The ultimate goal is to enable students to learn from instructor and peer feedback, as well as self-reflection.

Completed Research

Measurement of Educational Outcomes for a Continuing Education Course in Veterinary Therapeutics for Pharmacists. Elaine Lust, Creighton University. Objective: To assess the effectiveness of a distance-based, online continuing education (C.E.) course in veterinary therapeutics by measuring the cognitive knowledge of pharmacists as felt in their confidence level to explain animal disease states, summarize veterinary pharmacotherapy options, and explain regulatory documents that influence veterinary pharmacy. Methods: Quantitative and qualitative methods were utilized to assess the effectiveness of the curriculum. A one group, pre-post, quasi-experimental design was used to evaluate the confidence level and application skills of the pharmacists. Reflective qualitative commentary was collected upon completion of the course. Results: Cognitive post-course scores improved significantly over the pre-course scores on all 26 pre-and post course survey questions. The Wilcoxan Signed-Ranks analysis for each question resulted in statistically significance levels thereby indicating that the increase in the cognitive measure was not due to error. The reflective commentary on how pharmacists will utilize concepts learned in the course to their practice was very positive. Pharmacists conveyed appreciation for having the opportunity to take an online course on this subject matter. Pharmacists reported that increased knowledge in all topic areas would enhance their ability to communicate with veterinarians and give them the cognitive resources needed to provide insightful counseling to owners on their animal’s drug therapy. Implications: This online course can be used to increase the confidence level of the pharmacist’s cognitive knowledge and skills after completion of the curriculum. The online offering of this course is an effective method to educate pharmacists on topics specific to veterinary pharmacy.

Evaluation of a Leadership and Teaching Skills Program for Pharmacists. Nancy Fjortoft, Lynn Patton, Midwestern University-Chicago. Objective: To evaluate the short-term impact of a leadership and teaching skills continuing education program on pharmacists’ activities. Methods: A five-month, curricular-based program on leadership and teaching skills was developed and offered in 2002–03. Thirty-one pharmacy practice residents and twenty-four pharmacists participated (N = 55) in the interactive workshops. Six months after the conclusion of the program, a survey was administered via mail to determine current leadership and teaching activities. Results: Fifteen surveys were returned for a response rate of 27%. Seventy-three percent of the respondents reported that they are currently precepting pharmacy students and 73% reported that they are currently providing lectures. The respondents reported committee membership at their practice setting (66%), committee chairmanship at their practice setting (13%). Thirteen percent reported committee membership in professional associations. Forty percent reported having new positions. Implications/Results suggest that the respondents have assumed teaching responsibilities. Given the lack of a pre-test, it is not clear if the program was responsible for this or if these individuals would have assumed these responsibilities regardless. Most the respondents are members of committees at their practice setting; however, very few serve as chair. A small number of respondents are involved in association leadership activities. This may be explained by the relatively young age of the participants. Continued follow-up is warranted to determine the long-term impact of this program on career development.

An Interest Assessment of Community Pharmacy “Retooling”: A Program to Update Pharmacists’ Skills in Community Practice. Carriann Richey, Sarah Johnson, Michael Wilson, Butler University. Objectives: Our primary objective was to measure pharmacists’ interest in a community practice “retooling” course. Additionally, we sought to determine the preferred content, format and structure of a “retooling” course and establish participant’s willingness to pay. A “retooling” course would provide focused, up-to-date education allowing pharmacists to reenter and/or update their skills to be successful in a community setting. Methods: The project’s concept and survey were originally presented to Butler University’s Community Pharmacy Advisory Board. Due to interest in the project, a validation pilot of the survey was performed. The survey was then distributed by mail to 5,053 pharmacists. The data were fitted to several statistical models to examine characteristics that might identify clusters of respondents with differing continuing education needs and preferences for features of an extensive review course. The statistical analysis was performed using SAS#8.2 software. Results: Of the 5,053 surveys distributed, 817 were returned completed (16.3%). Respondents represented pharmacists from 37 states and graduates of 44 colleges of pharmacy. Overall, 74.9% of the respondents expressed an interest and 60.1% a willingness to pay. A significant percent of respondents (84%-99%) were very or moderately interested in twenty of the twenty-four topics identified. Approximately 60% of these respondents preferred a non-live (online, homestudy paper monograph, or homestudy CD-ROM) format. Implications: Butler University, COPHS, Office of Postgraduate Education is considering whether to offer this “retooling” course as a resource to those interested in updating their skills in community pharmacy.

Work In Progress

An Update on Facilitators and Barriers to Pharmacists' Participation in Lifelong Learning. Ruth Bruskiewitz, Alan Hanson, James De Muth, University of Wisconsin-Madison. Objectives: The purpose of this study was to determine the specific factors that facilitate and/or serve as barriers to Wisconsin pharmacists’ participation in lifelong learning. To determine how new technologies and changes in professional demographics have modified the importance of the selected barriers and facilitators to pharmacists’ lifelong learning, comparisons will be made to a similar nationwide study of pharmacists published in 1991. Methods: As part of a larger study focused on the acceptability of different methods of providing continuing education, a total of 274 Wisconsin pharmacists volunteered to participate in this study of facilitators and barriers to lifelong learners. The response rate exceeded 87% for this group of volunteer pharmacists. Responses to the 12 facilitators and 16 barriers to lifelong leaning will be discussed. Pharmacist demographics will be analyzed to determine their effect on the facilitators encouraging and barriers preventing greater pharmacist participation in lifelong learning activities. Also, similarities and differences in pharmacists’ responses between 1990 and 2003 will be presented and discussed. Implications: As providers of continuing education programs evaluate delivery systems for providing lifelong learning activities, a greater understanding of the factors that facilitate participation, as well as the barriers that block opportunities to lifelong learning, will be important in making decisions to reach larger audiences with more convenient and acceptable learning activities.

A Comparison of the Acceptability and Effectiveness of Two Methods of Distance Learning: CD-ROMs and Audio Teleconferencing. James De Muth, Ruth Bruskiewitz, University of Wisconsin – Madison. Objectives: This study was designed to: 1) develop and present a pharmacy continuing education program using two different methods for distance learning; 2) evaluate the acceptability of the two delivery methods; 3) measure and compare the amount of cognitive gain using the two delivery methods; and 4) examine the impact of selected demographics on the acceptability and cognitive changes. Methods: A total of 80 volunteers were recruited from a 2003 University of Wisconsin distance-learning program on a review of selected new drugs. Of the volunteers, 47 pharmacists participated in the course using the traditional audio teleconference method and 33 participated using a home study CD-ROM that contained the same materials as presented in the teleconference. Pharmacists completed traditional course evaluations. Because of demographic similarities between volunteers and non-volunteers, evaluation results from the 270 enrolled pharmacists were included in this portion of the study. Volunteers were required to complete parallel pretest, immediate posttest, and second posttest one month following the conclusion of the program. Results will be presented comparing the pharmacists’ satisfaction with both methods, as well as changes in knowledge resulting from participation in the two different methods. Selected demographic variables will be used to further evaluate differences among responses to the study evaluation and tests. Implications: Results will help the University decide on the most effective and acceptable method for future distance learning opportunities. This information can assist other universities choosing among different distance learning delivery systems for non-traditional undergraduate instruction or continuing education programs.

Completed Research

The Integrated Curriculum at the University of Otago in Dunedin, New Zealand. John Murphy, Ian Tucker, Rosemary Beresford, The University of Arizona. Objectives: Students in health professions must both learn facts and be able to integrate them into the care of specific patients. The goal of the integrated curriculum is to challenge students to assimilate knowledge from readings and lectures for treatment of a patient with specific disease, while focusing on unique roles of pharmacists. Methods: Faculty designed the last two years of a four year pharmacy curriculum to be completely integrated among all disciplinary studies, focused around the quality use of medicine for specific diseases. Curriculum development evolved with commitment of faculty, strategic planning, topic development, assignment of responsible individuals as section leaders, implementation and revision. The new systems-based, modularized curriculum includes emphasis on development of critical thinking, team working and self-directed learning, achieved by extensive use of primary literature for learning and workshop preparation. Each module includes at least 5 discipline-specific workshops and an integrating one (called DDPP; Disease, Drug, Patient, Pharmacist). Assessment includes case studies, essays, individual and group presentations and case-based and oral examinations. Results: The curriculum appears successful. Students work well in collaborative groups and are, according to survey results, satisfied with the pedagogical approaches. Downsides in initiating the curriculum included initial additional heavy workload for faculty and continuing work to refine approaches. Implications: Faculty believe students are learning more effectively and are able to analyze patient care situations better than in the past. The poster will provide detail on steps taken to develop and implement the curriculum and provide suggestions for avoiding pitfalls.