103rd Annual Meeting, July 14-17, 2002, Kansas City,...

Podium and Poster Abstracts

103rd Annual Meeting, July 14-17, 2002, Kansas City, Missouri

ADMINISTRATIVE, INSTITUTIONAL AND PROGRAMMATIC ISSUES

Curricular Assessment Using a Web-Based System. Ralph Altiere, Marianne McCollum, Glenda Tate, Tonya Criner, Tom Cyr, Cathy Jarvis and Susan Paulsen, University of Colorado. Objective: In August 2001, the school's Assessment Committee instituted a new online assessment system for student and faculty feedback on the new PharmD curriculum. The objective was to obtain data for retrospective course review and program improvement. Methods: Assessment instruments were developed for each type of course (didactic, skills, seminar) and included statements on objectives, format, content, materials, instructional methods, exams and directors. A five point scale was used where 1 = strongly agree, 3 = neutral, and 5 = strongly disagree. All students and faculty instructors were required to complete online assessments. Results: Results shown are pooled student responses for all assessment statements for each course type by year. Faculty responses averaged 1.5 (range 1.0 - 4.0) for all courses in PI to P3 years. Implications: Didactic and active learning courses (seminar, skills) were viewed positively by students and faculty. Based upon these assessments, the new curriculum has been well received by both groups. These perception assessment data (and those obtained for the spring term) when linked with results of student achievement of program outcomes will provide a comprehensive evaluation of the new curriculum.

Geriatric-Related Topics in the Curricula of Colleges of Pharmacy in the U.S. and Canada. Judith L. Beizer, St. John's University, Patricia D'Antonio, American Society of Consultant Pharmacists. Objective: To survey U.S. and Canadian colleges of pharmacy on the extent of geriatric-related topics and courses in their curricula. Methods: A survey was developed by the 2000-01 ASCP Council on Educational Affairs and sent to the 86 colleges of pharmacy in the U.S. and Canada listed on the AACP roster. Questions focused on several areas: 1. geriatric-related topics covered in didactic courses; 2. geriatric practice experiences; and 3. faculty resources to teach geriatrics. Results: Responses were received from 47 colleges (54.6%). Colleges reported a wide range in the number of hours devoted to geriatric-related topics. 48% of the colleges integrate geriatric pharmacotherapeutics into their therapeutic courses, while 12% have a separate section and 40% do both. 60% of the colleges offer an elective course in geriatrics. Advanced practice experiences in geriatrics were available in 96% of the colleges. 75% offer early practice experiences, either pharmacy-related or service learning. 38 (81%) of the colleges have at least one full-time faculty member in geriatrics. 21 colleges have at least one part-time faculty member in geriatrics and 41 colleges have preceptors devoted to geriatrics. Implications: Though most colleges offer practice experiences in geriatrics, there is a wide range in the number hours devoted to geriatric-related topics in the didactic curricula. As the population ages, colleges of pharmacy should review their curricula to insure that these topics are adequately covered.

Implementation of a Standardized Midpoint Assessment Procedure for Clerkship Preceptors, Students, and the College of Pharmacy. Laurie Briceland and Louis P. Fortin, Albany College of Pharmacy. Objectives: As the experiential program expands due to increased enrollment in the entry-level PharmD program, it has become difficult for college personnel to visit each student at their practice site. The objective of this project was to develop and implement a standardized clerkship midpoint assessment procedure for college personnel to chart student and preceptor for each rotation. Methods: A midpoint assessment form is generated from the clerkship database for each student and preceptor for each rotation. Corresponding experiential education

personnel conduct the midpoint evaluation by phone, email, or less frequently, in person, and complete/file the form to ensure accountability. Five standardized questions are asked of students, and six of preceptors to address projected work plans, rotation objectives, communications between student and preceptor/s, midpoint evaluation plans between student and preceptor, student's professionalism, and overall impression. Using this assessment, college personnel may initiate corrective action. Results: The process has been in place for 11/2 years for -720 rotations. Time spent per assessment was estimated at 5-10 minutes per assessment without corrective action, and 1 hour per assessment for the less than 5% requiring corrective action. Implications: An operational, standardized process for assessing the progress of students and preceptors during each clerkship rotation has proved to be time-efficient and would be easily transferable to other colleges and pharmacy desiring such an approach.

Barriers Affecting the Delivery of Interdisciplinary Didactic Instruction. Stephanie F. Gardner, Gary D. Chamberlin, Diane E. Heestand and Cindy D. Stowe, University of Arkansas for Medical Sciences. Objectives: The purpose of this study was to identify the barriers to interdisciplinary education as perceived by deans of medicine, pharmacy, and nursing. Methods: A researcher-developed survey was content validated and mailed to 85 deans of medicine, 67 deans of nursing, and 32 deans of pharmacy (n=184) at 103 academic health centers in the United States. Using a 7-point Likert scale, respondents were asked to indicate the extent to which they agreed or disagreed with 10 potential barriers to interdisciplinary education. Results: Information was received from 93 respondents (50.5% return rate). The majority of respondents from all disciplines agreed that a lack of financial resources, administrative support, and perceived value, as well as problems with schedule or calendar served as barriers on their campuses (mean > 4.0). Student acceptance was perceived as a stronger barrier to interdisciplinary education by medicine (4.30) than by nursing (3.32) and pharmacy (3.43) (P = 0.0104). Conversely, a rigid curriculum and scheduling problems were perceived to be stronger barriers by nursing (5.82) and pharmacy (5.96) than by medicine (4.83) (P = 0.0019). Implications: More discussions among administrators of various disciplines may allow barriers to be overcome and allow development of interdisciplinary didactic courses that could test the hypothesis that these courses are more cost effective and likely to foster interdisciplinary teamwork in the clinical setting.

Assessing Pharmacy Graduate Outcomes through an Alumni Survey. Patricia A. Howard and Jack E. Fincham, University of Kansas.Objectives: In 2001, an alumni survey was conducted as part of an ACPE self-study and a follow-up to a 1995 survey. Methods: Surveys were mailed to 506 graduates from 1995 to 2000. The survey assessed practice sites, clinical activities, postgraduate education and service involvement. Graduates assessed the contribution of their pharmacy education toward developing skills for problem solving, communication, self-learning and adaptation to change. Results: A total of 306 surveys (60%) were returned. The 2001 findings represent a midpoint in our transition to the all PharmD degree and a new curriculum. Half of the respondents had obtained the PharmD compared to 5% in the previous survey. Graduate demographics were essentially unchanged. More males than females reported working fulltime (95 vs. 79%, P<0.001) which differed from the 1995 survey which found no gender difference. The number of graduates who had completed residencies increased from 2 to 12%. In both surveys, the primary practice site was chain pharmacies, however the number of 2001 respondents working in the pharmaceutical industry had increased (7.3 vs. 2.9%). Although membership in pharmacy organizations increased slightly in the 2001 survey, active participation declined. More 2001

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respondents rated the contribution of their education toward developing professional skills as good to excellent. Implications: Periodic alumni surveys provide a useful tool for assessing trends in graduate outcomes and the potential impact of curricular changes over time.

Assessment of Two-Way, Real-Time Internet-Based Streaming Audio Providers. Kristin K. Janke and Priya Mehta, University of Minnesota. Objectives: To identify a feature-rich, educationally-oriented, affordable, two-way, Internet-based audio streaming service for use as a supplement to text based chat in online group discussions of patient cases and clinical journal articles. Methods: Service providers were located by survey of the web, technology enhanced learning literature and educational technology groups. Providers were eliminated if they: 1. only allowed one way audio, 2. only allowed two way audio with the use of a phone line, 3. provided more comprehensive services beyond the audio (e.g. course management) or 4. used a cost structure requiring a University level license. The remaining providers were evaluated based on privacy, ease of setup, ease of use, cost, archiving ability and features. In particular, features such as, video availability, polling, slide display, web page display, white board display, application sharing, text based discussion, and desktop sharing, were investigated. Results: Initially, 44 providers were identified. Following the initial elimination, seven providers remained. After evaluation based on the criteria, it was determined that Office Hours Live was the most affordable provider and provided many educationally oriented features. Implications: With two-way audio via the Internet, learners in web-based courses can more easily work together on patient cases, group projects and the evaluation of journal articles. Collegiate level alternatives are limited, requiring thorough knowledge of this frequently changing provider pool.

Employment Requirements for Pharmacy Practice Faculty at Colleges and Schools of Pharmacy. Michelle M. Kalis, Massachusetts College of Pharmacy, Harold L. Kirschenbaum, Long Island University. Objectives: To determine the immunization, other health-related policies and other types of employment requirements at colleges and schools of pharmacy for pharmacy practice faculty members. Methods: A questionnaire was mailed to the director of the department/division of pharmacy practice at colleges/schools of pharmacy. Results: Fifty questionnaires were returned for an overall response rate of 62 percent. Only 25 percent of respondents indicated that any physical test and/or immunization is required or recommended by the college/school. The most common items required were a PPD, and measles/mumps/ rubella vaccinations or titers. For full-time pharmacy practice faculty, 79 percent practice off-campus with the most common sites being hospitals, outpatient clinics, and community pharmacies. For institutions offering tenure, a smaller percentage of pharmacy practice faculty (55 percent) were on the tenure track compared with other faculty members (74 percent). Twenty-seven of 47 respondents indicated that only a PharmD degree is required for employment. Licensure in the state in which the college/school is located and completion of a pharmacy practice residency are the only qualifications required or preferred by at least 70 percent of respondents. Implications: Colleges and schools do not have programs in place to ensure that off-campus faculty members meet CDC health requirements for health care workers. Colleges and schools should encourage residency training, board certification, and membership in professional associations.

Current Use of Electronic Technology to Support Professional Experience Programs. Kim Leadon, University of North Carolina at Chapel Hill. Objectives: The purpose of this study is to describe current use of electronic technology to support professional experience programs at U.S. schools and colleges of pharmacy. Methods: Members of the Professional Experience Task Force of the UNC School of Pharmacy constructed an 18-item survey which was piloted to evaluate content, clarity, format, and length of time to complete. Revisions were made and the survey was mailed to 92 U.S. colleges and schools of pharmacy. After follow-up efforts, data was collected from 52 schools for a 57% response rate. Results: 80.8% of schools surveyed use electronic technology to collect demographic data on students and preceptors, descriptive data on clerkship sites and rotations, and evaluative data on students, sites and preceptors. 63.8% of responding schools provide access to this data via the Internet. Persons allowed to view database information was variable; some schools limit access to program administrators while others allowed open access to any Internet user. Implications: The majority of respondents use electronic technology to maintain a wide variety of student, clerkship site, and preceptor data. Several schools report novel uses including posting of grades, student intervention log, and tracking student immunizations. While 33 schools are willing to partner with other schools to develop professional experience program electronic technology, the number of different software interfaces and platforms in use may present barriers for future collaboration.

Implementation of a Web-Based System for Student Curricular Assessment. Marianne McCollum, Ralph Altiere, Glenda Tate, Tonya

Criner, Tom Cyr, Cathy Jarvis and Susan Paulsen, University of Colorado. Objectives: To implement and evaluate use of a web-based system for obtaining student course and program evaluation data in the entry-level PharmD program. Methods: The school's Assessment Committee developed assessment instruments for individual courses and the program. These surveys were initiated in fall 2001 using an existing web-based assessment program. Based on a trial of the system conducted during summer 2001, a policy of mandatory student participation was implemented. Students not completing web-based assessments were required to complete them in writing. Course assessment results were sent to course directors by e-mail. Results: The majority of students participated in the web-based program. Response rates ranged from 77.5 to 96.8% across all courses. Results from written assessments were consistent with web-based results. In focus groups, students indicated the web-based format was easy to use and allowed them more time to respond when compared with the former written, in-class system, as evidenced by more extensive written comments. The major challenge of the system was the significant administrative workload needed to monitor compliance and administer written evaluations to students not responding online. Implications: The web-based assessment system provides extensive evaluative data in a timely manner from all students. Future efforts in this area will focus on minimizing administrative workloads and examining the possibility of using random samples to obtain evaluative data on courses.

Development of an Assessment Tool for Pharmacy Student Services. Jennifer K. Johnson, West Virginia University, David P. Nau, University of Michigan, W. Clarke Ridgeway, West Virginia University. Objective: A survey instrument was developed to gain structured feedback from PharmD students for the purposes of improving student services. Methods: The questionnaire was developed with the input of faculty, alumni, students and student services personnel to address the following domains of student services: orientation, student organizations, activities, advising, placement services, inter- and intra-class relations, responsiveness of administration and faculty to student needs, curricular load and balance, electives, financial aid, exam scheduling, tutoring. The questionnaire and cover letter were mailed to 4th year students and were administered to 3rd year students during a required course. To assess whether the written questionnaires were adequately identifying the key concerns of the students, ten focus groups were conducted. This allowed verbal feedback to be obtained across the same domains as the questionnaire. Results: Survey responses were received from 59% of 4th year students and 98% of 3rd year students. All 3rd year students were able to complete the written survey within 20 minutes. A comparison of responses from the focus groups to the written responses confirmed that the written questionnaire had identified the key concerns of students and in some cases offered greater openness of response. The students also appreciated the opportunity to give feedback. Implications: The written survey instrument was useful for eliciting student feedback for the purposes of improving pharmacy student services.

Criminal Background Checks as a Requirement for Advanced Practice Experiences (APE). Raylene M. Rospond, Drake University. Objectives: To analyze the current status of obtaining criminal background checks (CrBC) on pharmacy students prior to entering APE. Methods: A review of human resources literature pertinent to CrBC was conducted. Current state legal code relevant to obtaining criminal background checks (CrBC) was obtained and reviewed with legal counsel in light of current University policies and procedures. A survey of the status of such a requirement by AACP member Colleges and Schools of Pharmacy was conducted. Results: Legal code relevant to the conduct of CrBC vary significantly from state to state. NABP lacks specific data relevant to CrBC requirements but stated that majority of State Boards of Pharmacy only ask questions relevant to criminal background. California, however, obtains CrBC on both pharmacists and technicians. Actual CrBC are completed at the time of admission by 37/40 college survey respondents. Actual CrBC are completed prior to APE by 37/40 college survey respondents. Fourteen of forty respondents indicated that healthcare facilities providing APE completed CrBC on students assigned to their facility. Facilities requiring CrBC included State and Federal Bureau of Prisons, Psychiatric facilities, Pharmaceutical Companies, and private community hospitals. Anecdotal experience with positive CrBC was reported. Implications: Evolving risk management procedures on the part of healthcare facilities will increase the request for CrBC on pharmacy students prior to APE in the future. Colleges of Pharmacy will benefit by proactively addressing this issue.

Work In Progress Development of a Virtual Mentor Program. Amy H Schwartz, and Naser Z Alsharif; Creighton University. A virtual mentor program was incorporated (Fall 2001) with the initiation of the web-based traditional PharmD pathway. The rationale for developing a virtual mentor program was to facilitate

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the comprehension of on-line didactic material, active learning, professional socialization and concomitantly ease faculty workload. Information pertaining to program and assessment tool development was retrieved through literature review. Faculty input was sought for the creation of the recruitment timeline and program handbook. Instructors of record (IOR) are convened several months before the semester to determine mentor needs, responsibilities and recruitment methods. Recruitment guidelines were derived from those in place for faculty. Advertising strategies include peer recommendations, general mailings and email (professional listservs). Program and course orientation, including materials, is provided within the weeks surrounding the start of the semester. Program assessment tools were created for IOR, students and mentors. A mentor evaluation was developed for IOR; course evaluations capture student opinions. Two sections comprise each assessment tool, survey (6-point Likert scale) and open-end response. Additional items under development include mentor web site, database and (educational) development programs. Recruitment for the first two didactic semesters has been completed. Feedback from mentors has been collated, pending analysis. Collection of student and IOR opinions is in progress. This information should provide insight regarding program rationale validity and quality improvement requirements.

Personal Digital Assistants (PDAs) and Computer Use: The Status at U. S. Schools and Colleges of Pharmacy. Kelly M. Smith, Frank Romanelli, Jeff Cain, Audra Stinchcomb, Thomas S. Foster and Heidi Anderson-Harper, University of Kentucky. Objective: To determine the level of use of PDA and computers within US pharmacy schools. Methods: A survey instrument was developed and electronically distributed to appropriate administrators at all U.S. Colleges and Schools of Pharmacy. The instrument was completed on-line by respondents and data collected included: formal policies regarding PDA use, current requirements regarding laptop computers and types of applications being used with computers and PDAs. Implications: Colleges of Pharmacy across the U.S. have responded differently to the rapid influx of classroom technology. Little information is available in the literature to assist schools with these types of decisions. These results will provide baseline information, which can be used by Colleges of Pharmacy as a framework for addressing technology needs and practices.

Modification of CQI Tools in Developing a Model of Seamless Programmatic Assessment. Andrew A. Webster, Mary R. Monk-Tutor, Timothy R. Covington, Condit F. Steil, Pamela J. Sims, Robert H. Schrimsher and Edwina Chan, Samford University. Objective: The Samford University, McWhorter School of Pharmacy (MSOP) is committed to the development of a comprehensive, integrated model for programmatic assessment. An early step in this process was identified as establishing and evaluating an inventory of current assessment processes. While engaging the faculty and staff in discussion on assessment issues, utilization of the Continuous Quality Improvement (CQI) tool of Hoshin Planning with Spider Diagraphs produced marginally quantifiable data. Methods: The MSOP Assessment Committee (AC) has developed a template and rubric to standardize assessment inventory results, especially in terms of relevance to the ACPE Accreditation Standards 2000 initiative. Implications: These quantifiable data will act as an internal benchmark for future assessments at MSOP. Additionally, these results will form the foundation for recommendations with respect to annual standing committee charges. Results: MSOP aggregate data will be presented along with specific examples from the assessment inventory.

Theoretical Models Pharmacy Faculty as Expert Witnesses: Is There a Need? What are

the Challenges? What Is the Process? What are the Rewards? Joanne Whitney, University of California-San Francisco. Objectives: Pharmacy faculty are seriously underrepresented as expert witnesses in criminal and civil litigation. Causes may include fear of compromising personal ethics, apprehension about capability and ignorance of processes involved in being an expert witness. This poster will explore the need for pharmacy faculty to act as expert witnesses, difficulties which they may encounter and principles and approaches to be followed by pharmacy faculty who serve as expert witnesses. Methods: Case histories (altered to protect confidentiality) will be used to: 1. Delineate the type of cases (patent disputes, wrongful death, gross incompetence) in which pharmacy faculty would be ideal expert witnesses; 2. Explain how expert witnesses are located (referrals from colleagues) and evaluated (CV, interviews) by lawyers; 3. Describe how evidence is received, critically examined, permissible and non permissible research into the case and how to maintain confidentiality; 4. Illustrate the steps and organizational format involved in producing a written expert opinion ;5. Depict what occurs during a deposition; 6 Illustrate what to expect on the witness stand in a courtroom trial, what demeanor is required, and how to respond to difficult questions; and, 7. Discuss what compensation, educational, monetary and professional, is to be anticipated. Implications: Although difficult, being

an expert witness in litigation is a civic duty, an academic responsibility, is rewarding, and expands the professional leadership of pharmacy faculty.

Computer Demonstrations Creating Discipline-Specific Software from Scratch: The

Pharmaceutical Biotechnology Virtual Lab. Kathleen Boje and Christine Sauciunac, School of Pharmacy and Instructional Technology Services, University at Buffalo. Objectives: We wished to develop a virtual, interactive laboratory that enhanced student decision-making cognitive skills in the area of biotechnology drug R&D. This software would consist of seven modules illustrating principles of pharmaceutical biotechnology. Each module would present biotechnology problems that would be solved by the scientific method decision-making process. The final product, an interactive, webbased computer application, would be of interest to pharmacy, pharmaceutical science, biomedical science, biology and chemistry students. Methods: Prior to this project we had little or no experience in developing discipline specific software. We recognized early on that the project's success was critically dependent on the collaboration of faculty content experts, professional computing staff, instructional technology specialists, instructional designers, graphic artists, multi-media programmers and student end users. We had to submit a proposal for funding, identify collaborators, and finalize contractual arrangements with a vendor. The project-planning phase involved an initial "on-site" meeting with all, followed by communications via telephone conferencing and e-mail. The prototype development phase involved software-authoring tool selection, mock-up layouts of content screens, educational content creation, storyboard development with artwork, animation and programming. Successive modules were developed and refined with student usability testing. Results and Implications: This presentation will step through the process to share our insights (and hopefully inspire other faculty) and demonstrate the completed software.

Computer-Based Drug Metabolism Tutoriai. Patrick J. Davis and Justin Briggle, University of Texas at Austin. Objectives: Student understanding of drug metabolism requires an integration of functional group recognition, knowledge of phase-1 and phase-2 modifications, the enzymes that catalyze specific reactions, and reaction mechanisms. This project was undertaken to develop a computer-based tutorial for reinforcing and integrating these basic concepts, and for development of the ability to predict routes of drug metabolism based on functional groups present. Methods: Our current approach requires that students generate rational "metabolic trees" for drug molecules based on functional groups present, but there is additional need for review and reinforcement. We have therefore developed an html-based tutorial system in which the student constructs an online metabolic tree for a particular drug by addressing queries at the level of: 1. recognizing the functional group; 2. identifying the name of the metabolic pathway; 3. identifying the requisite enzyme(s); and 4. predicting the final produces). Results: An html-based (platform independent) tutorial was constructed to address the need described. The tutorial also uses Flash animation to simplify viewing as a complex metabolic scheme emerges. Each step in the construction of the metabolic tree requires a correct answer to a query based on the four knowledge areas described in the objectives. Implications: The tutorial allows students to work independently or in small groups to review and integrate the knowledge areas required for understanding drug metabolism. Simple to very complex drug molecules can be analyzed, resulting in the generation of very simple to very complex metabolic schemes. [Supported by a Fast-Tex Grant].

Development and Evaluation of a Metacognitive or Learning Skills Training Program. Judy Garrett and James N. Pasley, University of Arkansas Medical Sciences. Statement of the Problem: A common concern among faculty of entry-level courses (or any course requiring a synthesis of information from prior courses) is the extent to which students lack essential prerequisite information and skills and/or appropriate metacognitive or learning skills. Reasons for this lack of preparedness are that students either don't know or have forgotten major science concepts and they are not prepared for the types of learning tasks in professional courses (rote memory vs. application). Objectives: 1. to develop a web-based 'metacognitive skills' training program that includes fundamentals such as recalling and applying prerequisite information and skills, understanding types of learning tasks, developing study materials specific to different types of learning tasks, and continuously monitoring understanding; 2. To assess the contribution of different types of metacognitive skills in relation to learning. Methods: Materials were made available to a small group of students whose past achievement indicated the need for metacognitive skills training. The following types of data were used to assess the relative contributions of melacognitive skills to learning: prior achievement, number and comprehensiveness of assignments completed, course exam scores, and student evaluations. Implications: The design and evaluation of these materials address two important issues —effective methods of providing training and effective and reliable methods of assessing metacognilive skills.


Web-Interfaced Drug Information Question Database Designed to Teach the Systematic Approach. Haili J. Kreifels, Kevin G. Moores and Linda K. Ohri, Creighton University. Objectives: Users will be able to utilize this web-interfaced database to: (i) Practice the systematic approach to drug information using: primary, secondary, tertiary and expert resources; (ii) Refine their ability to obtain background information, identify and categorize the correct ultimate question, design and implement the most effective search strategy; (iii) ldentify the most applicable resources given a specific drug information inquiry; and (iv) Gain an appreciation for the application of literature evaluation. Methods: Educating pharmacy students about the principles of drug information and the systematic approach represented the primary goal of this project. A web-interfaced database of drag information questions was created for use as a tool to facilitate the education process. Results: The resulting database contains: 150 completed drug information questions, tutorial, glossary, hyperlinks to drug information resources and other useful web sites, and a user's assessment questionnaire. Formulated questions have been classified according to: complexity, search strategy, nature of the request, disease state, and pharmacologic classification. This classification system is used to randomly generate a different set of questions each time the user accesses the database. Implications: Use of the database facilitates the acquisition of skills regarding the systematic approach to drug information—AKA "Evidence-Based Practice". Students are able to practice and refine their skills, and demonstrate their competence.

Development of a Web-Based Pharmacoeconomics Abstract Review Application. Huigang Liang, Kem Krueger, Kimberly Braxton Lloyd and Mahesh Fuldeore, Auburn University. Objective: To develop and assess a web-based pharmacoeconomic abstract review application. Methods: The application was developed using a three-tier structure: the user interface, the back-end database, and the middle tier handling communication between the two. ASP, HTML, JavaScript, and SQL were utilized for implementation. Useable abstracts were identified, keyed by experts, then loaded into the database. An online survey was included in the web site to assess students' acceptance. Results: The application is accessed from a protected web site, and an abstract is randomly selected. The window splits, displaying the abstract on one side and the questions on the other. The question sequence uses a conditional branching algorithm based on the principles of pharmacoeconomics. Answers to each question are buffered, graded, and saved to the database. Students see their grades instantly after they finish reviewing an abstract, and feedback for each abstract is available. Of the 23 students that completed the survey, 70% preferred the online review to a paper-based review. Problems connecting to the site were reported by 39%, and 13% said the transfer speed greatly affected their performance. The feedback at the end of the review increased understanding for 62%, and 57% thought it improved their performance in future reviews. Implications: The interactive nature of the application provides instant feedback and can increase students' understanding of pharmacoeconomics. The automatic grading saves instructor time.

Effective Searching of PubMed's MEDLINE: What's New and Noteworthy? Heidi C. Marleau, University of Wisconsin-Madison. Objectives: 1. provide participants with a refresher on PubMed's MEDLINE and highlight recent database developments. 2. emphasize concepts during hands-on exercises. Methods: Participants will complete brief, pre-class and post-class questionnaires to assess the increase in their knowledge of and comfort level with PubMed's MEDLINE. One instructor will alternate between demonstration and hands-on exercises during an hour class. A second instructor will help participants as necessary. Topics addressed will include MeSH vocabulary versus keyword searching, Clinical Queries, saving searches via Cubby, Journal Browser, full-text options, and finding online help. Drug information and therapeutics as well as topics of interest to the audience will be highlighted. Results: Participants will sharpen their searching skills by receiving: 1. a refresher on effective searching of PubMed's MEDLINE, 2. an update on latest enhancements, 3. hands-on practice time, and 4. encouragement to ask questions about their own research concerns. Implications: Even though many faculty and students are familiar with PubMed's MEDLINE, they still must stay on top of developments to keep their search skills sharpened. Given the expertise librarians possess in database searching, it is their duty to share their knowledge of this and other databases with their clientele. This demonstration will help to determine if this model of instruction will be continued and expanded at future AACP meetings.

Use of Technology in Experiential EducationFacilitate Education and Communication. Beverly Talluto, David Loiacono and Amy Lullo, Midwestern University-Chicago. Objectives: -Enhance the education process through student and preceptor access to course content, course instruction, frequently asked questions, and library services-Provide electronic delivery of ail course related material and rotation manuals and forms.-Facilitate the management of the Introductory Practice Experience course through on-line submission of workbook assignments, terminology cases, evaluations of student, preceptor and site, and grade posting. -Provide a tool for electronic rotation selection

and a communication forum between students, preceptors and the Office of Experiential Education. Utilize technology to facilitate course evaluations for course assessment and improvement. Methods: -Developed a department intranet web page with access to courses and electives, rotation information, rotation forms, preceptor information, frequently asked questions and terminology cases. Adopted PEMS (Pharmaceutical Education Management System) to facilitate electronic rotation selection and placement. An email link enhance communication between the students and, preceptors. The web page bulletin board enhanced dissemination of information from the Office of Experiential Education. Linked the Intranet to the Internet for expanded offsite accessibility. Results: Minimized paperwork Streamlined rotation and course management Enhanced communication notification of rotation changes and program announcements Promoted efficient student rotation selection and notification. Implications: Facilitate information collection for evaluation and assessment Create adjunct method of preceptor training, Increase student and preceptor satisfaction.

CONTINUING PHARMACEUTICAL EDUCATION Impact of an Internet-Based Smoking Cessation Educational

Module on Pharmacists' Knowledge and Practice: a 1-Year Follow-up. Michael C. Brown and Kristin K. Janke, University of Minnesota College of Pharmacy. Objectives: The objective of this follow-up study was to determine participants' knowledge retention and reported practice change after an Internet-based smoking cessation educational module given one-year prior. Methods: Pharmacists completing the module and consenting to the initial surveys were asked to participate in the 1-year follow-up. Eight survey questions were administered online to determine pharmacists' change in involvement with patients using tobacco. A 16-question multiple-choice exam was administered online to test knowledge of the module's original learning objectives. Results: Thirteen of the original 38 participants (34.2%) participated in the follow up. The average score on the 1-year knowledge assessment was 50.5%, compared to 37.9% on the original pretest and 89% on the original posltest (average change pretest to 1 year= +12.6% [P=0.05]). Of the 10 pharmacists reporting patient contact, six (60%) reported an increase in involvement with tobacco-using patients following the module (Range: 1-100 more interventions/pharmacist/month). These participants also reported an increase in the number of cessations, averaging 1 additional cessation per month. Implications: Internet-based continuing education is widely available, but the effect of this type of education is in the early stages of assessment. This Internet-based educational module had modest knowledge retention at 1 year. More importantly, it increased pharmacists' reported involvement with tobacco-using patients and increased the number of patients who successfully quit smoking.

Evaluation of a Pharmacy Continuing Education Program: Long-Term Learning Outcomes and Changes in Practice Behavior. Nancy Fjortoft, Midwestern University, Amy Schwartz, Creighton University. Objectives: To assess the long-term outcomes from a three-month, curricular-based pharmacy continuing education program, as it relates to changes in practice behaviors. Methods: A pre and post program survey, utilizing a Likert scale, was developed to assess participant knowledge related to twelve cognitive and psychomotor concepts derived from program objectives. Participants were asked questions pertaining to their practice setting and percentage of time spent participating in practice functions. The post survey inquired whether the program influenced subsequent practice behaviors, specifically the provision of clinical services. The pre-survey was administered at the beginning of the program; the post six months after completion. Results: Forty-nine participants completed the program, of which thirty-two returned post program surveys (65% response rate). Wilcoxon Signed Ranks analyses indicated statistically significant improvements in 10 of the 12 knowledge areas between pre and post survey administration. 7"-test comparisons indicated no differences were observed in the average amount of time spent involved with practice functions. An insignificant decrease in the percentage of time spent providing clinical services was observed. Implications: These findings suggest pharmacists realize long-term cognitive benefits from curricular-based interactive pharmacy continuing education. However, the benefits derived did not significantly affect practice behaviors, including the provision of clinical services. Other mitigating factors may be involved, that if identified, may help guide future program development.

CPE Theoretical Model Pharmacist Development Programs: A Theoretical Approach to

Continuing Professional Education. John M. Lonie, Arnold & Marie Schwartz College of Pharmacy. Objective: Continuing professional education (CPE) programs in pharmacy should address not only instrumental learning-improving task performance, but also communicative learning- a higher order adult developmental capacity. The focus of communicative learning is to increase insight into one's presuppositions, improve problem solving ability,


and attain common understandings with others. Mezirow's transformation theory of adult learning has been adapted for CPE program development in order to meet this need. Methods: A program designed to foster communicative learning should have as its goal the establishment of a community of learners. A priority within this learning community is the formation of optimal conditions for rational discourse. Transformation theory elucidates seven ideal conditions for the development of rational discourse among participants. Results: Educational research has shown that adult learners, who participate in full rational discourse during educational programs, achieve several valuable developmental learning outcomes. Among these outcomes are: (i) the ability to decontextualize problems, (ii) the ability to become more reflective and critical in their assessment of both the content and process of problem solving, (iii) the ability to make better inferences, (iv) form logically coherent arguments, and (v) become more open to the perspectives of others. Implications: The value of task-oriented instrumental learning in pharmacy continuing education is well documented. However, the addition of programs that emphasize different learning modalities can only add to the personal and professional development of pharmacists.

EDUCATIONAL STRATEGIES Completed Research

Assessment of Group Projects Beyond Cooperative Group Effort. Ajay K. Banga, Mercer University. Objectives. To determine if learning can be enhanced through a two-tier approach: 1. group effort followed by collective group report as traditionally done, 2. individual effort to read and critique the group project reports of the whole class. Methods. The class of 141 in a pharmaceutics course was divided into 24 groups. Each group was assigned to design one of three pharmaceutical dosage forms. The groups first worked together and submitted a report. All group reports were then placed on the course web site. Individual students, working alone, then submitted a report providing a critique of reports from other groups, covering all dosage forms. Results. An assessment survey on which students did not have to identify themselves found that 66% of the students felt that group projects followed by individual effort as done in this class was the most effective way to enhance learning. About 19% felt that group projects alone were better and 15% felt that individual effort alone was better. The class average on a quiz taken fol-lowing submission of group reports was 51% and on another quiz following submission of individual reports was 87%, which seems to support this obser-vation. Implications. It seems that learning from group projects can be enhanced by innovative methods to get students involved in individual efforts to understand the group reports of the whole class beyond the typical dead-end submission of group reports to the instructor.

Fostering Cultural Competence in Pharmacy Students Through Structured Conversations with English as a Second Language (ESL) Students. Candace W. Barnett, Diane R. Johnson, Richard L. Beaubien. Mercer University. Objectives: An active learning experience was devised to 1. provide pharmacy students with an opportunity to interact with culturally diverse individuals, and 2. provide ESL students with an opportunity to practice conversational English skills. Methods: Approximately 140 first year Doctor of Pharmacy Students were paired with l40 ESL students. The ESL students represented a broad spectrum of English language proficiencies, from zero proficiency to undergraduate level (having taken and passed undergraduate English Composition I & II). Each pharmacy student was given an interview form to structure the conversation around health care in the ESL student's country of origin. Evaluation forms were completed by both pharmacy and ESL students at the conclusion of the interviews. Students' perceived value and satisfaction with the activity were measured on a five-point scale where 5=strongly agree or extremely satisfied. Results: Ninety-two percent of the pharmacy students agreed or strongly agreed that with effort, they could counsel non-English speaking patients about their medications. Ninety-four percent of the pharmacy students were either satisfied or extremely satisfied with the activity as an application of cultural diversity. Ninety-one percent of ESL students were either satisfied or extremely satisfied with the opportunity to practice speaking English. Implications: Utilizing campus diversity presents an opportunity to foster cultural competence in pharmacy students.

Low-Risk, Medication History Interviewing Utilizing Adult Volunteer Patients. Candace W. Barnett, Diane R. Johnson. Mercer University Southern School of Pharmacy. Objectives: First-year Doctor of Pharmacy students conducted medication history interviews with adult volunteer patients in a low-risk environment. The objectives were to provide students with practice in: (i) the mechanical aspects of the interview, and (ii) communication skills to facilitate information collection. Methods: Members of the University's Senior Adult Education program agreed to be interviewed on campus. Each senior adult was grouped with two pharmacy students. One student in the group conducted the interview using a data collection form to record nine categories of information. The second student evaluated the interview using a checklist form. The environment was low risk for the student

because it occurred on campus, information collected was not being used to make medical decisions, and evaluation was done by peers. Results: Seventy-three interviews were conducted. The following nine information areas were covered by all student interviewers: Analysis of the data collection forms revealed the senior adults had a mean of 2.96 current conditions, 4.23 current prescriptions, 1.52 past prescriptions, and 4.53 nonprescription products and herbals. Alcohol was used by 63%; tobacco- 6.8%; caffeine- 67.1%. Drug allergies were reported by 31.5% and food allergies—4.1%. Students displayed the following communication skills: rapport- 87.7%; transition statements-89.0%; facilitative nonverbal behavior- 98.6%. Implications: A low-risk environment with adult volunteer patients provides pharmacy students an opportunity to master the skills necessary for effective medication history interviewing.

Using CD-ROM Technology and Standardized Patients in an Early Pharmaceutical Care Experience Program. Charles C. Barr, Creighton University. Objectives: To develop a non-threatening patient care experience and develop drug therapy problem solving skills in second year pharmacy students. Methods: Standardized patients were video taped as a pharmacist's faculty person interviewed them. The VHS tape was edited and burned to a CD-ROM for viewing by second year students. Individual patient care problems were addressed on the Internet predetermined by faculty linked to the CD. Students were divided into teams of five students each and each student was assigned a role with each patient problem. Each team presented the patient care problem in a written and reflective format. Course evaluations were used to assess the process. Results: CD-Rom based standardised patient interviews offered the student an insight into patient based drug therapy problems and the opportunity to discuss priority of patient care problems and care plan strategy in a reflective and interacting format. Student comments were positive and supportive. Implications: Using two-dimensional standardized patients provide a unique non-threatening learning experience on patient and drug therapy management issues to prepare pharmacy students for three-dimensional patient encounters.

Increasing Awareness of Nontraditional Women's Health Issues Through an Interactive, Innovative Women's Health Elective. Kimberly Braxton Lloyd, Shauna Buring*, Janelle Krueger, Kirsten Fanning, Pamela Stamm, Miranda Andrus, Charles Taylor, Auburn University, *University of Cincinnati. Objectives: To stimulate thought, discussion, and interest in women's health issues by using innovative, interdisciplinary teaching methods. To prepare students to provide pharmaceutical care for female patients. Methods: Students were assigned readings and were tested on these topics each week before lecture to increase classroom participation. Instructors guided student learning for traditional (PMS, pregnancy, contraception, depression, migraines, menopause, osteoporosis, and female cancers) and non-traditional (women in clinical trials, eating disorders, infertility, social issues surrounding women's health, and domestic violence) women's health issues. Teaching methods included viewing and discussing popular media, classroom demonstrations, guided questioning, reflective journal writing, and traditional lectures. Course instructors included pharmacy faculty, a physician, a psychologist, and a sociologist. To enhance student understanding of the pathophysiology, clinical presentation, and psychological consequences of specific disease states, live patient interviews were conducted during class. Results: Based on course evaluations, students have increased knowledge and understanding of a broad scope of women's health issues. Classroom discussions and journaling assignments increased student awareness of their own perceptions, experiences, and attitudes associated with women's health topics. Implications: This project demonstrated that an elective course in women's health expanded students' understanding of women's healthcare needs and increased student preparation for interfacing with female patients in various pharmacy practice settings.

Comparison of Students' Perception of Learning Objectives versus Faculty Developed Learning Objectives for an "Internet as a Medical Resource" Lecture Series. Lorraine A. Cicero, Long Island University. Objective: The objective of this study was to determine whether students could identify learning objectives for a 3-hour lecture series on using the Internet as a source of biomedical information. The lecture series is part of a required Information Systems course for P3 entry-level students. Methods: After the three 1-hour lectures were completed, students were asked to write down what they believed were the learning objectives, described to them as "what they believe they should have learned". Students were permitted to review their lecture notes if necessary. After this information was collected, students were given a copy of the already prepared learning objectives for this topic. Results: One hundred forty students identified an average of 3.4 learning objectives (range 1-7) versus 11 prepared by the instructor. Approximately 50% of the students were able to identify at least three learning objectives written by the instructor. The most readily identifiable faculty developed learning objectives were " describe the criteria for evaluating biomedical web resources" "describe the historical development of the Internet", and "list ways


pharmacists can help patients use the Internet" (84, 49, and 42% respectively). Implications: First year professional students were not able to identify the majority of learning objectives for a specific module. Faculty should be encouraged to provide objectives for each lecture as a way to aid the learning process.

Integration of Self-Study and Active-Learning Methodologies to Teach Pharmaceutical Care Skills. Lawrence Davidow and Robert Emerson, University of Kansas, Objective: We developed a laboratory sequence to teach skills needed to provide pharmaceutical care for ambulatory patients. Skills identified include vital sign assessment, disease monitoring, collecting patient data, identifying problems, developing care plans and communicating with other professionals. Methods: Students self-taught clinical problem solving techniques and documentation using ASHP's Ambulatory Care Clinical Skills Program. These techniques were applied to specific disease states including dyslipidemia, anticoagulation, asthma and diabetes. Self-study was enhanced by active-learning exercises including measuring vital signs, reviewing realistic patient cases to practice assessment skills and writing care plans. Individually, students presented their cases to instructors using a standard case presentation format. Instructors provided immediate feedback and suggestions for improvement. Students learned to obtain fingerstick blood samples which they in turn tested using point-of-care monitoring devices such as the Choleste1ch and Coagu-Check. Results: Course outcomes were assessed using written student evaluations. The consistency of the written format from module to module allowed students to quickly learn and become confident assessing problems and developing care plans. Likewise, consistent use of a case presentation format and instructor feedback dramatically improved students' verbal communication skills. Some students struggled with the large reading assignments but many stated they felt better prepared for externships. Implications: Integrating self-study and active-1earning methodologies in a consistent format enhances the teaching of pharmaceutical care skills.

Effect of a Biochemistry Tutorial in Improving Pharmacy Student Grades. Arjun Dutta, Jeannette Andrews, Leslie Washington, and Celia Williams, Howard University. Objective: To document the impact of a biochemistry tutorial on pharmacy student grades. Methods: Free tutorials were offered to all PharmD students in their first year. Tutorials were offered for all requested courses. Biochemistry was the most requested and attended tutorial. Previously most students have had difficulty in passing the biochemistry course. Pre and post tutorial grades were recorded for all students attending the tutorial. A paired t-test was conducted to compare the pre/post tutorial grades. The relationship between frequency of tutorial attendance and grades was also assessed. Results: A total of 89 (96%) students attended the biochemistry tutorial in fall 2001. Although the tutorial was available from the beginning of the semester, it was after the first exam that students started availing the tutorial. The tutors recorded student attendance for each tutorial session. The mean post tutorial grade was significantly (P<0.00) higher for the students. Moreover, student grades were positively correlated to tutorial attendance. Students who attended tutorials more frequently reported higher grades. The overall pass rate for biochemistry was also higher for this year as compared to previous years. Implications: Results indicate improved student performance and higher pass rate in Biochemistry after availing tutorials. This suggests that tutorials are a positive reinforcement for students requiring additional help for specific courses. Schools of pharmacy would definitely improve their retention and passing rate by offering tutorials.

Educating Pharmacy Students About Health Disparities Using Peer Teaching. Carolyn Ford, Hampton University. Objective: To educate pharmacy students about the significance of health disparities and strategies for their elimination. Methods: Seven P-3 students enrolled in the health disparities/service learning elective course were required to develop posters. These posters featured the six leading diseases identified by Healthy People 2010 that are associated with major health disparities in racial and ethnic minorities. The posters were visible by the entire student body as they were displayed for 2 weeks in the main hallway of the school. Many students were observed reading and discussing the displays. A "Health Disparity IQ Test" was administered at the conclusion of the poster session and a $25 cash prize was used as an incentive to encourage student participation. Students were unaware that this test would be given. The IQ test contained 26 multiple-choice questions and was distributed and collected during a 30-minule window during required courses. Results: A total of 60 students from the P-3, P-2, and P-1 classes completed the IQ test. The highest score obtained was 85% by a P-l student. The average score was 63%. Students received many favorable comments about their research and were asked to exhibit their posters at other health programs in the community. Implications: Education can take place outside of the traditional classroom setting. Students can be instrumental in the education of their peers and can learn how to advocate for the role of pharmacists in reducing health disparities.

So You Only Have One Credit In Your Curriculum Devoted to Social-Behavioral Pharmacy Issues? Strategies for a High-Impact Course.

Dana P. Hammer, University of Washington School of Pharmacy. Objectives: Design a high-impact, one-credit required course that students would enjoy while learning and experiencing first-hand some of the unique issues in social-behavioral pharmacy. Methods: Second-year pharmacy students met for two hours once weekly for the last eight weeks of spring semester. Prerequisite courses included Health Care Ethics, Service Learning, Health Care Economics, U. S. Health Care System, and Professional Skills Development. The required eight course sessions were interactive discussions with experts and patients on the topics of: foundational theories of psycho/social/behavioral aspects of health care; lifestyle and behavioral modifications; mind/body medicine; cultural and spiritual issues; complementary and alternative medicine; death, dying and grieving; mental illness; and, substance abuse. One-minute papers were used for student reflection, instructor feedback and attendance. Learning contracts described assignments and other criteria students would need to complete to achieve desired grades. Assignments included written papers based on students' attendance at various support group meetings, books read from a pre-approved list, and attendance at various pre-approved seminars or performances related to course content. Results: Students' one-minute papers and course evaluations reflected a positive learning experience, valuable insight gained into social-behavioral pharmacy issues, and appropriate amount of work for a one-credit course. Implications: For curricula with a limited amount of time devoted to social-behavioral pharmacy content, these strategies could prove helpful in designing a valuable, high-impact course.

Concept Mapping in a Pharmacy Communications Course. Lilian H. Hill, Virginia Commonwealth University. Objective: The primary objective of using a concept mapping assignment in a pharmacy communications course was to assist students identify key concepts and principles discussed during the semester and to organize knowledge for learning. Previously, the instructor thought that students perceived course topics as disconnected from one another and the rest of the curriculum. Method: Concept mapping is a knowledge representation tool that illustrates key ideas and the relationships between them. Detailed instructions were developed for. Students worked in groups of 3-5 and turned in drafts of their maps and accompanying narrative twice during the semester prior to turning in their final assignment. This assignment comprised 25% of their final grade. Formative feedback was collected twice during the semester. Results: Students must spend time discussing course material with their team members and they may also gain insight into how courses in the curriculum are related. Some of the students' maps were excellent and it was immediately obvious which groups had put significant time and effort into their maps. A few left the instructor amazed that so much material had been addressed in a single semester course. Implications: This assignment was helpful to students in a course that requires them to grapple with both conceptual material and factual information, and assists them in moving beyond rote memorization to meaningful learning.

Giving New Pharmacy Faculty a Jump Start. Eric H. Hobson, Albany College of Pharmacy. Objectives: Recognizing that most new pharmacy faculty have little substantive teaching experience, the Albany College of Pharmacy's Center for Teaching and Learning established the annual "Jump Start for New Faculty" seminar. This 2.5-day faculty development seminar provides new faculty from ACP and other colleges of pharmacy with a needed introduction to topics related to teaching, pharmacy education, and career development. Methods: The Jump Start Seminar takes participants through six workshops: 1. Higher Education Now & To Come; 2. Understanding Students & Learning; 3. Matching Teaching Goals to Classroom/Clerkship Activity; 4. Teaching Reflectively: The Teaching Portfolio; 5. Creating Balance as a Teacher, Practitioner, & Person, and 6. Teaching: The First Years. Each workshop uses the Modified Lecture active learning technique to model "best practices" for teaching, and each is lead by an experienced faculty developer and pharmacy faculty member. Results: 29 faculty from 5 colleges of pharmacy participated in the August 5-7, 2001 inaugural session. Seminar assessments were strong and follow-up conversations with participants during the 2001-2002 academic year support the utility and timeliness of the seminar's content and instructional approach. Implications: The Jump Start Seminar will be held August 4-6, 2002 and approximately 50 participants from 12 colleges of pharmacy are expected to participate.

Ensuring First Contact With Lecture Material BEFORE Class Using Creative Assignments and the Online Discussion Board. Akima R. Howard and Arcelia Johnson-Fannin, Hampton University. Objective: To devise a teaching strategy that requires students to interact with class material before the scheduled lecture. Methods: Although students are assigned readings to complete before class, some do not read. To ensure that students come to class prepared, a method for forcing first-contact was implemented. For each lecture, one major teaching point was identified. A simple assignment, due before class, was given to make students "discover" the specific point independently. For example, one teaching point was to expose P-l students to drug information centers and their functions/services. Students were given an assignment via the course Web site that required surfing the Internet to locate two drug


information centers. Students used the AACP Web listing of US Schools and Colleges of Pharmacy as a starting point. Students were required to post the centers' URLs and to list services provided by each center on the discussion board BEFORE class. Each student received feedback from the instructor via e-mail. A questionnaire regarding the usefulness of discussion board assignments was distributed. Results: Of the 46 students, 98% indicated that the assignments were useful. Implications: Students eagerly participate in classroom discussions when prepared. The online discussion board enables individual and immediate feedback, which may not be feasible during class. Class time is used to reinforce important material rather than introduce it for the first time.

Implementation of an Online Orientation Option for a High Enrollment Self Study Course. Kristin K. Janke and Heather D. Lindeman, University of Minnesota. Objective: To develop an online orientation for a high enrollment medical terminology course that provides a more convenient and efficient means to prepare students. Methods: A thirty minute live orietation program was replicated on the course website, including a downloadable syllabus, slide presentation with audio narration, opportunity to indicate interest in study groups, and ability to complete the course entrance survey electronically. Student computing labs were contacted to ensure that appropriate technology was available across campus and detailed instructions for off-campus participation were provided. In addition, a tech support process, including 24/7 pager support, was utilized. Results: During the fall, 215 students (61%) chose to complete the orientation online, while 344 students (76%) chose the online option in the spring. Students reported that the online program was convenient, helping to avoid extra trips to campus or taking time off work. The online format has saved staff time by reducing the number of additional in person orientations and providing more efficient entrance survey analysis. While the online alternative took six hours to produce initially, it took only two hours to prepare the second term and has saved an estimated 20 hours/term. Only two requests for tech support were received. Implications: Offering an online orientation has addressed scheduling and workload concerns for a high enrollment self study course and has been enthusiastically received by students.

Interfacing with a Basic Sciences Program to Provide Placebo Parenteral Supplies for a Pharmaceutical Care Teaching Laboratory. Susan M. Jay, Marvin Nickolaus and Thomas E. Boothe, University of Kentucky. Objective: To interface with a basic science course in the preparation of placebo, parenteral drug supplies as a means of containing cost in a required professional course for student skill development in aseptic compounding techniques. Methods: Placebo preparation was investigated as part of a graduate course in pharmacy manufacturing. In working with members of the Pharmaceutical Sciences division, it was determined that 3 placebo products would be made in vials for use in a professional course for parenteral product preparation: a lyophilized cake of mannitol to simulate various antibiotics requiring reconstitution; a lyophilized cake of fluorescein dye to use for validation of chemotherapy preparation; and water to simulate parenteral solutions or to use as diluent. Since products are for teaching purposes only, sterilization is optional. A lyophilizer and a capping device (automated or manual) were identified as necessary preparation equipment that is found in many pharmaceutical science programs. Results: Placebo preparations were prepared for use in 4 teaching laboratory exercises with an overall cost savings of 90% in the instructional supply budget. Implications: The resources of a pharmaceutical manufacturing course or a pharmaceutics graduate research program can be used to provide products for a pharmaceutical care teaching laboratory. Using placebo products eliminates concerns related to cost, national product shortages and drug allergies; thus, instructors have greater flexibility in drug selection.

Implementing Online Case Presentation Evaluations. Jennifer B. Kasiar, Sara L. Schroeder, Brian J. Seiz, St. Louis College of Pharmacy. Objective: Feedback on case presentations is considered essential to improve student performance on course specific abilities. In our therapeutics sequence, students meet in weekly small group discussions for case presentations. In past years, feedback was provided on one group assessment form, and was not received until the next discussion meeting. This did not allow students to immediately utilize feedback. In order to improve and expedite feedback, as well as improve confidentiality, an online system was developed to enhance delivery of feedback to students. Methods: Discussion leaders evaluated students using an online assessment form. An automated notification was emailed to students when feedback was complete. Students could subsequently access a password-protected site to obtain individual feedback. Discussion leaders who had used both the traditional paper and online evaluation forms completed a questionnaire to assess the timeliness, the quality of feedback given, and the issues of confidentiality with the online system compared to the traditional system. Results: Discussion leaders thought the on-line system took longer to complete, but the quality, timeliness, and confidentiality of the feedback was improved. Overall, discussion leaders rated the online system as a better means of administering feedback. Implications: An on-line assessment can be

employed to provide better feedback in a timelier manner, and at the same time, can increase confidentiality for individual students.

High-Stakes/No-Stakes End of Year Examination for Curricular Assessment. Harold L. Kirschenbaum, Martin E. Brown, Judy W.M. Cheng, Vincent E. Reid and David R. Taft, Long Island University. Objective: High-stakes examinations are used by some colleges/schools to determine whether students possess the competencies to progress to the next academic year. The purpose of this study was to use the same concept to evaluate key elements of the curriculum rather than assess individual students. Method: Fifth year entry-level PharmD students were randomly assigned to one of six groups; five of which included an examination: collaborative skills, compounding (sterile and non-sterile dosage forms), drug information skills, patient counseling, and pharmaceutical care plan preparation. The sixth group participated in a focus group. Prior to the examination, students did not know the type of examination they were to take so they were unable to prepare. Results: For collaborative skills, based on a Liker-type scale of 1 to 5 (5 being the highest score) no mean score for any of the 20 parameters evaluated was below 3. For care plan preparation, the mean score was 73%. Results from the other examinations were not as encouraging and identified areas in need of improvement. Implications: Identifying student deficiencies prior to advanced practice experiences provides an opportunity to correct these weaknesses. This sort of an examination will be repeated annually and may be expanded to include other academic years as it is an excellent way to assess curricular outcomes.

Integration of Pharmacogenomics into the Pharmacotherapy Laboratory. Jill Kolesar, Michael Pitterle, Sandra Hoel and Sarah Sobotkiewicz, University of Wisconsin-Madison. Objectives: Based on NCHPEG guidelines, pharmacogenomics was integrated by developing a new required course, an elective course, and an elective research rotation. Additionally, pharmacogenomics was integrated into existing required pharmacotherapy laboratory periods. Student learning and opinion of pharmacogenomic material within pharmacotherapy laboratories was evaluated. Methods: Two clinical pharmacogenomics cases were designed, requiring students to run electrophoresis gels and evaluate sequence results to select therapy and assess cancer risk. Student knowledge was assessed by electronic quiz and opinions surveyed by an 8 question tool (I = strongly disagree, 5 = strongly agree). Results: All 109 students took the quiz and 104 participated in the survey. On a four point scale, the mean score on clinical quiz questions was 2.42±1.15SD and the mean score on the pharmacogenomics quiz question was 3.28±0.65SD (P<0.0001). Interestingly, students felt that pharmacogenomics was applicable to both current (3.48±0.99SD) and future practice (4.01±0.88SD) and they had adequate background to apply concepts in this course (3.38±1.05SD). Despite not feeling well able to integrate pharmacogenomics into practice (2.54±0.85SD), students didn't want more time devoted to pharmacogenomics in oncology pharmacotherapy (2.53 ±0.85SD), in the curriculum as a whole (2.87±1.00SD), to take an elective course (2.51 ±1.26SD) or have a sequencing lab (1.86±0.94SD). Conclusion: Integration of pharmacogenomics into required pharmacy practice labs was successful in teaching applied pharmacogenomics concepts and third year pharmacy students appreciated importance of pharmacogenomics to pharmacy practice. Using a Web-based Assignment to Reinforce Pharmacoeconomic Concepts. Kem Krueger, Kimberly Braxton Lloyd, Huigang Liang, Mahesh Fuldeore and Mohammad Waheedi, Auburn University. Objective: To implement and assess a web-based pharmacoeconomic abstract review program in a pharmacoeocnomics course. Methods: Literature searches were conducted to identify potential abstracts, They were screened and keyed by two trained students and by the course instructors. The database of keyed abstracts was inserted into the online abstract review program. Students could complete an unlimited number of reviews. The top three scores were used to determine the assignment grade. Online abstract review scores were compared to paper-based article review scores from the previous year. The final exam also contained a paper-based article review section, which was identical to the one use the previous year. The scores on this portion of the final exam were compared across the years. Results: Seventy-two students completed the assignment with an average score of 89% (SD= 10.3) compared to 92% (SD=5) on the paper-based article review the year before. On average, students completed 11 on-line reviews (SD=6). The grades from the final exam article review did not differ between the two years. Implications: The online abstract review was available 24-hours a day. It reinforced class topics by providing instant feedback with answer explanations. Reviewing abstracts does not provide the same experience as reviewing articles. Because the questions were multiple-choice, students could not evaluate the abstracts in their own words. However, the electronic grading was convenient for instructors. Use of an Electronic Classroom Response System to Facilitate Case-based Learning. Jeffrey J. Kuper, Joseph A. Barone and Julie A. Saleh, Rutgers School of Pharmacy. Objectives: Goals of this project were to: (i) increase student comprehension in pharmacotherapeutics courses; (ii) provide faculty with a supplemental means of assessing student comprehension; and (iii) increase active learning by incorporating more case-based teaching. Methods: The Personal Response System® (PRS) consists of several


receivers connected to a central display and wireless transmitters held by each student in pharmacotherapeutics courses. Students use the transmitters to respond anonymously to problems posed by lecturers. At the end of the answer period, responses are summarized and displayed as a histogram. The instructor uses this information to assess student understanding and guide subsequent discussion. Results: All five lecturers used PRS in Cardiopulmonary Therapeutics. Student exam performance apparently improved compared to previous years; however, other changes in the curriculum make it impossible to attribute this improvement to PRS alone. Subjective evaluations completed by both faculty and students showed strong support for PRS. Both groups believed that student understanding was improved by use of PRS. The faculty also felt that PRS helped them to better assess student comprehension, allowed them to redirect class time, and facilitated classroom discussion. Implications: To our knowledge, this is the first report of an audience response system being used to facilitate case-based teaching in a pharmacy curriculum. PRS was a useful tool for improving faculty assessment and student comprehension, and the technology will be expanded to other courses.

Design and Implementation of a Teaching Certificate Program for Pharmacy Residents. Kimberly A. Lintner and Beth A. Martin, University of Wisconsin. Objective: To describe the development and implementation of a teaching certificate program aimed at addressing the current lack of structured training for future pharmacy educators. Methods: Nineteen residents participated in sessions and workshops during the 2001-2002 academic year. Residents were each assigned sessions to coordinate and facilitate to gain experience in planning, implementing, and evaluating learning activities. Through readings, activities, and discussions with invited faculty, residents were exposed to many aspects of pharmacy education. The program also included workshops, videotaped presentations, and formal feedback on their teaching skills. Residents were required to document examples of their teaching activities, evaluations, and self-reflections in a teaching portfolio. Results: Residents completed formal evaluations after each session; these results will be shared during the poster session. This experience enhances teaching and communication skills, creates a heightened awareness of the pharmacy educator's role and teaching as scholarship, and promotes the development of teaching strategies and professional leadership. Implications: Through exposure to and application of techniques and principles learned, residents will be better prepared for teaching opportunities in both academic and practice settings. The certificate program may become incorporated into the required pharmacy resident experience and may be integrated into the preceptor training program. Using this framework, a similar program can be adopted by other sites, thus expanding the pool of pharmacy faculty.

Use of Summative Feedback to Tailor a Graduate Pharmaceutics Course. Wilson S. Meng and Shane P. Desselle, Duquesne University. Objectives: This paper describes the design, presentation, and evaluation of a graduate pharmaceutics course in therapeutic gene delivery incorporating the use of periodic formative feedback to guide the delivery of subsequent class presentations. Methods: Ten students representing diverse backgrounds were enrolled in a class designed to help them incorporate aspects of gene therapy into their own research. The course was divided into five major sections. Following the completion of the first four sections, students responded to anonymous open-ended questionnaires eliciting what aspects of that section they found most interesting and what they found most confusing. This feedback was utilized to enhance discussion during subsequent class meetings and tailor the final special topics section. The instructor consulted with the School's Director of Assessment to design a summative questionnaire employing behaviorally anchored rating scales to elicit feedback at the end of the course. Results: The majority (75%) of students indicated that the formative classroom assessments were beneficial to them and the instructor. Students were confident in the ability of the instructor to properly relate course materials (m = 6.25 on a 7-point scale) and confident in their own ability to incorporate concepts from the class into their own research endeavors. Implications: The use of formative feedback techniques can be utilized to enhance graduate courses and result in better use of class time and foster students' communication skills.

Student and Faculty Assessment of the Use of Computer Laptops in the Classroom. Michael S. Monaghan, Trisha Theer, and Rhonda M. Jones, Creighton University. Objectives: Computer technology is ubiquitous in pharmacy practice. This fact in combination with the potential benefits of incorporating the Internet into the educational process lead us to consider the use of laptop computers in the classroom. In 2000, we instituted a mandatory student purchase and faculty use of laptops. During the fall of 2000, we performed a formative assessment of their use. The purpose of this report is to share these data. Methods: A cross-sectional survey design was used to assess the educational use of laptops in the classroom by both students and faculty. The survey was constructed to explore the following issues: enhancement of the educational process; technical support; and continued use. The survey consisted of variable point scale items with questions soliciting qualifying statements. Results: Out of 105 student surveys, 89 were returned. Five out of 5 faculty

surveys were returned. The use of computers did not clearly enhance the educational experience. Students identified technical support as positive more so than faculty. Faculty reported some change in their teaching styles secondary to laptops but believed that laptops enhanced active learning and improved pedagogy. All faculty and 70.8% of students supported the continued use of laptops in the classroom. Implications: Although there were many problems reported in the qualifying statements, overall support for the laptop program was expressed by both faculty and students.

How to Instill the Scholarship of Teaching and Learning in Graduate Students: A Case Study. Cecilia M. Plaza, and JoLaine R. Draugalis, University of Arizona. Objectives: The works of Ernest Boyer, the Boyer Commission, and the Carnegie Foundation for the Advancement of Teaching have brought attention to the importance of the scholarship of teaching and learning in academia. While the topic of how faculty can evolve their teaching to a scholarly level has been addressed in the literature, how to inculcate the scholarship of teaching and learning in graduate students has not been extensively explored. The purpose of this paper is to describe a methodology, in the form of a case study, for instilling the scholarship of teaching and learning in graduate students. Methods: The interplay amongst a teaching assistantship, a graduate course in pharmaceutical education, and one-on-one mentorship with a teaching scholar will be presented. Implications: This methodology could potentially provide a valuable framework for graduate education in the pharmaceutical sciences to ensure that the scholarship of teaching and learning is developed in concert with the requisite research skills in the preparation for an academic career.

Multiple Short Assessment Approach to Teaching Clinical Research Methods. Evan Robinson, Shenandoah University. Objective: To evaluate the effectiveness of teaching clinical research methods using multiple small assessments reinforced with team reviewed cases and peer evaluation. Methods: A three credit hour clinical research methods course was converted from a traditional three-exam format into a multiple assessment model. Students in the third professional year were given short answer bi-weekly quizzes worth 12.5% each (75% for course) and allowed to drop the lowest of seven quiz scores. Prior to class students were provided with a research article (case) relevant to the concepts on the upcoming quiz, asked to prepare before class, and instructed to discuss the case in pre-determincd teams during class and submit a one-page team abstract. Cases were worth 3% each, 15% for the course, and students could drop the lowest of six scores. Student participation consisted of two peer evaluations (5% each, 10% of course) of the team activities and occurred at the mid-point and end of the semester. Results: Class evaluations and a follow-up questionnaire indicated that students: preferred the multiple assessments; felt the multiple assessments helped them retain information better; felt the cases prepared them for the quizzes; were split on the on the short answer quiz format and; did not like the peer evaluation. Implications: Results indicated a positive student response to the chunking of content delivery and assessment. Positive student responses suggest that further study into multi-assessment models of delivery is warranted.

Teaching Techniques for the Generation X Student. Melody Ryan, Frank Romanelli, and Kelly Smith, University of Kentucky. Objective: To compare recall performance following traditional lectures with Generation X-type lectures. Methods: Literature review determined educational desires associated with Generation X students. Investigators brainstormed teaching strategics that addressed the desires. Subjects were first professional year students enrolled in the Non-prescription Products and Supplies I course in the Fall Semester of 2001. All were. Four lectures were identified for study: patient/physical assessment; oral health; external analgesics; and sleep and stimulation. Oral health and external analgesics were taught in the traditional instructional method and patient/physical assessment and sleep and stimulation were taught incorporating instructional techniques designed to appeal to the Generation X learner. In the class period following each lecture, subjects completed a brief 5-question learning assessment without identifiers. These assessments were collected, graded, and averaged. The scores for the traditional instruction were compared to the scores for the Generation X instruction by t test. Results: Of a possible 5 points, the mean scores for the lectures were as follows: patient/physical assessment 4.17 ± 0.9; oral health 3.83 ± 1.0; external analgesics 3.33 ± 1.0; and sleep and stimulation 4.55 ± 0.6. The difference between the scores tram the traditional instructional method lectures and the Generation X lectures was statistically significant (P<0.00l). Implications: First professional year students performed better on recall assessments following Generation X-type instruction than traditional instruction. Future work will focus on learner preference and standardization of instructional methods.

Student Experience with Community Health Workers Facilitates Cultural Competence. Marion K. Slack, and Marylyn M. McEwen, University of Arizona. Objective: To describe an experiential education program in which students team with community health workers (CHW's) to provide services to a minority population. Methods: Community health workers are lay community members who connect residents to the health care system


and promote health. Students from pharmacy, nursing, social work, public health, nutrition, and medicine participate. Students complete a module on culture then team with a CHW to provide case management services through home visits. Together they identify problems and appropriate interventions. Students, faculty, CHW's, and community professionals meet for a weekly case management seminar to present cases and obtain consultation from other professionals. Student outcomes were assessed with an exit survey. Results: The setting for the program is a community health center that serves a primarily Hispanic (90%) population with limited education (only 32% of adults have a high school education), and low median income (the median is 23% less than for the state). A total of 148 students, including 33 pharmacy students, have participated. Ninety-six percent rated their experience as good or excellent. Students indicated that CHW's alleviated barriers to working with clients, helped them learn about the Hispanic culture, helped with Spanish, and acted as role models and mentors for working with a disadvantaged minority population. Implications: Community health workers facilitate students' ability to provide culturally appropriate care and represent an instructional method that facilitates cultural competency.

Implementing a Four-Week Online Self Study Module as Preparation for an Immunization Lab. Todd D. Sorensen, and Kristin K. Janke, University of Minnesota. Objectives: To create an interactive, web-based self-study module that would increase active learning and allow students to demonstrate basic competency prior to engaging in a live immunization delivery laboratory session. Methods: Students were required to complete a 16 hour online module over 4 weeks, covering topics such as vaccine preventable diseases, vaccine pharmacotherapy, target group identification, screening, documentation, liability and reimbursement. The module utilized audio narration coupled with PowerPoint presentations, readings, self-tests and streaming video. Before attending lab, students were required to achieve 70% on a comprehensive online exam. Following completion, students were asked to submit an online survey assessing comfort with the material, satisfaction with the instructional design and technology, and the module's workload. Results: One hundred-one students completed the module and 95 (94%) of students passed the comprehensive exam. Twenty-six students (26%) completed the module evaluation. For each of the module's content areas, at least 90% of respondents reported feeling extremely well, well or adequately prepared. Seventy-three percent indicated that the flexibility of online learning was "highly beneficial." Of the instructional methods, interactive self-tests were most favored, with 96% indicating that self-tests were "highly beneficial." Respondents reported taking an average of 21 hours to complete the module. Implications: Students considered web-based instruction desirable and the module allowed basic immunization competency to be conveniently assessed prior to engaging in more advanced topics.

How Early is Too Early for Professional Practice Experiences. Darren Triller, and Eric Hobson, Albany College of Pharmacy. Objectives: To challenge students in year 2 of a 6 year PharmD curriculum with relevant real-life experiences and assess progress toward general ability and practiced-based outcomes prior to professional segment of curriculum. Methods: All 110 students enrolled in the Foundations of Pharmacy course were trained in class and assigned to one-hour sessions with patients at a senior housing facility. During the sessions students were entirely responsible for obtaining consent and medical history, and for assessing patient medications for specific problems including outdates, duplicates, and adherence problems. Upon completion, students and patients participated in counseling/teaching sessions conducted by faculty. Results: Fifty-four students and 41 residents participated in the initial sessions, with the remainder assigned for the second semester of the course. All students participating successfully demonstrated the ability to communicate effectively and professionally with the residents. Assigned tasks were also completed successfully. All students considered the sessions as positive experiences, and only 13% expressed misgivings about a career as a pharmacist centered on similar tasks. Implications: Contrary to common curricular progression, practice-based early experience programs can succeed when implemented prior to student participation in the core professional curriculum. Additionally, such an early focus on general and professional abilities development strongly suggests greater potential for student abilities development. The development of discrete professional and practice-based tasks for students can expose them to the profession of pharmacy, even before the students develop a clinical knowledge base.

Evaluation of Course Web Sites in Drug Literature Evaluation (DLE) and Professional Practice Management (PPM). David P. Zgarrick, Midwestern University - Chicago. Objectives: For students to evaluate course web sites in Drug Literature Evaluation (DLE) and Professional Practice Management (PPM). Methods: Web sites were developed for DLE and PPM. The purpose of each site was to supplement traditional course methods and provide practice exercises and quizzes. The format and content of each site was similar. To evaluate each site a two-page questionnaire was administered to students at the end of each course. Results: 85 students (71%) completed the DLE evaluation, while 129 students (91%) evaluated the PPM site. Over 90%

of respondents visited their respective sites. DLE respondents typically accessed their site 2-3 times during the course, while PPM respondents visited their site 4-6 times. Almost all students on each site accessed the exercises and quizzes. Most visited the Frequently Asked Questions (FAQs) and Important Announcements pages, but were more likely to on the PPM site. Most did not visit pages related to course information, policies, and schedules. Respondents rated all pages on each site as useful. The ability to download course materials was rated highest by DLE respondents, while PPM respondents rated the exercises and quizzes highest. Respondents found each site easy to navigate. The aspects of the sites students liked best were exercises and quizzes, convenience, and the FAQs. Suggestions for more exercises and quizzes and placing lecture PowerPoint presentations on the Downloads page were made. Overall impressions of each site were favorable. Over 80% feel that all courses should have web sites. Implications: While students evaluated both sites favorably, their value appears to be based on the availability of additional learning resources.

Work in Progress Using a Guided Self-Teaching Technique To Help Students Learn To

Efficiently Navigate Drug Information Databases. Miriam A. Ansong, Akima R. Howard, and Carolyn Ford, Hampton University. Objectives: To help students teach themselves to use drug information databases using a structured, self-teaching, form. Methods: Fourth professional year pharmacy students on Drug Information clerkship are required to effectively use drug information databases to respond to questions. Although students receive training on selected databases during their first and second professional years, often times they do not remember how to use the databases efficiently and require additional training on clerkship. A data collection form was created to guide students through the systematic exploration of various drug information databases. The form includes the following fields: database name, scope of information, database features, search functions, search strategies, advantages, disadvantages, and personal opinion of the database. After completing the form, the student is responsible for conducting hands-on training of their other classmates on the Drug Information clerkship under preceptors' supervision. Thus far, 6 students have completed an opinion survey regarding the usefulness of this form in helping them to use the database. Results: Data collection is on going. Implications: Students take responsibility for learning to use drug information databases and teaching their peers. In addition, they learn a skill (of self-teaching) that can be used in the future when newer database are developed.

Adoption of Integrated, Problem-Based Modules into the Pharmacy Practice Curriculum. Jennifer W. Beall, Mary R. Monk-Tutor, Roger D. Lander, and Edwina S. Chan. Samford University. Objectives: To implement Phase III of a progressive model for integrating learning concepts across pharmacy practice courses, which was developed by faculty at McWhorter School of Pharmacy in 2000-2001. Methods: Based on the previous model, over 20 faculty helped design three separate week-long, integrated, problem-based learning (PBL) modules in the third year of the curriculum during academic year 2001-2002. During fall semester content from seven pharmacy practice courses was used to develop two integrated cases; during spring semester content from seven pharmacy practice courses and one pharmaceutical science elective were used to develop one integrated case. Each week was designed around one patient case and related practice activities in order to simulate the real-life experience of a pharmacist. Students and faculty evaluated the effectiveness of the delivery model after each week and improvements were made throughout the process. Results: Three integrated PBL modules were incorporated into the third year curriculum. During each week students interviewed mock patients, performed hands-on clinical assessments, developed written care plans, and addressed multiple problems related to drug education and information, staff management, health care reimbursement and ethics. Lessons learned during the model adoption process will be reported. Implications: An integrated delivery model reinforces holistic patient care as well as the interrelatedness of course content in the curriculum. Development and Implementation of Software to Facilitate Documentation, Reflection, and Feedback in a Service Learning Experience. Michael C. Brown, Patricia R. Lind, and Todd D. Sorensen, University of Minnesota. Objectives: The Early Pharmacy Education with Community Teachers (EPhECT) service learning experience required a documentation system to: (i) facilitate student reflection and faculty feedback; (ii) minimize administrative workload; (iii) allow entry and reviewing of documentation from any computer; (iv) provide secure access; (v) require minimal training; and (vi) track student performance. Methods: A software program was developed using Macromedia® Authorware® to manage all student documentation and faculty feedback. Through passwords, the program controls a user's access to view and enter documentation/feedback from any computer. Any newly entered documentation/feedback is immediately posted to the Internet and available from any computer (password permitting). Results: Coordinators developed the system in 80 hours and spent a total of 20 hours


training 210 students and 15 faculty. After implementation in Spring 2002, performance suggests that the system is meeting all objectives except number six, which cannot yet be assessed. User acceptance has been good. Assuming current performance through the semester, the need for 1500 paper documents and 2500 physical transfers will be eliminated. Implications: Service learning is an effective learning strategy. Frequent reflections with feedback are an important feature, however, their management in a large service learning experience can be challenging. The software is projected to improve reflection, feedback, and efficiency, thereby improving the long-term viability of a large service learning experience.

Advanced Patient Counseling Focusing on Complex Pharmacist-Patient Scenarios. Shauna Buring, Raymond Jang, and Jennie Zimmerman, and Jane Pruemer, University of Cincinnati College of Pharmacy. Objectives: To provide students the opportunity to counsel standardized patients about their medication while dealing with practical issues encountered in community pharmacy practice. To assess the communication skills of students in counseling patients with complex pharmacotherapy and psychosocial issues. Methods: Six pharmacist-patient scenarios each containing three key points were developed. Complex pharmacotherapy issues incorporated into the scenarios included use of natural supplements, identification of drug-induced diseases, and injection of interferon a-2B. Psychosocial issues included foreign language comprehension, noncompliance in a transplant patient, embarrassment due to incontinence, hearing impairment, grieving patient, and interruption during counseling. Each student in small groups of 6 was given a different pharmacist-patient scenario that included the patient's medication profile and a short paragraph setting up the encounter. Students were given specific readings that would benefit them in dealing with the specific issues in their scenario. Each student had 10 minutes to role-play a counseling session with a standardized patient, while an instructor evaluated the counseling session. After each counseling session, the student verbally identified strengths and flaws of their counseling, followed by peer assessment. The instructor summarized and gave additional feedback. Results: The course is currently ongoing and final results will be presented. Preliminary results show that students were equipped to handle the complicated pharmacotherapy issues but struggled with the psychosocial situations. Implications: Students gained an appreciation for the realities of multifaceled pharmacist-patient interactions in community pharmacy practice.

Discovery-Based Methods Laboratory for Undergraduate Majors in Pharmaceutical Sciences. Greg Clodfelter, Ron Torry, Rick Morrow, Bob Soltis, Brian Sanders, Don Stratton, and Jim Reynolds, Drake University. Objective: Our Bachelor's of Science degree in Pharmaceutical Sciences is a four year program that requires a significant research component. Traditional methods courses require students to rotate through several laboratories learning different techniques that may or may not be related to a specific research question. While this hands on approach is beneficial to learning and under standing the techniques, the lack of continuity docs not allow for integration of the techniques learned or the application of experimental design to a specific research question. The intent of this newly designed course is to demonstrate to students how a research question can be examined and tested using various laboratory methods in a semester long research project. Methods: This laboratory course is designed as a semester long research project examining the behavioral, cardiovascular, biochemical, and molecular changes associated with ovariectomy of spontaneously hypertensive rats. Students gain experience in small animal surgery, behavioral paradigms, isolated tissue techniques, RNA isolation, RT-PCR and western blotting techniques. In addition, the students are trained and certified in the proper care and handling of research animals and participate in discussions on the ethical treatment of data. Implications: A methods course that focuses on a single research project can be beneficial to undergraduate students because it provides a discovery-based context for learning, understanding and integrating laboratory techniques and experimental design.,

Scale for the Assessment of Student Performance in a Small Group Learning Environment. Brian L. Crabtree and Gary D. Theilman, University of Mississippi, Objectives: Development of a rating scale to measure student performance in a vertically integrated sequence of four courses conducted in a problem-based learning format. A statistical correction is to be applied to the results to minimize inter-rater variations. Methods: Students are assigned to groups of eight or fewer. Faculty facilitators use the instrument to assess breadth and depth of knowledge acquisition, reasoning, self-directed learning, problem solving, and interpersonal and group skills. Students also conduct self and peer assessments, the quality of which is assessed in the rating scale. Performance assessments are conducted three times in each course. The first two assessments are formative and the final assessment is summative. Some of the items on the instrument are unavoidably subjective. To minimize inter-rater variability amongst faculty, a statistical correction is applied to students' scores. This adjustment takes into account differences in mean scores and variance between groups. Implications: The rating scale offers a practical method for assessment of student performance in small groups and has been well

accepted by faculty and students. The scale complements other components of the student evaluation system. We have noted some differences between raters. This sometimes leads to changes in grades following the statistical correction. Additional training and research are needed to reduce intergroup variation in faculty assessments to establish validity and reliability.

Student Perceptions of Physical Assessment Skills. Erin C. Dunn and Carrie J. DeKorte, Midwestern University-Glendale, Objectives: Assess and compare student comfort levels and attitudes regarding pharmacists' use of patient interview and physical assessment skills prior to didactic instruction, following didactic instruction, and after completion of five experiential rotations. Methods: Pharmacy students entering their final 5 months of didactic instruction completed a survey prior to the beginning of the required 2.5 credit hour course entitled "Patient Interview and Assessment." Participants indicated their comfort level with performing individual patient interview and physical assessment techniques based upon a scale of 1 to 7 (1 = very comfortable to 7 = very uncomfortable). In the second portion of the survey, participants rated the level of importance of pharmacists utilizing patient interview and physical assessment skills in their professional practice (1 = very important to 7 = very unimportant). The students repeated the survey upon the conclusion of the course and again after 6 months of experiential clerkship rotations. The responses will be compared and reported. Implications: This assessment compares the comfort levels and perceptions of pharmacy students related to patient interview and physical assessment skills following didactic instruction and experiential clerkship rotations and will provide insight into future course structure.

Innovations in Teaching Drug Information Involving Online Consumer Queries. Shareen El-lbiary, Candy Tsourounis and Mitra Assemi, University of California at San Francisco. Objectives: Expansion of drug information activities within a clinical clerkship to facilitate development of consumer oriented drug information skills. Student and resident activities include individual assignment of consumer queries, self-evaluation, collaborative learning, and peer-evaluation of written responses. Methods: Third and fourth year students and residents are assigned consumer drug information queries received from an online "Ask Your Pharmacist" (AYP) Service. Students and residents independently identify drug information questions within consumer queries, evaluate available patient background information, and research questions using drug information resources and literature. Students and residents self-assess their work. Responses are reviewed for content, organization, spelling, grammar, and readability (e.g., appropriate use of lay language). Select responses are discussed and/or peer-reviewed among students or residents for teaching purposes. Faculty discuss revisions with students and residents to formulate a final response, in addition, residents develop experience in serving as preceptors by reviewing and editing student work. Implications: Third and fourth year students and residents obtain consumer oriented, written drug information skills within a drug information rotation. This experience familiarizes students and residents with questions commonly asked by consumers, reinforces drug information retrieval and evaluation skills, and enhances written communication.

Teaching Drug Information Across the Pharmacy Curriculum. Brenda L. Gleason, Shelly J. Enders, Brian J. Seiz, and Sheldon G. Holstad, St. Louis College of Pharmacy. Intent: Traditionally, the Drug Information course has been taught to students at the St. Louis College of Pharmacy in their last semester of didactics, just prior to starting clerkships. With this, we have observed that students often possess sub-optimal literature evaluation abilities during the professional curriculum. Additionally, anecdotal information gathered from students supports the need for abilities learned in Drug Information be learned earlier in the curriculum. Thus, we have redesigned the curriculum to expand Drug Information from one course to modules integrated throughout the curriculum to promote enhanced literature retrieval and evaluation abilities among our students as they progress through the curriculum and enter clerkships. Process: Students practice introductory drug information abilities in the second year of the pre-professional curriculum. As they proceed to the professional curriculum, we will build upon this foundation by devising practice opportunities for students to develop basic literature evaluation skills and practice providing drug information in a variety of clinical settings. Literature evaluation skills will be reinforced throughout Divisional didactic courses such as Pathophysiology, Therapeutics, and Evidence-Based Medicine. Implications: We perceive that introducing Drug Information to students early in their curriculum and building upon that foundation throughout their coursework will better prepare students to apply and internalize the principles of drug information.

Use of WebCT to Facilitate Service Learning and Reflection for First Professional Year Students. Jennifer A James, University of Connecticut. Objectives: To develop, implement and evaluate the service learning (SL) component of first professional year introductory practice experience (IPE) with the aid of internet based Web Course Tools (WebCT) program. Methods: Course objectives were developed to include a longitudinal volunteer SL experience introducing the concepts of caring, social support and community service


needs. Students set up and coordinated their own SL experience with a non-profit organization serving basic human needs either from a provided list of local organizations who were informed about the assignment or after requesting approval for alternate organizations. Students were divided into 4-5 member teams, each of whom had a private electronic discussion list on WebCT. Instructors were able to view the discussion, but did not participate or guide it. Each student was expected to post at least 5 original entries to their team discussion list. To enhance the SL experience, students prepared an essay reflecting on their own experience. Students also attended an instructor guided class discussion session of 8 teams to gain appreciation for the breath of experiences. A survey was conducted to determine the impact of SL on the students and the utility of Web CT. Implications: Hopefully, results will indicate student growth personally and professionally through the SL experience. Incorporation of similar assignments throughout the IPE course sequence will be considered.

Effecting Improvement in an Ability-Based Pharmacotherapy Sequence. Sara L. Schroeder, Jennifer B. Kasiar, John Burke and Michael Maddux, St. Louis College of Pharmacy. Objective: Identifying and addressing learning issues in a course sequence is team-taught and coordinated by different faculty. We utilized an iterative process to effect improvements in a team-taught, four-semester pharmacotherapy course sequence. Methods: A faculty task force was formed to examine student evaluations and course coordinator assessments to identify common learning issues within the sequence. Faculty also completed a course-specific assessment form addressing the core characteristics of ability-based courses. Results: The task force identified several issues, including the need to refine ability-specific performance criteria, familiarize faculty with outcome definitions, improve the quality of case studies, and enhance student understanding of the expectations of the case problem-solving process. Performance criteria were revised, specific instructions for case writers were prepared, and a written guide to help students solve cases was created. The impact of these steps will be evaluated by the task force at the end of the next semester using the same process. Implications: This process has already enhanced faculty awareness and understanding of course abilities and criteria; created ownership of the assessment process; and fostered increased communication among faculty. Continual application of this interactive process will be used to effect continuous improvement in teaching and learning.

Development and Testing of a Tool For Evaluating Nonprescription Product Consultations. Nathan L. Kanous II, Denise L Walbrandt-Pigarelli and Michael E. Pitterle, University of Wisconsin-Madison. Objectives: To demonstrate how a tool for evaluating non-prescription product consultations was created and tested for reliability. Methods: The University of Wisconsin-Madison School of Pharmacy has developed a tool for evaluating student skill in providing prescription consultations. In 2000, a group of researchers from the UK published a set of criteria for assessing the appropriateness of patient counseling in community pharmacies. The University of Wisconsin authors took the existing prescription consultation tool and modified it to reflect those published criteria for community pharmacy consultations. This poster will outline the process for developing a new tool and will include assessments of inter-rater reliability testing conducted on approximately 120 evaluated consultations. Implications: ACPE accreditation guidelines recommend outcome assessments be conducted as a part of accreditation. Developing effective assessment tools to meet this need is an important part of curricular and student evaluation.

Enhancing Student Reflection through Service-Learning and Communication Courses. Janelle Kruegcr, Bruce Berger and Bill Felkey. Auburn University. Auburn students participate in a longitudinal introductory practice experience program placing them with community-based patients during the first three years of the curriculum. This program is based on a service-learning framework and both provision of care and reflection are integral components of the experience. Objectives. Since student reflections have often lacked appropriate depth, a method to improve students’ abilities to critically reflect upon and learn from their experiences was needed. Additional goals were to provide further guidance to faculty who provide feedback on weekly reflections and to evaluate the impact of proposed changes. Methods. A two-part plan was implemented in which: ( i ) a new model for reflection was introduced in the service-learning based course series and (ii) reinforcement of this model was completed through a project in the required Pharmacy Communication course. Intervention impact is being assessed through a faculty survey. Results. Within the Communication course, reflections from 107 students (321 reflections) were reviewed. Faculty members were copied on feedback provided to their service-learning students to reinforce reflection expectations and to promote consistency. Data regarding the impact and longevity of this intervention are pending. Implications. Partnering with another instructor to reinforce a mutual topic was beneficial. Emphasizing reflection in two concurrent courses highlighted the importance of this skill and allowed students additional opportunities for improvement. Preliminary

faculty feedback indicates that the added Communication course requirement improved student reflections.

Early Pharmacy Education with Community Teachers (EPhECT): A Longitudinal Service Learning Experience. Patricia R. Lind, Michael C. Brown and Todd D. Sorensen, University of Minnesota. Objectives: Students in EPhECT should: (i) Develop a relationship with a community teacher (CT), (ii) Learn from their CT's health and life experiences. (iii) Identify and meet their CT's needs, and (iv) Gain experience providing pharmaceutical care. Methods: EPhECT teams are comprised of a CT, a first (PDI), second (PDII), and two third (PDIII) year students, and a faculty member. The PDI and PDII students visit their CT in the CT's home twice per semester. Visits focus on meeting the first three objectives. Following each visit, students complete written reflection and orally reflect with their faculty member. PDIII students meet the fourth objective by working with their CT in the on-campus Pharmaceutical Care Clinic. With a preceptor, students complete an assessment, care plan and physician letter. Results: Student reflections contain evidence of a valuable, individualized experience, with 84% describing better understanding of the patients' perspective. PDI and PDII students reported companionship (52%), provision of general health information (35%). and encouragement to use health care resources (17%) as services provided. All of the CT Clinic participants reported a positive experience and 92% of CT's reported to be more likely to utilize pharmacists since joining EPhECT. Further assessments continue. Implications: Through EPhECT, students work in a rich, patient-centered, nontraditional learning environment that may motivate them to practice as patient-centered pharmacists in the future.

Simulated Pharmacy and Therapeutics Committee Meeting in an Infectious Diseases Module of a Pharmacotherapeutics Sequence. Jennifer M. Malinowski, Wilkes University. Objectives: An educational strategy was developed for students to engage in the active learning process by applying drug information skills using written and oral communication to recently reviewed information on antibiotic pharmacotherapy. Methods: Sixty-four second professional year Doctor of Pharmacy students enrolled in an `Infectious Diseases Module of a required 4-semester Pharmacotherapeutics sequence were divided into six groups. Using an instructor-defined topic assignment, each group developed a written submission suitable for inclusion into a simulated Pharmacy and Therapeutics Committee meeting agenda. Written information was assembled and distributed to the class and members of the committee (which included two faculty members and four 4th professional year Doctor of pharmacy candidates on an internal medicine and a drug information elective rotation) one week before the meeting. During the meeting, student representatives provided a brief oral presentation on the assignment and responded to questions from the committee. Following the presentation, students observed the committee interact and vote on each of the assignments. Students evaluated the presenters and their peers for their performance within the groups. Student evaluations of the assignment will be reviewed. Implications: Students will be successfully engaged in active learning while being exposed to the responsibilities of a pharmacist on a Pharmacy and Therapeutics committee and the role of a Pharmacy and Therapeutics committee as it relates to infectious diseases.

Utilization of a Comprehensive Evaluation Exercise in Nonprescription Medicines Course. Bella H. Mehta and Kristin A. Casper, Ohio State University. Objective: To enable a first year pharmacy student to: (i) assimilate information gathered during a nonprescription medicines course; (ii) develop communication skills to conduct an effective patient interview; (iii) formulate an appropriate product recommendation; and (iv) effectively counsel a patient. Method: Each student was assigned a patient with a chronic disease during Week 2 of the quarter. Students wrote a care plan for their patient with product recommendations for the following complaints; cough/cold, pain/fever and GI upset (diarrhea, constipation, acid/peptic disorders). Each recommendation included the brand and generic product name, the dosing information, duration of therapy, and pertinent patient information. On Week 9 of the quarter, students used the written care plan as a resource for the videotaping exercise. The "patient" described symptoms for one of the three complaints from the written care plan assignment. The student "pharmacist" then used their written care plan to recommend the most appropriate product and counsel the patient. Results: While students indicated that the exercise improved their communication skills and was equivalent to a real-life experience, they wanted more practice with "mock interviews" prior to completing the videotaping. With slight modifications, including development of a patient care portfolio, this exercise will be an integral part of the nonprescription medicines course. Implications: This assignment assesses students' ability to apply didactic lecture information and communication techniques to specific patient scenarios.

Theatrical Teaching. Peggy C de Voest and Tracey L Mersfelder, Ferris State University, Objectives: To develop a therapeutic lecture in a Doctor of Pharmacy program that ensures student participation in their own education thus developing a more independent learning model. Hands-on instruction and


active student involvement will be utilized to enhance learning. Methods: A therapeutic topic was selected from the current Professional Year 3 Therapeutics course that reflects the participating faculty members' interest. The lecture was developed and written by the faculty members. This material includes a PowerPoint presentation to ensure baseline knowledge, hands on experiments with the medications, and a play, which casts the students as characters. All materials and props will be designed and made by the faculty members. Student outcomes: To assess if students learned from this style of teaching, a background knowledge probe and a memory matrix will be administered to the student prior to and after the lecture. A short post lecture evaluation will be administered to determine the student's perception of this style. Lastly, multiple-choice questions will be administered roughly one week after the lecture. Implications: This teaching method provides an innovative, and one of a kind means of engaging students in their own learning. It will also provide a format on which this style may be introduced into other classes to make them more learner centered. Ultimately, it will increase the understanding of the lecture/discussion content and promote critical and independent thinking for students.

Development and Implementation of Women's Health Structured Clinical Instructional Models. Melody Ryan and Eleanora Bird, University of Kentucky. Objective: To develop and implement structured clinical instructional models (SCIMs) for women's health topics for third professional year students. Process: A Women's Health Education Team was convened with representation from the Colleges of Allied Health, Dentistry, Medicine, Nursing, and Pharmacy. Five women's health topics (Human Immunodeficiency Virus, Diabetes, Osteoporosis, Cardiology, and Domestic Violence) were selected and core, standardized objectives were determined. Each college further developed the cases for its discipline. The College of Pharmacy task force, composed of faculty, a graduate student, a pharmacy resident, and a professional student, developed specific, pharmacy-related objectives, case scenarios, and grading criteria for each topic. The cases included objectives, student instructions, standardized patient scripts, checklist grading sheets, case support materials, and follow-up student work. Standardized patients were trained to portray the cases. The SCIMs were piloted with 10 students. Feedback was solicited immediately from both students and standardized patients and provided to the task force. The SCIMs were further modified and a materials checklist was developed. The final versions of the SCIMs were used in the third professional year curriculum over two semesters. Logistical modifications to provide personalized experiences for 88 students were necessary. Student feedback was solicited following SCIM participation and will be summarized. Implications: Lessons learned in case development and implementation will be shared with recommendations for maximizing the benefits while efficiently using resources.

Effect of an Internet-Based Practice Exam on Students' Actual Exam Performance. Jennifer A. Santee, University of Missouri - Kansas City. Objective: To determine whether a voluntary, internet-based practice exam improves pharmacy student performance on a written multiple choice exam. Methods: Students at the University of Missouri - Kansas City currently take a written multiple choice exam on the top 200 most prescribed drugs. WebCT was used to develop an internet-based, 50 question multiple choice practice exam students can take on their own. After a student electronically submits the completed practice exam, he/she is immediately provided with feedback on the correct answer. Additional feedback may include why certain answers were correct or incorrect, further information about the medication in question, and/or alternative ways to mentally process the information being tested on. The investigator will determine the percentage of students who use the practice exam. Analysis of covariance will be used to determine if students who take this practice exam obtain a higher percentage correct on the actual exam and require less attempts to pass the actual exam than students who do not use the practice exam. Grade point average will be used as a potential confounding variable. Implications: In the past students have required multiple attempts in order to pass the actual exam. This requires increased resources to administer the exam. The practice exam and feedback will hopefully improve student performance and therefore decrease the number of times the exam must be administered.

Asynchronous Education: Experience with Video Streaming. Amy H Schwartz, Creighton University Objective: To evaluate student acceptance with and overall feasibility of video streaming as a method for delivering course materials to students enrolled in an asynchronous (traditional) Pharm.D. pathway. Methods: Professional Development Seminars involves a series of presentations related to profession socialization, practice and career opportunities. The course employs interactive lectures and roundtable discussions. Video streaming was selected based on a review of instructional materials and distance education resources. Weekly seminars are recorded and streamed; resultant links are available on the course web site along with handouts, slides and reading materials. Compact discs back-ups are being developed for students who experience technical difficulties. Student feedback regarding course

content, video quality and accessibility is sought during the midpoint and end of each semester. In addition a colleague from another academic institution is auditing the course. Comments will be collated and reviewed by the instructor of record, Media Services and the Office of Information Technology and Learning Resources. Results: Recording began fall semester 2001. As this is the first time the technology is being used for an entire course, video quality and time to receipt of links has varied. Student comments regarding the use of videos as an educational tool have been positive. Viewing difficulties, secondary to internet service connection, appear to be the primary limiting factor. Implications: Seminar series offer a unique challenge for distance education. The information collected should provide insight regarding the usefulness of video streaming.

Online Interactive Journaling to Evaluate Service-Learning Experiences. Jeri J. Sias, UTEP/UT-Austin Cooperative Pharmacy Program, John Scenters-Zapico, University of Texas at El Paso. Objectives: To use interactive on-line journals to: (i) document students' perceptions of the role of the pharmacy profession along the US-Mexico border as part of their lecture series and community service experiences; and (ii) encourage problem solving and critical thinking. Methods: A cross-disciplinary initiative between the pharmacy program and English department occurred. Students were taught to use the "TheJournalPlace.com" and placed in small on-line clusters where they periodically reflected on border health issues in one of three journal sections. "Stasis" provided a forum to state their current understanding of health care or the pharmacy profession. "Dialogic" allowed students to interact and respond within their clusters. "Aha!" documented change and growth in students' understandings of their health care role. The instructor commented to each student making the experience timely and personal. Results: Nine students have participated and been evaluated through their journal reflections and formal course evaluation. Student use was mixed—some students participated fully while others often resisted interaction with their cluster mates. Three semesters remain to document experiences and to improve participation. Implications: This forum has provided a manner to document short and long-term perspectives while encouraging on-line dialogues among students and teachers. After completing the service experiences, the program will evaluate the growth and perceptions of pharmacy students in this border community through interactive on-line media.

Interprofessional Introductory Experiential Course. Christopher Turner, Brian Dwinnell, Ralph Altiere and Larry Clark, University of Colorado. Objectives: to implement a spring 2002 semester course designed to improve students' self-confidence working with prescribers and to provide insight into the working environments of these practitioners. Methods: with help from the School of Medicine's Foundations of Doctoring Program, physicians and nurse practitioners in metropolitan Denver were approached by fax and/or telephone and asked to precept a third year entry-level Doctor of Pharmacy student for two hours per week for 10 weeks. Course objectives were described and the prescribers were asked to consider how they might utilize a student for 20 hours to assist in patient care (i.e., the prescribers were told that the course was not intended as a "shadowing" program). Suggestions given to the prescribers included interviewing patients to establish/update medication histories and quality improvement projects (e.g., chart review to track HgAlc goals in diabetic patients). Results: the class of 77 students was paired with 60 physicians (primarily family and internal medicine), nine nurse practitioners and one dietician. Seven physicians agreed to precept two students. Approximately 90% of prescribers approached agreed to participate and many were enthusiastic. Prescribers who declined participation did so primarily for logistical reasons and asked to be contacted next year. Implications: physicians and nurse practitioners in metropolitan Denver are interested in interprofessional education and are willing to precept pharmacy students in an introductory pharmacy practice experiential course.

Theoretical Model Designing a Pharmacy Practice Skills Laboratory to Synchronize

Skill Development with Didactic Learning in Cardiovascular Pharmacotherapeutics. Shauna M. Buring, Beth Brown, Mike Doherty, Andrea Wall, William Fant and Mike Bottorff, University of Cincinnati. Objectives: The course objective for Pharmacy Practice Skills Lab 2 (PPSL) was for students to master cardiovascular practice skills related to professional practice-based and general ability-based outcomes concurrent with the didactic, case-based teaching of cardiovascular pharmacotherapeutics. Methods: The laboratory emphasized skills instruction in cardiovascular disease assessment, literature evaluation, medication compounding, and patient counseling. In small groups of 6, students rotated through 10 modules during the 10-week quarter. Learning modules were student-centered and facilitated by an instructor. Modules included sterile compounding of cardiovascular drugs, dispensing and counseling patients on drugs from 12 cardiovascular classes, researching cardiovascular-related drug information questions, identification and evaluation of cardiology-related web sites, patient specific drug


interaction evaluation, and global cardiovascular risk assessment including blood pressure measurement and cholesterol screening. Instructors in PPSL and cardiovascular pharmacotherapeutics determined which skills to teach and how to construct active learning modules. Results: Students performed well in most modules and related knowledge learned in the didactic course with skill development. This was particularly true for dispensing and counseling and physical assessment. Implications: The collaborative effort of faculty from both courses served to reinforce cardiovascular-related knowledge and skills between traditional didactic pharmacotherapeutics courses and pharmacy practice skills labs. This laboratory served as a model for synchronization of teaching that could be replicated in future pharmacy practice skills labs.

Spiral Curricular Models: Assessing Ability Development In Case Analysis Sessions. Nicole Jones, Darren Grabe, Mario Zeolla and Nancy Waite, Albany College of Pharmacy. Objectives: Case analysis is a small group based learning activity embedded within a Pharmacotherapy course sequence. This activity (4 X 3 hour sessions spanning two semesters) was originally created as a single session and was not developed for multiple sessions; therefore, the format was repeated rather than developed for ability advancement. Students have expressed dissatisfaction with the activity's repetition. To increase the activity sequence's effectiveness, we have revised case analysis using a spiraling curricular model. Methods: The original session emphasized lower-order questioning about specific disease states and patient-based decisions, thus limiting assessment of communication and problem solving abilities. Steps taken to revise case analysis included: identify pertinent ability outcomes; sequence sessions to teach, practice and assess those outcomes at stepped difficulty levels. The revised case model uses a spiral educational process spanning 4-sessions. Results: Each session assesses information gathering, verbal and written communication, problem solving, and therapeutic knowledge application abilities. Increased ability and skill level is plotted across the sequence. The spiral design required time adjustments for the last two sessions and changing the fourth session to focus on multiple disease states. Additional emphasis is placed on faculty training, assessment consistency, and student preparation. Implications: Spiral curricular models enhance student learning at higher critical orders. Students should demonstrate stronger knowledge bases and abilities development while finding the case analysis sequence relevant, yet challenging.

LIBRARIES/EDUCATIONAL RESOURCES Work In Progress

How Librarians Can Help Faculty Remain Current with New Drug Information Databases. Elizabeth C. Jackson and Amy E. Ellison, Mercer University. Many studies report best practices for teaching students about drug information databases. However, virtually none describe faculty training. During its 2002 ACPE self-study Mercer faculty members told the steering committee that they needed to learn about new databases recently added by the Swilley Library. In January 2002, sixteen faculty members confirmed this in a survey. Would a single annual laboratory/lecture, conducted by a librarian, serve this need? February 21,2002 a librarian from the Swilley Library will present a lecture/laboratory on new medical databases. Faculty members who' attend will complete a survey stating: 1. whether they expect to use the databases in the coming month, and 2. if they plan to add links to the databases for on-line syllabi during the next six months. In April 2002 a librarian will interview those who attended the lecture, asking if these teachers were able to meet their goals for using the databases and planning for syllabi links to the databases. The authors will then share the results with the pharmacy faculty and Swilley library faculty members. Together librarians and faculty will devise a faculty-training plan for 2002/2003 Spring 2003 the authors will report results of the two teaching strategies and make recommendations.

Planning and Implementation of a Pharmacy Information Services Program. Susan M. McGuinness, Mary Linn Bergstrom and Anne Prussing, University of California, San Diego. Objectives: Establish and provide information resources and library services for the newly established University of California, San Diego (UCSD) School of Pharmacy and Pharmaceutical Sciences (SPPS.) Methods: The SPPS allocated funds to the UCSD Biomedical Library (BML) for collection development and the UCSD Libraries funded a professional librarian position with liaison responsibilities for the SPPS. BML hired a pharmacy librarian to assess and develop the pharmacy and pharmacology collection, to ensure awareness of library services among faculty and students, and to participate in pharmacy informatics curriculum development. Collection development was based on the curriculum with a focus on supporting faculty research and publication activity. The pharmacy librarian contributed her expertise to school wide planning as a member of the SPPS Planning Committee. She assessed information needs by contacting faculty to discuss course plans and identify relevant resources and services. To determine best practices and core resources, she collaborated with colleagues at the University of California, San Francisco and, through the Pharm-Lib listserv and professional associations, with pharmacy librarians nationwide.

The pharmacy informatics course committee included interdisciplinary faculty, clinical pharmacists and the librarian. The pharmacy librarian is scheduled to deliver lectures on controlled vocabularies, database searching, and evaluation of Internet information, and to create laboratory exercises for the informatics course. Implications: The pharmacy librarian works with the SPPS to develop collections and design education services to support the curriculum and to incorporate informatics skills throughout the Pharm D program.

PHARMACEUTICS Completed Research

Potential Cost Savings Associated with Rivastigmine-Attributable Improvement in Cognitive Function. Roger D. Luo, Sobin Chang, PE Consulting, Novartis Pharmaceuticals. Background: In a previously-reported 26-week, randomized, double-blind, placebo-controlled, parallel-group, multicenter trial, rivastigmine (6-12 mg) demonstrated the largest dru-gversus-placebo difference ever-observed (4.94 points) in the Alzheimer's Disease Assessment Scale-Cognitive subscale (ADAS-Cog). Objective: The objective of this study is to estimate how rivastigmine-attributable improvement in cognitive function, quantified by the aforementioned ADAS-Cog clinical trial results, might translate into reduction in total (direct and indirect) annual costs. Method: Brooks et al. correlated MMSE scores and annualized total health care costs (in 1997 U.S. dollars) for patients with AD. A linear approximation is Cost = 43003.51-1301.17*MMSE. Doraiswamy et al. estimated a linear function between MMSE scores and ADAS-Cog scores as ADASCog = 72.2-2.41*MMSE. Therefore, a linear relationship between ADAS-Cog scores and annualized direct medical care costs for patients with AD may be described by: Cost = 43003.51-539.9*(72.2-ADASCog). Then, the relationship between changes in annualized costs, ?cost and changes in ADAS-Cog scores * ?

ADASCog is: ∆cost =-539.9*?ADASCog (Eq. 1) Results: Compared with placebo, after 6 months of treatment with 6-12 mg rivastigmine, the annualized reduction in total costs is $2,667 per patient in 1997 value, or $3092 when adjusted to 2002 value using 3% inflation rate, given Eq. 1. Conclusions: Rivastigmine-attributable improvement in cognitive functioning results in quantifiable and clinically meaningful cost savings.

Work In Progress Design of a Pharmaceutical Care Laboratory: A Survey of

Practitioners. Rasma S. Chereson, Rhonda L. Bilger and Shannon Thomason, St. Louis College of Pharmacy. Objectives: To obtain practitioner input which will assist in the development of a new Pharmaceutical Care Laboratory; specifically, to obtain practitioners' opinion of the relative importance of various skills and abilities in a pharmaceutical care practice, and to obtain their assessment of our students' competencies in the skills indicated. Methods: 291 surveys were sent to preceptors involved in the Externship program of the St. Louis College of Pharmacy. The preceptors were asked to indicate, using a 5-point Likert scale, their opinion of the relative importance of various skills and abilities in a pharmaceutical care practice. They were also asked to assess the level of competency of students they have recently precepted (in the last five years) in various skills and abilities, also using a 5-point Likert scale. 134 surveys were returned for a response rate of 46%. The data is being analyzed by the SPSS program. Implications: Practitioner input is essential in designing a Pharmaceutical Care Laboratory. Practitioners have the "real-world" experience needed to help us plan a laboratory with relevant activities and exercises. The results of this survey will be very valuable to us in doing so. In addition, an assessment of our recent students' strengths and weaknesses in various skills and abilities will enable us to design a laboratory which will help prepare graduates who are competent and confident in providing pharmaceutical care.

PHARMACY PRACTICE Completed Research

Elective Course in Landmark Trials: Assessment of Faculty Attitudes and Curricular Need. Jill S. Burkiewicz and Julie A. Weberski, Midwestern University. Objective: To determine faculty attitudes regarding: (i) appropriateness of incorporating landmark trials in the curriculum; (ii) current student preparedness to support therapeutic recommendations with clinical trial data; and (iii) curricular need for an elective course in landmark trials. Methods: An internet survey was developed and sent to 36 pharmacy practice faculty, with one follow-up survey for non-responders. Faculty were asked to respond to statements on the appropriateness of incorporating landmark trials in course curriculum, as well as the need for an elective course in this area. The assessment utilized a five-point Likert scale (5- strongly agree, 3-no opinion, I- strongly disagree). Results: The response rate was 78%. Overall, 86% of faculty agreed that it is appropriate to require pharmacy students to read landmark trials as part of clinical elective courses. Only 32% of faculty agreed that the current curriculum adequately prepares pharmacy students to support therapeutic recommendations in clinical practice with evidence from clinical trials. Most faculty (89%) agreed that there is a need in the current curriculum for an


elective course in landmark studies (43% strongly agree; 46% agree). Faculty reported favorable comments towards course development. Implications: An elective course in landmark trials will be offered in summer 2002. The course will be 2 credit hours and focus on evaluating clinical trial data that support therapeutic recommendations in primary care.

Development of CAPE Outcome Based Goals and Objectives for Community Pharmacy Advanced Practice Experiences. Jennifer Cerulli and Margaret Malone, Albany College of Pharmacy. Objective: To develop and implement CAPE Outcome based goals, objectives and assessment tools for community pharmacy advanced practice experiences (CPAPE). Methods: To develop an approach to providing and evaluating CPAPE, a focus group of preceptors met and identified three major needs: a list of suggested activities, an abbreviated goals, objectives and evaluation format, and an evaluation tool to fit their practice setting. To develop a new clerkship template, the number and types of experiential activities from faculty based CPAPE were documented to determine a reasonable workload for students and preceptors. Samples of standardized objectives from other colleges of pharmacy were reviewed for format and content. The key CAPE outcomes to be achieved and assessed during the CPAPE were identified and linked with specific student activities. Assessment tools were adapted or developed. The template was piloted by 2 faculty with 8 students and revised prior to the July 2001 implementation. Results: The resulting template combines CAPE-based objectives with specific clerkship activities and assessment tools in feedback from preceptors and students. Students felt there was a large amount of documentation required. Implications: The standardized goals and objectives clarify expectations for CPAPE preceptors and students. Future use of a computer database for documentation may reduce the paperwork.

Development of Ambulatory Care Clerkships in a Community Health Center. Gayle H. Cochran, Larry A. Dent and Jeannie H. Swain, University of Montana. Objective: To develop, implement and evaluate an ambulatory care clerkship in a community health center (CHC). Methods: Utilizing the school's ambulatory care clerkship objectives, a clerkship site was established at Partnership Health Center, a federally-qualified health center. A faculty member instrumental in developing distributive and clinical pharmacy CHC services precepted the clerkship initially. Clerkship activities include patient and provider drug information, medication histories, patient counseling and education, polypharmacy reviews and recommendations, warfarin monitoring and dosage adjustment, inservice presentations, newsletter production, interdisciplinary team interaction, and quality assurance projects. Students evaluate the clerkship activities at the conclusion of the experience. The instructor evaluates the student's clerkship performance. Results: Since May 1999, 16 students have completed the 8-week required clerkship experience and 4 have completed 4-week elective. Student performance has been above average in the site with 13 students receiving A's (81 %) in the required clerkship; the rest have received B's. Student evaluation of the activities has been favorable with 88% rating them either satisfactory or of great value. Students rated the balance of clerkship activities as satisfactory 84% of the time. Implications: CHC's provide a rich environment for ambulatory care clerkships. Patient and disease state variety is excellent; the educational needs of providers and patients are great. There are many opportunities for pharmacy students to provide service as they gain experience in patient care.

Student Self-Assessment of Drug Knowledge and Skills Before and After Clerkship Experiences. Lilian H. Hill, Cynthia K. Kirkwood, Gretchen M. Brophy, Beth S. Gray and Michael A. Crouch, Virginia Commonwealth University. Objectives: The primary objective of this study is to compare student self-assessment of confidence in drug knowledge and professional skills before clerkship and during the last month of clerkship training. A secondary objective is to compare clerkship student self-assessment of knowledge and skills with preceptor evaluations. Methods: A survey consisting of 28 items of drug knowledge and 17 skills was developed and approved by the coordinators of the four-semester sequence of disease state management courses. VCU's Institutional Review Board approved the study. A preliminary survey was administered to the class of 2000 (N=84) before graduation. The second administration was the class of 2001 (N=72) before their clerkship year. The survey will be repeated with the same class in April 2001. A copy of the survey has also administered to clerkship preceptors. The Mann-Whitney rank sum test is being used to compare student assessment of drug knowledge and clinical skills before and after clerkships and compare student and preceptor evaluations. Results: The results of the preliminary survey reflect some disparity in the types of knowledge achievement and greater confidence in professional skills. Results of both the student and preceptor studies will be presented. Implications: Results of the surveys will be used by instructors of the pharmacotherapy sequence to determine how effective instruction has been and what curricular changes will be needed.

Cost-Effectiveness of Nesiritide in Acute Decompensated Heart Failure. Daniel E. Hilleman, Mark A. Malesker and Christopher J. Holewinski, Creighton University. Objectives: To evaluate the cost-effectiveness of nesiritide (N) in patients (pts) with acute decompensated heart failure

(HF). Methods: This study was a case-control health care resource utilization analysis of HF pts receiving N (cases) and not receiving N (controls) at a 400-bed University teaching hospital. 40 pts with acute decompensated HF (DRG127) admitted to the coronary care unit (CCU) comprised this study group. 20 pts serving as controls did not receive N were matched with 20 pts serving as controls receiving N within 36 hrs of hospital admission. Cases had to receive a minimum of 24 hrs of N. Results: Costs of health care resources were based on cost-to-charge ratios. Pts receiving N had significantly shorter lengths of stay (LOS) in both the CCU (-9.25 hrs) and for total hospital LOS (-20.0 hrs). Pts receiving N had fewer diuretic (-2.5) and potassium doses (-2.7) and less blood draws for electrolytes/renal function (-2.3). Pts receiving N also received less dobutamine, dopamine, IV nitroglycerin, and milrinone. Utilization of other tests/diagnostic procedures was not significantly different between cases and controls. The difference in health care resource costs which included the cost of N ($625(for cases, was $500 less for cases than controls. Implications: When N is added to therapy within the first 36 hrs of hospital admission to pts with acute decompensated HF, health care resources are reduced and a cost savings is realized.

Nonprescription Nicotine Replacement Therapy: Pharmacists' Counseling Role. Karen S. Hudmon, Kymberli K. Hemberger, Robin L. Corelli, Lisa A. Kroon and Alexander V. Prokhorov, University of California -San Francisco. Objective: To characterize nonprescription nicotine replacement therapy (NRT) users and to gauge their interest in pharmacist-facilitated tobacco cessation resources. Methods: Semi-structured, in-depth telephone interviews were conducted with 103 NRT users. Recruitment strategies included point-of-sale advertisement, health educator endorsements, email notifications to public employees, announcements in print media, and Web promotion. Results: On average, participants smoked for 21.7 years, had made 6.2 serious quit attempts, and were smoking 20.4 cigarettes per day prior to quitting. Although pharmacists currently are not being utilized as community resources for quitting, the concept is appealing to many patients—48% believed it to be very or extremely useful for patients in general to utilize pharmacists tobacco cessation counseling, and more than 45% indicated that they would be very or extremely likely to use the service if a $10 co-pay per. visit is required. This percentage is increased to nearly 70% if the service is provided free-of-charge. Over three fourths of participants reported having Web access; of these, 87% expressed interest in submitting quitting-related questions to their pharmacist via email. Implications: Because NRT products are available almost exclusively via pharmacies, the pharmacist is a logical candidate for providing assistance to smokers using NRT as an aid for cessation. Results of this study support an expanded role for the pharmacist in assisting patients with smoking cessation.

Consumer Attitudes Toward Pharmacists, Pharmacy Practice, and Pharmaceutical Care. Mark Malesker, Erin Haney, Denise Roach, and Michael Monaghan, Creighton University. Objective: Schools and colleges of pharmacy are encouraged to develop programs around the philosophy of pharmaceutical care, but does the consumer know what pharmaceutical care is? The purpose of this project was to assess the public's knowledge and attitude toward pharmacists, pharmacy practice, and pharmaceutical care. Methods: Cross-sectional survey design was used to assess the knowledge and attitudes of consumers in both the independent/chain setting. Results were tabulated and descriptive statistics performed. Results: One hundred and four surveys were completed. Sixty percent of respondents had education training beyond high school and 65% had a family income of greater than $50,000. Consumers had variable responses regarding attitudes toward pharmacy and pharmacy practice. Only 47% believed that graduates received the Pharm.D. degree. Sixty-one percent were not sure if pharmacists can become specialized in different areas. On the other hand, 66% believed that insurance companies should reimburse pharmacists for services. Another 46% were willing to pay more if extra reimbursement went to the pharmacist. Forty-two percent of respondents were willing to pay $1.00 extra per prescription for these services. Implications: Overall, consumers demonstrated little knowledge of pharmacists and pharmacy practice yet believe in reimbursing for pharmaceutical care services. More consumer-directed education may enhance the perceived monetary value of pharmaceutical care services. Schools and colleges of pharmacy must take an active role in this education. Student Achievement Versus Reactions to Incorporating Performance-based Assessments in a Therapeutics Course. Michael S. Monaghan, Gary N. Elsasser, Creighton University. Objectives: Programs are encouraged to adopt an abilities-based curriculum (ABC). An ability assimilates knowledge, skills, and attitudes, elements that are difficult to measure with multiple-choice questions (MCQ). When evaluating an ABC, one possibility is a performance-based assessment (PBA). PBAs require students to generate an original response rather than selecting from a given list as in MCQ. Essay examinations are a form of PBA. To better match course assessment to program expectations, we replaced MCQ with short-answer essays in a six-hour therapeutics course. This project compared student achievement to their instructor and course evaluations to determine if there was a significant change


in either domain with this change in testing. Methods: Student achievement was evaluated by comparing mean scores on two examinations from the same instructor and overall semester scores from the last year of MCQ (1999) versus the first year of PBA (2000) using the Mann-Whitney U test. Student reactions were evaluated by comparing instructor and course evaluations. Results: Overall, student performance did not change. Instructor/course evaluations were much more derogatory and negative for the PBA year compared to the MCQ year. Implications: As schools match their assessments to an ABC, care should be used in evaluating instructor and course effectiveness based on student comments.

Using "Wit" to Introduce Humanistic Issues to First Year Pharmacy Students. Robert L Page, David C Thompson, Susan M Paulsen, University of Colorado. Objectives: Pharmacy students are often unaware of humanistic issues associated with pharmaceutical care due to limited patient exposure until their advanced practice clerkships. A module was developed to facilitate first year students' understanding of health care delivery (HCD) from a patient's perspective and the inpatient clinical pharmacist's (ICP) role in improving patient care. Methods: Prior to the module, students were surveyed on understanding of ICP roles. Students watched Wit, a movie about inpatient experiences of an ovarian cancer patient. Students were asked to critique professional behaviors between providers and patient, and comment upon the ICP's role in improving HCD. An oncology ICP then led a discussion regarding the humanistic and therapeutic challenges of managing oncology patients. Students completed exit surveys. Results: Survey analyses showed that students (n=95) had a poor understanding of ICP roles. In summary, students considered that: the module changed student perception about ICP roles in patient care (61%); patients and physicians have equal involvement in making therapeutic decisions (72%); providers should treat patients as individuals (92%); the module changed the way the students will inform their patients regarding drug therapy (97%). Implications: The use of the Wit movie with student discussion can be used successfully to introduce humanistic issues and highlight the ICP's roles to first year pharmacy students. This may serve as a model for other institutions.

Effect of a Pain Management Elective Course on Students Attitudes and Knowledge Regarding Pain. Raylene M. Rospond, Drake University. Objectives: To evaluate the effect of a pain management course on the knowledge and attitudes of pharmacy students regarding pain. Methods: The impact of a 2 credit pain management course on knowledge and attitudes was evaluated utilizing a 53 question survey instrument adapted from prior validated work by Ferrel and Rochman. Students enrolled in fall 2001 completed pre and post-course assessment on-line utilizing SurveySuite. Percent correct on each item pre and post course was evaluated for improvement. Student course evaluations scores on understanding of concepts and principles and value of course were also examined. Results: Twenty-one students (6DP1, 12DP2, 3DP3) completed both pre and post course assessments. Total % answered correctly increased from a mean of 63.2 to 86.7 (average % correct increase/question of 23.5). Average increase in % correct of 28.8% was demonstrated on 44/53 survey questions. 100% correct occurred on 4/53 questions pre and post assessment. 5/53 demonstrated mean decrease in percent correct of 4.7. Student evaluations indicated improved knowledge of concepts and principles: mean score 4.62/5.0 on likert scale. All 21 students indicated via evaluations improved knowledge and/or awareness of chronic pain after completing the course. Implications: Pain is the number one primary symptom reported by patients although it is often underrepresented in pharmacy curriculi. Results indicate that the knowledge and attitudes of pharmacy students can be improved via a single pain management course.

Pre-Clerkship Intensive On-Hands Workshop on In-Patient Pharmacy Practice. Alfred T. Reiman, Patricia M. Grace, Gayle A. Brazeau, Gene D. Morse, University at Buffalo. Objective: To implement and evaluate an intensive on-hands pre-clerkship workshop on in-patient pharmacy practice. Methods: Two weeks before starting their rotations, fourth year students participated in five distinct modules of in-patient pharmacy practice in a real-time on hands environment. Students assumed the roles of a staff pharmacist. The modules were: 1. medication order entry, 2. IV preparation, 3. controlled substance inventory, 4. cart fill, and 5. drug information. Student evaluation was competency based with 75% considered a passing performance. Students could not start rotations until they successfully completed this program. Approximately 45 students participated in two workshops in the fall 2001 semester. The workshops goals were evaluated by a student focus group and surveys and preceptor and faculty comments. Results: Students believed this workshop was beneficial in providing direct on hands experiences, however the number of specific activities for the various modules was too many and distracted from learning. Preceptors reported that students were better prepared for their sites. Faculty thought this program was useful, but needed slight modifications before the next round to achieve the goals. Implications: A short intensive on-hands workshop on in-patient pharmacy practice is useful to prepare students for their rotations. This allows students to participate in a standardized mentored approach to learn important skills for institutional practice.

Teaching Patient Counseling in Spanish, Jeri J. Sias and Susana James, University of Texas at El Paso/University of Texas at Austin Cooperative Pharmacy Program. Objectives: (i) to facilitate a class for pharmacists to counsel patients regarding medication use in Spanish relevant to the US-Mexico border community, (ii) to develop course materials in Spanish specific to pharmacy education needs. Methods: A Spanish language instructor from Mexico assisted in developing culturally appropriate patient counseling materials. The class met two hours each week and was taught primarily in Spanish for beginning and intermediate level Spanish speakers by a pharmacy faculty-language instructor team. Students were taught to address patients in correct formal Spanish and communicate professionally with patients using simple dialogues. The class incorporated counseling techniques for various medication formulations and included the Indian Health Service model for confirming patient understanding. Results: Student evaluations were positive regarding the practical applications of the class. Pharmacy education materials for vocabulary and medication counseling dialogues in Spanish were prepared that were relevant and specific to this border community. Implications: By taking the course pharmacy students were exposed to culturally appropriate vocabulary and patient consultation skills in Spanish. With the increasing number of Spanish speakers in the United Stales, these materials may be applicable in other educational settings and areas of the country.

Standardized Patient Examination Scores Are Useful in Identifying Students Most in Need of Remediation. Cindy D. Stowe, Stephanie F, Gardner and Keith J. Christensen, University of Arkansas for Medical Sciences. Objective: The purpose of this study was to utilize standardized patient examinations to identify students who would most benefit from remediation. Methods: A standardized patient examination was conducted in the Spring Therapeutics I (2nd professional year) and in the Fall Therapeutics II (3rd professional year) at the end of each semester. The grades from Therapeutics 1 and II were analyzed to determine relationships between the two semesters. Descriptive statistics were used. Results: There was no correlation found between Therapeutics I and II standardized patient examinations or was there a correlation between each of the standardized patient examinations and the overall grade in each of the Therapeutics courses. However, when the grades from each semester were collapsed a moderate correlation between the overall average grade and the average standardized patient examination score was found (P<0.0001). The cumulative average scores on the standardized patient examination consistently identified the students who had an overall C average and failed the standardized patient examination. No student who had an overall A average had a failing average on the standardized patient examination. Implications: The use of the standardized patient examination scores from the first two semesters of Therapeutics will allow the development of a remediation pathway for at risk students that will run concurrently with Therapeutics III and prior to entering clerkship rotations.

Pharmacy Practice Theoretical Model Combining a State-Funded Community-Based Geriatric

Educational Outreach Program and an Ambulatory Care Clerkship Rotation as an Effective Model for Teaching. Miriam Mobley Smith, Michael Koronkowski, Heather Richardson and Colleen Doherty, University of Illinois at Chicago. Objectives: Pharmacists are key professionals in health promotion and disease prevention initiatives among older adults, a population at significant risk for morbidity and mortality. Didactic pharmacy education and traditional clerkship teaching strategies, however, may not adequately prepare the pharmacy student for contemporary geriatric pharmacy practice. Our goal was to develop a teaching method, in collaboration with a community health outreach program, which enhanced the development of skills necessary to successfully deliver pharmaceutical care to the growing, diverse geriatric population. Methods: Ambulatory Care clerkship students are required to complete a special project that focuses on pertinent issues that are commonly encountered in that practice setting. This project was restructured to require the students to provide medication evaluation and counseling, immunization education and associated risk-level stratification for up to six diverse geriatric populations participating in a collaborative College of Pharmacy and Stale-agency funded outreach program. Results: Students demonstrated a greater understanding of geriatric health concerns and needs. They exhibited enhanced communication skills and self confidence in caring for diverse, older adult populations. Students improved participants' perceptions about the role of pharmacists. The importance of collaborative initiatives was validated. Relationship with the State agency was enhanced. Implications: 1. Learning enhancement and reinforcement of didactic principles. 2. Mutually beneficial for students, faculty, participants and agency. 3. Will be continued in subsequent rotations.

Work In Progress Evaluation of Drug Information Requests in Community

Pharmacy. Jennifer Cerulli, Jean Schreck, Macary Week and Mario Zeolla, Albany College of Pharmacy. Objectives: To document drug information requests received by students during community pharmacy advanced practice experiences


(CPAPE) and identify the resources used to answer those questions. Methods: A form was developed to document drug information (DI) requests by capturing requestor information, background information, medication category, search notes and the response. Questions will be classified by these categories: adverse effect, availability, compounding, cost, dosage/administration, off-label use, drug interactions, patient education, pharmacology, pharmacotherapy, pregnancy/lactation, tablet identification, stability/storage, toxicity/poisoning or other. The form was piloted using 50 previously documented requests and revised. Fifty students will be asked to document a minimum of 10 drug information requests received during their 5-week CPAPE. Students will identify references utilized and rate the usefulness of each reference. Clerkship preceptors and the clerkship coordinator will review the forms for completeness and accuracy. The data will be analyzed using a Microsoft Access database to determine the most frequent question classification and the usefulness of the resources available. Implications: The DI form will foster documentation skill development in pharmacy students and serve as a tool for preceptors to assess those skills. The database will assist clerkship preceptors with the selection of appropriate DI resources for the community pharmacy. Faculty teaching DI in the curriculum can use the database to obtain sample questions and identify resources useful in the community pharmacy setting.

Emphasizing Caring Behaviors as Integral in the Training of Doctor of Pharmacy Students. Carmita Coleman, Hampton University. Objectives: When pharmaceutical care is discussed, the clinical concepts of pharmacotherapeutics are illuminated; however, patient care is often slighted. A pharmacist that refuses to see the patient as vital can impede development of the essential therapeutic relationship. The purpose of this training is to help future pharmacists recognize and overcome this potential barrier to optimal patient care. Methods: In-class discussions and case presentations were incorporated into a pharmaceutical care course in the first year of the professional curriculum. Issues such as definition of care, requirements of the practitioner, characteristics of caring behavior, strategies to manage illness, and recognition of patient reaction to illness were discussed. Student groups performed out-of-class research on appropriate caring behaviors and attitudes for formal presentations. Students visited practice sites to evaluate the implementation of pharmaceutical care. Results: Students recognized caring behaviors as an important component of pharmaceutical care and demonstrated patient sensitivity by formulating their own case studies. Students discussed interactions with patients using positive and negative examples of caring behaviors. Suggestions were made on how to exhibit care without sentimentality. Students discussed various techniques used by practicing pharmacists and incorporation of these techniques into their own practices. Implications: Caring behaviors and attitudes must be incorporated into the provision of pharmaceutical care. By presenting this material early in the curriculum, students can apply these concepts throughout their matriculation and eventually into their own practices.

Pharmacy Students as Standardized Participants and Assessors and the Value of the OSCE as a Predictor of Performance in Clinical Practice. Mara Kieser, Anthony Staresinic and Connie Kraus, University of Wisconsin, Objectives: To evaluate the feasibility of third year pharmacy students serving as standardized participants and assessing interactions of fourth year students using a checklist tool in an OSCE. To determine the value of the OSCE as a longitudinal predictor of performance in clinical practice. Methods: Fourth-year students participate in an OSCE consisting of five stations dealing with one patient and one prescriber. Third year students will be trained to play the role of the patient and the prescriber and to complete a checklist assessment of fourth year students. Two third year students will complete a checklist assessment for each fourth year student. All interactions will be video taped. Faculty will review a sample of the taped interactions and complete a checklist assessment of the student interactions for quality assurance of student assessment and faculty assessment. The research staff will review individual student grade information from the OSCE, clerkships, GPA, and NABPLEX scores. They will contact subjects after graduation to complete a questionnaire regarding their current practice. Implications: Utilizing third year students as OSCE assistants may provide a practical way to administer the OSCE. Analyzing long-term data will help establish the reliability of using the OSCE as an evaluation tool.

Utilization of a Comprehensive Evaluation Exercise in Nonprescription Medicines Course. Bella H. Mehta and Kristin A. Casper. Ohio State University. Objective: To enable a first year pharmacy student to: (i) assimilate information gathered during a nonprescription medicines course; (ii) develop communication skills to conduct an effective patient interview; (iii) formulate an appropriate product recommendation; and (iv) effectively counsel a patient. Method: Each student was assigned a patient with a chronic disease during Week 2 of the quarter. Students wrote a care plan for their patient with product recommendations for the following complaints: cough/cold, pain/fever and Gl upset (diarrhea, constipation, acid/peptic disorders). Each recommendation included the brand and generic product name, the dosing information, duration of therapy, and pertinent patient information. On Week 9 of the quarter, students used the written care plan as a resource for the

videotaping exercise. The "patient" described symptoms for one of the three complaints from the written care plan assignment. The student "pharmacist" then used their written care plan to recommend the most appropriate product and counsel the patient. Results: While students indicated that the exercise improved their communication skills and was equivalent to a real-life experience, they wanted more practice with "mock interviews" prior to completing the videotaping. With slight modifications, including development of a patient care portfolio, this exercise will be an integral part of the nonprescription medicines course. Implications: This assignment assesses students' ability to apply didactic lecture information and communication techniques to specific patient scenarios.

Evaluation of Consulting Skills in a Non-Prescription Products Course. Nathan L. Kanous I I , Denise L Walbrandt Pigarelli and Connie K. Kraus, University of Wisconsin-Madison. Objectives: The objectives of this study are to evaluate the development of skills in non-prescription product consultation after a I-credit elective utilizing a new assessment tool and to test the sensitivity of the assessment tool for detecting improvement in skill over time. Methods: Students enrolled in a non-prescription products course were videotaped during two staged consultations. The first consultation was completed during the first day of the course and was self-evaluated by each student. This was intended to introduce the students to the formal evaluation tool and to provide them subjective feedback on their counseling technique. Each week, students formulated and practiced patient interviews for specific clinical conditions. During the last class meeting, each student was videotaped in a second staged consultation. Course faculty evaluated this consultation utilizing the tool developed for this course. Three faculty will evaluate all consultations for this project. Outcome assessments will include final consult evaluation and a comparison of change in score over the course of the semester. Implications: This project evaluates the attainment of proficiency in counseling skill developed in a 1-credit elective course in non-prescription products utilizing a new assessment tool. Further, this project considers measuring improvement skill as a pedagogical outcome in student/or course evaluation.

Community Pharmacy Research Project - The Evolution of a Required Course. Larry Swanson and Tina Harrison, Campbell University. Objective: To improve student knowledge and application of the scientific method to practice-based research for the required senior (P-4) project. Methods: For ten years, P-4 students have completed a required practice-based research project. Due to project quality concerns, a new process was developed to enhance student learning of research methodology. Rather than completing an independent research project, students work in teams of 4 or 5 to generate ideas and develop a research protocol under faculty mentor guidance. Recent graduates were surveyed for feedback on course changes. Results: Fifty-five percent of the students stated the team approach was more desirable than working independently. Forty-two percent believed the project enlightened their knowledge of research methodology. Eighteen percent of these projects were presented as a poster presentation or submitted for publication. Based on this feedback, additional course changes were implemented: (i) idea generation and protocol development occur early in the P-3 year; (ii) a timeline is established for various project deadlines; (iii) the protocol is evaluated and graded using a faculty peer review process; and (iv) the students complete a self and peer evaluation at the end of the project. Implications: Through this course evolution, students have developed a better understanding of the scientific method as demonstrated by higher quality projects. It is beneficial to students seeking postgraduate training and for faculty seeking additional outlets for scholarly activity.

Motivating Factors Survey of Student and Preceptor Work Satisfaction. Beverly Talluto, David Loiacono and Amy Lullo, Midwestern University-Chicago, Objectives: Discover which factors motivate students to pursue a pharmacy career based on perceived work satisfaction. Discover which factors motivate preceptors to continue a pharmacy career based on work satisfaction. Discover the differences and similarities between a first year professional student and their preceptor. Compare and contrast preceptor survey results in community and hospital practice settings. Methods: Students and preceptors complete a motivating factors survey during the first site visit in the Introductory Practice Experience community and hospital rotations. Students compare their answers with the preceptor's, discuss the similarities and differences, write a summary of the discussion and submit a copy to the Office of Experiential Education. Results of the surveys were compiled and graphed to compare student versus preceptor response in community and hospital practice. Preceptor survey results were also compiled and graphed to compare hospital preceptors to community preceptors. Implications: Provides an awareness of personal job motivating factors for the student and opens a communication channel between student and preceptor. Students gain insight into the profession, which can influence career decisions and also gain a better understanding of job performance and satisfaction as it relates to career choice. Relationship Between Time Spent with the Preceptor, Student Satisfaction and Rotation Grade. Beverly Talluto, David Loiacono and Amy Lullo, Chicago College of Pharmacy, Midwestern University. Objectives:


Determine if there is a correlation between: 1. The amount of time students report preceptors spend with them and the students' degree of satisfaction with the rotation. 2. The amount of time students report preceptors spend with them and the final rotation grade. 3. The students' degree of satisfaction with the rotation and the final rotation grade. Observe similarities and differences between community, clinical and hospital rotations in the relationships of time and satisfaction, time and grade, and satisfaction and grade. Methods: Students report their degree of satisfaction with the preceptor and the rotation through formal evaluation forms and written comments. Students report the amount of time spent with their preceptor daily and weekly. Students receive a formal grade at the end of each rotation. Time and satisfaction data and the students' final grade will be complied and graphed. The time versus grade, time versus satisfaction, and satisfaction versus grade data will be reviewed to observe for potential trends and to identify any similarities or differences between community, clinical and hospital rotations. Implications: Highlight the relationship trends between time spent with the preceptor, student satisfaction and rotation grade. Extrapolate trend data to enhance preceptor-training methods. Extrapolate trend data to restructure rotations. Expand the study to examine amount of time spent versus quality of time spent.

Implementation of a Pharmacogenomics Elective Course in the Doctor of Pharmacy Curriculum at the UNC-Chapel Hill School of Pharmacy. John Valgus, Kevin Haynes, Tina Brock, John Pieper, Jim McAllister and Roy Hawke, University of North Carolina-Chapel Hill. Objectives: To develop, implement, and evaluate an introduction to applied pharmacogenomics (PGx) elective course offered in Spring 2002 to Doctor of Pharmacy students. Methods: The course was modeled to include the core competencies in genetics outlined by the National Coalition for Health Professional Education in Genetics. The course included discussions addressing genetic concepts and terminology, clinically relevant polymorphisms affecting drug metabolism and disposition, the impact of genetic variation on drug response dynamics, legal/ethical issues raised by PGx, and the impact of PGx on the profession of pharmacy. Faculty was recruited from the Schools of Pharmacy, Medicine, and Public Health, as well as private industry. Students were evaluated on individual presentations, class participation, and final examination. Student attitudes and knowledge towards the applications of PGx for the future of the pharmacy profession will also be formally assessed. Implications: Pharmacy education is focused on the development of skills and competencies required of clinical pharmacy practitioners who can interface with interdisciplinary teams to ensure optimal drug therapy outcomes. The practice of evidence-based medicine will evolve to include the application of pharmacogenomic information in order optimize drug therapy. Pharmacy education needs to respond to the challenges of developing curricula that will prepare clinicians for the integration of objective genetic measures with the practice of pharmacy.

SOCIAL AND ADMINISTRATIVE SCIENCES Completed Research

Self Evaluation of Herbal Product Knowledge: A Study of Physicians and Pharmacists. John P. Bentley, Allyson M. Best, Brian C. Reisetter and Walter G. Chambliss, The University of Mississippi. Objectives: To measure perceived knowledge of pharmacists and physicians regarding herbal products and assess differences among these groups. Methods: Data were collected using a cross-sectional survey research design as part of a nationwide study of primary care physicians (PCPs) and community pharmacists regarding patient use of herbal products. Respondents were asked to rate their overall knowledge, knowledge in seven specific areas, and what their knowledge should be given their current practice. Questionnaires were mailed to a random sample of 2,506 pharmacists (usable response=19%). Telephone interviews were conducted with 200 PCPs randomly selected from the AMA Master File. Results: The two areas of highest perceived knowledge for both groups were uses and regulation of herbal products. The two lowest rated areas were assessing product quality and adverse event reporting systems. Pharmacists had significantly higher perceived overall knowledge and higher perceived knowledge in four of the seven specific areas (P<0.05). A larger percentage of pharmacists reported being exposed to herbal products in their formal education and through continuing education. Both groups reported that their herbal knowledge should be considerably higher given their current practice; ratings did not vary by group. Implications: Given the current herbal environment and this study's finding of perceived knowledge gaps by physicians and pharmacists, continued educational efforts directed at students and practitioners are necessary.

Determination of Learning Style Preferences at the University of Mississippi School of Pharmacy. Alicia S. Bouldin and Sarah M. Myers, The University of Mississippi. Objectives: This study proposed to identify learning style preferences of current pharmacy students at The University of Mississippi. Methods: The VARK Learning Style Inventory (Fleming and Bonwell) was administered during the Fall Semester 2001. Preferences for specific "learning opportunities" were also assessed. Data were gathered in class

periods (one for each of four classifications-P1, P2, P3, P4). A total of 186 students (volunteers) participated. Results were shared with faculty (aggregate results) and students (individual and aggregate). Results: The majority (72%) of the student population at the UM School of Pharmacy (Oxford Campus) is "multimodal"-they have more than one preference for the intake of information for learning. Responses for 83% indicated some preference for kinesthetic learning, which was the most frequent primary preference (47%). Only 8% expressed a primary preference for the visual mode of information intake. There were some differences in primary learning style preference noted between the classes, although not statistically significant. Pharmacy practice experiences had the highest mean rating (5.7 out of 7) among "learning opportunities." Implications: The resulting data may be used by both students and teachers in their ongoing efforts to improve teaching and learning. The large proportion of kinesthetic learners in the professional curriculum suggests that active learning exercises within the classroom, laboratory exercises, realistic case studies, simulated patients, and practice experiences serve these classes well.

Using the Critical Incident Technique to Investigate the Concept of Pharmacy Student Professionalism. Alicia S. Bouldin and John P. Bentley, The University of Mississippi. Objectives: The concept of professionalism is multidimensional; and from a practical perspective, it seems to be vague and difficult to define entirely, despite attempts to describe it in the literature. Most seem to be able to better describe what professionalism is not than what it is. This exploratory project gathered descriptions of "unprofessional" incidents to inform an understanding of professionalism as it is perceived at The University of Mississippi School of Pharmacy. Methods: Pharmacy students and faculty (including preceptors) at UM were invited through email to participate by providing (via anonymous web form) incidents of unprofessional student attitudes and behaviors. They were asked to consider a variety of settings in (classroom, lab, work, communication, rotations, etc.). Qualitative information collected was analyzed according to content. Results: 148 incidents were collected (85 from students, 63 from faculty). The authors systemically assigned each to a category; five groups of categories emerged from the results. The category of unprofessional incidents representing student attitudes and behaviors most frequently assigned was "communication style/tone." The focus of student responses differed from that of faculty; perceptions of what may be "unprofessional" also differed. Implications: While the absence of unprofessional behaviors is not necessarily professionalism, this investigation provides a framework for further exploration of the relationships between those concepts, and suggests where perceptions of professionalism may be influenced through socialization.

Pharmacy Service Orientations of Academic and Non-Academic Worksites. Bartholomew E. Clark and Jeanine K. Mount, University of Wisconsin. Objectives: (i) Present an easy tool for measuring Pharmacy Service Orientation (PSO) of pharmacy practice sites; (ii) Compare how pharmacy graduates perceive PSO of practice sites where they worked-for-pay with those where they worked-for-credit; (iii) Identify personal and site characteristics correlated with PSO. Methods: Questionnaires were sent to a randomly selected sample of Class of 1999 graduates within 3 months of graduation. Of 1,850 questionnaires, 259 (14%) were returned. Scored on 1-10 scales, outcome variables are Pharmacy Service Orientation of sites worked-for-pay (PSO-Pay) and worked-for-credit (PSO-Credit). Potential correlates include: graduate's demographics (age, gender, pharmacy degree, previous degree), professional orientation (professional autonomy beliefs, self-regulation beliefs, job preferences), practice site type, position title and length of site experience. Results: The Pharmacy Service Orientation of worked-for-credit sites was significantly more positive than worked-for-pay sites (PSO-Credit mean = 7.65, SD=2.02; PSO-Pay mean = 6.37, SD=1.94; P<000). PSO-Credit and PSO-Pay are virtually uncorrelated with one another (Pearson r=0.044, P=0.50). Demographic and attitudinal variables are not predictive of PSO-Pay or PSO-Credit however site and position characteristics are highly significant predictors. Implications: Striking differences exist between the types of sites worked-for-pay (predominantly community chain) and worked-for-credit (predominantly hospital). Findings suggest formal socialization gained in work-for-credit sites may be offset or counterbalanced by informal socialization related to work-for-pay sites. Further understanding of long-term effects of pharmacy students' work-for-pay experiences is needed.

Do Pharmacy Student's Scores on the Pharmaceutical Care Attitudes Survey Help Predict Scores on Four WebCT-based Quizzes Concerning the Provision of Age-Specific Pharmaceutical Care? David A. Gettman, Daniel Flynn, and Catherine Harrington, Nova Southeastern University. Objectives: There were three main objectives: (i) Administration of the Pharmaceutical Care Attitudes Survey (PCAS) to 83 second- and third-year pharmacy students taking a new patient counseling class; (ii) Development of four quizzes that assess a student's knowledge concerning the provision of age-specific pharmaceutical care; and (iii) Determination of whether PCAS scores predict differences in these quiz scores. Methods: The


thirteen-item PCAS has five possible responses from strongly disagree to strongly agree. It was administered to 83 student volunteers. Gender, age, work experience in pharmacy practice, months of work experience in pharmacy, and their scores on the PCAS were statistically linked to four different WebCT-based quizzes on age-specific pharmaceutical care (childhood, adolescence, adulthood and aging adulthood). Descriptive statistics were assembled; and, then linear regression analyses were used to predict whether PCAS scores predicted one or more quiz scores. Results: All PCAS subscale scores (professional benefit, professional duty and return on effort) helped predict scores on all four quizzes. Furthermore, age, gender, and months of work experience (more than 6 months) also helped these predictions. Implications: The provision of age-specific pharmaceutical care to patients depends on PCAS scores, age, gender, and months of work experience. Instructors in counseling courses will have to tailor their efforts to help individual students help themselves learn these critical skills.

Evaluation of a Systematic Process for Conducting Prospective Drug Utilization Review in Pharmacy Practice. Terri L. Jackson, Gail D. Newton and Michael T. Rupp, Midwestern University - Downers Grove, Purdue University, Midwestern University - Glendale. Objective: To evaluate the effect of a clinical decision aid and training program on improving the quality of pharmacists' legally mandated prospective drug utilization review (DUR) responsibilities. Methods: The study utilized a convenience sample of 176 pharmacists practicing in Arizona, Illinois, Iowa, and Tennessee, and was organized as a pretest-posltest design. During pretest, pharmacists identified medication-related problems in patient cases using their normal DUR processes. Level 1 intervention provided pharmacists with a checklist decision aid, which pharmacists used to assess a second series of cases. Level 2 intervention added a prospective DUR clinical training program, and pharmacists completed a third series of cases. Results: The rate at which pharmacists correctly identified major and minor medication-related problems showed significant increases from the pretest to Level 1 intervention, and from the pretest to Level 2 intervention. The rate of pharmacists' correct identification of major and minor medication-related problems did not significantly increase from the Level 1 intervention to Level 2 intervention. When using the combination of training and the decision aid, pharmacists' reached a higher level of agreement with expert evaluators concerning whether the prescriptions under evaluation should have been dispensed. Implications: Clinical decision aids and training in their use may help pharmacists to identify more medication-related problems, thereby improving the quality of drug delivery and decreasing medication errors.

Assessing The Relationship Between Student-Life Stress and Health-Related Quality of Life (HRQOL) Among PharmD Students. Niranjan Konduri, Gireesh Gupchup, Matthew Borrego, Bradley Wood, Annette Herrera, Chrystal Pierce, and Shohreh Biazar-Sadri, University of New Mexico. Objective: To assess the relationship between student-life stress and HRQOL among PharmD students at a public university. Methods: The Student-life Stress Inventory and the SF-12 (HRQOL) questionnaire were administered during a one-week period of the Fall 2001 semester to students in the first three professional years. Pearson product-moment correlation coefficients were calculated to assess the relationship between academic stress and HRQOL for the entire sample, by gender and professional year. The Bonferroni corrected level of significance for the analyses was P<0.004. Results: A total of 166 usable responses were obtained which represented 66.3% (n=110) female, 39.2% (n=65) first-year, 33.7% (n=56) second-year and 27.1% (n=45) third-year students. The respondents' mean age was 26.8 (SD=5.42) years. Student-life stress was significantly negatively correlated to the mental SF-12 component score (P<0.0001) for the overall sample (r = -0.58), gender (rfemale= -0.56, rmale = -0.56) and within each professional year (rfirst-year = -0.50, rsecond-year = -0.49, third-year = -0.68). Student-life stress was non-significantly negatively correlated to the physical SF-12 component score. Implications: Higher student-life stress was related to lower mental component HRQOL scores. Strategies should be developed to reduce student-life stress and improve the mental component of HRQOL. Additional research is needed to assess the impact of the relationship of student life-stress and the mental component of HRQOL on academic performance.

Application of Pharmaceutical Marketing and Advertising Concepts Using a "Marketing Team" Approach. David J. Mihm, Arnold & Marie Schwartz College of Pharmacy and Health Sciences. Objective: Using a student "'marketing team" approach in a second-year professional elective, several course learning-objectives were achieved by a half-semester "team" development of a hypothetical "new product" launch. Methods: The team creates or is given a project "concept drug" and develops a marketing plan for the product, a potential package insert for the product, an actual 60-second DTC video commercial, several other types of advertising formats (radio, print, and professional journal), and suggestions of promotional items for the campaign. The group may utilize "outside" knowledge sources for information about pharmaceutical/pharmacological concerns and product therapeutic "soundness." The marketing plan is to contain such items as rationale for product brand name,

target market identification, preparation of physician panel surveys or focus groups, identification of product channels of distribution, preparation of a hypothetical budget for the campaign, identify the marketing mix to be used in the campaign, and preparation of a post-launch evaluation plan. Results/Outcomes: Projects are evaluated by the instructor, a panel of graduate students, and by peer-evaluation of group quantitative and qualitative participation. These methods have been used for two semesters to a varying degree of success. Comparisons of exam scores from the midterm and project scores are made. Implications: Students, via the group project, do meet several specific course learning-objectives, gained an appreciation of marketing concepts, and gained a better understanding of group dynamics.

Theoretical Model Systematic Framework for Selecting Validity Models in Research.

Marion K. Slack, University of Arizona. Objective: Research studies, particularly nonrandomized designs, are subject to numerous threats to validity. This presentation describes a systematic framework for selecting a model for addressing validity issues. Methods: The framework is based on three dimensions of research design: purpose, time frame, and control. Operational definitions were developed to facilitate identification of each dimension and the research design literature searched for associated validity issues. Specific models were constructed by 67 identifying the validity issues associated with each dimension. Results: Use of the operational definitions and the three dimensional framework resulted in 10 specific validity models. In this framework, all exploratory and descriptive models are observational but may be prospective, cross sectional or retrospective. Retrospective and cross sectional analytic designs also are observational, however prospective analytic designs may be either observational or interventional. Validity issues associated with purpose include the match between the purpose and study structure and post hoc hypotheses. Those associated with control include selection bias, observation bias, misclassification bias, and implementation issues. With respect to time line, loss to follow up is an issue for both retrospective and prospective studies; retrospective studies also have validity issues associated with recording and retrieval of data and missing data. Issues for cross sectional studies include timing of events and recall bias. Implications: The framework enables investigators and consumers of research to systematically identify and address validity issues which should produce higher quality studies and critical consumers.

Work In Progress Assessing Patient Counseling Skills Using Different Evaluation

Methods: A Triangulation Study. Conrad W. Dhing, John M. Lonie and Donna Dolinsky, Long Island University. Objective: Triangulating the patient counseling skills of fourth-year PharmD students using different evaluation methods. Method: Fourth-year PharmD students enrolled in the Communication Skills course were given different types of assignments with varying complexity involving patient counseling. These assignments included a series of multiple-choice questions, short-answer case studies, videotaped patient counseling sessions involving role-play, and a critical incident essay. Each of these assignments tested the students' ability to provide patient counseling on a different cognitive level. The outcomes of this study will show that these evaluation methods can differentiate the varying levels of skills involved in-patient counseling. Implications: This model of assessing patient counseling skills using different evaluation methods allows for more accurate representation of the student's ability to counsel a patient. The vast range and complexity of skills involved in-patient counseling can only be fully realized by using different evaluation methods.

Assessing Patient Counseling Skills Using Software to Analyze a Critical Incident Essay. Donna Dolinsky, John M. Lonie and Conrad Dhing, Long Island University. Objective: To evaluate the use of critical incident software in assessing written essays demonstrating empathy, assertiveness, and active listening. Method: Following communication skills instruction, students were asked to describe a critical incident that occurred in the work place, school or home, that involved using one or more of the communications skills learned in class, i.e., empathy, assertiveness or active listening. Students were instructed to tell what lead up to the incident, quote what was said by each participant, describe non-verbal behavior, describe and evaluate the outcome, and indicate what they would change to bring about a more effective outcome. The 98 essays were scanned into a Microsoft Word document. Using standard published scales of the three skills, relevant verbal and non-verbal behaviors will be identified analyzed using different content analysis software packages. The results will be summarized and displayed in a way to permit evaluation of scales and software, and sent to Pharmacy communications skills faculty for assessment, evaluation, and usefulness in teaching students these communication skills. Implications: These techniques and tools can prove useful in assessing communication skills in large classes as an adjuvant technique to role-play and observation at practice sites.


Alternative Medicine Instruction in U.S. Schools of Pharmacy. Arjun Dutta, Monika Daftary and Patricia Ayuk-Agbe, Howard University. Objectives: To document the prevalence, scope, and diversity of pharmacy school education in complimentary and alternative therapy topics and to obtain information about the organizational and academic features of these courses. Methods: A survey was developed to assess the frequency and nature of alternative medicine instruction in U.S. pharmacy schools. An 11-item survey was developed through an iterative process with input from practicing and academic pharmacists. The survey was pilot tested for its validity and was mailed to all schools of pharmacy in the U.S. The surveys were addressed to academic or curriculum deans at each of the 85 pharmacy schools. The survey specifically elicited responses about existing or planned instruction in alternative medicine, and the administrative and educational characteristics of courses in alternative medicine. Implications: The results of this survey will help delineate the present nature of alternative medicine instruction in pharmacy schools across the country in light of the increasing demand for alternative therapies by consumers.

Community Pharmacists Knowledge Regarding The Human Genome Project. Amit Kulkarni, Gauri Shringarpure, Abid Ghafoor and Sujit S. Sansgiry, University of Houston. Objectives: The objective of this study is to evaluate community pharmacists' current knowledge regarding the advances in the human genome project (HGP) and understand their requirement for education and training on this subject. Methods: A cross sectional study was conducted in order to determine the knowledge of the community pharmacist regarding HGP and identify areas in which they would require training to keep up with the advancement in technology. A survey would be administered to around 100 pharmacists working in community pharmacy in the Houston Metropolitan Area. A 14-item questionnaire with five point strongly agree -strongly disagree scale would be used to measure their knowledge regarding the HGP. In addition, data regarding the attitude of the pharmacists toward advances in the HGP along with demographic variable will be obtained. Data will be coded and analyzed using the SAS statistical package at a set priori significance level of 0.05. Implications: New advances in sciences bring along with it a lot of apprehension. The HGP is probably one of the biggest and controversial advances yet. This study will help us evaluate what the pharmacist knows about the HGP and if they are prepared to handle the challenges that it would bring about. This review will also help in identifying areas in which the pharmacist and the pharmacy staff would require training to cope with these changes.

Effects of Patients' Demands, Physician/Other Health Care Providers' Demands and Pharmacists' Perceived Professional Image on Expected Job Satisfaction from Pharmacy Students' Perspective. David J. Mihm, Ankur Mehta, Conrad Dhing and Donna Dolinsky, Long Island University. Objectives: To investigate students' perceptions of the effects of patients' demands on pharmacists'job satisfaction, to investigate students' perceptions of the effects of physician and/or other health care providers' demands on pharmacists'job satisfaction, and to investigate students' perceptions of the effects of pharmacists' perceived professional image on pharmacists'job satisfaction. Methods: This research makes use of the direct survey questionnaire method for measuring perceptions of job satisfaction. A detailed questionnaire that would provide an index for deriving the respondents' feelings and perceptions towards some facets related to the job such as patients' demands, physicians/other health professionals' demands and pharmacists' perceived professional image will be used; it will be adapted from instruments/scales from previous research and modified to suit the research objectives. Subjects for the study will be fifth-year professional students in an entry-level Doctor of Pharmacy program. Implications: This study will have important implications for human resource managers and administrators of pharmaceutical care delivery systems whose major concerns are to retain as well as recruit sufficient number of young job seekers who are pursuing pharmacy as a career.

INNOVATIONS IN TEACHING COMPETITION Honorable Mention

Service Learning Projects in a Public Health in Pharmacy Course. Jean T. Carter and Gayle A. Cochran, University of Montana. Background/Objectives: Pharmacy schools have been incorporating service learning into their curricula through activities that promote patient care. None of the reported programs focus on public health issues for their service learning activities. Therefore, the purpose of this innovation was to introduce students to service learning group projects that would impact public health in the community and state. This portfolio describes two years of experience with the projects. Methods: Third year pharmacy students take a required public health and pharmacy course, which incorporates groups service learning projects. Large groups of 8-10 students are assigned to projects that promote public health. They work with community representatives to plan, implement or evaluate programs during one semester. Their attitudes, contributions, and understanding of the project are measured several times during the semester.

Results: Students are initially excited about working with the public, but do not like the idea of another group project. By the end of the semester, expectations are replaced by realistic assessments. Student find real world experiences frustrating at times and want more structure. Peer evaluations are generally high, but the overall experience is often under valued. Implications: This service learning model has been well received at community sites and, once the project impact becomes evident, by pharmacy students. It is particularly appropriate for advanced students and may require fewer resources to administer than traditional service learning.

The U.S. Health Care System PHA316: An Introduction to the Health Care Participants and Policy Decisions Facing Pharmacists. Robert I. Garis, Bartholomew E. Clark, Tracy Chapman, Richard Jizba and Jacki Hoeft, Creighton University, Objectives: To incorporate active learning and achieve comparable outcomes in a new Internet delivered Doctor of Pharmacy program with two pathways: a campus-based and an asynchronous track. Methods: To redesign an existing first-professional year course to achieve equal outcomes between the campus-based and the asynchronous pathways. We used Internet-based active learning strategies that included self-contained and pre-set literature searches into International Pharmaceutical Abstracts, In the literature searches, the students attained access to valuable bibliographical information without the frustration of designing their own search strategies. The students were assigned purposeful activities to perform with the bibliographies returned by searches. The course also used respected health policy Internet sites (e.g., Kaiser Family Foundation) for active learning exercises. Additionally, the course team had to provide personal interaction with the asynchronous students to compensate for their lack of classroom feedback. Results: Based on course grades there was no significant difference between the 2 tracks by t-test (p=0.20). Further, compared to two previous year's course grades, there was no significant difference (P=0.45) by ANOVA. Implications: Based on course grades, performance does not seem to be dependent on the mode of content delivery or physical presence on the classroom.

Use of an Electronic Classroom Response System to Facilitate Case-based Learning. Jeffrey J. Kuper, Joseph A. Barone and Julie A. Saleh, Rutgers University. Objectives: Goals of this project were to: (i) increase student comprehension in pharmacotherapeutics courses; (ii) provide faculty with a supplemental means of assessing student comprehension; and (iii) increase active learning by incorporating more case-based teaching. Methods: The Personal Response System® (PRS) consists of several receivers connected to a central display and wireless transmitters held by each student in pharmacotherapeutics courses. Students use the transmitters to respond anonymously to problems posed by lecturers. At the end of the answer period, responses are summarized and displayed as a histogram. The instructor uses this information to assess student understanding and guide subsequent discussion. Results: All five lecturers used PRS in Cardiopulmonary Therapeutics. Student exam performance apparently improved compared to previous years; however, other changes in the curriculum make it impossible to attribute this improvement to PRS alone. Subjective evaluations completed by both faculty and students showed strong support for PRS. Both groups believed that student understanding was improved by use of PRS. The faculty also fell that PRS helped them to better assess student comprehension, allowed them to redirect class time, and facilitated classroom discussion. Implications: To our knowledge, this is the first report of an audience response system being used to facilitate case-based teaching in a pharmacy curriculum. PRS was a useful tool for improving faculty assessment and student comprehension, and the technology will be expanded to other courses.

Outcomes-Based Integrated Hybrid PBL Curriculum. Susan Mansour, Patrick Farmer and Anne Marie Whelan, Dalhousie University. In 1995 the Dalhousie College of Pharmacy identified several goals for curricular change: (i) increase accountability by making the curriculum outcomes-based; (ii) increase the ability of the curriculum to lead practice; (iii) direct the curriculum toward improved patient health care; (iv) increase graduates' communication skills; and (v) improve the problem solving ability of graduates. This led to the development of an outcomes-based integrated hybrid problem-based learning (PBL) curriculum. The curriculum included integrated PBL units, organized primarily by body system and disease states, a four-year skills laboratory, a three-year Critical Appraisal Series, and practice experiences. The integrated PBL process simulates pharmacy practice and encourages students to develop and practice their life-long learning skills. Faculty responsibilities are significantly altered. Tutor recruitment, training and development are ongoing. Each curricular component incorporates various student assessments; comprehensive assessments such as an annual progress examination and Objective Structured Clinical Examination are used. Curricular evaluation includes evaluations by students, results of the annual progress examination, and several graduate, preceptor and employer surveys. The College has achieved complete curricular change with the first class graduation in the spring of 2001. Interim curricular evaluation results indicate students achieve


levels of knowledge and skills similar to, or better than, those achieved previously.

Course on Chronic Illness: Learning the Patient's Perspective. Kimberly Plake, Drake University. Over the last century, the nature of health and health care has changed. First, unlike the early 1900s, patients are not dying of acute diseases, but chronic ones. A patient no longer can take a "pill" and expect to be "all better" at the end of two weeks. Chronic illnesses require long-term management, meaning that health care professionals will need to develop a rapport and learn of the patient's perspective of health and well-being. As part of this, health care professionals need to envision a patient holistically and be aware of his concerns and the impact his lifestyle may have on treatment decisions. The goal of the Psychosocial Aspects of Chronic Illness was to allow pharmacy students to learn about, investigate, and experience the whys of patient behavior. To attain this goal, a variety of teaching techniques were used to help the student learn about the patient's perspective. Videos, live presentations, simulation exercises, and autobiographies/biographies were incorporated and melded with course content. Reflective paragraphs, class discussion, lecture, and patient scenarios/cases also were used. Students were expected to participate in the process - they tried to change a health behavior, developed a teaching presentation on culture, and wrote papers about their exercises. By using several techniques, it was hoped that the students remained engaged throughout the semester - with each student experiencing his desired learning process at least one lime in the semester.

Stayin 'Alive: Advancing Medicinal Chemistry by Enhancing Student Responsibility for Learning. Victoria F. Roche and Naser Z. Alsharif, Creighton University. Objectives: The purpose of this project was to increase student interest in medicinal chemistry and in taking responsibility for learning. Methods: Course content was updated, rewritten and packaged in conversational packets containing a detailed lesson handout, learning objectives, lesson summary, and case study problems. Students read the handout packet and complete a comprehensive quiz over the material no later than 24 hours prior to class. Quiz questions were provided in the lesson packet to guide learning. The final quiz average counted for 10% of the final grade, and served as the reward for preparedness. Lecturing over handout materials was abandoned in favor of interactive discussion on areas of difficulty, active learning exercises and group presentations designed to stimulate analytical thinking, and sharpen clinical problem solving skills. Student Outcomes: Students have been much better prepared for class discussion than in previous years, and responded positively to the quizzes and interactive classroom. Performance, as measured by exam and final grades, did not suffer. Project Implications: Small changes in content delivery, and the offering of relatively small academic rewards, can stimulate students to preparedness and enliven the classroom by allowing time for activities which foster higher level thinking and reinforce clinical relevance. Interest in subject matter is increased when classroom activities are more meaningful to the learners. Professionalism will be optimized when the entire academic culture fosters student responsibility for learning.

INNOVATIONS IN TEACHING COMPETITION Award Winners

EPhECT - A Longitudinal Service Learning Experience. Michael C. Brown, Patricia R. Lind and Todd D. Sorensen, University of Minnesota. In EPhECT, students develop a relationship with a community teacher (CT), learn from their CT's health and life experiences, identify and meet their CT's needs, and finally gain experience providing pharmaceutical care. EPhECT is structured in teams, comprised of a CT, a first (PDI), second (PDII), and two third (PDIII) year students, and a faculty member. EPhECT has 3 main components: Community-Based Visits, Community Outreach, and Pharmaceutical Care Clinic. The PDI and PDII students visit their CT in the CT's home twice per semester. Visits focus on meeting the first three objectives. Following each visit, students complete written reflection and orally reflect with their faculty member. PDIII students meet the fourth objective by working with their CT in the on-campus Pharmaceutical Care Clinic. With a preceptor, students complete an assessment, care plan and provider summary letter. Student reflections contain evidence of a valuable, individualized experience, with 84% describing better understanding of the patients' perspective. PDI and PDII students reported companionship (52%), provision of general health information (35%), and encouragement to use health care resources (17%) as services provided. All of the CT Clinic participants reported a positive experience and 92% of CT's reported to be more likely to utilize pharmacists since joining EPhECT. Further assessments continue. Through EPhECT, students work in a rich, patient-centered, nontraditional learning environment that may motivate them to practice as patient-centered pharmacists in the future.

The Behavior Modification Experience: Application, Accountability and Coaching. Kenneth E. Record and Peggy Piascik, University of Kentucky. Objectives: Phase I students reflect upon the challenge of behavior modification to achieve a healthy lifestyle develop empathy for patients who attempt behavior modification. Phase II students conduct weekly meetings, reflect on

the coaching process, and express empathy for patients. Both groups apply the knowledge and skills to new situations. Methods: Phase I students set realistic, measurable project goals and undertake behavior modification under supervision of Phase II students. Phase I students keep a journal and submit a final written project summary reflecting on personal successes, failures and factors that contributed to the project outcome. Weekly group meetings and journal writing provide accountability. Phase II students conduct weekly meetings and evaluate Phase I student projects. All students complete pre- and post-surveys to determine whether the project produces changes in knowledge, skills and attitudes. Results: Evidence of student learning comes from journal entries, final project summaries and post-surveys in both phases of the project. The majority of students report that behavior modification is a more difficult process than previously thought. Most students also report an attitude change toward patients undertaking behavior modification due to better understanding of the difficulty of change or knowledge of the tools used in behavior modification. Implications: Both Phase I and II students develop empathy, through personal experience, for patients attempting lifestyle change. Students report the ability to apply the knowledge, skills and attitudes to experiences after the project ends.

Student Directed Experiential Learning in a Program of Continuous Competency Assessment. Raylene M. Rospond, Sandy Dirks, Drake University, and Dennis McAllister, Midwestern University-Glendale. Objectives: The purpose of the project was to design, implement, and evaluate a continuous student assessment process in a competency-based experiential education program. Methods: Experiential education competencies were approved and adopted by faculty for evaluation of student proficiency across all experiential rotations. Students receive a "credit" or "no credit" for the entire experiential education program based on achievement and maintenance of a minimum proficiency level of 4 for each of 64 activities under 4 competency areas. Preceptor and student orientation to the new process first occurred prior to the 1997/98 experiential year. Student portfolios, initially print and now electronic include documentation of activities, samples of project work, sample patient interventions, preceptor and self-assessment forms. Proficiency scores for each competency are tracked by the college and used to focus rotation activities. Results: Individual student learning is demonstrated through procedural based review of performance. Individualized interventions are instituted during the experiential year to provide formative and summative assessment. Individualized remediation programs are developed and implemented for students not achieving proficiency requirements. Student evaluations of entire experiential program and skills improved demonstrate positive results. NAPLEX scores have improved and post-graduate opportunities have been maintained. Implications: Continuous Competency Assessment Process addresses numerous limitations of standard approaches to experiential education. Innovative approach combined with current technology allows individualized student development programs and enhanced programmatic assessment with acceptable resource allocation.

SCHOOL POSTERS Student Recruitment and Development. Charles Perry, Kem Krueger and

Paul Jungnickel, Auburn University. Objective: To develop a more diversified and qualified applicant pool through education, outreach, and training. Methods: A full time Director of Student Recruitment was hired to coordinate the recruiting initiatives. An analysis of a current pharmacy class was made to determine those factors most influential in the success or failure of students. These factors were used to establish a profile of the most desirable applicants and a recruitment plan was developed to reach these primary targets. A message was developed focusing on the desirable attributes for students interested in a pharmacy career. These include academic and professional qualities, as well as other desirable characteristics such as humanistic caring, confidence, communications abilities and self-reliance. Results: Among the initial findings from the implementation of Phase I of the recruitment plan has been the lack of awareness of the various pharmacy career opportunities by both the students and the pre-health advisors at our feeder institutions. The majority are primarily aware of the dispensing function in a retail environment and view pharmacy second-tier health profession after medicine or dentistry. Implications: The experiences to date indicate a need for extensive education and improved public relations among the constituencies that are critical to our attracting top students. Our outreach efforts will need to be continuous and expand beyond our initial targets to include programs that will effect attitudinal changes among prospective students before a final decision on a health related profession has been made.

Development and Implementation of an Advanced Practice Experience in Pedagogics. Robert P. Henderson, Paula A. Thompson, Michael G. Kendrach, Mary A. Worthington, Mary R. Monk-Tutor and Roger D. Lander, Samford University. Objectives: Development and implementation of an elective pedagogics rotation for fourth year Pharm.D. students allowing them to learn teaching methodologies in a variety of settings. Methods: Late


in the Fall 2000 semester, pharmacy faculty expressed interest in an elective pedagogics rotation, and the Department of Pharmacy Practice Educational Policy Committee developed specific goals and objectives for such a rotation. It was offered to students beginning in June 2001, and by the end of the 2001 -02 academic year eleven students and eight preceptors will have participated. Experiences of the students have varied widely, depending upon the setting and preceptor, and have included classroom lecturing, small-group facilitation, clinical instruction, administrative tasks and testing. In May, a survey will be administered to all students and faculty participating in this rotation and the results discussed in a meeting of all participants. This information will be used to refine the experience for the coming year. Implications: Pharmacy educators have a responsibility to provide leadership in the profession by cultivating future leaders, especially in the academic setting. Whether or not students who participate in a pedagogics rotation decide to practice in academia, they should be better prepared to teach and have an impact upon a broad range of practitioners, positively influencing the profession of pharmacy.

University of Southern California School of Pharmacy: Fostering the Development of Academic Pharmacy's Future Leadership. Kathleen H. Besinque, Mark A. Gill and William C. Gong, University of Southern California. The USC School of Pharmacy has demonstrated a tradition of innovation and excellence in pharmacy education. The Schools vision statement "Setting the Direction for Pharmaceutical Care, Education and Research" is reflected throughout teaching and research programs that include the development of future academic leaders. USC has developed several initiatives to foster interest in academic pharmacy including student mentorship teaching experiences, clerkship electives and a residency program. The ASHP accredited residency programs at the School emphasize teaching and research. There are twenty-five residents participating in the program in a wide range of clinical specialties. The program is unique because in addition to the traditional activities of a residency, extensive coursework and practice in research methods and teaching skills are included. After the coursework, each resident teaches a group discussion course for the academic year and completes a research project. The research project must be publishable and presented at the annual Western States Residency Conference. Teaching experiences include development of a clinical case and teaching guide for the Therapeutics course, seminars, clerkship teaching and the providing lectures in didactic courses. The residency program has trained a significant number of residents that are faculty in pharmacy schools and as clerkship faculty at affiliated sites. Building on a century of excellence, USC continues to provide new directions for the profession of pharmacy.

Promoting Academic Careers Throughout the Curriculum. Ruth E. "Nemire and Elizabeth Frenzel Shepherd, Nova Southeastern University. Students have the opportunity to learn about academia early in their pharmacy education in an Early Experience course. The course was developed for topic discussion and reflection of early practice experiences. First semester second year students are required to pick a project with a faculty mentor, exposing them early to various aspects of being a faculty member. Projects include poster presentations, video development, new student recruitment, and career week planning. Once students reach the advanced practice level they may choose to do an academic elective clerkship with the Director of Experiential Education. These students are exposed to all aspects of academic life, including meeting with deans and faculty, teaching in a course, readings and discussion of educational theories. Students are exposed to administrative, service and teaching responsibilities of faculty members. Weekly discussions of educational theories and methods are the core of this rotation. Students build on the discussions by developing a lecture for a class of their choosing. Students are evaluated during this lecture. Students are involved in creating policies, student manuals, and writing. NSU College of Pharmacy residents may also choose to work with the Directors of Experiential Education and Clinical Education to complete an academic elective clerkship. The goals and objectives are similar to the advanced practice rotation, however, the resident is expected to tailor the assignments to their interests and personal goals and function at an advanced level.

Promoting a Summer Research Experience for Pharmacy Students through an NIH-Funded Mechanism. William J. Millard and Colin Sumners, University of Florida. Over the past seven years the UF College of Pharmacy has utilized the NIH Short-term Research Training Program (T35 mechanism) to provide motivated pharmacy students a high quality 10-week summer research experience. This program is an excellent mechanism to stimulate an interest in research and lead pharmacy, medical and veterinary students to consider careers in academic pharmacy, medicine or veterinary medicine. First and second year professional students are introduced to this program through in-class formal presentations, e-mail messages and individual or group office informational sessions. Faculty mentors are drawn from a list of committed faculty throughout each of the three colleges. A six-member committee comprised of basic science and clinical faculty evaluates the formal student applications. Successful students are selected based on their academic record and

letter of intent, faculty mentor commitment and the scientific merit of the research proposal. Basic, clinical, epidemiological, ethical, and educational research projects are all considered appropriate as long as they are hypothesis-driven endeavors. Students receive both a modest stipend and a small sum to support their research effort. Whenever possible students are encouraged to continue their research program beyond the original 10-week experience. The goal is to guide the students in the construction of research protocols, in state-of-the-art biomedical techniques, and in the organization, critical evaluation, and presentation of their data at local and/or national scientific meetings.

Academic Courses and Experiences at Mercer University Southern School of Pharmacy. Julie A. Hixsou-Wallace, Vicky Turberville-Vega, J. Grady Strom and Richard A. Jackson, Mercer University. An extreme shortage of pharmacy faculty has been projected for the future with a significant percentage of faculty retiring. Of new faculty needed in the immediate future, over one-half are Pharmacy Practice faculty. Moreover, Pharmacy Practice faculty have led the other academic disciplines in the number of pharmacy faculty departing to assume positions in the pharmaceutical industry and in clinical practice. We wish to prepare our Doctor of Pharmacy graduates to enter academia as well as stimulate some to pursue post-graduate education in further preparation for an academic career. In order to encourage our students to consider academia as a career option, we offer the following activities: an elective course titled Introduction to the Pharmaceutical Sciences which focuses on teaching skills; an academic/administrative advanced practice experience for senior Doctor of Pharmacy students; and an academic rotation for pharmacy residents from various programs in the Atlanta area. Additionally, our Center of the Advancement of Teaching and Learning is developing an elective course in teaching principles and methodology. This course intends to utilize faculty from the many schools on our campus and be open to students from any of the degree programs available on our campus including pharmacy, theology, education, and nursing. All of these activities serve to cultivate pharmacy students to become the leadership of the future of academic pharmacy.

Cultivating Academic Pharmacy's Future Leadership. Beverly A. Talluto, Robin M. Zavod and Lynn Radonic Patton, Midwestern University-Chicago. The faculty of the Chicago College of Pharmacy has created an environment to foster academic careers in pharmacy. Interdepartmental programs have been developed to provide opportunities over all four years of the curriculum for the students to observe, understand, and apply the theories of teaching and learning. These programs include: 1. identification of academic career opportunities in Introductory Practice Experience I during a Career Workshop and in a Pharmacy Careers elective course offered in the third professional year where pharmacists describe their careers; 2. utilization of third and fourth year pharmacy students to assist the faculty in teaching second professional year students to gather and interpret information from patient charts in Introductory Practice Experience III; 3. participation in classes and workshops conducted by residents in the CCP Primary Care Residency with a Focus on Pharmacy Education; 4.involvement in an elective course in Introduction to Teaching and Learning Issues offered in the third professional year; 5. completion of elective teaching rotations with the Pharmacy Practice and Pharmaceutical Science faculty that provide the students a chance to present lectures, learn delivery techniques, and complete a "Teaching Enhancement/Improvement'' project; 6. inclusion of external Adjunct Faculty in the delivery of classroom lectures and colloquia so students observe the commitment of pharmacy practitioners to teaching; and 7. development of a variety of residency related events to reinforce the students' awareness of residency opportunities in academia.

Contemporary Pharmacy Practice: An Academic Experience for Senior Students. Bradley C. Cannon and Nancy E. Kawahara, University of Illinois at Chicago. This poster outlines the use of senior pharmacy students as instructors in a core curriculum course. Since 1995, 111 senior students have provided instruction to students enrolled in Contemporary Pharmacy Practice, a core course designed to introduce students to patient counseling and to enhance their problem solving skills. During each six-week rotation, senior students are responsible for instructional design, implementation, and evaluation in two of the four performance-based laboratories. Goals and objectives for the senior students focus on lecture planning and delivery, feedback skills, small group facilitation, defense of grading decisions, and development of standardized role-playing scenarios. Feedback from enrolled students indicates the perception of a positive effect on learning as a result of working with senior students. Furthermore, feedback obtained from end of module surveys indicates that the senior students perceive the rotation to be a positive experience. Additional information from graduates will be evaluated to determine the impact of this experience with regard to career choices, and involvement in additional academic-related activities.

Exposing Students to Careers in Academic Pharmacy at Purdue University- Steven A. Scott, Purdue University. Purdue University has a long tradition of supplying academic pharmacy with many faculty and administrators. In an attempt to encourage more professional degree students to consider


pursuing post-graduate educational opportunities and a career in academic pharmacy, several independent efforts have been started by faculty and administrators. These efforts include: 1. Using upper level undergraduate students as teaching assistants in first and second professional year courses. Students receive academic credit and acquire the experience of teaching and tutoring other students. 2. Many students participate in undergraduate research opportunities with a number of faculty exposing the students to both faculty and graduate students as they work on their research. 3. Students now have the opportunity to complete an academic clerkship where they work one-on-one with pharmacy faculty and get a real taste of academic life both in the classroom and lab but also behind the scenes. 5. A career exploration workshop has been developed where students actively explore and report on the benefits, limitations, and required education/training for a variety of different career options, one being pharmacy education. 6. The most recent effort to expose students to academic pharmacy is the Dean's Executive Forum, a weekly seminar class which features a variety of leaders in pharmacy, many of who are Deans at other schools of pharmacy. These academicians share their personal stories with students, describing why they choose a career in pharmacy education.

Education Pathways to Cultivate Future Academic Leadership: An Elective Course and Learning Certificate Program. William C. Lubawy, Heidi M. Anderson-Harper, Mary M. Piascik and Frank Romanelli, University of Kentucky. The University of Kentucky College of Pharmacy utilizes two formal mechanisms to cultivate both interest in academic positions as a career option and the development of skills in educational strategies. The Pharm.D. curriculum requires students to select a series of electives pertinent to a particular eventual career "pathway." The College offers 18 different career pathways, one of which is in the area of education. The education pathway includes at least four elective courses followed by elective experiential rotations in the fourth year. Select faculty serve as mentors for students and advisors for special projects and/or elective experiential rotations which involve hands-on experiences, journal clubs, group discussions etc. A learning certificate program is available for pharmacy practice residents and graduate students. This program offers a seminar series dealing with: global teaching philosophies and concepts, pharmacy education issues such as outcome based learning experiences and accreditation, active learning and problem solving strategies, development of a teaching portfolio and formal teaching experiences from lectures to small group and clinic teaching. Participants must complete actual teaching activities involving small and large groups with feedback and evaluation as well as either clinic teaching or laboratory instruction to be awarded a certificate. The program has recently been expanded to two offsite locations through a statewide telecommunications network.

Enabling Careers in Academic Pharmacy. R. Gary Hollenbeck, University of Maryland. At the UM School of Pharmacy, careers in academic pharmacy are featured in a longitudinal career articulation, planning and development process, with elements in the PharmD program, curricular pathways, residencies, graduate programs and extending even to programs for new faculty. Early and continual exposure to academic careers is provided, and graduate work, multiple degrees, and advanced practice experiences facilitated. Required gateway courses Pharmacy Practice and Education, and Introduction to Professional Practice I & II, introduce students to the science and profession of pharmacy and include a career pathway workshop. The 1st year spring elective Advanced Educational Opportunities features careers requiring advanced study. Curricular pathways in Geriatrics, Management, Pharmacotherapy, Research, and Advanced Practice; a variable credit Special Projects course; and dual-degree PharmD/MBA, PharmD/JD, and PharmD/PhD programs facilitate the individual scholarly training and preparation process necessary for an academic career. Teaching Preparation and Skills and Educational Theory and Practice are two specific education electives intended for residents and students interested in careers in academia to enhance their technical skills and their knowledge regarding instructional design and methods. Residents and graduate teaching assistants are all required to teach, and opportunities for additional teaching are provided for individuals expressing interest. A New Faculty/Staff Orientation program informs and clarifies the responsibilities and expectations of pharmacy faculty, the opportunities and challenges of working with students, and develops knowledge, skills and attitudes for a variety of academic settings.

Experiential Rotations Aimed at Stimulating Interest in Academic Careers. Michelle M. Kalis, Lynne Sylvia, William McCloskey and Beth Welch, Massachusetts College of Pharmacy and Health Sciences. Exposure to academic career paths is offered to interested MCPHS students through experiential rotations in addition to informal activities throughout the PharmD curriculum. One of the primary aims of the experiential education program at MCPHS is to provide a wide range of experiences to PharmD students. Students may select up to three elective rotations. Among the elective rotations are several options that allow students to gain an appreciation of the career opportunities available in academia. Students have the opportunity to work

with pharmacy practice faculty members as teaching assistants or academic administrators during these four week rotations. The rotations provide students with hands-on experience with the three facets of academia; teaching, service, and scholarship. Students are exposed to educational literature, didactic and experiential instruction and assessment strategies, accreditation issues, scholarly activities, and committee responsibilities. In addition to their primary preceptor, students are encouraged to interact with other faculty members and academic administrators to gain a greater appreciation for the career opportunities available in academia. Faculty members have precepted both traditional and non-traditional PharmD students in these academic rotations. In addition to students, pharmacy residents in affiliated residency programs are given the opportunity to learn more about teaching and academic administration. It is our hope that offering students exposure to the field of academia will inspire future academic leaders.

Conversion to a Semester Calendar: Opportunities and Challenges. Alisha B. Dunn, Jennifer M. Sickels and Daniel C. Robinson, Northeastern University. Objective: To convert a 6-year PharmD curriculum from a quarter to a semester calendar. Methods: The school of pharmacy (SOP) was challenged to critically evaluate and restructure its PharmD curriculum. The following principles were suggested: 1. integrate university learning objectives and cooperative education with didactic teaching; 2. incorporate assessment of learning objectives; and 3. maintain neutrality of faculty workload, resource utilization, instructional hours, and tuition cost. Results: All faculty participated in a global assessment of the curriculum. The SOP converted the existing curriculum from 287QH to 208SH, including 12 months of cooperative (early experiential) education and 40 weeks of clinical clerkship. The semester calendar will go into effect in Fall 2003. Several challenges were identified. First, the semester system requires that fewer courses be offered, requiring some faculty to merge existing courses. Second, the university's cooperative education component created obstacles for sequencing of core courses. Third, the dominant mode adopted by the university for undergraduate courses decreased opportunities for electives. Expected benefits of the semester conversion include: ability to examine subject areas more deeply with extended class length, more time for scholarly research during a non-teaching term, fewer resources devoted to frequent starts and stops during the academic program. Implications: Converting to a semester calendar provided an opportunity to assess our curricular content and structure. After the semester calendar is in place, outcomes assessment is planned.

Building a Culture of Success for Future Academic Leaders: The Minnesota Experience. Brian J. Iselts and Jon C. Schommer, University of Minnesota. Background: The University of Minnesota has a history of culti-vating academic pharmacy's future leadership. Early successes in cultivating future leaders focused on the networking efforts of influential deans and faculty members combined with the initiation of innovative graduate school programs. Methods: Encouraging students to pursue careers in academia are facilitated by the successes of previous Minnesota graduates. Current programs for cultivating future academic leaders include those designed for professional students and those for graduate school students. Professional school programs include: the Mentoring Program, the Melendy Scholarship Program, the Research Day Program, Academic Experiential Clerkships, and the Research Track emphasis option. Graduate school programs include: Practicum for Future Faculty, AFPE Scholarships, M.S. in Leadership, Seminar Series for Teaching and Research, the Peters Scholarship Program, and the Program for Preparing Future Faculty. Results: The learning objectives and the numbers of students participating in each professional school academic leadership program will be presented. A listing of academic leaders from Minnesota, including over 100 graduates who have completed doctoral and master's levels degrees in Social and Administrative Pharmacy, will be displayed. Discussion: The University of Minnesota College of Pharmacy has established a reputation of cultivating academic pharmacy leaders. Current programs have been created to build a culture of success among students by drawing upon the pioneering efforts of previous Minnesota leaders.

Promoting Academic Careers Throughout The Curriculum. Jean T. Carter and Lori J. Morin, The University of Montana-Mtssoula. Over the past five years, faculty members in the pharmacy program at The University of Montana have actively sought to increase student exposure to careers in academia. In 1997, all pharmacy students learned about careers in academia through the Glaxo Pathways activity. Some students received additional exposure through school committees or research experiences. By 2002, the list has increased dramatically. Entry-level students now receive several lectures about various careers in academia. A new elective rotation, Pharmacy Education Clerkship, is available. A new PharmD/PhD program has begun enrolling students and promises to be another mechanism for increasing interest in academic careers in the pharmaceutical sciences. The pharmaceutical sciences graduate students have access to a career development seminar where they can learn about teaching, preparing grant proposals, and negotiating for faculty positions. The recently funded NSF EPSCoR, COBRE Center, and Center of


Excellence grants provide additional support for efforts to recruit and train graduate students for academic careers. Other opportunities exist for undergraduate and graduate students to practice their teaching skills, such as assisting with the pharmacy technician sterile products lab and teaching during the summer in the Health Careers Opportunity Program (HCOP) for disadvantaged students. Faculty development for leadership positions is also encouraged through School support for attendance at education meetings, workshops, and AACP institutes. With the influx of many new faculty members, mentoring has also received renewed attention and effort.

Fostering Interest in Academic Careers through Structured Academic Clerkship Experiences. Victoria F. Roche, Naser Z. Alsharif, Robert I. Garis, Amy M. Haddad and Phillip J. Vuchetich, Creighton University. Career choice decisions are among the most important students make, as they profoundly impact one's level of professional and personal satisfaction. The impact of positive role models in making this critical decision cannot be overstated. While pharmacy schools have focused intently on guiding graduates into rewarding practice or research careers, they have not been explicit in promoting the academy as a viable career path. To allow students an in-depth and focused opportunity to explore the roles, responsibilities and professional joys of academia, we have implemented a four-week experiential rotation entitled the Elective Academic Clerkship. In this clerkship, students work closely with a dedicated mentor in their area of highest interest to learn pedagogic theory and experiment with teaching/learning strategies to accomplish thoughtfully constructed goals for the classes they help instruct. Students participate in faculty development activities and research projects, and work on committee assignments and departmental or School projects. Opportunities for reflection are included so that experiences can be put into career-shaping perspective. The syllabus provides faculty mentors the flexibility needed to tailor an experience that compliments student interests while providing comprehensive exposure to academic life. Examples of techniques used by faculty in all disciplines to generate enthusiasm for pharmacy education as a rewarding career choice, and student reflections on their experience, will be shared.

Developing Future Pharmacy Leaders at the University of Nebraska College of Pharmacy. Edward B. Roche, Clarence T. Ueda and Jon C. Wagner, University of Nebraska. The University of Nebraska College of Pharmacy has developed a multiple-step process for developing future pharmacy and community leaders. These steps include (i) Identifying students with leadership experience and/or potential during the admissions interview process; (ii) Providing current pharmacy students with the knowledge and training on leadership through a course in Professional Development in the first year of pharmacy school; (iii) Providing leadership opportunities through student organizations and community activities such as the S.H.A.R.I.N.G. Clinic; (iv) Rewarding leadership through special scholarships and awards; and (v) Recognizing leadership through the student leadership organization Phi Lambda Sigma.

Cultivating Pharmacy Students' Interest in Academic Careers Through Expanding Research Opportunities. Mary L.Wagner, Marc Strugill and A. Scott Mathis, Rutgers University. Pharmacy students interested in pursuing an academic career, generally obtain most of their relevant research experience after graduation through involvement in postdoctoral training programs. The opportunity to participate in research while attending school can improve a candidate's chances of entry into a good post-doctoral training program and provides an opportunity to stimulate interest in research for students unsure of their career path, in response to market demands. Doctor of Pharmacy programs have grown recently and many schools have dropped their research requirement for enrolled students. A priority remains to make research opportunities available to students. At the EMSP at Rutgers University, a number of research opportunities are available to the interested student. Students with a 3.5 grade point average can enroll in an Honors Program, where they conduct clinical or basic science research, develop, and present a thesis over a 2-year time period. Opportunities for independent research involving elective credits also exist. Grant funding is available for students to work during the summer. Lastly, students may also participate in faculty- or site-sponsored research during clerkship rotations by collecting data as part of patient care or quality improvement projects. Evaluations of student research at EMSP are in progress to determine the relationship between the student research experience and a future interest in an academic career.

Comprehensive Pharmacy Education Clerkship Experience: Preparing Students for Academic Pharmacy Practice. Laurie L. Briceland and Eric H. Hobson, Albany College of Pharmacy. Because entry-level PharmD programs do not historically foreground teaching and learning training and practice opportunities, academic pharmacy practice is an under-recognized career path. To broaden students' awareness, since 1995 Albany College of Pharmacy has offered to select students a structured, comprehensive 5-week elective pharmacy education clerkship. Coordinated by the college's teaching and learning specialist, co-preceptors for this rotation include faculty from Pharmacy Practice (Therapeutics, Pharmacy Practice/Kthics, Professional Practice Laboratory), Basic & Pharmaceutical Sciences (Pharmacology,

Immunology, Seminar), Humanities and Pharmacy Administration (Pharmacy Management), and Continuing Education. Working with the college's faculty developer, students are introduced to teaching and learning theory and practice through guided readings, case discussions, and teaching opportunities. Typical rotation activities conducted under the guidance of faculty co-preceptors include: large and small group didactic classroom and/or continuing education experiences, including developing handouts, quizzes, exam questions, lectures or recitation sessions, internet bookmarks or videoconferencing for nontraditional students. To understand the range of duties associated with academic pharmacy practice, students also attend college committee and department meetings, shadow preceptors, and participate in on-going faculty development workshops. Thirty-seven students have completed the rotation, all evaluating the clerkship positively. At least 10 students have entered academic careers; all have provided positive feedback linking the clerkship to their career preparedness. Future plans include adding undergraduate student tutoring and guided patient counseling activities.

Exposing Practitioner Option Doctor of Pharmacy Students to Academic Pharmacy Practice at St. John's University. Joseph M. Brocavich and Joseph V. Etzel, St. John's University. Successful recruitment of qualified individuals as clinical faculty members is a challenge that many pharmacy programs must address. For many students, the career options and activities associated with an academic appointment may be unclear. In an effort to expose students to this vital career opportunity, St. John's University, College of Pharmacy and Allied Health Professions developed an experiential rotation in pharmacy education for Practitioner Option Doctor of Pharmacy students in Spring of 2000. The goals of this part-time experience are three-fold: (i) to develop a clear understanding of the theoretical and pedagogical issues associated with curricular development, implementation and assessment; (ii) to provide each student with the opportunity to serve as instructor in the pharmacy practice simulation laboratory under the direction of a faculty preceptor, and (iii) to develop a formal proposal that addresses a pertinent topic in pharmacy education that can be applied at this institution. To date, eleven students have completed this rotation and an additional eight are enrolled in the current semester. Overall, the majority of students have stated that based on his/her experiences that he/she might consider a career in academia in the future. Additionally, two students, after completing the Doctor of Pharmacy program, have already accepted appointments as adjunct faculty.

Cultivating Future Clinical And Pharmaceutical Sciences Academic Research Leaders in PharmD Students. Gayle A. Brazeau, Curtis E. Haas, Ho-Leung Fung and Karl D. Fiebelkorn, University at Buffalo. An essential component for future academic leaders is a base of research knowledge and skills and a mentored research experience. We have incorporated research opportunities through two components in the curriculum. Initially, all Pharm.D. students are required to complete a Pharm.D. project (PHM 608 and 609) with a specific mentor in the P3 year. The scholarship ranges from the scholarship of teaching to application to discovery. Students are required to identify a specific mentor and develop project aims in conjunction with the faculty mentor. Students are mentored and assessed on their abilities to complete this project. Secondly, we have developed a clinical science and pharmaceutical science research track. Students can select the clinical science or pharmaceutical sciences research track in the P2 year. Students take elective courses in clinical research, statistics, pharmaceutical genetic methods and other science/clinical courses during the P3 year. They also select a mentor and outline a specific project to be completed in the P4 year. A committee of faculty members and preceptors screen the projects to assure the appropriateness for students at this level. In the P4 year, students have two months dedicated to continue/complete their project. They are asked to present the results of their work to the Pharm.D. research committee or through a poster presentation in the spring semester.

Elective Fourth Professional Year Academic Rotation. Donald R. Miller, North Dakota State University. Objective: In response to calls for increasing the interest of pharmacy students in academic careers, a six week, fourth year rotation was developed and implemented for the 2001-02 school year. Methods: The rotation was offered by one faculty member, with a second member acting as secondary preceptor. The student meets with the preceptor daily and attends as many meetings as possible with the preceptor. In addition, the student works independently on his or her own projects. Objectives for this rotation are: to assist the preceptor in his classroom teaching and be primarily responsible for teaching at least one classroom session; to write an article suitable for publication and/or work on a small research project related to pharmacy; to understand the governance structure of a College of Pharmacy and the role of committees and administrators; and to effectively use drug information resources to assist pharmacists through the ND Institute for Pharmaceutical Care. Results: This rotation has been a good experience for the students and the preceptor. Two students elected the rotation in 2001-02. They were involved in many activities, resulting not only in development of theoretical and applied teaching skills, but in small research projects, book reviews, and publications. Implications: The NDSU College of Pharmacy will continue to offer this rotation and looks forward to the impact it will have on students' careers.


Experiential Rotations in Pharmacy Education. Kimberly Broedel-Zaugg,_Jeffery C. Allison, Marc Sweeney, Ohio Northern University. Ohio Northern's Raabe College of Pharmacy requires PharmD candidates to complete nine advanced practice rotations. Candidates may choose an elective education rotation with a faculty member at the college. During this rotation PharmD candidates are introduced to the University's expectations of faculty members which include teaching, scholarship, and service. A faculty member mentors the PharmD candidate to better understand post-graduate training in academia, residencies, and fellowships that may lead to an academic career. Educational activities of the rotation include syllabus development with learning objectives, consideration of appropriate teaching strategies, presentation of lectures using various technological methods, and evaluation of student performance. PharmD candidates complete a self-evaluation and compare them-selves to their academic role models. In addition, PharmD candidates are encouraged to write grant proposals, participate in continuing education, and assess various aspects of the pharmacy curriculum as it evolves in accordance with current standards.

Teaching Scholarships as a Tool to Enhance Academic Career Choice. Martin J Ohlinger and Curtis D Black, University of Toledo. Objective: AACP's Strategic Plan implores implementing strategies to "promote academic careers." The University of Toledo College of Pharmacy has developed a Teaching Scholarship (TS) program to that end, meanwhile providing assistance in manpower-intensive professional development courses. Methods: Students finishing their second professional year apply for one of 23 TS's. Each TS provides a one-year tuition waiver and stipend in return for ten hours per week instructional assistance. Working with faculty preceptors, TS recipients engage in developing and delivering undergraduate courses, supervising professional practice development laboratories, coordinating experiential training, and/or research. Two surveys are used to assess program effectiveness: 1. students completing their TS evaluate their experience and any influence it had on career choice; 2. undergraduate students evaluate TS recipients' helpfulness, preparedness, approachability and contribution to professional development. Results: On a five-point Likert scale [5=strongly agree], undergraduate students rated TS recipients very helpful (4.6/5) and prepared (4.6/5) for the specified assignments. Students were very satisfied with TS recipient approachability (4.9/5) and felt they made a significant contribution to professional development (4.8/5). As previous TS recipients graduate this May, they will be surveyed on the influence of their teaching experience on career choice. Casual assessment reveals many sought post-PharmD opportunities that include teaching responsibilities. Implications: The TS program assists faculty in presenting courses, facilitates student learning, and has significant potential to stimulate interest in academic careers.

Introducing Students to the Many Faces of Pharmacy. Melissa S. Medina, Lester A. Reinke, Keith A. Swanson and Michael E. Burton, University of Oklahoma. Many schools offer practice experiences to expose students to the potential career options. Traditional experiences in retail and hospital settings are the most widely used practice experience sites. To less traditional sites such as laboratory and administrative careers, we have implemented specific research and practice experiences in these two settings. Our primary goal is to foster awareness and interest in these two settings and potentially influence participation in these areas before and after graduation. We have implemented four specific experiences to achieve this goal. The first is an informal introductory seminar series on laboratory and clinical research and graduate education. Our second experience expands on this seminar by offering a research rotation course in the following term. This experience allows students to observe a clinical or basic science research setting and acquire hands-on experience. We then invite students to apply for one of two summer research programs, the Summer Toxicology program or the Summer Neurosciences program as our third experience. In these programs, students receive more direct experience and mentorship in the laboratory. For our last experience, students in their final year may enroll in research or academic administration practicums. Students gain an in-depth understanding of these two areas by completing a scholarly research project with a designated faculty member. We feel that these combined experiences result in well-balanced practice experiences that allow students to explore areas they may not have otherwise considered for their future careers.

Description and Analysis of an Elective Teaching Rotation. Cynthia Sanoski, Eric Boyce. Liza Takiya, Andrew Peterson and Cathy Poon, University of the Sciences in Philadelphia. Objective: Entry-level PharmD students are required to complete eight, five-week rotations during their final year. Students may select a teaching rotation as an elective. We describe the goals of this rotation and the immediate and long-term outcomes of students participating in this rotation. Methods: During this rotation, students have the opportunity to (i) Gain an appreciation of the multi-faceted roles of faculty members; (ii) Learn about teaching styles and philosophies; (iii) Prepare and grade assignments; (iv) Complete an educationally-based project; (v) Assess students' performance; and (vi) Lead students in lecture, small group, and/or

laboratory instruction. Students completing this rotation in the past seven years were identified. Individual grade-point averages (GPAs), therapeutics course grades, post-graduate training or education, and career choice date were collected. Students' overall satisfaction with the rotation was also determined. Results: Since 1995, 49 (6.7%) out of 735 students participated in this rotation. The mean GPA of these students was 3.2 (range 2.4-3.8) while the overall median grade in the therapeutics course was B-. Of the 49 students, 53% pursued additional post-graduate training or education. Of the 18 students who graduated before 2000, 4 (22%) ultimately accepted faculty positions. Students expressed satisfaction with the experience. Conclusion: The elective teaching rotation was an effective experience, with 53% of students entering post-graduate training and 22% of the 1995-1999 graduates becoming full-lime faculty.

Exploring Academia — An Interactive Workshop for Pharmacy Residents. Anne Lin, John Conry, Melissa Somma, Nicole Culhane, Mary Campomizzi and Bernard Graham, Wilkes University. The primary objective of this interactive workshop was to provide pharmacy residents with the opportunity to explore and consider an academic career. The learning goals for participants were to: (i) differentiate tenure track, clinical track and non-tenure track pharmacy practice positions; (ii) differentiate private, public, teaching and research universities; (iii) describe the responsibilities of clinical faculty; and (iv) discuss changes in pharmacy education and student centered teaching philosophy. Participants observed faculty in an integrated, team-taught pharmacotherapeutics course, small group discussions of a service-learning course and our pharmaceutical care lab. Additionally, a panel consisting of junior and senior faculty gave the residents a breadth of perspectives on teaching. In particular, the residents' concerns of transitioning from a training program into an academic position were addressed. Invitations were sent to residency programs in Pennsylvania, New Jersey, Delaware, New York, Ohio, Maryland and Washington DC. A total of 10 residents representing 4 institutions from Pennsylvania, New York and New Jersey participated in the program. An exit evaluation indicated the program was very well received. One unanticipated outcome of this program was the positive interaction between the pharmacy residents and students. Students were able to gain a better appreciation of pharmacy residencies programs from discussions with the residents. All participants expressed greater interest in exploring a position in academia and would recommend this program to future residents.

Academic Longitudinal Rotations. Sandra G. Scimeca, Norma J. Owens and Anne L. Hume, University of Rhode Island. The University of Rhode Island has always promoted the potential roles for its graduates in academia. Doctor of Pharmacy (PharmD) students have opportunities to gain directed experiences in research and scholarship through special project courses offered by College faculty. Emerging initiatives to encourage an academic career path include the development of a combined PharmD-PhD degree program and a sustained commitment to foster students' interests in residencies which emphasize teaching. Since the mid 1990s, the College has also offered academic longitudinal rotations for sixth year PharmD students who have a specific interest in gaining experience in classroom teaching or scientific writing. Students spend 4 hours per week during the academic year, as well as a 5 week project block, under the direction and mentorship of a faculty member. In the academic teaching longitudinal, students are introduced to the methodology of effective teaching. Students collaborate with individual faculty to develop case studies, facilitate small group discussion sessions, provide one formal lecture, and develop exam questions. In the academic writing longitudinal, students select a faculty member with whom to write either a major manuscript for publication or to collaborate on multiple smaller writing projects for a local or regional audience. Every year at least 3 to 4 PharmD students choose an academic longitudinal rotation and many of these individuals subsequently have entered a residency or graduate program after receiving their degree.

Participation Creates Opportunities for Leadership. L. Clifton Fuhrman, Jr., Wayne E. Buff and Farid Sadik, University of South Carolina. One of the goals of the University of South Carolina College of Pharmacy is to develop students professionally, through their participation in professional organizations. By virtue of their participation in organizations and other extracurricular activities, the students then begin to take ownership of the pharmacy profession. Consequently, through ownership, students then become leaders who can successfully maintain their future profession. The College has diverse organizational opportunities for student participation; ASP, SSHP, SNPHA, KE, Kappa Psi and Kappa Psi Little Sisters, CPFI and Student Government are available options. Students are recognized by Rho Chi and Phi Lambda Sigma for academic and organizational leadership. Approximately 90% of our students are members of at least one organization, and they perform public service programs such as Project Immunization, Poison Prevention Week, National Pharmacy Week, as well as offering their services at the Free Medical Clinic. Our student organizations participate in state and national professional meetings, and members have served as national officers. Faculty members at the College also demonstrate involvement and leadership, with 100% having membership in at least one national professional organization;


several hold leadership roles on a state or national level. This faculty involvement demonstrates to the students the importance of participation and leadership in the profession. Providing avenues for organizational involvement is paramount in developing leadership at the University of South Carolina College of Pharmacy.

Multi-Year Commitment to Developing Future Fatuity Members and Future Leaders. Rajender Aparasu, Joye Billow, Bruce Currie, Chandradhar Dwivedi, Xiangming Guan, David Helgeland, Brian Kaatz, Danny Lattin, Suman Mukherjee, Yadhu Singh, Manisha Sonee and Gary Van Riper, South Dakota State University. The SDSU College of Pharmacy has been engaged in a multi-year commitment to encourage students to become interested in an academic career and develop leadership skills. These approaches include involving students in research projects, students involved in campus activities outside of the classroom, students involved in professional pharmacy organizations and/or selection of a P-4 elective rotation with a faculty mentor. The Research Committee sponsors an optional lunch meeting for students interested in research with a faculty member. Faculty make brief presentations of projects available for students. After students and faculty agree to work together, applications are submitted for AFPE Merck and Gateway fellowships, and on-campus programs such as the Joseph Nelson Summer Research and/or NSF EPSCoR programs that fund stipends for the summer semester. These stipends are only obtained following the submission of a competitive proposal that is developed by the student and faculty member. Many pharmacy students are involved in interscholastic athletics, band, chorus, and student government. In addition, College chapters of ASP, Phi Lambda Sigma, Kappa Epsilon, Kappa Psi, and Rho Chi are very active, and they provide multiple opportunities for faculty and students to work together outside of the classroom. Data will be reported concerning the specifics and outcomes of these activities.

Incorporating Clinician-Educator Training into a School of Pharmacy-Based Residency Program to Cultivate Future Academicians. Krystal K. Haase, Texas Tech University. Residency programs provide a unique opportunity to train future academicians. Of forty candidates that have completed residencies with Texas Tech, 55 percent accepted full faculty positions and 93 percent accepted either full or adjunct faculty positions. Residents had a tendency to stay with Texas Tech post-training with 28 percent as full faculty and 50 percent as either full or adjunct faculty. With a high percentage of residency graduates entering into academia, programs that incorporate structured experiences in teaching and scholarship are warranted. The clinician-educator program is built upon a broad definition of "scholarship", including application (clinical practice), teaching, integration, and discovery. The goal of the program is to develop well-trained clinicians with the skills needed to become successful faculty members. Each activity involves a process of learning, application, and feedback. Teaching components include didactic and web-based lectures, facilitation of problem-based learning, and precepting of clerkship students. For development of scholarship, residents receive instruction in grant writing, statistics, and clinical trial design; submit a project to the institutional review board; and collect, interpret and publish their results. Additional activities to enhance discovery, integration, and writing skills are described. Open discussion sessions are used to cover topics such as writing test questions, student evaluation techniques, and balancing life outside of career. Clinician-educator training is an innovative way to prepare residents for positions in academia and beyond.

Academic Leadership Development at The University of Texas. S.W. Leslie, P.J. Davis, L.C. Littlefield, J. Richards, J. Myhrand A. Solis, University of Texas at Austin. The University of Texas College of Pharmacy has several opportunities to develop student interest in an academic/research career. Honors Program: Honors students complete a year-long research experience supervised by faculty mentors, and present the results of their research projects in the honors seminar series. Students completing the program graduate "With Special Honors." Academic Assistants; Students with high academic achievement may serve under the supervision of course coordinators to facilitate classroom activities, including tutoring and remediation of basic concepts. Academic Internships: As an elective internship in the terminal year, students work directly with selected faculty members to explore pedagogical issues associated with the professional curriculum (e.g., learning theory, lecture vs laboratory vs case-based teaching, evaluation of student performance). PharmD/PhD Program: Students complete an extensive research project throughout their professional curriculum (including the experiential year), complete graduate-level electives relevant to their future graduate major, and earn "Early Admission" status into Graduate School. Following completion of the PharmD degree, it is anticipated that the programmatic efficiencies will allow the student to complete their PhD studies in 2.5-3 years. MS/Residency: This two-year program combines residency training with a structured, research-oriented MS in pharmacy to bring science to practice and prepare a new generation for leadership in the profession. It is designed to serve both as a terminal degree for advanced practice clinicians, and as a lead-in to the Pharmacotherapy PhD.

Cultivating Academic Leaders through a Vision Realized. Carmita A. Coleman and Arcelia Johnson-Fannin, Hampton University. Hampton University School of Pharmacy has set a determined path to develop pharmacists able to advance the profession of pharmacy. As stated in its Vision Statement, "The School of Pharmacy envisions the delivery of its programs in an environment constructed to sensitize the pharmacy graduate to the importance of diversity of cultures, the need for lifelong learning, and a lasting respect for health." With the graduation of its inaugural class in May 2002, the first of its dreams were realized. Most of these graduates are pursuing residency training leading to the formation of practitioners ready to tackle the rigors of academia. By providing innovative coursework, practice experiences, research, and professional development, students are tooled with skills necessary to impact the profession. Integrated concepts of basic, clinical, and administrative sciences are presented simultaneously providing a layering of information. Advanced technology allows continuous access to network and database infrastructure through both wired and wireless capabilities. Critical thinking skills are seamlessly developed through didactic case studies, early experiential education, fourth-year clerkships, and interactions with faculty in research activities. Students and faculty present research findings at both state and national symposia. Hampton University School of Pharmacy fosters leadership within its student body by exemplifying leadership within its faculty. Faculty serves as officers and on Boards in several pharmacy organizations including the National Pharmaceutical Association, Association of Minority Health Professions Schools, and International Society of Hypertension in Blacks.

Encouraging Pharmacy Academic Leadership. Stanley S. Weber, University of Washington. The School of Pharmacy at the University of Washington provides many opportunities to encourage the development of academic leadership qualities in our students. It is our belief that students learn best when they are actively involved in the learning settings where they can put their knowledge and skills to practical use and one important method is for an individual faculty member to work with an interested student acting as a mentor and a positive example—these are often formalized into "Special Project'' courses. This "involved learning" models and teaches many of the problem solving, communication, and discipline-specific skills necessary for a successful academic career. One unique collaborative teaching/learning course is Pharmaceutical Care Systems. PY3 students are selected to become tutors and during winter and spring quarters these students practice what they will be teaching with a focus on the teaching process. Among other things, students learn to be "standardized patients" and how to give feedback to the interviewer. They also learn how to be facilitators and change agents. We have recently implemented the Plein Fellowship for Excellence in Pharmacy Education. The purpose of the fellowship is to provide the opportunity to acquire research and teaching skills needed to become outstanding faculty. The experience must have an emphasis on therapeutics, but can be in the areas of drug metabolism, drug interactions, pharmacogenetics, pharmacokinetics, pharmacoeconomics and pharmacoepidemiology. Developing academic leaders is an important activity at the University of Washington!

Academic Pharmacy: An Elective Four-Hour Course. Robert D. Scalley and Sheila L. Kasten, University of Wyoming. The recruitment of pharmacy students into academic careers is an on-going challenge for pharmacy educators. Another challenge is convincing new practice faculty that they are not "preceptors" but rather interactive members of a collegial body with university responsibilities. A four-week, elective course in academic pharmacy was developed to facilitate an experience in didactic pharmacy education. Additionally, responsibilities of faculty at a university level and characteristics of faculty honored for excellence in teaching were explored. Pharmacotherapy at the University of Wyoming emphasizes problem solving and critical thinking through discussion of case-based topics. A two-hour topic, treatment of migraine headache, was assigned to the student. Tasks included development of goals and objectives for the topic; preparation of cases and graded problem set material for inclusion in the course manual; evaluation and grading of class discussion, and development and assessment of a post-discussion quiz. Class participants were given the opportunity to evaluate the student's teaching performance. Meetings with representatives of the university's Center for Teaching and Learning were arranged to facilitate an understanding of the components of a course syllabus, and critique of the present course syllabus was subsequently undertaken by the student. Interviews with faculty from outside the College of Health Sciences, recognized for excellence in teaching, were conducted to identify personal characteristics that lead to excellence in teaching. Issues involving the balance of teaching, scholarly activity and service were also explored.

EDUCATIONAL RESEARCH Completed Abstracts

Student Perceptions of a Course Management E-System on a Classroom Learning Community. Kathleen Boje, University at Buffalo.


Objectives: Introduction to Pharmaceutics/ Important Advances in Pharmaceutics is for pharmaceutics and pharmacy students. The goal was use UBLearns (aka Blackboard, a course management e-system) to promote student critical thinking in a learning community. Methods: A 33-question survey solicited student perceptions of UBLearns' impact on the classroom learning community and student active-constructivist learning processes. Results: Forty-one of 42 students (97.6%) completed the survey. A classroom learning community was present: 40% were more likely to discuss course ideas and concepts with their peers, either in or out of the class time. 50% perceived a sense of community with the instructor as they were more likely to approach the instructor either in or out of class. UBLearns did not enhance the development of social relationships: 25% of the students were more likely to interact with other students about non-course related issues. UBLearns encouraged 50% to be more likely to search for answers to their questions. 40% were more likely to spend more time independently pursuing a deeper understanding of course concepts. >90% felt that UBLearns enhanced the educational meaningfulness of PHC331-431, and would recommend this course to other students. Implications: Based on the student survey, the use of UBLearns as a technology tool enhanced: 1. encouragement of contacts, reciprocity and cooperation among students and faculty, and 2. student active -constructivist learning processes.

Effect of a Review Course on Perceived Barriers to Success on Pharmacy Licensure Examinations. Jill S. Burkiewicz and Nancy F. Fjortoft, Midwestern University- Chicago. Objectives: To identify the needs and perceived barriers to success on the NAPLEX and MPJE and to determine the impact of a review course on those needs and perceived barriers. Methods: A survey was administered immediately prior to and immediately following a live, 3-day NAPLEX/MPJE review course. The survey assessed candidate's confidence in anticipated performance, concerns with taking the licensure examinations and self-assessed ability levels in content areas of the exam. Results: A total of 164 pre-course surveys and 126 post-course surveys were completed by 211 candidates (overall response rate 68.7%). Candidates' top concerns with taking the exam included: forgetting the information already known (48.8%), lack of knowledge (16.5%), computer format of the exam (9.1%). Overall, the review course increased candidate confidence of anticipated successful performance (P<0.001). Males were more confident than females after the review course (P=0.043). Self-assessed ability levels in 4 of 8 content areas were statistically significantly improved by the review course (P<0.05). Implications: Candidates concerns with the NAPLEX and MPJE may be used to best tailor a review course to the needs of the candidates. A review course in preparation for licensure examination is a valuable tool to address concerns with the examinations and increase confidence in ability to successfully pass the licensure exams.

Student Performance on Negatively Versus Positively Worded Multiple Choice Questions in a Therapeutics Course. Jean Carter, Sarah J. Miller and Michael P. Rivey, University of Montana. Objective: Professional testing services overseeing credentialing recommend avoidance of negatively worded multiple choice questions (mcqs), stating that these questions test reading ability rather than content knowledge. This project compared performance by third-year pharmacy students on negatively versus positively worded questions in a therapeutics course. Methods: A total of 149 mcq items written by three instructors over four years and their corresponding item analysis records were reviewed to determine type of wording and psychometric properties of each item. Averaged point biserials and difficulty scores for positively and negatively worded questions were compared across and within instructors using t-tests. Results: All three instructors consistently used some negatively worded questions. There was no difference between the mean point biserials for positively and negatively worded questions across all three instructors for all four years, which were 0.22 and 0.19, respectively (P<0.46). Corresponding values for each instructor individually were not statistically significant. Item difficulty did not vary by wording with 75.7% for the positively worded questions and 76.4% for the negatively worded questions (P-0.83). Corresponding values for each instructor individually were not statistically significant. Implications: Our limited data indicate that negatively worded mcqs perform similarly to positively worded questions. Since health care professionals frequently make decisions based on exclusion, the question of whether negatively worded questions are appropriate for health care credentialing examinations should be further explored.

Predictors of Pharmacy Student Perceptions to Teacher's Randomized Class Questions that Assess Student Attendance and Attention to Lecture. David A. Gettman, Nital Patel, Catherine Harrington and Patrick Hardigan, Nova Southeastern University. Objectives: There were two main objectives: (i) Development and use of a scale to determine the variability in student perceptions of teacher's randomized class question methodology, and (ii) Determination of what factors might influence student differences in these perceptions. Methods: A ten- item Likert scale with five possible responses from strongly disagrees to strongly agrees was developed. Student demographics, scores on the Personal Report of Communication

Apprehension, scores on the Myers-Briggs Type Indicator, and where the student attended the class (in-person or via compressed video) were statistically linked to the responses on the new scale. Descriptive statistics were assembled; and, then hierarchical regression was used to predict which of the factors predicted student scores on the new scale. Results: 21% of the 170 student respondents reported disliking the randomized question methodology. These same respondents were younger, reported high levels of communication apprehension, were introverted, and attended the class in-person as opposed to attending the lecture via compressed video. A majority of those students who attended the lecture via compressed video reported that they liked the randomized question methodology. Implications: Younger introverted pharmacy students need to develop skills to become more active learners in the classroom setting. Furthermore, the randomized question methodology can provided a vital student want to be recognized by the teacher in a distance-learning environment.

Academic Factors Affecting Success in Various Courses in the Pharmacy Curricula. Robert Greenwood, Antoine Al-Achi, Richard D'Elia, James Junker, Larry Swanson and Daniel Teat, Campbell University, Objectives: Success in pharmacy school may be affected by social, economic, and academic factors. This study focuses on the academic background the student attained before matriculating into the pharmacy program. Methods: We examined retrospectively PCAT scores, science grades and overall GPAs as predictors of academic success in various professional pharmacy courses. A multiple regression analysis model was used with a priori of 0.1 for significance. Results: Overall entering GPA predicted academic success in the followings: Biostatistics, Nonprescription Medications, Therapeutics I, Therapeutics III, Therapeutics IV. Pharmacy in the U.S. Healthcare, Biopharmaceutics, and Pharmacy Marketing and Management. Science GPA was a significant predictor for success in Physical Pharmacy, Dosage Forms, Anatomy & Physiology I and II, Therapeutics II, Pharmacokinctics, and Calculations. The quantitative Ability score on the PCAT was a predictor for performance in all the courses noted above, except Anatomy & Physiology II, Therapeutics III, and Pharmacy in the U.S. Healthcare. Others such as PCAT Verbal, Reading Comprehension, Chemistry, and Biology scores were predictors in a select group of courses. Patient Counseling of the other course grades (mean r2 = 0.04908). Implications: Using this type of modeling, one can predict academic factors that may affect on average a student's performance in a particular course.

Investigating the Relationship Between Communication Laboratory Techniques and Pharmacy Students' Perceived Self-Efficacy and Communication Apprehension. Jan K. Hastings and Donna S. West, University of Arkansas for Medical Sciences. Objectives: This study evaluates the effects of two different methods of conducting laboratory sessions on pharmacy students' communication effectiveness, self-efficacy, and communication apprehension. Methods: Approximately 70 pharmacy students enrolled in a communication course were randomly assigned to either a traditional, instructor-directed laboratory section or a self-directed videotaped laboratory section. Students completed the Pharmacist Communication Skills Inventory instrument prior to and after taking the pharmacy communication course. The instrument measures the students' communication apprehension and self-efficacy. All students were assessed at the end of the course using a standardized patient exam. Using SPSS 10.1, descriptive statistics and dependent sample t-tests were conducted to compare the two laboratory groups. Results: No differences on pharmacy students' communication effectiveness, self-efficacy, or communication apprehension were found between the two lab sections. Overall, students' perception of self-efficacy improved between the beginning and the end of the communications course. Implications: Self-directed role-playing and videotaping of a patient counseling session is equally effective in helping students improve their communication skills and overcome communication apprehension. The use of a self-directed lab requires less time commitment on behalf of the faculty; and therefore, should be explored as an option when teaching a communications course to pharmacy students.

Redesign of Communications Skills for Pharmacists Course to Achieve Student Performance Expectations. Diane R. Johnson and Candace W. Barnett, Mercer University. Objectives: A traditional face-to-face course was redesigned to enhance student performance of: (i) empathy skills, and (ii) assertiveness skills. Methods: The Dick and Carey Model of Instructional Design was used and produced the following changes: A hybrid format was chosen whereby lecture material was placed on CD-ROM, so that content delivery was moved out of the classroom. Pre-class application assignments and reflective journals were added; classroom application activities were increased; patients made in-class presentations on disease states. Keller's ARCS Model of Motivation was used in designing CD-ROM modules and application activities. The instructor evaluated student performance of skills by reviewing a videotaped counseling session and using a validated evaluation instrument. Students rated each course change on a five point scale, l=poor, 5= excellent. Results: Students rated the value of the CD-ROM modules as 4.07 (SD=0.77); the journal assignments as 3.41 (SD=0.99); and the patient speakers


as 4.54 (SD=0.64). Student performance data was compared to the previous two years and revealed that the redesign was successful. Over 90% of the students in the redesigned course achieved performance expectations for assertiveness and over 80% achieved performance expectations in empathy. Performance expectations were achieved by less than 5% of students from previous years. Implications: Hybrid formats can create in-class time for learning and may be particularly useful for skill-building.

Relationship Between Critical Thinking Skills, Dispositions, Academic, and Clinical Performance. Robert Kidd, David Latif, Shenandoah University. Objectives: To assess the extent to which critical thinking skills and dispositions are related to both the academic and clinical performance of pharmacy students. Methods: This investigation used a convenience sample and was a blinded retrospective record review of two classes of Doctor of Pharmacy students at Shenandoah University's School of Pharmacy (classes of 2000 and 2001). Records were obtained from 102 students. Each entering student is required to take the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Dispositions Inventory (CCTDI) during orientation prior to the first professional year. Both tests have been shown to be valid and reliable. These results were assessed in relationship to students' didactic grade point average (GPA) for the first three professional years and clinical performance during fourth-year rotations. Results: Pearson correlations revealed that both the CCTDI and CCTSI were significantly related to students' didactic GPA. The CCTDI was significant at the 0.05 alpha level (P=0.025), while the CCTSI was significant at the 0.01 alpha level (P=0.001). In addition, the CCTDI was significantly related to students' fourth-year clinical GPA at the 0.05 alpha (P=0.018), while the relationship between the CCTSI and clinical GPA was significant at the 0.10 alpha level (P=0.093). Implications: Critical thinking skills are critical to both academic and clinical performance. Suggestions are given for improving and assessing critical thinking skills in pharmacy curricula.

Quality and Quantity of Medication Errors' Instruction in Schools of Pharmacy Curricula: A Descriptive Study. David A. Latif and Mark S. Johnson, Shenandoah University, Bruce Gordon, BD Healthcare Consulting and Service. Objectives: To assess the extent to which medication errors are included in the pharmacy curricula of Schools of Pharmacy in the United States. Methods: A cover letter and survey was sent to the 82 Deans of Colleges of Pharmacy in the United States in April 2001 asking for assistance in completing the survey by distributing it to pertinent faculty members responsible for teaching topics pertaining to medication errors in the school's curriculum. The survey was developed in collaboration with an industry expert in medication errors. Results: Thirty-six surveys were returned (48% response). Five returned protocols were incomplete. Both the quality and quantity of medication errors' inclusion in pharmacy curricula varies significantly. For example, 27 of the sampled schools reported that the topic "failure mode" was discussed while only 6 schools reported "quality improvement" as a topic of discussion in the pharmacy curriculum. Implications: Given the well documented magnitude of medication errors occurring yearly in the United States, and the associated direct and indirect costs, it seems imperative that schools of pharmacy incorporate into their curricula a meaningful and consistent amount of instruction pertaining to medical errors. Thus, this study illuminates the need for schools of pharmacy to articulate and standardize a minimal level of medication error instruction for pharmacy curricula.

Effectiveness of Pharmacy Calculation Education via the Internet: A Comparison Between Campus-Based and Web-Based Student Performance. Elaine Lust, Phillip Vuchetich and Michael Monaghan, Creighton University. Objectives: In Fall, 2001, Creighton University initiated the first ever, entry level web-based Doctor of Pharmacy degree whereby all didactic courses, with the exception of laboratory-based courses and clinical rotations, are delivered via internet. The content of this course in the web-based pathway was identical to the campus-based pathway. The purpose of this project is to assess the effectiveness of content delivery via the internet by comparing student performance in the pharmacy calculations class offered by the same instructors in both the web and campus pathway. Methods: While different methods of content delivery were used with the campus and web-based students, identical examinations were administered to students in both pathways. Pathway effectiveness was quantitatively assessed by comparing final mean scores in the two pathways using an Independent Student's t-test with a significant level defined as P < 0.05. A qualitative assessment of content delivery via both pathways was made by comparing student evaluations. Results: The mean scores for the campus and web-based pathways were 94.80 (± 4.35) and 92.14 (± 4.91) respectively (P = 0.118). Instructor and course evaluations were positive in both pathways. Implications: The absence of significant differences in overall performance as well as positive student evaluations suggest that a web-based approach may be used successfully to teach pharmacy calculations.

Impact of Distance-Learning Technology on Student Performance. Eric MacLaughlin, Robert B. Supernaw and Kellee A. Howard, Texas Tech University. Objectives: To compare the outcomes of distance learning technology

as a function of student location in four pharmacotherapy courses. Methods: Four pharmacotherapy courses (Bone-Joint Disorders, Dermatology, Neurology and Psychiatry) are required during the fall semester for third-year pharmacy students at Texas Tech. Students enrolled participate locally (Amarillo) and distantly (Lubbock. and Dallas) via interactive, live audio/video connections. Off-site students often feel at an academic disadvantage. To assess the merit of this assumption student grade point average (GPA) before enrollment in the courses and final course grades attained were compared between all sites using student t-tests. Correlations between student GPA and grades attained were calculated using Pearson's correlation. Results: A total of 79 students were enrolled in the four pharmacotherapy courses. Thirty-three students were at the local site (Amarillo), and 46 were at remote sites (Lubbock, N=19; Dallas, N=27). There were no significant differences in mean GPA before course enrollment (Amarillo=83.46, Lubbock=83.01, Dallas=83.01; P>0.05 for all comparisons). There were no significant differences in student performance in the pharmacotherapy courses between local and remote sites (P>0.05 for all comparisons). Student performance in each pharmacotherapy course correlated with GPA (Bone-Joint Disorder r=0.593, P=0.01; Dermatology r=0.520, P=0.01, Neurology r=0.395, P=0.01; Psychiatry r=0.277, P=0.05). Implications: Results indicate that student outcomes in pharmacotherapy courses using distance-learning technology do not differ. This information is valuable considering the increased use of this technology in pharmacy school curricula.

Five Year Curricular Review of the Nesbitt School of Pharmacy Using Summative Assessment. David F. Maize and Curtis Waycaster, Wilkes University. Objectives: This study was conducted to facilitate an objective curricular review. Methods: A database containing the grade point averages (GPA) for all students enrolled in the School of Pharmacy between 1996 and 2001 was developed. The data, analyzed by JMP and SPSS, were considered significant if P < 0.05. Results: There was no difference in academic performance of any of the past five classes as measured by their average yearly GPA, There was no difference between the fall and spring semesters' GPA, however, there was a trend for the GPA to be lower in the spring semesters (P=0.064). The average GPA for advanced practice, social and administrative sciences and clinical science courses were significantly higher than the GPA for pharmacotherapeutics and basic science courses. This trend was also reflected in that the two highest average GPA were in advanced practice courses and the two lowest average GPA were in basic sciences. When correlations were observed between course, some could significantly predict future academic performance. Some courses significantly correlated performance in future courses. Implications: This review suggests that each class performed at an equal academic level each year regardless of possible differences in academic qualifications. The students perform better in courses based on clinical skills rather than basic sciences. Lastly, courses were predictive for the performance in another course but not until late in the curricular sequence.

Desired Characteristics of and Student Satisfaction with Introductory Pharmacy Practice Experience: Assessment of The EPOC Program. Harold J. Manley, University of Missouri-Kansas City, Rowland J. Elwell and George R. Bailie, Albany College of Pharmacy. Objectives: To determine if our Early Patient-Oriented Care (EPOC) program, a longitudinal introductory practice experience (IPE) in which students provide clinical pharmacy services to hemodialysis outpatients, incorporates the desired attributes of an IPE and to assess student satisfaction. Methods: Published criteria indicate that an ideal IPE provides students experience in: (i) pharmaceutical care, (ii) problem solving, (iii) observing patient outcomes, (iv) peer-mentor interaction, (v) professional socialization, (vi) reflective judgment, (vii) active learning, and (iix) lifelong learning skills. An EPOC-specific assessment form employing a five-point ranking scale (1 = strongly disagree; 5 = strongly agree) was developed to survey EPOC preceptors (n = 3 3) and current students (anonymously, n = 24) regarding these criteria. Additionally, past students (n = 27) completed a standard clerkship evaluation form, rating their satisfaction with the EPOC experience using a similar five-point scale. Results: Preceptors and students ranked EPOC similarly as providing the desired attributes of an IPE. The median score was 5 for each criterion except professional socialization (median = 3) and reflective judgment (median = 4). Past students reported a high degree of satisfaction (median = 5) with the EPOC experience. All stated that they would recommend EPOC to other students. Implications: EPOC incorporates the desired characteristics of an IPE providing students a highly satisfactory learning experience.

Longitudinal Assessment of Critical Thinking Ability in Pharmacy Classes. Donald R. Miller, North Dakota State University. Objective: A standardized test was used to follow the development of critical thinking ability during the four-year professional program. Methods: The California Critical Thinking Test (CCTST) and California Critical Thinking Dispositions Inventory (CCTDI) were given to all pharmacy students admitted to the Pharm.D. program on the first day of classes, beginning in 1997. The same tests were given in late spring semester each year thereafter. Version A of the CCTST was used throughout. However, in 2001 version B of the test was given


to half of each class in order to control for a learning effect from seeing the same test multiple times. Results: increases in CCTST scores were noted for each cohort (table). The increases were unlikely to be from a learning effect because students who took version A again in 2001 scored no better than students who took version B. There was no increase in CCTDI scores at any time. Implications: Pharmacy students at this College appear to increase in generic critical thinking ability over the four-year curriculum.

Cost-effective Pharmacotherapy Comparison Among Medical, PharmD and Nurse Practitioner Students. Michael S. Monaghan, Paul D. Turner, Bruce L. Houghton, Kimberly A. Gait, Brenda Bergman-Evans and Eugene C. Rich, Creighton University. Objectives: Are pharmacy students? drug choices more cost-effective? To address this question, we surveyed senior-level medical, PharmD, and nurse practitioner students to assess cost-effective drug use. Methods: A cross-sectional survey design was used. Three clinical vignettes representing common ambulatory problems were used to assess cost-effectiveness of prescribing/therapeutic recommendations. Each vignette offered four medication choices of equal efficacy but widely varying costs and a relative value index was used to calculate the cost of prescribing. The Kruskal Wallis One-Way ANOVA with Bonferroni-adjusted Mann Whitney U post hoc comparisons was used to assess group differences. Results: Fifty-nine medical, 53 PharmD, and 17 nurse practitioner students volunteered to participate. There were significant differences among groups for the total composite cost (P < 0.001) and for all three of the specific case scenario items (tendonitis 2 = 23.7, P < 0.001; hypertension ?2 = 23.6, P < 0.001; UTI ?2 = 10.6, P = 0.005). Both medical and nurse practitioner students were more expensive in their composite treatment costs than were pharmacy students (P = 0.001, P= 0.002, respectively). There was no difference between medical and nurse practitioner students in terms of overall costs. Implications: Pharmacy students were more cost-effective. Whether this difference was due to curricular differences or differences in interactions with pharmaceutical sales representatives have yet to be determined.

Evaluation of a Diabetes Certificate Program. Kimberly S. Plake and Renae Chesnut, Drake University. Objective: To evaluate the effects that additional training from a diabetes certificate program has on pharmacists' practice of diabetes care. Methods: The goals of the diabetes certificate program, Developing Skills for Diabetes Care, are to increase pharmacists' knowledge of diabetes regarding its pathophysiology, complications, treatment, and monitoring. A survey was administered to evaluate the program's effects on pharmacists' practice of diabetic pharmaceutical care. Survey questions focused on provision of services, patient contact, and reimbursement rates. The survey was given as a pretest to a group of pharmacists (n=30) beginning the program and was sent to all pharmacists completing the certificate program (n=126). Results: Response rate for the pretest was 100% and 49.2% for the mailing. After completing the program, 66% of pharmacists provided some type of diabetes care services as compared to 44.4% of the pretest respondents (?2=3.523, P=0.06). Pharmacists completing the program had higher rates of providing: blood glucose management (?2=6.621, P=0.01), nutrition education (?2=6.568, P=0.01), and patient goal setting (?2=10.852, P=0.00l). Although not statistically significant finding, these pharmacists also were more likely to provide blood glucose monitoring training, foot checks, and dosage adjustments. A higher percentage of pharmacists billed for their diabetes services after completing the program (?2=4.038, P=0.04). Implications: From these data, it appears that a diabetes certificate program can help pharmacists begin to provide diabetes care services to their patients.

Pharmacists' Perceived Improvement in Performing Pharmacy Practice Tasks After Graduation from a Postbaccalaureate PharmD Program. L. Douglas Ried and Sven Normann, University of Florida, Gayle Brazeau, University at Buffalo Objectives: The success of an educational program can be evaluated by asking graduates whether it achieved the desired educational goals. Specifically, by asking graduates of a postbaccalaureate PharmD program whether they are better pharmacy practitioners. Methods: Graduates of a post-baccalaureate PharmD program completed an Internet-based survey after graduation. Each graduate was asked whether they currently perform 41 CAPE outcome-based activities better or worse when "compared to before entering the program" and "how much better (or worse)." Graduates responded that they were the same (0), slightly (1), somewhat (2), quite a bit (3) or a lot (4) better or worse. Results: Graduates considered their performance to be better on each of the 41 pharmacy practice activities. Graduates rated their performance on "clinical" activities (e.g., counseling, recommending drug therapy, evaluation of medical/lab tests) as "quite a bit better" (average score of 3 or better). They rated the performance on managerial activities (e.g., purchasing, inventory, fiscal management) as no better or worse than when they entered the program. Implications: Experienced pharmacy practitioners who have already earned a baccalaureate degree said that they are better practitioners after completing a postbaccalaureate PharmD when compared to before the program. This information can be used to verify success in acknowledged program emphases (e.g., clinical practice activities) and their performance in areas that have been de-emphasized (e.g., managerial

activities). Survey of Learning Attitudes of Gen X Pharmacy Students. Frank

Romanelli, University of Kentucky. Objective: To assess the learning attitudes of Gen X pharmacy students and compare them with the learning attitudes of non-pharmacy students Gen-Xers. Methods: An anonymous survey which was based upon a previously conducted study was developed and distributed to third year professional students. This instrument ascertained a number of items including date of birth, perceptions of outstanding professors, and opinions regarding "what an average pharmacy school grade should be." Results: Eight-four of eighty-eight surveys were completed for a response rate of 95%. All respondents were classified by date of birth as Gen-Xers. The majority of responders indicated that the most important quality of an instructor was that they be "friendly and warm." The least popular characteristic for this item was "demanding." The majority of respondents felt that an average pharmacy school grade should be a "B" and that grades should be based upon "knowledge and performance" or "improvement over time." These results are similar to responses made by non-pharmacy student Gen-Xers. Implications: In order for instructors to be effective educators of Gen-Xers, they must understand the values that shape their perceptions of learning. This survey begins to provide some understanding of the beliefs specifically held amongst pharmacy student Gen-Xers.

Does Time Management Affect Test Anxiety? Shailendra Gupta and Sujit S. Sansgiry, University of Houston. The detrimental effect of anxiety on academic performance for students is a well-documented phenomenon. To improve academic performance in students, it is important to understand the underlying causes of anxiety. Objectives: The objective of this study was to evaluate the relationship between time management and test anxiety among pharmacy students. Methods: A questionnaire was used with previously validated scales to measure time management, study strategies, and test anxiety. Time management and study strategies was measured using a five-item, five-point strongly agree (5) strongly disagree (1) scale. Test anxiety was measure using a ten-item five-point scale where the anchors were 'Not at all typical of me' (1) to 'Very much typical of me' (5). The questionnaire along with items to collect demographic data was distributed to all students in the College of Pharmacy during the Spring 2001 semester. Results: A total of 199 students participated in the study. The mean age of the students was 26 years with majority being female (72.5%). Students indicated that they found it difficult to combine (3.13 ± 1.21) and organize (3.14 ± 1.11) their study and leisure time. Their scores on the time management scale were low (14.30 ± 3.56). Time management scores were negatively correlated to test anxiety score (25.533 ± 8.29) (P<0.0001). Implications: When interventions are successful in improving time management skills there will be a commensurate decrease in test anxiety; increasing overall academic performance.

Effectiveness of Human Anatomy Education for Pharmacy Students via the Internet: A Comparison Between Campus-based and Web-Based Student Performance. Phillip Vuchetich, Andrea Zardetto-Smith and Michael Monaghan, Creighton University. Objectives: In Fall 2001, Creighton University initiated the first ever, entry level web-based Doctor of Pharmacy degree whereby all didactic courses, with the exception of laboratory-based courses and clinical rotations, are delivered via internet. The content of this course in the web-based pathway was identical to the campus-based pathway. The purpose of this project is to assess the effectiveness of content delivery via the internet by comparing student performance in the human anatomy class offered by the same instructors in both the web and campus pathway. Methods: While different methods of content delivery were used in the on-campus and web-based students, identical examinations were administered to students in both pathways. Comparing mean student cumulative scores using the Mann-Whitney U test quantitatively assessed pathway effectiveness. Comparing student evaluations made a qualitative assessment of content delivery via both pathways. Results: The mean cumulative scores for the campus-based and web-based pathways were 86.38 (± 4.76) and 85.86 (± 5.19) respectively (P = 0.722). Instructor and course evaluations were similar in both pathways. Implications: The absence of significant differences in overall performance as well as positive student evaluations suggest that a web-based approach may be used successfully to teach human anatomy.

Qualitative Grounded Theory Study on Master Teaching of Clinical Pharmacy Preceptors on Patient Care Rotations. Karen K. Schultz and Howard O. Wachsmann, Jr., Shenandoah University. Objectives: There is an urgent need to have balance between student learning in the theory of pharmacy and to becoming an expert in the practice of pharmacy. Good clinical teaching is paramount to creating empowered students and practitioners. This study offers an emerging model of master clinical teaching emphasizing teachable moments between students, clinical preceptor, and the clinical environment. Methods: This is a non-hypothetical inductive case study using qualitative, grounded theory. Master preceptors were identified. The researcher recorded interactions between the master preceptors and their students by direct observation and audio tape. In-depth interviews with participants confirmed researcher observations. Results: An emerging model of interactions between


clinical preceptor, students, and the teachable moment highlights an approach for making the critical time on clinical practice as effective as possible. Descriptions of teachable moments augment the literature. The study provides a format for future qualitative studies in pharmacy education. Implications: This emerging model provides a practical means to study interactions between students and the clinical preceptors and which ones lead to teachable moments thereby creating more effective use of time on clinical rotations. The method-ology of this study can be applied to future studies in the same discipline, in other rotations, or other disciplines.

Practice Advancement Clerkship Model in Our Nontraditional Program. Stanley S. Weber and Teresa O'Sullivan, University of Washington and Washington Stale University. Objective: To quantify graduates' perceptions of the value of the Practice Advancement Clerkship (PAC) model. Background: The PAC model was developed to help students improve the cognitive care provided to their patients. The PAC maintains a relatively narrow focus and is a patient management service, such as an anticoagulation clinic, initiated and run by pharmacists. In this model students learn through the justification, development, design, implementation, and/or evaluation of a new pharmaceutical care service. Methods: All nontraditional graduates received questionnaires (n=88). Survey items were designed to provide quantitative and qualitative descriptors of the student's perceptions regarding their implementation of a PAC (if they completed one). Results: 26 of 46 respondents completed PACs and 19 (73%) indicated that the experience led to the implementation of a new pharmacy service. Seventy percent indicated that the service is still offered and 66% percent indicated they would not have created the service at all or as soon had they not been encouraged in the program. All students felt that the learning process involved in creating a new pharmacy service was valuable; and all of the respondents indicated they are more likely to create another new service. Implications: The PAC model in our nontraditional program is a catalyst for developing new pharmaceutical care services. We encourage the implementation of PACs in curricula, especially for the independent learner.

Work In Progress Effects of Having a Job While in Pharmacy School on Academic

Performance. Oluwaranti Akiyode, Renee Ahrens, Bisrat Hailemeskel, Patricia Ayuk-Egbe, Wallene Bullard and Arjun Dutta, Howard University. Objective: To assess the effects of having a job during pharmacy education on the academic performance of professional pharmacy students (first through third year). Methods: A questionnaire will be distributed to professional pharmacy students. The questionnaire will address the following issues: if they have a job, type of job, number of hours per week at the job, students' perception of how the job affects their grades, how long they have been working, and students' recommendations for future pharmacy students. In addition, sociodemographic questions will be included in the questionnaire. A student t-test will be performed to compare the cumulative grade point average (GPA) of students with or without a job during pharmacy school. Furthermore, a multiple regression analysis will be performed to identify the factors that significantly impact academic performance in pharmacy school. The dependent variable for the regression model will be the cumulative GPA of the students, while the independent variables will include demographic variables, type of job, number of hours worked, year in pharmacy school, etc. Implications: The overall impact of working while in pharmacy school will be presented to the junior pharmacy students, and used as a tool to assist them in their decision to have a job while in pharmacy school. The study results may contribute to the overall success of students in pharmacy school.

Is Pharmacy Students' Mental Motivation Related to Their Success in Pharmacy School? Michelle Assa Eley, Ruth Nemire and Elizabeth Frenzel Shepherd, Nova Southeastern University. Objectives: The objective of this study is to explore dimensions of pharmacy students' mental motivation such as mental focus, learning orientation, creative problem solving and cognitive integrity and their relationship to academic success in pharmacy school. Method: In the fall of 1999, all pharmacy students were asked to complete the CM3 inventory of mental motivation. The results of that test will be correlated with students' grade point average for that semester as a measure of their academic success. Implications: The implications of this research is that another tool for admissions screening may include standardized tests such as the CM3. Its relationship with grade point average and success both in pharmacy school and as a pharmacist may be greater than with other admission screening tools. With expansion of the pharmacy program to include distant sites, identification of students who will do well in that environment is important. The CM3 may prove a good indicator of those pharmacy students who are able to succeed at distant sites as well as those who will pursue education for a lifetime. The Concept of lifelong learning is a goal of the curriculum as it is essential in the field of pharmacy where new information regularly changes the practice. Future studies may explore the stability of results of the CM3 over time, its relationship to final grade point average, or passing the NABPLEX.

Characterization of Current Preceptor Development Programs. Cynthia J. Boyle, University of Maryland. Sian Carr-Lopez, University of the Pacific, Resemin Kassam, University of British Columbia, Nancy E. Kawahara, Western University, Mara A. Kieser, University of Wisconsin-Madison, Carla J. See, West Virginia University. Objective: To describe existing preceptor development programs within AACP. Methods: A subcommittee of the joint Preceptor Development Task Force of the Pharmacy Practice Section and the Professional Experience Program Special Interest Group developed a survey which was sent to the primary professional experience program contact at each AACP college or school. Among key information factors collected were use of the AACP "Training Pharmacy Preceptors" program, learning objectives, format, ACPE contact hours, fees, development responsibility, assessment documentation, outcomes, percentage of preceptors' participation, and ideas for AACP assistance. Results: Surveys were due March 1, 2002, in order to allow time for analysis prior to the 2002 AACP Annual Meeting. Implications: A concurrent project of the task force is a survey of preceptor needs. Identification of gaps between needs and existing programs will direct future preceptor development efforts.

Study of Tutorial Group Process and Student Achievement. Robert M. Cisneros and Heidi M. Anderson-Harper, University of Kentucky, Kem Krueger, Jill Salisbury-Glennon, Bruce Berger and David Shannon, Auburn University,. Objectives: To determine: (i) if differences exist in observed tutorial group activity among pharmacy student tutorial groups, (ii) if differences exist in individual student achievement among student tutorial groups, and (iii) if a relationship exists between tutorial group process and individual student group member achievement in PBL. Methods: Tutorial groups will be composed of consenting second year pharmacy students and consenting faculty tutors. Baseline demographic data, pharmacy GPA, PCAT scores and learning styles, as measured by Kolb's Learning Style Inventory (LSI), will be obtained. Measures of student achievement will be taken at baseline and at the end of the study. These include: readiness for self-directed learning as measured by the Self-Directed Learning Readiness Scale (SDLRS), critical thinking skills as measured by the California Critical Thinking Skills Test (CCTST), learning motivation as measured by the Motivated Strategies for Learning Questionnaire (MSLQ), and knowledge as measured by usual module assessment methods. Analysis will be conducted to determine if differences in group activity and achievement exist. Further analysis will be conducted to determine the relationship between group activity and individual group member achievement Implications: Insight will be gained about the relationship between tutorial group behavior and achievement in PBL, use of tutorial groups in a hybrid system, and specific areas of training needed for students and facilitators.

Alternative Medicine Instruction in U.S. Schools of Pharmacy. Arjun Dutta, Monika Daftary and Patricia Ayuk-Agbe, Howard University. Objectives: To document the prevalence, scope, and diversity of pharmacy school education in complimentary and alternative therapy topics and to obtain information about the organizational and academic features of these courses. Methods: A survey was developed to assess the frequency and nature of alternative medicine instruction in U.S. pharmacy schools. An 11-item survey was developed through an iterative process with input from practicing and academic pharmacists. The survey was pilot tested for its validity and was mailed to all schools of pharmacy in the U.S. The surveys were addressed to academic or curriculum deans at each of the 85 pharmacy schools. The survey specifically elicited responses about existing or planned instruction in alternative medicine, and the administrative and educational characteristics of courses in alternative medicine. Implications: The results of this survey will help delineate the present nature of alternative medicine instruction in pharmacy schools across the country in light of the increasing demand for alternative therapies by consumers.

Hierarchical Structure Evaluation of Bloom's Taxonomy and Marzano's New Taxonomy Using Rasch Analysis. Terrence R. Jackson, University of Illinois-Chicago, JoLaine R. Draugalis, University of Arizona, Everett Smith, University of Illinois-Chicago, Woodie M. Zachry III and Marion K. Slack, University of Arizona. Objective: The purpose of this study is to evaluate the hierarchical ordering of items as determined by two classification schemes; Bloom's Taxonomy and Marzano's New Taxonomy using Rasch analysis. Rasch analysis was previously performed on a 25 item authentic assessment and demonstrated good fit statistics (item difficulty ranging from -1.90 to 2.46 logits) supporting the item difficulty hierarchy. The item hierarchy differed between what was predicted based on Bloom's Taxonomy and that revealed by the Rasch analysis. Two dilemmas were identified: 1. there was less agreement among five judges than expected regarding which of Bloom’s six categories the assessment item best represented, and 2. judges reported that classification of some items was difficult using Bloom's Taxonomy. Marzano (2001) offers a New Taxonomy based on 43 years of information gathered since the introduction of Bloom's Taxonomy. When judges used Marzano's New Taxonomy, agreement improves; however, Rasch analysis of the data suggested the need for a larger number of judges.


Methods: With the collection of additional data, Rasch fit statistics will be used to investigate those items which are consistently classified versus those items that may be problematic. Additionally, Rasch analysis will provide information to evaluate whether a judge perceived and used the categories in the same manner as other judges.

CD-ROM and Web-Based Technology in a Patient Assessment Course. Rhonda M Jones, Creighton University. Objectives: The Internet is replete with web sites that offer patient-based data for use in learning basic assessment skills, such as blood pressure measurement. Accessing these sites in an organized fashion may enhance student learning. The purpose of this project was to develop a CD-ROM and web site for a patient assessment course and obtain student feedback concerning the usefulness of this technology. Methods: A course CD-ROM and web site were developed using FrontPage and Adaptec Easy CD Creator. Components of the CD-ROM included course syllabus, schedule, assignments, lecture notes, slide shows, patient cases, laboratory exercises, and Internet resources. A course web site was published at www.tripod.com. The web site included the same information as the CD-ROM and was used to provide new information throughout the semester. At the end of the semester, student opinions and feedback were obtained using a survey that included both Likert scale and open-ended questions. Results: The mean, median, and open-ended comments to the survey questions will be presented. The data will be utilized to formatively assess and revise the course accordingly. Implications: Data from this project will: (i) evaluate the utility of a course CD-ROM and web site to assist student learning; (ii) assist in the assessment and revision of a patient assessment course; and (iii) assist other faculty in developing computer-based technology for course instruction and in utilizing Internet resources in patient assessment.

Are Students Achieving the Desired Outcomes? A Performance Assessment of the School's Ability-Based Outcomes. Rhonda M. Jones, Michael S. Monaghan, Michele Faulkner and Ann Ryan-Haddad, Creighton University. Objectives: Our school recently developed 12 ability-based outcomes (ABO) for graduates. The purpose of this project was to determine the effectiveness of the curriculum in preparing students to meet these ABO and evaluate the effectiveness of an experiential ABO assessment instrument developed for clerkships. Methods: Forty-eight randomly selected senior students were randomized into two groups of 25 each (intervention and control). Prior to beginning clerkships, a l l students completed a 12-station pharmacy objective structured clinical examination (P-OSCE) using standardized patients (SPs). After this initial assessment, all students completed their clerkships. During the clerkship year, the intervention group had their performance monitored using a formative ABO assessment instrument. The control group did not. At the end of the clerkship year, all students repeated the P-OSCE. Stations were videotaped and scored by a faculty-grading panel according to performance criteria. Results: Student performance data will be presented as an overall and a per-case percent score. Group means will be compared before and after the fourth year to determine the effectiveness of the formative ABO assessment instrument. Implications: The data presented will be used to (i) evaluate how well the curriculum prepares students for the performance of the ABO; and (ii) validate the effectiveness of the experiential ABO assessment instrument as a formative evaluation process.

Faculty Assessment of Student Mastery of Competencies. Martha L. Mackey, St. John's University. Objectives: To assess faculty perception of competency level mastery in fourth year PharmD students as they prepare for the competency examination in the fifth year. Methods: Because of our transition to a competency-based PharmD program, our faculty is concerned about maintaining programmatic quality while instituting the new structure and decided to administer a computerized assessment tool of student competency prior to clinical rotations in the spring of the fifth year. This faculty-generated exam tests mastery of all professional competencies addressed through the spring of the fourth year. Several of these appear early in the student's academic career and it is important to know whether mastery attained early is sustained, reinforced, or replaced as the student progresses through the program and whether mastery of later competencies is achieved. An attitudinal questionnaire focusing on 75 professional competencies of the program will be administered in the spring to all faculty teaching fourth year courses. It will ask them to evaluate student mastery based on their classroom and laboratory interaction with these students. Faculty demographic data will allow me to distinguish responses among departments, courses, and levels of faculty interaction with this student population. Results will be compared with actual student outcomes achieved on the examination in the fall. Implications: Faculty perception and correlation to student results will be presented both to the College's Curriculum and Educational Policy Committee and the Committee on Assessment for action.

Development and Evaluation of a Health Behavior Module. Kimberly S. Plake, Drake University. Objectives: To develop and evaluate a teaching method to help students understand and influence patient behaviors. Methods: A health behavior module in a chronic illness course was developed to acquaint

students with patient health behaviors and related models. There were four main components of the module: (i) a health behavior exercise, where students attempted to change one of their health behaviors (i.e., quit smoking, start exercising); (ii) several articles on health behavior models and managing patient care; (iii) class lecture and discussion of models and their application; and (iv) patient scenarios. To assess the module, students wrote a paper describing their experiences in changing their behaviors and applying the models to explain successes or failures. A patient case was completed prior to the module (pretest) and at its conclusion (post-test). Exams were used to assess the students' knowledge and application of content. A course evaluation was used to assess the students' perspective on the module. Using these methods, the module will be evaluated to determine its impact on the students' understanding of patient behaviors and their ability to apply health behavior models. Implications: Pharmacists ask their patients to change health behaviors, but may not think about the difficulties inherent in these requests. Teaching pharmacy students the difficulties in changing health behaviors may increase their understanding of patient behavior and improve patient care. Assessing the module will help determine its impact on student learning and suggest modifications.

Utilization of Personal Digital Assistants (PDAs) as a Resource for Pharmacy Students During Experiential Learning. Melanie W. Pound, Richard H. Drew and D. Byron May, Campbell University. Objectives: (i) evaluate the prevalence of undergraduate PharmD students using a PDA during experiential learning programs; (ii) evaluate the students' satisfaction with a PDA-based vancomycin dosing program; and (iii) determine PDA drug information resources utilized by students. Methods: From October 2001 to March 2002, participating pharmacy students beginning adult internal medicine rotations completed a survey to determine student demographics, PDA use history and subjective level of expertise with vancomycin dosing. The students then received a PDA-based vancomycin dosing tutorial prepared by the investigators. A survey completed at the end of the two-month rotation was administered to determine their satisfaction with the tutorial and other PDA-based medical resources. Results: Preliminary findings show 23/30 (77%) students own a PDA and use this as a drug information resource. A total of 17/22 (77%) ranked themselves "Poor-Fair" regarding vancomycin dosing competency prior to the use of the tutorial. The primary medical source utilized was EpocratesÒ. The vancomycin module was found to be very helpful and students subsequently rated their vancomycin dosing competency as "Good-Very Good" by 92% of respondents. Final results will be presented at the meeting. Implications: Based on preliminary data, PDA use among pharmacy students is high and appears to be a beneficial medical resource. PDA-based tutorials may also be a beneficial learning tool.

MERCK RESEARCH SCHOLAR PROGRAM Pharmaceutical Care Plans: An Assessment of Patient Follow-Up.

CoraLynn Becker, Drake University. Introduction: Development of pharmaceutical care plans establishes a process for optimizing therapy goals, documents a monitoring schedule and written patient record, and resolves preventable and current drug therapy problem. This study assessed care plans that were submitted as an eligibility requirement to participate in Iowa Pharmaceutical Case Management (PCM), a Medicaid program beginning in the fall of 2000 that reimburses pharmacists for cognitive services. Objectives: The objectives were to: (i) document drug therapy problems and their causes; and (ii) assess pharmacist follow-up of patients with identified drug therapy problems. Methods: A total of 754 care plans were assessed for drug therapy problems and causes, as well as pharmacist follow-up. Categories of drug therapy problems and causes described by Tomechko et. at. [American Pharmacy ]995:NS35(4):30-9] were used for the study. Follow-up was identified in one of three categories: 1. actual, 2. none, or 3. intention to follow-up. Further assessment in the study examined the relationship between actual follow-up and practice site, training of the pharmacist, type of disease, and classification of the drug therapy problem. Results: This study showed that pharmacists document a wide variety of drug therapy problems and causes. Less than one-third of the care plans included documentation of follow-up. There was an association between practice site and follow up (P=0.003) and between follow-up and classification of drug therapy problems (P=0,037). There was no relationship between follow-up and whether or not a pharmacist completed an Iowa based training program (ICPC) (P=0.097), nor did an association exist between follow-up and type of disease (P=0.083). Conclusions: Follow-up in patients with drug therapy problems was less than optimal. Pharmacists must document patient monitoring and follow-up in order to turn the pharmaceutical care philosophy into practice.

Synthesis of Selective and Potent Agents Against TOxplasma gondii and Mycobacterium aviunt Dihydrofolate Reductase. Lisa R. Biondo. Duquesne University. Introduction: Opportunistic infections caused by pathogens such as Pneumocystis carinii and Toxaplasma gondii are the leading cause of death among AIDS patients. In addition, Mycobacterium avium also afflicts these patients. Two dihydrofolate reductase (DHFR) inhibitors,


trimethoprim (TMP) and trimetrexate (TMQ) are agents that are clinically used to treat opportunistic infections. However, neither TMP nor TMQ is effective therapy for these infections when administered alone because they are not both selective and potent. Therefore, it is necessary to design and synthesize a series of compounds that will be highly selective, as well as potent inhibitors of the DHFR from the opportunistic pathogens. Rationale: Gangjee et al. reported a series of 2,4-diamino-5-methyl-6-arylthiopyrrolo-[2,3-d] pyrimidines. some of which have shown sound potency and selectivity. In order to conduct a more extensive structure-activity relationship (SAR) study, seven additional compounds were synthesized with novel variations in the side chain. Methods: The reaction of malonitrile and acetol provided 2-amino-3-cyano-4-methylfuran, which was then condensed with guanidine to afford the 2,4-diamino-5-methylpyrrolo[2,3-d]pyrimidine. The target compounds were obtained via an oxidative arylthiolation of the pyrrolopyrimidine with the appropriate arylthiols. Some of the substituted arylthiols were not commercially available and were synthesized from the corresponding anilines by diazotizalion and treatment with potassium ethyl xanthate. Results: The compounds are currently being evaluated as inhibitors of pcDHFR, tgDHFR, and maDHFR. Rat liver DHFR will serve as the mammalian reference and selectivity ratios of each compound will be determined. Conclusion: The proposed compounds were successfully synthesized which should afford a more accurate SAR study.

Establishing Collaborative Working Relationships Between Pharmacists and Physicians. Kelly A. Brock, University of Iowa. Introduction: Collaboration between pharmacists and physicians may produce a more effective health care system. Pharmacists and physicians working together to manage drug therapy may be important to improve therapeutic decisions and may lead to better therapeutic monitoring. Despite the potential benefits from pharmacist-physician collaboration, we know little about how to establish such collaborative working relationships. Methods: Collaboration with a physician was studied in depth at ten community pharmacies, using a multi-case design. A personal interview and a quantitative mail survey were used to collect information. Twenty-four variables believed to influence the development of pharmacist-physician collaboration were studied. Two researchers independently judged the stage of collaboration for each case and rated the influence of the variables on the development of collaboration. Results: Four pharmacies were rated as having achieved early stage collaboration (little or no collaboration), while six pharmacies had achieved late stage collaboration (definite collaboration). Joint care activities, bi-directional communication and care communication, and caring for mutual patients supported the development of later stage collaboration. Increased accessibility to patient information and to the physician facilitated the development of new expectations in the relationship, which included the physician being more receptive to the pharmacist's recommendations. Adding value to the medical practice and physician convenience was important to the development of collaboration. Dependence became more balanced as the relationship developed into late stage. Conclusion: The development of collaboration between pharmacists and physicians is influenced by characteristics of exchanges occurring between them. Continued study of collaborative working relationships between physicians and pharmacists can assist health care practitioners in developing a team-based approach to patient care, allowing physicians and pharmacists to work together to coordinate patient care.

Binding Affinity of Carbohydrate Derivatives to Helicobacter pylori. Lisa Charneski, Wilkes University. Rational: Helicobacter pylori, implicated in the majority of gastric and duodenal ulcers, as well as adenocarcinoma and other tumors, is found in the stomachs of adults displaying gastric inflammatory disease. Treatments against H. pylori are somewhat effective, but therapy side effects and bacterial resistance prove difficult to overcome. H. pylori penetrate the gastric mucin layers and colonize the gastric epithelium to evoke cellular damage. Studies show H, pylori's binding is specific to various fucosylated glycoconjugates termed Lewis antigens prevalent on red blood cells and on gastric epithelium. Studies involving H. pylori binding to Lewis antigens show simple carbohydrates could inhibit binding. This research is to determine which carbohydrates have optimal binding to H. pylori. Methods: H. pylori were grown in a rich medium of brucilla broth and fetal bovian serum. Then the cells were washed in 10mM tris buffered saline. Known concentrations of carbohydrates, including Para-Aminophenylmannopyranoside, Para-Aminophenylgalaclopyranoside, and Para-Aminophenylfucopyranoside, were added. After incubation for one hour in a 37° water bath, with agitation, the concentration of free carbohydrate derivatives was measured using HPLC. The data was compared to a standard curve. Reduction in concentration indicated binding to the bacteria and binding isotherms were constructed to calculate the bacterial binding constant of glycosolated derivatives. Results: Preliminary studies demonstrate binding with Para-Aminophenylmannopyranoside and Para-Aminophenylfucopyranoside. Data analysis is ongoing. Conclusion: Ligand binding data obtained in these studies will be used to direct further research into innovative methods to eradicate the bacteria. One such method will investigate the effectiveness of bound ligands to prevent bacterial adhesion

to the GI wall through competitive binding principals. Antisense Oligonucleotide Targeted at MAO-B Attenuates Rat

Striatal Serotonergic Neurotoxicity Induced by MDMA. Erin M. Falk. Ohio Northern University. With the increasing abuse of the street drug. "Ecstasy" (3,4-methylenedioxymethamphetamine [MDMA]), possible longterm neurotoxic effects of the drug are becoming more apparent. Although the biochemical events occurring in the development of the neurotoxicity have been well documented, the precise mechanisms and sequence of events involved have yet to be elucidated. The present study was designed to further delineate the role of dopamine (DA) metabolism in the serotonergic neurotox-icity induced by MDMA. An antisense (AS) oligonucleotide (ODN) sequence targeted at monoamine oxidase-B (MAO-B) was utilized to attenuate MAO-B activity prior to MDMA administration. Sprague-Dawley rats were surgically implanted with intracerebroventricular (ICV) cannulae and received a contin-uous infusion of MAO-B AS via an osmotic minipump. Constant AS infusion for seven days at a rate of 0.5 mL/hr (total daily dose 60(1 pmol) resulted in a 63% knockdown of MAO-B activity. MDMA (40 mg/kg, sc) produced a rise in body temperature within one hour of MDMA administration and a reduction in striatal serotonin (5-HT) and 5-hydroxyindole acetic acid (5-HIAA) levels seven days later. Pretreatment with the MAO-B AS prior to MDMA, attenuated this reduction in serotonergic markers, yet had no effect on MDMA-induced hyperthermia. Furthermore, in vivo microdiaiysis revealed that previous AS treatment failed to alter the acute DA release induced by MDMA (10 mg/kg. sc) within the striatum. These results indicate that MAO-B plays an integral role in the development of MDMA-induced neurotoxicity while not affecting MDMA-induced hyperthermia or acute DA release.

Gene Expression in Cardiac, Diaphragm, and Skeletal Muscle with Binge Drinking. Ursula D. Hahn, University of Buffalo, State University of NY. Objectives: Effects of long-term alcohol consumption on cardiac and skeletal muscle damage are well known, while the effects of binge drinking on these tissues is not well defined. Furthermore, women seem to be more susceptible to chronic alcohol consumption than men. The effects of binge drinking on muscle tissue using pathway-specific cDNA microarrays by studying gene expression changes as a function of a biphasic two- and four-week binge drinking experiment in a rodent model were investigated. Gender related differences in gene expression were also investigated. Total body and tissue weights were measured and analyzed. Methods: Phase I and Phase II consisted of two-week and four-week experiments. In Phase I, male six-week old Sprague Dawley rats received 20% (v/v) ethanol in normal saline, amounting to 10 g/kg/day twice daily via gastric lavage for four days over two weeks. Animals were dosed with ethanol for four days and off for three days to simulate binge drinking. All animals were weighed daily. Control animals received an equivalent volume of normal saline given to ethanol-treated animals. At the end of the experiment, animals were sacrificed, and tissues harvested. Phase II used the same protocol, but included both male and female animals for fourweeks (n=24). Total RNA was isolated from selected tissues and gene arrays studies were conducted. Gene expression patterns were compared between ethanol and normal saline-treated animals. Results: Animal weights showed gender related differences in terms of weight gain between ethanol-treated and control animals. Weight gain of female rats was less affected by ethanol treatment compared to male rats. Differences in individual tissue weights as percentage of total body weight between treated and control animals were statistically significant. Preliminary studies indicate that alcohol-treated animals exhibited down regulation of housekeeping genes, namely GAPDH (glycer-aldehyde-3-phosphate dehydrogenase) in the microarray NFKb signaling pathway.

Mechanism of Action of lsoflavones in HER2 Containing Breast Cancer Cells. Benjamin L. Maughan, Idaho State University. Rational: Breast cancer is the second leading cause of cancer-induced death among women in the United States, and has a very high incidence rate, about 180,000 per year. One factor that is responsible for the poor prognosis in some patients is the overexpression of the erbB2 receptor, also called Her2 and c-neu. ErbB2 is over-expressed in approximately 33% of breast cancer patients. The erbB2 receptor is a growth factor receptor belonging to the epidermal growth factor receptor (EGFR) family called type I receptors, which include Epidermal Growth Factor Receptor (EGFR), erbB2, erbB3, and erbB4. The binding of a ligand to a receptor results in dimerization Thetero- or homodimerization) with-in this family leading to tyrosine phosphorylation of the receptors. The receptors are active in the phosphorylated state leading to cell proliferation. Methods: The effects of Genistein, Daidzein, and Biochanin A (three isoflavones) on the inhibition of receptor-tyrosine phosphorylation were studied. SKBR-3, MCF-7, and BT474 cells, and various concentrations of isoflavones (10mM, 20mM, 50mM, and 100mM) were used and western blotting and MTT cell growth assays were performed. Results: The results show decreased phosphorylation of the erbB2 receptor while not changing the basal level of erbB2 receptors. This occurred in all three cell lines. A decreased growth curve for one of the cell lines, but not all of them, also transpired.


Conclusion: HER2 is an important target for tumor growth, but the dimerization interactions may prove to be more important than erbB2 alone. This is shown by the different actions with the three cell lines (differential expression of type I receptors between cell lines).

Effect of Tertiary Butyl-Hydroperoxide, Beta-Amyloid and Nicotinamide in Human Cortical Neuronal Cell. Stacy J. Peters, South Dakota State University, Rationale: Alzheimer's disease (AD) is associated with loss of cortical neurons in the brain. Oxidative damage to DNA and other macromolecules can cause cell death and lead to AD. Accumulation of beta-amyloid results in generation of free radicals and is a characteristic feature of AD as well. In this study, the protective effect of nicotinamide. a precursor of NAD and an inhibitor of the enzyme poly (ADP-ribose) polymerase has been evaluated in the presence of beta-amyloid and another free radical generating toxin tertiary butylhydroperoxide (t-BuOOH). Methods: Viability of HCN2 cells were determined following treatment with 50 mM beta-amyloid and with 100mM and 1mM t-BuOOH by measuring for lactate dehydrogenase (LDH) levels, m some studies, 1mM nicotinamide was added to the cells prior to the addition of the toxins. The effect of these toxins on the anti-apoptotic protein bcl-2 was also determined either alone or in the presence of nicotinamide by ELISA assays. In addition, the levels of the pro-apoptotic proteins p53 and p21 were determined with t-BuOOH and nicotinamide. Results: Beta-amyloid and t-BuOOH treatment caused significant cell death in HCN2 cells at 24, 48, and 72 hours. Nicotinamide pre-treatment HCN2 did not cause significant increase in cell viability in the presence of beta-amyloid. However, nicotinamide pretreatment did lead to increased cell survival in the presence of t-BuOOH. Bcl-2 levels were not restored by nicotinamide in the presence of either toxin, but p53 and p21 levels were decreased by nicotinamide in the presence of t-BuOOH. Conclusion: Initial studies have provided a mixed result in terms of the potential for nicotinamide to act as a protective agent in the brain and so future studies will focus on the neuroprotective effect of other anti-oxidanl compounds.

Interaction of the Transport Para-Aminohippurate (PAH) and Acetyl-Para-Aminohippurate (aPAH) in OK Cells. Karalee A. Turner, University of Maryland. Introduction: Intravenous infusion of para-amino-hippurate (PAH) is often used to determine the capacity of the anionic renal tubule transport system. Approximately 10% of PAH is metabolized to acetyl-PAH (aPAH) in vivo, which also undergoes anionic tubular secretion. However, it is unknown whether aPAH and PAH compete for anionic transport in the kidney. Rational: The anionic transport system has been studied in vitro using the American Opossum Kidney (OK) cell line. The OK cell line can be grown as a polarized monolayer and possesses characteristics similar to those of the proximal tubule. Studies were conducted to evaluate the effect of aPAH on the transport of PAH via the anionic tubular transport system. Methods: OK cells were maintained in Minimum Essential Medium supplemented with 10% fetal bovine serum and incubated at 37°C in an atmosphere of 5% CO2-95% air. Cells were seeded at a density of 4x105 cells/cm2 on 3.0mm transwell chambers and transport experiments were conducted 7 to 10 days after seeding. Apical to basolateral transport studies were conducted using 15, 30, 60, 90, 200 and 400mM PAH for 60 minutes to determine the saturablitiy of the anionic transporter. Transport studies were conducted using 15mM PAH with and without 2.5mM aPAH or 15mM aPAH with and without 2.5mM PAH. Transport was evaluated at 15, 30, 45 and 60 minutes. Samples were analyzed using reversed-phase HPLC with UV detection. Results: There was a linear increase in the amount of PAH transported from the apical to basolateral membrane of OK cells after a 60 minute incubation over the range of PAH concentrations studied. Incubation of cells with 15mM PAH and 2.5mM aPAH showed a 49.6% (P<0.003) decrease in the transport of PAH as compared to PAH alone. Conclusion: The transepithelial transport of PAH was significantly inhibited in the presence of its metabolite aPAH. Further studies will evaluate the exact mechanism of the interaction and determine how this interaction effects the evaluation of tubular transport using PAH in patients.

In vitro Evaluation of Mediators of Amphotericin Infusion Reactions: A Role of Endothelial Cell Cyclooxygenase-2 Stimulation. Amy M. Vrana, University of Nebraska Medical Center. Introduction: Amphotericin B is the drug of choice for most systemic fungal infections. Following administration, amphotericin has been associated with acute and chronic nephrotoxicity and infusion reactions including fever, chills, and rigors. Rationale: Previous studies suggest that infusion reactions occur due to the release of the pyrogenic cytokines, IL-1beta and TNF-alpha, from white blood cells. These cytokines activate the hypothalamic thermoregulatory center, which then causes fever and chills. This hypothesis fails to account for the inability of cytokines to cross the blood brain barrier. It is proposed that fever, following amphotericin administration, occurs from the activation of COX-2 and the release of PgE-2 from brain endothelium. Methods: Bovine brain endothelial cells (BBMECs) and human umbilical vein endothelial cells (HUVEC) were grown in culture at 37°C and 5% CO2. Cells were treated at clinically-relevant concentrations of deoxycholate colloidal suspension

(Fungizone"), and supernatants were collected regularly for a 12-hour treatment. Media only controls and LPS positive controls were also included in each experiment. PgE-2 concentrations were measured using a sandwich-type ELISA and Western blots for the COX-2 protein were performed in BBMECs treated with Fungizone". Results: PgE-2 concentrations were significantly higher in amphotericin treated media compared to negative controls. The release of PgE-2 between Fungizone" and LPS positive controls was comparable. A specific COX-2 inhibitor, NS-398, successfully inhibited PGE-2 release in Amphotericin treated media. The above data is consistent with induction of COX-2 by LPS and Fungizone" and was confirmed by Western blots, which showed an increase in COX-2 protein in BBMECs treated with LPS and Fungizone". Conclusion: These findings suggest that induction of COX-2 in endothelial cells following amphotericin exposure is responsible for the generation of PgE-2 in the brain. This data suggests that COX-2 inhibitors may be clinically useful in the prevention of severe infusion reactions after amphotericin administration.

Constitutively-Active ErbB4 Mutant Inhibits Colony Formation by Human Prostate Cell Lines. Eric E. Williams, Purdue University. Rationale: ErbB4 is a member of the ErbB family of receptor tyrosine kinases. The family includes ErbBl (EGFR), ErbB2/HER2/Neu, and ErbB3/HER3. Over-expression of EGFR and ErbB2 contributes to the development of prostate and other cancers. However, little is known about the role of ErbB4 in prostate tumorigenesis. It is hypothesized that ErbB4 signaling couples to growth arrest, differentiation, and tumor suppression in prostate cells. Methods: Three constitutively-active ErbB4 mutants were previously constructed by individually mutating three amino acids in the extracellular, juxtamembrane domain to cysteine. The mutants are labeled as Q646C, H647C, and A648C. The cysteines allow ErbB4 to bond intramolecularly through disulfide linkages, resulting in receptor dimers that signal in the absence of ligand. Three human prostate tumor cell lines (LnCAP, DU-145, and PC-3) were infected with recombinant retroviruses that carry the neomycin resistance gene as well as one of the three ErbB4 mutants. The prostate tumor lines were also infected with recombinant retroviruses that lack an ErbB4 insert and with retroviruses that carry the wild-type ErbB4 cDNA. As a control for viral titer, mouse C127 fibroblasts in parallel were infected. Following infection, the neomycin resistance gene was selected using the antibiotic G418. Specific inhibition of drugresistant colony formation in one or more of the prostate tumor cell lines by an ErbB4 mutant suggest that the mutant is coupled to growth inhibition in that cell line. Results: Preliminary data indicate that the Q646C ErbB4 mutant inhibits colony formation in all three prostate tumor cell lines. These data support the hypothesis that ErbB4 signaling couples to growth arrest in prostate cells. This also indicates that ErbB4 may be a prostate tumor suppressor and that loss of ErbB4 expression in prostate cells may be an important event in tumorigenesis. Future experiments will utilize ErbB4 mutants to identify the ErbB4 biochemical functions that are necessary for prostate cell growth arrest. Other future experiments will begin to dissect the signal transduction pathways that couple ErbB4 to prostate tumor cell growth arrest. Conclusions: The Q646C ErbB4 mutant inhibits colony formation in three prostate tumor cell lines. These data suggest that ErbB4 is coupled to growth arrest, differentiation, and tumor suppression in prostate cells.

Engineered Heparin Binding INF-a. Patrick G. Yoder, University of Iowa. Introduction: Cardin and Weintraub first used computer modeling to examine sequences in a variety of proteins that bound heparin and heparin sulfate. Experimental studies in our laboratory utilizing synthetic peptides clearly established that selecting specific basic and hydropathic amino acids and placing these residues in distinct spatial arrangements could modulate binding affinity. Rationale: The next step, to develop a better understanding of the structure and specificity requirements for proteins to bind heparin, is to engineer specific glycosaminoglycan (GAG) binding sites into a protein using recombinant technology and study its interaction with heparin and other GAGS. Interferon alpha (IFN-a), an endogenous vertebrate protein, does not bind heparin and has a structure suitable to introduction of a heparin-binding site. Therefore, IFN-a was chosen as a target for mutation. Methods: 63 nucleotides encoding amino acid residues in the highly variable CD loop region of INF-a were removed and replaced with 63 nucleotides encoding a heparin binding motif found in acidic Fibroblast Growth Factor (aFGF). The recombinant protein was expressed in Escherichia coli using the pLEX expression system. Active protein was isolated with 1% recovery, suggesting poor protein processing. At this point the recombinant gene and its wild type counterpart were both cloned into a baculovirus expression vector (pVL1393) and expressed in insect cells, which are much more adept at processing vertebrate proteins. Results: Preliminary SPR data suggest the BEVS produced recombinant protein (r-IFN-a/FGF) is capable of binding heparin much more strongly than the wild type INF-a. Although, antiviral activity of r-IFN-a/FGF has not yet been measured, initial data suggest it is folded with the CD loop exposed as in wild type INF-a. Conclusion: Further experimentation is


underway to understand the structure, heparin-binding affinity, antiviral activity and possible utility of r-IFN-a/FGF as a therapeutic.

NOVO NORDISK PHARMACY PRACTICE DIABETES PROGRAM

Cardiovascular Risk Assessment in Subjects with Type 2 Diabetes in a Community Pharmacy Setting. Dora K. Cheung, University of New Mexico, Objective: To provide information about the incidence and prevalence of cardiovascular risk factors in patients with type 2 diabetes mellitus (DM) in a community pharmacy setting. Methods: Seventy-two type 2 DM patients from six community pharmacies throughout the state of New Mexico completed the cardiovascular disease (CVD) risk factor assessment. The study participants completed questionnaires about their demographics, lifestyle habits, and medical history. Fasting lipid profile, fasting blood glucose, glycosylated hemoglobin A1c (HbA1c), blood pressure, weight, and height were determined for each patient. The results of the assessment were discussed with the patient and a copy of the results along with recommendations was sent to the patient's primary care physician. Results: The majority of our study population is Hispanic (67%). Patients have been diagnosed with diabetes for a mean duration of 9.3 years. Fourteen percent of our patients reported having existing CVD and 83% of our patients have 3 or more risk factors for heart disease in addition to DM. Seventy-six percent of our study population is not at goal for blood pressure, 71% for fasting blood glucose (FBG), 83% for HbA1c, 42% for low density lipoprotein (LDL) cholesterol, 77% for high density lipoprotein (HDL) cholesterol, 78% for triglycerides, 85% for body mass index (BMI), and 58% for physical activity. On average, we made 3.6 treatment recommendations for each of our patients. Among our recommendations for each patient, approximately 1.7 was for lifestyle modifications and 1.9 was for pharmacotherapy changes. Conclusion: Although numerous studies have shown decreased CVD morbidity and mortality with aggressive control of risk factors. our study participants demonstrated poor control of these recognized risk factors. The findings from this study should prompt more routine screening along with utilizing other healthcare professionals, such as pharmacists, in improving the treatment and achievement of therapeutic goals for patients with type 2 DM.

DiaBEATit - Pharmacist Impact on Diabetes Outcomes. Rene F. Garza, University of Texas at Austin. Objective: To provide information about the impact a pharmacist can provide to improve care in patients with type 2 diabetes mellitus (DM) in a community pharmacy setting. Methods: 20 type 2 diabetic patients were enrolled into the study with another 20 to serve as control subjects. The study participants completed a questionnaire about their demographics, lifestyle habits, and quality of life. Glycosylated hemoglobin A]c (HbA1c), blood pressure, weight, and height were determined for each patient at baseline and monitored for 10 months as the patients returned for 10 educational sessions on various aspects of diabetes care. The results of the assessments were discussed with the patient and a copy of the results along with recommendations was sent to the patient's primary care physician. Results: Research is still in progress, but current results show that the majority of our study population is Hispanic (88%). Mean HbAlc's for our patients at baseline were 8.86% and decreased to a mean of 7.5% in three months (Mean decrease of 1.36; P= 0.004) Conclusion: Though all results are not in at this point the statistically significant decreases in HbAlc show improved control of diabetes through regular educational sessions accompanied by monitoring of patient progress. Study participants report improved quality of life, which will be reflected in data collected at the termination of the study. The results of this study should prompt more routine education and monitoring sessions utilizing pharmacists as part of the disease management team to help patients achieve higher quality of life in addition to better diabetes control.

Diabetes Home Visitation Program. Jeffrey S. Stroup, Albany College of Pharmacy. Objective: This program was developed, in part, to evaluate the impact of a two-year, student-pharmacist run, diabetes home visitation program for patients with poorly controlled diabetes mellitus. Methods: Eighty patients with poor glycemic control (HbAlC > 10%) were randomized to intervention (home visitations) or control (no intervention) groups. Two groups of selected fourth-year pharmacy students conducted monthly home visits with assigned patients for consecutive 1-year intervals. Monthly activities included: review of patient drug regimens, identification of drug-related problems, ascertainment of patient compliance with life-style therapies, review of blood glucose monitoring technique and blood sugar logs, review of hypoglycemic management, discourse of patient-initiated concerns, and written reports to each patient's endocrinologist. Endpoints: PRIMARY: comparison of 2-year HbAlC levels. SECONDARY: comparison of the 2-year incidence of ED visits and hospitalizations. POST-HOC: comparisons of 2-year weight, blood pressure, and cholesterol profiles, and comparison of HbA1C, levels 1.5 years after discontinuation of home visits. Results: 30 patients completed the 2-year intervention; 40 additional patients comprised the control group. From baseline HbA1C's of 11.2% and 10.7%, 2-years levels decreased to 10.0% and 9.9% for

the treatment and control groups, respectively (P =0.467). 1.5 years after the discontinuation of home visits, HbA1C levels were 10.1% and 9.2% (P = 0.3635). Two treatment group patients experienced two ED visits (both diabetes-related visits) compared to 11 control patients with 16 ED visits (including 8 patients with diabetes-related visits; P =0.027 and 0.115). Thirteen treatment group patients experienced 14 hospital admissions (including 7 diabetes-related admissions), compared to twenty control patients with 32 admissions (including 14 diabetes-related admissions; P = 0.58 and 0.2918). At two years, there were no significant differences between groups regarding weight, blood pressures, or lipid profiles. Conclusion: Patients involved in a diabetes home intervention program had significantly less ED visits than the control group.

NEW INVESTIGATORS PROGRAM Characterization of the Effects of Severe Renal Insufficiency on

Drug Metabolism. Thomas C. Dowling, Andrew E. Briglia, Donna S. Hanes. Paul D. Light, Michael K. Hise and William L. Henrich., University of Maryland. Objective: Drug metabolism via the hepatic CYP3A enzyme system has yet to be directly quantified in ESRD patients. Prior in vitro work has suggested reduced CYP3A gene expression and activity in animals with chronic renal failure. The objective of this study was to quantify hepatic CYP3A activity in 8 ESRD patients and 5 healthy controls. Methods: Hepatic CYP3A activity was assessed using the 14C erythromycin breath test (EBT). CYP3A induction was assessed following administration of rifampin (600 mg/day) for 6 days. Breath samples were obtained 20 minutes after the EBT dose and analyzed for 14C using scintillation counting. EBT values we calculated as % 14C recovered/hr. Results: All results are presented as mean ± SD. The EBT value in ESRD patients at baseline was reduced by 23%, but enzyme induction was similar compared to controls (P= 0.71): Implications: These results indicate that ESRD patients have an absolute reduction in baseline CYP3A activity, but have similar enzyme induction capacity compared to controls. These findings may explain in part the increased incidence of adverse drug reactions and drug-drug interactions in ESRD patients. Further investigation of the relationship between CYP activity and the pharmacokinetics of specific drugs in ESRD patients is warranted.

PHARMACY TECHNICIAN EDUCATORS COUNCIL Career Exploration for Pharmacy Technician Students. Mary E.

Mohr, Clarian Health Pharmacy Technician Training Program. Objectives: To broaden the students' perspective of the many career opportunities available to them after completion of the program and enhance their understanding of their role in the profession. Methods: An observation schedule was instituted before experiential training began allowing the students to observe in five different areas of three hospitals. Field trips were scheduled to Roche Diagnostics, Larue Carter State Mental Hospital, Clarian Investigational Drug Pharmacy, Indiana University Compounding pharmacy, Clarian Diabetes Care center, and a long-term care pharmacy. A pharmacist was invited to speak to the class about technician involvement in the lipid and coagulation clinics she has implemented. Results: Students participated in roundtable discussions after each field trip. Comments were extremely favorable and indicated that their perception of themselves as professionals and the importance of their role in pharmacy was solidified. The students felt that this should become a regular part of the curriculum and be expanded. Implications: Further expansion is in progress as we are developing a formal course called "Career Exploration" which will meet weekly and consist of field trips, written evaluations and internet searches for career opportunities.

Developing an Educational Partnership Linking Pharmacy Students with Pharmacy Technician Students. Barbara H. Snyder, Dolores R. Sewchok, Bidwell Training Center; Sarah L. Bristol, Sneha M. Patel, Gina M. Carbonara, Gary P. Stoehr and Scott R. Drab, University of Pittsburgh. Objectives: Expand professional interactions by promoting a better understanding of the role of pharmacists and pharmacy technicians. Instruct pharmacy students in lesson preparation and presentation. Methods: Educators al Bidwell and faculty at the school of pharmacy met to design and implement an educational rotation for P-4 pharmacy students. Students met with Bidwell educators twice a week for 4 weeks, during which they observed classroom instruction and then prepared and presented on a relevant topic. An evaluation form for both groups of students was used to assess the educational experience. Results: Pharmacy students presented lessons on diabetes, self blood glucose monitoring, study skills, test taking strategies, grapefruit juice-drug interactions, bioterrorism: anthrax and smallpox, sports-enhancing drugs/supplements and HIV/AIDS. Both groups of students agreed that this was a valuable experience. Implications: The success of this partnership has led to discussions regarding expanding the rotation and creating an elective teaching course. Future presentation topics include hepatitis, food-drug interactions, patient compliance issues, Alzheimer's disease, and obesity.

Pharmacy Technician Attitudes Concerning Additional Education Opportunities. W. Renee' Acosta, Austin Community College Pharmacy


Technician Training Program; Milton J. Jez, Robert D. Salzman and James P. Wilson, University of Texas. Objectives: Survey pharmacy technicians in an eight county central Texas area concerning the following: what is the perceived role of the pharmacy technician in present practice environment; what perceived benefits may exist for pharmacy technicians resulting from additional education; and, whether or not certified technicians desire a higher level of education and, if so, to identify that level of education. Methods: A total of 244 pharmacies were identified in the eight county area. Each pharmacy was sent three copies of the survey with instructions to photocopy more if needed to give all pharmacy technicians an opportunity to complete the survey.

Results: Most practicing technicians agreed or were neutral regarding the idea of having a formalized training program provided by an education institution. Most technicians felt that a community college is a good source of pharmacy technician education and training, but were indecisive in the length of time needed for training. Technicians' opinions of the benefits varied, but dealt primarily with increased pay and responsibilities/opportunities. Implications: Practicing technicians seem to see a value in formalized education, but do not agree upon the necessity or the benefits. Austin Community College will survey employers to determine how the opinions of the employers match up with practicing technicians before proceeding with an Associates Degree option.


103rd Annual Meeting, July 14-17, 2002, Kansas City,...

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Transcript of 103rd Annual Meeting, July 14-17, 2002, Kansas City,...