American journal of pharmaceutical education

Publisher: American Association of Colleges of Pharmacy

Description

  • Impact factor
    1.21
  • 5-year impact
    1.30
  • Cited half-life
    4.80
  • Immediacy index
    0.29
  • Eigenfactor
    0.00
  • Article influence
    0.16
  • Other titles
    American journal of pharmaceutical education (Online), American journal of pharmaceutical education
  • ISSN
    1553-6467
  • OCLC
    56569398
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school.
    American journal of pharmaceutical education 06/2014; 78(5):99.
  • American journal of pharmaceutical education 06/2014; 78(5):108.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Objective. To determine how colleges and schools of pharmacy interpreted the Accreditation Council for Pharmacy Education's (ACPE's) Standards 2007 definitions for core advanced pharmacy practice experiences (APPEs), and how they differentiated community and institutional practice activities for introductory pharmacy practice experiences (IPPEs) and APPEs. Methods. A cross-sectional, qualitative, thematic analysis was done of survey data obtained from experiential education directors in US colleges and schools of pharmacy. Open-ended responses to invited descriptions of the 4 core APPEs were analyzed using grounded theory to determine common themes. Type of college or school of pharmacy (private vs public) and size of program were compared. Results. Seventy-one schools (72%) with active APPE programs at the time of the survey responded. Lack of strong frequent themes describing specific activities for the acute care/general medicine core APPE indicated that most respondents agreed on the setting (hospital or inpatient) but the student experience remained highly variable. Themes were relatively consistent between public and private institutions, but there were differences across programs of varying size. Conclusion. Inconsistencies existed in how colleges and schools of pharmacy defined the core APPEs as required by ACPE. More specific descriptions of core APPEs would help to standardize the core practice experiences across institutions and provide an opportunity for quality benchmarking.
    American journal of pharmaceutical education 06/2014; 78(5):91.
  • American journal of pharmaceutical education 06/2014; 78(5):107.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Objective. To describe the education, training, and academic experiences of newly hired faculty members at US colleges and schools of pharmacy during the 2012-2013 academic year. Methods. A survey regarding education, training, and academic experiences was conducted of all first-time faculty members at US colleges and schools of pharmacy hired during the 2012-2013 academic year. Results. Pharmacy practice faculty members accounted for the majority (68.2%) of new hires. Ambulatory care was the most common pharmacy specialty position (29.8%). Most new faculty members had a doctor of pharmacy (PharmD) as their terminal degree (74.8%), and 88.3% of pharmacy practice faculty members completed a residency. Of new faculty members who responded to the survey, 102 (67.5%) had at least 3 prior academic teaching, precepting, or research experiences. Conclusion. New faculty members were hired most frequently for clinical faculty positions at the assistant professor level and most frequently in the specialty of ambulatory care. Prior academic experience included precepting pharmacy students, facilitating small discussions, and guest lecturing.
    American journal of pharmaceutical education 06/2014; 78(5):92.
  • American journal of pharmaceutical education 05/2014; 78(4):86.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Objective. To evaluate the efficacy of faculty-led problem-based learning (PBL) vs online simulated-patient case in fourth-year (P4) pharmacy students. Design. Fourth-year pharmacy students were randomly assigned to participate in either online branched-case learning using a virtual simulation platform or a small-group discussion. Preexperience and postexperience student assessments and a survey instrument were completed. Evaluation. While there were no significant differences in the preexperience test scores between the groups, there was a significant increase in scores in both the virtual-patient group and the PBL group between the preexperience and postexperience tests. The PBL group had higher postexperience test scores (74.8±11.7) than did the virtual-patient group (66.5±13.6) (p=0.001). Conclusion. The PBL method demonstrated significantly greater improvement in postexperience test scores than did the virtual-patient method. Both were successful learning methods, suggesting that a diverse approach to simulated patient cases may reach more student learning styles.
    American journal of pharmaceutical education 05/2014; 78(4):76.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Objective. To evaluate the impact of an innovative team-taught elective course on second-year (P2) students' knowledge and skills relating to the relationship between aromatherapy and pharmacy. Design. An Aromatherapy Science elective course was offered to P2 students in an accelerated doctor of pharmacy (PharmD) degree program and was designed to provide an elective course experience while focusing on active-learning skills such as group work, student-led presentations, and in-class activities. Lectures were designed to reinforce core curricular threads from the basic sciences within the pharmaceutical sciences department while highlighting key aromatherapy principles. Assessment. Course evaluations, grades, and student self-assessments were used to evaluate student fulfillment and knowledge gained. Students agreed this hands-on course integrated pharmaceutical science experiences, enriched their pharmacy education, and provided knowledge to enhance their confidence in describing essential oil uses, drug interactions, and key aromatherapy clinical implications. Conclusion. Students agreed this course prepared them to identify essential oil therapeutic uses and potential essential oil-drug interactions, and interpret literature. The introduction of aromatherapy principles to pharmacy students will prepare a new generation of healthcare professionals on the role of alternative medicines.
    American journal of pharmaceutical education 05/2014; 78(4):79.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Over the past 2 decades, e-learning has evolved as a new pedagogy within pharmacy education. As learners and teachers increasingly seek e-learning opportunities for an array of educational and individual benefits, it is important to evaluate the effectiveness of these programs. This systematic review of the literature examines the quality of e-learning effectiveness studies in pharmacy, describes effectiveness measures, and synthesizes the evidence for each measure. E-learning in pharmacy education effectively increases knowledge and is a highly acceptable instructional format for pharmacists and pharmacy students. However, there is limited evidence that e-learning effectively improves skills or professional practice. There is also no evidence that e-learning is effective at increasing knowledge long term; thus, long-term follow-up studies are required. Translational research is also needed to evaluate the benefits of e-learning at patient and organizational levels.
    American journal of pharmaceutical education 05/2014; 78(4):83.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Objectives. To assess the association of scores on the Health Sciences Reasoning Test (HSRT) with academic and experiential performance in a doctor of pharmacy (PharmD) curriculum. Methods. The HSRT was administered to 329 first-year (P1) PharmD students. Performance on the HSRT and its subscales was compared with academic performance in 29 courses throughout the curriculum and with performance in advanced pharmacy practice experiences (APPEs). Results. Significant positive correlations were found between course grades in 8 courses and HSRT overall scores. All significant correlations were accounted for by pharmaceutical care laboratory courses, therapeutics courses, and a law and ethics course. Conclusion. There was a lack of moderate to strong correlation between HSRT scores and academic and experiential performance. The usefulness of the HSRT as a tool for predicting student success may be limited.
    American journal of pharmaceutical education 05/2014; 78(4):73.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Objective. To implement and assess a pharmacy dermatology and cosmeceutical compounding elective course and its impact on graduates' careers. Design. A 3-credit elective course that incorporated classroom lectures on ambulatory dermatologic diseases and cosmeceutical products with case studies, weekly quizzes, and a comprehensive business plan project was implemented in a doctor of pharmacy (PharmD) program in 2010. Assessment. Assessment instruments including weekly quizzes, a business plan project, and pre- and post-course tests were used to evaluate course content. Across 3 offerings of the course (2010, 2011, 2012), pre- and post-course test scores improved. Results of a postgraduate survey showed that 54% of respondents worked at a pharmacy offering compounding services, and 57% felt that the course played a significant or very significant role in their counseling on dermatologic conditions. Conclusions. Assessment methods revealed student learning of course content and the course appeared moderately beneficial to graduates' early careers. A more longitudinal analysis is needed to assess the course's impact on long-term career choices, particularly those dealing with compounding of cosmeceutical products.
    American journal of pharmaceutical education 05/2014; 78(4):78.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Objective. To assess financial, personnel, and curricular characteristics of US pharmacy practice experiential education programs and follow-up on results of a similar survey conducted in 2001. Methods. Experiential education directors at 118 accredited US pharmacy colleges and schools were invited to participate in a blinded, Web-based survey in 2011. Aggregate responses were analyzed using descriptive statistics and combined with data obtained from the American Association of Colleges of Pharmacy to assess program demographics, faculty and administrative organizational structure, and financial support. Results. The number of advanced pharmacy practice experience (APPE) sites had increased by 24% for medium, 50% for large, and 55% for very large colleges and schools. Introductory pharmacy practice experience (IPPE) sites outnumbered APPEs twofold. The average experiential education team included an assistant/associate dean (0.4 full-time equivalent [FTE]), a director (1.0 FTE), assistant/associate director (0.5 FTE), coordinator (0.9 FTE), and multiple administrative assistants (1.3 FTE). Most faculty members (63%-75%) were nontenure track and most coordinators (66%) were staff members. Estimated costs to operate an experiential education program represented a small percentage of the overall expense budget of pharmacy colleges and schools. Conclusion. To match enrollment growth, pharmacy practice experiential education administrators have expanded their teams, reorganized responsibilities, and found methods to improve cost efficiency. These benchmarks will assist experiential education administrators to plan strategically for future changes.
    American journal of pharmaceutical education 05/2014; 78(4):72.
  • American journal of pharmaceutical education 05/2014; 78(4):69.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Objective. To evaluate an interprofessional faculty seminar designed to explore the topic of interprofessional education (IPE) as a way to encourage dialogue and identify opportunities for collaboration among health professional programs. Design. A seminar was developed with the schools of pharmacy, nursing, dental medicine, and medicine. Components included a review of IPE presentation, poster session highlighting existing IPE endeavors, discussion of future opportunities, and thematic round tables on how to achieve IPE competencies. Assessment. Fifty-four health professions faculty members attended the seminar. Significant differences in knowledge related to the IPE seminar were identified. Responses to a perception survey indicated that seminar goals were achieved. Conclusion. An interprofessional faculty seminar was well received and achieved its goals. Participants identified opportunities and networked for future collaborations.
    American journal of pharmaceutical education 05/2014; 78(4):80.
  • [Show abstract] [Hide abstract]
    ABSTRACT: An awareness of how and where to search the education literature, and how to appraise it is essential to be a teacher scholar (an academic who takes a scholarly approach to teaching), to develop high quality education research, and to perform the scholarship of teaching and learning. Most pharmacy faculty scholars do not receive training in searching the education literature. Thus, a framework for searching the education literature is needed. The framework presented here on where and how to search for evidence in the education literature, referred to as the WHEEL for teaching, is meant to serve as a guide for faculty members in conducting comprehensive and exhaustive literature searches for the publication of scholarship of teaching and learning projects, educational research, or approaching one's teaching in a scholarly manner. Key resources to search and methods for searching the education literature are listed and described.
    American journal of pharmaceutical education 05/2014; 78(4):70.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Objective. To quantify the impact of pharmacy students' clinical interventions in terms of number and cost savings throughout advanced pharmacy practice experiences (APPEs) using a Web-based documentation program. Methods. Five hundred eighty doctor of pharmacy (PharmD) students completing ten 4-week APPEs during the final year of the curriculum were asked to document all clinical interventions they made using a Web-based documentation tool. Data were collected over 4 academic years. Results. The total number of interventions made was 59,613, the total dollars saved was $8,583,681, and the average savings per intervention was $148. The top 3 categories of interventions made by students were identifying dosing issues, conducting chart reviews, and recommending appropriate therapy. The top 3 intervention types made by students that resulted in the most dollars saved per intervention were identifying potential allergic reactions, identifying drug interactions, and resolving contraindications. Conclusions. Pharmacy students made important and cost-effective clinical interventions during their APPEs that resulted in significant savings. Documentation programs can track the number, type, and value of the interventions that pharmacy students are making.
    American journal of pharmaceutical education 05/2014; 78(4):71.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Objectives. To determine the academic pharmacy community's perceptions of and recommendations for tenure and tenure reform. Methods. A survey instrument was administered via either a live interview or an online survey instrument to selected members of the US academic pharmacy community. Results. The majority of respondents felt that tenure in academic pharmacy was doing what it was intended to do, which is to provide academic freedom and allow for innovation (59.6%). Respondents raised concern over the need for faculty mentoring before and after achieving tenure, whether tenure adequately recognized service, and that tenure was not the best standard for recognition and achievement. The majority (63%) agreed that tenure reform was needed in academic pharmacy, with the most prevalent recommendation being to implement post-tenure reviews. Some disparities in opinions of tenure reform were seen in the subgroup analyses of clinical science vs basic science faculty members, public vs private institutions, and administrators vs nonadministrators. Conclusions. The majority of respondents want to see tenure reformed in academic pharmacy.
    American journal of pharmaceutical education 05/2014; 78(4):75.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Objectives. To examine the impact of a panel discussion on transgender health care on first-year (P1) pharmacy students' knowledge and understanding of transgender experiences in an Introduction to Diversity course. Design. The panel consisted of both transgender males and females. After panelists shared their healthcare experiences, students asked them questions in a moderated setting. Students completed evaluations on the presentation and learning outcomes. They also wrote a self-reflection paper on the experience. Assessment. Ninety-one percent of students agreed that they could describe methods for showing respect to a transgender patient and 91.0% evaluated the usefulness of the presentation to be very good or excellent. Qualitative analysis (phenomenological study) was conducted on the self-reflection papers and revealed 7 major themes. Conclusion. First-year students reported that they found the panel discussion to be eye opening and relevant to their pharmacy career. Our panel may serve as model for other pharmacy schools to implement.
    American journal of pharmaceutical education 05/2014; 78(4):81.

Related Journals